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By Seth Pearce
1) The NYC Student Union supports the progress report program because it adds a sense of accountability and transparency to our schools and gives principals and SLTs important information about how to improve their schools.2) We believe that students should be involved in revising the surveys to make them more student friendly and informative. In addition, we believe that like the parent survey, the student survey should include a question like "What is the most important thing that could be improved about your school?" We also thought that surveys of teachers, parents and students should carry more weight in the overall school grade.
3) We believe that the Student Progress section should be reduced to at most 50 percent of the grade and more weight should be given to the Learning Environment section.
4) We believe that the weighted Regents pass rate does not say as much about the output of the school as the survey-makers desire and that it should be reduced or eliminated in favor of a larger emphasis on credit accumulation and graduation rates as both of those use Regents scores to determine real student output. It also puts too much emphasis on test prep by giving schools points for trying to make students take Regents earlier.
5) We believe that attendance, though it is a somewhat troublesome factor, should be given more weight because it forces schools to reexamine policies on a day-to-day level and create more incentives for students to come to school. Shanna Kofman, a Staten Island NYCSU representative, pointed out that at Staten Island Tech, the school offers SAT tutoring the day before SAT exams so that students won't stay home to study. This is an important example; this occurs only several times a year but the school cares enough to adapt to the students in order to keep them in class for those few days.
6) Finally, we suggest that a student or students should be included in the evaluation of data collected from surveys and quality reviews, so that the effect of positive and negative aspects of every school can affect the school's report card grade in a way that accurately reflects the way those aspects affect students. Because schools are made up of people of diverse educational perspectives, the teams that evaluate schools must reflect this diversity, and therefore must include students.
The edu-activist community has, to this point, missed out on a great opportunity to revise this system and make it into a more positive factor in our schools. Instead, they have for a large part condemned the program outright, severing a possible avenue of communication between the various constituents of our school system.
I hope that the education community can eventually use this issue to give parents, teachers, and students more influence on the results-based system that seems soon to overtake American education (i.e. keeping the general program but working to decrease the importance of certain elements like high-stakes testing). By refusing to compromise on this we are decreasing the possibility of working together on the more important issues like class size. In this city, compromise matters.
I've been meaning to note for the last week an interesting article in the Times about CUNY's Model City Council program. Kids from around the city, drawn from those enrolled in College Now courses, learn about city governance, represent their districts, and debate the same issues as the real City Council. Recently, the model council voted on the cell phone bill that generated so much friction between the council and Mayor Bloomberg this past summer. But unlike the real council, which voted almost unanimously to give students the right to carry phones to and from schools, the model council was divided, passing the bill by only one vote. Was this a case of kids adopting an exaggeratedly adult mindset, or do many students actually think there's merit to the cell phone ban? I'd love to know.
Just what we need -- another school grading system! The Sun reports today that the state has developed a "growth model" method of evaluating schools that, like the progress reports, depends heavily on year-to-year improvement in student performance.
The new reports, already under development, will go online just as soon as Secretary of Education Margaret Spellings approves it. It will be interesting to see whether the state's reports will have the same flaws as the city's progress reports, or whether state education officials will learn from the brouhaha over the progress reports and improve upon the city's model.
Celia Oyler, the professor who wrote the quiz, doesn't try to hide her disdain for the reports. Here's the extra credit question:
Since these school grades are: so expensive to produce; not based on many important aspects of what many educators and parents consider central aspects of schooling; do not take into account multiple measures of student progress and school quality; do not take into account standard statistical measures of error; and are based predominantly (in elementary and middle schools) on state tests not designed to be used to make year-to-year comparisons of student growth, why are these school grades being used by the Bloomberg/Klein administration?
Two news stories today about grading improprieties remind us of the unintended consequences of placing high stakes on tests and scores.
At Central Park East High School, Principal Bennett Lieberman is under fire for a memo he sent to his staff calling for teachers to hand out higher grades, telling them, "If you are not passing more than 65% of your students in a class, then you are not designing your expectations to meet their abilities." Teachers and students are upset, and Deborah Meier, a founder of the school who now works as an education professor and activist, hypothesized in the Daily News that Lieberman's memo was a response to the progress reports, which give credit to high schools based on how many classes students pass.
Also, Yoav Gonen reports in the Post on the investigation of a cheating scandal at Wagner High School on Staten Island, where an assistant principal engineered an attempt to artificially raise students' scores on June 2006 Regents exams. The report of investigators recommends that the assistant principal, who is now an AP at MS 88 in Brooklyn, be fired, but Wagner Principal Gary Giordano, now the AP's husband, will go almost entirely unscathed. The Post bills the story as an exclusive, but the most recent edition of New York Teacher, the UFT's newspaper, has more details about the testing improprieties, as well as other allegations of wrongdoing against Giordano.
There have always been corrupt administrators, but as pressure to improve performance ratchets up even more, I think we can assume we will see more incidents like these.
A few days ago, walking to the train after an NYC Student Union meeting with some of my fellow students, it struck me to ask, Why has the debate on the NYC DOE's progress report program garnered so much attention? Why have so many newspaper articles been written on it, so many people been riled up about it? It's just a silly report card program, right? Aren't there so many important issues out there?
Well, yes and no.
While there are more urgent issues facing our schools, especially class size, this issue gains its importance because it very thoroughly defines the main theme of Klein/Bloomberg's tenure running our schools: The Search for Results. Under this administration and probably in many other school systems around the country, the focus of broad educational policy is measurable results. These results set the agenda for individual schools and school systems as a whole.
Hopefully, all of us witnessing and participating in this event can use what has transpired in New York as a learning experience on the short-term future of American education politics. Since the first school Progress Reports were released, many education advocacy groups have viciously attacked the DOE, alleging that the reports are a waste of money and encourage a culture of constant test prep.
Many of these attacks have been directed at DOE accountability czar James Liebman. I personally feel that these were uncalled for. The man is trying to create a system that brings a measure of accountability, transparency and, most important, attention to our schools. In that third category, Liebman has unquestionably succeeded.
The progress report debate has brought education issues into the public eye more than any other issue this year. It has stayed in the paper and on the minds of parents, politicians and plain old people. It has inspired questions to be asked and answers to given and has gotten more people thinking about their schools. Without the letter grade, bold and big in the top left hand corner of the progress report (the main qualm for some anti-report card activists), this would have been a non-story and no change would have come of it.
If there's one thing I would like to put out there before the debate begins to die down it is this: The report cards are not inherently evil. They are flawed, but their spirit is important and good. For my school's SLT at least, our Progress Report has given us important information about what can be improved in our schools and has forced us to develop strategies to deal with the areas in which we did not do as well. Hopefully, the progress reports also got more parents informed about what's going on in their children's schools and inspired them to take some action.
As I said, however, the report cards are flawed. Last week several reps from NYCSU went to meet with Mr. Liebman to explain our grievances about the current progress reports. In my next post, I will describe them.
Cross-posted on the NYC Students Blog
This past spring, when the state lifted the cap on the number of allowed charter schools, you could hear prospective school operators salivating. Now some of the first charters have been granted under the new cap.
Eight schools chartered by SUNY will open in the fall; all are part of existing networks of charter schools. There will be a new Achievement First school in Brownsville, a Carl C. Icahn school in Far Rockaway, an Uncommon Schools middle school in Brooklyn, and three replicas of the Harlem Success Academy Charter School in Manhattan. That represents a 300 percent expansion of Eva Moskowitz's charter school, which opened in 2006. And of course the UFT-endorsed Green Dot charter high school, based on the model out of Los Angeles, will open somewhere in the Bronx.
And while I can't find evidence that the DOE has actually granted charters yet for next year, this summer it did invite a number of schools to submit full charter applications for the fall of 2008, and at least a few of those are now hiring. It looks like the DOE is more comfortable with home-grown charters than the state; many of the proposals it requested came from individuals or community-based organizations.
Teachers, administrators, and students at Canarsie High School got the news they feared earlier this week: the Department of Education will phase Canarsie out because of its consistently poor performance. It won't accept any new 9th graders in the fall of 2008, and the last seniors will graduate in 2011. Presumably, new small schools will open in the Canarsie building.
With the school scoring an "F" on its progress report and an "undeveloped" rating on its Quality Review, its demise seemed inevitable. But a teacher told the Daily News that news of the closing "came as a shock to everyone," and a Daily News article last week described the school's attempts to stop its doors from closing. Administrators planned to ramp up the level of academic work and tighten security this spring, saying, "We won't go down without a fight." Teachers told the Daily News that they think Principal Tyona Washington is receptive to change -- but she's also experienced in ushering troubled schools to their deaths; after graduating from the Leadership Academy, she was principal of IS 390 in Brooklyn for its final year.
There are only two more nights, but you should still know that this week the DOE is holding presentations about the new Gifted & Talented admissions policy in the seven languages for which the DOE provides translation services. Tomorrow there will be presentations in Haitian Creole, Bengali, and Russian; on Thursday, Bengali and Spanish. Share this news with your school and families who might want to attend the forums, and see the Insideschools calendar for details about locations.
Unfortunately, the Arabic and Chinese presentations were tonight, as was the single presentation in the Bronx, but families should be able to get their questions answered in their own language by calling their District Family Advocate.
Advocates for Children, Insideschools' parent organization, has just released a report about the status of overage, under-credited kids â€” of which there are about 138,000 â€” in the reorganized DOE. The policy brief, "Dead Ends: The Need for More Pathways to Graduation for Overage Under-Credited Students in New York City," says that despite the creation of the Office of Multiple Pathways to Graduation, which incubates programs to serve older students, and the addition of new transfer schools in District 79, many older students are still without options. In particular, many of the new transfer schools require students to be able to graduate in two years or to have a certain number of credits before enrolling; young adults who never accumulated any credits are shut out of these programs.
AFC's report also discusses the ability of the DOE's programs to meet the special needs of English language learners, students in special education, and pregnant and parenting teens, whose special programs were closed this year. AFC found that more than half of Young Adult Borough Centers don't offer adequate services for at least one of those needy groups.