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equality gap

Walcott: Not all charter and district schools are made equal

Deputy mayor Dennis Wolcott spoke to parents and advocates last night at Wadleigh Secondary School for the Performing Arts.

Deputy mayor Dennis Walcott spoke to parents last night at Wadleigh Secondary School for the Performing Arts.

Speaking at a townhall-style event last night, Deputy Mayor Dennis Walcott said the city needs to cut down on inequities between charter schools and traditional public schools.

Responding to criticism that New York City charter schools have significantly more money, school supplies, and better facilities than the district schools they often share buildings with do, Walcott conceded that this is a problem on some campuses.

“That’s something we need to work on,” he said.

“Charter schools have the ability to raise money and so can get enhancements, and that’s a beautiful thing,” he continued. “At the same time, we have the responsibility to make sure that the existing schools that share the space also get the enhancements.”

Arguing that disparity can be best solved on a school-by-school basis, Walcott said that district school principals could spend part of their budgets to pay for new supplies and facility upgrades.

“Up until last year, we were doing a very good job with that,” he said, adding that budget cuts hurt principals’ ability to spend money on non-staff expenses.

Turnout at the event, held at the Wadleigh Secondary School for the Performing Arts, was lower than organizers had expected, in part because it was held at the same time as a Community Education Council meeting on overcrowding in the same district. Organizers said that the scheduling conflict was unintentional.

Perhaps because of the small turnout, the meeting turned into an unusually candid conversation between the deputy mayor and his audience.

Walcott also said that there is more work to be done to improve services for special education students and increasing the number of African American and Hispanic teachers.

Susan Crawford, a parent in District 3, criticized the increased security presence in schools. “Things are being handled by arrest that used to be handled by the principals,” she said.

“I don’t agree with you that we’re just arresting kids willy nilly and putting them in jackets for life,” Walcott responded, saying that security policies have made schools safer and that no disciplinary power has been taken away from principals.

Walcott spent much time emphasizing that the Bloomberg administration is trying to increase the ways that parents can influence and be involved in their children’s schools. He highlighted the Learning Environment Surveys, which poll parents on the performance of schools, and the education component of the 311 call line.

“What we’ve tried to do is to create a variety of mechanism for parents’ voices,” he said. “That’s not to say we can’t make it better. That’s one of the reasons I’m here.”

Mona Davids, the founder and director of the New York Charter Parents Association, said that she organized the event with the Community Conversations in Education Project of the New York City Mission Society as a way to begin forging an alliance between charter and district school parents. “We’re all public school parents,” she said. “I think it’s really important to come together to ensure that all our children receive equal access to a quality education.”

A similar meeting is scheduled for next month in the Bronx.

  • http://www.classsizematters.org Leonie Haimson

    Last night John White of DOE said he would welcome legislation requiring charter schools to admit more special ed and ELL students. This is a new line on the part of DOE to admit to disparities in funding and student population between charters and regular public schools – though as far as I can tell, after more than seven years, they have done absolutely nothing to address this problem. In fact, they have encouraged it by giving privileges and hidden subsidies to the charter school operators.

  • fuzzy

    Just noticed that after that weird fuzzy field trip article in the NY Times, there’s a Harlem Success ad on the front page of the Times website. Wonder if they got a deal on that?

  • Ellen McHugh

    There already are LAWS and REGULATIONS on the education of students with special needs. Maybe this is the time for the DOE personnel to become familiar with the IDEA, with the ADA, with Regents regulations and with DOE regulations concerning the appropriate education of, and access to education for, children with special needs. It’s an eye opener, a page turner, a barn burner.

    If you use government money …federal, state, or city….to fund any part of a program, you cannot discriminate based on race, religion, sexual orientation, age, gender or disability.
    As students in charter schools receive busing, breakfast and lunches and NYSTL (book) money, the charters are using government money. Ergo, outright discrimination is forbidden. The more insidious type of discrimination by omission can be addressed by DOE compliance.

  • http://edintheapple peter

    Leonie: How about getting John White to support the following bill that was introduced in the Spring by Assembly Maisel and co-sponsors:

    ——————————————————————————–

    A07981 Memo:
    BILL NUMBER:A7981

    TITLE OF BILL: An act to amend the education law, in relation to
    requiring charter schools to enroll children with disabilities and
    English language learners in comparable numbers to those enrolled in
    public schools

    PURPOSE OR GENERAL IDEA OF BILL: This bill will make charter schools
    enroll disabled children and English language learners in numbers compa-
    rable to the school district which they serve.

    SUMMARY OF SPECIFIC PROVISIONS:Paragraph a of subdivision 2 of section
    2854 of the education law, as amended by section 5 of part 0-2 of chap-
    ter 57 of the laws of 2007, is amended to read that “a charter school
    must enroll the same or a greater percentage of students with disabili-
    ties and limited English proficient students when compared to the
    enrollment figures for such students in the school district in which the
    charter school is located. Failure to comply for two consecutive years
    shall be deemed grounds for revocation of the charter”.

    JUSTIFICATION:Charter schools are often given the “average cost” per
    student from a school district. This “average cost” includes not only
    students with average needs, but also those with special needs. These
    students, such as disabled students or those requiring special help to
    learn English as a second language cost more than ordinary students. For
    this reason, it is often a disincentive for charter schools to work
    toward providing a comfortable environment for students requiring
    special help. Charter schools must be required to expend the same number
    of their resources in order to help with students that require special
    help.

    PRIOR LEGISLATIVE HISTORY: None.

    FISCAL IMPLICATIONS: None.

    EFFECTIVE DATE:This act shall take effect immediately.

  • canwetalk

    If charter schools will need to accept students with special needs and ELLs so as to eliminate any form of inequities between them and the public schools, then the charter name is a misnomer and it should be called public schools.

  • http://edintheapple peter

    Canwetalk

    The current law requires charter schools to make “good faith efforts” to enroll comparable numbers of disabled and ELL youngsters as the district … they have chosen to ignore the law and the chartering authority has chosen to allow them too.

  • canwetalk

    Charter schools ignore the law; the chancellor ignores the law; the mayor ignores the law. Teachers follow the law but are igored by those who don’t care about the law.

  • http://www.sinksalive.blogspot.com KitchenSink

    Firstly, can we please stop talking about charter schools as if they are a great monolith? There are almost as many different approaches among charter schools to recruitment, special education and teaching ELLs as there are charters.

    As for this new bill, it fails to address the complexity of the issue given that diverse range of approaches. Would it restrict, let’s say, Wildcat Academy Charter School from taking in the dropouts it serves? They enroll surely quite a bit higher than the special education level than the district. Would Family Life Academy CS have to enroll fewer ELLs than it currently does so it could go down to the district level?

    And who would be these magical special education and ELL families? How would charters be expected to reach them? You’re talking about a law that’s based on family choice, now you’re compelling certain families to attend a school.

    Also, I know the reaction of many charters to this law would be: “Fine, we’ll play along if you force us to and ALSO (like many district schools) over-refer children to the CSE and slap them with IEPs, just to meet your quota.”

    Finally, what if this law applied to district schools as well? Would you expect and want to enforce an EVEN distribution of special education and ELL students across all district schools? If not, why would you compel that situation for charters? What about districts that have major imbalances of ELLs? Are we going to start busing kids from Richmond Hill over to Douglaston so the latter could meet an immigrant quota?

    Sorry PS 87M – Johnny doesn’t have a slot because we have to get that 4% ELL and 7% special education rate up! (We could just hand Johnny an IEP, I mean, he does fidget quite a bit for a four year old.)

    There are surely better ways to address this issue. Setting quotas is reactionary and brainless.

  • Ellen McHugh

    Children should attend schools in natural proportions, not forced quotas. And so far as I know, there are no quotas. Some schools will even become hubs to demonstrate good priactises for certain types of students with disabilties.

    Principals and staff have been accustomed to being told that they do not have the expertise to educate students with disabilties. I know that no one teacher can be all things to all students but a little honest thinking could bring people back the conclusion that principals and staff go into this to educate all children. Maybe that is pie in the sky thinking but we need to stop beating each other up and work with the students.

  • Lisa Donlan

    Kitchen Sink
    What is it you find so wrong with quotas?
    Do you prefer ‘benchmarks” as a measure of what is fair, right, equitable, expected?

    In CSD One we have used both – to try to achieve academic, ethnic/racial and socioeconomic diversity- the goal being to have each of our neighborhood schools look as much like the whole neighborhood as possible.

    OSE has been dropping CTT and Self Contained special ed classes into neighborhood schools for several years, ever since they noticed that some schools had well over the district average of students w/ IEPs and some had few to none.

    This inequity is one of the issues the community has taken up regarding Girls Prep Academy- which serves NO ELL students ( district average= 12%) and only 8% students w/ IEP’s ( district average = 23% for elementary schools and 29% for Middle Schools). The same trend show true for poverty level and other measures of at risk students.
    Serving at risk students is one of the NYS charter law justifications for creating these “education alternatives.”

    You call quotas “reactionary” – do folks think an all -girls schools is innovative or reactionary?

    How does the kind of sorting out and separating- by sex, ability, language status, socioeconomic class and race by some charters, and by GPC in particular, fit in with Ellen’s point regarding anti-discrimination laws?

    And don’t tell me about the “lottery” system- because if you can’t get an application, you can not get in the lottery. I even tried getting a charter school application myself several years ago when parents in my district said they could not apply to Manhattan Charter School which was “incubating’ on the LES but planned to move into a building in the Grammercy Park area. (Surprise- the school is still there, “incubating?” 5 years later!). The principal used the supposed move to convince me I did not want to take my young child so far away for school.
    There are also documented cases of GPC turning away students with special needs, as OSE and CSE well know.
    Tell us, Kitchen Sink and others, how you think this issue of basic inequity- which surely was NOT the intention of the charter movement or laws- should be addressed?

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