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Just the other day, we saw two competing visions for public education clash in Albany. Mayor Bill de
Blasio spoke at a rally in support of a real plan for universal pre-K for children. Governor Andrew Cuomo
spoke at a rally in support of the continued expansion and extra funding of charter schools.
The evidence supports only one of these visions. The evidence shows that the charter sector does not do
a better job than public schools, even narrowing our frame of reference to test scores. On the other hand,
the evidence is clear that universal pre-K is the most effective educational policy lever in helping to close
the achievement gap.
Let’s take a look at Governor Cuomo’s remarks to see how well he met the 11th-12th
grade Speaking and Listening Common Core Standards, of which he is so fond.
How well did he perform on “presentation of knowledge and ideas?”
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Cuomo’s claim: “this is the most important civics lesson you will learn, because this is democracy and
this is how you make your voice heard. And we are here today to tell you that we stand with you. You are
not alone; we will save charter schools.”
The facts: The rally for charter schools was not a function of democracy. Charter schools cancelled
school for the day and bussed parents and students to Albany. Public school children remained in school.
Democracy would have required that both charter AND public schools be cancelled for the day and that
busses be provided for both charter AND public school students and parents. Only then would we know if
more parents and children support or oppose the continued expansion of charter school. Only then would
the voice of the people have been heard. But New York City Department of Education Regulation D-130
prohibits such blatant political activity “if such visit may disrupt the educational school environment.”
Charter schools do not, of course, follow such rules, even though they receive public money. If this
were not enough anti-democratic behavior the Daily News reported that “sources with knowledge of the
situation say Cuomo urged charter school advocates to turn out for the pro-charter rally.”
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Cuomo’s claim: “education is not about the districts and not about the pensions and not about the unions
and not about the lobbyists and not about the PR firms – education is about the students, and the students
come first.”
The facts: It is Cuomo who is influenced by lobbyists at the expense of the true interests of students.
Recent investigative reporting uncovered that “Cuomo’s reelection bid has so far received nearly
$400,000 from a cadre of wealthy supporters of Eva Moskowitz’s Success Academy Charter School
network, according to an updated tally of newly-released campaign filings. Some money has even come
from Moskowitz’s political action committee, Great Public Schools, which has given $65,000 to Cuomo
since 2011… By one tally of the 2014 filings, Cuomo racked up at least $800,000 in donations from
27 bankers, real estate executives, business executives, philanthropists and advocacy groups who have
flocked to charter schools and other education causes in recent years.”
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Cuomo’s claims: “We know that too many public schools are failing. Over 200 failing schools – 6%
grade level for reading, 5% grade level for math.
The facts: We know no such thing. We do know that the Board of Regents changes cut scores at
will to make it appear that students and schools are failing. For example from 2011 until 2013 out of
286 possible point combinations on the English Language Arts Regents exam an average of 74 point
combinations resulted in a passing grade. Then, in June of 2013, the number of point combinations
leading to a passing grade was dramatically lowered by 23%. Since then an average of 63 point
combinations out of 286 leads to a passing grade. We also know that New York State’s identification of
failing (a.k.a. “Priority”) schools is statistical nonsense. One researcher found that “Priority” schools have
150% more free lunch students, 300% more Black students, 175% more Hispanic students, and 200%
more English Language Learners than schools in “Good Standing.” We don’t have very many failing
schools. We do have many students who need and deserve more support. Which brings us to Cuomo’s
next claim.
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Cuomo’s claim: “The education industry has said the same thing for decades: more money, and more
money, and more money, and it will change. We spend more money per pupil than any state in the nation;
we’re number 32 in results. It’s not just about putting more money in the public school system, it’s trying
something new and that’s what charter schools are all about.”
The facts: The irony here is that charter schools in New York City, especially those that belong to the
charter chains that showed up to protest, spend much more per student than public schools. One analysis
has shown that, compared to similar public schools, Success Academy spends $2,072 more per student
and KIPP spends a whopping $5,359 more per student. New York State’s own data show that the “Good
Standing” schools receive 75% more foundation aid per student than the “Priority” schools. Cuomo’s
numbers just don’t add up.
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Cuomo’s claim: “Now not every charter school has been great, but overall they have been a great success
– like Success Academy in the South Bronx. The third best results in the state; give yourselves a round
of applause. That’s why 50,000 parents are on the waiting list, and our point today is parents deserve a
choice.”
The facts: Success Academy has become a lightning rod in this debate. So let’s review the numbers
on their Harlem schools, the only schools in the Success Academy network that have been around for
more than a couple of years. Last year’s 7th grade class at Harlem Success Academy 1 had a 52.1%
attrition rate since 2006-07. Last year’s 6th grade class had a 45.2% attrition rate since 2006-07. The
data show that this attrition is selective. For example, the attrition rate of special education students and
English Language Learners is over 60% in some cohorts in the space of just 3 years. All test outcomes
are meaningless when a school gets rid of so many kids. The Harlem Success Academies had an average
17.5% suspension rate as compared to an overall 8% in Harlem public schools. This is another way to
encourage challenging students to leave.
Harlem Success Academies have 50% fewer English Language Learners, 40% fewer special education
students overall, 1,400% fewer of the highest need special education students (and no this is not a typo),
15% fewer free lunch students, and an economic need index (a measure of students in temporary housing
and/or who receive public assistance) that is 35% lower than nearby public schools.
Even so barely more than half of their students were “proficient” on the last English exam and their
growth scores lagged peer schools by over 10 percentage points. They scored in the 39th percentile on
English exam growth for their overall student population and in the 21st percentile on English exam
growth for the students who began with scores in the lowest 1/3 of students citywide. The media likes to
tout Success Academy’s Math exam scores which were a bit better (and are easier to test prep for than the
writing required on English exams). But again, when you kick out students who get low test scores it is
not surprising that test scores go up.
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Cuomo’s claim: “I am committed to ensuring charter schools have the financial capacity, the physical
space, and the government support to thrive and to grow.”
The facts: de Blasio has already stated that he will charge only those charter schools who can afford it
rent fees when they use public space. Success Academy for example had “at least $30.9 million in total,
end-of-year assets.” Here is a report on what happens to public schools when charter schools, using
examples from the Success Academy network, are given physical space in public buildings.
“P.S. 123 had already struggled during its first co-location, with Success Academy Harlem 2 (SAH2),
that began in 2008. Three years later, Success Academy Harlem 5 (SAH5) entered the building, taking
SAH2’s place (which had to move to another location because of, ironically, lack of space), located on
the third floor. Because of this co-location, P.S. 123 has lost three rooms and several programs, and is
slated to lose three additional classrooms in September of 2012.One of the key losses was a GED program
that catered to adults 19 years old or older, which provided the school with the opportunity to educate
both children and adult community members in the same facility. The school also lost the use of their
computer room and had the library divided into cubicles, which limits student’s library time. The school
lost its SAVE room (see footnote #41), which are required by state law, and for P.S. 123 means disruptive
students simply remain in the class. In addition, students do not have enough time to take their state
exams. Students in the lower grades will have to either go outside or sit in the auditorium while the older
students are taking their exams. Due to the limited space, only certain classes at P.S. 123 are permitted
to use the gym. As a result, the school does not have a structured physical education program. There
is not enough room for the students to have an art program. The school is unable to achieve the 12:1:1
classroom ratio for students who have an Individualized Education Program. Speech and occupational
therapy are conducted in cubicles instead separate rooms. Additionally, students in Kindergarten through
Second grade have lunch at 10:30 a.m. SAH5 has air conditioning in all their, classrooms but few of the
air conditioners in P.S. 123 work properly.”
“Despite the fact that SAH4 has not yet reached full capacity, observers found significant inequities
in space between the school and STEM during a walk-through of the two schools… STEM [Science
Technology Engineering and Math Institute, a public school] has one science lab compared to SAH4’s
three rooms. STEM has no art room —only an art cart (Figure 1]. On the other hand, SAH4’s art room is
state-of-the-art [Figure 2]… STEM has a shared one-quarter of a classroom that had previously been for
janitorial use. It has been revamped for the use of both speech and ELL services. At times, these classes
are conducted at the same time, making it difficult for students to focus. SAH4 has its own dedicated
speech room, which is used fewer than five hours a week…STEM has a one-quarter classroom that
serves 20 self-contained special-education students, despite the fact that the classroom has capacity for
only ten students [see Figure 3]. Occupational and physical therapy for STEM students is provided in the
library or hallway. SAH4 has its own Dance Room [see Figure 4]… At one point, STEM’s Kindergarten
a janitorial toilet. Since STEM students are not permitted to use the SAH4 bathrooms and are prohibited
from SAH4’s assigned floors, STEM students were required to walk from the basement to the second
floor, and then back down a different set of stairs to the first floor STEM bathroom, so as to not cross
through SAH4 space.”
“SAH2 has four science labs. P.S. 30 has one science lab. Their state-of-the-art science lab, renovated
in 1990s after a grant from Mayor David Dinkins, was lost to SAH2. In only half of a classroom, P.S. 30
has seven service providers who furnish occupational therapy, physical therapy, speech therapy, hearing
services, and tutoring [Figure 7]. SAH2 has a speech room, two psychology rooms, an occupational
therapy room, seven administrative offices, and a generic conference room. In addition, SAH2 has its own
karate room, chess room and block room [Figures 8 through 11].”
“Specifically, with the HSA [Harlem Success Academy] expansion, the students at P.S./M.S. 149 have
lost: A fully equipped music room, instruments and a program; A state-mandated SAVE room where
students who are disrupting their classrooms have a chance to work on their studies without disrupting
other students; A computer lab, capable of servicing an entire class at a time; Individual rooms for
occupational and physical therapy (a speech teacher is servicing students in the library); and The English
Language Learners (ELL) classroom (student are sometimes are serviced in the library or non-teaching
spaces). Additionally, hallways in the school are extremely overcrowded, and the middle school students
are prohibited from using the stairwell that exists directly across from their classrooms — which is very
problematic during fire drills, and is a safety hazard.”
“Already co-located with Fredrick Douglass Academy II, in the summer of 2012 Wadleigh was preparing
to be joined by a Success Academy Harlem West (SAHW) charter school in the fall. During the
negotiations for the co-location, Wadleigh was promised 29 classrooms, but received only 20. The school
lost rooms for small group tutoring and administration, and guidance counselors have been forced to
hold confidential conversations with students behind partitions. Upgrades for the incoming SAHW —
including painting doors and walls —began while Wadleigh students were attempting to prepare for their
Regents exam, and administrators were given a short deadline for packing up materials in rooms that were
to be taken over by the SAHW in the fall, despite the fact that school was in session and would be so for
another month.”
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The evidence is clear. Cuomo has misrepresented the evidence and the facts. He receives a grade of well- below proficient on the following Common Core Standards: CCSS.ELA-Literacy.SL.11-12.1a (“Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation
by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas. CCSS.ELA-Literacy.SL.11-12.1c. Propel conversations by posing and
responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions
on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives. CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize
comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the investigation or complete
the task. CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence,
conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative
or opposing perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
It is time for Governor Cuomo to go back to school.
Reblogged this on Network Schools – Wayne Gersen and commented:
More evidence that Cuomo’s using faulty data in his defense of charter schools in NYC. NY voters, alas, have no choice at the State level: both parties embrace privatization.
wgersen: please excuse the impertinence, but “faulty data” is a gentle characterization of what the charterites/privatizers do.
Look just at the section of the above posting detailing the attrition rates of SA. This is a shameless attempt to mislead.
Reminds me of one of the “Principles of Data Interpretation” of the late Gerald Bracey:
“When comparing groups, make sure the groups are comparable.” [READING EDUCATION RESEARCH: HOW TO AVOID GETTING STATISTICALLY SNOOKERED, 2006, p.31]
Thank you for your comments.
😎
Eva Moskovitz appeared on yesterday’s HARDBALL with CHRIS MATTHEWS on MSNBC and did precisely the same thing, at least from a heartstrings tugging emotional vantage point…. It was quite nauseating — wish you could have been there to provide counterpoint…
http://www.msnbc.com/hardball
Cuomo has spoken in favor of both universal pre-k and respecting charters.
And between pre-k and charters all else are failures including Cuomo, eh Joe?
No, didn’t say that.
By the way, here’s a link to this week’s column praising college level courses taught in Minnesota district & chartered public schools:
http://hometownsource.com/2014/03/05/joe-nathan-column-dang-im-really-going-to-college/
Helps illustrate collaborations that benefit youngsters and involve various forms of school choice (ie students can take these courses for free either in their high schools or on college campuses)
Cuomo’s words about pre-k are empty, since the funding sources are not reliable, unlike De Blasio’s plan, in which they are.
The problem with De Blasio’s plan is that it seeks to place a miniscule tax on the kind of people who support your front organization, and your funders can’t bear the thought of spending one penny on anything that isn’t in their direct financial or political interest.
Additionally, Cuomo doesn’t speak of “respecting” charters, but actively directs his efforts to expand and enable them at the expense of public schools
Before you reflexively spin for charter schools and provide irrelevant links, you might try reading the post and responding to its substance.
Oh, but you can’t do that, because you can’t refute it, and must therefore dissemble and misdirect.
Yes, I read the post, I read the NY Times and I’ve read a variety of other sources. Off to work now, learn from and with local district public schools.
So are the rest of us Joe, so are we…actually we were off to work many hours ago.
Based on peoples’ comments, it appears a variety of people post here. Some are parents, some are teachers, some are retired teachers, some are concerned citizens.
What’s the point of repeatedly telling all you are off to work? What does that matter? Why do we need to know? Most of us are already at school when you announce your grand exit. I don’t get it. Tooting your horn over and over gets old.
What the charter people will never be able to refute is that everyone looks like a genius when they get to rig the game. Just stop taking public money and public spaces. And stop trying to compare your casino-like advantage to the coin flip of public education. No one wants to here the spoiled child cry unfair.
When you deal with “true believers,” evidence means little to them –look at the conversations over climate change or gun control. Political power and the right strategic moves is only response to the governor or Arnie Duncan—they do get that.
Did he mention the kids who are in the public schools?
I live in a state run by an ed reformer and I’m grateful for teachers unions, although I’m not a teacher and I’m not a union member.
Teachers unions are the only organized advocates for public schools in this state. I’m grateful someone is in Columbus working on our behalf.
Governor Kasich doesn’t value my kid’s school at all. We’re treated as a distraction- getting in the way of the Big Plans. The only time he mentions public schools is to bash them, as Cuomo does here.
We have passionate advocates for charter schools in government and then we have “agnostics” and “relinquishers”. Where are the advocates for public schools in government? Why am I paying these people?
“Teachers unions are the only organized advocates for public schools in this state.”
Exactly, which is why they are portrayed as Public Enemy Number One.
Every state has organized advocates for public schools. They include PTAs and a variety of groups that are quoted here.
Joe
Your horse died many moon ago. Time to stop beating him.
I think it’s nonsense. I also think it’s an excuse. One cannot read a screed from an ed reformer without a reference to the Evil Union Bosses.
I don’t know what they will use for an excuse for their own poor management skills and performance when they finally destroy the last teachers union.
I’m surprised anyone in the public buys it. It’s so CLEARLY managerial ass-covering and blame-shifting to me. Every time they’re criticized they start whining about unions.
Chiara, they complain about unions even in states where there are no unions. Amazing.
I live in Ohio, too, and I share your opinion about how Columbus attends to public schools.
I’m less heartened than you are about the unions supporting the teachers. Here in Cincinnati, it was the Cincinnati Public Schools union that made national headlines by being among the first to tie teacher evaluations to end of course test scores, and this was followed by some (all?) of the national teacher unions (I don’t have details, but many of the nationals have not done teachers favors in bowing to the reform movement…and at times seeming to bask in the praise over the new systems). There does seem to be some reversion in the face of outcry, but many misconceptions of teacher support for the Common Core and high-stakes testing stem from the work of our unions.
The biggest and most powerful group of supporters we have are the parents of our students. They cannot be ignored. Savvy politicians like Cuomo are seeking to divide parents from teachers. Hopefully, this won’t be successful.
Well, I don’t know about other public school parents, but I’m not voting for politicians who don’t support my kid’s school. I know public schools are political orphans, so that means “not voting” but so be it. I’m not endorsing these anti-public school political campaigns with my vote.
I can (and have!) put up with a lot from these bought and paid for clowns, but that crosses a line.
I think the NYTimes political page got it right:
“Governor burnishes brand, using de Blasio as foil”
That’s all you need to know about THAT 🙂
Public schools aren’t fashionable, and they aren’t part of Mr. Cuomo’s re-election strategy, or I should say they’re only to be used as a punching bag at his political rallies.
Cuomo is triangulating the education issue and largely getting away with it in the media. He blasts the Regents for their poor implementation of the Common Core, masking the fact that he’s as big a CC proponent (along with all its concomitant testing/evaluations) as anyone. I hope he eventually gets exposed.
Well voters do have a choice, we can work with the democratic party to have a nominee who represents public school education for governor. We can Vote this governor out of office. If charter schools can spend a fortune on marketing there cause on TV they can pay for their space. The education data speaks for itself, data can be manipulated but not in the way this governor is presenting half the story to the public. If it is true, that Cuomo worked with Governor Christie on the increase of tolls for the GW bridge as it pertains to trucks then there is a real character issue with him. Political theater doesn’t help the citizens who want critical thinking skills to be on display with our leaders not theater.
I hope you’re right, Arabella. It seems like some politicians are big enough to be immune to defeat.
MSNBC address for registering complaints about Eva’s false claims on Morning Joe.
The address is:
msnbc
30 Rockefeller Plaza
New York, N.Y. 10112
I am glad that you got that Literacy Standard out on the table, most ppl I speak to do not seem to know what it is all about.
Great post. it should be an OpEd in the NY Times which so badly needs a dose of reality about what is really happening in public education.
Just heard this commercial on local TV:
“Hello, I’m governor Andrew Cuomo. For all of us there is nothing more important than our children, and their education is everything. While the state’s new Common Core curriculum is headed in the right direction, testing on it is premature, it creates anxiety, and it’s just unfair. I won’t let our children’s scores count against them. Please tell your legislator to join me in protecting our children because education is about helping kids, not hurting them.”
YOU BASTARD!
Lying, manipulative, sleazy, despicable, disgusting bastard!
Complete with his creepy smirk. A lobbyist for Satan.
Now that he has publicly declared CC/Pearson testing unfair will he withdraw APPR evaluations?
Now that he has publicly told the children of NYS that April tests essentially DO NOT COUNT, how can the scores be used in APPR evaluations.
NYSUT – you silence is deafening!
Students challenging NYC district bureaucracy to help them. Those of you from NYC (and others), what would you recommend that they do?