Archives for the month of: March, 2016
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North Carolina: Parents and Teachers Thank the Network for Public Education for Supporting Them

By dianeravitch
March 26, 2016 //
18

A few readers have urged the Network for Public Education to cancel its conference in Raleigh to protest the legislature’s passage of a bill to remove any rights from transgender students. We will not cancel because we knew when we chose Raleigh that North Carolina has one of the most backward legislatures in the nation, that the state is controlled by forces that want to roll back the rights of many groups and individuals, and that the legislature is trying to extinguish public education by establishing charters and vouchers. Public funds are being used to discriminate against children, are being used to fund religious schools that exclude children who do not meet their “moral” requirements, and charter schools have been established to generate millions for politically-connected persons. We knew all this in advance, and we chose to go to North Carolina to support parents, students, and teachers who want a good public school system that is open to all and that respects the rights of all. Thus, the latest insult from the legislature will not persuade us to abandon our friends in their time of need. Please join us to support our allies in North Carolina.

 

 

 

This just in from Public Schools First in North Carolina:

 

 

On behalf of our 85,000 members (teachers, parents, and students) and our nearly 11,000 Facebook friends, Public Schools First NC thanks Network for Public Education – NPE for keeping their plans to have their 3rd annual conference in Raleigh, N.C. Many companies and organizations are cancelling their plans to NC due to recent events – on behalf of parents, teachers, and students all across NC, we appreciate NPE standing with NC. This conference is an opportunity to hear from national education researchers and advocates. This is a time we need to work together to make sure that our public schools are inclusive, fair, innovative and accountable, this is not a time to back down to those who do not support public education or social justice in our schools.

Public Schools First NC – Board of Directors.

Categories Education Reform

NYSAPE Calls for Passage of Bills to Lower Stakes on Testing

By dianeravitch
March 26, 2016 //
2

New York State Allies for Public Education–an alliance of 50 parent and educator organizations across the state and a leader of opt out–issued a press release calling for passage of four critical bills that would reduce the stakes attached to standardized tests. NYSAPE successfully organized the boycott of state tests last year that shook up the state’s policymaking machinery, leading Governor Cuomo to form a task force to propose measures to fix the standards and tests. In addition, the leadership of the New York Board of Regents has changed hands, with a friend of the parent groups now Chancellor. Other states and parents groups could learn from NYSAPE, which is on the case 24/7.

 

 

More information contact:
Lisa Rudley (917) 414-9190; nys.allies@gmail.com
NYS Allies for Public Education (NYSAPE) http://www.nysape.org

Calling on the Assembly & Senate to Pass Legislation to Repair Public Education

On March 20th Assemblyman Todd Kaminsky sponsored four bills that seek to offer relief to the children of New York. At a crowded press conference Assemblyman Kaminsky unveiled four legislative bills that seek to bring common sense back to education in New York State.

Assemblyman Kaminsky’s bills are an important start that will fix the damage done to education in New York State. NYSAPE and its coalition members back Assemblyman Kaminsky’s plan to decouple teacher evaluations from test results, end over-testing, empower parents, create needed alternative pathways to graduation for students, and make education about our children.

We are calling on all New Yorkers to contact their Assembly and Senate representatives to support Assemblyman Kaminsky Education legislation by taking action here:
In summary here is what the four legislative bills say:

A09626- Immediately decouple teacher evaluations from test results and direct the Board of Regents to establish a committee to research and develop an alternate, research-based method for teacher evaluations, which will ensure that students and teachers both have better experiences in the classroom.

A09578 – Repeal State Takeover of Failing Schools and put the school reform process back in the hands of local educators, parents, and other stakeholders who are in the best position to understand the specific needs of the school district.

A09584 – Reduce testing by directing the Board of Regents to establish a committee to shorten the length of tests and find ways to increase their transparency. Additionally, tests would be given to students, parents and teachers so that they can be used to improve the manner in which teachers teach and students learn.

A09579 – Create an alternate pathway to graduation by establishing a Career and Practical Education (CPE) pathway to a high school diploma which would provide a valuable alternative for students who do not wish to take – or are unable to pass – the Regents exams. By teaching practical life skills and training students for a career, a CPE pathway will better prepare all New York students for a future following high school.

“As we work towards meaningful changes in our education system, our laws must be corrected to allow for this positive change in direction for our children’s education. This legislation will allow for a move towards research based policies that parents and educators have fought so hard for. The legislature, Board of Regents, and State Education Department, have identified the significant problems that have grown out of misguided education reforms. This legislation is an absolute necessity to right the wrongs of the Education Transformation Act and bring child centered education back to our classrooms.” – Jeanette Deutermann, Long Island parent and leader of Long Island Opt Out.

“What Assemblyman Kaminsky has done here is about our children and something that parents have been advocating for. As a public educator, and parent, I am grateful that he is seeking solutions that are about and for our children. I am calling in all lawmakers to join with Assemblyman Kaminsky in righting a ship that has sailed grossly off course.”
– Marla Kilfoyle, Long Island public education teacher and parent.

“Assemblyman Todd Kaminsky’s bill proposals aim to put children at the center of public education policy. His bills will provide the autonomy and flexible school communities must have to meet the diverse needs of all children, while creating a system that moves away from punitive and draconian policies toward a more nurturing and supportive infrastructure. I strongly support Assemblyman Kaminsky’s Bill proposals.” – Jamaal Bowman, father, and principal of CASA Middle School in the Bronx.

“It is imperative to pass this package of legislation that will reverse the laws that have stolen our classrooms and to make sure every child in New York has access to graduating with a high school diploma.” – Lisa Rudley, Westchester County public school parent and founding member of NYSAPE.

Categories Education Reform, New York, Parent Groups, Standardized Testing, Teacher Evaluations

Parents Call on Governor Cuomo to Increase Oversight of Success Academy Charters

By dianeravitch
March 26, 2016 //
11

The Gotham Gazette reports that five former and present parents of students in the Success Academy charter schools called on Governor Cuomo to cut funding and increase accountability of Eva Moskowitz’s Success Academy charter chain.

 

The story reads, in part:

 

In an open letter to the governor, four parents of former Success Academy students, and one whose child is still enrolled in the network, criticize Success Academy’s disciplinary policies and say its practices are “discriminatory against students with special needs.”

 

The letter is being hand-delivered Friday morning to the governor’s office in Albany, it was shared with Gotham Gazette in advance. It is the latest in an ongoing, intense public debate over the practices of the controversial charter network, which has seen a series of troubling incidents come to light amid longtime concerns over its strict approach to discipline, suspension rates, and focus on test preparations.

 

Success Academy was founded by former City Council Member Eva Moskowitz in 2006. It is the largest charter school network in the city, with approximately 11,000 students in 34 schools across the city, in each borough except Staten Island. It also has seven new schools opening in August. Success students, or scholars as they are known in the network’s parlance, perform remarkably well on standardized tests, leading to many accolades and repeated questions about Moskowitz’s “secret sauce.”

 

But, the network has also faced much criticism for its harsh discipline policies and heavy emphasis on testing. Last year, the New York Times reported that a Success Principal had created a ‘Got to Go’ list to push out underperforming students. Then, last month, the Times released a video that showed a Success teacher scolding and publicly humiliating a first-grade student in front of the rest of her class. The network is also the focus of at least two federal lawsuits that were filed recently.

 

In face of this criticism, Moskowitz has time and again cited the network’s high performance on standardized tests compared to traditional district schools. While apologizing she has said reported incidents are isolated and not indicative of network-wide problems. She has worn the lawsuits as a badge of honor and said she is tired of apologizing.

 

The parents who wrote the letter disagree about whether there are systemic problems at Success Academy. “Despite what CEO Eva Moskowitz says, the targeting and pushing out of students, specifically our own, is not an anomaly within this organization,” their letter states.

 

The parents cite instances where their children were routinely suspended, singled out, and shamed or excluded from field trips. They say Success often called them midday to pick up their children without reporting these events as suspensions. And, they claim Success Academy retaliated by calling the Administration for Children’s Services on them when they spoke out against these practices.

 

“Because of this ongoing mistreatment of our children, several of us have lost our jobs or had to drop out of school,” they write in the letter. The missive and its demands to Gov. Cuomo come amid budget negotiations when funding for charter schools is being debated. Recent state budgets have been good to the charter school sector, which Cuomo has been allied with for years. Cuomo has appeared to distance himself a bit from charters, but is still seen as an ally.

 

 

Poor Andrew Cuomo: He will have to choose between the parents and the hedge-fund managers who underwrite political campaigns. Will it be a tough choice?

Categories Accountability, Charter Schools, Cuomo, Andrew, Education Industry, Education Reform, Harlem Success Academy, Parents, Privatization, Resistance

Peter Greene: The Secret Memo That Success Academy Does Not Want You to See

By dianeravitch
March 26, 2016 //
19

Peter Greene writes that the Success Academy charter chain proves definitively that charters are not public schools. 

 

It is a private business funded with public tax dollars.

 

They have previously gone to court to argue that they are not accountable to any elected officials or the state government itself. And now their team of lawyers has sent out a memo to remind staffers that they are not in any way accountable to anybody outside Success Academy walls.

 

Politico got its hands on that memo. It’s the latest in a string of damage control attempts at the charter chain, which has suffered one bad PR moment after another, from a got-to-go list of students to be forced out , to video of teacher cruelty to a child. They’ve drawn the unwelcome attention of veteran journalist John Merrow. Eva Moskowitz, who is paid more to head up her private chain of 11,000 students than Carmen Farina is paid to manage the entire New York City school system, has been ineffective in beating back the problems, and mostly seems alternately confused and outraged that she has to bother. Moskowitz is a woman who always seems one bad lapse of impulse control away from barking, “Do you know who I am!!??” Most recently the chain hired the same PR firm that has tried to paper over the Flint water crisis.

 

The legal memo that Peter Greene refers to says the following, according to Politico, where it was first published:

 

Under the header “top 20 mistakes schools make,” the advisory team writes that one of them is “providing information to lawyers/press/electeds/government reps.”

 

“Leaders must call advisory if these individuals are requesting information or are in their buildings. Lawyers and press/government may appear to be asking simple questions, but there can be broader implications,” the document reads. “Leaders must not provide sensitive information, such as demographic info or projected enrollment, to third parties without consulting with advisory.”

 

Stefan Friedman, a spokesman for Success, told POLITICO that what the memo outlines is important to keep staff on the same page. “With 11,000 scholars and 1,700 staff/faculty, these common sense procedures ensure we have a coordinated way for responding to inquiries from important members of the community,” he said in a statement.

 

The memo also specifically instructs school leaders not to allow parents to become the sources of leaks to journalists or government officials.

 

“Letting parents get away with threats to go to the press/police/elected official” is listed as number eight on the list of twenty mistakes.

 

“If a parent makes this threat, contact advisory. Advisory can help diffuse this situation,” the memo reads. “But we cannot let parents ‘get away’ with these threats. Feel confident in pushing back on these and telling parents that threats are not a productive way to resolve conflict or build the relationship….”

 

Staffers should not, according to the memo, take videos of “scholars in crisis.”

 

Teachers should not “physically restrain” students, except when they are in imminent danger.

 

And employees should not prevent students from using the bathroom, according to the memo.

 

Success’s legal team also instructs staff to keep clear documentation of student suspensions. Suspensions have been particularly publicly contentious for the network, following reports that Success suspends children as young as Kindergarten and that it suspends students at a higher rate than district schools or other charters do.

 

There are many other reasons to recognize that Success Academy charters are not public schools. Public schools are not permitted to close for a few hours or the day to send their students to a political rally. But Success Academy does it whenever its leader wishes. If a principal of a public school closed for the day and put students and parents on a bus to Albany to lobby for funding, she/he would be fired.

 

 

 

 

 

 

Categories Charter Schools, Harlem Success Academy

John Thompson on the Reign of the Broadie Superintendents

By dianeravitch
March 26, 2016 //
13

John Thompson, historian and teacher in Oklahoma City, read Motoko Rich’s report in the New York Times on the travails of Antwan Wilson, the Broad-trained superintendent in Oakland, California, and thought of the negative reputation that these “Broadies” have acquired. What is a Broadie? It is someone, with or without an education background, who attended a series of weekend seminars sponsored by the Eli Broad Superintendents Academy. This “academy” has no accreditation. It focuses on management style, not education. The Broad Foundation picks people to learn its autocratic management style and places them in a district where Broad has influence and might even supplement the leader’s salary. Once placed, you may surround yourself with other Broadies to push decisions on unwilling teachers and principals who know more than you do about the local schools and students. The list of failed Broadies is long, including Mike Miles in Dallas, General Anthony Tata in Wake County, N.C., John Covington in Kansas City and Michigan’s Educational Achievement Authority.

 

Thompson was reminded of the Broadie who took charge of the Oklahoma City public schools and sowed racial antagonism and division when he read Rich’s article about Wilson and his problems.

 

He writes:

 

It would be easier to sympathize with Wilson’s feelings if Broad and the rest of the Billionaires Boys Club’s public relations teams didn’t have such a long and disgusting record of using racial taunts against those (regardless of our race) who disagree with them. More importantly, the Broadie’s pain is dwarfed by that of poor children of color who increasingly find themselves in “apartheid schools” after competition-driven reformers (illogically) try to use resegregation of schools as a method for undoing the damage done by Jim Crow.
As explained in my book, A Teacher’s Tale, I first encountered the Broad mentality in 2007 when Oklahoma City hired a Broad Academy graduate as superintendent. Hoping to get off to a good, collaborative start, I introduced myself to the mentor that the academy assigned to him. She was sitting with several of my old friends and civil rights allies, African-American women with decades of administrative experience that they also would have gladly shared with the rookie superintendent. The Broad Academy mentor wiped the smiles off our faces when her first words to me were, “Why don’t you in Oklahoma City teach our African-American boys to read?”
At first, I thought we could have better luck communicating with the new superintendent. He was a good enough sport to compete in my school’s “Buffalo Chip Throwing Championship.” (Dressed in a fine business suit, the superintendent finished second, behind me, but unlike the champion buffalo feces thrower, he wore a plastic glove.) The superintendent enjoyed talking with my students, but he never seemed comfortable listening to teenagers when they disagreed with his policies. In one such meeting, the superintendent explained that he wanted an aligned and paced curriculum where every class covered the same material at the same time, and where he could supervise classroom instruction by video, throughout the district, from his office. Afterwards, my students were blunt, saying that the superintendent had no idea of what he was rushing into….

 

Across the nation, Broad and other market-driven reformers are stepping up the use of mass school closures to defeat teachers, unions, and parents who oppose them. Even as the Billionaires Boys Club proclaims that their goal is a 21st century civil rights crusade, they impose a brutal policy where the highest-challenge students are crammed into the schools that were already the most segregated, under-resourced and low-performing. In other words, they sabotage the highest-challenge neighborhood schools in order to discredit educators in them who seek win-win school improvement policies.
The Broad Academy and their allies are thus willing to sacrifice the welfare of the most vulnerable children and to inflame racial tensions in order to defeat educators who disagree with them. Whether they do so in Oakland or Oklahoma City – in Los Angeles, Dallas, Chicago, Philadelphia, Detroit, Denver, Washington D.C. or New Orleans – they are playing with fire. Whether we are talking about race, poverty, or special education, we must recognize the complexity of these issues and the need for nuanced conversations. As long as corporate reformers continue to vilify educators, complicated and interconnected problems will get worse. If Broad-trained superintendents had the knowledge about education that is necessary to improve schools, they would also understand why inflaming racial tensions is so dangerous.

 

 

 

 

Categories Broad Foundation, Charter Schools, Corporate Reformers, Education Reform, Oklahoma, Privatization

D.C. Think Tank Ridicules Critics of Common Core

By dianeravitch
March 26, 2016 //
50

The Center for American Progress is a D.C. think tank that is closely aligned with the Obama administration and the Clintons. Recently it released a video making fun of people who don’t like the Common Core standards. The parents in the video express absurd views about Common Core and appear to be extremist wing nuts.

 

CAP doesn’t seem to understand the critics’ concerns and ignores them:

 

Early childhood educators say the standards are developmentally inappropriate.

 

The standards assume that all children, when taught the same material at the same pace, will learn at the same pace. They don’t.

 

The standards overlook children with disabilities and English language learners.

 

The standards were funded by one man, Bill Gates, who believes in standardization.

 

The tests for Common Core adopted a passing mark that dooms most children to fail.

 

Some educators sincerely like the Common Core. Some sincerely believe that the Common Core is harmful to students. Ridiculing those who disapprove of CC does not advance the discussion.

 

Peter Greene saw the video too, and he was not pleased. He is an experienced high school teacher in Pennsylvania and he is not a fan of Common Core.

 

He writes:

 

“The message here is literally that Common Core critics are the tin foil hat crowd. Sigh.

 

“I mean, who is this for? Satire is only effective for an audience that is familiar with what you are satirizing, but anyone who is familiar with Common Core or the criticism of it knows that CAP isn’t just taking shots at a straw man, but a picture of a straw man pinned to the straw lapel of a straw suit being worn by a straw man. I mean, I consider myself fairly familiar with the art of mockery, and you can’t mock somebody if your mockery doesn’t have some sort of root in reality. A good caricature has to be recognizable as the thing being caricatured. And, not to get all wonky, but it doesn’t even establish an internally consistent world– the Core is new, but their college age daughter went through it, although the parents who fear the Core never noticed what was happening with their older daughter, and all of these family members relate to each other as if they’re strangers?And what are we to make of the message that parents are dopes?

 

 

“This simply sidesteps every legitimate criticism ever leveled against Common Core and leaves it untouched, though it certainly does zero right in on all those people who say that Common Core requires you to throw out books or ignore math or has something to do with mutant armies. Really stuck it to those guys, let me tell you. I can’t imagine how they failed to lampoon all those people who say Common Core will make your houseplants die.”

 

Shame on CAP.

 

 

 

 

Categories Common Core, Education Reform

Mercedes Schneider on TFA’s Internal Troubles

By dianeravitch
March 26, 2016 //
9

As reported earlier here, Teach for America–the corporate teacher recruitment program–is having internal problems that it won’t admit in public. Heads are rolling. The diversity department was eliminated. Yet public relations for a major corporation like TFA require an offensive strategy. Mercedes Schneider has studied the PR strategy and describes it here. She reviews a report by Bellwether Partners (where Secretary of Education John King’s wife works), advising TFA on its image problems. Its biggest PR problem, it seems, is the TFA alumni who criticize the organization for its arrogance, its indifference to replacing experienced teachers, its inflated claims of success, and its constant self-promotion. They have figured out that no matter how many TFA are recruited, they cannot end the poverty that their students suffer, nor do they close the achievement gaps rooted in poverty.

 

A funny story that Mercedes uncovered:

 

According to the report, TFA just didn’t see hefty resistance coming on social media.

 

That’s just foolish. TFA is a teacher temp agency that then tries to place its former temps in strategic and powerful positions in order to advocate for test-score-driven ed reform. Of course many people will not approve, and that disapproval could be strongly expressed on the likes of Twitter, Facebook, and blogs.

 

Perhaps in its arrogance, TFA did not believe anyone could effectively confront them in the media. But it happened. And, as the Bellwether report notes, the comedy continues. Consider this excerpt:

 

“The volume and vitriol of the attacks caught Teach For America off guard. …The advent of social media exacerbated these challenges. While some of Teach For America’s critics, such as education historian Diane Ravitch, were highly adept in using social media to amplify their messages, Teach For America was slow to adopt a social media strategy. “We had lost touch with how this younger group of people were engaging with the world,” notes [former TFA staffer] Aimee Eubanks Davis.”

 

“This younger group of people”?? Diane Ravitch is 77 years old.

 

Makes one wonder just how far out of touch TFA is with reality beyond itself.

 

It seems TFA just believed that younger people would not read Ravitch. But apparently, they do. (Ironic how she blew the whistle on the current TFA downsizing.) Whereas TFA might label her criticism as “vitriol,” it seems that they recognize that their recruits consider her as being among the “reputable voices” criticizing TFA’s temp-teacher lifeblood.

 

 

Schneider’s post is a long read, but well worth your time.

 

 

 

 

 

 

 

Categories Teach for America

Brussels: My Question

By dianeravitch
March 25, 2016 //
14

As I listen to the news, I hear many references to people who left Europe to fight with ISIS, then returned to become terrorists. One CNN report said there are over 1500 such people in Europe, about 500 in the US.

My question: why are they allowed to return? Why don’t they lose their passport when they join the battle on the side of ISIS? They should not be allowed to re-enter.

Categories Education Reform

PARCC Will Score Many Student Essays by Computer

By dianeravitch
March 25, 2016 //
36

Politico reports this morning:

 

 

PARCC says many states with Common Core-based assessments will use automated scoring for student essays this year. A spokesman says that in these states, about two-thirds of all student essays will be scored automatically, while one-third will be human-scored. As in the past, a spokesman said about 10 percent of all responses will be randomly selected to receive a second score as part of a general check. States can still opt to have all essays hand-scored.

 

This is another reason to opt out of the state testing.

 

Do you think that PARCC is unaware of the studies by Les Perelman at MIT that show the inadequacy of computer-graded scoring of essays?

 

Here is a quote from an interview with Professor Perelman, conducted by Steve Kolowich of the Chronicle of Higher Education:

 

 

“Les Perelman, a former director of undergraduate writing at the Massachusetts Institute of Technology, sits in his wife’s office and reads aloud from his latest essay.

 

“Privateness has not been and undoubtedly never will be lauded, precarious, and decent,” he reads. “Humankind will always subjugate privateness.”

 

Not exactly E.B. White. Then again, Mr. Perelman wrote the essay in less than one second, using the Basic Automatic B.S. Essay Language Generator, or Babel, a new piece of weaponry in his continuing war on automated essay-grading software.

 

“The Babel generator, which Mr. Perelman built with a team of students from MIT and Harvard University, can generate essays from scratch using as many as three keywords.

 

“For this essay, Mr. Perelman has entered only one keyword: “privacy.” With the click of a button, the program produced a string of bloated sentences that, though grammatically correct and structurally sound, have no coherent meaning. Not to humans, anyway. But Mr. Perelman is not trying to impress humans. He is trying to fool machines.

 

“Software vs. Software

 

“Critics of automated essay scoring are a small but lively band, and Mr. Perelman is perhaps the most theatrical. He has claimed to be able to guess, from across a room, the scores awarded to SAT essays, judging solely on the basis of length. (It’s a skill he happily demonstrated to a New York Times reporter in 2005.) In presentations, he likes to show how the Gettysburg Address would have scored poorly on the SAT writing test. (That test is graded by human readers, but Mr. Perelman says the rubric is so rigid, and time so short, that they may as well be robots.)

 

“In 2012 he published an essay that employed an obscenity (used as a technical term) 46 times, including in the title.

 

“Mr. Perelman’s fundamental problem with essay-grading automatons, he explains, is that they “are not measuring any of the real constructs that have to do with writing.” They cannot read meaning, and they cannot check facts. More to the point, they cannot tell gibberish from lucid writing.”

Categories Standardized Testing, Technology

New York City: Teachers Warned Not to Speak About Opting Out

By dianeravitch
March 25, 2016 //
71

While the state of New York is scrambling to respond to the outraged parents who opted out of state tests last year, New York City is threatening teachers who dare to speak about opting out.

 

Last spring, 20% of the state’s eligible students opted out (about a quarter million students), but the numbers were much lower in New York City. Some attribute this to the fear of losing funding. Whatever the reason, less than 2% of students in New York City refused the tests.

 

The city wants to keep the numbers low.

 

According to the New York Times:

 

At a forum in December, Anita Skop, the superintendent of District 15 in Brooklyn, which had the highest rate of test refusals in the city last year, said that for an educator to encourage opting out was a political act and that public employees were barred from using their positions to make political statements.
On March 7, the teachers at Public School 234 in TriBeCa, where only two students opted out last year, emailed the school’s parents a broadside against the tests. The email said the exams hurt “every single class of students across the school” because of the resources they consumed.

 

But 10 days later, when dozens of parents showed up for a PTA meeting where they expected to hear more about the tests, the teachers were nowhere to be seen. The school’s principal explained that “it didn’t feel safe” for them to speak, adding that their union had informed them that their email could be considered insubordination. The principal, Lisa Ripperger, introduced an official from the Education Department who was there to “help oversee our meeting.”

 

Several principals said they had been told by either the schools chancellor, Carmen Fariña, or their superintendents that they and their teachers should not encourage opting out. There were no specific consequences mentioned, but the warnings were enough to deter some educators.

 

Devora Kaye, a spokeswoman for the Education Department, said that teachers were free to express themselves on matters of public concern as private citizens, but not as representatives of the department, and that if they crossed that line they could be disciplined. Asked what the disciplinary measures might be, Ms. Kaye said they were determined case by case.

 

“I don’t think that the teachers’ putting themselves in the middle of it is a good idea,” Ms. Fariña said in an interview.

 

 

Categories Farina, Carmen, New York City, Opt Out, Parents
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