Archives for category: Bill de Blasio

This story in the New York Times tells a lot about what happened in New York City during the Bloomberg years (Mayor Bloomberg was elected in 2001, won full control of the school system from the Legislature in 2002, and put his plans into effect in September 2003). Although the city had a term-limits law of two terms, Bloomberg persuaded the NYC City Council to allow him (and themselves) to stay in office for a third term. So, Bloomberg ran the public schools from 2002-2013, when he left office. The signal strategy of his years in office was closing low-performing schools–many of them large comprehensive high schools–and replacing them with small high schools or charter schools, sometimes with three, four, or five schools in the same building, each with its own principal and administrative staff. The small high schools were allowed to exclude students with disabilities and English-language-learners for a set number of years, and of course, they had better results than the big high schools. The big high schools meanwhile became dumping grounds for the students unwanted by the new small schools or the charters.

 

The linked article notes that the Bloomberg administration closed 157 schools–most of them large high schools–and opened 656 schools, including charter schools.

 

The irony of the article is that it features Santiago Taveras, who was the man charged with closing schools. In public hearings, he appeared stonily impassive as students, parents, and teachers pleaded for the life of their school. Taveras is now in charge of DeWitt Clinton, one of the few remaining comprehensive high schools, and he is leading the effort to turnaround the school. His is one of 94 schools selected by the de Blasio administration for extra resources and services, because de Blasio wants to help schools instead of closing them. Taveras led the effort to close schools, now he is part of De Blasio’s effort to rescue them. Flexibility is a good thing.

 

I personally believe that de Blasio is on the right track in trying to give schools the help they need to survive. As the article points out, many of the comprehensive high schools were doomed because they took in the low-performing students that the new high schools excluded. Some of those that were closed–like storied Jamaica High School–had extensive programs for college-bound students, for English-language learners, and for many other students with different interests and needs. But Jamaica High School died, despite the loyalty and efforts of its staff.

 

 

In contrast to the Bloomberg administration, which believed in closing schools with low test scores, the de Blasio administration is launching a “community schools” model, in which schools are paired with community organizations to help them improve. Here is a press release from the New York City Department of Education, a welcome departure from the past, when almost every school lived under threat of closure:

 

DE BLASIO ADMINISTRATION’S FIRST 45 COMMUNITY SCHOOLS GET PAIRED WITH COMMUNITY PARTNERS AND PREPARE FOR 2015 LAUNCH

Each school to adopt transformative educational approach to address whole needs of children and provide targeted services such as vision care, mentoring, arts and sports education, social workers and other mental health services, youth leadership programming, and academic enrichment to help students catch-up or leap ahead

NEW YORK—Schools Chancellor Carmen Fariña and Deputy Mayor Richard Buery today announced the first 45 Community Schools launched under the de Blasio administration have been matched with 25 local community-based organizations and approved to provide a slate of new services to help students develop and learn.

Under the $52 million four-year Attendance Improvement and Dropout Intervention (AIDP) grant administered in partnership with the United Way of New York, New York City will launch more community schools than any other city in the nation. Community Schools are a pillar of Mayor de Blasio and Chancellor Fariña’s education agenda, supporting social, emotional, physical and academic needs of students to support learning. The AIDP-funded community schools will include a specific focus on chronic absenteeism and drop-out prevention.

The research-based Community School model has a proven track record of improving academic achievement. It creates strong partnerships between schools and experienced community partners to provide social services, counseling and mental health supports, targeted academic interventions, and engage entire families and communities as part of a holistic approach towards elevating educational outcomes.

Each of the 45 community schools has been matched to an effective community-based organization and a full-time in-school Community School Coordinator. The Community School Coordinator’s role is to customize and organize the delivery of supports to students such as mentors, mental health professionals, academically enrichment services during and after the school day, optometrists and dental services, as needed.

“We believe in investing in the whole child. Every student comes to class with different challenges that can make it difficult to learn. Community Schools respond to families’ needs in innovative ways so that students become more likely to attend class, and better able to focus and succeed. We know that when this model is done right, it has a proven track record of strong academic results,” said Mayor de Blasio.

“For our students to succeed they must be in school learning, and within the community school model, the whole needs of students are addressed,” said Chancellor Fariña. “Not only can there be an eye clinic or additional guidance counselors to address the social and emotional needs of our students, but parent involvement and engagement happens every single day. When I visit schools and see parents volunteering in the classroom, sitting in a communal room having coffee and discussing how to support their kids, I know these schools will become anchors within their communities and our students are the winners.”

“Combined with Pre-K for All and after-school enrichment in our middle schools, these Community Schools are going to lift up thousands of students. These schools serve some of our most challenged communities, and that puts even more pressure on our teachers and principals to help kids succeed and build a better life. Having seen strong Community Schools in action right here in New York City, I know what a difference they can make. We cannot wait to roll up our sleeves and get started,” said Deputy Mayor Buery.

“United Way of New York City is proud to partner with the de Blasio administration on this visionary effort,” said Sheena Wright, President and CEO, United Way of New York City. “We firmly believe this Community Schools initiative will be integral in transforming the lives of New York City’s children, and UWNYC is fully leveraging our unique strength and over 23-year experience working with CBOs to help successfully launch the City’s strategy.”
Dozens of studies from the past two decades have demonstrated the positive impact of Community Schools on academic achievement. An analysis of 11 of Boston’s K-5 City Connects schools found students had significantly outperformed peers in comparable schools in academic work across grades 3-5. Students in Tulsa, Oklahoma’s most successful Community Schools significantly outperformed their peers in math by 32 points and in reading by 19 points, with poor students in those Community Schools erasing the achievement gap with students from more affluent families.

Across New York City, Community School development is in full swing. Community School Coordinators are being hired this month to oversee school-by-school planning. Parent, staff and community forums to solicit input will begin early in the new year, with each school’s service plan developed in March and most services beginning subsequently. Some services such as mentoring for chronically absent students and on-campus counseling may begin by January 2015.

Among the programs announced today is Manhattan’s High School for Media and Communications, which will partner with Catholic Charities to provide prep courses for the SAT and Regents exams, as well as after-school programming in theater and the arts. Rockaway Collegiate High School will partner with Family Health International to provide adult mentoring for students, staff professional development and mental health services on campus.

“This program has the potential to fundamentally transform our schools and will make a difference in the lives of so many children and families,” said Assembly Speaker Sheldon Silver. “Research clearly demonstrates that children who receive comprehensive services perform better academically, that’s is why I and my colleagues in the Assembly Majority have long supported AIDP initiatives and were proud to support Community Schools in recent State Budgets. Supporting the comprehensive social, emotional, physical and academic needs of students will pay huge dividends in the future and helps ensure our children receive the best education possible.”

“The beauty of a Community School is that it is built on the idea that we are stronger together,” said Karen Alford, Vice President for Elementary Schools, United Federation of Teachers. “Schools are stronger when they are paired with community partners. These organizations can bring targeted resources to answer the specifics needs of students and families at a particular school – a cookie-cutter approach won’t do. From our own experience, we know that strong community partners can make a real difference in the lives of students and in the climate of a school.”

“We welcome the opportunity to work in even deeper partnership with the Department of Education to make sure that all the elements needed for high-quality Community Schools are in place and strong,” said Phoebe C. Boyer, President and CEO of The Children’s Aid Society. “With City Hall’s full support, we can bring this proven strategy to more schools and ensure that even more New York City children have access to the supports they need to thrive in school.”
“We look forward to the opportunity to work with Principal Santi Taveras and the Dewitt Clinton community to provide counseling and enrichment services for all of the smaller learning communities that have been created at the school,” said Jim Marley, Assistant Executive Director of Good Shepherd Services. “We are also looking at partnerships to provide additional support to help students graduate ready for college or a meaningful career through Regents preparation and youth leadership training. Good Shepherd will lend its total support to help this school succeed and work in lockstep with the principal, staff and students to encourage families to take advantage of the new opportunities the school offers.”
“Phipps Neighborhoods is proud to be part of the Community Schools initiative,” said Dianne Morales, Executive Director and CEO of Phipps Neighborhoods. “Community Schools combine the unique strengths of schools and community-based organizations in partnership to create opportunities for students, families and communities to succeed and rise above poverty.”
“P.S. 15 is excited to partner with Pathways 2 Leadership, an organization that has demonstrated a commitment toward serving our youth through high-quality programming,” said Irene Sanchez, principal of P.S. 15 Roberto Clemente. “They bring with them an extensive
network of partners that will be invaluable to P.S. 15. They understand what it means to be a Community School. P2L has already brought on a full-time social worker and plans to offer a superior wrap around after-school program with P.S. 15 beginning in January. Our collaborative practices coupled with their expertise will support the creation of an exceptional community school.”

“CEJ is pleased that this administration recognizes the critical role of community-based organizations in supporting school success and combatting challenges like absenteeism that NYC schools have faced for a very long time. The deep local roots and expertise in community engagement and leadership development that neighborhood organizations like Make the Road NY bring to the Bushwick Campus high schools will be invaluable in creating Community Schools that build on neighborhood strengths and address challenges. These types of true community partnerships are the backbone of the Community Schools model,” said Zoraida Conde, a parent leader from Make the Road NY and the NYC Coalition for Educational Justice.

In addition to these first 45 schools, the City will launch another 83 Community Schools as part of its Renewal Schools plan to address historically low performing schools. Eleven of the newly designated AIDP Community Schools are also Renewal Schools.

The Department of Education is in the process of contracting with a third party evaluator for the AIDP Community Schools initiative and the administration is committed to studying the efficacy of the model over time.

For a full list of new Community Schools and to learn more, visit schools.nyc.gov/communityschools.

Mayor Bill de Blasio was elected as a progressive candidate. Much of his support came from critics of the Bloomberg-Klein regime and its hostility to teachers and even to public schools. The Bloomberg regime never stopped berating the system that it totally controlled for nearly a dozen years.

De Blasio selected veteran educator Carmen Farina as his chancellor, who promised to bring back “the joy of learning.” Unfortunately, the de Blasio administration has been slow to clean house. The Klein regime still controls large sectors of the education bureaucracy, including the infamous “gotcha” squad that is always on the alert for teacher misbehavior. True, the “gotcha” squad completely missed a high school teacher arrested for having sexual relations with several students at selective Brooklyn Technical High School, who is currently suspended with pay.

But the “gotcha” squad bagged a teacher who helped run a Kickstarter campaign for a student with cerebral palsy. This teacher was suspended without pay for 30 days for “theft of services,” having helped the campaign during school hours.

As Jim Dwyer, columnist for the New York Times reports:

“This is a story of an almost unfathomably mindless school bureaucracy at work: the crushing of an occupational therapist who had helped a young boy build a record of blazing success.

“The therapist, Deb Fisher, is now serving a suspension of 30 days without pay for official misconduct.

“Her crime?

“She raised money on Kickstarter for a program that she and the student, Aaron Philip, 13, created called This Ability Not Disability. An investigator with the Education Department’s Office of Special Investigations, Wei Liu, found that Ms. Fisher sent emails about the project during her workday at Public School 333, the Manhattan School for Children, and was thus guilty of “theft of services.”

“The school system has proved itself unable to dislodge failed or dangerous employees for years at a time.

“Ms. Fisher’s case seems to represent just the opposite: A person working to excel is being hammered by an investigative agency that began its hunt in search of cheating on tests and record-keeping irregularities. It found nothing of the sort. Instead, the investigation produced a misleading report, filled with holes, on the fund-raising effort.

“By omitting essential context, the report wrongly suggested that Ms. Fisher was a rogue employee, acting alone and in her own self-interest.

“In fact, the entire school, including the principal, was involved in the Kickstarter project, with regular email blasts counting down the fund-raising push. And the money was to be used not by Ms. Fisher, but by Aaron, who is writing a graphic book and making a short film about Tanda, a regular kid who is born with a pair of legs in a world where everybody else has a pair of wheels.

“Aaron has cerebral palsy and uses a wheelchair to navigate the world. Ms. Fisher has worked with him since kindergarten.”

Chancellor Farina, it is time to fire the “gotcha” squad. It is time to replace Joel Klein’s legal team. It is time to clean house and install officials who share Mayor de Blasio’s vision and values.

The New York Times Magazine has a long article about Eva Moskowitz and her chain of charter schools in New York City. The charter chain was originally called Harlem Success Academy, but Moskowitz dropped the word “Harlem” when she decided to open new schools in gentrifying neighborhoods and wanted to attract white and middle-class families.

I spent a lot of time on the phone with the author, Daniel Bergner. When he asked why I was critical of Moskowitz, I said that what she does to get high test scores is not a model for public education or even for other charters. The high scores of her students is due to intensive test prep and attrition. She gets her initial group of students by holding a lottery, which in itself is a selection process because the least functional families don’t apply. She enrolls small proportions of students with disabilities and English language learners as compared to the neighborhood public school. And as time goes by, many students leave.

The only Success Academy school that has fully grown to grades 3-8 tested 116 3rd graders but only 32 8th graders. Three other Success Academy schools have grown to 6th grade. One tested 121 3rd graders but only 55 6th graders, another 106 3rd graders but only 68 6th graders, and the last 83 3rd graders but only 54 6th graders. Why the shrinking student body? When students left the school, they were not replaced by other incoming students. When the eighth grade students who scored well on the state test took the admissions test for the specialized high schools like Stuyvesant and Bronx Science, not one of them passed the test.

I also told Bergner that Success Academy charters have among the highest rates of teacher turnover every year, which would not happen if teachers enjoyed the work. Helen Zelon wrote in “City Limits”: “In Harlem Success Academies 1-4, the only schools for which the state posted turnover data, more than half of all teachers left the schools ahead of the 2013-14 school year. In one school, three out of four teachers departed.” I also told Bergner about a website called Glass Door, where many former teachers at SA charters expressed their candid views about an “oppressive” work climate at the school. As more of these negative reviews were posted, a new crop of favorable reviews were added, echoing the chain’s happy talk but not shedding light on why teachers don’t last long there.

Bergner argued every issue with me. He reiterated Success Academy’s talking points. He said that public schools lose as many students every year as SA charters; I replied that public schools don’t close their enrollment to new students. Again, defending SA, he said that closing new enrollments made sense because Moskowitz was “trying to build a culture,” and the culture would be disrupted by accepting new students after a certain grade. I responded that public schools might want to “build a culture” too, but they are not allowed to refuse new students who want to enroll in fourth grade or fifth grade or sixth grade or even in the middle of the year.

He did not think it mattered that none of her successful eighth grade students was able to pass the test for the specialized high schools, and he didn’t mention it in the article. Nor was he interested in teacher turnover or anything else that might reflect negatively on SA charters.

Subsequently I heard from his editor, who called to check the accuracy of the quotes by me. I had to change some of the language he attributed to me; for example, he quoted me defending “large government-run institutions,” when what I said was “public schools.” He was using SA’s framing of my views. I asked whether Bergner had included my main point about attrition, and the editor said no. I explained it to her and sent her supporting documentation.

This is the paragraph that appeared in Bergner’s article, which understates the significance of selective attrition while not mentioning SA’s policy of not accepting new students after a certain grade:

“On the topic of scores, the U.F.T. and Ravitch insist that Moskowitz’s numbers don’t hold up under scrutiny. Success Academy (like all charters), they say, possesses a demographic advantage over regular public schools, by serving somewhat fewer students with special needs, by teaching fewer students from the city’s most severely dysfunctional families and by using suspensions to push out underperforming students (an accusation that Success Academy vehemently denies). These are a few of the myriad factors that Mulgrew and Ravitch stress. But even taking these differences into account probably doesn’t come close to explaining away Success Academy’s results.”

This minimizes the stark differences in demographics when comparing her schools to neighborhood public schools. The Success Academy charters in Harlem have half as many English language learners as the Harlem public schools. The Harlem Success Academy 4 school, which has 500 students, has zero students with the highest special needs as compared to an average of 14.1% in Harlem public schools. This disparity is not accurately described as “somewhat fewer.” It is a very large disparity. Attrition rates are high, which would not be happening if the school was meeting the needs of students. As I wrote earlier this year:

“Moskowitz said [on the Morning Joe show on MSNBC], referring to the students in her schools, “we’ve had these children since kindergarten.” But she forgot to mention all the students who have left the school since kindergarten. Or the fact that Harlem Success Academy 4 suspends students at a rate 300 percent higher than the average in the district. Last year’s seventh grade class at Harlem Success Academy 1 had a 52.1 percent attrition rate since 2006-07. That’s more than half of the kindergarten students gone before they even graduate from middle school. Last year’s sixth grade class had a 45.2 percent attrition rate since 2006-07. That’s almost half of the kindergarten class gone and two more years left in middle school. In just four years Harlem Success Academy 4 has lost over 21 percent of its students. The pattern of students leaving is not random. Students with low test scores, English Language Learners, and special education students are most likely to disappear from the school’s roster. Large numbers of students disappear beginning in 3rd grade, but not in the earlier grades. No natural pattern of student mobility can explain the sudden disappearance of students at the grade when state testing just happens to begin.”

I have no personal grudge against Eva Moskowitz. On the few occasions when we have appeared together, we have had very cordial conversation. What I deeply oppose–and this is what I stressed to Bergner and he deliberately ignored–is that Success Academy is not a model for public education. No one expects that Bronx Science is a model because it does not have open doors; it admits only those who meets its standards, and they are high. Eva Moskowitz pretends that her schools get superior results with exactly the same population because of her superior methods, when in reality the success of her schools is built on a deliberate policy of winnowing out low-performing and nonconformist students.

Why did Bergner insist on obscuring this crucial difference between SA charter schools and public schools? Public schools can’t remove students with low scores. They can’t refuse to enroll students with severe disabilities and students who can’t read English. They can’t close their enrollment after a certain grade. Unless they have a stated policy of selective admissions, they must accept everyone who seeks to enroll, even if they arrive in February or March. Their doors must be open to all, without a lottery. It is not honest to pretend that public schools can imitate Moskowitz’s practice of selective attrition. And it is not honest to overlook that difference.

Who Needs to Learn from Whom? What Public Schools can Teach Charter Schools About Teaching All Students. The New York Times published a story about what public schools can learn fro charter schools. But the most important lesson is to be careful which students are admitted.

The role of charter schools in public education continues to be a subject of heated debate. The House of Representatives recently passed a bi-partisan bill that would provide additional sources of funding for charter schools. At the same time they rejected rules that would require charter schools to report teacher attrition rates, student discipline data, and enrollment data. They also rejected conflict of interest guidelines for charters.

Eric Cantor, the House Majority Leader, is visiting a charter school in New York City today “to rip Mayor de Blasio over charter schools.” He has repeatedly said that de Blasio’s skepticism about charters is a “war on kids.” The very same day the New York Times published a story on the “chasm” between public and charter schools. The story, which mentions the school that Cantor is planning to visit, spins a story about how charter schools should be “test kitchens for practices that could be exported into the traditional schools.” It praises two charter schools (Kings Collegiate Charter School and Bronx Charter School for Excellence) that share their insights with two neighboring public schools (Middle School for Art and Philosophy and P.S. 085 Great Expectations).

But the numbers raise some questions. The school that Cantor visited today, the Bronx Charter School for Excellence, serves 72% fewer English Language Learners and 55% fewer special needs students than its neighbor, P.S. 085. The charter school serves exactly zero of the highest need special education students– while over 16% of the public school’s students are highest need special education. And the charter school has a student population that is over 210% more economically privileged, as measured by the New York City Department of Education’s economic need index, than the public school’s.

The other charter to public school comparison shows the same pattern. The Times claimed, “it too, served large numbers of low-income black students, many from the same neighborhoods.” This is inaccurate. King Collegiate serves a student population that is 35% more economically privileged than the Middle School for Art and Philosophy, as measured by the New York City Department of Education’s economic need index. The charter school has 95% fewer English Language Learners and 55% fewer special needs students than the public school. The charter has exactly zero of the highest need special education students while, in the co-located public school, over 11% of the student population consists of the highest need special education students. Even with these advantages only 12% of the 8th graders who graduate from the charter school stayed on-track in credit accumulation in 9th grade versus 80% of the public schools students.

Of course, the teachers at these schools should continue to collaborate and share ideas with one another. But what is not OK is the big lie that is being told about the relative success of the schools. If there is a war being waged on kids, as Cantor has claimed, it is the charter schools and their supporters who are waging war on English Language Learners, on students with special needs, and on poor students.

The data show that the biggest ingredient of the charter school recipe is that they educate students with greater incoming advantages than public schools. Many also kick out students who don’t do well on tests. This is not a lesson we want public schools to learn. We want our public schools to teach every single child. We do not need charter schools to know that schools that serve more privileged groups of student have higher test scores.

The skepticism that de De Blasio has expressed about charters is well earned. As long as charter schools as a sector refuse to educate the neediest students, they are best viewed as the mechanism for ultimately sorting all of the neediest students into the educational equivalents of Bantustans. Those Bantustans will be called “public schools.” As long as charter school interest groups are able to get politicians to vote against transparency for charter schools we will never be able to hold them to the mission of public education– which is to educate every single child.

This article was written by an independent education researcher who requests anonymity. It is unfortunate that the politics of education have become so intermingled with powerful forces that researchers remain silent or hide their identities to escape retribution. In this case, everything in this article is carefully documented.

Lessons Learned:

How the Nation’s Most Powerful Mayor Lost His First Battle Against Corporate Interests and How He Can Win the War

Mayor Bill de Blasio has lost his first battle against the status quo corporate education reform policy machine. In attempting to lessen the influence of charter schools, which often comes at the expense of public schools, he made a number of key tactical errors. This led to the passage of a new law in New York State that now forces New York City to either co-locate every new charter school or pay for its rent in private space. De Blasio was also forced to overturn his decision not to co-locate three Success Academy schools. A review of the tactical errors made can serve as a roadmap for future policy changes that will benefit all of New York City’s children.

Be transparent, and engage communities. Prior to leaving office Mayor Bloomberg had the Panel for Educational Policy vote and approve of over 40 co-locations including 17 charter co-locations. Historically these votes were held in March, but they were moved up to October in order to force de Blasio’s hand. Upon entering office de Blasio should have immediately begun a transparent process of re-evaluating these decisions. Instead he delayed addressing the situation and when he did a single employee at the NYC Department of Education (and former de Blasio deputy at the public advocate’s office) seems to have been primarily responsible for the reviews. Future policy changes should follow a clear process with open avenues of community and stakeholder input.

Be bold. Universal Pre-K is a bold move. But policy changes must not stop there. Instead of deciding to overturn only three co-locations, which left him vulnerable to accusations of a personal vendetta, de Blasio should have stopped every single one that did not meet community needs. Instead of stacking a new space-sharing committee with charter supporters de Blasio should assign them seats based on number of students served (6%) rather than number of dollars in the bank accounts of their backers. A lack of boldness and a reluctance to make waves has also interfered with attempts to re-organize Tweed (the NYC DOE’s headquarters). Besides the departure of a sole deputy Chancellor all the officials in Bloomberg’s DOE are holding onto their positions. This may explain why, as of yet, there have been no changes to the test-centered promotion policy, no changes to test-centered school accountability metrics, and no changes to the test-centered teacher evaluation system. Without significant changes to the ranks of central office managers, progressive educational reforms will have no chance of success.

Communicate the values, figures, and facts used in making policy decisions. Bloomberg was a master at this. He used numbers to bludgeon opponents into submission. Although careful analysis and review of the data showed that many of the numbers were false, the charts in the powerpoints at every press conference lulled the media. In the empty space created by the lack of communication on the part of de Blasio’s City Hall, others stepped in to address some of the falsehoods that de Blasio’s political adversaries were spreading. Eva Moskowitz, the $475,000 CEO of Success Academy, was the loudest and boldest of the de Blasio attackers. Her claims, made on national television, were debunked, but not by City Hall.

We know that countering lies with the truth works because Success Academy has recently changed its multi-million dollar political advertising campaign. They no longer claim to have the highest 5th grade math test scores in New York State. They now claim to have a school with the highest 5th grade math test scores in Harlem. Even this claim does not pass the smell test. There are 32 school districts in New York City. Out of those 32 districts Harlem is but one neighborhood (not even a full district). There are four Success Academy schools in Harlem. Out of those four schools we are asked to focus on a single one. There are three elementary grade levels where students are tested. Of those three grade levels we are asked to pay attention to only one. There are two main subjects in which students are tested, English and Math. Again we are asked to consider only one. The data in fact show that even on this narrow view there are four schools in Queens and four schools in Manhattan that have higher average 5th grade math state test scores than this Success Academy school. And they got these scores without kicking out 50% of their students as Success Academy does.

As de Blasio comes to terms with the constraints that the New York State Legislature recently imposed on his decision-making around charters, he must not accept defeat. He must initiate a conversation about the practices of the charter sector in New York City. He must use his bully pulpit and ask the legislature to address the questions that charter school advocates refuse to confront.

*How will charter schools be held accountable for suspending large numbers of students leading to those students leaving the school?
* How will charter schools be mandated to stop their selective attrition approach whereby they keep the high-performing students and kick out the low-performing students (making comparisons to schools with natural patterns of attrition unfair)?
*How will charter schools be forced to address their unwillingness to accept the neediest students?
*How will charter schools be subject to basic oversight regulations going forward (such as the grading of their state exams by a 3rd party)?

Now is not the time to run and hide. Let’s take advantage of this opportunity to have an honest discussion about the charter sector.

The research cited below can get us started.

http://www.edwize.org/middle-school-charters-suspending-their-way-to-the-top charter schools have high suspension rates and shrinking cohorts of students suggesting that charters suspend and expel challenging students and as a result their test scores increase.

http://www.edwize.org/new-charter-report-improves-transparency-but-leaves-many-questions-unanswered reviews data from “state of the sector” report on NYC charter schools. Charter schools in NYC serve a less needy student population (fewer ELL students, fewer students with disabilities, fewer students in poverty), have higher teacher and principal turnover, and have declining middle school enrollments.

http://www.edwize.org/asking-hard-questions-about-what-works Harlem Success and Harlem Village charter schools serve more privileged student body than the district in which they are located and have very high (up to 68%) attrition rates

http://www.tandfonline.com/doi/abs/10.1080/15582159.2011.548242?journalCode=wjsc20 “Using 3 recent years of data from the New York State School Report Cards and analyzing the charter population at the school level, the authors found that English language learners are consistently underrepresented in charter school populations across 3 academic years.”

http://www.edwize.org/new-study-confirms-uft-report%E2%80%99s-findings-on-ells-in-charters reviews above study. Points to some issues (such as including less than reliable high school data) with their finding that charters serve a proportionate number of free-lunch students

http://schoolfinance101.wordpress.com/2012/08/15/still-searching-for-miracle-schools-and-superguy-updates-on-houston-and-new-york-city/ finds that charter schools in NYC serve a more privileged student population, spend more money per student, and have smaller class sizes.

http://www.uft.org/files/attachments/uft-report-2010-01-separate-and-unequal.pdf UFT study finding that NYC Charters ”serve significantly fewer than the average of the City’s poorest children, and 10 to 25 percent fewer of such children in the charters’ own neighborhoods. Charters serve on average less than four percent of English Language Learners (“ELL”), rather than 14 percent of such children in the City’s district public schools (the “district schools”). Less than 10 percent of charter pupils are categorized as special education students versus a citywide average of more than 16 percent in the district public schools. In addition, despite their concentrations in highly diverse neighborhoods, charters as a group admit substantially fewer Hispanic and/or immigrant students. As a result, charters contain a heavier concentration of African-American students than is true in the City as a whole or even in the neighborhoods charters are supposed to serve.” Also raises questions about the financial practices and “outsize “management fees”” and the transparency of charter schools.

http://www.uft.org/files/attachments/uft-report-2010-04-special-ed-in-charters.pdf UFT study finding that NYC charter schools do not serve the same percent of students with disabilities as non-charter schools and serve significantly fewer of the higher need students with disabilities.

https://dianeravitch.net/2012/12/03/reader-calls-out-ny-daily-news-for-charter-spin-2/ Daily News story claiming that charter schools serve same students as public schools in districts 7 and 23 is false. There are in fact 500% fewer high needs special education students, 50% fewer ELLs in charter schools.

https://dianeravitch.net/2012/12/20/inflated-claims-of-charter-success-in-nyc/ KIPP has fewer of the highest need special education students although the media claims otherwise

http://www.edwize.org/rhode-island-charter-board-to-seth-andrew-you%e2%80%99re-fired compares Democracy Prep Charter School to co-located district schools and finds that the charter schools serves over 30% fewer students with disabilities with self-contained special education students and fewer students eligible for free lunch.

http://www.edwize.org/at-charters-struggling-students-vanish-as-scores-rise#more-7161 it seems likely based on the data that charter schools are removing students from testing cohorts and that might account for some of their test outcomes

http://www.edwize.org/the-anatomy-of-a-cover-up-the-nyc-department-of-education-and-special-education-in-charter-schools#more-6932 claims that the New York City Department of Education attempted to conceal information that should be available to the public regarding the numbers of students with disabilities served by charter schools. And “is failing to provide the most minimal oversight of the education of students with special needs in NYC charter schools.”

http://www.edwize.org/charter-schools-and-special-ed-eva-moskowitz-gets-defensive#more-6890 links to data on characteristics of students served by NYC charter schools. Notes that “virtually none of the information available for district schools is also available for charter schools” on schools’ public web pages.”

http://garyrubinstein.teachforus.org/2012/06/12/it-takes-a-village/ looks at the performance of the Harlem Village Academy Charter School. Finds that “In 2010-2011, HVA had 55% free lunch and 13% reduced lunch. The district, that year, had 74% free with 5% reduced. In 2010-2011, HVA had 3% LEP vs. 11% for the whole district. In 2010-2011 38% of the students at HVA were suspended for at least one day while 7% were suspended for the whole district. Student attrition at HVA is huge. For example, the 66 5th graders in 2007-2008 have shrunk to just 16 9th graders in the 2010-2011 school year. This is a 75% attrition. In that same time, the district that the school is in went from 904 5th graders in 2007-2008 to 1313 9th graders in 2010-2011. That is a 45% growth.” Also notes “staff turnover was 2007-2008 53%, for 2008-2009, 38%, and for 2009-2010, a whopping 61%. By comparison, the teacher attrition for the entire district in 2009-2010 was just 19%.” Not a single student took the New York Sate Trigonometry exam.

http://miracleschools.wikispaces.com/Harlem+Village+Academy%2C+NY%2C+NY more on Harlem Village Academy Charter School.
http://www.edwize.org/charter-vs-district-student-demographics-beyond-the-lotteries cites research showing that charter schools do not educate the same type of students as district schools. For example, KIPP charter schools in NYC serve fewer poor students than the district middle schools.

http://miracleschools.wikispaces.com/KIPP+Academy+New+York tracks high attrition rate in NYC KIPP school.
http://www.edwize.org/joel-klein-turns-a-blind-eye-to-his-own-data-on-charters-and-test-scores “58% of district schools got an A or a B in 2010, compared to only 34% of charters. In Districts 4 and 5 in Harlem, more than half of district schools got either an A or B (27 out of 53), compared to only 8 out of the 21 charters in those neighborhoods.” “Based on the data charters reported to the state last year, the city-wide difference in poverty between charters and district schools almost doubled — from 2.5 percentage points in 2008-09 to 4.3 percentage points in 2009-10. In addition, poverty at public schools rose 2 percentage points from 2008-09 to 2009-10, while at charters the increase was only a tenth of one percent. Across the city, 15 percent of district students were English Language Learners, while in charters, English Language Learners made up only 5 percent of students.”

http://gothamschools.org/2009/02/17/toward-a-new-definition-of-creaming/#more-9646 discusses evidence of creaming at Democracy Prep charter school at both the initial application stage and later on as students are dropped from the school’s roster.
http://school-stories.org/2012/05/pushed-out-charter-schools-contribute-to-the-citys-growing-suspension-rates/ “no excuses” charter schools have very high suspension rates which, in some cases, violates legal regulations.

http://www.edwize.org/democracy-prep-and-the-same-kids-myth the populations of Democracy Prep Charter School and its co-located public show that their populations are dramatically different with the charter school having fewer poor, limited English proficient and special education students

http://www.edwize.org/middle-school-charters-show-alarming-student-attrition average attrition rate for charter middle schools examined is 23% between 5th and 8th grades. Students appear to be removed from the school rather than being left back a grade. As students are removed from cohort proficiency on state exams goes up.

http://schoolfinance101.wordpress.com/2012/08/28/what-do-the-available-data-tell-us-about-nyc-charter-school-teachers-their-jobs/ an examination of charter school data shows that they “have smaller classes… spend much more than surrounding district schools … serve much less needy student populations than surrounding district schools… have 4th grade students with relatively “average” to below average scale score outcomes compared to schools serving similar population… in some cases, have 8th grade students with high average scale score outcomes compared to schools serving similar populations… where data were available, have value-added scores which vary from the citywide average in both directions, with KIPP being the lowest and Uncommon schools the highest (in the aggregate). Notably, Uncommon Schools also have consistently smaller class sizes and the fewest low income students.”

http://nepc.colorado.edu/newsletter/2010/06/new-kipp-study-underestimates-attrition-effects-0 study of KIPP doesn’t fully account for high attrition rates at KIPP middle schools and other external factors that influence student outcomes.

http://schoolfinance101.wordpress.com/2011/07/06/zip-it-charters-and-economic-status-by-zip-code-in-ny-and-nj/ demographic comparison showing that KIPP middle schools in NYC have fewer poor students than other district middle schools.

http://schoolfinance101.wordpress.com/2010/08/05/upperhalf/ charters in NYC have fewer poor students and fewer English Language Learners than district schools.

Valerie Strauss clearly explains who were the losers in the bruising battle between the billionaires and de Blasio: students with disabilities.

Thirty years ago, the governor of New York addressed the Democratic National Convention, held in New York City. His name was Mario Cuomo. His theme was “A Tale of Two Cities,” ironically, the same campaign theme as Bill de Blasio in 2013. He denounced tax breaks for the rich. He spoke of caring for the family of America. This is not the same Cuomo who is now governor of New York, who wants to be known as the business-friendly Democrat who didn’t raise taxes and who puts the needs of the 3% of children in charter schools funded by his campaign contributors over the needs of the 97% of children in public schools.

This is what Mario Cuomo said. Remember when Democrats talked like this?

Mario Cuomo: “A Tale of Two Cities”
delivered 16 July 1984 to at Democratic National Convention, San Francisco

On behalf of the Empire State and the family of New York, I thank you for the great privilege of being able to address this convention. Please allow me to skip the stories and the poetry and the temptation to deal in nice but vague rhetoric. Let me instead use this valuable opportunity to deal immediately with questions that should determine this election and that we all know are vital to the American people.

Ten days ago, President Reagan admitted that although some people in this country seemed to be doing well nowadays, others were unhappy, even worried, about themselves, their families and their futures. The president said that he didn’t understand that fear. He said, “Why, this country is a shining city on a hill.” And the president is right. In many ways we are a shining city on a hill.

But the hard truth is that not everyone is sharing in this city’s splendor and glory. A shining city is perhaps all the president sees from the portico of the White House and the veranda of his ranch, where everyone seems to be doing well. But there’s another city; there’s another part to the shining the city; the part where some people can’t pay their mortgages, and most young people can’t afford one, where students can’t afford the education they need, and middle-class parents watch the dreams they hold for their children evaporate.

In this part of the city there are more poor than ever, more families in trouble, more and more people who need help but can’t find it. Even worse: There are elderly people who tremble in the basements of the houses there. And there are people who sleep in the city streets, in the gutter, where the glitter doesn’t show. There are ghettos where thousands of young people, without a job or an education, give their lives away to drug dealers every day. There is despair, Mr. President, in the faces that you don’t see, in the places that you don’t visit in your shining city.

In fact, Mr. President, this is a nation –. Mr. President you ought to know that this nation is more a “Tale of Two Cities” than it is just a “Shining City on a Hill.”

Maybe, maybe, Mr. President, if you visited some more places. Maybe if you went to Appalachia where some people still live in sheds, maybe if you went to Lackawanna where thousands of unemployed steel workers wonder why we subsidized foreign steel. Maybe, maybe, Mr. President, if you stopped in at a shelter in Chicago and spoke to the homeless there; maybe, Mr. President, if you asked a woman who had been denied the help she needed to feed her children because you said you needed the money for a tax break for a millionaire or for a missile we couldn’t afford to use.

Maybe, maybe, Mr. President. But I’m afraid not.

Because, the truth is, ladies and gentlemen, that this is how we were warned it would be. President Reagan told us from very the beginning that he believed in a kind of social Darwinism. Survival of the fittest. “Government can’t do everything,” we were told. “So it should settle for taking care of the strong and hope that economic ambition and charity will do the rest. Make the rich richer — and what falls from their table will be enough for the middle class and those who are trying desperately to work their way into the middle class.”

You know, the Republicans called it trickle-down when Hoover tried it. Now they call it supply side. But it’s the same shining city for those relative few who are lucky enough to live in its good neighborhoods. But for the people who are excluded — for the people who are locked out — all they can do is to stare from a distance at that city’s glimmering towers.

It’s an old story. It’s as old as our history. The difference between Democrats and Republicans has always been measured in courage and confidence. The Republicans believe that the wagon train will not make it to the frontier unless some of the old, some of the young, some of the weak are left behind by the side of the trail. The strong, the strong they tell us will inherit the land.

We Democrats believe in something else. We democrats believe that we can make it all the way with the whole family intact. And, we have more than once. Ever since Franklin Roosevelt lifted himself from his wheelchair to lift this nation from its knees — wagon train after wagon train — to new frontiers of education, housing, peace; the whole family aboard, constantly reaching out to extend and enlarge that family; lifting them up into the wagon on the way; blacks and Hispanics, and people of every ethnic group, and native Americans — all those struggling to build their families and claim some small share of America.

For nearly 50 years we carried them all to new levels of comfort, and security, and dignity, even affluence. And remember this, some of us in this room today are here only because this nation had that kind of confidence. And it would be wrong to forget that.

So, here we are at this convention to remind ourselves where we come from and to claim the future for ourselves and for our children. Today our great Democratic Party, which has saved this nation from depression, from fascism, from racism, from corruption, is called upon to do it again — this time to save the nation from confusion and division, from the threat of eventual fiscal disaster, and most of all from the fear of a nuclear holocaust.

That’s not going to be easy. Mo Udall is exactly right, it’s not going to be easy. In order to succeed, we must answer our opponent’s polished and appealing rhetoric with a more telling reasonableness and rationality.

We must win this case on the merits. We must get the American public to look past the glitter, beyond the showmanship – to reality, to the hard substance of things. And we will do that not so much with speeches that sound good as with speeches that are good and sound. Not so much with speeches that will bring people to their feet as with speeches that bring people to their senses. We must make the American people hear our “Tale of Two Cities.” We must convince them that we don’t have to settle for two cities, that we can have one city, indivisible, shining for all of its people.

Now we will have no chance to do that if what comes out of this convention is a babel of arguing voices. If that’s what’s heard throughout the campaign – dissident voices from all sides – we will have no chance to tell our message. To succeed we will have to surrender small parts of our individual interests, to build a platform we can all stand on, at once, comfortably – proudly singing out the truth for the nation to hear, in chorus, its logic so clear and commanding that no slick commercial, no amount of geniality, no martial music will be able to muffle the sound of the truth. We Democrats must unite.

We Democrats must unite so that the entire nation can unite because surely the Republicans won’t bring this country together. Their policies divide the nation – into the lucky and the left-out, into the royalty and the rabble. The Republicans are willing to treat that division as victory. They would cut this nation in half, into those temporarily better off and those worse off than before, and they would call that division recovery.

We should not, we should not be embarrassed or dismayed or chagrined if the process of unifying is difficult, even wrenching at times. Remember that, unlike any other party, we embrace men and women of every color, every creed, every orientation, every economic class. In our family are gathered everyone from the abject poor of Essex County in New York, to the enlightened affluent of the gold coasts at both ends of the nation. And in between is the heart of our constituency. The middle class — the people not rich enough to be worry-free, but not poor enough to be on welfare. The middle class, those people who work for a living because they have to, not because some psychiatrist told them it was a convenient way to fill the interval between birth and eternity. White collar and blue collar. Young professionals. Men and women in small business desperate for the capital and contracts that they need to prove their worth.

We speak for the minorities who have not yet entered the mainstream. We speak for ethnics who want to add their culture to the magnificent mosaic that is America. We speak, we speak for women who are indignant that this nation refuses to etch into its governmental commandments the simple rule “thou shalt not sin against equality,” a rule so simple — I was going to say, and I perhaps dare not but I will, it’s a commandment so simple it can be spelled in three letters — E.R.A.!

We speak for young people demanding an education and a future. We speak for senior citizens who are terrorized by the idea that their only security – their Social Security – is being threatened. We speak for millions of reasoning people fighting to preserve our environment from greed and from stupidity. And we speak for reasonable people who are fighting to preserve our very existence from a macho intransigence that refuses to make intelligent attempts to discuss the possibility of nuclear holocaust with our enemy. They refuse. They refuse, because they believe we can pile missiles so high that they will pierce the clouds and the sight of them will frighten our enemies into submission.

Now we’re proud of this diversity as Democrats. We’re grateful for it. We don’t have to manufacture it the way the Republicans will next month in Dallas, by propping up mannequin delegates on the convention floor. But while we’re proud of this diversity as Democrats, we pay a price for it. The different people that we represent have different points of view. And sometimes they compete and even debate, and even argue. That’s what our primaries were all about. But now the primaries are over and it is time when we pick our candidates and our platform here to lock arms and move into this campaign together. If you need any more inspiration to put some small part of your own differences aside to create this consensus, all you need to do is to reflect on what the Republican policy of divide and cajole has done to this land since 1980.

Now the president has asked us to judge him on whether or not he’s fulfilled the promise he made four years ago. I believe that as Democrats, we ought to accept that challenge. And, just for a moment let us consider what he has said and what he’s done. Inflation is down since 1980. But not because of the supply- side miracle promised to us by the president. Inflation was reduced the old-fashioned way, with a recession, the worst since 1932. We could have brought inflation down that way. How did he do it? Fifty-five thousand bankruptcies. Two years of massive unemployment. Two hundred thousand farmers and ranchers forced off the land. More homeless than at any time since the Great Depression in 1932. More hungry, in this nation of enormous affluence, the United States of America, more hungry. More poor – most of them women – and he paid one more thing, a nearly $200 billion deficit threatening our future.

Now we must make the American people understand this deficit because they don’t. The president’s deficit is a direct and dramatic repudiation of his promise to balance our budget by 1983. How large is it? The deficit is the largest in the history of this universe; President Carter’s last budget had a deficit of less than one-third of this deficit. It is a deficit that, according to the president’s own fiscal adviser, may grow as high as $300 billion a year for “as far as the eye can see.”

And, ladies and gentlemen, it is a debt so large that as much as one-half of our revenue from the income tax goes just to pay the interest. It is a mortgage on our children’s future that can be paid only in pain and that could bring this nation to its knees.

Now don’t take my word for it – I’m a Democrat.

Ask the Republican investment bankers on Wall Street what they think the chances of this recovery being permanent are. You see, if they’re not too embarrassed to tell you the truth, they’ll say that they are appalled and frightened by the president’s deficit. Ask them what they think of our economy, now that it has been driven by the distorted value of the dollar back to its colonial condition – now we’re exporting agricultural products and importing manufactured ones. Ask those Republican investment bankers what they expect the rate of interest to be a year from now. And ask them, if they dare tell you the truth you will hear from them, what they predict for the inflation rate a year from now, because of the deficit.

Now, how important is this question of the deficit.

Think about it practically: What chance would the Republican candidate have had in 1980 if he had told the American people that he intended to pay for his so-called economic recovery with bankruptcies, unemployment, more homeless, more hungry and the largest government debt known to humankind? Would American voters have signed the loan certificate for him on Election Day? Of course not! That was an election won under false pretenses. It was won with smoke and mirrors and illusions. And that’s the kind of recovery we have now as well.

And what about foreign policy? They said that they would make us and the whole world safer. They say they have. By creating the largest defense budget in history, one that even they now admit is excessive. By escalating to a frenzy the nuclear arms race. By incendiary rhetoric. By refusing to discuss peace with our enemies. By the loss of 279 young Americans in Lebanon in pursuit of a plan and a policy that no one can find or describe.

We give money to Latin American governments that murder nuns, and then we lie about it. We have been less than zealous in support of our only real friend, it seems to me, we have in the Middle East, the one democracy there, our flesh and blood ally, the state of Israel. Our foreign policy drifts with no real direction, other than an hysterical commitment to an arms race that leads nowhere – if we’re lucky. And if we’re not, it could lead us into bankruptcy or war.

Of course we must have a strong defense!

Of course Democrats are for a strong defense. Of course Democrats believe that there are times when we must stand and fight. And we have. Thousands of us have paid for freedom with our lives. But always – when this country has been at its best – our purposes were clear. Now they’re not. Now our allies are as confused as our enemies. Now we have no real commitment to our friends or to our ideals – not to human rights, not to the refuseniks, not to Sakharov, not to Bishop Tutu and the others struggling for freedom in South Africa.

We have in the last few years spent more than we can afford. We have pounded our chests and made bold speeches. But we lost 279 young Americans in Lebanon and we live behind sand bags in Washington. How can anyone say that we are stronger, safer, or better?

That is the Republican record.

That its disastrous quality is not more fully understood by the American people I can only attribute to the president’s amiability and the failure by some to separate the salesman from the product.

And, now it’s up to us. Now it’s now up to you and me to make the case to America. And to remind Americans that if they are not happy with all the president has done so far, they should consider how much worse it will be if he is left to his radical proclivities for another four years unrestrained. Unrestrained.

If July brings back Ann Gorsuch Burford – what can we expect of December? Where would another four years take us? Where would four years more take us? How much larger will the deficit be? How much deeper the cuts in programs for the struggling middle class and the poor to limit that deficit? How high will the interest rates be? How much more acid rain killing our forests and fouling our lakes? And, ladies and gentlemen, the nation must think of this: What kind of Supreme Court will we have? We must ask ourselves what kind of court and country will be fashioned by the man who believes in having government mandate people’s religion and morality?

The man who believes that trees pollute the environment, the man that believes that the laws against discrimination against people go too far. The man who threatens Social Security and Medicaid and help for the disabled. How high will we pile the missiles? How much deeper will the gulf be between us and our enemies? And, ladies and gentlemen, will four years more make meaner the spirit of the American people?

This election will measure the record of the past four years. But more than that, it will answer the question of what kind of people we want to be.

We Democrats still have a dream. We still believe in this nation’s future. And this is our answer to the question, this is our credo:

We believe in only the government we need but we insist on all the government we need. We believe in a government that is characterized by fairness and reasonableness, a reasonableness that goes beyond labels, that doesn’t distort or promise things that we know we can’t do.We believe in a government strong enough to use the words “love” and “compassion” and smart enough to convert our noblest aspirations into practical realities. We believe in encouraging the talented, but we believe that while survival of the fittest may be a good working description of the process of evolution, a government of humans should elevate itself to a higher order.

Our government should be able to rise to the level to where it can fill the gaps left by chance or a wisdom we don’t fully understand. We would rather have laws written by the patron of this great city, the man called the “world’s most sincere Democrat” – St. Francis of Assisi – than laws written by Darwin.

We believe, we believe as Democrats, that a society as blessed as ours, the most affluent democracy in the world’s history, one that can spend trillions on instruments of destruction, ought to be able to help the middle class in its struggle, ought to be able to find work for all who can do it, room at the table, shelter for the homeless, care for the elderly and infirm, and hope for the destitute. And we proclaim as loudly as we can the utter insanity of nuclear proliferation and the need for a nuclear freeze, if only to affirm the simple truth that peace is better than war because life is better than death.

We believe in firm but fair law and order. We believe proudly in the union movement. We believe in privacy for people, openness by government, we believe in civil rights, and we believe in human rights. We believe in a single fundamental idea that describes better than most textbooks and any speech that I could write what a proper government should be. The idea of family. Mutuality. The sharing of benefits and burdens for the good of all. Feeling one another’s pain. Sharing one another’s blessings. Reasonably, honestly, fairly – without respect to race, or sex, or geography or political affiliation.

We believe we must be the family of America, recognizing that at the heart of the matter we are bound one to another, that the problems of a retired school teacher in Duluth are our problems. That the future of the child in Buffalo is our future. That the struggle of a disabled man in Boston to survive, and live decently, is our struggle. That the hunger of a woman in Little Rock is our hunger. That the failure anywhere to provide what reasonably we might, to avoid pain, is our failure.

Now for 50 years, for 50 years we Democrats created a better future for our children, using traditional Democratic principles as a fixed beacon, giving us direction and purpose, but constantly innovating, adapting to new realities: Roosevelt’s alphabet programs; Truman’s NATO and the GI Bill of Rights; Kennedy’s intelligent tax incentives and the Alliance for Progress; Johnson’s civil rights; Carter’s human rights and the nearly miraculous Camp David Peace Accord.

Democrats did it, Democrats did it – and Democrats can do it again. We can build a future that deals with our deficit. Remember this, that 50 years of progress under our principles never cost us what the last four years of stagnation have. And, we can deal with the deficit intelligently, by shared sacrifice, with all parts of the nation’s family contributing, building partnerships with the private sector, providing a sound defense without depriving ourselves of what we need to feed our children and care for our people.

We can have a future that provides for all the young of the present, by marrying common sense and compassion. We know we can, because we did it for nearly 50 years before 1980.

And we can do it again. If we do not forget. If we do not forget that this entire nation has profited by these progressive principles. That they helped lift up generations to the middle class and higher: gave us a chance to work, to go to college, to raise a family, to own a house, to be secure in our old age and, before that, to reach heights that our own parents would not have dared dream of.

That struggle to live with dignity is the real story of the shining city. And it’s a story, ladies and gentlemen, that I didn’t read in a book, or learn in a classroom. I saw it, and lived it. Like many of you. I watched a small man with thick calluses on both hands work 15 and 16 hours a day. I saw him once literally bleed from the bottoms of his feet, a man who came here uneducated, alone, unable to speak the language, who taught me all I needed to know about faith and hard work by the simple eloquence of his example. I learned about our kind of democracy from my father. And, I learned about our obligation to each other from him and from my mother. They asked only for a chance to work and to make the world better for their children and they asked to be protected in those moments when they would not be able to protect themselves. This nation and this nation’s government did that for them.

And that they were able to build a family and live in dignity and see one of their children go from behind their little grocery store in South Jamaica on the other side of the tracks where he was born, to occupy the highest seat in the greatest state of the greatest nation in the only world we know, is an ineffably beautiful tribute to the democratic process.

And, ladies and gentlemen, on January 20, 1985, it will happen again. Only on a much, much grander scale. We will have a new president of the United States, a Democrat born not to the blood of kings but to the blood of pioneers and immigrants. And we will have America’s first woman vice president, the child of immigrants, and she, she, she will open with one magnificent stroke, a whole new frontier for the United States. Now, it will happen.

It will happen – if we make it happen; if you and I can make it happen.

And I ask you now – ladies and gentlemen, brothers and sisters – for the good of all of us – for the love of this great nation, for the family of America – for the love of God. Please, make this nation remember how futures are built.

Thank you and God bless you.

In New York state, the Assembly is led by Sheldon Silver, Speaker of the Assembly. In this interview, he expressed opposition to the State Senate’s bill to protect Eva Moskowitz and to assure that all of New York City’s nearly 200 charters get rent-free space in public school buildings. Eva has a chain of 22 charters. Mayor de Blasio just agreed to give her five more, but turned down three proposed charters for her chain. Two of those schools do not exist and have no pupils. The third will have to relocate 194 students.

Silver said about the State Senate’s proposal:

“This whole right of having a building around you — yet there’s thousands of children sitting in trailers in city public schools. Does anybody speak for their right?” Silver asked reporters during a rare visit to the Capitol’s press room. “They don’t have Wall Street billionaires who can put ads on, or contribute to campaigns, and therefore, nobody represents them and they’re doomed to sitting in trailers for the rest of their school career? That’s unfortunate. Some of that money, maybe, from all the advertising, would do well to build some buildings for a lot of students if they actually support them.”

If Silver acts on his views, the legislation won’t pass.

194 children were displaced from one of Eva Moskowitz’s 22 charters. Her chain, which spends millions on marketing, public relations, and advertising can easily afford to rent space for a school for them. The legislation proposed by the State Senate would guarantee
Eva the right to expand in a public school without regard to the children they displace and to stay there rent-free.

On the other side are 1.1 million children in the public schools, who have no billionaires to fight for them. They now depend on Speaker Silver to defend them from those who would bully their way into their schools, take away their art room, their dance room, their resource room for special education kids, their computer room, and any other space they choose.

The New York State Senate has written a budget bill that opens the public coffers to charter schools and guts mayoral control in New York City. If the Republican-controlled Senate has its way, the charters will get more money, will not pay rent, will get new slots for pre-K, and will be protected against any effort by Mayor de Blasio to reverse decisions made by the lame-duck Bloomberg administration.

In the past, Mayor Bloomberg gave the charter operators whatever they wanted. He was also a major funder of Republicans in the State Senate. The very sizable campaign contributions by hedge fund managers (Democrats for Education Reform) to New York politicians are paying off for the charter operators, which enroll 3% of children in New York State and 6% in New York City.

According to the report in the New York Daily News,

“The Senate’s budget proposal expected to be unveiled later in the day would bar Mayor de Blasio from rescinding co-location agreements with charters, boost per pupil funding for charter school students, and prohibit school districts from charging rent to charters that co-locate in an existing public school building, the Daily News has learned.

“The measures are part of a comprehensive seven-point charter school plan expected to be put forward in a one-house budget resolution by the Senate Republicans and five dissident Democrats who control the chamber together, sources briefed on the plan say.

“De Blasio recently rescinded co-location agreements with three charter schools operated by former City Councilwoman Eva Moskowitz. The Senate plan put together by Senate GOP Leader Dean Skelos and his members along with the Independent Democratic Conference led by Sen. Jeffrey Klein would reverse that, sources said.

“Under the proposal, the sources said, any charter school that was approved to co-locate in a public school building prior to Jan. 1, 2014 would be protected. The measure will state that any significant change in school building utilization relating to co-location shall not be authorized without the consent of the charter school.

“Charter schools in New York City receive nearly 30% less in public funding per pupil than traditional public schools. The Senate plan would boost the basic tuition amount the city would transfer per pupil to the charters.

“Charter schools for the first time would also be eligible to receive separate state building aid funding after de Blasio cut $210 million in city capital money earmarked for the charters that build in private locations.

“The plan would also pressure the city to provide public space for charters by creating an additional cost to the city if they don’t. Under the plan, sources said, the city would be required to pay an additional 25% on top of the per pupil money it gives out to charter schools so a charter can go into a private space.

“And in hopes of protecting charter schools from future problems with the city, the Senate would allow them to apply to the SUNY Charter Institute or the state board of Regents to oversee and supervise them, rather than the city.

“The Senate would also authorize charters to provide full-day prekindergarten programs, something Gov. Cuomo has said he would also push.”