A Crisis of Zeroes: Engaging NYC Public Schools

by Jeremy Del Rio

Where are the Christians?

The New York City Department of Education will spend $12,200,000,000 ($12.2 billion) to educate 1,100,000 students (1.1 million) in its public schools beginning this month – an average of $11,220 per student. For those of us who scrimp by on modest means, our minds struggle to grasp the effect of all those zeroes. Let’s put them in perspective.

12.2 billion: Larger than the economies of dozens of nations. More revenue than the net worth of all but the nine wealthiest Americans.

1.1 million: Larger than eight U.S. states and all but nine U.S. cities, including Detroit, Boston, Baltimore, San Francisco, Seattle, Washington D.C., and Las Vegas.

That’s a lot of kids, and a lot of money, especially considering that they reflect only New York’s public schools while the City also boasts private schools, charter schools, parochial schools, home schools, and too many dropped-out-of-schools to count with certainty. They are taught by a system where, as of June 2002, 18% of teachers had failed licensing exams.

Even more telling:

60.7% of the City’s elementary students do not meet state and city reading standards.

64.7% do not grasp math standards.

26.5% of students in Grades 4-12 exhibit symptoms of at least one diagnosable psychiatric disorder requiring intervention.

5.1% of high school students abuse alcohol so severely as to impair daily functioning.

Fiscal mismanagement. Failing educators. Underachievement. Mental illness. And enough children to make one school system the tenth largest city in the nation. All this crisis, plastered on the front pages of metro area newspapers at least weekly during every school year, has made reforming our public schools one of the great public mandates of our day.

Politicians, educators, teachers unions, bureaucrats, academics, corporate big shots like New York City’s current mayor and schools chancellor all seem to have opinions on how to improve our schools, but where are the evangelicals in the public discourse? As a collective voice, how many summits have we held or debates have we entered? How many coordinated city-wide efforts have we undertaken to address the problems?

Zero. The real crisis.

Individually, some are engaged. They function as principals and administrators, teachers and paraprofessionals, student missionaries and advocates, coaches and volunteers. But for every Christian employed in a public school, for every local church that has adopted a neighborhood school, for every outspoken parent or pastor, scores do nothing. For instance, how many leaders have reached out to local principals or superintendents as a resource to serve? How many retirees or youth workers or Sunday school teachers volunteer as hall monitors or teachers’ aids or tutors? How many parents are active in PTAs or coach PSAL teams or regularly attend parent-teacher conferences? How many student organizations, whether Bible clubs or not, have Christian business people supported? How many prayer groups intentionally intercede for community schools?

Sadly, not enough. In some communities, zero.

Last year, New York City’s officials finally set aside partisanship long enough to initiate the most widespread, systemic education reform in decades. As a collective group, administrators, politicians, and the teachers union all agreed to tackle entrenched problems with innovative strategies. Only time will tell how effective the reforms are.

In the interim, evangelicals, as a group, should follow their lead and bypass whatever excuses have kept so many of us disengaged for so long. It’s time for our community to seriously consider its role in one of our great public issues. It’s time for us to propose comprehensive strategies that go beyond the pat answers we are more commonly known for. Cliché solutions are no more helpful to our schools then they would be in the board room of a $12.2 billion Fortune 500 company or in Detroit’s City Council chambers.

Finally, it’s time we recognize that mandating a return to institutionalized prayer in schools is bankrupt. Legalistic prayer, devoid of faith, is no prayer at all. Besides, purposeful prayer by men, women, and students of conviction is already in public schools. It’s time for us to turn zeroes into heroes by becoming answers to those prayers.

[L]ast week, the federal government released scores for the nation and the states, and New York did not fare well. In fact, almost all of New York’s reported gains for the past seven years disappeared into thin air.

The federal test – the National Assessment of Educational Progress, or NAEP – is the gold standard of testing. Congress requires all states to take NAEP tests to audit state claims. The federal audit was an embarrassment for New York.

The reading scores released last week show that 36% of New York’s fourth-graders – not 77% – are proficient. And unlike the state scores, which have gone up every year without fail, the state scores on NAEP for fourth-graders have been flat since 2002. The federal test continues to show huge achievement gaps: 45% of white students are proficient, as are 52% of Asians. This contrasts with 18% of black students and 22% of Hispanic students.

In eighth grade, the picture is no better. On the NAEP test, 33% of our students are proficient in reading, not the 69% claimed by the state. The federal test shows zero improvement at this grade since 1998. And the racial achievement gap is shocking: 44% of whites are proficient, as are 49% of Asians, but only 13% of blacks and 16% of Hispanics.

In math, the state does slightly better, but not much. The federal tests show 40% of our fourth-grade students are proficient, while the state says it is 87%. Over time, the federal scores have improved for this grade, but not for eighth grade. There, only 34% are proficient, not the 80% claimed by the state. And, unlike the state, which has boasted of big improvements in the eighth grade, the federal tests reveal that there have been no gains in eighth grade since 2003.

If students in New York made no gains on the national tests, why did state tests report spectacular progress every year? The people of the state deserve an honest answer.

Fortunately, there is new leadership in Albany. Merryl Tisch, the new chancellor of the Board of Regents, and David Steiner, the new state commissioner of education, have pledged to review the entire testing program. Surely they will determine how standards dropped so low that the public was regularly misinformed about student progress.

Now is the time for honesty, integrity and transparency.

Article.

Education officials and charter school backers on Monday lashed out at teachers unions and the Legislature after New York failed to get $700 million in federal Race to the Top money.

Tennessee and Delaware scored a combined $600 million of the competitive $4.3 billion pot of education money to help turn around failing schools and implement other reforms.

New York finished 15th out of the 16 finalists.

“Race to the Top sets a high bar for states to adopt sweeping education reforms, and at least this time, New York State couldn’t clear that bar,” Schools Chancellor Joel Klein said.

New York lost 30% of its potential points because of its failure to pass charter school reform, link teacher evaluation to student performance and develop a statewide data system.

The state also lost points for not having full support from local school districts and unions and not having a strong plan in place to turn around failing schools.

Article.

Newsweek probes the failures of education reform over the last decade.

“Aw c’mon Ms. Baker, nobody thinks we’re smart! If they did, they wouldn’t give us this broken down school and these ratty old books. You don’t even have enough paper and pencils for us!”

As Teach For America’s Vice President of Faith Community Outreach, Ms. Fulgham has spent the last 15 years fighting to overcome educational inequity. Why?

The academic achievement gap, in a well-resourced country like ours, is a tragic moral injustice that should move people of faith to action. As Christians, let’s take stock of how we’re working to eliminate this problem. Are we encouraging our most talented college graduates and young professionals to teach in schools like Solomon’s? Are we mobilizing our church communities to volunteer, tutor, and provide much-needed supplies to under-resourced schools? Are we mobilizing on behalf of students like Solomon to demand that lawmakers create policies that will improve the quality of their education?

The Bible is pretty clear about our responsibility. God says that all children were created in his image, so we should believe every child has unlimited potential. God says that children are incredibly precious to him. And God tells us to eliminate injustice. It’s time for Christians to take a stand on behalf of the ‘least of these’ in our nation’s low-income public schools. Solomon and his classmates are waiting for us.

Full article.

“We cannot continue to accept that barely half of the country’s black and Hispanic students are graduating from high school, or that white children can read at levels far exceeding those of minority children,” Chancellor Klein said. “These facts translate to diminished life opportunities for millions of students who are being denied their proper access to the American Dream.”

The event, held at the Schomburg Center for Research in Black Culture, was part of the Department of Education’s “Closing the Achievement Gap” series. The series of forums is designed to engage educators, parents, and other members of the New York City community in a dialogue about how to improve achievement.

Klein and Sharpton also co-authored a Wall Street Journal editorial calling on President Obama to nurture “a bipartisan coalition that challenges the entrenched education establishment…. [and] demonstrate an unflagging commitment to ‘what works’ to dramatically boost academic achievement — rather than clinging to reforms that we ‘wish would work.’”

Sign us at 20/20 up for that bipartisan coalition!

A similar call during the election last year resulted in Klein and Sharpton convening the Education Equality Project.  On eve of President-elect Obama’s historic inauguration, the EEP will host an Martin Luther King Day education rally in at Cardozo High School in Washington, DC, this Monday, January 19.

Reverend Sharpton and Chancellor Klein will lead the rally and will be joined by other civil rights, government, and education leaders including Mayors Booker (Newark) and Johnson (Sacramento), Martin Luther King III, Governor Romer, US Secretary of Education Margaret Spellings, Dr. Michael Lomax (President, United Negro College Fund), Geoffrey Canada (President and Chief Executive Officer for Harlem Children’s Zone), and Senator McCain.

Stuart Cohen, a software company CEO, argues that the freemium business model of open source software—give away the code, charge for the support—is broken because open source software is so good it doesn’t need much support. Putting aside whether that’s true or not, he defines “broken” as “not meeting investor expectations.” An alternative view is that investor expectations for open source software business are unrealistic, and the benefits are felt mostly in cost savings by the users, not revenues to the creators.

Imagine that: delivering on our promises so well that we can’t charge people to redo what we said we’d do in the first place. That doesn’t sound like a problem. It sounds like a solution to lots of entrenched problems.

For those new to the concept of Open Sourcing, here it is in a nutshell. In the early 1990s, upstart computer programmers discovered that the best way to solve common problems with the then-emerging Internet technology was to collaborate with others who shared an interest, but lacked the necessary time and resources to solve the problems on their own. “Open source” refers to their practice of allowing anyone, including potential competitors, to view and even improve upon source code – the underlying instructions that make computer software work – by making the code publicly available online, and permitting potential users to download the software for free. This radical departure from business-as-usual fueled the development of the World Wide Web, and its innovations empowered the information age in which we now live.

On the Internet platform it helped create, Open Source methodology has evolved beyond just programming practices to social networking, content creation, media production, political campaigning, publishing, and even commerce. The big idea animating our work these days: that open sourcing education reform might actually transform public education in America before this fall’s first graders graduate high school in 2020.

The time has come.

“Education is the civil rights issue of this century. Equal access to public education has been gained. But what is the value of access to a failing school?”

— John McCain, RNC Nomination Acceptance Speech, 09/04/08

“I don’t want to send another generation of American children to failing schools. I don’t want that future for my daughters. I don’t want that future for your sons. I do not want that future for America.”

— Barack Obama, Jefferson-Jackson Dinner, Des Moines, Iowa, November 10, 2007

Related

+ Obama and McCain on schools (Boston Globe)
+ Obama’s Education Platform
+ McCain’s Education Platform