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Wednesday, October 28, 2009

Mike Bloomberg's Plans For New York City Dont Always Work Out


Developers knocked down a shopping mall to make way for the grand City Point development: new apartments, a retail boulevard, a tower of commercial space. It has yet to materialize.

October 29, 2009
Engine of Bloomberg’s Plan Stalled
By RUSS BUETTNER and RAY RIVERA, NY TIMES

Over the past seven years, Mayor Michael R. Bloomberg has presided over a historic re-envisioning of New York City, one that loosened the reins on development across the boroughs and pushed more than 100 rezoning measures through a City Council that stamped them all into law.

His administration poured $16 billion into financing to foster commercial development and affordable housing and created quasi-local organizations to promote its initiatives and blunt neighborhood opposition.

And when the economy was burning white hot, as it did for several years, the mayor’s plan appeared to be bold and forward-looking, a prescient decision to remake portions of the city in order to lure companies, create jobs and increase economic vitality.

But that vitality is missing in some sections of New York today, where developments spurred in part by easy credit and in part by city initiatives are now stalled or in danger of collapse.

No question, the upheaval in the real estate world was primarily caused by a recession that Mr. Bloomberg had no role in starting and no power to stop. But Mr. Bloomberg has campaigned as a business visionary, better suited than most to lead in tough times, and any review of his term needs to confront his embrace of development as a stimulus tool.

Administration officials say their development initiatives created jobs and housing and revitalized moribund areas, like downtown Jamaica, Queens. Across the city, residential construction doubled under Mr. Bloomberg, to more than 30,000 units a year from 2004 through 2008, before slowing this year.

Construction spending has also doubled since he took office, reaching a high of $32 billion in 2008, according to the New York City Building Congress. The organization projects a 20 percent drop this year.

And if the skyline seems little changed despite the rezoning of some 8,400 blocks, the impact can be seen in old, outlying factory neighborhoods where new housing has risen, or in places like Flushing, Queens, and the Bronx, where signature new baseball stadiums were built.

But things have not gone according to plan in neighborhoods like Downtown Brooklyn, which was rezoned to foster development of new office towers to compete with New Jersey. None have gone up, and other projects, like City Point, a commercial, retail and apartment complex on Fulton Street, have stalled.

Daniel L. Doctoroff, who served as Mr. Bloomberg’s deputy mayor for economic development, said it was naïve to view the initiatives in the short term.



“It’s always tempting to sit there and say, ‘Here we are, we’re at the depth of a recession, and therefore, look at all this stuff, it didn’t make sense,’ ” he said. “That is the kind of thinking that has proven time and time again to be completely fallacious when you look at New York City history.”

Ron Shiffman, a former city planning commissioner, said a flaw in the mayor’s approach was its failure to do enough to reap public benefits from a real estate industry he had so readily fostered.

“He didn’t steer the boom,” Mr. Shiffman said. “He did not direct it in such a way that it benefited a more diverse set of populations in the city of New York, and more diverse income groups. It was basically developer-driven.”

Remapping the Future

The administration’s economic development policies started with a simple concept: New York must grow to compete with other cities.

Development became the means toward that end. Create new opportunities for developers, the wisdom held, and good things will happen for New York as a whole. Companies will rush to glorious new towers in reinvented neighborhoods, diversifying the city’s economy in the process.

Many mayors have favored the real estate industry, whose campaign contributions are often generous. Mr. Bloomberg lobbied forcefully for developers even though he did not need their money.

“I think a mistake that mayors have made,” said Seth W. Pinsky, president of the city’s Economic Development Corporation, “is that they’ve really only been willing to push projects where they would be around to cut the ribbon to open the project, and what this mayor has done is to take the long-term view.”

The first obstacle to remaking the city was the lack of available parcels for large-scale development. Rezoning became the solution, Mr. Doctoroff said. He had headed the committee that sought to bring the Olympics to the city and had become familiar with largely undeveloped tracts outside the Manhattan core, like sites along the Brooklyn waterfront.

“That sort of became the genesis for the effort,” he said in a 2007 interview.

The effort became the most extensive rezoning in modern city history. Sections in all the boroughs were rezoned to boost their development potential. Fallow factory sites were recast as places for housing or office towers as the city confronted the idea that it was no longer a manufacturing center. At the same time, the city reduced allowable densities in many neighborhoods that were troubled by illegal or unpopular development.

The City Council adopted every rezoning without major revision. So far, one-fifth of the city has been rezoned.

The development zeal was driven by a projection that the city’s population would grow by one million by 2030.

The city hired two consulting firms at a cost of more than $1.5 million to explore how the extra people could be accommodated. Drawing from that work, the administration created its vision for the future, known as PlaNYC, which was released by the mayor on Earth Day 2007 and included a host of environmental initiatives, like planting a million trees.

“Let’s face up to the fact that our population growth is putting our city on a collision course with the environment, which itself is growing more unstable and uncertain,” Mr. Bloomberg said at the time. “To accommodate nearly a million more New Yorkers, we are going to have to create hundreds of thousands of new homes.”

Seeding Progress

New York City has frequently used money to spur development. Under Mr. Bloomberg, the city drastically increased the low-cost financing it made available to developers, in part because Mr. Doctoroff, a former investment banker, recognized the unrealized potential in some of the city’s balance sheets.

Most of the infusion cost little or nothing to taxpayers. It came in the form of low-interest loans to developers, with money raised by issuing bonds.

The Housing Development Corporation, for example, a public benefit corporation intended to foster affordable-housing construction, has issued $8.1 billion in bonds to support development under Mr. Bloomberg, more than triple the total issued during the administration of Mayor Rudolph W. Giuliani.

Another quasi-public agency, the Industrial Development Agency, has authorized more than $6.1 billion in new debt since Mr. Bloomberg took office — about 50 percent more than during Mr. Giuliani’s tenure. The largest pieces of that package helped finance new baseball stadiums for the Yankees and the Mets.

The figures for both agencies do not include Liberty Bonds, which were part of the 9/11 federal aid package.

Legally, the city is not responsible for debt incurred by its public benefit corporations, even in the unlikely event that the underlying projects and other financial institutions involved in the bond transactions collapsed. But officials said the city could feel compelled to help bondholders so as to protect the ratings on its other bonds.

“For all practical purposes, if H.D.C. went belly-up, there would be some expectation of the city making good on it,” said Doug Turetsky, a spokesman for the city’s nonpartisan Independent Budget Office.

At times, urban planners have questioned whether the Bloomberg administration has gone overboard in offering incentives to developers. The Hudson Yards on the West Side of Manhattan have been looked at successively as a potential Olympic venue, a football stadium and now an urban village. And the city, through a specially created authority, has issued $2.1 billion in debt to pay for the extension of the No. 7 subway line to the area.

The debt is supposed to be paid from taxes generated by the new development, but if no development occurs, the city could be on the hook for $100 million a year in payments.

A 2007 report by the New York City Bar Association said the Hudson Yards financing scheme “bears an eerie resemblance to the development of Battery Park City,” which nearly defaulted and helped plunge the city into a fiscal crisis in the 1970s. And, it asked, if development of the West Side is inevitable, “why should costly artificial economic incentives be offered to encourage that development?”

Mr. Bloomberg’s Democratic challenger in next Tuesday’s election, Comptroller William C. Thompson, has said the mayor focuses too much on large developments that go to favored builders who receive wasteful subsidies.

When the new Yankee Stadium came up in Tuesday night’s debate, he said: “This is just another example of a giveaway, of the mayor’s giveaway to another one of his developer friends in the city,”

Bloomberg officials say that much of their lending was done to build or preserve 165,000 units of what the administration considers to be affordable housing, an ambitious plan for which the mayor has received many accolades. They point to vastly reinvented areas outside Manhattan’s wealthy core, like the Melrose section of the Bronx, where city financing underwrote new housing developments.

But some of the housing has been for families earning more than $100,000 a year, and some of the income limits expire after 15 years. The Housing Development Corporation has also provided hundreds of millions of dollars in financing that, in the view of advocates for moderately priced housing, subsidized market-rate apartments because the developers enjoyed outsize savings in exchange for a small number of lower-income units.

Marc Jahr, president of the corporation, said that nearly half of the 43,000 apartments it has financed through the mayor’s affordable housing program had been for people who earned 60 percent or less of the area’s median income, or about $46,000 a year for a family of four.

“We think that’s a good, balanced housing plan,” he said, “and one that’s important to the neighborhoods and important to the city to sustain over time.”

Some housing advocates say the gain in moderately priced housing units has been offset by the loss of 200,000 apartments that switched back to market rates under state rent-regulation laws that they say Mr. Bloomberg did not push Albany to change.

“Everyone will admit that New York City can’t build its way out of its affordable housing crisis,” said Mario Mazzoni, lead organizer at the Metropolitan Council on Housing, a tenants’ rights organization. “If you are talking about building affordable housing, the way they conceive of it is as a massive subsidy to developers.”

Grass Roots

Redevelopment can look easy on paper, but there are always neighborhood concerns, even in a place like Willets Point, a 62-acre industrial shanty town of body shops and scrap yards near the Mets’ stadium in Queens. The administration viewed it as an area ripe for economic development if the 225 existing businesses could be cleared.

But such ambitions had flummoxed city planners for decades. No less a builder than Robert Moses had been unable to make room in the area for the 1964 World’s Fair.

Mr. Doctoroff was determined to do better, through a local business group, the Flushing-Willets Point Local Development Corporation, which received half its money from the city. But about half the group’s money was spent doing something not allowed under state law: lobbying city officials. The group’s lobbying, has led to an investigation by the attorney general’s office.

That investigation has expanded into the activities of the Downtown Brooklyn Partnership, which the city helped create in 2006 to help push through development plans following a broad rezoning of the area.

The city awarded the group a $6 million three-year no-bid contract. The group raised another $1.1 million in private donations, tax records show. And Mr. Doctoroff installed a top aide, Joe Chan, to run it. The partnership has become a key voice for the development of Downtown Brooklyn, inserting itself, critics say, into the debate over a plan to build a Nets area and high-rises at the Atlantic Yards. It has spent some $200,000 on lobbying expenses. Councilman Lewis A. Fidler complained last year that the partnership was using public funds to promote Bloomberg’s congestion-pricing plan.

Citing the investigation, city officials declined to discuss the Brooklyn group’s lobbying, as did Mr. Chan.

A Dream Falls Short

For years, Downtown Brooklyn resembled the textbook definition of back-office space. Class B. Schleppy. No buzz.

Even after the MetroTech development began to emerge in the 1980s, and with it came major corporations like Chase and KeySpan, the core commercial district excited few people.

In 2004, sparked by a push from local business leaders, the city rezoned 22 blocks. The new zoning anticipated 4.5 million square feet of office and commercial space that might keep businesses from moving to New Jersey, as well as 1,000 new apartments. There were hopes for 18,500 new office jobs and 8,000 construction jobs.

Today, much of this future remains unrealized. There are no new office towers. Luxury apartment buildings went up, but many units remain unsold and retail space is unrented, victims of the downturn and a construction glut.

“It seems like in a lot of places, the attitude has been like a field of dreams: If you zone it, they will come,” said Robert Perris, district manager of Brooklyn Community Board 2, which includes the downtown area. “It’s been kind of a mixed bag here.”

Indeed, companies like Bear Stearns have disappeared. Others, like JPMorgan Chase & Company, have downsized their Brooklyn operations. New condo buildings are cutting prices. Several planned projects are stalled as empty lots. Across the city, officials say, the recession has contributed to the stopping of work at about 450 projects.

James Whelan, the former head of the Downtown Brooklyn Council, which created the rezoning plan, sees the new residential development, especially along Flatbush Avenue, which developers once ignored, as an early sign of success. “Is there a commercial office tower built as part of the Downtown Brooklyn plan as we sit here today?” Mr. Whelan said. “No. When is it going to be built? It’s not clear. But as history shows, development is a long-term issue in New York City.”

A similar predicament is evident in Greenpoint and Williamsburg, two old, industrial waterfront neighborhoods in Brooklyn. A 2005 rezoning set off speculation that sent land prices rising to Manhattan levels. Gleaming glass-and-steel structures went up. Now many of them are nearly empty. Other projects foundered on shaky financing.

Now the administration is working to rescue struggling projects. The long-stalled City Point development is to get $20 million in recovery bonds.

In July, when scores of other new condominiums were not selling, and developers risked default, Mr. Bloomberg and the Council stepped in to announce a $20 million pilot program to buy the empty units and use them as affordable housing.

“Private developments that sit vacant or unfinished could have a destabilizing effect on our neighborhoods, but we’re not about to let that happen,” said Mr. Bloomberg.

Actually, Mr. Bloomberg most likely fostered some of the real estate speculation with policies that invited development. But even those who say the mayor’s development record is mixed credit him for taking a long view.

“For good or bad, the rezonings will probably be his most significant development legacy,” said Jonathan Bowles, director of the Center for an Urban Future, an independent research group. “They’ve never got as much attention as the large-scale development projects he was pushing, like the Olympic stadium, but the rezonings are what will ultimately transform a large chunk of the city. Developers will be rebuilding on these for years to come.”

Charles V. Bagli and Jo Craven McGinty contributed reporting.

March 26, 2008
Ex-Official Cleared to Continue Work on Big City Projects
By PATRICK McGEEHAN and RAY RIVERA, NY TIMES

The city’s Conflicts of Interest Board cleared the way Tuesday for Daniel L. Doctoroff, who left City Hall for a private position two months ago, to remain involved in a range of city projects that were begun while he was deputy mayor for economic development.

In response to a request from the Bloomberg administration, the board gave its approval for Mr. Doctoroff to remain on the boards of the Hudson River Park Trust and the Governors Island Preservation and Education Corporation, and to serve as an unpaid adviser on the proposed Moynihan Station and Queens West projects.

The board, whose five members are mayoral appointees, also approved Mr. Doctoroff’s participation in the mayor’s sweeping environmental initiatives collectively known as PlaNYC, which includes his congestion pricing plan.

The board’s decision underscores a reality that has often been noted in the city’s development community: Mr. Doctoroff may have left City Hall, but he remains a participant in — and has a big influence over — what is going to be built.

Mayor Michael R. Bloomberg made it clear that he would continue to rely on Mr. Doctoroff’s expertise on development issues when he announced in December that Mr. Doctoroff was stepping down from his city position to take over as president of Bloomberg L.P., the financial and media giant the mayor founded. Mr. Doctoroff’s last day in office was Jan. 11.

It is not unprecedented for former city officials to be involved with public projects, but in the case of Mr. Doctoroff, the city’s longest-serving deputy mayor for economic development, the list is so long and varied that city officials and even some who serve on boards with him have expressed confusion about his roles. In response, City Hall circulated a memo in January advising city employees how to interact with him.

For a year after leaving public service, former officials are strictly prohibited from appearing before any city agency within the branch of government where they served; the ban is even longer if the subject is one in which the official was directly involved. The prohibitions do not apply, however, if the official is appearing on behalf of the mayor or another government agency.

Some questions about Mr. Doctoroff’s future role remain unanswered.

The board’s 10-page opinion did not address his participation in development decisions about the West Side railyards, known as Hudson Yards, although the city had asked for a ruling on the matter.

John Gallagher, a spokesman for the mayor’s office, said the board did not address that issue after Mr. Doctoroff decided against seeking to remain chairman of the Hudson Yards Development Corporation, the public benefit corporation working on the project with the Metropolitan Transportation Authority. Rather than retain the mayorally appointed position, he decided to seek to stay on as an adviser. The development corporation has asked the conflicts board for a ruling on that as well, a decision that is pending, Mr. Gallagher said.

Mr. Doctoroff has been a key negotiator in the selection of a developer on the Hudson Yards project. Mr. Gallagher said that because Mr. Doctoroff served on the transportation authority’s selection panel as a private citizen, he did not need a waiver from the conflicts board. But he was appointed to that panel by the Hudson Yards Development Corporation when he was its chairman, and he held the chairmanship through his office as deputy mayor.

On Wednesday, the transportation authority is expected to grant development rights over the railyards, a 26-acre slice of Manhattan overlooking the Hudson River, to Tishman Speyer, one of Manhattan’s largest real estate operators.

Mr. Doctoroff met during the week of March 10 with the teams of developers competing for the billion-dollar project, according to members of the teams, who spoke on the condition of anonymity because they did not want to offend Mr. Doctoroff.

Even after he left later on a business trip to Asia, Mr. Doctoroff remained in constant contact with the selection committee throughout the deliberations.

A spokeswoman for Bloomberg L.P. said Mr. Doctoroff was still in Asia on Tuesday and declined to make him available for comment. In an interview last month, however, Mr. Doctoroff dismissed the notion that there might be a conflict of interest between his continuing work for the city and his new role at Bloomberg.

“Certainly, if I felt it was going to create conflict that I thought was going to be harmful to the company, I wouldn’t do it, and I’d be the same way with the city,” he said. “If there was a conflict, I just wouldn’t do it.”

At the time of that Feb. 22 interview, Mr. Doctoroff also insisted that his involvement with the city had been limited since leaving office. He said he had spent just eight hours in meetings about city matters, including congestion pricing and Moynihan Station. That did not include the recent railyard negotiations.

“I care deeply about these projects, I care deeply about the city, despite the fact I don’t work there anymore,” Mr. Doctoroff said in the interview. “I have, in some cases, spent six years on some of these things, and so you know if I’m needed, I’m going to help.”

The opinion issued on Tuesday limits the role he can play in matters involving Vornado Realty, which owns the building housing the Bloomberg L.P. headquarters. The company is negotiating with Vornado for additional space.

The board said that given Mr. Doctoroff’s knowledge, it was best for the city for Mr. Doctoroff to continue his involvement with the Moynihan Station plans. Vornado is a developer of the station project and was one of the companies vying to develop the railyards with whom Mr. Doctoroff met earlier this month. On March 12, Mr. Doctoroff met with the Vornado chairman, Steven Roth, and the M.T.A. selection panel, and last Friday with David Greenbaum, a top Vornado executive.

The opinion advises Mr. Doctoroff to recuse himself from any discussions between Bloomberg L.P. and Vornado for one year from the date of the conclusion of the Moynihan Station negotiations, and from all dealings involving Vornado or Bloomberg L.P. in any of the other projects addressed in the ruling.

Gene Russianoff, a senior lawyer for the New York Public Interest Research Group, said he agreed with much of the ruling but was troubled by the absence of the railyards and the station exception.

“I can see recusing himself from landlord-tenant matters with Vornado, but is Vornado going to say, ‘O.K., we’re going to jack up the rent when we’re trying to make some kind of deal over Moynihan,’ ” Mr. Russianoff said.

Charles V. Bagli contributed reporting.

Holding Mayor Bloomberg Accountable by Brian D'Agostino, PH.D



Brian D'Agostino is a social scientist, author, and educator. He was a New York City public school teacher for eleven years and served as a United Federation of Teachers chapter leader. Brian is currently an independent statistical and policy analyst; visit him at Brian D'Agostino, PH.D

Michael Bloomberg claims to have revolutionized and brought accountability to a vast, dysfunctional public school system. The Obama administration believes him, and promotes his education reforms as a model for the country. But the billionaire mayor’s Democratic challenger Bill Thompson and other critics with insider knowledge are contesting these claims. Thompson was president of the city’s Board of Education the six years before Bloomberg was first elected in 2001, and served as city Comptroller for the last eight.

Bloomberg’s campaign has produced three glossy mailings that favorably compare his eight years of school reform with Thompson’s record as Board president. The mayor claims that he “eliminated wasteful bureaucracy that was doing nothing to educate our kids” and attacks Thompson for supporting “a plan to create more bureaucracy in the schools,” citing several New York Times articles from December 1996. But the plan described in these articles simply gave the chancellor some hiring and firing authority over 32 district superintendents, who had previously reported solely to their local school boards. Bloomberg knows very well this was a necessary corrective for local corruption and patronage politics. Referring to the plan, the Times’ editors wrote: “For the first time in years, New York City can have real hope about its public school system.”

While Thompson helped lay this foundation for further improvement, what Bloomberg added to it was, well, bureaucracy. The 2002 legislation establishing mayoral control had retained the local school districts and simply gave the mayor authority to hire the chancellor and a majority of the Board of Education. Not content to share power with local communities, as required under the legislation, Bloomberg and his chancellor Joel Klein dismantled the 32 district offices and created a centralized bureaucracy with ten regional superintendents, about a hundred “local instructional supervisors” under them, and an army of math and literacy “coaches” to enforce the new top-down instructional mandates in all the schools.

The “wasteful bureaucracy” that Bloomberg claimed to have eliminated was in the 32 district offices, which had provided administrative services to schools and gave parents and local communities access to power when problems could not be solved at the school level. The services for the most part were not provided by the new bureaucracy, and were either added to the workload of school staff or contracted out to private vendors paid out of school budgets. Meanwhile, the new “parent coordinator” in each school was no substitute for being able to voice concerns to a local school superintendent having authority over principals and curriculum.

And what happened to the $100 million saved from dismantling the “bureaucracy” in the districts? According to The New York Times (5/9/03), it was used to pay for a new bureaucracy, including the coaches and parent coordinators who reported up the chain of command to City Hall. Klein and Bloomberg say the money was “put into the classroom,” but it was not used to reduce class sizes or purchase needed materials; the role of the coaches and parent coordinators was to extend mayoral power into the schools.

Measuring School Performance



Bloomberg, of course, presents all of this as a bold and needed makeover of a system that was failing to deliver quality instruction. His ads claim that he holds students, teachers and principals accountable for progress, while Bill Thompson was, according to the New York Observer, “asleep on the job” as president of the Board of Ed. But the Observer comment referred to a lapse by Thompson in monitoring the school construction budget. That failure, and Bloomberg’s separate allegation that his rival “wasted over $4 billion in taxpayer money,” were almost certainly exceeded by the mayor’s billions of dollars in misallocated school funds and no-bid contracts.

As for elementary and middle school performance, Bloomberg claims that math and reading scores went up on his watch (the latter by 27.5 percentage points) while Thompson allegedly saw a 2.2 point drop in reading scores, and no improvement in math. These figures were cherry picked for purposes of the Bloomberg campaign, taken out of context, and calculated using misleading or incorrect assumptions.



By contrast, James F. Brennan, senior member of the New York State Assembly Education Committee, made an impartial and comprehensive comparison of school performance before and after the mayor’s reforms (in NYC Schools Under Bloomberg and Klein, 2009). Brennan examined New York City math and reading scores, both fourth and eighth grade, from 1998 (the first year New York State collected the data) through 2008. He found that New York City fourth graders showed more improvement on these state tests during the period under Thompson, while the city’s eighth graders showed more improvement under Bloomberg. But that is not the whole story.

It is well known that the state tests have been subject to grade inflation. A much more reliable measure, according to experts, is the National Assessment of Educational Progress (NAEP). Brennan notes that the NAEP results confirm the gains that occurred under Thompson, but not those under Bloomberg. In fact, out of ten urban districts, New York’s eighth graders dropped from second place to sixth on the NAEP reading tests during the first four years of Bloomberg’s reforms.

According to education expert Diane Ravitch, Klein should have concluded from the NAEP results that the curriculum he imposed on the entire city wasn’t working and that he needed to reduce class sizes. But Klein’s response was to disregard the data, and instead make the discredited state tests the centerpiece of his new accountability system for students, teachers, and schools. When scores on these tests spiked in 2009, Klein awarded “A” and “B” grades to 97% of the city’s elementary and middle schools. As in the past, the state’s NAEP scores released less than six weeks later shattered these illusions.

And what about the high schools? In July 2009, a Comptroller Office’s report called into question the improved graduation rate cited by Bloomberg. For 10% of student records audited, schools failed to properly document completion of all graduation requirements. In addition, schools routinely awarded students redundant credits for passing the same course more than once and were often lax in their procedures for reversing failing course grades. In comments on these findings, Comptroller Thompson said, “The mayor’s managerial style has created an incentive for schools to graduate students whether or not they have met the necessary requirements,” and he called Bloomberg’s Education Department “the Enron of American Education.”

Thompson’s report may have caused the Bloomberg campaign to omit the city’s graduation rate and instead to provide in their mailings only the dropout rate, which they claim declined by 6.5 percentage points between the classes of 2006 and 2007, while increasing 4 points under Thompson. But the Comptroller’s audit also calls into question Bloomberg’s official dropout rate; at least 6% of students sampled should have been counted as dropouts in the class of 2007 and were not.

Nor is it clear what the increased dropout rate under Thompson really means. The Daily News (9/19/09) said it reflected the introduction of more rigorous graduation policies during the same time period. This is ironic in light of the mayor’s claim that Thompson “did nothing to end social promotion.”

Finally, the mayor’s mailings say school crime went down 44% under his watch while “School Violence Soared” under Thompson. But neither of the sources cited—the New York Post (6/19/09) on Bloomberg’s record and the Daily News (9/18/95) on Thompson’s—support these claims. I searched the entire Post issue and could not find a single reference to school crime. And the News editorial on school violence appeared ten months before Thompson became president of the Board of Education. It is interesting that both these bloopers pertain to the Bloomberg campaign’s most emotionally charged school issue: public safety. More on that later.

School Reform: Image and Reality

The unsubstantiated, misleading, or false claims in these mailings are part of a larger pattern. The mayor and his chancellor preside over a formidable propaganda machine. Since taking office, Joel Klein has at least quadrupled his public relations staff, which has access to the DOE’s vast information resources. He also chairs the Fund for Public Schools, a non-profit group that has spent millions on subway, bus, radio, and TV ads promoting his record. Supportive media elites include Daily News publisher Mort Zuckerman—a vice chair of the Fund—and New York Post publisher Rupert Murdoch, whose wife Wendi serves on its board. Klein’s Tweed Courthouse headquarters produces a continuous flow of supposedly objective information that dominates mainstream media and opinion, from the streets of New York to White House policymakers.

Tweed Courthouse

But a growing body of literature challenges the Bloomberg/Klein brand and its image of New York City as the world’s epicenter of successful school reform. One book of eye-opening articles is NYC Schools Under Bloomberg and Klein: What Parents, Teachers, and Policymakers Need to Know (2009), available as a free download from Lulu Press. The racial achievement gap, policing of the schools, class size, and Bloomberg’s initiatives regarding small schools and accountability are just few of the chapters.

In July 2008, addressing the U.S. House Committee on Education and Labor, Bloomberg and Klein reported dramatic progress in closing the racial achievement gap. The Jennings and Pallas article in NYC Schools shows that these claims, based on proficiency data, are misleading. A proficiency rate only measures the percentage of students who meet an arbitrary “cut score.” This percentage is unaffected by the performance of students who already exceed the score or fail to meet it. Using proficiency rates to measure performance gives teachers an incentive to work with students just below the cut score at the expense of the majority. Proficiency rates will then improve, even if overall school performance deteriorates.

Based on proficiency rates, Bloomberg and Klein made the misleading claim that they decreased the racial achievement gap in math and reading scores for 4th and 8th graders, including a 50% gap reduction in 8th grade reading scores. But average scale scores, which measure the performance of all students, show that the gap actually widened (by as much as 22%) in all categories except 8th grade reading. There the gap reduction was 6%, not 50% as advertised. And that was little cause for celebration, since the city’s 8th graders as a whole lost ground on the more rigorous NAEP reading test. Black and Hispanic students simply lost less ground than their white and Asian classmates.

The same administration that produced these outcomes put policies into place that continue to adversely affect minority students. Civil rights activist and NAACP official Hazel Dukes has an article in NYC Schools that addresses some of these policies. One of them involved admissions criteria for gifted and talented programs. Research has shown that multiple criteria provide a better guide to future student performance than test scores alone. Disregarding this research, the chancellor required local school districts to discontinue multiple criteria, beginning in October 2007, and to exclusively use high stakes tests with uniform cut scores. Experts had warned Klein to no avail that this policy would particularly hurt minority applicants.

As predicted, in Fall 2008, there was a sharp decline in black and Hispanic admissions—with the percentage of black students admitted to gifted and talented programs falling from 31% to 13%. Five predominantly minority school districts lost their programs altogether. Klein pursued similar policies with similar results at the high school level, requiring Staten Island Technical High School and smaller, newer magnet schools to adopt high stakes testing as their sole admissions criterion. He also presided over a 26% decrease in enrollment between 2006 and 2008 in after school and Saturday programs to help high-needs students wanting to apply to magnet schools.

With Black and Hispanic students losing academic ground, conditions in predominantly minority schools are deteriorating. Failing to proactively address the needs of students, the administration relies instead on a heavy police presence to maintain public safety. Although student enrollment has declined under Bloomberg, the number of security officers—employees of the NYPD—increased to 5,200, giving the school system the nation’s 5th largest police force. More police are deployed for New York City’s one million students than for the entire 2.2 million population of Houston.

An article by civil liberties advocate Udi Offer describes the result: the criminalizing of children, especially minorities and those with special needs. In separate incidents in 2007, two students were arrested and handcuffed, one of them a 13 year old for writing on a desk. The next year, a five year old was handcuffed and taken to a psychiatric ward for throwing a tantrum. Police frequently undermine principals in matters of discipline, in one case even arresting a principal who tried to prevent one of his students from being hauled off in handcuffs. Students, parents, and community leaders have repeatedly approached the administration with alternative approaches to school safety, but the mayor, according to Offer, refuses to participate in a dialogue.

Finally, while committed to policies that have failed low income and minority communities, Bloomberg and Klein neglected one of the most effective policies known to improve academic performance—reducing class size. In 1999, the city began to receive $90 million per year from New York State, and another $90 million in federal funds to reduce class sizes. As Leonie Haimson noted in NYC Schools, this produced significant improvement as long as the funds were actually used to reduce class size. In 2006, however, the city decreased its own funding for smaller class sizes, canceling the effects of these state and federal funds. The next year, New York received an additional $400 million from the state to reduce class size. The city did not allocate the money for that purpose, however, and in September 2008 class sizes actually increased.

Admitting Failure

Although unreported in the mainstream media, the mayor and chancellor have in effect admitted the failure of their education policies. Their current long term strategy is to abandon the public school system they are supposed to be managing in favor of a network of privatized charter schools. Not coincidentally, most of these new schools are not unionized.

The chancellor is reallocating scarce resources and classroom space in support of this new policy, often creating bitter conflicts between public and charter schools housed in the same building. The city’s 78 charter schools enroll a smaller proportion of English language learners and special needs students than their public counterparts, and are permitted in practice to expel low achieving students. All these hard-to-teach students are then dumped into the public schools, which, unlike the charters, have larger class sizes and are not permitted to cap their enrollments. The administration then compares the public schools unfavorably to the charters, even though research shows mixed results—notwithstanding all the advantages conferred on the charters. Klein envisions these publicly funded yet privately managed entities as the future of “public” education. See Grassroots Education Movement and Sarah Knopp.

The purported advantages of charters—human scale, better instruction, autonomous governance—had already existed in some public schools since the 1970s, a little known fact discussed in the article by educator Deborah Meier. Compared to today’s charters, however, these experiments had a more public and democratic nature. They were governed by the faculty, with the support of principals and input from parents and students. Operating under the same resource constraints and union as other public schools, and drawing from the same student population, they tailored instruction to the learning needs of students, not the requirements of standardized tests.

At first, Klein tried to replicate this success. While lauding small school innovation, however, he undermined it by assessing performance in conventional ways. Nor could quality, autonomous schools be mass produced from his Tweed headquarters. Notwithstanding $100 million in supplemental funding from Bill Gates, the administration’s program foundered, and Gates stopped supporting it in 2008. By then, charter schools had emerged as Bloomberg’s and Klein’s new paradigm.

Along with this move to privatization, the administration’s admission of failure was its quiet demolition in 2006 of the very bureaucracy it had created with so much fanfare only three years earlier. The only thing more remarkable than this reversal was its failure to elicit critical commentary and analysis in the mainstream media; Bloomberg and Klein were permitted to declare victory and move on. Having brought “accountability” to the system, they said, the “reforms” were now entering a new phase.

Instead of being told what and how to teach through a bureaucratic chain of command, teachers are now subjected to management-by-numbers. Their performance is measured using “value added assessment,” where student scores on standardized tests at the end of the school year are compared with their scores at the beginning—the difference being attributable to the teacher. With merit pay or job loss at stake, teachers and principals now have test preparation as their primary task. That is driving authentic educators to look elsewhere for work.

Needless to say, this is no way to get kids excited about school, especially those who are disadvantaged and already alienated from mainstream institutions. In fact, it eradicates the love of learning that many students bring to the table. Test preparation cannot cultivate the critical thinking skills and independent judgment needed to be a responsible citizen, an intelligent user of the internet, or even a savvy consumer. Nor can it cultivate the creativity and capacity for innovation that the best 21st century jobs require.

This is the kind of school system that corporate elites, politicians, and lawyers create when they don’t care to collaborate with educators and want an easily quantified and user friendly tool for controlling them. It is a system for creating a large supply of minimally-skilled, diligent and disciplined service workers who will follow instructions without asking questions. And it trains the populace in mindless conformity, making the entire country susceptible to authoritarian rule.

Joyce Purnick’s biography of Michael Bloomberg came out this year. She wrote about a man intoxicated with power—more than most leaders—and who still can’t get enough. To be sure, he also cares about the city’s people, and wants to serve them well. But he imagines he is vastly smarter and more competent than all the city’s teachers, principals, and other public servants, and can forge a better government by concentrating power in City Hall. He has convinced millions, both inside and outside the city, that this is so. But Bloomberg’s record running the New York City public school system shatters this illusion. Isn’t it time for this mayor—whose mantra is accountability—to be finally held accountable for his own performance?

Brian D'Agostino
New York, NY
October 22, 2009

link to Brian's website

Tuesday, October 27, 2009

Steve Koss from China With Thoughts on Nicholas Kristof's article on Education in NYC


Saturday, October 17, 2009
Nick Kristof Strikes Again, and Gets It Wrong Again
NYC Public School Parents

LINK

I can think of few journalistic practices more damaging and wrongheaded than the reporter who helicopters into a complex problem for a few days, sniffs around a bit without really understanding the context in which he or she is observing, and then drops an "expert opinion" editorial on the matter. No one in my recent memory appears more prone to this, and more badly misled, than the NY Times's periodic editorial contributor, Nick Kristof, particularly with regard to education.

Back in 2002, Mr. Kristof dropped himself in on some schools in Shanghai and then wrote a ridiculous column on China's "super kids" whose schooling and intelligence were apparently going to bury the U.S. competitively in the future. He could not have gotten the Chinese education system more wrong in 750 words than he did at that time; reading his 2002 column today is still an embarrassment for anyone who really understands what's going on in the Chinese education system.

Now, Mr. Kristof has inserted himself into education once again, and just as foolishly, with his latest contribution to the NY Times. In an October 15th piece oddly entitled "Democrats and Schools", Mr. Kristof elects to beat on that favorite old dead horse of education critics, that the problem with US education is bad teachers and their unions who simply won't let schools get rid of them.

In his article, he talks about NYC's system where "failed teachers" are sent at full pay to "rubber rooms," clearly not understanding that the purpose of such centers is to hold teachers against whom potentially serious allegations of misconduct (such as, for example, sexual misconduct or verbal or physical abuse of students) have been made while their cases are being investigated. Whatever one may think of rubber rooms, they are not holding pens for teachers who have merely been judged incompetent.

Of course, Mr. Kristof trots out a couple horror stories about bad teachers to "prove" his point, and there's certainly no argument here that abusive teachers who degrade their students or show up drunk do not belong in classrooms. As his column progresses, he slyly manages to conflate the clearly unacceptable behavior of his "horror stories" with the term "ineffective teachers," as though the U.S. education system is suffering from an epidemic of school-based child abuse. Ineffective and drunk (or telling a failed suicide that next time the student should cut his wrists more deeply) are not equal.

Anyway, these horror stories are old news, and Mr. Kristof writes as though he just discovered this issue. Beyond making it easier to remove such "ineffective" teachers, what are his solutions? Two of them are more charter schools and "objective measurement to see who is effective." Of course, while calling for better teachers with better compensation, he conveniently ignores the fact that under NCLB, teachers of all stripes and levels of ability are being hamstrung by precisely those types of measurement systems, all of which begin with state-defined standardized exams which place enormous pressure on school administrators and teachers to show ever-improving results.

The damage these exams are doing to real education is incalculable, since they distort both teaching and curricula by narrowing content, detracting from coverage of other subject areas, and focusing on test-taking rather than education as an exploration and learning experience.

In his closing, Mr. Kristof writes, "I’m hoping the unions will come round and cooperate with evidence-based reforms, using their political clout to push to raise teachers’ salaries rather than to protect ineffective teachers," as if this is the essential either/or choice. It's merely another false dichotomy -- the two items have nothing to do with one another.

More charter schools, more "objective" measurement of teachers' value added based on standardized exams, less intrusion from the teachers' unions -- this is what Mr. Kristof wants the Democrats to be doing. Sadly, President Obama (through his Secretary of Education, Arne Duncan) appears to be working from Mr. Kristof's playbook, acting more like a conservative Republican than the Democratic reformer for whom we thought we had voted. --Steve Koss

Nicholas Kristof Wins The 2009 Bad Journalism Award

Sunday, October 25, 2009

ELECT WILLIAM THOMPSON NYC MAYOR



Andrew Wolf makes an excellent point in his article "Flat Earth Society" below:

"If the children of New York State, and those here in the city, are to get the education they deserve — and NAEP tells us they are not getting it — we need real reform, not smoke and mirrors. For if the earth is as flat as the Daily News says, we are currently sailing for the edge."

It is time to add up the facts:

(1) Joel Klein has no contract, in violation of Education Law 2590-h:

"* § 2590-h. Powers and duties of chancellor. The office of chancellor of the city district is hereby continued. Such chancellor shall serve at the pleasure of and be employed by the mayor of the city of New York by contract. The length of such contract shall not exceed by more than two years the term of office of the mayor authorizing such contract. The chancellor shall receive a salary to be fixed by the mayor within the budgetary allocation therefor. He or she shall exercise all his or her powers and duties in a manner not inconsistent with the city-wide educational policies of the city board..."

Additionally, the Panel For Educational Policy is not a legal entity, has no administrative or executive function, and it's members are merely actors in the citywide denial of public access to information and/or the refusal to honor procedural due process for children, parents, and employees of the New York City Board of Education.

(2) Joel Klein's people terrorize anyone who validly makes a claim against him or against the organization he manages, the New York City Board of Education, Inc.; anyone who asks questions that are not constitutionally damaging to Mr. Klein and/or the Organization are simply pushed aside, ignored, or made fun of, and all others with claims against the regime are bought off or given favors that cannot be refused;

(3) in order to satisfy the mandate to show improved scores in every classroom, Principals change grades constantly, or alter tests, and order their staff to do the same, leaving the children in their schools far behind...Social promotion still exists, only now it is micro-managed;

(4) Joel Klein and Mike Bloomberg designed a process of taking revenge on troublemakers whereby anyone - staff, teacher, custodian, outside consultant, parent, child - can be made guilty of a crime and arrested without a crime taking place, and there is nothing that the victim can do to prevent this from happening;

(5) the victims of the false claims can only clear their names if they have the money and can spend the time to rally people and resources sufficient to make a strong defense against the lies about them that the Organization made up;

(6) the NYC major media (NY Daily News, NY POST, New York Times, Wall Street Journal, ABC TV, NBC, CBS, NY1, to name a few) has been "convinced" that to write anything but praise for the excellent job the Klein/Bloomberg administration has done and will continue to do is financial suicide.

I could go on and on, but what we New Yorkers must do is say NO to this scullduggery and vote William Thompson in as Mayor of the City of New York on November 3, 2009.

I know the earth is round.

Betsy Combier



Flat Earth Society
By ANDREW WOLF, NY SUN, October 24, 2009
LINK

No sooner did the Daily News lambast critics of Mayor Bloomberg’s educational program as “flat earth” adherents than the federal NAEP math test released its results, which undermine the mayor’s claims for academic improvements on his watch.

It seems that New York’s NAEP scores have been stagnating, despite the fact that scores on the state tests, on which the mayor bases his claims, have been soaring. It’s surprising to see the editors of the New York’s Picture Newspaper miss this frame of reference, as they did, in an editorial on Sunday October 18.

They opine that the NAEP results are for the state, not the city. Aside from the fact that the city makes up a big part of the state, they miss one critical point. The disparity between the state test results and NAEP is so wide as to cast doubt on the state testing program in every corner of the Empire State from Buffalo to Montauk as well as in our five boroughs.



To base any evaluation of our schools on bogus testing — and even pay bonuses (with your tax dollars) on the basis of the state scores — is nonsensical. The education expert Diane Ravitch (pictured at right) suggests that the new leadership at the State Education Department fire those responsible. I would urge a full investigation of who knew what and when about the creation and management of the state testing program, which has millions of young victims.

The NAEP results are certainly bad news for the Bloomberg campaign. If the state scores are bogus, now increasingly accepted as fact, then the Bloomberg education legend is exposed as mythology.

Christopher Cerf, the former deputy chancellor at the Department of Education, was furiously spinning this disastrous news in his new temporary post working in the Bloomberg reelection effort. Mr. Cerf, according to the New York Times, “said that when the New York City numbers become public, they could show that city students outperformed their peers in the rest of the state.” The Gray Lady quoted him as saying: “It would be impossible to draw any conclusions about New York City’s progress at this point.”

Mr. Cerf has a history in spinning NAEP results, which have never been particularly kind to Tweed. Last year, replying to Sol Stern in an online debate published on the blog Eduwonk, Mr. Cerf proclaimed, “While the NAEP is important evidence of progress, it is not ‘high stakes,’ not based on state standards, and given to a comparatively small sample. At minimum, the significance of the NAEP needs to be considered in the larger context of state tests, which are high-stakes and are taken by all.”

Parent activist Leonie Haimson pointed out in a comment on Mr. Cerf’s posting at the time that the fact that the NAEP is not “high stakes” makes the results all the more reliable.

Mr. Cerf was merely reprising the comments of the former state education commissioner, Richard Mills, which I reported in the New York Sun nearly two years ago on December, 21, 2007. “Given that NAEP and state tests, as well as the related standards, are prepared separately, it's inevitable that national and state results will be different. In some states the difference is large, while it's small in others. This presents an obvious question for the public and policy makers: which results are correct?"

I went on to state that “Mr. Mills believes that the lower standards exhibited by the New York state/NAEP gap, among the widest gaps in the nation, are more accurate and goes on to give a list of reasons. These include the remarkable claim that ‘teachers and students perceive that stakes are high for performance on the New York tests and students are encouraged to do their best. There are no consequences to a school or a student from NAEP.’”

Given the similarity in the points of view of Messrs. Mills and Cerf, it might well be appropriate to thank those Regents who rebuffed the effort to make Mr. Cerf state education commissioner. Surely the pupils in the state are better off with Commissioner David Steiner’s commitment to high standards and real reform.

If the children of New York State, and those here in the city, are to get the education they deserve — and NAEP tells us they are not getting it — we need real reform, not smoke and mirrors. For if the earth is as flat as the Daily News says, we are currently sailing for the edge.

City kids are upward bound: New data document major education gains in five boroughs
Editorials, NY Daily News, October 14th 2009, 4:00 AM
LINK

You would be better off arguing that the world is flat, or that the sun revolves around the Earth, than to dispute that New York City kids are performing better and better in school.

There are those who have refused to believe this fact. They have persistently challenged reading and math tests as meaningless or as dumbed down or as soul-deadening hokum. And they charge that rising high school graduation rates are suspect.

Well, now there is fresh and incontrovertible data that match how well the city's kids are performing with how well their peers from around the state are performing. The comparison is so simple, it's a wonder no one has done it before:

Take the hard standardized tests scores of every schoolkid in New York, average the scores by county and district and rank them by county and district. Then track what happens to the rankings over a period of years.

Back in 2002, the five boroughs were clustered at the very bottom among the state's 62 counties. In fact, the city occupied five of the last six spots. But starting in 2005, after several years of inching upward, city kids started climbing the ranks.

This year, Queens is No. 15 out of 62 - within 11 points of counties with wealthy districts, like Nassau (No. 1), Westchester (No. 4) and Rockland (No. 6).

Staten Island ranks 24th. Manhattan, which was No. 59 last year, is now 50th. Brooklyn rose from 61st last year to No. 56.

Only the Bronx, the state's most disadvantaged county, has remained stable, at the bottom of the list. But even there, scores have risen steadily.

In fact, the only counties in all of New York where test scores have increased from 2002 to 2009 are the five boroughs. Everywhere else, scores have declined.

The quality of schooling is a preeminently fit subject for debate in this mayoral election year. It is time for Mayor Bloomberg to answer to the voters on whether he has fulfilled his promise to be the city's "education mayor."

These numbers offer indisputable evidence that he and Chancellor Joel Klein have worked a sea change in the nation's largest school system. While there is still a long way to go - and while standards must be further toughened - the city's kids are making bigger strides than children anywhere else in New York State. Wow.

Saturday, October 24, 2009

Nicholas Kristof Wins The 2009 Bad Journalism Award

Nicholas D. Kristof

Nicholas D. Kristof is a well-known columnist for the New York Times. He has won several awards for his writing.

Thus, there is no excuse for the misleading article that he wrote and that was published in the New York Times on October 15, 2009 called "Democrats and Schools". In his honor I have thought up a new award, The Bad Journalism Award which is, without ceremony, hereby awarded to Nicholas D. Kristof, columnist at the New York Times, for writing an article about a subject he knows nothing about: "the rubberization in NYC of "incompetent" teachers.

When I read the article below written by Mr. Kristof, I thought of alot of "maybe"s:

(1) maybe Mr. Kristof didn't actually write the article but was so busy on doing other things that he simply cut and pasted it off of Steve Brill's published piece, email or pdf;

(2) maybe Mr. Kristof did not want to write the article as he doesn't know anything about the Bloomberg/Klein teacher rubberization process and didn't have any desire to find out what the NYC Rubber Rooms were really about, but he was told he had to write the article;

(3) maybe Mr. Kristof was told, "take Steve Brill's article and add to it, do not research the validity of what he is saying";

(4) maybe Mr. Kristof was told not to read any comments or articles by anyone on the false information written by Mr. Brill in his article on NYC's worst teachers;

(5) maybe Mr. Kristof does not like research, and simply re-prints someone else's article if the author is "politically correct";

(6) maybe Mr. Kristof is tired of writing and wants to retire.

In sum, I really don't know why Mr. Nicholas D. Kristof of the New York Times wrote such a piece as the one below, "Democrats and Schools" which is filled with misleading as well as absolutely wrong - if not defamatory - information. Nonetheless, I give him the 2009 Bad Journalism Award.

As I wrote in a previous post, I know all the teachers who were mentioned in Mr. Brill's article. Not a single one is incompetent. Exactly the opposite is true. All are examples of the Bloomberg/Klein administration's policy of allowing Principals to "cleanse" their schools of people they don't like, or who may speak out and reveal crimes being committed in the school by the administration.

However, Mr. Kristof's worst error is his defamatory statement about "the fifth-grade teacher" as follows:
"A devastating article in The New Yorker by Steven Brill examined how New York City tried to dismiss a fifth-grade teacher for failing to correct student work, follow the curriculum, manage the class or even fill out report cards..."

Mr. Kristof, you repeat the same lies that Mr. Brill published without knowing whether or not this teacher was "guilty" of anything other than grieving the racial/religious discrimination against her by the Principal! Shame on you.

And then you attribute to the arbitrator (Mr. Jay Siegel) a conclusion that has not been reached, due to the fact that there has not yet been closing arguments in this case. Your comment:

"...but an independent observer approved by the union confirmed the allegations and declared the teacher incompetent. The school system’s lawyer put it best: 'These children were abused in stealth'.” Shame, shame, shame on you, Mr. Kristof.

On October 27, 2009 Mr. Siegel will hear closing arguments in this case, and there will be sparks flying if indeed he now declares this teacher guilty of incompetence, and told you or Steve Brill this before he heard the summation and looked at the evidence. This will have serious consequences if what you wrote, Mr. Kristof is correct. Please keep all of your records on who gave you the arbitrator's 'decision' before the closing arguments were heard. I for one want to have this information.

Oh, Mr. Brill - you have won the 2009 Yellow Journalism Award. Congratulations.

Betsy Combier
Editor, NYC Rubber Room Reporter

October 15, 2009
Op-Ed Columnist
Democrats and Schools
By NICHOLAS D. KRISTOF, NY TIMES

The Democratic Party has battled for universal health care this year, and over the decades it has admirably led the fight against poverty — except in the one way that would have the greatest impact.

Good schools constitute a far more potent weapon against poverty than welfare, food stamps or housing subsidies. Yet, cowed by teachers’ unions, Democrats have too often resisted reform and stood by as generations of disadvantaged children have been cemented into an underclass by third-rate schools.

President Obama and his education secretary, Arne Duncan, are trying to change that —and one test for the Democrats will be whether they embrace administration reforms that teachers’ unions are already sniping at.

It’s difficult to improve failing schools when you can’t create alternatives such as charter schools and can’t remove inept or abusive teachers. In New York City, for example, unions ordinarily prevent teachers from being dismissed for incompetence — so the schools must pay failed teachers their full salaries to sit year after year doing nothing in centers called “rubber rooms.”

A devastating article in The New Yorker by Steven Brill (pictured at right) examined how New York City tried to dismiss a fifth-grade teacher for failing to correct student work, follow the curriculum, manage the class or even fill out report cards. The teacher claimed that she was being punished for union activity, but an independent observer approved by the union confirmed the allegations and declared the teacher incompetent. The school system’s lawyer put it best: “These children were abused in stealth.”

The effort to remove the teacher is expected to cost about $400,000, and the outcome is uncertain. In New York City, with its 80,000 teachers, arbiters have removed only two for incompetence alone in the last couple of years. We tolerate failed teachers —and failed arbiters — as long as it’s not our own kids who suffer.

In another case cited by Mr. Brill, the union hailed its defense of a high-school teacher — who had passed out in front of her class, allegedly smelling of alcohol, with even the principal unable to rouse her. The union fought to secure her return to teaching, Mr. Brill wrote, until she passed out again, and her “water bottle” turned out to contain alcohol.

In California, we see the same pathology — as long as the students in question are impoverished and marginalized, with uncomplaining parents, they are allowed to endure the kind of teachers and schools that we would never tolerate for our own kids.

A Los Angeles Times article this year recounted how a teacher rebuked an eighth grader who had been hospitalized for slashing his wrists in a suicide attempt. “Carve deeper next time,” the teacher allegedly advised. He was even said to have added: “You can’t even kill yourself.” A review board blocked the termination of that teacher.

The Los Angeles Times investigation found that it is so expensive to remove teachers that the authorities typically try to do so only in cases of extreme misconduct — not for something as “minor” as incompetence.

Of course, there are many other obstacles to learning: lack of safety, alcohol and narcotics and troubled homes and uninterested parents. But there’s mounting evidence that even in such failing schools, the individual teacher makes a vast difference.

Research has underscored that what matters most in education — more than class size or spending or anything — is access to good teachers. A study found that if black students had four straight years of teachers from the top 25 percent of most effective teachers, the black-white testing gap would vanish in four years.

There are no silver bullets, but researchers are gaining a better sense of what works in education for disadvantaged children: intensive preschool, charter schools with long hours, fewer certification requirements that limit entry to the teaching profession, higher compensation to attract and retain good teachers, objective measurement to see who is effective, more flexibility in removing those who are ineffective.

Unions are wary in part because school administrators can be arbitrary and unfair. Yet there are some signs that the unions are rethinking their positions in very welcome ways. The National Education Association has announced an initiative to improve teaching in high-poverty high schools, and the American Federation of Teachers is experimenting with teacher evaluation that includes student performance data.

Neither initiative reflects sufficient urgency. But let’s hope this is a new beginning. I’m hoping the unions will come round and cooperate with evidence-based reforms, using their political clout to push to raise teachers’ salaries rather than to protect ineffective teachers.

This is the central front in the war on poverty, the civil rights issue of our time. Half a century after Brown v. Board of Education, isn’t it time to end our “separate but equal” school systems?

Norm Scott weighs in on Kristof's lack of journalistic integrity.

See also:
The Baltimore Sun Falls Victim To The Brill/Klein Propaganda

Chicago Teachers File Racial Discrimination Suit Against Obama Administration's School “Turnaround” Plan



by BAR managing editor Bruce A. Dixon
LINK

"The fired teachers are disproportionately African American, and the newly hired teachers are not.”

YouTube

In May, Secretary of Education Arne Duncan declared the Obama administration's intent to close and “turn around” 5,000 "underperforming” public schools in poorer neighborhoods across the country. Duncan's last job was CEO of Chicago's public schools where he shut down dozens of neighborhood schools, practically all in lower income areas, and dismissed thousands of committed and experienced teachers, the vast majority of them African American women.

When the Chicago Teachers Union made no effort to reach out to parents, students or their communities, refused to organize teachers to oppose the wave of school shutdowns and privatizations, teachers organized what they call CORE, the Coalition of Rank & File Educators. CORE has now filed suit against the Chicago Board of Education, charging that the mass dismissal of hundreds of mostly black veteran teachers and their replacement with uncertified and generally underqualified white teachers is racially discriminatory.

“We looked at the number of teachers who lost their jobs in these 'school turnarounds,'” CORE research director Carol Caref told BAR, “and we looked at the number of African American teachers who were employed in those same schools or in the charter schools which replaced them and there was a huge discrepancy which couldn't be accounted for by chance. The fired teachers are disproportionately African American, and the newly hired teachers are not.”

“Even if it's inadvertently discriminatory, it's still discriminatory because the majority of the teachers wiped out in these turnarounds are African American,” offered Chicago teacher Wanda Evans. The fired veteran teachers, CORE also maintains, are being replaced by a much younger, much whiter and much less experienced corps of instructors graduated from a handful of accelerated programs funded by Boeing, the Bill and Melinda Gates, Bradley, Walton Family, Rockerfeller and other foundations, and favored by City Hall and the Commercial Club. “The new teachers are paid half or less what experienced teachers with advanced degrees were making."

"The fired veteran teachers are being replaced by a much younger, much whiter and much less experienced corps of instructors."

They are forced to work longer hours. They are reluctant to stand up for themselves or their students and tend to be fearful of participating in union and other activities. A high percentage of them burn out or are not asked to stick around after their first year,” according to Jackson Potter, another CORE teacher.

“The young, mostly white replacement teachers are de-skilled temp workers, teaching test-preparation skills. They are neither connected nor committed to the communities their students come from,” added Evans.

The prospect that Chicago's disastrous educational policies are about to go national is frightening, say the teachers BAR talked to. “We all hoped that Obama would not fall for this okie-doke of high-stakes testing, No Child Left Behind, of demonizing teachers and dismantling public education,” Ms. Evans continued. “But he (Arne Duncan) was the president's basketball buddy. It was a slap in the face locally to even have a CEO rather than an educator in charge of our schools here, and a slap in the face for us all nationally to have such a terribly unqualified person as Secretary of Education. Mr. Duncan has not taught in any classroom a single hour, and is in fact not qualified to teach anyplace.”reform



The Chicago-style “school turnaround” model does indeed owe more to the culture of corporate asset stripping and raiding than it does to any known strategy for educational improvement. In school “turnaround” operations, every teacher, food service worker, building engineer and custodial staff person is fired and the slate wiped clean. Experienced teachers who have invested their careers in urban education and are not rehired are, in the board's terminology “honorably terminated”, with no specific reason given for their dismissal. “Show me a hospital, no matter how bad it's doing,” asked one CORE teacher, “where you walk in and fire every doctor, every nurse, every administrator and tech without bothering to professionally evaluate them? It just sounds foolish. Why does anybody imagine this would help improve a school?”

Wanda Evans, a veteran former teacher at Chicago's Orr High School saw “a solid four restructuring processes in ten years. In ten of the eleven years I taught at Orr there were six principals. In the last year there were three principals.” The next to last, she relates was a 27 year old accountant who graduated from some principals training program favored by City Hall. Like Chicago Public Schools CEO Arne Duncan, he had no classroom teaching experience. But in corporate-raider fashion he didn't need it. “He was their cleanup man. He came in to downsize departments, fire people, to cut programs, and clean the books,” Lewis explained. Later that school year City Hall replaced him with still another closeout principal who would spend the remaining money on showy projects, frequent field trips, T-shirts, special events and other nonsense that had little or nothing to do with instruction in the classroom but were heralded in the corporate media as good faith efforts to correct the situation at the troubled high school.

"In school 'turnaround' operations, every teacher, food service worker, building engineer and custodial staff person is fired and the slate wiped clean."

During the ten years of corporate school-busting reform, Orr was broken up into four smaller schools, only one of which remains today. That was a military academy, whose director took his institution off campus so as to escape the stigma of the parent high school's corporate-engineered “failure.” And as it happens, turning public high schools and even middle schools over to the military was another hallmark of the Duncan regime in Chicago.

Ruled for more than 40 of the last 55 years by two men named Richard Daley, Chicago has given the nation dubious education reforms before this. The New Orleans model, in which the entire public school workforce was fired at one stroke immediately after Katrina, and nearly all the city's public schools replaced with charter schools was implemented by Arne Duncan's predecessor at the Chicago Board of Education, Paul Vallas. Like Duncan, whose longest period of employment before the Chicago Public Schools was as a professional basketball player, Vallas was no educator either. Vallas was an accountant. And as in New Orleans, the closing of neighborhood public schools in Chicago and their wholesale replacement with charter and other special schools has destabilized vast residential areas of the city and greatly contributed to gentrification.

CORE teachers pointed out that Chicago still has laws on the books enabling elected councils of parents to veto the contracts of principals and certain portions of individual school budgets. The turnaround policies allow authorities to strip these last vestiges of democratic control over educational outcomes from those who ought to be among the primary stakeholders -- parents.

The widening craters of collateral damage caused by these misguided policies extend well beyond the affected students, families and their immediate neighborhoods, into the broader communities that teachers live in. These experienced black teachers were part of the bedrock of stable African American communities. Up till now, they could buy homes, raise their families, send their own children to college and play active roles in their churches, sororities and a wide variety of local and civic affairs. Dispersing and dispossessing hundreds of such teachers in Chicago, and tens of thousands nationally of their livelihoods and agency in mid-career will be a severe blow to African American communities across the country. For the nation's first black president - a former community organizer at that - to embrace such a socially destructive policy is puzzling indeed.

"These experienced black teachers were part of the bedrock of stable African American communities."

But just as bad policies and bad examples come from Chicago, so do good ones. “CORE has only been in existence a year. In 2008 we were only able to get a single neighborhood pubic school off the 'turnaround' list,” Potter told us. “This year we have stopped the turnarounds at six schools. We've done what the Chicago Teachers Union never did, reaching out and building partnerships between teachers and community organizations and parents and students.” In 2010 CORE may field a slate of candidates in the union elections in an effort to reclaim the union for its members.

“If I could get a few minutes of the president's time,” Carol Caref told us, “I'd tell him that public education and quality neighborhood public schools are the foundations of stable, livable communities. Turning schools into test-prep centers doesn't improve the quality of education. Neither does repeating the corporate propaganda about our schools being 'dropout factories,' as Arne Duncan does. What works are resources, stability, parent and community involvement and smaller class sizes. Schools in wealthier neighborhoods have all these things. Children and families everywhere deserve them.”

Effective teaching, as one CORE teacher put it, is a performance art. You need commitment, connection and experience to pull it off, not hysteria, insecurity, mass firings and more tests. Somebody, they say, needs to tell President Obama.

Bruce A. Dixon is managing editor at Black Agenda Report and based in Atlanta. He can be reached at bruce.dixon(at)blackagendareport.com.

Obama Ordering States to Close 5,000 'Failing' Schools!... Chicago Lies Go National
by George Schmidt



The corporate narrative that public schools in minority neighborhoods are "failing" and must be replaced by unaccountable but often highly profitable "charter schools" is an inheritance from the Bush era that the Obama administration intends to continue and intensify. Despite any proof of improved educational outcomes, and contrary to the democratic wishes of the American people the push to discredit and privatize public education appears to be a hallmark of the Obama era.

LINK

This article was originally published in the print edition of Substance, May 2009.

Using language that most of the United States has not yet heard, but which will become familiar to democratically elected school boards from rural Maine to the Mexican border south of San Diego and El Paso, President Barack Obama's Secretary of Education, former Chicago schools Chief Executive Officer Arne Duncan, launched a national campaign in May 2009 to privatize between five and ten percent of the remaining public schools in the USA.
Under the headline "Obama Wants to See 5,000 Failing Schools Close," Associated Press reporter Libby Quaid released a three-paragraph story on May 11 that rocked the nation.
"Barack Obama wants to see 5,000 failing schools close and reopen with new principals and teachers over the next five years," the AP reported.
"Education Secretary Arne Duncan says kids have only one shot at a good education. He told The Associated Press on Monday that chronically underperforming schools need a new start," the story went on.
STOP: As Chicagoans know, and the rest of the USA is about to learn, when a Chicago politicians talks about "underperforming" schools, he is slipping into that weasel wording that Chicago came to know from Arne Duncan. Just as he did in Chicago, Duncan talked about "underperforming" schools — not "failing" ones. Why? Because Duncan wanted to obfuscate, not illuminate, the complex issues arising from the use of biased so-called "standardized" tests to rank and sort schools and children. By using terms out of the corporate world — "underperforming" stocks, for example, should probably be dumped from your "portfoliio" — Duncan evades reality, rather than illuminates it. And that's how Chicago's corporate school reform wants it. "The administration wants to spend $5 billion to facilitate school turnarounds," the AP article went on. "[This] could translate to $1 billion for every school that is closed and reopened. Much of the money is already approved: The federal school turnaround program gets about $500 million a year, and the stimulus legislation boosted funding to $3.5 billion."
Among other things, Arne Duncan refuses to say how any district will know how to proclaim "underperformance." Just as it proved impossible in Chicago, so it will be across the USA.
But behind the rhetorical smokescreen typical of corporate Chicago's school reform jargon, Duncan is wielding the biggest stick in the history of American public education: the second wave of federal "stimulus" money. The Obama administration intends to force the entire country to begin the massive privatization of public education or face the loss of hundreds of millions of dollars in federal money.
Of course, the feds won't be forcing any policy on anyone: "The various school districts themselves would have to actually order schools closed," the AP article concluded.

George Schmidt is a longtime Chicago organizer and activist on education issues who taught in that city's public schools for 26 years. As a former candidate for presidency of Chicago's 28,000 member teacher union he received 40% of the vote. He is a founder of Substance News, an invaluable resource for parents and educators.



The Chicago Schools Blog

Delivering Sizzling Teaching Moments


Bergen Evans, center, 1950

Every once in a while I read an article that brings me back to my days as a student, in elementary school, college, and graduate school. I remember teachers who made a difference to me, like Bergen Evans at Northwestern. His courses were held in a large auditorium, and I was lucky enough to be one of the 300 students who chose his class in my junior year. I decided to choose English as a minor (I majored in Child Psychology), and became fascinated with the use of words as images.

Anyway, I thought of Dr. Evans when I read the article below, and thought I would share it. As you read it, consider the new directives of the New York City Board of Education, and whether or not teachable moments similar to the one detailed below is possible in the classrooms of today.

Betsy Combier

Published: October 21, 2009
Teaching Secrets: How to Deliver Instruction That Sizzles
By Elizabeth Stein, Teacher Magazine
LINK

There’s a funny scene in “Ferris Bueller’s Day Off”—one of my all-time favorite movie moments. The teacher, played by Ben Stein (no relation), bulldozes through a lesson, oblivious to the fact that his students are bored out of their minds. From time to time, he poses a question to a classroom full of blank-faced teenagers. Nothing. Then, the immortal line: “Anyone? Anyone?”

I learned one of my most valuable lessons about teaching when I was 10 years old—only I didn’t realize it until decades later. Mr. Schulman, my 5th grade teacher, was reading from our social studies textbook. He sat on the edge of his desk in a comfortable pose, one leg anchored on the ground, while the other swayed hypnotically. Smack in the middle of this lesson, he stopped talking. As he glanced around the room, about half the class, including me, sat up straight. We folded our hands on our desks and waited for him to either continue or to reprimand the disengaged.

But he didn’t continue. And he didn’t reprimand. Instead, Mr. Schulman smiled and said, “There’s no use continuing if most of the class is falling asleep.” Rather than resume his reading, he decided to take a few minutes to review the key points and share his personal stories and thoughts about the topic. His manner was relaxed and engaging, and each student listened with intent. The class perked up.

Inside this little snippet of school-girl history lies the secret to effective lesson planning and instructional delivery. I call it: “the student perspective factor”—a teacher’s awareness of her students’ state-of-mind, individually and collectively, throughout the lesson. Mr. Schulman was aware, and when the opportunity and need for greater engagement arrived, he was ready.

Effective lessons incorporate meaningful objectives, procedures and assessments, and weave in standards and expectations. We’ve learned to write these lessons according to a specific format. But it’s within the spaces of this instructional fabric that we find the intangible student-perspective factor. Effective teachers develop a keen awareness of this dynamic and know how to work with it as the lesson plan unfolds.

How to Put Your Awareness to Work

We often hear of the “teachable moment.” The difference with this idea, however, is that we don’t wait for random opportunities to increase student connectedness. We anticipate and encourage these moments.

Here are several ways I recognize, manage, and respond to the student-perspective factor.

• Overplan—When I plan, I jot down related ideas when they come to mind. This not only saves time during future lesson planning; these linked ideas can also be pulled from my “bag of tricks” opportunistically.

• Make the topic come alive—Get past textbooks, contrived teacher manuals, and dull drill. Make the topic jump off the page with examples and stories sure to energize your age group. Allow focused excitement to take over as facts are learned.

• Get personal—Kids love to know us as “real people.” Share personal thoughts and experiences that connect to the topic being discussed.

• Connect to real life—Make time for students to evaluate the lesson by thinking about any personal context it may have. They can compare and contrast elements of the topic to their lives and current events. Make it relevant.

• Active engagement—Get the kids involved. Avoid the “Pez dispenser” teacher-directed mode of lesson delivery. Provide opportunities for students to make sense of the information—actively. This can be accomplished through cooperative-learning activities and effective questioning techniques that nudge them to engage with the material.

• Keep your “withitness” level set on high—Notice their expressions, body language, and interest level. Make eye contact, use your voice, and walk around the room. Turn up the voltage when heads begin to nod. Keep them reading, writing, listening, and speaking in a variety of ways for optimal learning.

• Specific feedback—Acknowledge each student as an individual. Provide specific feedback that encourages students to self-monitor their learning. Saying something as simple as, “Jesse, I noticed that you…” or, “Brian, what made you think that?” keeps them alert to the learning process. Sometimes your proximity to them and a quick smile is all that’s needed. You can circulate around the room during a think-pair-share session. Listen in and make each student feel like a valued member of the learning process.

I weave in the student-perspective factor naturally, yet strategically, throughout my daily lessons. As I plan lessons, my written objectives answer three questions: What will students be learning? What will they be doing? How will I know when I have taught it and they have learned it?

I always present essential questions because it becomes a focal point for students’ attention and understanding—and it keeps me on track. The best essential questions are open-ended with plenty of room for a variety of correct answers and lively discussions. The most successful lessons conclude with a room filled with students who are excited to learn more.

At the planning stage, the student-perspective factor can be sensed but not seen. It presents itself as the lesson unfolds during actual teaching moments. Teachers gain the student perspective by observing, evaluating, and caring about what students are thinking and feeling at the start, in the middle, and at the end of the class.

There is a flow to an effective lesson that good teachers can discern. When the flow begins to falter—and sometimes it will—your keen sense of the student-perspective factor will help you restore the rhythm of learning and deliver instruction that sizzles.

How are you incorporating the student-perspective factor into your lessons?

Elizabeth Stein is a special education teacher in the Smithtown Central School District on Long Island, N.Y. She also teaches graduate and undergraduate courses in special education and is currently pursuing National Board certification in the area of literacy.