Tomorrow, people across New York State will head to the polls. On the ballot? The election of school board members to govern local public school districts. And – very importantly – there will also be the chance to vote “yes” or “no” on the only budget directly put before the electorate, the one to support K12 public schools.
Think about this as you’re “pulling that lever”: the local share of school budgets, the part paid for by your property taxes, has been increasing over time because the state has been paying proportionally less towards the general fund, effectively pushing off a greater portion of the tab to you and your property tax paying neighbors.
Overall, too, we’re still under-funding our schools, with an impact that falls more heavily on schools in poorer districts where there are fewer local resources. Here is the trend over time in local, state, and federal funding, as a percentage of total revenue, for our Ulster County school districts:
by Fred Smith, retired administrative analyst with the New York City public school system, with Robin Jacobowitz, Director of Education Projects at the Benjamin Center
It’s that time of year again.
This week, approximately 1.2 million children in grades 3-8 sat for the annual New York State tests in English Language Arts (ELA). Math exams will be given in early May.
The State Education Department (SED) has been testing students in reading and math for decades. But in 2013, SED began administration of Common Core-aligned tests. In 2011, NCS Pearson, Inc. was awarded a five-year contract to develop these exams. Pearson received $38.8 million for its work.
From the outset, some parents and educators questioned the value and impact of Common Core-based testing. Parents and teaching professionals were concerned about the ambiguity and inappropriateness of the questions, the length of the assessment, the frustrating experiences English Language Learners and students with disabilities had with the exams, and the lack of transparency that thwarted scrutiny of the testing program. There was particular concern about the developmental appropriateness of the reading passages and items used to assess eight- and nine-year-old students in grades 3 and 4.
Initially, these complaints were dismissed by officials as unfounded, the scattered griping of overprotective parents or a sign of low expectations for children. But eventually the Education Department made some adjustments in its program – it shortened tests by one or two questions, removed time limits and, this year, testing will take place over four days instead of six.
Still, after several years of implementation, it is fair to investigate the quality of this ongoing program, which targets more than one million students each year and costs taxpayers millions of dollars. Student performance on these instruments is widely reported and commented on. We need to flip the accountability question and now ask, “How did the tests perform?” Continue reading
November continued an unabated, grim chronicle of sexual assaults perpetrated by powerful men against women in positions of relative weakness or outright dependence. It’s easy (and justified) to condemn the offenders, but does the society in some measure have itself to blame as well? Dr. Eve Waltermaurer of the Benjamin Center at SUNY New Paltz has been studying violence in intimate relationships for twenty years. The results of her recent Views on Women (VOW) poll offers disquieting insights into the social context for these acts of sexual assault.
The VOW poll—supported by the Times Union’s Women@Work —randomly surveyed 1,050 New Yorkers across the state. Findings from VOW identify a far deeper societal struggle about rape and sexual assault than most of us realize, chiefly that we tend to blame the victims of these assaults, and not solely the offenders, according to Waltermaurer.
For instance, when asked if a woman dressing in provocative clothing contributes to her being raped, over 60 percent of men aged 18-35 believe it does. But it is not just men who hold these attitudes. Strikingly, Waltermaurer found that just under 45 percent of women in the same age bracket agree with this sentiment.
These disturbing poll responses, Waltermaurer says, are unfortunately part of a pattern we’ve been unable to break. And while we hear many young women speak out against these abuses and for women’s empowerment, Waltermaurer has found that younger women may actually subscribe to negative attitudes toward women who are victims of sexual violence more frequently than their older counterparts. “One reason older women more frequently reject the idea of sexual and domestic violence as ‘normal’ is that as they gain self-confidence over time they realize, ‘I don’t need to accept this.’ A younger woman, in terms of relationships, has not quite achieved this confidence.”
A chief problem is that even today, Waltermaurer asserts, we do not know how to talk about these issues, especially when sex is involved. Sex is shunned Continue reading
Increasing Educational Opportunity — and Possibly Property Values — with a New School Model
Public education, like all public assets, is under tremendous fiscal pressure. Slashed school district budgets often lead to schools cutting courses. That can mean anything from not teaching the latest computer science to stinting on the range of languages offered. And if you cannot afford to send your child to private instructors or tutors for these subjects, your kid will be behind the curve vs. children who attend schools that do offer more variety. In New York’s Ulster County, enrollment has fallen in the past half decade and the county’s students have grown poorer, as well as more ethnically diverse. All of these factors put financial pressure on the schools, especially as they seek to give their students the leg up they need to compete in an economy that’s shifted toward white collar service work.
But Charles V. Khoury, District Superintendent of Ulster Board of Cooperative Education Services (BOCES), who wrote a recent Discussion Brief for the Benjamin Center on solutions to this problem, says he has an idea for maintaining and even increasing the quality and variety of classes for all students in Ulster County. It’s called the Quasi-Magnet Model. Unlike, say, New York City, which uses magnet schools that focus on core subjects like science (and only teaches those classes to students of that particular school), a quasi-magnet system silos areas of specialization—a school within a school—then shares those classes across all districts within the county. Khoury says Ulster County’s eight school districts (or other school districts facing similar challenges) should work together to determine areas where each district could specialize—and then open those opportunities to all students in the county.
By Michael Frank
The Second Annual SUNY Smart Schools Summit at SUNY New Paltz Highlights Everything from 3D Printing to Virtual Reality, but also Raises Thorny Privacy Concerns
For the second year in a row, the School of Education at the State University of New York at New Paltz, has convened an Ed Tech Summit on campus. It was led by Michael Rosenberg, Dean of the School of Education at SUNY New Paltz, Amy Perry-DelCorvo, CEO/Executive Director, The New York State Association for Computers and Technologies in Education (NYSCATE), and Kiersten Greene, Assistant Professor of Literacy at SUNY New Paltz, who teaches pre- and in-service K-12 educators how to teach reading, writing, and multi-modal text production.
But what exactly is “Ed Tech”? And why did SUNY New Paltz need to create a summit around it? Continue reading
This press release was originally published by SUNY New Paltz here.
The Benjamin Center at SUNY New Paltz has released a new policy brief, “Sharing Educational Programs: A Quasi-Magnet Model for Ulster County High Schools,” authored by Charles V. Khoury, District Superintendent of Ulster Board of Cooperative Education Services (Ulster BOCES).
This brief is the eighth in a series produced through “A 2020 Vision for Public Education in Ulster County,” a collaborative effort between the Benjamin Center and the Ulster County School Boards Association that seeks to promote countywide, regional thinking in the service of enhancing educational delivery and outcomes.
Khoury’s paper explores a potential model for sharing educational programming among the eight Ulster County districts, and argues that this model would expand educational opportunity for students in the final stages of their secondary education.
Robin Jacobowitz, Director of Education Projects, The Benjamin Center
KT Tobin, Associate Director, The Benjamin Center
Officials at the New York State Education Department (NYSED) just announced that, beginning in the 2017-18 school year, the ELA and math tests for grades 3-8 will be administered over two days for each subject, instead of three. The one third reduction of the traditional six days of testing for ELA and math combined, to four days, is a step in the right direction.
We demonstrated in our 2015 study titled Time on Test that the three-day administration meant that students were sitting for these tests for approximately 9 hours; the total time lost to instruction rose to approximately 19 hours when administration of the tests was factored in. We commend the NYSED and Regents for listening to, and then acting on, a primary concern of parents regarding the testing: that students are sitting too long for tests and that valuable instructional time is lost.
But we believe that there is a way to shorten even further the length of time dedicated to testing and restore the opportunity for instruction that is lost due to it. We have argued previously that the NYS 3-8 assessments are not needed for individual student evaluation. NYS school districts assess children throughout the school year in Common Core-aligned curriculum. This allows students’ strengths and weaknesses to be identified – and acted upon – in a timely fashion during that school year. Parents, teachers, and students receive this information, and respond to it, all year long. The purpose of the NYS 3-8 assessments, then, should be to measure institutional performance, to provide school and district based accountability.
There will be a statewide referendum question on the ballot this fall – required every 20 years – asking New Yorkers whether we should call a state constitutional convention. Our Jacksonian forbearers, the 19th century leaders who provided us with this regular opportunity to review the fundamentals of our governance, proceeded with a profound faith in democracy. Theirs was a very American – a very New York – belief in the possibility for progress and improvement.
The decision to provide this opportunity was realized in practice. During the 19th century conventions were routinely called once in a generation – in 1801, 1821, 1846, 1867, and 1894 – to revise, renew, and reform the way New York State was governed. From any single value perspective, the results were not pristine, but each time a convention convened our forbearers were, in some measure, affirmed in their faith in democracy.
In the 20th century we had 3 conventions: in 1915 and 1938 called by the people, and 1967, called by the legislature. All did, or proposed, some good things. But then we stopped. The half century since our last convention is the longest without such a gathering in New York State history.
Guest post from Michael O’Donnell, Vice President of the New Paltz Central School District Board of Education and the Chair of the Board’s Legislative Action Committee
“Every aspect of the Regents reform agenda is aimed at ensuring that more New York State students graduate college and career ready. We have adopted more rigorous Common Core standards and are aligning our assessments with those standards…”
That claim, made by then Senior Deputy Commissioner of Education and future US Secretary of Education John King is the subject of the Benjamin Center’s latest discussion brief: “NY State Assessments: Faulty Predictions, Real Consequences.”