New York City Mayor Bill de Blasio plans to turn around 94 low-performing schools by converting them to “community schools” with an array of social services. Advocates of community schools fear the plan will fail because it tries to do too much, too quickly, reports Chalkbeat.
Principals will have to adopt the school renewal approach “regardless of whether they appear willing or able,” writes Patrick Wall. “And the schools will be required to boost students’ academic performance within a few years, even though community schools’ record on that front is mixed and the city has offered few details about how it will help them improve instruction.”
The turnaround plan . . . will connect the schools with agencies that will bring in physical and mental health services for students, after-school programs, tutoring, and perhaps job training or housing assistance for parents. The city will also provide teacher training and principal mentoring, a curriculum review, data-tracking systems, and an extra hour of learning time each day, officials said. In return, the schools must show that students have made academic gains within three years or they could face leadership changes or even closure.
. . . several city schools that have used the community-school model for years still grapple with low test scores and graduation rates, such as P.S. 50 in East Harlem, which has been a Children’s Aid Society-partnered community school for 14 years but still landed on the renewal-schools list. The principal of Boys and Girls High School in Bedford-Stuyvesant, who recently resigned, brought in mentors from Good Shepherd Services last fall and a health clinic as part of a years-long effort to create a community school by partnering with outside groups and bringing in services. But the school’s curriculum and instruction still had flaws, evaluators concluded last year, and it remains on the state’s lowest-ranked list.
A Child Trends study found “mixed” results for community schools: The model “can improve academic outcomes; but findings are mixed and tend to be stronger in quasi-experimental studies than in more rigorous random assignment evaluations.” So benefits are uncertain — and found only in weaker studies.
Principals will have to choose from an array of support programs and find the right providers, reports Wall. It takes “a very significant amount of time,” said Mark House, principal of the Community Health Academy of the Heights. “Even with a full-time site coordinator he spends at least one-fifth of every week dealing with the program’s logistics.”
The city’s after-school program at middle schools is very popular, writes Meredith Kolodner on the Hechinger Report. But critics say it doesn’t provide much academic support.
“If you’re going to give students more time to learn, it must be quality time if you want to get results,” writes Sara Neufeld, who reported Hechinger’s Time to Learn series.