on the table

IBO: Charter school rent, ATR reform should be budget options

Slashing parent coordinators, charging rent to charter schools, and limiting time spent in the Absent Teacher Reserve are among the menu items that the city’s budget watchdog said could save the city hundreds of millions of dollars.

The Independent Budget Office released its annual list of options that it believes city government officials should consider as they head into their final negotiations before adopting a budget for the 2013 fiscal year. The Department of Education, an agency that eats up about one-third of the $67 billion citywide budget, was listed in 10 of the 72 recommendations.

The IBO estimated that the city could raise $53 million in revenue by charging rent to charter schools and save $28 million if it slashed its summer school program.

The ideas reflected policy positions from all corners of the ideological map. Some of the proposals can also be found on a list of contract demands the city made in 2010. But others are straight from the teachers union’s wishlist.

“Mostly bad ideas,” a spokesman for the union, Dick Riley, wrote in an email, referring specifically to the summer school cuts. “And a few promising ones – like charging rent to charter operators.”

James Merriman, CEO of the New York City Charter Center, disagreed.

“Charter schools are public schools, so asking them to pay rent is like asking the fire department to pay for their firehouses or the NYPD to pay for their precincts,” Merriman said in a statement.

Others options on the table are to eliminate all parent coordinators – and save $70 million – and end a $32.6 million teacher coach program.

The proposal to charge charter schools rent has emerged as a contentious issue in the last year. Last February, the IBO estimated that charter school students in public school buildings received about $700 more than their DOE counterparts, largely because the schools don’t have to budget for rent and other building-related costs. This summer, education advocates filed a lawsuit against the Department of Education for not collecting an estimated $100 million for these costs.

One item that Riley declined to comment on was a proposal to cap the number of years that excessed teachers should be allowed to collect salary as part the Absent Teacher Reserve . That proposal would save the city $53 million annually.

The issue has been buoyed by the Department of Education and The New Teacher Project in the past, but it has not gotten as much attention during budget talks in recent years. Last year’s budget negotiations to save thousands of teaching positions yielded an ATR deal that required excessed teachers to replace substitute teachers by filling short- and long-term vacancies.

Previously, the IBO has generally left education cuts alone when it publishes the report, but it has bulked up its education division after legislators named it a data watchdog for the Department of Education in 2009.

This year’s report reflects the closer scrutiny. Seven of the 15 budget options added to the 2012 version were education-related. There’s even a proposal “encourage” teachers to complete jury duty in the summer months so they don’t have to miss as much time ($2.4 millionin estimated savings) and one to eliminate a “Banking Time” mandate that gives DOE central staff 20 minutes every two weeks to cash in their checks at  a nearby bank ($1 million).

IBO officials said the point of the report isn’t a popularity contest, but rather a tool to help key budget negotiators during their final round of talks on the adopted budget.

“Budgeting is a series of tradeoffs as the Mayor, City Council Members, and other city officials seek to balance the level of services that can be provided with the revenues that must be raised to fund those services,” said IBO Director Ronnie Lowenstein. “This volume is designed to help city officials and the public consider how some of the tradeoffs can be achieved.”

A full copy of the report is embedded below. Here’s all the education-related cuts and their projected savings (*denotes new option)

  • Eliminate Public Funding of Transportation For Private School Students* ($39 million)
  • Eliminate Elementary and Middle Summer School Program ($28 million)
  • Impose a One-Year Hiatus on the Creation of New Small Schools ($14.4 million)
  • Eliminate City Dollars and Contracts for Excellence Funds for Teacher Coaches ($32.6 million)
  • Eliminate Hiring Exception for New Schools ($12 million)
  • Institute Time Limits for Excessed Teachers In the Absent Teacher Reserve Pool ($50 million)
  • Eliminate the 20-Minute “Banking Time” For Certain Education Department Staff ($1 million)
  • Encourage Classroom Teachers to Serve Jury Duty During Noninstructional Summer Months ($2.4 million)
  • Charge Rent to Charter Schools in Shared Facilities ($53 million)

Options 2012

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”