WHITE PLAINS CITIZENETREPORTER SETS RECORD VISITS FOR YEAR 7,017,658 VISITS! 2,098,003 VISITORS MADE 6 VISITS A DAY EVERY DAY. 63,330 UNIQUE VISITORS MADE 133,730 VISITS IN DECEMBER. WPCNR AVERAGED 17,284 VISITORS A WEEK, VISITING 31,270 TIMES.

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WPCNR SCHOOL DAYS. By Maria Valentin, Member, White Plains Board of Education. January 12, 2004: Editor’s Note: Maria Valentin was the lone dissenting vote in the Board of Education decision Monday evening to retain the Regents Passing Grade of 55, instead of raising it to 65 for Regents Exams effective in June. Ms. Valentin explained her vote to raise the bar with this statement that she read to the Board. Here is the text of her statement:

THE LONE DISSENTER: MARIA VALENTIN, flanked by William Pollak, left and Timothy Connors, right, as she appeared at the December meeting last month, when Curriculum Coordinators pleaded to keep the Regents Passing Grade at 55. Ms. Valentin dissented in  the vote Monday evening. Photo by WPCNR News.

It is a sad day in education when we lower standards.  Our nation today is facing a great crisis in education.  Lower expectations, grade inflation, and other problems are resulting in lower acquisition of skills amongst our graduates.  Indeed, we are losing our competitive edge in the global economy. 

This decision has been one of the most difficult I’ve had to make in my career, as it has demanded that I consider what matters most to me, as an educator, and as an educator of color. 

I have tried to argue against my conscience, and yet, try as I may, I cannot make this vote unanimous.  I would like to address the prevailing arguments for 55 and address why the score should be 65.

1.“The tests are flawed” and that’s why the state is extending the 55 pass rate.  Except for Math A and Physics, where there were state-wide low passing rates (not evidence per se of the test being flawed), the other tests can and should be passed by students who have attained proficient skills in reading, writing, and who have attained a basic core of mathematical skills and knowledge of science, history and a foreign language. 

The state is back-peddling to 55, not because the tests are flawed, but because they now realize a) the extent of the achievement gap and b) this nation’s failure to live up to the promise of Brown v Board of Education.  This national problem of institutional racism can be seen in White Plains in the low numbers of students of color in the AP/ Honors / enrichment programs from elementary on up through High School.  This is evidence that the achievement gap exists not only in state testing, but in our own district’s school performance.  The test results are a symptom of the problem.

2. “There’s an increase in the number of students passing the Regents.”  While 51% of our high school students now pass the Regents as opposed to 35% before this new testing program, it is necessary to note that now ALL students are required to take the Regents.  Naturally, this would cause an increase in the passing rate.  Prior to this, there existed a 2-tier system, where the academically tracked students (mostly white) would take the Regents and the rest of the students (mostly Hispanic and African-American) would take the RCT [Regents Competency Test].  Very few Hispanic and African-American students took the Regents in those days, as most were tracked into the lower-level classes.

3.“Why punish our students?”  Well, giving a diploma to students who have not attained a level of proficiency sufficient to pass English, Social Studies, Science and Math tests (granted, Math A has some issues) is a greater punishment.  Many students graduate w/o the necessary skills to succeed in post-graduate education or in the workplace.  Those of us who have taught and teach KNOW this is true. 

If I had a child, 55 would never be acceptable.  Why should it be OK for any other parent’s child?  When 83% of the students who score 55-64 are Hispanic and African-American, why should we decide for those parents and students what the standard or expectation should be? 

Of the 51% of students who graduate with a Regents diploma, 83% are white, 38% are African-American and 46% are Hispanic.  Clearly, setting the standard at 55 is affecting mostly the African-American and Hispanic students.  Setting the standard at a scaled score of 55 (most of the tests are scored on scale) for Hispanic and African-American students is not in their best interests. It is perpetuating the problem of institutionalized racism, however well-intentioned. 

4. “It’s unfair to hold our students to higher expectations than those of neighboring districts?”    The state has clearly abdicated its responsibility to insure that all students are held accountable to the same high standards.  In turn, our neighbors have done the same, and adopted the 55 passing score.  In our more affluent surrounding communities, extending the 55 only applies to the 2-4 students who did not pass the Regents. 

This is clearly not the situation in White Plains.  We have always prided ourselves on being different.  In the absence of leadership from the State Education Dept., we should be able to “step up to the plate” and hold students accountable to what has always been the passing score for any class:  65 (and keep in mind that in most of the Regents, this score is scaled – the raw score is actually lower).

Please understand that I know that this problem and its roots go beyond the school.  Parents, our communities, and students need to take responsibility for achievement, along with the school.  This problem has many roots.  As a nation, we have spent years since Brown v Board of Education debating how to provide equal opportunity.  The school, and its responsibility to educate all students to a high standard is the vehicle by which we can now address this problem.  We must start somewhere.  Therefore, I will not vote for 55 as the passing score.

I would like to commend my colleagues on the Board for their high level of concern and engagement on this issue.  I am proud to serve with these individuals.  Although we disagree on the passing score and what’s best for students, each one of us has the interests of students at heart.

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WPCNR SCHOOL DAYS. By John F. Bailey. January 13, 2004. UPDATED 2:30 A.M. E.S.T.: The White Plains City School District Board of Education approved the implementation of Full Day Kindergarten for all appropriately aged students at all elementary schools in the city beginning in September, 2004. The cost will be $1.2 Million, and that will include the hiring of nine new teachers. The unanimous vote was greeted by applause by an overflow audience of more than 50 persons, including faculty, Assistant Superintendents and parents passionate on the issues.

PARENTS, ADMINISTRATORS, TEACHERS APPLAUD AS THE BOARD VOTES IN ALL-DAY-K. Superintendet of Schools Timothy Connors said that Dr. Sharon Kagan, Co-Director of the National Conference on Children and Families of the Columbia University Teachers College, (who addressed the Board last week, see story on Kagan below), would be hired as a consultant to the district to evaluate the District present kindergarten programs now and the new All-Day-K program as it comes onstream next September. Photo by WPCNR NEWS

At 8:45  P.M.  IN EDUCATION HOUSE, RELUCTANTLY, THE BOARD OF EDUCATION has just voted to retain 55 as the Passing Grade on Regents Examinations in the White Plains School District.  Left to right: Terence McGuire, William Pollak, Maria Valentin, Superintendent Connors, Donna McLaughlin, partially hidden, Susan Kirkpatrick, Maria Tratoros, and Peter Bassano. Michelle Schoenfeld, Clerk to the Board records the vote. Photo by WPCNR News 

In the second historic decision of the evening, the Board voted 6-1, with Maria Valentin demurring,  to keep 55 as the passing grade on district state Regents examinations in order to graduate from White Plains High School. The issue, Superintendent of Schools Timothy Connors, said, would be revisted in January of 2006, as to whether to upgrade the White Plains standard to 65. He promised WPCNR in an interview the curriculum heads and department heads would evaluate and work towards the 65 score in seeking to raise the performing level of students over the next two years. He said steps would be taken based on annual reviews of test results. No new specific remedial programs to drive students to the magic 65 number were mentioned.

It was reported by the Director of Research, Testing Services, Larry Killian, in an e-mail,  that 60 White Plains Seniors stood to fail to graduate if the passing standard was raised to 65. Passing all 5 Regents exams in Math, Physics, English, World and American History, is a requirement to receive a high school diploma in New York State. 

In the Resolution passed, the Board directed the District to report Regents Scores annually by sub-group, broken down by 55 and above 65 parameters, with analysis of the effect on the students’ possibility of graduating. WPCNR was unable to determine as to whether such statistics had been extrapolated in detail and made available to the Board as a District practice in the recent past,  prior to the Resolution passing.  

65 COULD BE THE STANDARD FOR THE CLASS OF 07

The resolution the Board passed sets as district policy that the classes entering the high school (ninth grade) in 2000, 2001, 2002 would be required to earn a passing score of at least 55 on all Regents examinations to satisfy the requirement for a local diploma. The Resolution leaves open the option for the Board of Education to implement the 65 passing grade for students entering high school this past September, who would graduate in 2007.

Students expecting to graduate WPHS in the years 2003, 2004, 2005, and  2006 will enjoy the luxury of the 55 low-pass option. While the Class of 2007, and classes beyond may be subject to a passing condition of 65 if the Board implements it in 2006.

A Call to Arms

Peter Bassano, Board member,said he was voting for the resolution “very reluctantly,” because, he said, if White Plains raised the passing grade to 65, “we would be the only district not to (keep it at 55).” He went on to say, “55 is not a passing grade on any exam. I am not convinced they (the Regents tests) are completely flawed. I think we have to say first to students and to our Administration and faculty, we need a compelling plan to address future rising standards (to 65). You have to rise to high expectations. Education is the silver bullet. We have to convince our students you can be smart and be cool at the same time. This (resolution) is a call to arms. We have to be accountable to those high standards and soon.”

Ms. Valentin began her remarks, saying, “It’s a sad day for education when we lower standards.”

Maria Valentin, the lone dissenter, said  the issue challenged her whole perception of herself as an educator, and said she had to vote “no” because she felt the decision to tell a particular group of students they could not achieve certain goals was racism.

In a prepared statement, Ms. Valentin said, “It (keeping passing at 55) is perpetuating the problem of institutionalized racism, however well-intentioned.”

She dismissed the notion that the Regents tests (Math A and Physics) were flawed, and said the other three Regents, English, American and World History are not perceived as flawed by educators. She reasoned that to delay the move to 65 on just two tests was not in the best interests of minorities in the long run.

Not Flawed for Kids Who Know The Material

 “The (math and physics) tests are not flawed for those students who have absorbed the knowledge,” she said.

She voiced disdain for the comments from Curriculum Coordinators last month that Regents passing numbers were improving. She said that 51% of students are now passing the Regents, pointing out that in the past, African-Americans and Hispanic students were not encouraged to take the Regents. Now African-Americans and Hispanic students are forced to take Regents exams, she said, because the state requires passing the Regents for high school graduation.   

Minorities Fall by the Wayside.

Valentin noted with concern and pity in her voice, that 83% of the white student population passes the Regents tests, while only 46% of the Hispanic Population, and 38% of African-Americans pass. She lamented that so few African Americans and Hispanic students appear in honors courses.

Valentin said very slowly, “I don’t care what other districts do. (all other districts are reported as staying at 55 for passing) It’s just 10 points (the difference between 55 and 65). The effort is symbolic of the effort they (the students and faculty and administration) need to make. I will not support it.” 

60 at Risk with 65 the Passing Standard

School Board Member William Pollak spoke of raising the passing grade in terms of numbers of students affected. He said that if the district went to 65 this year, that 60 students, of 345 in the Class of 2004 would not graduate because they would fail one or more of the Regents exams, according to Director of  Research Testing and Evaluation.  Pollak said Killian had just e-mailed Pollak those figures Monday, the day of  last night’s meeting. Pollak said he felt it was unfair to change the passing rule on students who started out under one standard, and suddenly “have the bar raised.”

Pollak said that Killian had written the Board that based on last year, at the grade of 65, 64% of the educational population would pass all five tests.

With the passing grade set at 55, 82% passed all five tests. If we raise the bar, Pollak said, Killian estimates that approximately 60 students will not graduate in June 2004.

Killian Does Not Supply Hard Numbers Until Monday afternoon.

These figures on how many students were effected were requested by Terence McGuire, another Board Member, four weeks ago at the Board of Education meeting at White Plains High School.

At that meeting on the Regents testing, eight curriculum coordinators used the Math and Physics Regents alleged “flaws” as reasons why the district should not proceed with their plan to raise Regents passing grade to 65.

This “going to 65”  policy was one the District had been poised to adopt in line with state plans, before the State Education Department advised school districts one month ago that the decision of 55 or moving to 65 was up to the individual districts. At the time, Superintendent of Schools Timothy Connors severely criticised the State Education Department for not making the decision.

Pollak  revealed later to WPCNR that of those 60 students predicted to fail a Regents by Mr. Killian that 34 were of Hispanic descent, and the other 26 were African-American.

“We know it’s too late. Skills have to be there by 5th grade:” McGuire

Terence McGuire speaking after Mr. Pollak, said he was voting for the 55 standard “very reluctantly,” and would “use this process as fuel to revitalize myself. I’m going to hold myself accountable to (develop) a system. We have to address it. The fall of senior year is a little late.” He said that the skills need to be instilled by fifth grade. He said he would join Pollak, making the count to keep passing at 55, 3-1.

Maria Tratoros cast the deciding vote, remarking that she too, was reluctantly taking the step, saying that until the curriculum and the state test content were aligned, that the district should stay at the 55 passing mark.

Susan Kirkpatrick, though also expressing reluctance to keep the passing level at 55, said effort should be focused on achieving the higher standard (65), “bring the student’s grades up.”

Donna McLaughlin, made it 6-1, saying a large number of parents had e-mailed her on the issue, and all of them supported keeping the passing grade at 55.  She said “It’s the right thing for the kids.”

The vote was taken, and Maria Valentin voted “No,” with Mr. Basano, Ms. Kirkpatrick, Ms. McLaughlin, Mr. McGuire, and Ms. Kirkpatrick, and Mr. Pollak voting to keep the Regents Passing grade at 55 in White Plains.

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WPCNR SCHOOL DAYS. By John F. Bailey. January 12, 2004: The Board of Education will take up two historic issues tonight at Education House beginning at 7:30 P.M. The Board will vote to offer full Day Kindergarten for all beginning students in September 2004, and will follow the trend of the rest of New York State and keep the passing grade for 2004 Regents examinations at 55, instead of raising it to 65 as the district had previously planned.

ALL-DAY K ADVOCATE: Dr. Sharon Kagan, Professor of Early Childhood and Family Policy at Columbia University Teachers College, and Professor Adjunct at the Yale University Child Study Center for Children, and a consultant to President George W. Bush on the kindergarten issue, delivered an impassioned account of the national phenomena and benefits of all-day kindergarten to 65 persons, including teachers and parents last Monday at White Plains High School. She said that studies have shown that All-Day Kindergarten creates students better equipped to learn when they move to First Grade, with a dramatic drop in first grade retention rates, creating running starts for children, especially minorities. The upgrade to All-Day K will cost the School District $1.2 Million to hire 9 new teachers and renovate existing school space, according to Assistant Superintendent for Business, Terrance Schurers. Photo by WPCNR News.

Superintendent of Schools, Timothy Connors, brought Dr. Kagan to the district to give the Board and White Plains parents a perspective on All-Day K, the realities and the myths.

Kagan began with noting the growth of All-Day: she said that today 60% of today’s students who attend kindergarten prior to first grade attend full-day programs. This percentage has grown from 25% in 1979, to 40% in 1990 to today’s 60% level (as of 2000). She noted that the fastest growing segment of learning was “home schooling” which schools 2% of the kindergarten-eligible children in the country.

The professor said the advantages of All Day K included “a more relaxed instructional pace,” “more classroom involvement and time for children to reflect on their learning,” and “greater academic gains.”

She said that private child care facilities have begun offering kindergarten.

Public school kindergartens, she said, have come to look “more like nursery schools, highly structured, child centered.” They see all-day kindergarten as “an antidote to the learning gap affecting children with socio-economic issues and children with difficult backgrounds.”

Getting Ready to Learn.

She noted that studies show ‘Kindergarten makes a difference” in getting children ready to learn. She defined Half-day vs Full-Day, as being on average 4 hours of class a day versus 7 hours a day. The average All-Day Kindergarten she said runs 5 to 6 hours a day.

The reasons for these advantages, she reports, are that the children “spend more time engaged in child-initiated activities,” receive more one-on-one “teacher-directed individual work,” (teachers being able to zero in on individual childrens’ learning paces and devise personalized teaching tracks). She said that the All Day Format cut down the percentage of classtime spent in teacher-directed large groups, according to the Elicker and Mathur study, “What Do They Do All Day?”

She shared with the gathering the Gulb study, “Long Term Educational Effects of Half-Day vs. Full-Day Kindergarten,” which has determined, she said that

• Children who attended full-day kindergarten scored significantly higher than children in half-day programs on both math and reading standardized achievement tests in 2^nd grade.
  
• Fewer children who attended full-day programs were retained in grade by 2^nd grade.
  
• (Children) improved language skills, social development, and academic achievement, particularly for children from low-income backgrounds.

`

Debunking myths.

Dr. Kagan dismissed what she characterized as “the myths” of All-Day Kindergarten. The myth that “children tire quickly,” is just that. This is “not so,” she said. “They are more than ready to handle a full day.”

It has been said that most parents will select a half-day K, but Kagan said, the overwhelming majority of parents select All Day programs when they are made available.

The mindset that “public schools should  not be in the business of providing custodial child care for young children,” has been, she said, proven to be not a good choice, because of the documented success of early learning programs before age 5 in preparing socio and economically disadvantaged children.

The All-Day K program, she said, continues the environment of the nurturing early learning environment by providing programs that are less didactive less prescriptible than Half-Day, where there is “more time in teacher-directed work and in large groups.”

Address All Areas of Development.

“Dr. K.” advised that any All-Day K would need a well-rounded curriculum, and “fully comprehensive, addressing all areas of (child) development,” including motor development. “To eliminate motor development is wrong. It is essential.”

She said All Day K should develop a child’s approach towards learning. I would ask, “Are they creative? Are they curious?”

Be careful Whom You Select To Teach

In developing an All Day K program, Dr. Kagan noted that many administrators desire the “broadest possible certification requests” in hiring kindergarten teachers. She feels it is crictical to hire teachers trained in early childhood development, and not select just any certification. “I would impose mandatory M-K to M to 1 Certification.”

Ratios.

Kagan said, as is commonly known, that All-Day Kindergarten is most effective with low class room ratios. We see a big difference going from 1 to 19 to 1 to 15. White Plains schools have usually 2 teachers (Lead and Assistant) for approximately 25 students, or 1 to 12.

You can Never Recoup

Kagan’s most serious statement of the evening was her admonition that early learning was critical, citing the studies showing the success of pre-kindergarten programs in addressing socio-economically disadvantaged children. She said “early learning” is critical in getting  children ready to learn, “it cannot be recouped.”

Timothy Connors, Superintendent of Schools, in response to a question in the q & a that followed, said that Half-Day would be made available to parents who requested it, however, he expected the percentage requesting that option would be very small. Presently, All-Day kindergarten is parceled out on a lottery basis in White Plains.

For more information on childrens learning studies, WPCNR refers you to this website  of the National Center for Children and Families, based at Columbia University, of which Dr. Sharon Kagan is a Co-Director. The site is at www.ccf.tc.columbia.edu/index.html.

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WPCNR MAIN STREET LINE.  January 10, 2004: In apparent reaction to Dan Seidel’s extracting the Draft Final Environmental Impact Statement from City Hall, by pointing out a law to them they did not know about, the City of White Plains has made available the Draft Final Environmental Impact Statement on the 221 Main Street Project. The DFEIS was inadvertently or intentionally suppressed from the White Plains citizens who asked for it. It is now available to the public in the White Plains Public Library. However, a reader notes that the document available in the library  is not complete and is missing its key appendices. The documents in the appendices explain the answers found in the main body of the document. In a comment, a White Plains “CitizeNetReporter” writes:

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WPCNR Renaissance Reporter. January 9, 2004: Mayor Joseph Delfino of White Plains personally brewed up a classic Starbucks Latte for a coffee klatch of dignataries Friday morning at the new Starbucks on Renaissance Plaza fountain. During the ceremony, Starbucks announced it was donating $1,000 towards the Business Improvement District Community Ambassadors program and furnishing the volunteer meeters-and-greeters in the downtown with distinguished uniform jackets. The Mayor said the city had long sought to bring The Nation’s Coffee to White Plains and urged all residents to support the facility.

MAYOR COFFEE AT THE CONTROLS FRIDAY MORNING AT STARBUCKS: Mayor Delfino was being trained to create a traditonal Starbucks Latte  by Starbucks Manager, Katie Cronen. Your Renaissance Reporter tasted the Mayor’s brew and it was hearty, mellow and warming in the 20 degree “Hot Coffee Weather.” Photo by WPCNR Renaissance Cam.