DOCSLIB.ORG

Better Choices for Buffalo's Students

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Better Choices for Buffalo's Students Better Choices for Buffalo's Students: Expanding & Reforming the Criteria Schools System By Gary Orfield, Jennifer Ayscue, Jongyeon Ee, Erica Frankenberg, Genevieve Siegel-Hawley, Brian Woodward and Natasha Amlani A Report to Buffalo Public Schools May 2015 Acknowledgements The Civil Rights Project would like to acknowledge the many people who contributed to this important study. The collaboration of the Buffalo Public Schools staff was paramount, particularly Will Keresztes for making things happen, Eileen Bohen for her coordination, the school principals who spoke to us willingly and openly, Mark Frazier and staff who responded to our many requests for data, Maria Giardino for assisting Mr. Keresztes, and others who helped behind-the-scenes in Buffalo. On our research team, Natasha Amlani’s work was essential, and we want to thank her for the research she did. Our on-the-ground volunteers in Buffalo, Sara Asrat and Jenna Tomasello, worked tirelessly during the site visits, shepherded our researchers to many a meeting, organized and led survey field tests and provided overall indispensable support and consult. Pastor Pointer of the Lincoln Memorial United Methodist Church provided space and recruited parents for one of our field tests. Other key collaborators in Buffalo were Rhonda Ried and staff at Cornerstone Research & Marketing for carrying out the survey work, and Caroline Taggart for sharing her suggestions on survey data collection. Thanks to Professor Mindy Kornhaber of the Pennsylvania State University who shared her expertise on testing. Laurie Russman worked miracles of coordination and communication, and Carolyn Peelle helped us as a perceptive and always-thoughtful editor. We also want to thank the many parents, teachers and students who responded to the surveys, and all of the Buffalo residents who met with us, wrote or called us, and shared their concerns about and wishes for a school system that could expand choice and opportunity for more of the youth in Buffalo. This research was funded by a contract from the Buffalo Public Schools as part of an agreement with the U.S. Department of Education's Office for Civil Rights. It represents our independent judgment on the issues addressed in the OCR investigation and agreement with the Buffalo Public Schools. Table of Contents List of Figures ................................................................................................................................. ii List of Tables ................................................................................................................................. iv Foreword ......................................................................................................................................... v Executive Summary ..................................................................................................................... viii PART ONE: BUFFALO HISTORY AND THE CURRENT CIVIL RIGHTS CHALLENGE FOR THE SCHOOLS Challenges and the City’s Future .................................................................................................... 1 A Long History of Struggle for Racial Equity ................................................................................ 4 The Road to the Model Desegregation Plan ................................................................................... 5 Reverting Back to Segregated Schools and Changing the Choice Process .................................... 7 A History with the Office for Civil Rights ................................................................................... 10 Concerns of a Two-Tiered System ............................................................................................... 10 The Evolution of Choice in Buffalo .............................................................................................. 11 PART TWO: THE CURRENT STATUS OF BUFFALO PUBLIC SCHOOLS BPS and Criteria-Based Schools .................................................................................................. 13 The Broader Context of School Choice: Are Charter Schools Solving the Need for High Quality and Diverse Education? ............................................................................................................... 26 Impoverished White and Asian Schools within BPS ................................................................... 30 Teacher Demographics of Criteria-Based Schools ....................................................................... 32 Providing Real Options for Students Who Have a Right to Transfer ........................................... 34 PART THREE: PERSPECTIVES OF PARENTS, EDUCATORS, AND STUDENTS Interviews and Focus Groups ........................................................................................................ 37 What Buffalo Parents Think About the System: The Parent Survey ............................................ 54 Insights from Buffalo’s Educators: The Teacher and Staff Survey .............................................. 62 Views from Students: The Student Survey ................................................................................... 70 Comparing the Surveys ................................................................................................................. 76 PART FOUR: CONCLUSIONS AND RECOMMENDATIONS Conclusions ................................................................................................................................... 79 Moving Forward: Recommendations ........................................................................................... 80 Appendix: A Note on Testing ....................................................................................................... 87 Better Choices for Buffalo’s Students, May 2015 Civil Rights Project/Proyecto Derechos Civiles for Buffalo Public Schools i List of Figures Figure 1: Relationship between the Share of Low-Income Students and the Share of Black and Latino Students in BPS ................................................................................................................. 14 Figure 2: Percentage of Black and White Students in Criteria-Based Schools ............................ 16 Figure 3: Share of Low-Income Students in Criteria-Based Schools ........................................... 16 Figure 4: Relationship between the Share of Low-Income Students and the Average Score of Mathematics Assessment ............................................................................................................. 19 Figure 5: Relationship between the Share of Black and Latino Students and the Average Score of Mathematics Assessment ............................................................................................................. 20 Figure 6: Relationship between the Share of Low-Income Students and the Share of Students at Levels 1 and 2 for Mathematics Assessment ............................................................................... 21 Figure 7: Relationship between the Share of Black and Latino Students and the Share of Students at Levels 1 and 2 for Mathematics Assessment ........................................................................... 22 Figure 8: Relationship between the Share of Low-Income Students and the Share of Students at Levels 3 and 4 for Mathematics Assessment ............................................................................... 23 Figure 9: Relationship between the Share of Black and Latino Students and the Share of Students at Levels 3 and 4 for Mathematics Assessment ........................................................................... 24 Figure 10: Racial Composition of Students Who Were and Were Not Accepted to Criteria-Based Schools ......................................................................................................................................... 25 Figure 11: Acceptance Rates by Types of Schools Applicants Attended .................................... 26 Figure 12: Demographic Comparison of Charter Schools, Criteria-Based Schools, and District 27 Figure 13: Relationship between the Share of Low-Income Students at Charter Schools and the Average Score of Mathematics Assessment ................................................................................. 29 Figure 14: Relationship between the Share of Black and Latino Students at Charter Schools and the Average Score of Mathematics Assessment .......................................................................... 30 Figure 15: Schools with a Large Percentage of Low-Income Students and White and Asian Students ........................................................................................................................................ 31 Figure 16: Relationship between the Share of Low-Income Students and the Average Score of Mathematics Assessment in Impoverished White/Asian Schools ................................................ 32 Figure 17: Racial Composition of Teachers in Non-Criteria-Based Schools and Criteria-Based Schools .......................................................................................................................................... 33 Figure 18: Racial Composition of Teachers in Individual Criteria-Based Schools ..................... 33 Figure 19: Math Proficiency, Grade 8, BPS ................................................................................. 36 Figure 20: Racial Composition of Parent Survey Participants ...................................................
Load more

Recommended publications
  • The Legacy of Buffalo's Landmark Housing Desegregation Case, Comer
    THE LEGACY OF BUFFALO’S LANDMARK HOUSING DESEGREGATION CASE, COMER V. KEMP By Scott W. Gehl About the Author Scott W. Gehl is a product of Buffalo's public schools and a magna cum laude graduate of the University at Buffalo. His career of public service included work as a community organizer, a Buffalo Councilman, and 35 years as executive director of Housing Opportunities Made Equal. Front and back cover photos: detail from WPA-era sculptures at Willert Park Court. © Poverty & Race Research Action Council (PRRAC), November 2020 Many That 1954 unanimous decision by the United Americans States Supreme Court held that racially segregated know the public schools were inherently unequal in violation of the name Brown Fourteenth Amendment to the Constitution. While 65 years later we are still grappling with implementation of Brown, there can v. Board of be no doubt that the decision profoundly affected and advanced the Education. struggle for civil rights. Many fewer people are familiar with another important case, Gautreaux v. the Chicago Housing Authority, which challenged the then common practice of building public housing in communities characterized by racial segregation and concentrated poverty. Among the remedies ordered by the court were construction of smaller- scale developments in more diverse neighborhoods as well as the provision of housing vouchers permitting members of the protected class to lease private housing in more socio-economically diverse neighborhoods. In a related case, Hills v. Gautreaux, the U.S. Supreme Court ruled in 1976 In Buffalo, New York in a 1989 that HUD was liable for the Chicago Housing Authority’s actions because class-action suit, Comer v.
    [Show full text]
  • Buffalo Board of Education Buffalo Public Schools
    BUFFALO BOARD OF EDUCATION BUFFALO PUBLIC SCHOOLS AMERICAN RESCUE PLAN (ARP) ELEMENTARY AND SECONDARY SCHOOL EMERGENCY RELIEF (ESSER) 2021-2024 1 | P a g e BUFFALO BOARD OF EDUCATION Louis J. Petrucci President and Park District Board Member Dr. Kathy Evans - Brown Vice President of Student Achievement and East District Board Member Dr. Ann R. Rivera Vice President of Executive Affairs and Board Member-at-Large Lawrence L. Scott Board Member-at-Large Terrance L. Heard Board Member-at-Large Sharon M. Belton-Cottman Ferry District Board Member Hope R. Jay North District Board Member Jennifer L. Mecozzi West District Board Member Paulette Woods Central District Board Member Superintendent Dr. Kriner Cash 2 | P a g e TABLE OF CONTENTS EXECUTIVE SUMMARY . 4 SUPERINTENDENT’S MESSAGE EXECUTIVE SUMMARY 12 GUIDING PRINCIPLES 14 LESSONS LEARNED 14 SCHOOL BOARD MONITORING OF THE USE OF ESSER FUNDS 21 BPS TRANSFORMATION EDUCATION BARGAIN 2.0 25 DIVERSITY, EQUITY & INCLUSION 28 NYS Board of Regents Statement 29 Culturally and Linguistically Responsive Initiatives 30 Michael Casserly Statement 35 FAMILY AND COMMUNITY ENGAGEMENT 37 STRATEGIC INVESTMENT ONE: Parent and Community Engagement 39 STRATEGIC INVESTMENT TWO: Prenatal Health and Early Parenting 40 TEACHING AND LEARNING 41 STRATEGIC INVESTMENT THREE: High-Quality Early Learning 52 STRATEGIC INVESTMENT FOUR: Instructional Reform, Technology and Higher Standards 53 STRATEGIC INVESTMENT FIVE: Post-Secondary Preparation in Middle and High School 54 STRATEGIC INVESTMENT SIX: Post-Secondary Completion
    [Show full text]
  • Peoples-Stokes
    Assemblywoman Summer 2018 Crystal D. Peoples-Stokes Community News Assemblywoman Peoples-Stokes just concluded a very successful legislative session in Albany and is eager to continue her work back home in the district. Dear Friends and Neighbors: Summer is in full swing, I hope everyone is staying safe, having fun and enjoying this fantastic weather. It’s also time for my post session report to you on the progress I’ve been making as your State representative in the Assembly. I’m proud to say that the state budget included much-needed resources for Buffalo. Specifically, it included increases for healthcare, education, economic and workforce development funding. This letter details some of those increases as well as the bills I was the prime sponsor of that passed the Assembly and are awaiting the Governor’s signature. I look forward to continuing to engage my constituents and community stakeholders to increase the quality of life for all of our residents. Sincerely, Crystal D. Peoples-Stokes Legislative Lane Bills That Passed Both Houses, Now Awaiting Governor’s Signature A1789 - Directs the director of the division of minority and women’s business development Bills that have been Chaptered (Signed into Law) to provide for the minority and women-owned business certification of business entities owned Chapter 47: A2131 - Provides that each state agency that maintains by Indian nations or tribes a website shall ensure its website provides for online submission of requests for records subject to FOIL A2279A - Authorizes cities having a
    [Show full text]
  • Canisius Hesaa Class of 2019 0.Pdf
    Dear Friends of Canisius College, I would like to present to you the members of the Class of 2019 that have submitted their resume to be included in our annual booklet of graduates. The Higher Education and Student Affairs Administration (HESAA) master’s program (formerly known as College Student Personnel Administration) at Canisius College is a full time cohort-based course of study that prepares graduates for careers in student affairs administration at both private and public institutions of higher education. The program is grounded in a theory-to-practice philosophy based in Jesuit pedagogy and student affairs professional competencies. Founded in 1996, the course of study consists of 36 credit hours taken over two academic years. The HESAA program combines the in-class education of graduate coursework, with the experiential learning of two required 225-hour internships to achieve its mission. Throughout their time in the program, students have been graduate assistants or worked professionally at Canisius and institutions across Western New York. Our students have had the unique opportunity to attend the NASPA national conference in March of 2018 and the ACPA annual convention in March of 2019 as part of their academic curriculum. These experiences only enhanced the student’s understanding of the importance of life-long professional development and the value of building networks and relationships. The HESAA students have progressed through the academic program together, taking all of their coursework as a cohesive group, thus developing strong team building skills and effective work groups. If you would like to learn more about our program, please visit canisius.edu/hesaa.
    [Show full text]
  • Episcopal Church
    St. Simon’s Episcopal Church 200 Cazenovia Street South Buffalo NY 14210 716.822.1900 website: www.ssbuffalo.org email: [email protected] A Faith Community For All We are a WNY community boundless... with history, culture, the arts ince its settling back in the early 1800s, Buffalo has been a city on the edge. The edge of growth in industry, agriculture, and manufacturing from back then, to now bolstering high tech industry and engineering, S both medically and scientifically, which are eminating once again. The edge of one of the five Great Lakes, Lake Erie, and the edge of one of the longest International borders from Buffalo to Niagara Falls, Buffalo has ex- perienced its high and lows of any great city over the decades, which suffered economic downturns of industry and development. However, Buffalo is now a city poised on the edge of an already underpinning of a long awated re-birth. From the great prosperous days of the Erie Canal, the Steel and Power Plants taking advantage of the abundance of the flow- ing waters of Lake Erie and the Niagara River, are all significant factors, which helped to propel Buffalo and Western New York to one of the top ten cities at the turn of the 20th Century. This rise brought with its wealth and power, both brokers and philanthropists, which grew with it our world renowned Arts and Entertain- ment Institutions, including the Albright Knox Art Gallery, the Buffalo History Museum, the Buffalo Museum of Science, the Buffalo Zoo, Kleinhans Music Hall - home to our Buffalo Philharmonic - and the achitecural phenomenon - Shea’s Theater.
    [Show full text]
  • Buffalo Public Schools Strategic Technology Plan: 2016-2019
    Buffalo Public Schools www.buffaloschools.org Three Year Strategic Technology Plan September 2016 – June 2019 Buffalo Public Schools Dr. Kriner Cash Superintendent of Schools Board of Education Dr. Barbara Seals Nevergold President and Member-at-Large Dr. Theresa Harris-Tigg Vice President and East District Sharon Belton-Cottman Ferry District Hope Jay North District Jennifer Mecozzi West District Carl P. Paladino Park District Patricia Pierce Member-at-Large Lawrence Quinn Member-at-Large Paulette Woods Central District BUFFALO PUBLIC SCHOOLS THREE YEAR STRATEGIC TECHNOLOGY PLAN TABLE OF CONTENTS TECHNOLOGY PLAN AT-A-GLANCE .............................................................................................................................3 BPS Technology Plan Objectives Organized by New Education Bargain Planks .....................................................8 INTRODUCTION & EXECUTIVE SUMMARY .............................................................................................................. 12 Background .......................................................................................................................................................... 12 District Demographic Information ....................................................................................................................... 13 A Vision for the Buffalo Public Schools: The New Education Bargain with Students and Parents ..................... 16 Technology Plan Goals ........................................................................................................................................
    [Show full text]
  • PARTY in the HALL P Arty in Te Hal
    PARTY IN THE HALL P arty in te Hal PARTY IN THE HALL TO BENEFIT THE CITY HONORS STUDENTS WITH AUTISM STARSRISING PROGRAM TO SUCCESS STudents with Autism Rising to Success Proceeds from this year’s “Party in the Hall” will benefit ongoing programmatic, curricular, and support needs of our STARS students at City Honors School. Over the past decade, the STARS Program (STudents with Autism Rising to Success) has grown to be a vital part of the mission and identity of City Honors. The program provides students with autism a tailored instructional, therapeutic, and social development experience with support from a team of educators specializing in Autism Spectrum Disorders. The program now comprises close to ten percent of our student body, serving students from more functional abilities all the way to those who will receive Regents Diplomas and attend college. Students in the STARS program and those in the traditional education program learn and grow in important ways from their years spent together. City Honors/Fosdick-Masten Park Foundation invites parents, alumni, faculty, staff and friends to the 15th Annual a PARTY IN THE HALL a Friday, April 29th, 2016 (RSVP by April 15th) 5:30pm Award Presentation in the Hilltop Museum Room 6:00pm to 8:30pm City Honors School 186 East North Street Proceeds from this year’s Party in the Hall will benefit the STARS Program at City Honors School (STudents with Autism Rising to Success) Enjoy some of Buffalo’s tastiest appetizers and drinks thanks to: Crave • Acropolis • Coco’s • Wegman’s Silent Auction: • 4 reserved front row seats for graduation • Principal for the day and lunch with Dr.
    [Show full text]
  • BUFFALO PUBLIC SCHOOLS Office of the Superintendent
    BUFFALO PUBLIC SCHOOLS Office of the Superintendent 65 Niagara Square Room #712 City Hall Buffalo, New York 14202 Phone (716) 816-3575 * Fax (716) 851-3033 [email protected] Dear Colleagues, Buffalo Public Schools’ Education Bargain states: the District will guarantee pathways to opportunity that will lead to achievement and success in exchange for hard work, commitment, and collaboration of our students and parents. Since the onset of the pandemic, tens of thousands of laptops and iPads were distributed to Buffalo Public Schools’ students for remote learning. Access to technology is not only an essential instructional tool for modern-day teaching and learning, but also a privilege. Students must take EXTRAORDINARY good care of the device loaned to them and parents must make certain this happens. This letter serves to ensure there are clear guidelines regarding the process and the consequences of lost, damaged or destroyed devices. Lost/Stolen iPads In the event a computer is lost or stolen, a police report must be filed immediately. A copy of the report should be brought to staff at the Center for Innovation, Technology and Training at 1515 South Park Avenue or emailed to [email protected] along with details about the student (name, school, grade). No replacement device will be issued without a police report. Note: The District will deactivate the device immediately upon receipt of report. Replacement Power Cords To date, approximately 1490 power cords have been replaced. Power cords will only be replaced at no charge if the old power cord is returned at the time of the requested replacement.
    [Show full text]
  • Leadership and Operations Handbook. 1.14.21.Pdf
    Office of School Leadership Leadership & Operations Handbook 2020 - 2021 Associate Superintendents of School Leadership Dr. Casandra [email protected] Darlene Jesonowski- [email protected] Contann [email protected] Toyia [email protected] David [email protected] Administrative Staff Marianne Dixon, Director- [email protected] 2201 City Hall - 716-816-3024 Administrative Secretaries Jeanne Archilla- [email protected] Lori Repman- [email protected] 728 City Hall Main Telephone: 716- 813-3703 Fax: 716- 851-3882 Senior Account Clerk Typist Gladys Guzman- [email protected] 2201 City Hall 716-816-4059 TABLE OF CONTENTS ABSENCE – ADMINISTRATORS…………………………………………………………….. ABSENCE – TEACHERS ……………………………………………………………………… 6 ABSENCE – TEACHER AIDES AND ASSISTANTS ………………………………………… 8 ACCEPTABLE USE OF SUBSTITUTE ………………………………………………………. 8 ACCEPTABLE USE POLICY – INTERNET …………………………………………………. 10 ACCESS CARDS – SWIPE CARDS …………………………………………………………... 13 ADMINISTRATOR SUBSTITUTES…………………………………………………………... 15 AESOP SUBSTITUTE CALLING SYSTEM …………………………………………………. 15 AFTER SCHOOL PROGRAMS ………………………………………………………………. 16 ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR) – SCHOOL ADMINISTRATORS …………………………………………………………………………... 18 ANNUAL PROFESSIONAL PERFORMANCE REVIEW – TEACHERS …………………… 19 ANTI-HARASSMENT POLICY ………………………………………………………………. 19 APPLIANCE SAFETY …………………………………………………………………………. 19 ATTENDANCE – STUDENT …………………………………………………………………. 20 BED BUG PROTOCOL…………………………………………………………………………
    [Show full text]
  • ANNUAL REPORT 2014-2015 a New Era in Workforce Development
    B U O I o BUFFALOB UFFALO ANDAND ERIE CCOUNTYOUNTY WorkforceWWorkfororkforororkforce Investment BoardBoard ANNUAL REPORT 2014-2015 A new era in workforce development Canalside Larkinville SolarCity Buffalo Niagara Medical Campus Photos by © Joe Cascio Contents Board Chairman’s Message..........2 Executive Director’s Message.....3 Career Center Services..................4 Career Center Locations ...............9 Business Services ...........................10 Youth Services .................................12 Alternate Funding Sources ........14 Financial Summary.........................16 Board of Directors.......Back Cover WIB ANNUAL REPORT 2014-2015 BUFFALOB UFFUFFALO ANDAND ERIE COUNTYC OUNTY WorkforceWWorkforor ceorkfor Investment BoardBoard Established under the provisions of the Workforce Investment Act (WIA) of 1998, the Workforce Investment Board (WIB) is a private sector-driven board appointed by Erie County Executive Mark C. Poloncarz and City of Buffalo Mayor Byron W. Brown. The WIB is charged with developing, coordinating and overseeing publicly funded workforce development/training initiatives. Developing and maintaining a high-quality workforce is critical to attracting and retaining business in Erie County. W I o The WIB maintains a workforce development system that is user friendly and responsive to the needs of both the individual trainee/job applicant and the business organization seeking our assistance. 1 The heart of our system is our One Stop Career Centers. These Centers offer a multitude of resources for job seekers and businesses, all under one roof. The typical One Stop Career Center serves thousands of individuals who are seeking employment, changing jobs, reentering the workforce or learning new skills. On July 1, 2015, a new era in Workforce Development began for Buffalo and Erie County as new legislation under the Workforce Innovation and Opportunity Act (WIOA) of 2014 went into effect, replacing the WIA.
    [Show full text]
  • Recreational Needs Assessment Study the South Buffalo Brownfield Opportunity Area Presented To
    Recreational Needs Assessment Study The South Buffalo Brownfield Opportunity Area Presented to: Buffalo Urban Development Corporation Presented by: Paradigm Economics Wendel Companies Spicer Group January, 2015 October 16, 2013 SBBOA Recreational Needs Assessment Study Buffalo Urban Development Corporation This document was prepared for the Buffalo Urban Development Corporation and the City of Buffalo with financial assistance provided by the New York State Department of State Brownfield Opportunity Area Program. 1 SBBOA Recreational Needs Assessment Study Buffalo Urban Development Corporation Table of Contents Statement of Limiting Conditions………………………….… 3 I. Introduction…………………………………………………….… 4 II. Executive Summary…………………………………………..… 6 III. Preliminary Analysis…………………………………………... 15 IV. Existing Conditions/Supply Analysis…………………….… 17 V. Demand Analysis……………………………………………….. 27 VI. Market Analysis…………………………………………………. 37 VII. Comparables Identification and Analysis………………….. 45 VIII. Location Analysis…………………………………………….... 63 IX. Construction Cost Estimation……………………………….. 79 X. Financial Operations Analysis……………………………..… 83 XI. Economic Impact Analysis………………………………….... 86 XII. Appendix…………………………………………………………. 94 2 SBBOA Recreational Needs Assessment Study Buffalo Urban Development Corporation Statement of Limiting Conditions City-Based Recreation and Economic Development Initiative Recreation Needs Assessment The consulting study is subject to the following limiting conditions, except as otherwise noted in the study: 1. The conclusions stated
    [Show full text]
  • Kriner Cash, Ed.D
    Kriner Cash, Ed.D. RELEVANT EMPLOYMENT HISTORY PROFESSIONAL PROFILE 2015-Present Over 30 years of visionary & results-oriented performance in senior leadership roles; Superintendent over 40 years experience as an educator in K-12 and higher education settings, and Buffalo Public Schools in urban, suburban, and rural environments. Proven record leading organizational Buffalo, NY change & driving key strategic reform. Strong, diplomatic, collaborative, and Enrollment: 33,415 forward thinking reform design, development & implementation. Dynamic, charismatic, & effective leader, speaker, writer. Experienced & successful working 2008-2013 in diverse political landscapes/environments. Superintendent Memphis City Schools CAREER HIGHLIGHTS/MILESTONES Memphis, TN Enrollment: 110,158 Buffalo Public Schools (BPS) 2004-2008 Finalist for 2018 Council of Great City Schools Richard R. Green National Urban Chief of Educator of the Year award. Accountability and Systemwide Performance School Board unanimous choice for superintendent in August 2015. Miami-Dade County Public Hired and led a diverse executive team in the design, development, Schools implementation of signature reform initiatives recognized nationally; i.e., The Miami, FL New Education Bargain with Students and Parents. Enrollment: 353,216 Developed and Implemented 3-year Student Success Plan as part of the New Education Bargain (NEB). 1995-2004 Superintendent Facing the most rigorous accountability standards to date in New York State: Martha's Vineyard Public Schools Schools in Good Standing have more than tripled since 2015 from 14 to 46 Martha's Vineyard, MA schools. Enrollment: 2,493 Receivership Schools have been cut from 25 to 3 since 2015. 1991-1995 Graduation rates climbed to 65% (4 year), 68% (5/6 year) in 2018 with some Associate Dean/Asst.
    [Show full text]