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Middle school admissions season kicks into high gear this week for parents of 5th-graders. You can meet school representatives at evening district fairs beginning Tuesday, Sept. 30. Middle school directories for 2014-2015 are online and hard copies are available at elementary schools.
Now is the time to sign up for school tours and open houses! The Department of Education website lists some open house dates here. If you don't see the school you want to visit listed, check its website or call the school to find out. In some popular schools, especially in Manhattan where there is active school choice, many tours are already fully booked. If you're shut out, try contacting the parent coordinator to see if additional tours will be added. Be sure to ask about admissions requirements when you visit schools. The directory listings are not always specific.
In addition to fairs, some districts hold informational nights where principals talk about their schools. Check with your district's family advocate to see if one is scheduled. (You can find their names and contact information on our district pages.) So far we've heard about forums in District 15 on Oct. 16, District 3 on Oct. 16 and District 1 on Oct. 29. District 21 is offering a middle school admissions workshop on Oct. 22.
Applying to high school in New York City is a confusing process. Here's a summary of our Sept. 23 panel discussion busting the myths. You can also view the entire discussion on video at the bottom of this page.
Q: My neighbor's daughter is a first-year student at a large public university, and it seems that most of her instructors are graduate students. She has met few actual professors. Now we are starting to look at colleges for our son. I want him to be taught by experienced professors—but does that mean he must attend only a private college? Those schools are so much more expensive!
A: It all depends upon the school. Part of the answer is in the vocabulary you use: university and college. A university has an undergraduate program and also graduate programs. It is very common for experienced graduate students to teach introductory classes in many departments. More advanced courses should be taught by full-time, permanent members of the faculty. But schools should not use graduate students or other part-time faculty to teach a majority of classes. You will have to do some serious research to learn if this is the case.
It may shock you to learn that private undergraduate colleges do something similar, even though they do not have their own graduate schools. But there may be a nearby university whose graduate students they can employ, or other qualified individuals they can hire at salaries much, much lower than those of full-time professors. So paying the higher tuition and fees for a private college is no guarantee that your son will be taught by professors. Your tuition dollars will be used instead to subsidize the school's other projects.
This weekend, Sept. 20 and 21, is the Department of Education's gigantic citywide high school fair from 10 am to 3 pm at Brooklyn Technical High School. Prepare for a hectic day, where you will meet teachers, students and administrators and find out about their schools.
You can attend information sessions several times during the day, led by staff from the Education Department's enrollment office. This will be helpful especially if you're a newbie to the process (and it will give you a place to sit down and take a breather.)
Here's the schedule provided by the DOE:
High school admissions basics at 10:30 am and 12:30 pm
Auditioning for arts schools and programs at 2 pm
Clara Hemphill, Insideschools staff and a panel of experts discussed common mistakes that students and parents make when applying to high school and provide tips on how to make better choices. Watch the live-stream here.
(Note: Post updated on Sept. 17, 2014)
Mayor Bill de Blasio has hinted that his administration will change the admissions procedures sometime in the future—not this year—at the five specialized high schools established during the Bloomberg administration, which are not governed by state law: Brooklyn Latin; High School of American Studies at Lehman College; High School for Math, Science and Engineering at City College; Queens High School for the Sciences at York College; and Staten Island Tech.
The changes would address concerns that declining numbers of black and Latino students are accepted at the elite specialized schools that use the Specialized High School Admissions Test (SHSAT) as the sole criterion for admission.
No changes are planned for this year, and the SHSAT given on Oct. 25 and 26 will be basically the same as it's always been.
Even in the future, it's not likely that the SHSAT will be eliminated for the three older, exam-based specialized schools—Stuyvesant, Brooklyn Tech and Bronx Science—because that would require action in Albany. Some legislators have introduced bills to change the 1971 law that establishes the exam as the only admission criterion for these three schools, but the chance of passage appears slim. However, it looks likely that the test itself will change. The city's Department of Education has issued a request for proposals "to provide a standardized testing program which is designed to select students for admission into the specialized high schools." The new test would come into effect in 2015 and proposals are due by Oct. 23, 2014. There is a pre-proposal conference on Sept.29, 2014, at 10:30 am at 131 Livingston Street, Room 610 in Brooklyn.
School starts on Sept. 4 and for high school juniors and seniors, this means it's also time to start thinking about college. Here's my advice on what to focus on as you look ahead to college.
Juniors: The most important thing you can do for yourself this year is to concentrate on your studies. Take the most challenging courses you can, and strive to do well. If you are involved in some extra-curricular activities you enjoy, stick with them. If you have not become involved yet – join something! This does not have to be at your high school; it can also be in your community. You will look (and feel!) more balanced if you do something besides study. But don't obsess about college applications yet – most high schools do not begin college programs until the spring of junior year. One more thing: READ. I cannot stress more emphatically that students who read widely and constantly fare much better, in the college process and overall, than students who read little.
Students who are new to New York City public schools or who are re-entering city schools after a time away, may register at special temporary enrollment centers beginning on Aug. 27 in all boroughs. The centers are open Monday-Friday, 8 am to 3 pm through Sept. 12, with the exception of Sept. 1, Labor Day. Regular enrollment centers will be closed from Aug. 22 to Sept. 15.
All high school students should go to the enrollment centers, along with any elementary and middle school students who do not have a zoned school. Elementary and middle school students who have a zoned school should wait until the first day of school, Sept. 4, to register at the school, the Education Department said.
All special education students who have a current IEP (Individualized Education Plan) may enroll directly at their zoned schools on Sept. 4. Students without a current New York City IEP, need to go to an enrollment center or to a special education site, for those with more restrictive needs.
Bill de Blasio had been mayor for less than four months when the city's elementary and middle school students took standardized tests this past April. And, according to numbers released on Thursday, more than 68 percent of students who took the tests this year failed to meet state standards in English; 64 percent fell short in math.
Still, the scores are somewhat higher than they were when de Blasio's predecessor, Michael Bloomberg, announced test results a year ago. To announce this year's numbers, de Blasio along with Schools Chancellor Carmen Fariña held an ebullient press conference on Thursday, predicting that the administration's reforms would propel students towards bigger gains in the year ahead.
De Blasio made the announcement outside the Brooklyn Brownstone School in Bedford-Stuyvesant, which, he said, saw the percentage of its students scoring proficient—generally regarded as a level 3 or 4 score—on the English test rise from 27.5 in 2013 to 44.1 percent in 2014. The number of students meeting state standards in math also increased substantially.
Standing with school principal Nakia Haskins, de Blasio said Brooklyn Brownstone developed a program aimed at having students "think analytically—not just take a test ... This is a deeper approach."
"This school is a trendsetter for things that are starting to happen citywide," de Blasio said. In particular, he cited improved teacher support and training. "You can see the difference it’s making when our teachers are supported in their efforts to help students get to the root of things."
De Blasio readily conceded many students still fall short on that measure. But he said he hopes the types of programs in effect at Brooklyn Brownstone, along with more professional development for teachers, the expansion of pre-k, increasing the number of afterschool programs for middle school students and creating community schools offering a variety of services and supports to students and their families would improve academic performance across the city.
"Test scores are one indicator of progress," de Blasio said, "but tests like this are only one measure. And I'll say this when scores are good and when they're not so good."
Certainly the tests will have less clout than they once did. Indications are that the city's progress reports for individual schools will put less emphasis on test scores. The state has barred selective middle and high schools from using the scores as the sole means for determining which students they admit. In response, the Department of Education has committees working on new admissions procedures, which are expected to issue reports by the end of September, Fariña said.
Education department officials at the press conference said students will be able to access their scores the last week in August.
In light of persistently low scores among many black and Hispanic students, particularly boys, Fariña said the department would create more single-sex schools, such as a new branch of the Eagle Academy for Young Men slated to open on Staten Island, and would improve guidance services. She said an emphasis on technology, while beneficial to all students, might particularly help these low-scoring boys.
Fariña said she was encouraged by the decline in the number of students scoring at Level 1, meaning the student is "well below proficient." In 2014, 34.7 percent of children were at level 1, compared to 36.4 percent in 2013. In math, the percentage dropped to 33.9 percent from 36.8 percent. Students with a level 2 are considered approaching proficiency and are thought to be on track to graduating high school, though perhaps not to being "college and career ready."
While the sharp drop in test scores last year—the first year that the tests reflected the new Common Core standards—spurred opposition to the Common Core, de Blasio expressed strong support for the standards. "This is a new standard and a higher standard and the right standard," he said.
New York City students did slightly better on state standardized test this spring than they did in 2013, but about two-thirds of test-takers in grades 3–8 still failed to meet state standards on either the English language arts (ELA) or math tests, according to figures released by the state education department today.
In New York City, 34.5 percent of students met or exceeded state standards as measured by the math test, up from 30.1 percent last year. For the state as a whole, 35.8 percent passed the math test, compared to 31.2 in 2013.
ELA scores for the state remained largely flat, with pass rates—the number of children getting a level 3 or 4—increasing by a tenth of a percentage point, from 31.3 percent to 31.4 percent. New York City students, while still scoring below the statewide average, saw a greater increase in English scores, as 29.4 percent scored a level 3 or 4 as compared with 27.4 percent in 2013.