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As our group of New York City public school teenagers lined up at the foot of a southern Catskill Forest, the guide for the trip I was chaperoning had a question.
“How many of you have never been on a hike before?’’ he shouted. At least nine hands shot up. One student asked if Central Park counted.
I laced my hiking boots in disbelief, glancing down at the footwear my son’s high school classmates sported. Mostly sneakers or inappropriate fashionable booties.
Very few sported footwear proper for a five-mile hike on muddy partially frozen ground with traces of ice and snow. Many hadn’t even bothered with socks.
Yet off we tromped into the woods, a bit unprepared but happy to be on an overnight field trip in the natural beauty of 5,000 acres surrounding the Frost Valley YMCA—all part of preparing for the Advanced Placement Environmental Science exam. Who says test prep has to be boring?
Should the city's specialized high schools reserve some spots for top 8th-graders in every city middle school, regardless of the child's score on the specialized high school admissions test (SHSAT)? A recent report cited that as the change most likely to increase the number of black and Hispanic students at the schools but panelists at a forum Friday disagreed over whether the city should take that step.
The panelists also differed over whether an exam should continue to be the sole means of selecting students for the schools, but they concurred that New York needs to provide more outreach and preparation for the exam, particularly in black and Latino communities.
The forum, sponsored by the Korean American League for Civic Action and Asian American Bar Association of New York and moderated by Clara Hemphill, founder and senior editor of Insideschools, came after admissions figures for the schools once again show few spots going to black and Latino students. Of the 5,103 students admitted to one of the eight specialized exam schools for next September, 5 percent are black and 7 percent Hispanic, while Asians account for 52 percent of offers and whites 22 percent. Only about 1 percent of students admitted to Stuyvesant are black.
There were few surprises in today's release of the numbers of children who qualified for the city's elementary gifted and talented programs. Hundreds of kids qualified from Manhattan's districts 2 and 3, compared to only a dozen from District 7 in the South Bronx, according to statistics released Monday afternoon by the Department of Education.
In total, 25 percent of the 36,413 test-takers entering kindergarten through 3rd grade were eligible for a district or citywide gifted program, just slightly below the 26 percent who were eligible last year.
The number of incoming kindergartners who scored in the 99th percentile—the score usually necessary for a chance at entry into one of the five coveted citywide G&T schools—fell from 985 in 2014 to 689 in 2015. Children who score at or above the 90th percentile are eligible for a district G&T program; those who score between the 97 and 99th percentile are eligible for a citywide gifted school. But since there are only about 300 seats in the citywide programs, students who don't score in the top percentile have little chance of getting in.
Hundreds of children, parents, teachers, and school leaders encircled PS 29 in Cobble Hill, Brooklyn before school this morning. Despite the chilly weather, the school community was fired up against Governor Cuomo’s proposed education reform in New York. Many feel it will harm children, teachers and communities—and I am one of them.
Cuomo aims to take teacher evaluation out of the hands of public school leaders and communities and into the hands of computers and outside evaluators. He proposes having teachers’ evaluations consist of: 50 percent student state test–score growth, 35 percent outside evaluators’ observations, and only 15 percent school leader's assessment. Research indicates that the computer calculation that evaluates teachers based on test-score growth has a high error rate (35 percent), because it cannot account for the many other factors in children’s lives. Its accuracy is almost as random as a coin toss. The most reliable evaluators of teachers are experienced educators within schools, who know the context, curriculum and the stakeholders.
by Sarah Darville, Chalkbeat New York
Few black and Hispanic students won admission to eight of the city's specialized high schools this year, leaving the schools' diversity figures unlikely to change as their admissions process faces continued scrutiny.
Just 5 percent of offers went to black students, and 7 percent went to Hispanic students — numbers identical to last year's admissions figures — though those two groups make up 70 percent of the city's eighth graders. Asian students won the biggest share of the offers, at 52 percent, while white students claimed 28 percent, according to numbers the Department of Education released Thursday.
Mayor Bill de Blasio, Chancellor Carmen Fariña, and civil-rights advocates have said those figures for black and Hispanic students are unacceptably low. In the past, they have expressed interest in moving away from the current admissions system for those schools, which relies solely on the Specialized High School Admissions Test.
If the Common Core were a person, I think we could be friends. I’d call her CeeCee and take her out for a drink. She needs it. I imagine CeeCee sobbing on my shoulder, saying something like, “I’m just trying to give all our kids a fair shot. Really I am!” Poor CeeCee. She means well and I think she got a lot more right than anyone is willing to admit, but we’re all just having too much fun hating on her.
It’s all the rage to bash Common Core these days. People see the standards, not as a well-meaning mom like I do, but as a thug with a gun in a dark alley shouting, “Make those kids read developmentally inappropriate texts or you’ll be sorry!” A Siena poll cited by Capital New York in mid-January found that 49 percent of New Yorkers statewide think Common Core implementation should be stopped. Not amended, just stopped. I’m left wondering how many of those voters can actually explain what Common Core is.
In New York City, the standards have become a convenient scapegoat for an education system plagued by big problems. Drastic economic inequality, uneven teaching and mass confusion about pretty much any directive handed down by the Department of Education all serve to create a broken education system. Common Core was intended as a long-term, partial solution to schools that vary widely in quality. If all kids are held to the same grade-by-grade expectations, the logic goes, we’ll be five steps closer to making sure all kids who receive a NYC education receive not just a comparable one, but also a great one.
The New York City Council took up the issue of racial segregation in the city's public schools today, but concern about the lack of diversity at eight schools—the academically elite specialized high schools that admit students solely on the basis of one exam—all but drowned out discussion about 1,700 other schools.
Most of the debate at the education committee hearing centered around a nonbinding resolution, offered by City Councilwoman Inez Barron, calling for the state government to change the 1971 law that makes the Specialized High School Admissions Test (SHSAT) the sole criteria for admission to Stuyvesant, Bronx High School of Science and Brooklyn Tech. (The city also uses the test to determine who gets accepted by five other specialized high schools created since the law was passed.) Instead, it says, the city should use "multiple objective measures of student merit," such as grade point average, attendance and state test scores, as well as some type of exam.
Mayor Bill de Blasio has called for changes in the admissions procedures for the specialized schools, which have only a small number of black and Latino students. Schools Chancellor Carmen Fariña has been more cautious, saying on Staten Island last spring that she wanted to improve diversity at the schools without "diluting the experience."
At the hearing, Department of Education officials continued to be vague. Ursulina Ramirez, chief of staff to the chancellor, declined to tell the committee today whether she supported Barron's resolution. "We generally don't comment on resolutions," she said.
Offer more test prep. Give all 7th-graders a practice exam and allow 8th- and 9th-grade test-takers more time to complete the competitive specialized high school exam known as the SHSAT. Those are among the proposals that a coalition of graduates of the city's eight specialized high schools that use the SHSAT sent this week to City Council Speaker Melissa Mark-Viverito. With the City Council slated to take up the issue of the future of the exam on Dec. 11, alumni signing the letter oppose any move to abandon the exam, the sole determinant of which students get into Stuyvesant and the other exam-based specialized high schools.
The alumni echo calls for more racial diversity at the schools, which have few black and Latino students, but say abandoning the test is not the solution. Instead, the Coalition of Specialized High School Alumni Organizations note that 15 percent of middle schools account for 85 percent of students admitted to specialized high schools and call for "correcting unequal educational opportunities that exist in the elementary and middle schools."
"Nobody wants to hear the real problem is the educational system," Larry Cary, president of the Brooklyn Tech Alumni Foundation and one of the signers of the letter, said in an interview. People are "fooling themselves," he said, if they believe they can maintain the rigor of the specialized schools while they "wave a magic wand and overlook the fact that the educational system in New York City is as bad as it is for large numbers of kids."
On Monday the Department of Education released new School Quality Reports for every city school, fulfilling its promise to abandon the labeling of each school with a single letter grade. For parents who appreciated this simple shorthand when seeking out the best school for their children, this new system may appear daunting. But for anyone who ever wondered how those grades were calculated or why some fluctuated wildly when all appeared stable on the ground, the new system will be a breath of fresh air.
The new School Quality Reports are comprised of two separate documents, both intended to make the existing school data more transparent to parents and educators alike. The School Quality Snapshot is a short and straightforward tool intended for parents. Much like InsideStats on Insideschools' profile pages, it seeks to present the most relevant information for parents in a way that is easy to read and understand. On this document, you won't see any statistical analyses or weighted comparisons, only the raw test scores, graduation rates and school survey results that matter to parents most.
All pre-kindergarten through 2nd-graders are eligible to be tested for the city's gifted and talented programs—but the overwhelming number of test applicants come from Manhattan, Brooklyn and Queens. Bronx children are tested at the lowest rate in the city, and some say it's because efforts to reach them are lacking.
"Information is not being disseminated widely," said Bronx parent Jonathan Ettrick, whose two children attended citywide G&T schools in Manhattan.
The tests are free but parents must fill out a short form called a Request For Testing (RFT). Families may submit online or at an enrollment office. The deadline to sign up for G&T testing for the 2015-2016 school year is midnight, Nov. 7th is Wednesday, Nov. 12. The Department of Education announced on Nov. 6 that it had extended the deadline from Nov. 7.