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by Women's City Club of New York
As a parent of a student in a NYC public school, are you curious about what sex education—if any—your child is being taught?
Did you know that 44.5 percent of New York's male high school students and 39.6 percent of female students are sexually active—but a third of sexually active boys report that they do not use condoms? Nearly 80 percent of sexually active girls say they do not use oral contraceptives. New York's teen pregnancy rate is the 11th highest among the 50 states. And about one in three cases of new sexually transmitted infections diagnosed in New York each year occurs among residents 19 and younger, according to a Center for Disease Controls study cited in "Birds, Bees and Bias: How Absent Sex Ed Standards Fail New York's Students," a NYCLU 2012 report.
Colleges' reliance on part-time, "contingent" faculty who work without employment benefits and are generally paid far less than full-time, permanent teachers is not a new problem: It has been going on for over 30 years. But disenchanted part-time faculty—and full-time faculty who agree with them—have become increasingly vocal about the practice.
Not only is the hiring of large numbers of contingent or "adjunct" faculty members poor labor practice, but, according to Professor Ellen Schrecker of Yeshiva University, it affects "the education of most students, especially undergraduates, in a very negative way." Schrecker was interviewed for the February 25, 2015 issue of the Chronicle of Higher Education during the week that had been declared a period of national action by part-time faculty. Adjuncts and their supporters wanted to call attention to their working conditions, which usually involve low pay, no benefits, inadequate office space, and little or no chance of promotion. For students, the adjunct situation involves constant teacher turnover, the inability to form meaningful or lasting relationships with teachers and working with a demoralized faculty.
It ain’t over yet. The Department of Education extended the deadline for parents to apply for a seat in their district or citywide Community Education Council through the end of today. After years of voting snafus, difficulty attracting members and claims of CEC ineffectiveness, the DOE power players seem ready to start anew—and they want parents to know it. Jesse Mojica, executive director of the Department of Education’s Division of Family and Community Engagement (FACE) answered several questions via email about the CEC application process and emphasized Chancellor Carmen Fariña’s commitment to give the parent-led councils a stronger voice in education policy. Here's what he had to say.
Q: Which districts are particularly in need of more applicants?
A: Our unprecedented outreach efforts have resulted in at least one applicant for every council seat within a shorter time frame than in previous campaigns. We would like to have at least two candidates for every available seat in every council; we are still short of that goal in Districts 16, 17, 18, 23, 26, 28, 32 and Staten Island High Schools.
The Department of Education released its list of 20 high schools that received the most applications this year, and Townsend Harris High School in Queens, with 5,540 applicants, was at the top. It was one of five high school programs that received more than 5,000 applications from 8th-graders in 2015.
Eleanor Roosevelt High School (ELRO), a small school that limits enrollment to Manhattan's District 2 students, was second most popular with 5,376 applicants. ELRO continues to get thousands of applications from students throughout the city even though those coming from outside of the district have little chance of getting accepted.
Beacon High School, which moves to a new building in Hell's Kitchen in September, was number three, garnering 5,255 applications for 300 seats. Beacon, like some other popular and very selective schools, still has a few openings for students with special needs. Schools that screen applicants for test scores and grades have been charged with attracting and enrolling more students who require special education services for at least 20 percent of the school day. Many came up short in the first round of high school admissions.
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.
High school acceptance letters went out last week and the good news is that 92 percent of 8th graders who applied got one of their choices. Of those, 76 percent got one of their top three picks. The bad news? Once again, thousands of kids were disappointed: eight percent of the more than 75,000 applicants didn't get accepted anywhere. That is still better than last year, when 10 percent of applicants received no match.
If you were one of the 5,800 8th graders who wasn't matched to a high school (or if you're unhappy with your match) it's time to look at the list of the schools that still have space (pdf). There is a wide range of large and small schools with available seats, including several good arts programs, but for the first time in more than a decade there are no new schools opening.
Most of the top performing selective schools have a handful of seats only for students with special needs. This year those seats are reserved for students who receive "special education services for more than 20 percent of the instructional school day," according to the Department of Education. If you don't know whether you qualify, ask your guidance counselor to check in the online student enrollment system (SEMS).
School representatives will be at the second-round high school fair from 11 am to 2 pm on March 14 and 15 at the Martin Luther King Educational Campus at 66th and Amsterdam in Manhattan. You can also meet with guidance counselors at the fair to help consider your options.
Q: I've been denied by two schools already and now I'm waiting for the decisions from my other colleges. One school has asked me for my first-semester grades as well as an essay that explains why my grades have been inconsistent. Is this a good sign, or not? I have such low confidence now, and I'm worried about being admitted anywhere. Am I on the right track?
A: This will come as news to you, but ALL colleges to which students have applied—even colleges to which they have been admitted early—ask high schools to send first-semester grades. They want to be sure that all applicants are keeping up with their academics.
February break is the right time to plan what your children will be doing during the warmer, balmy days of summer. Where to start? Check out our guide to free and low cost programs offered throughout the city. Launched last year, our listings highlight more than 100 free and low-cost programs for children and teens, and include summer and school-year programs in math, science, art, humanities, and academic prep.
To help you get started, here's a sampling of free programs you'll find in our guide:
Zoning, space-sharing, charters—think you have no say? Since 2004, Community Education Councils (CECs) have offered New York City parents a voice in shaping school policies in their districts and addressing community concerns. Today, Schools Chancellor Carmen Fariña urged parents across the city to run for an Education Council seat and take a direct role in the education of their children.
“Education Councils make important contributions to their communities and I want to encourage parents across the city to apply for a seat,” the chancellor said in a Department of Education press release. “We need strong CECs in every district and citywide.”
While few dispute CECs' influence on zoning these days, many of the councils' other roles are advisory and have historically been dependent on how much the mayor and schools chancellor were willing to listen. Laurie Windsor, president of CEC District 20, says things are changing. "It was more difficult with the prior administration," she said. "Parents now are more hopeful than in the past about our place at the table with the DOE."
Q: My son is interested in a school that is very popular but has the reputation of not giving students access to "real professors" until the 2nd or 3rd year. Instead, they use a lot of "adjunct" faculty. When I asked the representative of this school about this at a college fair (much to my son's embarrassment), he said, "all our teachers are professors." How do I find out the truth?
A: Remember the TV show that said "the truth is out there"? Well, the truth about adjunct faculty is out there, too, and it's not pretty. Don't expect complete truth from admissions representatives—their job is to bring in as many applications as possible.
Adjunct faculty—also called contingent faculty—teach part-time, maybe one or two courses a semester. They are usually not given the same benefits as full-time staff; they have no health insurance or retirement plan. Therefore, they are much cheaper for the school to hire.
There are two kinds of adjunct faculty: those who teach in addition to their other, regular full-time career, and those who depend upon their adjunct teaching for a living. An example of the first is a lighting specialist who works full-time at a theater but may teach a class on theatrical lighting at a nearby college. This is not exploitation; she is an active professional sharing her knowledge with students, and the college gets someone with expertise that none of their other teachers has. In the second example, teachers—most of whom have masters' degrees or doctorates—are paid anywhere from $1,300 to $1,900 per course, per semester. Obviously, one cannot live on that income, and so the adjuncts need to work at two or three schools to make ends meet.