Search News & Views
On paper, the rezoning plan makes a lot of sense: PS 8 in Brooklyn Heights (which is 60 percent white) is very overcrowded and nearby PS 307 (which is 90 percent black and Latino) has room to spare. So why not shrink the PS 8 zone—one of the largest in the city—and enlarge the PS 307 zone—now a tiny speck that includes the Farragut housing projects—to make room for future growth in the school-age population?
Unfortunately, the Department of Education has done a lousy job presenting the plan to the District 13 Community Education Council (the elected panel that must approve any zoning changes) and parents in both school zones worry about what the changes mean for their children. If the plan is going to be successful, officials must do a much better job at the next CEC meeting on September 30, explaining what the benefits might be for everyone involved. Just as important, the city must commit the staff and resources necessary to address parents’ legitimate fears.
Some PS 307 parents worry that a community institution that has long nurtured black and Latino families will be “taken over” by outsiders. Will the new PTA be dominated by wealthy whites who organize fancy auctions that current parents can’t afford to attend? Will the administration cater to the newcomers, neglecting the concerns of the neediest children?
Parents and community leaders said Wednesday more time is needed to consider the city's proposed rezoning of P.S. 8 and P.S. 307 — a plan that does not adequately address issues of race and class that exist within the communities.
The Department of Education is seeking approval to redraw the two schools' zones, which would affect future District 13 students living in DUMBO, Brooklyn Heights and Vinegar Hill.
At a town hall meeting Wednesday evening, many locals pushed back against the city's plan because they said it neglected the needs of P.S. 307, a school with a high minority population, including children who live in Farragut Houses.
Based on 2014 records, P.S. 307 is 93 percent minority whereas P.S. 8 is predominantly white, according to the DOE's presentation, which also suggested that rezoning would integrate the schools.
Mayor Bill de Blasio made a splash with his promise to offer all children classes in computer science over the next decade. But tucked into his education speech on Wednesday was something that may have an immediate, concrete impact: a pledge to hire reading specialists for all the city's elementary schools by fall 2018.
Needless to say, reading is an essential skill. Research shows that children who don't read well by 3rd grade are unlikely to graduate from high school. Unfortunately, New York City has not previously invested in reading specialists—that is, teachers who have a master's degree focused on reading issues.
Students who are new to New York City public schools, or who are re-entering city schools after a time away, can enroll in school at temporary registration centers set up across the city beginning Sept. 1.
The centers are open Monday–Friday, 8 am–3 pm through Sept. 18, with the exception of Sept. 7, Labor Day, and Sept. 14-15 for Rosh Hashanah. Family Welcome Centers will be closed until Sept. 21.
All high school students as well as elementary and middle school students who do not have a zoned school must go to a registration center to enroll in school.
Elementary and middle schools students who have a zoned school, including special education students who have a current New York City–issued IEP (individualized education plan), should wait until the first day of school, Sept. 9, to register directly at their zoned school. Regardless of whether or not you have a zoned school, new students with IEPs from outside of New York City should go to a registration center.
New York City students performed slightly better on state standardized tests in 2015 than they did in 2014, but about two-thirds of test-takers in grades 3–8 still failed to meet state standards on either the ELA (English language arts) or math tests, according to figures released by the state education department today. The so-called "opt-out" movement gained momentum this year with nearly 2 percent of eligible New York City students refusing to take the tests, the city said; statewide some 20 percent of 3rd–8th-graders sat them out.
Math scores continue to be somewhat higher than ELA, with 35.2 percent of students meeting the standards—scoring a 3 or 4 on the Common Core–aligned exams, as compared to 34.2 percent last year. Only 30.4 percent of students passed the reading exam, up from 28.4 percent last year.
Parents can find their child's test scores on their NYC Schools parent account. If you don't yet have an account, you can contact your school, or local school district, to help you set it up. Scores for individual schools and districts are now posted on the Department of Education's website.
The gap in scores among ethnic groups remains large throughout the city and state. "Black and Hispanic students face a discouraging achievement gap," said State Education Commissioner MaryEllen Elia in a conference call with reporters. Similar to last year, more than 50 percent of white and Asian students in the city scored 3 or 4 on the English test, while only about 19 percent of black and Hispanic students did. In math, 67 percent of Asians passed, compared to 57 percent of whites, 24 percent of Hispanics and 19 percent of black students. [See the chart above].
Students with special needs and those learning to speak English fared the worst: Only 4 percent of English language learners passed the English test and 14 percent passed the math. Of the students with disabilities, nearly 7 percent scored a 3 or 4 on English and 11 percent on math, down slightly from last year.
As September looms and school waitlists clear (or don't), many Brooklyn families with rising pre-kindergartners approach a time of reckoning. Maybe you’ve been holding out for a popular neighborhood program but the waitlist hasn’t budged, maybe you just moved to a new area, or maybe something about the program your child was assigned to doesn’t feel quite right.
Have hope, Brooklynites: Established programs have expanded in the borough, while many religious schools, child care centers and free-standing pre-k centers are offering pre-k for the first time and still have open seats. Information on some of these programs is scarce, but we’ve done our best to recommend available pre-k's for your 4-year-old based on insights from our school reviews, Department of Education data and interviews.
Below you’ll find our best bets of available programs organized by district to help you get started, but don’t be shy: It’s always a good idea to call a program and visit yourself. When it comes to your child, you’re the expert. Need more information about districts? Click on our district maps on the homepage.
When I describe my personality as a parent, I like to say I'm half hippie, half Type-A. The way I approach summer is a prime example. I want my kids at one with nature, bare feet in the dirt and a Hudson River breeze in their hair, while organic popsicles melt on their faces. But, school is never far from my mind. I want my boys to have fun, but I don't want two months of unabashed play to undo all the hard work they accomplished this past year. During the course of 1st grade, Noodle jumped nine reading levels. Studies show that many kids regress over the summer if they don't read. My Type-A side cannot bear the thought.
In June, when Noodle's teacher mentioned the New York Public Library's superhero-themed Summer Reading Challenge, I thought it sounded too good to be true, better suited for a docile child who likes to sit and color all day. "He'll never do it," I thought of my strong-willed, soccer-obsessed kid. Still, I decided to give it a shot. Turns out it was the best decision I ever made (in June, at least).
It takes a lot of skill and commitment to be an elementary school teacher. Many who enter the profession love to read, are interested in social studies, civics and art and are adept at managing a room full of small children who are learning and growing at different speeds. Unfortunately there’s something else many early childhood teachers have in common: math anxiety. According to one study, elementary education majors, who are overwhelmingly female, have the highest levels of math anxiety of any college major, and unwittingly pass it on to their pupils, especially girls.
A new policy brief by Insideschools and the Center for New York City Affairs at The New School examines one of the most vexing problems facing elementary school teachers—their own anxiety over math. The brief takes an in-depth look at two elementary schools, PS 26 on Staten Island and PS 63 in Manhattan, and how their leadership and teaching staff confronted the problem head-on through collaboration and retraining—and got results.
It's a particular fact of life in New York City that parents in possession of children must be in search of a school.
Talk of where to send your kids often dominates parental conversation—even pre-conception. And it tends to go on all the way to high school—except for the elite minority who get into and thrive at some of the city's highly coveted pre-k–12 private schools that can now cost close to $43,000 annually.
In my family's case, both for financial and philosophical reasons, neither suburbia nor private options were considered. So when my first child was born in 1995, and there was no popular elementary school or publicly funded pre-k in my neighborhood, the search began early—and often.
Fast forward 20 years. If my youngest son manages to pass gym (please don't ask how one fails gym ... it has to do with showing up), I will be the proud parent on June 24 of two New York City public school graduates.
by Clara Hemphill and Halley Potter
This op ed was originally published in the New York Times on June 12, 2015.
The mayor of New York City, Bill de Blasio, campaigned on a promise to provide free universal pre-k classes to more than 70,000 4-year-olds. The city is now poised to meet this ambitious goal.
"This is a proud moment for us all," Mr. de Blasio said earlier this week. " 'Pre-K for All' is the centerpiece of our agenda to confront inequality in our city."
Mr. de Blasio is right to be proud, but more must be done to ensure that pre-k classrooms deliver the results the mayor wants. Unfortunately, in cobbling together different funding sources and different types of preschools, the city has unintentionally reinforced barriers that keep rich and poor children apart, even in economically mixed neighborhoods.