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School's open! For parents who still have questions—or who don't have a school assignment—here's where you can get help and find answers.
Your school district
Got a question about enrollment? Missing special ed or English language services? Contact your newly appointed family support coordinator. There is one for each of the city's 32 districts. Their job is to work with individual parents who have problems or concerns. It's a new position so we don't know how well it is working yet, but it's worth reaching out.
Family leadership coordinators replace the DFAs (district family advocates). Their job is to support PA/PTAs and SLTs (School Leadership Teams) and to lead district workshops and events. If you're wondering why your school's PTA isn't active, or have a question about how to get involved, talk to your district's leadership coordinator. Many of them are former DFAs and know their schools very well.
For more tips about the start of the school year, see the DOE's "Back to School Basics" here. Make sure to download a copy of the Parents' Bill of Rights. Your school should also be sending one home with your child.
With the massive expansion of universal pre-kindergarten this year, there are bound to be snafus. Some 51 programs closed before the start of the school year. If you were assigned to one of those, and need a new placement, call the pre-k outreach team at 212-637-8036 for help. If you never got a placement, or are new to the city, you can go to one of the Department of Education's new registration centers, contact the outreach team or call the DOE's enrollment helpline at 718-935-2009. You can also contact programs directly. (Sometimes you need several options!) Here's a list of schools that had available seats at the end of August.
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.
Algebra is a gateway course—the foundation for higher-level math and a critical hurdle that New York students must clear in order to graduate. Eighth- and 9th-graders who do well in it are steered to more advanced courses that prepare them for college and good jobs. Yet in New York City, nearly half of all students fail the Algebra Regents exam on the first try, and thousands end up re-taking the exam multiple times, caught in what educators call the "algebra whirlpool."
A new policy brief, the third in a series on math and science education by Insideschools and the Center for New York City Affairs, examines factors that fuel the algebra whirlpool. It also highlights what some schools are doing to help struggling students who lack the mathematics foundation to master algebra by 9th grade pass the course and move on to higher-level math.
Reporters from Insideschools visited more than 100 middle and high schools and found that with the rollout of the Common Core standards, many educators have been thinking about new ways to teach algebra and to structure class time so students fully understand the material. We also found that there is heightened attention in school to getting algebra instruction right, given the importance that higher–level math plays in college readiness and careers.
Applying to high school in New York City can be a full-time job for 8th-graders and their families. Students who don't have an adult to help them have an even harder time navigating the system—and making the most of their options. Now, in two city neighborhoods, an innovative Department of Education program trains students to help each other through the process.
Modeled after a successful high school college access program, the Middle School Success Centers began as a pilot program on the Lower East Side and in Cypress Hills in late 2013, targeting neighborhoods where students could really use the help.
At IS 171 in Cypress Hills, counselors from the Cypress Hills Local Development Corporation offer intensive high school choice counseling and training for youth leaders in one of the poorest communities in the city. The middle school youth leaders are trained in a summer program and commit to working with their fellow students during lunch hour and after school to help them understand the admissions process and make good choices on their high school applications. They apply for the job and are paid $50 per month.
When Insideschools staff visits a high school we like to hear about students' hopes for the future. Some say they like animals and want to become veterinarians. Others may like to design and build things and want to become architects or electricians. But these and many other occupations are closed to students who don't take chemistry, physics or advanced mathematics in high school.
A new policy brief by Insideschools and the Center for New York City Affairs at The New School examines the importance of a college-prep curriculum in math and science—algebra 2, physics and chemistry—and how many high school students have access to it across the city. The results are sobering: More than 150 of New York City's public high schools—or 39 percent—do not offer a standard college-prep curriculum in math and science; more than 200 schools do not offer a single Advanced Placement or International Baccalaureate class in math or science.
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).
If you've just finished 7th grade, it's time to be thinking about high school!
In addition to a summer reading list for 8th grade, you've got another hefty tome to read over the summer: the 2016 high school directory. At 650 pages, this year's directory, is bigger than ever. It's also online.
Take the time to look through the opening pages which detail the timeline, different admissions methods, types of high schools and factors to consider as you select a high school. If you want more explanation, and an opportunity to ask questions from the folks who make the rules, the Department of Education is offering high school admissions workshops in every borough beginning next week. Enrollment officials will provide an introduction to the high school admissions process including the different the types of programs offered, and give tips on how to fill out your application.
At one particularly awful moment during my older son's awkward second year in middle school, the principal turned to me as I sat in her office:
"No one goes through middle school unscathed," she said, with empathy.
I tried to laugh, appreciating her sensitivity, but it didn't seem at all funny. In the space of a few months, my formerly angelic child had lost all of his so-called "friends," struck his gym teacher in the head with a ball (accidentally, he insisted, although the teacher begged to differ) and harbored a locker that smelled so foul it should have been condemned.
He'd discovered that cool (read: expensive) sneakers matter, and learned with dismay that most of the girls in his class seemed at least a foot taller. And of course, I wasn't allowed anywhere near the school; we had to designate a meeting place a few blocks away.
That's middle school for you. Middle school hurts, but middle school matters. I had gone to see the principal under the mistaken impression that we were going to have a conversation about math and science. (Tip: When choosing a middle school, find out what math and science courses they offer, including the 8th-grade algebra Regents, or your child could start high school behind in key areas.)
For many years metal detectors have been accepted as a fact of life for more than 100,000 New York City public school students. Now, some City Council members are questioning whether they are necessary—and taking first steps to have them removed.
"I don't believe we should have metal detectors in our schools," said Councilman Brad Lander, (D-Brooklyn) who has backed legislation that would require the Department of Education to report on the schools that have permanent metal detectors and those that are subject to random scans. "Telling our young people that we look to them as potential criminals in the schools that have metal detectors does more harm than good."
Lander hopes the bill, introduced by Vanessa Gibson (D-Bronx) and Corey Johnson (D-Manhattan), will encourage the Department of Education to clarify why some schools have metal detectors and others don't. He is also pressing the department to outline a clear policy on how schools can have metal detectors removed.