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Got a 7th-grader at home? Relax. High school admissions season doesn't kick in until the fall, so you can spend the next few months preparing for, rather than stressing over, the process. Our advice:
Make sure your 7th grader keeps up with her work and gets to school on time every day. Many high schools look at grades and attendance from this year and there are still three months of school left before summer break.
Come to our high school admissions workshop for 7th grade families!
Join the staff of Insideschools for a presentation on Tuesday, April 19 from 6:30-8 pm at the New School in Manhattan. We’ll tell you what you need to know about high school admissions so that you're ready to hit the ground running in September. Topics covered will include:
The nuts and bolts of applying
Describing your options and how to narrow your list
Applying to screened, audition and specialized high schools
What to do when: spring, summer and fall
Registration is required. Learn more and sign up here.
Applications for pre-kindergarten for all children born in 2012 are due March 9. The city says it will guarantee a seat for all 4-year-olds but it doesn't guarantee where! Many of the most popular zoned schools in Brooklyn have room only for children who live in the zone. We've compiled a district by district list of our best bets for schools and programs that may have seats, based on last year's acceptances.
Remember: It’s always a good idea to 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.
Applications for pre-kindergarten for all children born in 2012 are due next Wednesday, March 9 (The Department of Education extended the deadline to apply from March 4.) For those still looking, we can recommend some pre-k programs. [Brooklyn picks are in a separate post.] While some of the most popular programs have many more applicants than seats, these had some space last year and may not be oversubscribed this year. It doesn't hurt to apply, because even if you're not matched in this first application round, your name will be put on a waitlist. Spaces frequently open up, even into the fall.
We've done our best to identify programs we can recommend based on the data available and our school visits. Parents should be sure to visit too: It's a bad sign if a program is unwilling to let you see the classrooms. Watch our video on "What to look for in a pre-kindergarten" and read our tips.
Applying to pre-kindergarten for fall 2016?
If your child turns 4 this year, he or she is eligible for free pre-kindergarten, either in a public school or at a site run by a community organization. But what is the quality of these programs and how can you choose the one that works best for your family?
Join Clara Hemphill and the staff of Insideschools for a pre-k workshop on Feb. 11 at The New School. Register here.
by Clara Hemphill and Nicole Mader
In multi-ethnic New York City, why are so many elementary schools segregated by race and class? For years, school officials and researchers have assumed that school segregation merely reflects segregated housing patterns—because most children attend their zoned neighborhood schools.
However, new research by The New School's Center for New York City Affairs demonstrates that school segregation is not always the result of housing patterns. In fact, as these interactive maps show, there are dozens of high-poverty elementary schools that serve mostly black and Latino children that are located in far more racially and economically mixed neighborhoods.
In Harlem, for example, the estimated household income of children enrolled at PS 125 is barely half that of all the households in the school zone, based on median household income estimates from the most recent American Community Survey by the U.S. Census. PS 125's pupils are 84 percent black and Latino; the proportion of black and Latino people living in the school's attendance zone is just 37 percent.
by Rachel Howard, Lori Podvesker, Albert Martinez and Todd Dorman of INCLUDEnyc
All 8th-graders have a rough time applying to high schools in New York City, but for the 15,000 8th-graders with disabilities—out of 270,000 total students with disabilities—the application process is even harder. Information in the high school directory can be misleading, and parents of children with disabilities don't get much help at fairs or open houses. Families hear the same mantra: “This school will provide students with disabilities the supports and services indicated on their IEPs.” Too often, it’s just not true.
Students with disabilities, especially those from high-need neighborhoods, are at the highest risk for placement at the city’s lowest performing high schools—or at schools that are unprepared to support them. Through our work at INCLUDEnyc, we’ve seen kids choose underperforming schools over better ones because they were close by; we’ve seen others apply to schools that they weren’t qualified to attend, or that were geographically inaccessible to them. Too many students with disabilities make uninformed choices about high school—and it shows. The graduation rate for students with disabilities is 36.6 percent (about half of the city average), and the dropout rate is especially high during 9th grade.
Students who meet the criteria for one of 13 federally defined education disabilities are legally entitled to an Individualized Education Program, known as an IEP. An IEP outlines the services, supports, and educational strategies that must be provided so the student can learn and graduate ready for a job or college. The IEP is both a legal contract and a working educational map. But the capacity of any school to fulfill a student’s program—which is different for every student—is all but ignored in the NYC high school application process.
Applying to high school in New York City is a confusing process and there is a lot of misinformation out there. In a wide-ranging discussion last year at the New School, our panel of experts took a look at some of the most common myths—and busted them. We decided to rerun them for this year's 8th-graders facing down the Dec. 1 high school application deadline.
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?
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.
by Women's 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.
In 2011, the NYC Department of Education was mandated to teach sex education to middle and high school students. Unfortunately we do not truly know how well schools are living up to this mandate.
Women's City Club of New York is collecting information to determine whether, and how, New York City public schools are teaching required sex education. To help ensure that all city public schools have comprehensive sex education, we're asking public school parents to fill out a brief survey.
The deadline to complete this survey has been extended to Friday, May 15. We value the input of parents as essential stakeholder in NYC children's school-based sex education.
Founded in 1915, WCC is celebrating its centennial as a nonpartisan, nonprofit, multi-issue activist organization that is dedicated to improving the lives of all New Yorkers. WCC shapes public policy to promote responsive government through education, issue analysis, advocacy and civic participation.