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With all of the hoopla that accompanies G&T testing for rising kindergartners every spring, it’s easy to forget that there are opportunities for older elementary school students too. If you have a rising 4th- or 5th-grader who is ready for more of an academic challenge, this Friday, May 22 is the last day to apply for a gifted and talented program for fall 2015.
Unlike applications for the younger grades, the RFP (request for placement) for 4th- and 5th-graders must be made in person at a Family Welcome Center. There is no special test; instead a student’s eligibility is based on three main factors, all weighed equally:
1. The 2015 NYS English language arts and math exam scores
2. 2015 report card grades
3. A form, "Descriptors of Exceptional Characteristics,” filled out by the child’s teacher
After you submit an RFP for your child, the Department of Education will collect all the information including test scores, grades and teacher recommendations and will notify families of their child’s eligibility in late summer. Student’s who qualify will receive an application to submit, along with a list of all G&T programs with seats available for 4th- and 5th-graders.
Q: Our daughter is being home-schooled, so we have a couple of questions about getting her ready for college. Are there AP programs available for home-schooled children or would college classes be an acceptable alternative? Is there a list of scholarships and grants that we can go through to help her financially? Last, are there specific curricula or electives that would aid her in her acceptance or transition into college?
A: Admissions officers ask the same questions about home-schooled students that they ask about students in traditional schools, that is:
1) Can this student handle the academic work at our college or university?
2) What might this student contribute to the life of our college or university?
Mayor Bill de Blasio struck a chord with New Yorkers when he first spoke of universal pre-kindergarten as a means to end the “tale of two cities” that divides our highest and lowest wage earners. Classroom diversity was billed as an integral part of that vision, building on research that middle-class and low-income students in economically integrated classrooms see more academic and social gains. However, a lack of reliable data and the sense that pre-k remains just as economically divided as many elementary schools has led many critics to attack the city for not making good on that promise.
A new report by Halley Potter, a fellow at The Century Foundation—a non-partisan social policy research institute—takes an in-depth look at UPK’s progress, focusing specifically on the goal of classroom diversity and what we need to do to get there.
"The de Blasio administration has pulled off a remarkable feat in expanding free, full-day universal pre-K to roughly 70,000 children by this fall, while also bringing much needed attention to the value of socioeconomic and racial diversity in preschool classrooms,” Potter wrote Insideschools via email. "But there's still much more that the administration can and should do to open opportunities for integrated universal pre-k classrooms, including collecting better demographic data and revising admissions preferences to support diversity."
Originally posted on Chalkbeat New York: "After city outreach, more parents participate in education council elections" by Patrick Wall on May 13, 2015.
The de Blasio administration asked parents to “raise their hand” — and they did.
The number of parents who participated in this year’s elections for local and citywide education advisory board seats surged this year following an outreach campaign that the administration called “Raise Your Hand for Our Kids,” officials said Tuesday.
Some 1,290 parents applied for unpaid spots on a citywide or community education council, a 77 percent increase over the number that ran in the previous election, in 2013. Nearly 2,300 parent-association leaders voted for candidates in this year’s election, a 60 percent rise above 2013’s turnout.
The number of candidates and voters was not evenly distributed among districts, and some council members said the small number of eligible voters per school and the councils’ limited advisory role keep more parents from participating. Still, they praised the administration for its efforts to draw more parents into the councils.
Eighth- and 9th-graders who applied to high school last fall but were not matched to any school, or who wanted to apply to a different school in a second round of applications, learned the results of their new application this week, the Department of Education said.
In the first round of admissions, about 8 percent of 8th-graders applying for 9th grade got no match, forcing them into a second round. Other students chose to re-apply to different schools that still had open seats in March.
Students who are unhappy with their high school assignment, or whose circumstances have changed since they applied, now have the option to appeal and try for a different school. Appeal forms are available from school guidance counselors now and are due back on Wednesday, May 20.
Will an appeal be successful? It depends on the reason. See our advice on how to appeal. And, for a look at the number of appeals granted in recent years, and which type of appeals were most commonly approved between 2011–2013, read "Kids win one-quarter of high school appeals."
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?
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.
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.
Q: I am a junior and all I hear about is how impossible it is to get into popular colleges. A lot of my friends who are seniors did not get accepted to their first-choice colleges and are going to have to attend other schools. This has made me very nervous about what's going to happen to me next year. What do you suggest?
A: As I am sure you have heard, part of the problem is the Common Application, which is both a blessing and a curse. The Common App makes it easy to apply to multiple schools, and the blessing is that it enables students to do this while saving them the bother of writing the same information (except for the essay supplements) over and over again. The curse is, the larger volume of applications sent as a result of the Common Application makes being accepted to any school much more difficult.
Another part of the problem is that students persist in applying to the same colleges as their classmates. They have been advised to diversify the geographical scope of their applications, but they don't listen.
The number of schools with kindergarten waitlists dropped by nearly 25 percent this year — but the overall number of students stuck on those lists at their zoned schools remained nearly the same, according to Department of Education figures released Tuesday.
There were 1,239 students placed on waitlists at 51 schools they were zoned for compared to 1,242 students placed on waitlists for 63 schools last year, DOE figures show.
It's a significant drop from two years ago, when there were more than 2,300 students on waitlists at 100 schools, according to school officials, who attributed the decline to increased outreach to pre-K families, raising awareness about available kindergarten options.