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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.
There were few surprises in today's release of the numbers of children who qualified for the city's elementary gifted and talented programs. Hundreds of kids qualified from Manhattan's districts 2 and 3, compared to only a dozen from District 7 in the South Bronx, according to statistics released Monday afternoon by the Department of Education.
In total, 25 percent of the 36,413 test-takers entering kindergarten through 3rd grade were eligible for a district or citywide gifted program, just slightly below the 26 percent who were eligible last year.
The number of incoming kindergartners who scored in the 99th percentile—the score usually necessary for a chance at entry into one of the five coveted citywide G&T schools—fell from 985 in 2014 to 689 in 2015. Children who score at or above the 90th percentile are eligible for a district G&T program; those who score between the 97 and 99th percentile are eligible for a citywide gifted school. But since there are only about 300 seats in the citywide programs, students who don't score in the top percentile have little chance of getting in.
The call to action is different for every parent. For Naila Rosario of District 15 it was overcrowding and a lack of pre-k that led her to run for a Community Education Council seat four years ago. For Deborah Alexander of District 30, it was attending her first CEC meeting as a kindergarten mom and seeing parents fight on behalf of families whose needs were very different from their own.
“I was blown away by that kind of selflessness and commitment to a broader cause,” Alexander said. “When it was over I wanted to do the same. Then when you get in you see how tricky it is.”
Talk to any CEC member and you’ll hear that educational advocacy in New York City is much like parenting itself: fulfilling but frustrating. “It’s a lot of work,” said Alexander. “It’s daily emails and phone calls. That’s one thing parents don’t realize.” Add to that, election process glitches (at press time the DOE had only posted 95 percent of applicant profiles online more than a week after the application deadline), strict voting laws (only three PTA officers from each school can actually vote for district CEC reps) and a lack of real legislative power on many issues, and it’s enough to thwart even the most well-meaning of parents.
Last week marked the start of New York City's pre-kindergarten application process. For about two seconds I fantasized about securing a coveted spot in a district school pre-k for my 3-year-old son. He'd be able to go on to kindergarten there; we'd have the next several years figured out, educationally, at least. But I soon saw the light: Staying at the early education center where my son now attends preschool has benefits too great to pass by.
Sure, there are all the logistical perks people mention when singing the praises of early ed centers: Unlike schools, my son's daycare is open during the summer, and provides 11 hours of care each day, not just the six hours of city-paid universal pre-k. Although we will pay for the extended hours, that means no need for complicated, patched-together after-school or summer child care arrangements.
Also key: My son's younger sister will attend the 2-year-old program there. That makes for just one pick-up and drop-off.
Brooklyn mom Jordan Scott has spent months searching for pre-kindergarten for her daughter—touring seven schools, scouring websites, and asking friends' advice. One school filled its seats before the city even published the pre-k directory. Another suggested she pay a $1,000 deposit to secure a seat—although pre-k is supposed to be free.
Public schools, charter schools, Catholic schools, Jewish schools, Muslim schools, private nursery schools, Head Start programs, child care centers, settlement houses and community organizations are all taking part in Mayor Bill de Blasio's ambitious effort to offer free pre-kindergarten to 70,000 4-year-olds this year. And, while Scott is thrilled by the prospect, navigating the application process has been a production.
"It's very confusing. This has been my part-time job since last fall," said Scott, one of the 22,000 parents who submitted an application for pre-kindergarten on March 16, the first day of the month-long application period. "I had a spreadsheet and online map. I spent so much money on babysitting that I just took my daughter along on some of the tours."
If your child turns 4 this year, he or she is eligible for free pre-kindergarten, either in a public school or at a early childhood center run by a community organization. But how can you find one? And what is the quality of the programs?
The staff of Insideschools and a panel of experts will tell you how to find a good program for your child and how to navigate the application process at our March 31 event: The Lowdown on pre-k. We'll also introduce our new pre-k search engine. Type in your address and you'll see what your zoned school is and whether it offers pre-kindergarten. With this search, you'll be able to find all the pre-k options closest to your home or work and see reviews of public schools that offer pre-k.
The de Blasio administration gets an A for effort in its rapid expansion of pre-kindergarten, with more than 30,000 new seats last fall and another 20,000 planned for this coming fall. But what is the quality of these new programs? Even though there are more free all-day pre-k programs than ever, demand still outstrips supply in many neighborhoods. Get the lowdown at this free workshop for parents. We will:
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 seems the blocks are stacked in Mayor de Blasio's favor. One day into the pre-k enrollment process, nearly 22,000 families had applied, up from 6,500 in the first day last year. By the end of the first week, some 37,000 families had signed up, according to the Daily News. If the mayor gets his wish, the city will serve 70,000 pre-k students in fall 2015.
Last year, the mayor's fast-paced citywide rollout of more than 53,000 pre-k seats was unprecedented and largely successful, although the timing and logistics were far from headache-free. Some popular schools had far more applicants than seats available, while others remained under-enrolled, and parents had to navigate separate application systems for district schools and early education centers.
Although inconsistencies may persist around the city, this year promises some relief with a (mostly) single application. If you have a child born in 2011, you can apply online, by phone at 718-935-2067 or in person at a family welcome center now through Friday, April 24. You may list up to 12 pre-k programs including district schools and full-day New York City Early Education Centers (NYCEECs). Those interested in charter schools or half-day programs at a NYCEEC, however, should still contact the program directly.
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.
Hundreds of children, parents, teachers, and school leaders encircled PS 29 in Cobble Hill, Brooklyn before school this morning. Despite the chilly weather, the school community was fired up against Governor Cuomo’s proposed education reform in New York. Many feel it will harm children, teachers and communities—and I am one of them.
Cuomo aims to take teacher evaluation out of the hands of public school leaders and communities and into the hands of computers and outside evaluators. He proposes having teachers’ evaluations consist of: 50 percent student state test–score growth, 35 percent outside evaluators’ observations, and only 15 percent school leader's assessment. Research indicates that the computer calculation that evaluates teachers based on test-score growth has a high error rate (35 percent), because it cannot account for the many other factors in children’s lives. Its accuracy is almost as random as a coin toss. The most reliable evaluators of teachers are experienced educators within schools, who know the context, curriculum and the stakeholders.