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Politicians and parents in November petitioned the Education Department to let qualified children fill Gifted & Talented seats that remained empty after the October enrollment deadline. In a reply last week, the DOE refused the request, saying it would be "extremely disruptive" to schools and families to allow children to enroll now.
"Office of Student Enrollment (OSE) conducted multiple rounds of waitlist offers for available seats at G&T programs citywide," wrote a DOE official in a response to Councilwoman Gail Brewer and Assemblyman Daniel O'Donnell's November letter requesting the DOE allow qualified students access to empty G&T seats at two Upper West Side schools.
The DOE said that they had conducted "multiple rounds" of waitlist offers after too few families accepted offers to fill seats at PS 163 and PS 165.
O'Donnell disputes the DOE's explanation. "I have heard from students who scored as high as the 96th to 99th percentiles on the test, and were still given no offer, although they ranked PS 165 and PS 163 as top choices in the initial process," he wrote in response to the DOE's letter.
O'Donnell will continue to press the DOE to open up seats. He says that schools and families do not find the post-October 31st enrollment disruptive.
Karen Alicea-Dunn has been trying to get her son, Dylan, who scored in the 96th percentile on the G&T exam, into PS 163's G&T program for two months. In November, the school told Dunn that Dylan could enroll in the general education program -- but not the G&T. Dunn isn't worried about switching elementary school programs mid-year. "I'm ready," she said.
In late November, WNYC reported that at least 24 schools citywide still have room for more kids in their G&T programs.
by Jane Heaphy, executive director of Learning Leaders
Mayor-elect Bill de Blasio's goal of increasing parental involvement in schools is exciting! This is what we have been waiting to hear.
Families have a vital role to play in our schools' success. Research shows that parents who understand the school system and know how to support education at home can contribute hugely to a child's development. That's why Learning Leaders builds family-school relationships, provides interactive workshops and trains parents to volunteer in NYC public schools.
While there is increased recognition of family involvement as a key factor in children's success, more effort is needed to bring in parents. The city's recent education budget cuts and the introduction of Common Core Standards make this more important than ever. A renewed focus on families would help our students and I look forward to hearing the next chancellor's plans.
It may be a small step, but a Queens principal became something of a hero in my eyes when he acknowledged a reality of life in high-pressure New York City high schools: Kids are exhausted and need more sleep.
Townsend Harris Principal Anthony Barbetta came up with a new policy that forbids teachers from assigning homework one day of the week or giving tests on designated odd or even days, a New York Daily News story said.
"Maybe it will give [kids] more time to perform community service or participate in extracurriculars — or even get a little more sleep," Barbetta said of the new policy
Townsend Harris is one of the most highly regarded high schools in New York City, and students say the workload is formidable.
by Sharon McCann-Doyle
My 3rd grade daughter still cries at Disney movies and is afraid to see Matilda on Broadway. So I was dismayed to discover that her school's reading list includes "Behind Rebel Lines", by Seymor Reit, part of the city's new reading curriculum called ReadyGen. It's a terrific book for middle-school students but completely inappropriate for 8-year-olds.
"Behind Rebel Lines" is a compelling story about Emma Edmonds, a woman who, disguised as a man, becomes a Civil War spy. The 127-page book explores issues of war, feminism and race and is full of emotional and historical complexity. The language is dense and the vocabulary is very advanced. But more troubling to me are the content and context.
At one point, Emma's friend and potential love interest is shot through the neck by a musket—a scary, violent scene. At another, Emma dresses as a slave to go behind enemy lines in scenes that introduce minstrels, black face, and the use of racial slurs. The vernacular reflects the era and social status of the book's characters. For example when introducing herself, disguised as a male slave, Emma says "Mah name Cuff, suh. Lookin' fo' Mistuh Prahvit Thompson. Ah b'lieve he wuk here?"
If you're a parent choosing a middle school, you want to know: Do the academics prepare kids for high school? Do the teachers recommend the school? Kids want to know: Does the school require uniforms? Are the other kids nice?
Now, just in time for this week's Dec. 13 application deadline, Insideschools has launched Insidestats for middle schools. Similar to Insidestats for high school, we have comprehensive data on 430 middle and secondary schools, including charter schools. You can see at a glance how big the classes are, whether kids think there are enough interesting programs and whether 8th graders take and pass Regents math and science exams.
A couple of years ago, we criticized the Department of Education's school Progress Reports for oversimplifying the strengths and weaknesses of each school with a single "A" to "F" grade. (Apparently Mayor-elect Bill de Blasio agrees with us, having said he'll do away with the simplistic letter grades.)
With Insidestats, we offer a more nuanced picture, because different schools are good at different things. Some schools take high-achieving kids and push them to ever greater heights. But others do a particularly good job with kids who need special education or English language instruction. Insidestats shows you the difference.
Take Mark Twain in Coney Island, which is open to students citywide. Everyone knows it's a terrific school that sends more graduates to specialized high schools than almost any other middle school. But maybe you didn't know that its students with special needs also fare better than the average city school. Or that 100 percent of the teachers say they recommend the school to parents. On the downside, students have to contend with larger-than-average class size.
Compare that with another popular citywide school: New Explorations into Science, Technology and Math (NEST). Class size here is lower, just about average for the city, but fewer teachers--82 percent --say they would recommend the school and only 28 percent think the principal is a good manager.
We hope Insidestats will help those of you still wondering which schools to rank on your middle school applications.
Five-year-old J.P. started kindergarten at his neighborhood school in September. Like many kids, he had never been to school before. Two days into the year, his mother received a phone call from the assistant principal complaining that J.P.’s behavior was disrupting the class. His offense? Getting out of his seat and playing with his shoelaces.
While the rest of the class would attend the full day of school, J.P. would now only attend half-days indefinitely, the family was told. After consulting with Advocates for Children, his parents asked for a specific action plan to target J.P.'s behaviors so that he might be able to return to school full-time. At his IEP (Individualized Education Plan) meeting in November, school staff told them, “We’re not behavior specialists.”
The school’s actions were not only unfair; they were illegal. Schools are mandated by the state to perform "Functional Behavior Assessments" (FBAs) and develop "Behavior Intervention Plans" (BIPs) when the actions of a student with a disability or a student referred for an evaluation are impeding learning or leading to disciplinary action. The problem is, most school personnel (and parents) have no idea what these assessments are.
I am concerned about the new kindergarten admissions process in regard to my young child. He has a late December birthday. I know I don't have to send him to kindergarten but what if he is not ready for first grade in the year he turns 6?
December child's mom
Dear December child's mom:
I know that there are lots of parents who are concerned that their children are too young to start kindergarten -- especially those who will still be four years old for the first three months of school.
Gifted & Talented seats remain open on the Upper West Side -- and elsewhere in the city -- but parents of qualified children who want the seats say they can't enroll.
Last month, we reported that despite the extreme demand for G&T seats this year and the high number of qualifying students, some programs remained under-enrolled a few days before the DOE's Oct 31 deadline for closing school registers. Now, a month later, vacant G&T spots sit unclaimed at both PS 165 and PS 163 on the Upper West Side, according to City Council Member Gail Brewer's office.
Frustrated parent Karen Alicea-Dunn can't get her son -- who scored in the 96th percentile on the exam -- into PS 163's kindergarten G&T program.
New York City’s Education Funders Research Initiative asked our parent organization, the Center for New York City Affairs at The New School, to identify key priorities for education reform under Mayor-elect Bill de Blasio. On Thursday, the Center for New York City Affairs released the results: a new report called "Building Blocks for Better Schools: How the Next Mayor can Prepare New York's Students for College and Careers," co-authored by Insideschools founder Clara Hemphill. The paper analyzes the successes and failures of Mayor Michael Bloomberg’s education initiatives—and proposes six key areas on which the next administration should focus attention and resources.
A top priority: Make sure young children can read. This is a first, crucial building block for school reform efforts.
Other priorities include:
- Use the Common Core to build a true, skills-based college preparatory curriculum.
- Revise the accountability system to use a wider range of measures, and to be more responsive to schools and families.
- Keep principals' control of hiring, budgets and curriculum—but provide them greater supervision and support.
- Strengthen neighborhood schools and create new structures to connect all schools—neighborhood, magnet and charters alike—within given geographic areas.
- Build early and ongoing support for college and career guidance.