If you’re thinking of applying to a gifted and talented program in New York City for your child currently in pre-k to 2nd grade, the time is now: The G&T application season is open and the sooner you sign up, the better your chances are of getting your preferred test date.
The first step is submitting your RFT (request for testing) form either online or in person at your child’s current NYC public school or at a Family Welcome Center (if your child is a non-public school or charter student). All RFTs must be submitted by November 12. (The original deadline of November 9 was extended, the Department of Education announced on Nov. 5)
Here's an overview of gifted and talented programming, testing procedures and—as always—advice to help your family navigate the process.
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.
The New York City Department of Education (DOE) just wrapped up their summer-time series of high school admissions workshops, including several that focused on the city's nine specialized high schools. Bronx Science, Brooklyn Latin, Brooklyn Tech, High School for American Studies, High School for Math, Science and Engineering, LaGuardia, Queens High School for the Sciences, Staten Island Tech, and Stuyvesant. Didn’t make it to a workshop? Don’t worry. You can find a recap of the July high school information sessions here, and there will be plenty of opportunities to learn about the specialized high schools in the fall at open houses and at the city- and borough-wide high school fairs.
Meanwhile here's a heads-up on what you can be doing this summer to prepare.
If you’re interested in attending one of the eight, test-in specialized high schools, you'll need to take the SHSAT (Specialized High School Admissions Test). You’ll also need to study for the SHSAT and if you haven’t done so already, summer is a great time to prep for the exam.
LaGuardia is the only specialized high school that does not require students to take the SHSAT. Instead, students are admitted based on an audition (and portfolio if applying to the art studio) as well as their middle school grades, state test scores and attendance records. Just like taking the SHSAT, students need to prepare for auditions. You can learn more about LaGuardia's audition process on the school's website. This year for the first time a dozen arts schools, including LaGuardia, have common audition components, so you don't have to prepare different auditions for each school. Check page 15 of the high school directory for the participating schools.
Q: After we spent a lot of money on test prep and our daughter spent a lot of time studying for the SAT, the College Board messed up the June 6 SAT! So all of our effort is for nothing. What is going to happen? What do you suggest we do?
A: By now, everyone is aware of the problem with the administration of the June 6 SAT: A printing error on test booklets forced the College Board to discard two of the 10 sections. It's bad luck all around, and the College Board will do what it will do to make amends, in this case waiving the fee for students who want to retake the exam. It's not the first time something has happened, and I'm sure it will not be the last.
About nine years ago, the College Board erred in its scoring of hundreds of tests, and students received scores that were anywhere from 100 points or more lower than they actually achieved. And I remember when my daughter was applying to colleges about a dozen years ago, and she needed several SAT Subject Test scores. She took three tests, but only two scores arrived. When we inquired, we learned that the College Board had somehow "lost" her literature essay. "And it's really too bad," said the apologetic College Board service representative, "because she scored well on the short answers!" She had to re-take—at no cost, of course—the entire exam. It's almost inevitable that there will be problems from time to time, especially when dealing with huge amounts of data on a national basis.
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?
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.
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.
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.
by Sarah Darville, Chalkbeat New York
Few black and Hispanic students won admission to eight of the city's specialized high schools this year, leaving the schools' diversity figures unlikely to change as their admissions process faces continued scrutiny.
Just 5 percent of offers went to black students, and 7 percent went to Hispanic students — numbers identical to last year's admissions figures — though those two groups make up 70 percent of the city's eighth graders. Asian students won the biggest share of the offers, at 52 percent, while white students claimed 28 percent, according to numbers the Department of Education released Thursday.
Mayor Bill de Blasio, Chancellor Carmen Fariña, and civil-rights advocates have said those figures for black and Hispanic students are unacceptably low. In the past, they have expressed interest in moving away from the current admissions system for those schools, which relies solely on the Specialized High School Admissions Test.
If the Common Core were a person, I think we could be friends. I’d call her CeeCee and take her out for a drink. She needs it. I imagine CeeCee sobbing on my shoulder, saying something like, “I’m just trying to give all our kids a fair shot. Really I am!” Poor CeeCee. She means well and I think she got a lot more right than anyone is willing to admit, but we’re all just having too much fun hating on her.
It’s all the rage to bash Common Core these days. People see the standards, not as a well-meaning mom like I do, but as a thug with a gun in a dark alley shouting, “Make those kids read developmentally inappropriate texts or you’ll be sorry!” A Siena poll cited by Capital New York in mid-January found that 49 percent of New Yorkers statewide think Common Core implementation should be stopped. Not amended, just stopped. I’m left wondering how many of those voters can actually explain what Common Core is.
In New York City, the standards have become a convenient scapegoat for an education system plagued by big problems. Drastic economic inequality, uneven teaching and mass confusion about pretty much any directive handed down by the Department of Education all serve to create a broken education system. Common Core was intended as a long-term, partial solution to schools that vary widely in quality. If all kids are held to the same grade-by-grade expectations, the logic goes, we’ll be five steps closer to making sure all kids who receive a NYC education receive not just a comparable one, but also a great one.