No Late Arrivals

To stabilize two struggling schools, city will not send them new students mid-year

PHOTO: Jessica Glazer

The city will not send any latecomer students, who often pose extra challenges, to at least two long-struggling high schools this year, officials said. The shift marks an acknowledgement that some schools have been overburdened by students who arrive mid-year, and suggests that the city will consider adjusting enrollment policies as it tries to prop up troubled schools.

Late enrollees are often assigned to struggling schools with many unfilled (and often unwanted) seats, which can hasten a school’s decline as it strains to meet the needs of students who may have just arrived in the country or been released from jail.

The city has acknowledged the problem before and taken steps to direct fewer of these late arrivals — known as “over-the-counter” students — to low-performing schools. But observers said they had not heard of a complete freeze on latecomer placements at particular schools before.

The new strategy makes sense, advocates said, but they questioned how widely it could be implemented since latecomers have to be assigned somewhere.

“Clearly, you shouldn’t send over-the-counter students to struggling schools,” since it can derail both the student and the school, said Norm Fruchter, a senior policy analyst at the Annenberg Institute for School Reform. “But the question for the Department of Education is, systematically, where are you going to put these kids?”

Enrollment officers will not send students who enter the system after the normal high-school admissions process to two Brooklyn high schools this year, Boys and Girls and Automotive, according to city and state officials.

The city was forced to take drastic steps to improve those schools because they meet the state’s definition of “out of time” — they have been low-performing for several years without making progress and have failed to enact turnaround plans.

The city has also started to intervene at other struggling schools, including with the quiet rollout last month of an intensive coaching and oversight program for about two-dozen schools. But some principals of low-performing schools have said they have heard little from the city about how it plans to support them, whether by enrollment changes or other means.

There has long been concern that troubled schools wind up with more over-the-counter students than other schools, and that this can send those struggling schools over the edge.

For instance, about 20 percent of the students at large struggling high schools in 2011 were sent there outside of the normal enrollment process, compared to just 12 percent at better-performing schools, according to an Annenberg report last year. One large closing high school had 37 percent over-the-counter students in 2011, compared to the citywide average of 16 percent, the report found.

About 36,000 students per year do not go through the high-school admissions process but still need a seat, according to the Annenberg report. Students have different reasons for missing the enrollment process, but many of these latecomers are recent immigrants, have been previously incarcerated, or are homeless. Such students place high demands on any school, but especially ones that are already floundering.

State officials have warned the city about enrollment policies that saddle low-performing schools with disproportionate numbers of high-needs students, including those with disabilities, ones who are below grade level, and English language learners.

“I worry about the over-concentration of high-needs students in particular buildings without adequate supports to ensure success,” State Education Commissioner John King said in 2012.

Bernard Gassaway, the principal of Boys and Girls High School, said that the over-the-counter freeze could drive down his enrollment even further.
PHOTO: Patrick Wall
Bernard Gassaway, the principal of Boys and Girls High School, said that the over-the-counter freeze could drive down his enrollment even further.

To address the issue, the state required districts applying for federal school-improvement grants to show how they avoid clustering high-needs students in certain schools. In turn, the city began what it called “over-the-counter reform,” requiring every school to take more latecomers so that they are more evenly spread throughout the system.

But it is unclear if the city has ever spared a particular school from taking any late enrollees as a way to lessen its burden and help it improve. The Annenberg report recommended that as an improvement strategy for struggling schools, but Fruchter said he had never heard of it being done until now.

A city education department spokeswoman would not say whether this strategy had been used before or whether it would be applied to other schools. She only said it is intended as a “supportive intervention” for these two schools for this school year.

Even though advocates have called for an end to overburdening schools with high-needs students, they questioned how this sort of out-the-counter moratorium would work.

“I think it’s a great idea, but I don’t know where all these kids are going to go,” said Mary Conway-Spiegel, an advocate who has worked with closing schools.

She noted that higher-performing schools tend to get more applicants and so have fewer seats available for students who arrive after the regular admissions process. Some of those schools also try to limit the number of over-the-counter students they receive, she added.

The only citywide solution to this problem is to set up a “controlled-choice” admissions system, said Fruchter, who is an appointed member of the Panel for Educational Policy, a citywide school policymaking group. Students would still choose where to apply, but every high school would have to reserve a certain share of its seats for different student groups, such as over-the-counter students and those still learning English, he said.

A potential problem with this over-the-counter freeze is that it could drive down enrollment at already under-enrolled struggling schools, whose budgets are tied to their number of students. Bernard Gassaway, the principal of Boys and Girls High School, raised that concern in a letter to the schools chancellor, calling the plan “tantamount to phasing out BGHS.”

But the moratorium should actually help the schools, said Geraldine Maione, a former principal who helped turn around William Grady Career & Technical High School in Brooklyn. It will free the school leaders from having to devote attention to late-arriving students, she said, so they can focus on revamping their schools.

“Let’s see what happens,” she said. “Now that they’ll have more time and resources, that will be the test.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.