diversity plans

12 more New York City schools will experiment with admissions rules to boost diversity

PHOTO: Patrick Wall
Schools Chancellor Carmen Fariña

A dozen New York City schools have joined a pilot admissions initiative to promote student diversity, according to information released Thursday by the Department of Education.

For the first time, the “Diversity in Admissions” program includes middle and high schools, with a total of 19 schools now participating.

“I believe that increasing school diversity means improving our students’ education, and I am personally committed to this work,” schools Chancellor Carmen Fariña said in a statement.

After an initial pilot at seven schools in Manhattan and Brooklyn, the city gave all schools the opportunity to apply for the program starting in spring 2016. Under the program, schools set aside a percentage of seats for students who are poor, are English learners or meet other criteria, such as having an incarcerated parent.

The new admissions policies will be in place for students applying to schools for the 2017-2018 school year.

Matt Gonzales, who focuses on school diversity issues for the social justice nonprofit New York Appleseed, applauded the expansion of the program. But he also said the wide array of targets — from 10 percent of seats set aside at one school to more than 60 percent at others — highlights the need for the DOE to create citywide policies for integration.

“There are limitations to not having having clear accountability standards,” he said.

The education department also announced that three new schools have been approved for PROSE diversity mini-grants. The PROSE program was negotiated with the United Federation of Teachers to give schools flexibility to pursue changes in admissions criteria and teacher evaluations, among other policies.

Here are the new schools that have joined the program:

* East Village Community School, Manhattan: Students who qualify for free or reduced-price lunch or are learning English will have priority for 50 percent of pre-K and kindergarten seats.

* P.S. 361 The Children’s Workshop School, Manhattan: Students who qualify for free or reduced-price lunch or are learning English will have priority for 50 percent of pre-K and kindergarten seats.

* P.S. 3 Charrette School, Manhattan: Students who qualify for free or reduced-price lunch will have priority for pre-K and kindergarten seats after all zoned students are admitted.

* P.S. 527 East Side School for Social Action, Manhattan: Students who qualify for free or reduced-price lunch will have priority for pre-K and kindergarten seats after all zoned students are admitted.

* P.S. 77 New American Academy, Brooklyn: Students who qualify for free or reduced-price lunch will have priority for 40 percent of pre-K and kindergarten seats.

* Brooklyn School of Inquiry: Students who qualify for free or reduced-price lunch will have priority for 40 percent of Gifted and Talented seats.

* East Side Community School, Manhattan: Students who qualify for free or reduced-price lunch will have priority for 62 percent of seats.

* East Side Middle School, Manhattan: Students who qualify for free or reduced-price lunch will have priority for 10 percent of seats.

* M.S. 447 The Math and Science Exploratory School, Brooklyn: Students who qualify for free or reduced-price lunch will have priority for 30 percent of seats. The school will also change its admissions process to accept more academically diverse students.

* M.S. 839, Brooklyn: Students who qualify for free or reduced-price lunch will have priority for 40 percent of seats.

* Harvest Collegiate High School, Manhattan: Students who qualify for free lunch will have priority for 64 percent of seats.

* Central Park East High School, Manhattan: Students who qualify for free lunch will have priority for 64 percent of seats.

Future of Schools

Chicago Schools sets community meetings on controversial school inventory report

Chicago Public Schools is hosting a dozen workshops for community members focused on a controversial report about local schools that offers an unprecedented window into the assets — and problems — in certain neighborhoods.

The district published report, called the Annual Regional Analysis, in September. It shows that, in many areas of the city, students are skipping out on nearby options, with less than half of district students attending their designated neighborhood schools.

The school district and Kids First, the school-choice group that helped compile the report, maintain that the analysis is meant to help guide investments and empower communities to engage in conversations about their needs.

The report divides the school district into 16 “planning regions” showing where schools are, what programs they offer, how they are performing, and how people choose among the options available.

The meetings will start with a presentation on the report. They will include small-group discussions to brainstorm how Chicago Schools can invest in and strengthen schools. The first workshop is scheduled for Wednesday at Collins Academy High School.

While the school district has touted the detailed report as a resource to aid planning and community engagement, several groups have criticized the document and questioned the district’s intent.  The document has sparked fears among supporters of neighborhood schools that the district might use it to propose more school closings, turnarounds, and charter schools.

The parents group Raise Your Hand, the neighborhood schools’ advocacy group Generation All, and the community organizing group Blocks Together penned a letter recently scrutinizing the report’s reliance on school ratings, which are based largely on attendance and test scores.

“Research has shown that test scores and attendance tell us more about the socioeconomic status of the students’ communities rather than the teaching and learning inside the school itself,” they wrote. Chalkbeat Chicago first reported about the analysis in August after obtaining a copy of it. Yet, the document has sparked fears among supporters of neighborhood schools that it could be used to propose more school closings, turnarounds, and charter schools.

Here’s a list of the 12 community workshops, all of which all begin at 6 p.m.:

West Side Region: Oct. 17, Collins Academy High School

Greater Lincoln Park Region: Oct. 18, Lincoln Park High School

Greater Calumet Region: Oct. 22, Corliss High School

South Side Region: Nov. 7, Lindblom High School

Greater Stony Island Region: Nov. 8, Chicago Vocational Career Academy

Far Southwest Region: Nov. 13, Morgan Park High School

Far Northwest Side Region: Nov. 14, Steinmetz High School

Greater Milwaukee Region: Nov. 15, Wells High School

Greater Stockyards Region: Nov. 19, Kelly High School

Pilsen/Little Village Region: Nov. 26, Benito Juarez Community Academy

Greater Midway Region: Dec. 6, Curie Metropolitan High School

North Lakefront Region : Dec. 11, Roger C Sullivan High School

testing questions

‘The needle hasn’t moved’: Regents sound off on racial gaps in 2018 test scores

PHOTO: Getty Images/Kali9

New York State’s top education policymakers raised concerns Monday about whether the state is doing enough to address persistent racial gaps on state exams.

The discussion was the first opportunity the Board of Regents have had to discuss the results of last school year’s reading and math tests since they were released late last month. And while the Regents seemed to be in agreement that the gaps are problematic, there was little discussion of what to do about it beyond requesting more data.

The test scores released in September show just under 35 percent of black students statewide are proficient in reading, 17 points below their white peers. In math, the gap jumps to 25 points. (The gaps are similar for Hispanic students compared with their white peers.)

The gaps are even wider in New York City.

Regent Judith Johnson, who has repeatedly criticized the state tests for not reflecting student learning across different ethnic groups, said the education department is still not doing enough to analyze the causes of racial differences in proficiency on the grades 3-8 exams. Those gaps, Johnson said, will bring down the competitiveness of the American workforce.

“It’s absolutely based on poverty and color,” Johnson said. “That has not changed and that begs for analysis at this point.”

Commissioner MaryEllen Elia acknowledged “troubling gaps” on student achievement, but also said state officials, including the Regents, have been working on it for years. She also pushed back on the idea that the tests themselves aren’t useful, arguing they draw attention to issues of inequity.

“If we didn’t have an opportunity to see this, it wouldn’t be as high up in our mindsets,” she said.

While some gaps have narrowed slightly among certain student groups, it’s happening at a glacial rate, said Regent Luis Reyes. He pointed to a two-year period where the gap between Hispanic students and their white peers shrunk by about 1 percent on both math and English tests.

“One percent is not a revolution, it’s not a reform, it’s not a transformation,” Reyes said. “It’s ice age.”

Reducing an emphasis on state tests in how officials judge overall school performance is part of the education department’s plan under the federal Every Student Succeeds Act. In coming up with school ratings, officials will consider factors such as how often students are suspended, are absent from class, and how prepared they are for life after high school.

Regent Kathy Cashin said she wants to see teaching and learning take the main stage of the state’s education agenda. “The needle hasn’t moved for minority children in decades,” she said.

Elia emphasized that the test includes an essay and that it’s not “just a multiple choice test.” And she reminded the Regents that the math and English assessments are required by the federal government, but there are options to consider performance-based testing on science exams. Elia has previously shown some interest in an alternative science test.