Turnaround Tactics

At Boys and Girls HS, struggling students urged to transfer, sources say

PHOTO: Patrick Wall
Calvin Brown, Jr., 17, was the junior class president and debate team captain at Boys and Girls HS. But after a new principal arrived, he said he was pressured to transfer out.

Calvin Brown, Jr. enrolled at Boys and Girls High School midway through his sophomore year after falling behind at a nearby charter school. Though the Bedford-Stuyvesant high school is considered one of the city’s worst, Brown thrived there.

He became the junior class president last year and the captain of the debate team, which is set to travel to South Africa next month for a competition. He had entered the school with just seven credits, but as he started his senior year this September he had three times that amount — still half as many as he needs to graduate, but he was catching up.

Then, after the school’s outspoken principal resigned last month, the city installed a new leader to turn around the troubled school. Under new principal Michael Wiltshire, students who are missing many credits or otherwise unlikely to graduate this year have been encouraged to transfer out, according to Brown and staffers at the school. Brown was one of the students urged to leave.

“They made me transfer,” said Brown, 17. “They don’t want me on the Boys and Girls roster.”

Leaders ordered to overhaul struggling high schools like Boys and Girls have limited options. They may try to retrain teachers or add tutoring time, but city regulations and the teachers union contract can stop them from taking more drastic steps. But one significant change they can make is to quietly adjust the school’s student population by advising underachieving students to transfer out.

Principals who have done that argue it is in the students’ best interest, since the alternative high schools where they land are designed to help students who are chronically absent and missing credits to graduate. But struggling high schools under intense pressure to improve also benefit by nudging out those students, since the schools are judged partly by their graduation rates.

Whether principals should treat student transfers as a turnaround strategy may come up for debate as the leaders of more than 90 low-performing schools try to make improvements under a new city program launched this week. The program gives schools extra support, but does not allow for immediate staffing changes or restructuring.

People at Boys and Girls High School say that about 30 students have transferred out since Wiltshire took over three weeks ago. Many of the students moved to Research and Service High School, an alternative school in the same building, according to an employee there.

“Since the administration change took place,” the employee said, “it seems like there’s some sort of mass exodus going on.”

Roughly 30 students have transferred out of Boys and Girls High School since Michael Wiltshire became principal three weeks ago, sources say.
PHOTO: Courtesy of Randy Andujar/Teaching Matters
Roughly 30 students have transferred out of Boys and Girls High School since Michael Wiltshire became principal three weeks ago, sources said.

One of Wiltshire’s first moves was to summon to the auditorium all the older students who were behind academically and let them know their odds of graduating could improve if they switched schools, according to Brown and other sources at Boys and Girls. He also said that students would now be expected to earn diplomas in four years, otherwise the school would help them find new placements, Brown said. (Last year, just 44 percent of Boys and Girls students hit the four-year graduation target.)

After the talk, a guidance counselor asked to meet with Brown and his father last week. In the past, Brown and the counselor had discussed ways he could make up his missing credits and still graduate from Boys and Girls, Brown said. But at this meeting, the counselor said Brown had too few credits and should transfer to an alternative school, Brown said. Convinced that he had to leave, Brown and his father reluctantly agreed to the move.

“Why don’t you take the kids who have problems and deal with them instead of pushing them out?” said Mary Saxon, Brown’s grandmother, who also spoke with the counselor. She said she told the counselor that her grandson wanted to remain at Boys and Girls, but the counselor said, “He has to go.”

A staffer said the school had occasionally advised off-track students to switch schools in the past, but never this “aggressively.” Because of Boys and Girls’ chronic low performance, the state has designated it as “out of time” and ordered it to show signs of improvement this year. Removing students who are far behind in school appears to be part of Wiltshire’s plan to produce a higher graduation rate, according to the staffer and Caster Hall, the school’s parent association president.

“The new principal is trying to kick out all the students who don’t have enough credits to get his graduation rate up,” said Hall, who is the brother of the principal who resigned. “It’s all about the numbers.”

Wiltshire did not respond to emails or phone messages, and school guidance counselors referred questions to the education department.

Department spokeswoman Devora Kaye would not comment on the situation at Boys and Girls. But she said that students should be in schools that best meet their needs, which can include transfer schools, the small alternative high schools designed for dropouts and students struggling to graduate.

“The DOE would never tolerate a student being forced out of any school,” she added.

The matter is especially delicate at Boys and Girls, which was the subject of a class action lawsuit a decade ago alleging that the school warehoused troublesome students in the auditorium as a way to push them out.

Brown’s claim — that he was pressured to transfer to another school— differs from the 2005 lawsuit, which alleged that the school’s actions drove students to drop out of school completely, said Rebecca Shore, director of litigation at Advocates for Children, the nonprofit that helped file the lawsuit. (As part of a 2008 settlement, the city agreed to put Boys and Girls under the oversight of a monitor for several years and make sure the school got approval before transferring students.)

Still, Brown’s situation highlights a common problem, Shore said. Students have the right to remain in school until the end of the year they turn 21, and administrators must follow strict protocols to make students switch schools against their will. But administrators sometimes work around those rules by convincing students that they will not graduate from their current school, and so should transfer to an alternative school, Shore said.

“It comes off in theory as the student wanting this and consenting,” she said. “But really, it’s more of the school pushing the student out.”

Students at Alfred E. Smith Career and Technical Education High School, where the principal advised many students who were far behind to consider transferring to a special program.
PHOTO: Jessica Glazer
Students at Alfred E. Smith Career and Technical Education High School, where the principal advised many students who were far behind to consider transferring to a special program.

If Wiltshire’s plan to improve Boys and Girls involves convincing some challenging students to transfer out, he would not be the first turnaround principal to try that approach.

Evan Schwartz was sent to Alfred E. Smith Career and Technical Education High School in the Bronx two years ago with orders from the city to make drastic changes. One of his first actions was to encourage older students who regularly skipped class and were far behind in credits to switch schools.

“I moved 100 kids in my first four months,” he said.

Schwartz notes that the city created alternative schools to serve so-called overage, under-credited students like the ones who left his school. Transfer schools, for example, tend to have smaller classes, extra social workers, and accelerated programs that let such students earn credits quickly in order to graduate. Other programs offer evening classes and paid internships.

Schwartz emphasized that he never forced lagging students to leave. Rather, he explained to the students that other schools were designed to help them catch up but, if they decided to stay at Smith, they could no longer cut class and ignore the rules.

Still, Schwartz said that it was crucial to get those students into a different school if he was going to improve Smith. Many of them were 19 years old, far behind academically, and only interested in wandering the halls and lunchroom, he said.

“You don’t want kids like that in the school,” Schwartz said. “It makes it hard to change the culture.”

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.