Diversity Matters

Debate over high school admissions test divides City Council

Coalition of Specialized High School Alumni Organizations President Larry Cary rallies a crowd of alumni and parents of specialized high school students outside City Hall.

Deep divisions emerged at a City Council hearing Thursday on school diversity, as policymakers debated the merits of city’s specialized high school admissions test and city officials promised to consider a variety of enrollment policy changes.

Mayor Bill de Blasio wants state lawmakers to support a bill that would allow the three oldest specialized high schools to consider multiple criteria when admitting students, something he, Chancellor Fariña, and civil rights advocates say could increase diversity at those schools, where black and Hispanic enrollment has steadily fallen in recent years. Only 11 percent of the offers to the eight schools went to black and Hispanic students this spring.

“It has become the norm throughout our education system, our higher education system, that we look to multiple criteria for admissions to these venerated institutions,” Councilman Stephen Levin, of Brooklyn, said during the hearing. “To me, this seems like an antiquated system that reduced our student to one test on one day.”

But supporters of current system, from within and outside the council, point to the test as method that has worked successfully for generations. They point out that many of the city’s screened high schools, which look at factors like attendance and school grades when making admissions decisions, have a higher percentage of white students than the specialized schools.

“The test is not discriminatory,” Queens City Councilman Peter Koo said during the hearing. “If it’s discriminatory, how is it that second generation of immigrants can get in, people from India and the Caribbean? They have dark skin.”

“If I was trying to get into a multiple-criteria school I would not have gotten in,” said City Councilman Jumaane Williams, a Brooklyn Tech alumnus who is black. “The only way I got in was through testing.”

The City Council has no authority to make admissions policy changes. But the discussion activated alumni and parents of students at the schools, and dozens converged on the City Hall for Thursday’s meeting. Retaining the exam and additional diversity don’t need to be mutually exclusive, they said.

“Fundamentally, the test reflects the failure of New York City School system,” President of the Coalition of Specialized High School Alumni Organizations Larry Cary told reporters assembled outside City Hall on Thursday. His organization sent a five-page letter Council Speaker Melissa Mark-Viverito earlier this month urging her to vote ‘no’ on the City Council’s resolution in support of the state bill.

The fact that few black and Hispanic students are winning spots based on the test “reflects racism and it reflects the lack of preparation the school system give the kids in the black and Hispanic community,” Cary added.

The admissions policies at Bronx Science, Brooklyn Tech and Stuyvesant high schools were enshrined in state law in 1971. The authority to change the admissions policy at the other five specialized high schools that rely on the specialized test lies with the city, though the Department of Education has not said it will make any moves without state support for changing the policies at the other three schools.

What city officials did say Thursday is that they are working to expand the number of students taking the specialized high school exam by asking all middle school guidance counselors to push the top 15 percent of their students to sign up for the SHSAT. Providing more and better access to test preparation, City Council members, the alumni coalition, and city officials agreed, should be a priority whether the admissions policy changes or not.

But a two-year tutoring program aimed specifically at preparing low-income students for the exam has gotten smaller. Ursulina Ramirez, the Chancellor’s chief of staff, said during her testimony that the program, called DREAM Specialized High School Institute, has been hamstrung by a lack of funding. Eight hundred students enrolled in DREAM when it launched in 2012, but only 450 slots were funded this year even though more than 6,000 students qualified.

“While we would like to expand the program to meet the demand, we are limited by funding constraints,” Ramirez said.

Department of Education officials also said they had trouble recruiting students for the program in the South Bronx, central Harlem and central Brooklyn, where students often have to care for younger siblings or problems at home that interfere with attendance.

“There are issues getting information out to students who qualify and keeping them enrolled in the test prep,” said Ainsley Rudolfo, executive director of program and partnerships at the Department of Education’s Office of Equity and Access. “Life has been getting in the way.”

The hearing also addressed broader issues of diversity in the city’s schools, including a bill that would require the city to release more information about school-level diversity and another that would require the city to “prioritize” diversity in its admissions policies, and when it creates new schools or rezones schools.

Department officials said the chancellor was committed to diversity and would support the resolution requiring annual diversity reports.

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.