cry for help

Four sobering facts about the city’s 86,000 homeless students

PHOTO: Stephanie Snyder
Chancellor Carmen Fariña reads to a group of three- and four-year-olds living at the HELP Bronx Crotona Park North shelter.

New York City’s worsening homelessness crisis is taking a punishing toll on tens of thousands of students.

That was the theme of a City Council hearing Thursday where lawmakers questioned education department officials about how they are supporting the more than 86,000 district and charter school students who live in temporary housing — a 25 percent increase since 2010. Of those students, over 23,000 live in homeless shelters.

“This is a call to action,” said Councilwoman Vanessa Gibson, whose South Bronx district has an especially high rate of student homelessness. “A cry for help.”

In response, officials announced a major new initiative: They are now sending yellow buses to pick up thousands of additional students who live in shelters. The idea is to keep those students from having to switch schools even if they move into a distant shelter, as well as to spare them from long morning commutes on mass transit.

The service will reach 2,500 students in kindergarten through sixth grade, officials said. To offer it, the city created 189 new bus routes, which will transport kids to some 750 schools.

In addition to the bus-service announcement, several other striking facts about the city’s homeless students emerged at the hearing. Here are four big takeaways.

1. Homelessness is seriously harmful to children.

Whether a child is staying in a homeless shelter, “doubled up” in an apartment with multiple families, or sleeping outside, the consequences can be grave.

Homeless children go hungry at twice the rate of other children, get sick four times more often, and are three times more likely to suffer from emotional and behavioral problems compared to children who live in stable housing, according to research cited at the hearing.

Those students often struggle in school. Students living in shelters were far more likely than their peers to miss school and to be suspended, according to an analysis of 2013-14 school year data by the city’s Independent Budget Office.

Only about one in ten of those students passed the 2014 state English exams, the analysis found, compared to about 30 percent of students who live in permanent housing.

2. Homelessness hits some students harder than others.

The vast majority of students living in shelters are black or Hispanic, while most of those in shared housing are Hispanic or Asian.

Young students are most likely to be homeless. More than a third of the city’s homeless students were in pre-kindergarten through second grade in the 2013-14 school year.

Homeless youth living on their own face especially serious risks, as do lesbian, gay, bisexual, and transgender young people who are homeless. The LGBT population accounts for a disproportionate number of homeless youth, and they are at a greater risk of bullying, sexual assault, HIV infection, and mental health problems.

3. It also hits some schools harder than others.

Most homeless students are clustered in a small number of schools.

In 2013-14, just one-third of city schools served nearly 70 percent of all students who live in shelters or shared housing, according to the IBO.

Those schools, however, do not necessarily get extra funding to meet those students’ many needs. Instead, all schools that receive federal Title I money because they serve a large share of high-needs students are told to set aside $100 of that funding for each student in temporary housing, according to the IBO.

But that “$100 could not be stretched beyond a school uniform, sweatshirt, or backpack,” the IBO’s education policy analyst Liza Pappas said at the hearing.

4. “Temporary” housing can be anything but.

The IBO found that many students living in shelters or doubled-up housing had been staying there for more than one year.

About two-thirds of students living in a shelter in 2013-14 had been in that same situation for at least one of the previous three school years, according to the IBO. For students in shared housing, the rate was 62 percent.

“The data suggest that for at least some students,” Pappas said in her testimony, “these ‘temporary’ housing arrangements are long-lived.”

Fabiola Cineas contributed reporting.

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.