getting to know you

Next in the Upper West Side and Harlem integration push: encouraging parents to explore their options

PHOTO: Christina Veiga/Chalkbeat
Claudia Aguirre, principal of P.S. 149 Sojourner Truth in Harlem, highlighted her school at a recent forum for District 3 parents to learn about their middle school options.

Standing before a classroom of parents crammed into child-sized chairs, Principal Claudia Aguirre launched into her pitch for P.S. 149 Sojourner Truth, a kindergarten through eighth grade school in Harlem. She had just five minutes to try to convince her audience to consider applying to her school, which serves mostly students from low-income families and has some of the lowest math test scores in the city.

In a gentle tone, Aguirre promised the parents gathered for the middle school kickoff event that she would know every child by name and highlighted laptops for each student, arts programming, and coding classes.

“I’m guessing we may not be on your list right now,” she said. “You might be pleasantly surprised by what we offer.”

When her time was up, no one had raised their hand with questions. All that one mother had written in her notebook was “no Regents,” a reference to the fact that P.S. 149 does not offer its middle school students a chance to take courses that can count towards high school graduation credits. Aguirre headed to the next classroom of waiting families to give her speech again.

Aguirre’s sales pitch— and its lukewarm reception—may be indicative of the tough road ahead for education leaders eager to integrate middle schools in District 3, which spans the Upper West Side and Harlem.

Families there apply to middle schools and hope their children are accepted, a time consuming and competitive process that has led to stark segregation.

This fall marks the first application cycle since District 3 approved a controversial plan to spur diversity by giving some students priority in admissions. But along with that headline-grabbing admission change, parent and school leaders are trying a different strategy: arming families with more information about a broader range of schools.

The kick off event to the application season — the annual principals forum where Aguirre spoke — has been tweaked to give parents face time with each school leader, and the district has changed the way schools market themselves to encourage parents to look beyond test scores.  

Efforts such as those may be crucial to moving the needle: School demographics will shift only if parents are willing to take a chance on a broader range of schools than they already do. In a typical year, stacks of applications pour in for just a few of the district’s most sought after schools, which set their own strict entrance criteria.

“That’s the tipping point that we’re at now, is actually trying out and actually attending schools where you don’t know anybody else,” said Kristen Berger, a member of the local Community Education Council who helped spearhead the admissions changes. “The first step in being comfortable is knowing what’s going on in the school.”

Encouraging parents to have an open mind may prove to be a challenge, with school reputations reinforced through word-of mouth on the playground, and studies that suggest parents consider race, alongside test scores, when it comes to picking a school for their children.  

Every fall, the application process in District 3 gets started with a principals forum. In previous years, school leaders would line up on stage and face questions from the audience, a process that often led to the district’s most sought-after schools hogging the spotlight.

This year was much different. A record crowd of about 350 parents crammed into the muggy auditorium of P.S. 180 Hugo Newman for the forum. The district superintendent, Ilene Altschul, rattled off “fun facts” about local middle schools.

“You will see now how much you don’t know about our middle schools, and what they offer,” the superintendent said as the night kicked off.

Parents were parceled out into groups of about 25 and settled into classrooms to meet with every school leader. They were handed pale yellow booklets with mini profiles of each middle school. Unlike the city’s handbooks, which highlight test scores and how many hopeful students applied to each school, the profiles allowed schools to list the curriculum they use, opportunities to take advanced courses, and extracurriculars such as  dance and cooking.

Osei Owusu-Afriyie, the principal of Frederick  Douglass Academy II, walked into a class full of parents with fliers advertising his school. He touted courses in computer science, robotics, and engineering, as well as seven advanced placement classes, before pivoting into a frank commentary on the city’s selective admissions process.

“What many schools will do is they will just screen out the students they have to teach,” he said. “But at our school — no matter where you come in at — we move you forward.”

City data shows teachers at Frederick Douglass drive students to make learning gains beyond even the district’s more sought-after schools. That progress is masked, however, in the number of students who come to the school already performing well below grade level and continue to earn low scores on tests. The school’s test scores hover right around the city average, but fall well below the district’s most selective schools, which serve mostly middle-class students. At Frederick Douglass, more than 80 percent of students come from low-income families.

Among the questions Afriyie faced was from a white woman who wanted to know: “How diverse is your school?” He encouraged her to look beyond the racial breakdowns, which show that only two percent of students are white.

Another parent followed up by asking whether Afriyie expected the makeup of the school to change much in the coming year with the district’s diversity plan in place.

“It all depends on whether people are willing to take chances,” he said. “Sitting within this community are really strong school options that if they take a chance to see, you’ll see it meets your needs and more.”

By the end of the night, parents had heard from leaders at each of the schools that will pilot admissions changes this year. Many parents approached at the event were leery to speak publicly after news footage of a heated debate over the district’s integration plan went viral this summer.

As they poured into the hallways, one mother said she was “surprised” that her interest had been piqued in more schools than she had expected.

“I did learn that you have to go and see them, and know the culture” of each school, another mom added.

Jason Abramson said afterward that he felt a sense of relief.

“It was like I could breathe deeply,” he said. “There are plenty of people who are going to be looking after your kids.”

Abramson has been stressing over school options for his twin sons, and the new integration plan only adds more questions to the process. Is he willing to allow his sons to commute on the subway? Will they be comfortable if they’re an extreme minority? Will they even get accepted to their top choices?

He called the desegregation efforts “long overdue,” even if it has added angst to the process of finding the right middle school.

“Something had to be done,” he said. “But as a parent, you want your child to get the best.”

Sticker shock

In Illinois, child care costs eclipse rent, making it one of least affordable states  

The average annual cost of child care now outpaces what families spend on a year of rent in Illinois, according to a new report that examines child care costs nationwide.

Illinois is one of the 15 least affordable states in the country, according to the report from the Virginia-based nonprofit Child Care Aware of America. The nonprofit examined costs across the United States and adjusted them for median income and cost of living.

“Families are seeing that child care is a significant portion of the bill they have to pay,” rivaling the cost of college tuition, rent, and even sometimes mortgage payments in some areas of the country, said Dionne Dobbins, senior director of research at Child Care Aware.  

The average annual cost of center-based care for an infant in Illinois has reached $13,474 — which is a staggering 52 percent of the median income of a single-parent family in the state and nearly 15 percent of the state’s median married couple’s income.

That figure put it 13th among the least affordable states, which were ranked by the percentage of a single-parent family’s income spent on child care. Massachusetts topped out at nearly 65 percent of a single-parent family’s median income for center-based infant care.

In Illinois, care for toddlers and older children before and after school also consumed a greater percentage of a family’s income compared with other states. Illinois ranked 14th for toddler care as a percentage of median income, with an average cost of $11,982 for full-time toddler care at a center.

The state was among least affordable for the cost of three months of summer care.

 

Illinois offers a child care subsidy intended to offset the costs of care for low-income working families, but that program has been rocked by shifting eligibility requirements and compliance issues. Participation in the program has dropped by a third since 2015, when Gov. Bruce Rauner’s administration changed eligibility requirements.

Dobbins said that, across the United States, child care subsidy programs are under pressure as states tighten compliance and lower reimbursement rates. In some states like Illinois, rising minimum wages have rendered some families ineligible for subsidies or staring down co-pays that they can’t afford.

Dobbins said that nationally, only one in six children eligible for subsidized child care actually ends up using it.

 

words of advice

Here’s advice from a social worker on how schools can support transgender students right now

PHOTO: Getty Images
A flag for transgender and gender noncomforming people is held up at a rally for LGBTQ rights at Washington Square Park.

Soon after news broke that the Trump administration could further roll back civil rights protections for transgender students, one New York City teacher sent an email blast to her fellow educators.

She was searching for materials to use in biology class that reflect people of different gender identities, but couldn’t find anything.

Many city educators may similarly grapple with how to support transgender students after it was reported that the Trump administration is considering whether to narrowly define gender based on a person’s biology at birth — a move that could have implications for how sex discrimination complaints in schools are handled under federal Title IX.

Olin Winn-Ritzenberg — a social worker at the Lesbian, Gay, Bisexual and Transgender Community Center — has some tips for navigating the questions and emotions this latest proposal might surface. He runs a support group for transgender teens and their peers who want to be allies, and says the most important advice is to just be willing to talk and listen.

“I don’t think it’s the kind of thing that you want to wait until somebody is in crisis,” he said. “By bringing it up ourselves, we’re modeling support.”

Here’s what he had to say about recognizing transgender students, the protections that New York City and state offer, and some mistakes to avoid.

This interview has been edited for length and clarity.

What are your tips for how to explain the news to students and young people?

If it’s news like this, that’s hard to maybe pin down what it exactly means (this was a memo, and does it have teeth? What does it mean?) I would look to them for the feeling of it. That’s what’s really important and a lot of what’s going on is just fear mongering, and a denial of trans existence. And that is something our young people will be able to speak to, to no end, and that they’re not strangers to — especially under this administration.

I would want to help ground things and offer some reassurance that a memo doesn’t have teeth and that we can look to our local New York City and state protections — that we’re lucky to live in a place that has such strong protections, especially for students.

What kinds of protections should New York City students expect to have in schools?

A student in New York City could expect to use the facilities that align with their identity, and could expect to possibly see all-gender facilities in their schools — as there are more and more of those being converted. They can expect to be able to file or register a complaint of discrimination against other students or even staff, and can expect to have an LGBT liaison within the Department of Education. They can expect to have their name and pronoun respected and utilized, and come up with a plan with a staff member around, if they’re transitioning socially or in any form at school, how they would like to be supported and how that looks in each unique situation.

It doesn’t always happen. But the fact that we do have it in policy means that there’s a means to pursuing it and that the institution is on the side of the trans or gender non-conforming student and would help to rectify any situation that’s feeling unsafe or unsupportive.

How can teachers and adults show support for their transgender students right now?

I don’t think it’s the kind of thing that you want to wait until somebody is in crisis. It shouldn’t be necessarily on any student to bring it up. By bringing it up ourselves, we’re modeling support. Even though this is a memo and we’re all waiting to see what they’re going to try to do with it, we know the intentions behind it…

I think we can speak directly to that and not make the debate about, ‘Is there or isn’t there a trans experience?’ That’s maybe one of the most powerful things. Yes, we exist. And if you’re an ally: ‘I’m a witness. You exist. You’re valid and as valid as anybody else.’

What would that validation look like in a school setting, say, if you’re a math teacher?

I think that making things visible is powerful. So if there’s a public bulletin board in a hallway and it says, ‘We stand with our trans staff and students,’ and then people have an opportunity to sign it.

I really think it can be an individualized response by a school depending on that school’s culture and if there is leadership by students, say, ‘We would like to be vocal and explicit in our support. You come up with the idea.’ Or, not to put it on them but say, ‘We’d love to be guided or get input from you on how to do that,’ so it is, wherever possible youth and trans-led.

Say, ‘What do you need and what can we provide?’

What should teachers and adults avoid saying or doing at a time like this?

I think a common, misguided mistake — that’s not necessarily hateful, but is really harmful nonetheless — is propping up a debate that’s going to hinge on ‘Do trans people exist?’ Or, ‘Defend or argue against sex being a binary, scientific, biological basis to view narrowly.’  

If a teacher wanted to engage with this but the assignment were more like, ‘What are your thoughts,’ there is so much education that needs to be done first — and that can put a person’s very identity and being up for debate in a classroom setting.

Another really bad thing would be just to ignore it because people are maybe scared of going there or don’t know what to do.