Hot Topic

Manhattan parents decry proposal designed to diversify city’s most sought-after high schools

PHOTO: Reema Amin/Chalkbeat
Attendees of a District 2 Community Education Council meeting listen as people speak out against a city plan to scrap the admissions test for specialized high schools.

Manhattan parents expressed outrage Monday night over Mayor Bill de Blasio’s controversial plan to overhaul admissions at some of the most sought-after high schools in New York City.

At least 300 people attended District 2’s Community Education Council meeting, where Deputy Chancellor Josh Wallack formally presented the city’s plan to get rid of the test that middle school students can take to gain admission to eight of the city’s specialized high schools.

In June, De Blasio announced his plan to phase out the test and instead guarantee a spot to the top 7 percent of students at every city middle school, using multiple measures including their GPAs and performance on state tests. Because the city’s middle schools are starkly segregated by race, the proposal would significantly increase the proportion of black and Hispanic students who are admitted. For the proposal to go through, it would require a change in state law.

Black or Hispanic students make up 10 percent of the enrollment at the city’s specialized high schools but represent almost 70 percent of students citywide. Critics have said basing admission on a single test advantages students who can afford test prep or are keenly aware of how important the exam is.

But many parents pushed back, including Asian families who have lobbied to keep the test (though one group supports getting rid of the exam). Asian students represent about 62 percent of students at the specialized high schools and just 16 percent citywide.

In District 2, the plan has sparked hot debate. The Manhattan district, which stretches from the Upper East Side and through Soho to Tribeca, enrolls just 8 percent of the city’s eighth graders but accounts for almost 13 percent of admissions to specialized high schools.

After Wallack’s presentation, at least 30 parents spoke out against the plan, cheered each other on and booed Wallack. When a parent asked the crowd to raise their hands if they supported the proposal, not a single hand was visible (though one parent did speak in support of the plan). Several parents argued the plan would offer admission to students who are not qualified for the schools’ rigorous curriculum.

According to education department projections, the plan would not significantly affect the average GPA and state test scores of admitted students. And even among selective public high schools nationwide, the reliance of the city’s specialized high schools on a single, high-stakes exam for admission is highly unusual and has contributed, critics say, to New York City’s being one of the most segregated school systems in the country.

Others, who acknowledged how segregated the system is, urged more investment in black and Hispanic students to improve their academic opportunities and characterized the plan as a well-intended proposal that will flop. Some said the plan will create a “snake pit” among middle schoolers, who will resort to vicious competition.

“Put yourself in the place of the black and Hispanic kids who are there because of counting methods,” said Jon Haidt, a professor of social psychology at New York University, who has a seventh-grader at The New York City Lab School for Collaborative Studies.

Alan Siegel, also an NYU professor of computer science, said, “You people are proposing a grand experiment on our children.”

The continued backlash against the plan shows just how challenging the fight will be for de Blasio, who has only recently pushed for admission changes at specialized schools despite promising to do so when he first ran for mayor. Key officials, including local politicians and union leaders have not lined up in support, and it’s unclear whether state lawmakers will get behind the plan.

Wallack repeated the city’s intention for the proposal in between clusters of speakers, at one point saying, “We all share the same goals, and no one, of course, is trying to create a plan that will set students up to fail.” One parent yelled out, “Liar,” a couple of times in response. Another parent repeatedly shouted that the test is a fair solution. The meeting, which started at 6:30 p.m., lasted until 10 p.m — because the meeting space was reserved until then.

Even the Community Education Council was split on the issue. Vice President Maud Maron proposed a resolution that, in part, asks the city education department to pull its support of the proposal and allow more community engagement before anything goes forward. The language is sharply critical of the plan, a view some members of the council didn’t appear to share.

Although Maron found some support, others thought the language problematic. Council member Eric Goldberg said he heard “insane obsessions with selection and assessment” during the meeting, and that he didn’t want to vote for something that “denies the essential truth that we have a segregated school system.”

With a 5-5 tie vote, the resolution did not pass.

Alex Zimmerman contributed to this report.

Unmet needs

A social worker in every grade? Perhaps for 10 Colorado elementary schools

PHOTO: Ann Schimke/Chalkbeat
Fifth-graders practice mindfulness at Munroe Elementary School in Denver.

Educators, parents, and social workers told of students struggling with depression, younger and younger children attempting suicide, and youths ending up in prison. A bill approved Thursday by a Colorado House committee would pay for a three-year trial to provide social and emotional help for elementary students in the hopes of addressing some of these challenges.

If approved by the full legislature and signed into law, the measure would create a three-year pilot program at 10 high-needs schools. It is estimated to cost about $5 million a year. House Bill 1017 would place social workers, counselors or psychologists in every elementary grade at the test schools starting next year.

In an impassioned presentation, bill sponsor state Rep. Dafna Michaelson Jenet, a Commerce City Democrat, said schools need more social workers “to stop our children from dying by suicide, from ending up incarcerated, from being failed by our system.”

Suicide is a leading cause of death among youth ages 10 to 24 in Colorado, and advocates of the bill said schools are often ill-equipped to deal with children suffering from trauma, bullying and behavioral challenges.

The bill was scaled back from an original version that would have cost $16 million a year. Michaelson Jenet said the nearly $5 million annual cost would be funded in part by $2.5 million from the state’s marijuana cash fund, with the rest from private foundations.

The National Association of Social Workers recommends one social worker for every 250 students, and one for every 50 students at high-needs schools.

Colorado schools don’t come close to those numbers.

About one-third of the state’s 178 school districts employed social workers during the 2016-17 school year, the most recent for which data was available from the Colorado Department of Education. Those districts represented about 89 percent of that year’s 905,000 pre-K through 12th grade students.

The nearly 590 social workers employed worked out to less than one full-time employee per 1,000 students.

Englewood’s Sheridan School District had three social workers for 1,511 students, while Yuma County had 1½ social workers for 807 students.

The two largest districts, Denver and Jefferson County, employed more than one-third of school social workers that year, with more than one social worker for every 1,000 students. Denver voters approved a 2016 tax to help pay for more social workers.

But many districts have no social workers. And most school social workers are stretched thin.

Jessie Caggiano is a social worker who serves more than 3,000 students at four high schools in Weld County.

“I’m not able to meet with students effectively on a one-on-one basis, because I’m trying to implement other services schoolwide,” she said. “I’m only at each of my schools one day a week, so I’m not able to meet their needs by any means.”

Darlene Sampson, president of the Colorado chapter of the Association of Black Social Workers, recalled working at a Denver school when a student was killed in the cafeteria.

“Many kids are carrying their trauma in their backpacks into the school,” Sampson said.

And Cam Short-Camilli, representing the Colorado School Social Work Association, said students are facing increased emotional problems at most schools. The increase in youth suicide and suicide attempts is especially difficult, she said. One Denver incident last fall attracted national attention.

“Every school district, every student is impacted, that’s rural, urban, suburban schools,” Short-Camilli said. “In the past five years, I’ve been at elementary schools, and it’s been extremely shocking. Kids at those schools, there’s an immense ripple effect.”

But state Rep. James Wilson, a Salida Republican, questioned whether the pilot program would be possible to replicate because of the high number of professionals needed.

“I’m sitting here feeling like the Grinch,” Wilson said. “I cannot bring myself to put together an unrealistic pilot. Will it really work in the real world?”

State Rep. Janet Buckner, an Aurora Democrat, also expressed concerns, but voted for the bill.

“I’m concerned how we’re going to fund it,” she sad. “The suicide rate is off the chart and our kids need so much help. I don’t think we can wait. I have a lot of phone calls and emails about this bill, people who really need the help.”

HB-1017 next goes to the Appropriations Committee before being considered by the full House, then the Senate. It is one of several measures aimed at offering help for students and their families beyond academics at public schools.

Story time

This Memphis teacher’s favorite student didn’t stand for the Pledge of Allegiance. She taught him a powerful lesson.

PHOTO: Xzavier Bonds
Daniel Warner teaches at East High School in Memphis.

When one of Daniel Warner’s favorite students refused to stand for the Pledge of Allegiance, he could feel the tension in himself rising.

It was August 2017, the first week of classes, and Warner said he knew how important setting a tone was during the first few days of school.

“Didn’t my teacher prep program teach me that I have to set high expectations in that first week or the year is lost?” asked Warner, a U.S. history teacher at East High School in Memphis. “If I don’t set those, we’re done for.”

But before Warner reacted, he said he took a few moments to reflect on what could be going through her head.

Chalkbeat TN Storytelling Event
PHOTO: Xzavier Bonds
Daniel Warner tells his story to a crowded room.

It was the Monday after a violent white supremacists rally in Charlottesville, Virginia. Stories of former NFL quarterback Colin Kaepernick were again dominating the news, as he remained ostracized for kneeling during the national anthem to protest police brutality.

Instead of punishing her, Warner said, he refocused on what she might be thinking through as a black American high schooler.

“The lesson she taught me that day was that some of the most harmful instances of school discipline happen when we are too focused on ourselves as teachers,” Warner said.

Warner was one of seven educators and students who participated in a February story storytelling night hosted by Chalkbeat Tennessee, Spillit, and The Knowledge Tree. The stories told centered around school discipline practices, a topic Chalkbeat recently dove into in this special report.

Video Credit: Gillian Wenhold, The Social Exchange. The Social Exchange is a pay-as-you can PR & content creation firm for nonprofits and responsible, women/minority owned businesses.

Here’s an edited transcript of Warner’s story. It has been lightly edited for length and clarity:

It’s a week into school in early August. And kids are just trickling into my senior homeroom mostly asleep, sitting quietly in their desk as 18-year-olds do at 7:15 in the morning…And then morning announcements come on. “Please stand for the Pledge of Allegiance.”

So I stand up, and I say, “Alright y’all, go ahead and stand up with me.” I see these seniors throwing their bodies out of their seats, trying to stand up while they are still asleep. And almost everyone stands up but one girl doesn’t…  

So, my eyes meet this girls eyes as she stays in her seat during the pledge. And I can feel the tension in me of my authority being challenged in the room. And I wonder if everyone else is looking at me, my other students. So I give her a teacher look meant to communicate, “Are you going to stand up?” And she looks at me from across the room and shakes her head and mouths, “I can’t.”

So this student was one of my best students the year before in honors U.S. History. She engaged deeply with the material and personally. She asked questions of herself, of her country, of democracy, what this whole thing is about. She processed the double consciousness she feels of being both black and American. And she did so while being kind, thoughtful hardworking. The student you think of that makes you want to cry, you love that kid so much. I wonder what’s going on, what is she thinking about…

This is a Monday and the weekend before had been the white supremacists march in Charlottesville… When she told me, that she couldn’t stand, I went and sat in the desk next to her…I asked, “What’s keeping you from standing up?”

She started by saying, “I hate,” and she stopped herself. She took a breath, calmed herself down and said, “I just can’t.” And so we just sat there for a second. I could see as I got closer to her that she was flooded with emotion and feeling something deeply. And so we let the announcements end and I tell her, “When I say the pledge I say it more as a hope and a prayer…that there would be liberty and justice for all.” She said, “Yeah, I was thinking about that,” like a good U.S. History student, but she said “things don’t’ seem to be headed that way right now…

The lesson she taught me that day was that some of the most harmful instances of school discipline happen when we are too focused on ourselves as teachers. She showed me that I was a little too focused on how I was being perceived by other students in the classroom. And that I wasn’t focused enough on her and what she might be processing. As teachers, we have all of this opportunity to escalate conflict, I’ve done it plenty of times. But we also have an opportunity to be gracious to students who are working out who they are in public…

This girl wasn’t being disengaged by saying no to me, she was being especially engaged with who she is… When we talk about restorative justice, the first step we have to take is for us as educators and adults, and it’s doing your own emotional work. And we have to ask ourselves questions about our identities. You can only lead someone somewhere if you’ve gone there yourself…

What is it about us when it sets us off when a kid says no to us? Why are we that insecure? … When we pay attention to ourselves, our emotional status, the hurt we’ve felt, the pain we’ve lived through, that is when we can begin paying attention to how formative schools are. They are spaces where folks are working out their identities in public, and that’s when you feel the most self conscious and vulnerable and in need of grace offered by someone else.

So, I hope as we talk about this, we think of ways where we can make school a space for people to be figuring out who they are and not just punished into compliance. In high poverty schools, you talk about compliance like it’s the ultimate behavior. I hope we can make schools where students can learn what it is to seek justice, even when and especially when, things just don’t seem to be headed that way right now.