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February 11, 2016
Schools could bend rules through PROSE to boost diversity, officials suggest
Several schools are now eyeing the city’s PROSE program as a way to change their admissions rules, and the city says it will consider their ideas.
to do list
February 10, 2016
Searching for answers to segregation, Fariña enlists top deputy and solicits local ideas
In an exclusive interview, Chancellor Carmen Fariña explained that she's open to policy changes to promote diversity, but also searching for community-created plans.
December 31, 2015
City took steps to boost academic diversity in 2015, new report shows
The report was required by the City Council's new School Diversity Accountability Act, which also mandated the release of student demographic data.
October 29, 2015
On Upper West Side, Fariña says school integration can’t be forced on parents
Chancellor Carmen Fariña said during a town hall meeting that while diversity benefits all students, integration should not be forced on communities.
October 28, 2015
City moves to delete contentious footnote in admissions rules that limits role of race
Chancellor Carmen Fariña bowed to pressure from advocates to remove a line in the admissions code that limits the consideration of race.
A tale of two schools
October 19, 2015
For two sharply divided Manhattan schools, an uncertain path to integration
P.S. 191 and 199 are neighbors with glaring disparities. Competing plans could help change that — but not everyone is on board.
September 1, 2015
Nearly a year after NYC principals float diversity plans, city has yet to sign off
A group of principals wants to promote diversity through admissions changes, but the de Blasio administration has not approved their requests.
May 27, 2015
‘Memphis 13’ to be honored with historical school markers
More than half a century after 13 black first-graders pioneered integration of schools in Memphis, historic markers will go up in their honor at the four schools they attended.
December 30, 2014
State offers city $10M to improve diversity at eight low-performing schools
Updated, 4:55 p.m. — The state is offering the city up to $10 million over the next three years to increase diversity at…
brown at 60
May 14, 2014
In speech on school integration, King takes a dig at the city's enrollment rules
In a speech commemorating the 60th anniversary of Brown v. Board, State Education Commissioner John King noted that district boundaries and school zones across the state and in New York City have been drawn in a way that "actually foster segregation by class."
July 5, 2012
Charter schools no silver bullet for integration, but a start
The comments posted in response to my recent GothamSchools Q&A on gentrification and schools were very helpful in pushing my thinking, and I greatly appreciate those readers who took the time to engage with my work. For those who read my interview but did not follow the back and forth in the comments section, let me quickly summarize what I heard from readers.
June 7, 2012
Researcher: Gentrification can turn into school integration
The Useable Knowledge series brings education research to GothamSchools readers. In the second installment, Jennifer Stillman presents her research into racially diverse schools in gentrifying neighborhoods. Stillman, a research analyst for the Department of Education’s Office of Innovation, earned a doctorate in politics and education at Teachers College, Columbia University. She lives in Harlem. Leave questions for Stillman about her research in the comments section. What questions guided your research? I researched the process of school integration in gentrifying neighborhoods because I think school integration remains an important societal goal, despite the dismantling of racial integration programs across the nation. Gentrifying neighborhoods seem full of potential. I wanted to figure out how a school without any white, middle-class families goes through the process of integration. What does it take to attract the first white families to a school in a gentrifying neighborhood? And the next wave? And the next? Why do these families stay or go? Is there a point at which we can say the school has successfully integrated? My research question was one of process, not outcomes, relying on existing literature that links integration with positive effects. I am a “gentry parent” myself (which I define as white, middle and upper-middle class, highly educated parents who are gentrifying a neighborhood with their presence and wealth), and I understand why neighborhood gentrification is controversial.
July 15, 2009
A two-school solution in Park Slope has critics crying racism
A group of Park Slope parents is in an uproar over the city's plan to build a new school building that they say will house two "separate but equal" elementary schools. But schools officials say the plan is exactly how community leaders wanted it. The plan would replace PS 133's century-old school building in North Park Slope with a brand new building on the same site. The catch is that the shiny new space will house not just PS 133 but also a new school whose students are likely to be whiter, more affluent, and better prepared for school. That's because in an unusual arrangement, the two schools will belong to different districts. PS 133 is located in District 13, which stretches from Brooklyn Heights to Crown Heights. The second school, slated to be twice the size of PS 133, will be part of District 15, which begins just blocks away, and is intended to reduce crowding at PS 321, which is 62 percent white and has only a small fraction of students eligible for free lunch. On average, students in District 15 perform better on state tests than students in District 13. Parents and community activists say the presence of two separate schools with different demographic compositions would amount to a regression to the days of racial segregation. Via e-mail and Twitter, they are bombarding schools officials and City Council members from the area with requests for a different use of the new building. "This is an issue that demands creative leadership from you and Councilman [Bill] DeBlasio," a District 13 mother, Paget Walker, wrote to City Councilman David Yassky.
July 30, 2008
Stark figures on black male graduation rates
America's schools systematically fail to educate black males as well as they educate other students, according to a new report by the Schott Foundation for Public Education, Given Half a Chance: The Schott 50 State Report on Public Education and Black Males. If Black students did poorly in all schools, we would plausibly seek solutions to the problem of their achievement among those students themselves. The same would be the case if, in schools with majority Black enrollments, Black students did poorly and the other students did well. But in reality, Black students in good schools do well. At the same time, White, non-Hispanic students who attend schools where most of the students are Black and their graduation rates are low, also do poorly. The crisis of the education of Black males sits squarely in the middle of the crisis America faces as we work to create a world-class public education system that will support and maintain the values of a fair and equitable democratic society. According to the report, in New York State, 39 percent of black male students graduated from high school in 2005-06, compared to 75 percent of white male students, and far more black male students performed at the Below Basic level on all sections of the NAEP tests compared to white male students. Also, as the report points out, on the eighth grade NAEP reading assessment, "virtually none reach the Advanced level." Furthermore, black males in New York State are about 5 times less likely to be placed in Gifted and Talented programs, and nearly 3 times more likely to be classified as mentally retarded.
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