heated discussion

Northfield High School parents, students sound off against sharing campus with charter school

PHOTO: Melanie Asmar
Nearly 300 people packed into Northfield High Monday night.

Emotions ran high Monday night in Denver’s Northfield High School cafeteria, which was packed with nearly 300 people who had come to discuss the school district’s plans for the campus.

Parents interrupted the superintendent to accuse Denver Public Schools of breaking its promises to Northfield High, the city’s first new comprehensive high school in 35 years. Students made impassioned pleas against a plan to co-locate a high-performing charter school there. And a mother of two middle schoolers at that charter school, DSST: Conservatory Green, choked up.

“Where would you put our children?” Lechelle Schilz asked. “I hear a lot of hatred.”

Superintendent Tom Boasberg tried to assuage their fears, diffuse the tension and debunk the perception that the Paul Sandoval Campus in northeast Denver was ever meant to belong solely to Northfield High. It was always intended to house multiple schools sharing athletic fields and common areas, a strategy the district uses all over the city to keep costs low, he said.

“Can we have a successful, comprehensive Northfield High School with a top-flight (International Baccalaureate) program and can we have a successful Conservatory Green High School sharing the same campus? I believe the answer is absolutely,” he said at the three-hour meeting. “We can do both. And one does not take away from the other.”

But many parents and students left the meeting unconvinced.

“I feel betrayed,” said Northfield High sophomore Devante Tanguy.

The school board is scheduled to vote Dec. 15 on a plan that calls for using funds from the $572 million bond issue approved by voters last month to build a new, 500-seat high school building on the campus. It would be occupied by DSST: Conservatory Green High School, another link in the district’s biggest charter chain and a continuation of the nearby DSST: Conservatory Green Middle School. That building is expected to be completed by the fall of 2018.

The plan also includes:

— Temporarily placing a new elementary school, Inspire Elementary, at the Paul Sandoval Campus for the 2017-18 school year until construction is complete on a new building in the booming Stapleton neighborhood. Inspire would initially serve kindergarten through 2nd grade.

— Temporarily placing DSST: Conservatory Green High School at the nearby Samsonite Campus for 2017-18 until the new building is ready on the Paul Sandoval Campus.

— Monitoring enrollment at Northfield High, which currently serves 9th and 10th graders with plans to add 11th grade next year and 12th grade the following year. If additional capacity is needed for the fall of 2019 or 2020, the district would borrow money to add more seats.

— Begin planning to fully build out Northfield High with funds raised through a bond issue anticipated to go before voters in 2020. The district is planning to add 1,000 additional seats to the Paul Sandoval Campus with 2020 bond money, 500 of which would be for Northfield High. The other 500 seats would be for a new, yet-to-be-determined middle school.

Boasberg reiterated the district remains committed to Northfield High’s vision of comprehensive high school serving a diverse population that offers all kids the opportunity to participate in the rigorous International Baccalaureate program. Last year, the student body was split evenly between white students, black students and Latino students. Half qualified for free or reduced-price lunch, an indicator of poverty.

The district predicts that Northfield High will eventually serve between 1,200 and 1,500 students, putting its enrollment on par with comprehensive Denver high schools such as George Washington and South but remaining smaller than 2,500-student East High.

This year, Northfield has 415 students in grades nine and 10. Seventy percent of students who live within the high school’s boundary — and are thus guaranteed a seat — choose to go elsewhere, which is on the high end for the district’s comprehensive high schools. Sixty-two percent of Northfield students are from outside the boundary.

Parents credit Northfield’s relatively low enrollment to the school’s tumultuous start. Its first principal resigned rather than be fired in October 2015, two months after the school opened, following an investigation into inappropriate responses involving student discipline.

The school had an interim principal last year. Amy Bringedahl, a longtime educator who served as principal of a DPS middle school last year, was chosen to helm Northfield this year.

Parents and students Monday night said they felt repeatedly hoodwinked by the district, which they complained wasn’t investing in Northfield High like it should.

“We wanted a comprehensive high school, a school that had a wide range of options,” said a Northfield High sophomore who took a turn at the microphone. “We were promised additional buildings so we could grow our school into the best school.

“Before you open up something new, why don’t you build what you already started?” he continued. “I question DPS’s commitment to our school. I pose it as an open question to DPS tonight: Do you support our school? Because you’ve sure got a funny way of showing it.”

Boasberg insisted the district does. But he said it doesn’t make sense to build out the school to 1,500 seats now if it won’t need that many for several more years. When parents pushed back, saying they were under the impression the 2016 bond would pay to complete Northfield High, Boasberg said they were mistaken.

The bond proposal stated the money would pay for 500 additional seats on the Paul Sandoval Campus, he said: “It doesn’t say ‘Northfield High School.’ It never said ‘Northfield High School.’”

One woman in the audience shouted back.

“I didn’t vote for the bond because I knew you were going to do this,” she said angrily.

Many DSST parents and staff members attended the meeting, as well. They expressed dismay at the attitude of the Northfield High supporters and said sharing a campus, which DSST does at several of its locations, is a great way to teach children the value of cooperation.

“I think there is a way to have a vital Northfield High School and a way to have a vital and exciting DSST: Conservatory Green High School,” said a father of two DSST middle school students. “Is it perfect? No. My dream would be that they’d each have their own campus. But there’s something innovative and exciting to me and we are in support.”

At the end of the meeting, some Northfield parents said the proposal felt like “a done deal.”

“I think our community is being held hostage by DPS until the 2020 bond,” said Amy Passas, who has an 8th grader and a 5th grader. Even though she lives close to Northfield and is considering sending her 8th grader there next year, she said she’s also considering East High.

By the numbers

NYC middle schools, pre-Ks meet diversity targets — and more high schools join initiative to spur integration

PHOTO: Shaina Cavazos

New York City middle schools participating in an admissions program designed to encourage integration met their targets in making offers to incoming students, Chalkbeat has learned.

Additionally, two more high schools will join the Diversity in Admissions pilot, bringing the total to 21 participating schools — still a tiny fraction of the roughly 1,800 schools across the city.

This is the third school year that principals could apply to the program, which allows schools to set aside a percentage of seats for students who meet certain criteria, such as qualifying for free or reduced-price lunch, which is often used as a measure of poverty. In some schools, only a sliver of seats are set aside; at others, it’s more than half.

Mayor Bill de Blasio and schools Chancellor Carmen Fariña have come under increasing pressure to spur integration in city schools, which are some of the most segregated in the country. While the education department has been eager to tout the Diversity in Admissions program, many activists have criticized the approach as piecemeal, calling instead for wider-scale approaches. The city has promised a broader plan by June, and the chancellor recently hinted that changes to high school admissions could be a part of the proposal.

The four middle schools in the diversity program all met — or surpassed — their set-aside targets in making offers to incoming students, according to data provided by the education department. However, it’s not guaranteed that all students who are offered admission will actually enroll.

Two of the participating middle schools are in Brooklyn’s District 15, where parents and Councilman Brad Lander have called for enrollment changes. At M.S. 839, 42 percent of offers went to students who qualify for free or reduced-price lunch. At the Math & Science Exploratory School, 30 percent of offers did.

Two high schools will join the Diversity in Admissions program for the 2017-18 enrollment cycle: Williamsburg High School for Architecture and Design in Brooklyn, and Academy for Careers in Television and Film in Queens. Both will set aside 63 percent of seats for students who qualify for free lunch — a higher threshold of need. Currently, 83 percent of students at Williamsburg High School qualify for free or reduced-price lunch (rates for only free lunch were not immediately available). Only about 50 percent of students at Academy for Careers in Television and Film qualify for free lunch, according to Principal Edgar Rodriguez.

Rodriguez said he has seen the school’s population slowly change since it opened almost a decade ago. Television and Film was a Title I school when it launched, meaning enough students were poor to qualify for additional federal funding. The school has since lost that status, and Rodriguez said joining the Diversity in Admission pilot will help preserve economic diversity.

“We work very hard, in the four years we have students with us, to provide them a space that gives them a sense of the real world,” he said. “The school is already diverse as it is, and I think ensuring the diversity continues, and that it’s sustained over time and deepened, just enhances that experience overall.”

The education department also shared offer information for nine pre-K sites in the Diversity in Admissions program.

Most pre-Ks in the diversity program met their offer targets, except for the Castle Bridge School in Washington Heights. The school aimed to make 10 percent of offers to students who have incarcerated parents, but the school wasn’t able to make any offers based on the students who applied and priority status given to other students.

A recent report by The Century Foundation found that the city’s pre-Ks are more segregated than kindergarten classrooms. Testifying recently at a state budget hearing, Fariña seemed to chalk that up to parent choice.

“I, as a parent, am not going to be running to another part [of the city]. So it’s a matter [of] applying,” she said. “This is parent choice — the same way you can go to private school, parochial school, charter school, you can go to any pre-K.”

Then and now

Half a century after integrating a New Orleans school, Ruby Bridges says America is headed in the wrong direction

PHOTO: Wikimedia Commons
U.S. marshals escort Ruby Bridges to William Frantz Elementary School in New Orleans in 1960.

At age 6, Ruby Bridges became the face of school integration as the first black child to attend an all-white elementary school in New Orleans in 1960.

Today at 62, Ruby Bridges-Hall says the United States is going in the wrong direction on school integration.

The New Orleans school where she enrolled amidst protest from white families is now segregated again — this time with mostly black students.

And there’s a growing national trend of white suburban municipalities breaking off from their mostly black urban counterparts to form their own school systems. That’s what happened in Memphis in 2014 when six communities that ringed the city pulled out of newly consolidated Shelby County Schools.

PHOTO: National Civil Rights Museum
Ruby Bridges-Hall claps during a May 20 student performance at the National Civil Rights Museum in Memphis.

With her own literacy-focused foundation, Bridges-Hall was in Memphis last weekend for a festival named after her at the National Civil Rights Museum. Chalkbeat sat down with her to talk about the state of school segregation today. (This interview was edited for length and clarity.)

How do you see school segregation today?

I’m a strong believer that if we are going to get past our racial differences, it’s going to come from the next generation, which is our kids. We all know that’s where racism starts. None of our babies are born knowing anything about disliking one another, disliking someone that looks different. It’s taught to them and handed down. So, if we can teach them to be racist, we can teach them not to be.

And I think that’s where I come in. My experience comes from that of a child having gone through segregation. So, I do feel like I can relate to today’s students better. And I think that they see themselves in my shoes in 1960 and that’s the reason they’re so drawn to the story.

Change won’t happen if we keep children separated. So it’s crucial that schools are integrated. We all have to come together to understand that it’s important that our kids grow up together. I think the best place for kids to get to know each other is in schools.

Can you expound on the moral obligation for integration to happen?

You have to want to do it. It’s about brothers and sisters and taking care of each other. That’s the moral obligation. That’s the same thing that Martin Luther King Jr. was talking about. Now did we do it back then when he was talking about it? I don’t think so, which led us to where we are today. And now look how much worse it is. So, at some point we have to stop, think about that, and begin to come together for that moral obligation to one another as human beings.

Memphis schools are segregated. And recently an Alabama judge sanctioned the secession of a mostly white school district from a majority black one, despite the racial undertones. What’s your take on that trend?

They have the right to do that. I don’t know how that’s necessarily going to help the situation. I think eventually what they’re running from will run toward them. It’s affecting all of us, whether you live in the neighborhoods that that element comes from or not. That element comes out of that neighborhood and into yours. What they’re separating themselves from, they can’t run from that. I don’t think that’s the answer. And I think that’s what we’ve been doing since the civil rights movement. And it hasn’t helped at all. And it’s affecting all of us.

In what way?

It’s affecting all of us because, look at school shootings. I’ve gone into a school and later hear that someone’s gone in and shot 25 kids. So, what are you really running from? You can’t do that. I think that we think that we can, so we separate ourselves thinking that we’re going to isolate ourselves and we’ll be safe and we’ll be better educated and that sort of thing. And we see all around us that that’s not the case.

I don’t think that we think that deep. We don’t think about the moral issues. We just think “let’s start our own schools” and “we’re going to be safe” and “we’re going to be away from whatever.” No, that’s not happening. And segregation is happening all across the country. So, we have to come together. We can’t isolate ourselves, whether it be in schools, neighborhoods, churches, wherever.

What do you think it will take for us as a nation to move toward school integration again?

Wanting to — that’s it. You really have to want to. Because there’s no laws that we need to change anymore. You just have to want to. We’ve got to go back to thinking morally and being responsible for one another — the whole village coming together for our children.