public relations

Hundreds turn out to protest plans to close Jamaica High School

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Hundreds of Queens residents filled the school's auditorium. Many had graduated from Jamaica or could name family members who had.

An event billed as a question and answer session about the proposed closure of Jamaica High School quickly became a pep rally for the school’s supporters last night. 

Hundreds of angry students, parents, and teachers packed Jamaica’s auditorium last night to protest the Department of Education’s plan to close the school. Chants of “Save our school” and “Four more years” could be heard blocks away and department officials had to fight to explain per-pupil funding and the school’s phase-out plan over waves of boos and shouts.

One of several large high schools marked for closure, Jamaica has struggled in recent years with low graduation rates and a high number of students who have learning disabilities or are recent immigrants and don’t speak English.

In its proposal, which the Panel for Educational Policy will vote on in January, the DOE says it plans to replace Jamaica with two small high schools.

Built in 1927, the school has graduated generations of Queens residents, many of whom turned up last night to defend their alma mater. Many who spoke accused the DOE of underfunding Jamaica while “dumping” some of the most difficult to educate students on its doorstep.

Alan Coles, a retired Jamaica teacher who still coaches the girls track team, said that after the school was listed as persistently dangerous in 2007, it lost the majority of its best students.

“Students who could not get into any other school were sent here,” he said. “So what did they expect our graduation rate to be?”

Jamaica’s four-year graduation rate is 46.2 percent and has slowly been increasing over the last several years.

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Dopeen Mohammed, a junior in the Gateway honors program, said during the time she’d been at Jamaica the school had lost its Advanced Placement chemistry and Spanish classes to budget cuts, along with more than a dozen teachers. Other students asked why the new small secondary school that shares the building, Queens Collegiate, has more Smart Boards and new computers than Jamaica has.

Debra Kurshan, head of the DOE’s Office of Portfolio Planning, waited for the booing to stop before responding to a question.

“If you have the kind of resources to open two new schools, why not put it into building up this school?” asked Michele Williams, president of Jamaica’s parent association.

“We have put a lot of resources into the school,” responded Debra Kurshan, head of the DOE’s Office of Portfolio Planning.

“We don’t doubt there are a lot of successes at Jamaica. But we do have a large number of students who are not doing well,” said Jeanette Reed, the superintendent for District 28.

magnetic fields

Three Indianapolis schools recognized for diversity, but local efforts to integrate are still underway

PHOTO: Alan Petersime
School 27

Three Indianapolis public schools can claim a new title: 2017 National Magnet School of Distinction.

The prize, given annually by a national group promoting the themed schools, recognizes schools that boost student achievement, promote diversity, and have strong community ties. Among this year’s 244 winners nationally are Center for Inquiry Schools 2, 27, and 84, all part of the Indianapolis Public Schools district.

“Being recognized as a Magnet School of Distinction provides just one affirmation to the collective CFI School family that their philosophy, tireless work ethic, community support, and relentless journey to provide students with the absolute best inquiry based education is paying dividends to their students, to IPS, and to the larger community,” said Greg Newlin, the district’s academic improvement officer, in a statement.

The three schools use the International Baccalaureate curriculum. And their students are more likely to be white and more affluent than at the average district school. The schools’ demographics vary widely: School 27 is well integrated, with about 39 percent white students and 41 percent black students. In contrast, School 84 is nearly 83 percent white this year in a district where students of color make up 80 percent of enrollment.

That could soon change. After a series on segregation from Chalkbeat and the Indianapolis Star exposed how rules about magnet school admission gave the most privileged families in the district an edge at sought-after schools, the school board last year voted to adopt policies designed help more low-income students win admission to magnet schools. The new policies could reshape who enters the schools this fall.

“Magnet schools were born out of the civil rights movement and were intended to help school districts to reintegrate,” IPS board member Gayle Cosby said at the time. “We want to make sure that magnet schools are not actually serving a different purpose in our district.”

The award to the Indianapolis schools is the second tier that Magnet Schools of America hands out. Schools that have especially strong academic performance can earn a different title: schools of excellence.

First Person

I’m a teacher, not an activist. Here’s why I’m joining the March for Science this weekend

PHOTO: Creative Commons / Jeremy Wilburn

I became a science teacher because there’s nothing I love more than talking about science. This Saturday, I’ll march for science in Cleveland because there’s nothing I believe is more important than defending science in our society and our classrooms.

My love affair with science goes back to my seventh-grade teacher, Mr. Hurst, who took a hands-on approach to science education. Through labs and real-world investigations, my classmates and I discovered the complexity of scientific discovery. While I originally pursued a career in lab research, I soon realized that my true passion lay in teaching – that I could fulfill my love of science by delivering the same quality of teaching that I’d received to the next generation.

I’m marching for science on Saturday because every student deserves such a strong foundation. A well-rounded education should be a reality for every child in America – and that must include science, technology, engineering and math. Without it, our country won’t be able to solve the very real crises looming just over the horizon.

The world’s population is growing exponentially, consuming a limited supply of natural resources at a faster pace. We rely on nonrenewable forms of energy that we’ll inevitably exhaust at a great environmental cost. Medical advances have slowed the spread of infectious disease, but our overuse of antibiotics is leading to a new generation of drug-resistant pathogens.

Our children need to know what they are up against so they can design their own solutions. They need an education that enables them to think analytically, approach a problem, tackle new challenges, and embrace the unknown. That’s exactly what good science education does.

Still, I understand that some may wonder why teachers are marching – and even if they should. Some will inevitably accuse teachers of “politicizing” science or stepping “out of their lane.”

But marching for science is distinct from the kind of political statements I dutifully avoid in my role as a teacher. To me, marching is a statement of fact: without science teachers, there is no science education; without science education, there is no future for science in America. Science teachers and their classrooms are the agar in the petri dish that cultures our students’ scientific minds. (Did I mention there’s nothing I love talking about more than science?) In any movement for science, teachers have a role to play.

Marching, like teaching, is to take part in something bigger. Years from now, if I’m lucky, I might glimpse the name of one of my former students in the newspaper for a scientific discovery or prestigious award. But by and large, it’s my job to plant seeds of curiosity and discovery in a garden I may never see.

On Saturday, I’ll be there alongside doctors and nurses, engineers and researchers, and citizens from all walks of life who love science and want to see it valued and respected in our country. We might not see the fruit of our labors the day after the march, or even after that, but the message we send will be clear.

If you’re a parent or student – maybe one of my own – I hope you see that passion for science on full display around the nation this Saturday. I hope you see why having committed science teachers like myself and my colleagues is inextricably bound to the fate of our world. I hope that recognition grows into action to support teachers and demand universal access to an excellent science education, like the one I strive to provide every day in my classroom.

Sarah Rivera teaches engineering, biology, biomedical science, and environmental science at Perry High School in Perry, Ohio. She is also a member of 100Kin10’s teacher forum.