Making the grade

Fewer top scores on more robust high school progress reports

Nearly half of students who started ninth grade in 2006 are enrolled in college right now, but only a quarter of them were ready for it, city data shows.

The numbers were revealed today when the Department of Education released high school progress reports for last year. For the first time, the reports include data about each school’s course offerings and college enrollment rate, although that information will not be factored into schools’ grades until next year.

Schools that receive a grade of F or D, or get three C grades in a row, could face closure. This year, 41 schools received D’s or F’s, an increase over last year, while fewer high schools received A grades than in any year since the progress reports were created in 2007.

Speaking to reporters this morning, Shael Polakow-Suransky, the chief academic officer, attributed those changes to a tougher set of requirements around student performance on state tests, credit accumulation, and documentation for student discharges.

“I think we’re tightening things up and we’ve gotten a more precise result,” he said.

Ninety-three recently-opened schools received progress reports without grades because they have not yet graduated a class. The DOE is witholding grades from seven schools and placing them under investigation for problems with their data.

Only one quarter of students who entered high school four years ago are graduating “college ready,” based on the city’s newly-adopted standards for college readiness that were devised by officials at the City University of New York, where close to 60 percent of the city’s public school graduates attend college.

“Just over 50 percent of our kids that enter CUNY have to take some kind of remedial coursework, and that fact is of serious concern to us because a lot of those kids are set up at a disadvantage,” Polakow-Suransky said.

A distribution of what percentage of schools received what grades since 2007 (Source: DOE web site)

back to the future

On display at Automotive High School: A plan to revitalize technical education

PHOTO: Monica Disare
At vocational education panel at Automotive High School

Brooklyn’s Automotive High School has long offered students the chance to learn how to fix a car’s engine or replace its brakes. But a different type of “vocational ed” was on display Thursday, when a neuroscientist, theoretical physicist and artificial intelligence engineer were among those gathered to talk about the future of career and technical education.

They were invited by Kate Yourke, founder of a program called Make: STEAM, which attempts to inspire learning by connecting students with hands-on activities in the sciences and arts.

Yourke says she has seen the demographics of Williamsburg and Greenpoint change and, at the same time, watched Automotive High School transition from a well-respected community hub to one of the lowest-performing schools in the city.

Yourke wants to help the school, in part by offering students the kind of technical education that will energize them. While she hopes to work with several schools in the neighborhood, Automotive is at the top of her list.

“I’ve always had this school in my heart because it’s incredible,” she said. “It’s an incredible place.”

Nationally, there has been a push to redefine vocational education and include career paths like computer science that, unlike traditional vocational ed, require more than a high school degree. (These newer programs, however, are often to difficult start in New York City.)

Yourke hopes that high-quality, hands-on learning will give students a deeper understanding of the world around them, crucial preparation for any career path.

Even complicated topics like theoretical physics can be broken down for students, she added. “There’s no reason why you can’t access this information in a way that they’re going to make meaning out of it,” she said.

To that end, Yourke is running a “Festival of Curiosity” on Saturday at Automotive High School, where students can participate in activities like making hot air balloons or learning to sew.

“I think the school needs to serve the community that it’s in,” Yourke said. “It needs to be a resource for our children.”

College-bound

How one Memphis charter school’s ACT scores jumped 2.6 points in one year

PHOTO: Laura Faith Kebede
A graduating senior speaks during an Academic Signing Day ceremony for Freedom Preparatory Academy, a Memphis charter school whose entire first graduating class is headed to college. Banners were on display to represent the schools they'll attend.

When Roblin Webb launched Freedom Preparatory Academy in 2009 with a class of sixth-graders, she made a promise to their parents: College would be a reality for their children.

Now, as those students and others make up the Memphis charter network’s first graduating class, all 50 are heading to college.

Helping the students get there was a remarkable 2.6-point boost in the group’s average ACT composite score — from 16.7 to 19.3 in one year. That’s considered below college-ready, but the score is higher than average for Shelby County Schools and other high schools in the low-income neighborhood served by Freedom Prep.

“Our results tell us that although we still have work to do to ensure our students are highly competitive nationwide, our success locally and statewide lets us know that we are on the right track,” said Webb, a former lawyer and a graduate of Rhodes College. “We expect this success to continue next year and beyond!”

Chief Academic Officer Lars Nelson traces the boost to integration of ACT prep last fall into classes for English and math; three required practice tests throughout the year; and adding a third counselor for the school of 315 students.

The school’s small size helped, too. Most Memphis schools have more seniors and fewer counselors.

But Nelson also emphasizes the foundational learning that happened in the charter network’s elementary and middle schools, as well as an emphasis on teacher development and being an early adopter of the Common Core academic standards, which began in Tennessee in 2012.

“The way to truly prepare students is to see them through 12th grade,” Nelson said. “It’s not just one year of phenomenal teaching. It’s year after year, and then kids are ready for college.”

Like other Memphis schools, Freedom Prep has to manage a high student mobility rate. Freedom Prep had 96 students in its first sixth-grade class, 70 by 11th grade and 50 in their senior year. A spokeswoman said the network does not recruit students to its senior class.

The four schools in the Memphis-based network are considered some of the most successful in the city. Among charter schools overseen by Shelby County Schools, Freedom Prep is the top performer in English and Algebra I and the second highest in biology, according to the district’s latest charter report.

PHOTO: Laura Faith Kebede
Elijah Tyler speaks at the school’s academic signing day.

But it’s Freedom Prep’s culture that attracted students like Elijah Tyler, a senior who has attended since sixth grade and earned a 27 on his ACT.

“You know for a fact if you need something, you can go to a teacher; not just academics but social issues,” said Elijah, who got a full scholarship to Rhodes College. “Everyone knows coming into Freedom Prep that the goal is to get into college and get that 4-year degree.”

The high school culture is grounded in a three-week teacher orientation every summer. During the school year, it’s not unusual for Principal Kristle Hodges-Johnson to pop in a classroom up to 10 times a week to give teachers quick pointers that “help them hone their craft at a greater rate,” Nelson said.

Vivek Ramakrishnan, a first-year high school teacher, said the overlap between ACT math and Bridge Math curriculum made integrating ACT prep a natural fit.

“Our leadership recognized how integral writing is to college academic success and prioritized writing in all content areas. Our history and (language arts) teams have pushed kids to writing college-length research papers,” he said. “…We also shifted towards making students interpret and justify their mathematical solutions in writing.”

Though Common Core isn’t perfectly aligned with the ACT, findings from the test company’s national survey helped inform its development in 2009. So, Freedom Prep leaders set out to adapt their classroom instruction early and provided time in the school day for students to prepare, especially since many don’t have access to the internet at home.

“This is a really hard shift for adults to make; it’s hard for students too,” Nelson said of Common Core, which is the basis for the state’s newly revised academic standards that will reach Tennessee classroom this fall.

The charter network focused on bite-size changes over time to help teachers teach differently and ask students more evidence-based questions. When it got hard, teachers reminded students that perseverance is key to the ultimate educational goal: graduating from college.

“We don’t try to insulate kids from that frustration and that’s an important lesson to have,” Nelson said. “We connect the transition with what they came here to do… (which) matters so much more than a standard.”

Editor’s note: This story has been updated to include information about student mobility.