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Walcott touts Young Men's Initiative as DOE inches forward

Chancellor Walcott speaks at the Mayor's Young Mens Initiative Summit in Harlem.

Schools Chancellor Dennis Walcott wanted attendees at the Mayor’s Young Men’s Initiative Summit to know that even programs with the best intentions can be tricky to execute.

This lesson, he said, would be particularly important for city officials as they implement a sweeping new initiative to address the educational and economic disparities between male students of color and their peers.

Walcott stopped by the day-long summit to represent the Department of Education, which is leading up the Expanded Success Initiative, one of several prongs of the Bloomberg administration’s  Young Men’s Initiative. At a cost of $24 million, the project will bring researchers into schools that are succeeding with male students of color. But nearly nine months after it was announced, the department still hasn’t picked which schools to show off.

The city has assembled a shortlist of 81 eligible schools and will by the end of May pick 40 who want to participate — and receive a $250,000 bonus. To be eligible, a school must have a four-year graduation rate above 65 percent, an A or B on its most recent progress report, and a student body where at least 35 percent are black or Latino males and 60 percent are qualified for free or reduced-price lunch. It must also promise to implement even more aggressive strategies to help black and Latino male students.

When he announced the Young Men’s Initiative in August, Mayor Bloomberg promised swift changes to schools serving the highest proportions of black and Latino students. Already, the department has begun giving high schools extra credit when those students make progress. Schools have started to benefit from a literacy program and a middle school mentoring initiative, neither of which the department is administering. But the Expanded Success Initiative has been slow to start.

The summit, which was held at Harlem Hospital and only open to the media in the morning, made good on the city’s promise to bring together leaders of local and national non-profits, foundations, city agencies to brainstorm how to connect students with mentors.

While skirting specifics of the Expanded Success Initiative during his short speech, Walcott got his audience of city employees and community organization leaders laughing this morning as he described his first foray into youth mentorship, the subject of the morning panel. In the 1970s he founded a Queens spin-off of Big Brothers, Big Sisters, a national mentorship program, to pair students ages 5 through 12 with older mentors.

Walcott pushed the program in the local media, and ran a television announcement adjacent to “Soul Train,” an iconic music show. But he said the response from community members who wanted to volunteer was too overwhelming for one person running the program alone.

“I didn’t have any researched strategies in place, I just had good intentions,” he said. “Between the Daily News article, which was a front page article, and the [Public Service Announcement] in front of ‘Soul Train,’ or during ‘Soul Train,’ there’s was a huge volume of information going in.”

Walcott fit this anecdote into a larger message about the importance of cross-agency collaboration to the success of the Young Men’s Initiative, an ambitious set of youth programs with a collective $127 million price tag.

“One size does not fit all. It’s not just having a big brother or a little brother,” he said. “It’s a variety of different ways of being a mentor to people who are out there, especially young men of color.”

Walcott spoke directly following a panel discussion about the value of youth mentorship, featuring Leslie Cornfeld, chair of the Interagency Task Force on Truancy, Chronic Absenteeism and School Engagement, and several community and youth mentoring organization leaders.

Walcott championed the notion of system-wide collaboration during the question-and-answer session, after one attendee raised a question central to the Young Men’s Initiative: How will the city make a long-term impact on the grim college readiness rate for black and Latino students, which hovers around 13 percent?

“It’s really great that we’ve raised this million dollars for this mentoring,” the speaker said, “but who is looking at this as an entire system, so that in ten years we’re not back looking at how we’re going to spend a million dollars to save a generation of kids?”

“Your question is right on. It’s a collective effort of the Department of Education, the people on the stage, and the people here in the audience as far as working together,” Walcott said. “Through the Expanded Success Initiative we are identifying schools that have done the job well, particularly with black and Latino males, and black and Latino students, and replicating that success in other schools.”

The Department of Education’s list of schools that are eligible to apply for the Expanded Success Initiative is below.

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.