mind the gap

Panel: Path to college-readiness paved with hard-to-fund plans

Panelists discuss obstacles to college readiness at an event hosted by the Center for New York City Affairs.

In an ideal world, the Department of Education would install dedicated college counselors in each city high school, according to Deputy Chancellor Shael Polakow-Suransky.

But doing so would cost the city more than $600 million, he said, so the department is trying instead to close the college-readiness gap with free or low-cost solutions, including training staff members at each school to offer college advice and tweaking the way school performance is measured.

Polakow-Suransky made the comments last week while appearing on a panel on college-readiness hosted by the Center for New York City Affairs. The center is set to release a report next month about why so few city students graduate with the skills they need for college — and what can be done about it.

Interviews with hundreds of students at struggling high schools conducted as part of the center’s research revealed that most had high aspirations for themselves, but few understood that simply graduating from high school would not ensure success in college. The findings reflect a dim reality: In 2010, when the city touted a 61 percent four-year graduation rate, just 21 percent of students who had entered high school in four years earlier met the state’s college-readiness standards.

The city’s main strategy for closing that gap is the Common Core, new learning standards that are supposed to push students to develop critical thinking skills required for college-level work.

But making sure students have the academic skills and knowledge to hack it in college is necessary but not sufficient to ensuring that they succeed there, said David Conley, a researcher who students college readiness. They also need “soft skills” such as persistence and “transition knowledge” about how to navigate the admissions process, he said.

Ideally, a dedicated college counselor in each school would provide the full complement of college-preparation skills, agreed the panelists. But even if the city could afford it, there is actually no way to get counseling training that’s focused on the college admissions process, said Richard Alvarez, the head of admissions for the City University of New York. Instead, licensed guidance counselors must juggle other responsibilities alongside managing college applications for hundreds of students.

Nonprofit organizations shoulder some of the burden, helping students develop study skills, visit colleges, and apply for financial aid. Some even supply full-time counselors for individual schools or campuses. “This is like an alternative that really works,” said panelist Fernando Carlo, who runs an activist group that helps staff “Student Success Centers” that supply college preparation training at some campuses.

Polakow-Suransky said the department is in the middle of training point-people at each school to offer college advice to students and teachers alike. He said the department is also encouraging schools to look to peers who have been more successful at promoting interest and energy around college attendance.

As an example, Polakow-Suransky pointed to Washington Heights Expeditionary Learning School’s annual parade to the local post office to mail college applications. “Those kinds of culture rituals and making it at the heart of the school’s community don’t actually cost money,” he said.

The city is also starting to measure whether schools are teaching the “soft” skills students need for success in college, he said. On this year’s quality reviews, reviewers will look for the first time for evidence that students are being encouraged to ask for help and try again after falling short, both markers of whether a student has the inner resources for tougher work in a different environment.

The department is also poised to factor a set of college readiness metrics into each high school’s annual progress report for the first time this fall.

“We’re trying to put pressure on [schools] through a number of means, by offering them these resources but also saying to principals, ‘Your grade on your progress report is going to depend on how many kids actually enroll in college,'” Polakow-Suransky said.

“Principals are not totally happy with us about this because they feel that, ‘I can get a kid into college but then that period from May to September when they’re supposed to go, all kinds of things that are outisde of my control can happen,'” he added. “And what we’ve been saying is, ‘Yes, that’s true. But if you lay this foundation well and you see this as part of your responsibility, a lot more kids are going to get there.”

Sheena Wright, who heads the Abyssinian Development Corporation in Harlem, said lead time alone was inadequate preparation for the new accountability metrics.

“With the … stick that schools are going to be held accountable in terms of how their students persist through college, there really does need to be a complementary investment in the resources,” she said. “I don’t think training is going to be sufficient — you know, kind of identifying a leader that already exists in the school that already has five other jobs — but a real investment in someone who … that’s what they do.”

And Wright said she doubted that principals would be eager to share what works in their schools when they know that the city’s accountability system measures their performance against a “peer group” of similar schools. She proposed that schools get credit for how schools in their communities perform in the aggregate, to create incentives for sharing.

“That’s been very challenging for us in our neighborhoods,” she said. “It’s been extremely difficult to break down the walls with some of the school leaders to say, ‘You’re doing a great job. How do we share it with the school down the street?'”

Polakow-Suransky said he had heard that concern before, but that it was misplaced.

“Actually there’s very little to be gained by not sharing information with other schools,” he said. “People don’t necessarily understand that. … Each year when we do the training on the progress reports, we try to explain it again.”

father knows best

How a brush with death convinced one dad to get his diploma, with a boost from the Fatherhood Academy

PHOTO: Courtesy of Steven Robles
Steven Robles with his family

Steven Robles thought he might not live to see his daughter’s birth.

In May 2016, the 20-year-old was in the hospital after being shot during what he described as an argument in his neighborhood.

A year later, Robles just graduated from City University of New York’s Fatherhood Academy. He passed his high school equivalency exam and is happily celebrating his daughter Avare’s 8-month birthday.

“That conflict is what got me into the program, and what happened to me before she was born motivated me to stay in the program,” Robles said. “It motivated me to manage to pass my GED.”

Robles grew up in Brownsville, Brooklyn and attended Franklin K. Lane High School. Though he liked his teachers, Robles said other students at the school were not “mature enough,” and the disorderly school environment made it hard for him to concentrate.

A quiet student, Robles said teachers would often overlook his presence in the classroom. Between that and friction with other classmates, Robles lost interest in school.

“My parents didn’t try to help me, either,” Robles said. “Nobody really tried to help me with that school, so I just stopped going.”

It was a whole different experience for him once he arrived at the Fatherhood Academy at LaGuardia Community College, a program run by CUNY for unemployed and underemployed fathers ages 18 through 28. The Academy, now partnering with the New York City Housing Authority at its LaGuardia location, was launched in 2012 and also has programs at Hostos and Kingsborough Community Colleges.

“I have interviewed many of the men who come into the program and I often ask the question, ‘What brought you here?'” said Raheem Brooks, program manager of the Fatherhood Academy at LaGuardia Community College. “Mostly every young man says, ‘I’m here because I want to create a better life for my child than I had.’ So, I think the main theme of the program is that we help promote intergenerational change.”

At the LaGuardia branch, 30 students attend classes three times a week over the course of 16 weeks. Subjects include mathematics, social studies, and writing for students seeking to get their high school equivalency diplomas. Students also attend workshops run by counselors who guide them in professional development and parenting.

Robles found out about the program after seeing a flier for it in his social worker’s office at Graham Windham, a family support services organization. Curious to see what the Academy offered, he called to find out more and officially enrolled after passing a test to prove he could read above seventh-grade level.

“Before the Academy, I was not really into school at all,” Robles said. “But when I got there, it just changed my life. In this program, I didn’t know anybody there, there were no distractions. It made me more focused, and I just really wanted to get my GED and education.”

What helped Robles the most was getting to learn from the other fathers in the class, who were going through similar experiences as him.

“Little things I didn’t know, I learned from them because they were also fathers,” Robles said. “I just liked the way they were teaching us.”

In fact, he liked the Academy so much, he doesn’t plan to leave. He is applying to study criminal justice at LaGuardia Community College and to become a mentor for the Academy next year.

Currently, Robles lives with his grandparents, his daughter and the mother of his child. Getting a place for his family is next on his to-do list, he said.

“Avare always has a smile on her face and always puts a smile on my face,” Robles said. “She motivates me to get up and do what I have to do. Anything I could do for her, I will.”

Though school did not play a huge role in his life growing up, that is not what Robles wants for his daughter. He said after participating in the Academy, he wants to make sure Avare stays motivated and in school.

“I hear a lot from people about how they think they can’t do it,” Robles said. “I almost lost my life before my daughter was born and that motivated me. If I could do it, you could do it.”

Behind the brawl

Three things to know about the Tennessee school behind this week’s graduation brawl

PHOTO: Arlington Community Schools
Arlington High School is a 2,000-plus-student school in suburban Shelby County in southwest Tennessee.

Arlington High School is considered the crown jewel of a 3-year-old district in suburban Shelby County, even as its school community deals with the unwelcome attention of several viral videos showing a fight that broke out among adults attending its graduation ceremony.

The brawl, which reportedly began with a dispute over saved seats, detracted from Tuesday’s pomp and circumstance and the more than $30 million in scholarships earned by the school’s Class of 2017. No students were involved.

“It was unfortunate that a couple of adults in the audience exhibited the behavior they did prior to the ceremony beginning and thus has caused a distraction from the celebration of our students’ accomplishments,” Arlington Community Schools Superintendent Tammy Mason said in a statement.

Here are three things to know about the 13-year-old school in northwest Shelby County.

With more than 2,000 students, Arlington is one of the largest high schools in Shelby County and is part of a relatively new district.

It’s the pride of a suburban municipality that is one of six that seceded from Shelby County Schools in 2014 following the merger of the city and county districts the year before. (School district secessions are a national trend, usually of predominantly white communities leaving predominantly black urban school systems.) More than 70 percent of Arlington’s students are white, and 6 percent are considered economically disadvantaged — in stark contrast to the Memphis district where less than 8 percent are white, and almost 60 percent are considered economically disadvantaged.

The school’s graduation rate is high … and climbing.

Last year, after adding interventions for struggling students, the school’s graduation rate jumped a full point to more than 96 percent. Its students taking the ACT college entrance exam scored an average composite of 22.5 out of a possible 36, higher than the state average of 19.9. But only a fifth scored proficient or advanced in math and a third in English language arts during 2015-16, the last school year for which scores are available and a transition year for Tennessee under a new test.

PHOTO: Caroline Bauman
Education Commissioner Candice McQueen visits with students at Arlington High School during a 2016 tour.

The school was in the news last August when Tennessee Education Commissioner Candice McQueen visited its campus.

The commissioner spoke with students there to kick off her statewide listening tour that’s focused on ways to get students ready for college and career. McQueen highlighted the school’s extracurricular activities and students’  opportunities to intern for or shadow local professionals. She also complimented Arlington for having an engaged education community.