suspended suspension

City touts justice reform, other Young Men's Initiative outcomes

Jim St. Germain (second from left), who attended a Boystown school, said he thought the "Close to Home" law would help juvenile offenders.

More than 4,000 black and Latino young men have already been affected by the constellation of programs and services in the city’s Young Men’s Initiative, Mayor Bloomberg announced today.

Over one thousand young black and Latino men found jobs through expanded training and placement programs, according to a city report about the initiative’s first year. Hundreds of men between the ages of 17 and 24 received special instruction aimed at boosting their reading skills. And dozens fewer students were suspended at 20 schools that piloted a less punitive approach to discipline.

But it was a change that has so far involved just 50 young men that dominated Bloomberg’s attention at a press conference to tout the progress.

When the Young Men’s Initiative kicked off in August 2011, Bloomberg said the city would lobby for juvenile justice reform to stop young offenders in New York City from being sent to private detention centers upstate. The “Close to Home” law that does just that passed in March.

Already, 50 juvenile offenders have been relocated from upstate facilities to residential treatment centers in the city. As many as 250 will arrive before the end of the year, city officials said.

Joined at a press conference by Deputy Mayor Linda Gibbs and Deputy Schools Chancellor Dorita Gibson at Passages Academy, one of five alternative schools expected to enroll the new arrivals, Bloomberg said the shift would give court-involved students a better chance of graduating from high school. For the first time this year, the credits the students earn during their time at the centers will count towards their high school graduation requirements.

“If these kids don’t get an education, what’s their future? They’re going to at some point get out of the prison system and aren’t going to be able to make a living,” Bloomberg said. “Even if they got an education [upstate] they got back to the city and it wasn’t accredited, so they fell behind.”

Passages Academy and the other “alternative learning centers” that will enroll the teens relocated under Close to Home serve students who have been convicted of non-violent crimes or are awaiting trials, and some who are undergoing long-term suspensions from their high schools.

Principal Stephen Wilder said the ratio of teachers to students is 10 to one, and all teachers are licensed employees of the Department of Education.

“The curriculum is aligned to the Common Core and we’re offering same high level of expectations you find at a typical school in the community,” Wilder said.

Jim St. Germain, a 23 year-old Brooklyn native who attended Passages between 2005 and 2008 after he broke the law as a teen, said the program gave him the motivation he needed to graduate from high school and college. He is now a student at Albany Law School.

“I was able to step away from an environment that promotes negativity to an environment that promotes positivity,” he said of Passages and Boys Town, the residential center with which it is affiliated. He added, “Most of the kids know that this is a chance they won’t get again in life.”

In many ways, St. Germain epitomizes the New Yorkers the Young Men’s Initiative is trying to help: Raised by his grandmother, St. Germain, who is black, said he felt he “was not cut out for school,” and thought his future was to play professional football until he broke his hand at 14. He said the city’s programs targeting youth in the justice system and providing mentors to boys of color could inspire more to make smarter life decisions.

“It’s really easy to give up on our kids who are on the streets committing crime, but it is hard to do something for them, to help them pay taxes, have jobs and go to school,” he said.

Close to Home and other juvenile justice reforms comprise only one prong of the Young Men’s Initiative. The initiative is also aimed at improving educational outcomes for male students of color.

Already, the Department of Education has begun giving high schools extra credit on their annual assessments when those students make academic progress. Schools have also started to benefit from a literacy program and a middle school mentoring initiative administered by other city agencies. And after seeing suspension rates drop by 38 percent in 20 schools that piloted changes to discipline policies, the department has tweaked the discipline code for all students.

But the main education initiative, the $24 million Expanded Success Initiative, is only now getting into full swing. This spring, the city picked 40 schools that have a track record of success with black and Latino students to receive extra funds for services geared toward college readiness. In exchange, researchers will study the schools’ practices with the goal of sharing the best ones with other schools.

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.