going 'blind'

Some of Brooklyn’s most sought-after middle schools will no longer see how applicants rank them

PHOTO: Marc Piscotty / © 2013

When middle schools in a brownstone Brooklyn district with a hyper-competitive admissions process consider prospective students next year, they will no longer be able to factor in how families ranked them on their applications, officials said Wednesday.

Parents and experts have long lobbied for that change because they say the current system forces families to fill out their applications strategically, while often penalizing those who list their true preferences. Because the top middle schools in District 15 — which includes Park Slope, Carroll Gardens, and Sunset Park — each receive hundreds of applications, they generally only consider students who rank them first or second.

“For years, families have felt as though their options were limited to two top schools on their applications,” District 15 Superintendent Anita Skop said in a letter to parents Wednesday announcing the change. They “have felt as though they need to be strategic, rather than honest in their ranking of choices.”

The middle school admissions process varies across the city, but most districts currently use “blind ranking” systems that do not show schools where they were listed on a student’s application. The citywide high school admissions process also works that way.

Beginning next school year, District 15 will join the three-quarters of districts that do not show middle schools how applicants ranked them. (Seven of the city’s 32 school districts will continue to share the rankings with middle schools.)

“I am pleased to announce that we are making positive steps toward a more inclusive, equitable and family-friendly middle school admissions process for all of the District 15 community,” Skop wrote in the letter to families.

The district’s current process can be torturous for parents.

The odds of making it into one of the district’s most sought-after middle schools are dauntingly low: M.S. 447, The Math and Science Exploratory School, for instance, had slots for fewer than 10 percent of its 1,448 applicants last year. Yet parents must rank those schools first or second to be considered.

That means many families apply to those top schools and are rejected, only to find that schools they listed lower on their applications have filled up with students who ranked them first.

“If you don’t get into your first choice, in some cases you’re just screwed,” said Pamela Wheaton, managing editor of the website Insideschools. “People have been protesting this for years.”

The district’s more affluent parents often turn to their social networks, email groups, or paid consultants to help them rank their choices in a way that maximizes their odds of getting into top schools. Meanwhile, lower-income parents with less time to make sense of the process may list schools in a way that reduces their odds.

“A process in which schools see who ranks who further entrenches already entrenched inequities,” said said Neil Dorosin, executive director of the Institute for Innovation in Public School Choice, who helped design New York City’s high school admissions system. “That’s just fundamentally unfair and wrong.”

M.S. 839, a new middle school in the district, uses a random admissions lottery. For that reason, some parents automatically rank the school third so that they can save their top slots for schools that consider ranking, said principal Michael Perlberg. He said some parents have received their first ranked choice but appealed that decision because they actually preferred M.S. 839.

The policy change to blind rankings “is going to allow parents to sit down with their kids and do a ranking that’s really authentic,” Perlberg said. “We’re really excited about that.”

The change could complicate the screening process for district schools that attract large numbers of applicants.

For instance, New Voices School of Academic and Creative Arts, which received 1425 applications last year, requires applicants to sit for an interview and an audition. However, it only invites students who ranked the school first or second to go through that process. Now, it may be forced to invite in many more applicants.

A district spokesman said the policy change was made in partnership with the local principals. He added that individual districts decide whether or not to allow middle schools to see how families ranked them, and that District 15 could serve as a model for districts considering moving to a blind-ranking system.

Superintendent Skop also informed parents that middle schools cannot consider letters of recommendation during the admissions process. That rule has already been in place, but district leaders say that parents continue to submit letters to schools.

Correction [May 12, 2016]: An earlier version of this story misstated when District 15 middle schools will stop receiving information about how applicants ranked them. That change will happen when schools review applications in early 2017, not fall 2017.

diversity push

Denver Public Schools is identifying more students of color as highly gifted, but big disparities remain

PHOTO: Wikimedia Commons

In the second year of an effort to provide students of color greater access to Denver Public Schools’ magnet programs for highly gifted students, white and Asian students continue to be over-identified and Hispanic and black students continue to be under-identified.

The district did see a small bump in the percentage of black students identified as highly gifted after testing this year. But the percentage of Hispanic students identified — after a sizable jump in the first year of universal testing — stayed flat.

In short, while Hispanic and black students make up 69 percent of students districtwide, they make up just 29 percent of the population identified as highly gifted by the district’s new universal testing system. Highly gifted students are a subset of gifted students, and in DPS are eligible for nine specialized magnet programs, including one at the highly sought-after Polaris at Ebert Elementary.

The lack of diversity in Denver’s highly gifted program reflects the difficulty school districts nationwide face in trying to ensure their gifted programs reflect the complexion of their populations.

In January, New York City officials launched a task force to investigate persistent inequities in gifted education there and last year debate sprung up in Maryland’s largest school district after a report on school choice recommended controversial changes to promote greater racial equity in its highly gifted magnet programs.

While experts say that gifted students are found among all racial and ethnic groups, schools’ identification practices have historically favored upper-income white students. Until recently, Denver’s identification system typically required in-the-know parents who could seek out special testing for their kids.

“We’re kind of digging out of having that application-driven process,” said Rebecca McKinney, director of the district’s gifted and talented department. “It’s going to take us quite a few years.”

Last year, DPS launched a universal screening program that tested every kindergarten, second- and sixth-grade student for giftedness.

This year, it has formalized a program called the “talent pool” that gives kids who weren’t identified as gifted — but could be later — access to gifted services.

With gifted services set aside for about 10 percent of students at a school, talent pool students are added at schools where smaller percentages of students are designated as gifted. The idea is to ensure that each talent pool reflects the racial and ethnic diversity of the school.

McKinney said while the talent pool concept has existed in some form for years, now for the first time, students in the pools will be formally tracked to see how much growth they achieve and whether they end up getting officially identified as gifted.

Unlike highly gifted students, who are eligible for special magnet programs, gifted students in DPS receive extra services at their home schools.

Last year, after the first round of universal screening, district officials were heartened by increases in the proportion of Hispanic students identified as highly gifted. About 25 percent of students in that category were Hispanic, double their percentage in the highly gifted population the year before.

For black students, who make up about 13 percent of students districtwide, the first round of universal screening made almost no difference. They comprised 3 percent of the highly gifted pool — almost exactly the same as before universal screening began.

But things improved a bit this year, with about 5 percent of black students identified as highly gifted in the screening last fall.

“We’re still definitely not where we want to be,” McKinney said.

She said certain factors, such as low-income status or English-language learner status, can mask giftedness when students are screened. District officials have looked into having classroom teachers instead of gifted and talented teachers give the screenings because research shows students do better when they are familiar with the adult administering the assessment.

The district is also investing more in training for teachers and parents. Last August, the district brought in Joy Lawson Davis, a prominent advocate of diversity in gifted education, to provide teacher training.

Lawson Davis, a board member with the National Association for Gifted Children, will return in March for a training at Greenlee Elementary and an evening event focused on engaging parents as advocates for gifted children.

While Lawson Davis’s parent night will focus on black parents, McKinney said she plans to seek out speakers who can lead similar events for Hispanic parents.

Shrinking

It’s official. Achievement School District will close a second school in Memphis

PHOTO: Laura Faith Kebede
KIPP Memphis University Middle is closing after three years of operation under the state-run Achievement School District. The school operates in a former school building operated by Shelby County Schools.

In the months since KIPP decided to pull out of one of its state-run charter schools, officials with Tennessee’s turnaround district have been publicly mum about what happens next, leaving most to believe the Memphis school will close at the end of the school year.

A top official with the Achievement School District now confirms that’s the plan.

The ASD is not seeking a successor to KIPP for Memphis University Middle School and “is not obligated to look for another operator,” said Bobby White, the ASD’s chief of external affairs.

White noted that the South Memphis school was started from scratch — and is not an existing low-performing school taken from the local district with the charge of turning it around.

University Middle thus becomes the second ASD charter school that will close under the 5-year-old turnaround district. Klondike Preparatory Academy Elementary, a turnaround school also in Memphis, is already slated to shut down this spring after its operator, Gestalt Community Schools, pulls out of the ASD completely. KIPP will continue to operate three other ASD schools in Memphis and four other charters through Shelby County Schools.

The confirmation of a second closure comes as state leaders are reexamining the ASD’s structure and purpose and proposing to curtail its ability to grow — even as the state-run district struggles with sustainability due to a lack of students in Memphis, where the bulk of its schools are located. A bill filed recently in the legislature would stop the ASD from starting new charter schools such as KIPP’s University Middle, rather than just overhauling existing schools that are struggling.

The ASD was created as a vehicle to dramatically improve schools in the state’s bottom 5 percent but began authorizing charter organizations to start some new schools as well. The pending legislation, which is supported by leaders of both the State Department of Education and the ASD, would return the district to its original purpose.

PHOTO: Caroline Bauman
Bobby White is the ASD’s chief of external affairs.

KIPP’s Memphis board cited low enrollment and a remote location when voting last December to pull out this spring from University Middle, which it opened in 2014. Its leaders have told parents they plan to merge the school with KIPP Memphis Preparatory Middle, another ASD school located about nine miles away.

Even with KIPP’s departure, ASD officials had authority to continue to operate University Middle with another manager. However, the challenges with enrollment and location made that option highly unlikely.

The middle school is housed in the former White’s Chapel Elementary School building, which Shelby County Schools closed in 2013 with 181 students — more than KIPP was able to attract under the ASD.

Under-enrollment was also cited by leaders of Gestalt, a Memphis-based charter organization that announced last fall plans to pull out of both of its ASD schools. The state-run district has since found a new operator for one Gestalt school and confirmed last month that it plans to close the other.