getting to graduation

It’s official: New York is making it easier for students with disabilities to graduate this year

PHOTO: Stephanie Snyder

New York students with disabilities can now graduate high school without passing most Regents exams. The dramatic move by New York’s education policymakers could increase demand for the state’s less-rigorous “local” diploma and reignite a debate about academic requirements for those students.

Under new rules approved Monday, students with disabilities will be able to earn a local diploma by passing the math and English Regents exams and proving to superintendents they have mastered course material in other subjects. Previously, those students had to pass another two or three exams with a lower score.

The changes, which will go into effect this month, are part of a broader effort by New York policymakers over the last two years to help more students reach graduation. Eliminating the need for some students to pass the exit exams is the most noteworthy departure from the state’s traditional requirements yet — and could have a big impact, given that nearly one in five New York City students has a disability. Almost half of graduates with disabilities already opted for the local diploma last year.

“We know that all students are capable of achieving this accomplishment,” State Commissioner MaryEllen Elia said Monday. “It’s on us to offer them multiple pathways to do so, pathways that are rigorous.”

State policymakers estimate that the new measure, which was adopted as an emergency regulation but faces a formal vote Tuesday, could help about 2,200 more students graduate this year. It’s also likely to add a dose of confusion into this round of Regents testing — which also starts Tuesday — and schools’ last-minute efforts to certify students for graduation.

Policymakers have been searching for new graduation pathways since 2012, when the state raised the passing Regents exam score to 65, instead of the previously required 55.

Students with disabilities have been at the center of this debate. Only 40 percent of the city’s students graduate high school in four years, and some educators and advocates have worried that students with disabilities were getting snared by the new standards.

But some observers are already worried that the changes, which apply only to students with Individualized Education Programs, could have a negative effect by reducing expectations for students with disabilities.

“This does not sound like a step in the right direction to me,” said Mark Anderson, a special education teacher at Jonas Bronck Academy in a comment on a previous story about the change. “What sort of expectations are we conveying for success in academics if we make it ‘easier’ for some?”

Regents acknowledged that the move might draw criticism for lowering standards, but said the benefits to students and families outweighed that concern.

Regents Chancellor Betty Rosa pointed out that students will still be required to take and pass Regents-level classes, and they will also have to attempt the exams. Keeping students in a rigorous classroom environment is “critical,” she said.

Under the new regulation, superintendents will review a student’s final course grade and also schoolwork completed throughout the year to judge whether he or she mastered the material.

New York has historically struggled to avoid tracking students into less rigorous diploma options. The state eliminated an IEP diploma, an earlier option for students with disabilities that was largely meaningless, since it was not accepted by colleges, the military, or employers as a high school credential.

The state also eliminated the option for most students without disabilities to earn a local diploma in recent years, focusing on getting more students to earn a Regents diploma that requires passing multiple exit exams with a score of 65.

The move away from local diplomas was important for ensuring all students get the best educational experience, said Regent Lester Young, who supported the changes on Monday. When that diploma was available, students of color were being disproportionately steered toward that less-rigorous option, he said.

“Whenever there have been local diploma options, the least of us get pushed in,” he said.

Others think the measure’s requirements are still too stringent for students with disabilities. Some took particular issue with the requirement that students would still have to pass the English Regents exam.

“As an ELA instructor of learning disabled high school students … I am outraged,” said John Connolly, a commenter on a previous story about the policy change. “Of all exams, how can the Regents believe that the Common Core ELA should remain?”

language proficiency

Educators working on creating more bilingual students worry new state requirements aren’t high enough

A second grade class at Bryant Webster K-8 school in Denver (Joe Amon, The Denver Post).

Colorado educators who led the way in developing high school diploma endorsements recognizing bilingual students worry that new legislation establishing statewide standards for such “seals of biliteracy” sets the bar too low.

Two years ago, Denver Public Schools, Eagle County Schools and the Adams County School District 14 started offering the seal of biliteracy to their students. The three districts worked together to find a common way to assess whether students are fluent in English and another language, and recognize that on high school diplomas. Advocates say the seal is supposed to indicate to colleges and employers that students are truly bilingual.

A bill passed by state legislators this year that will go into effect in August sets a path for districts that want to follow that lead by outlining the minimum that students must do to prove they are fluent in English and in another language.

According to the new law, students must meet a 3.0 grade point average in their English classes and also earn a proficient score on the 11th grade state test, or on Advanced Placement or IB tests. For showing proficiency in the second language, students can either earn proficient scores on nationally recognized tests — or meet a 3.0 grade point average after four years of language classes.

Although educators say the law sends a message of support for bilingual education, that last criteria is one part of what has some concerned.

“It allows for proficiency in a world language to be established solely by completing four years of high school language classes,” said Jorge Garcia, executive director of the Colorado Association for Bilingual Education. “Language classes in one school district may have a different degree of rigor than they do in another.”

The second language criteria should be comparable to the English criteria, several educators said. In the requirements set by Denver, Eagle County and Adams 14, students must at a minimum demonstrate language proficiency through a test score, or in some cases with a portfolio review and interview if a test is not available.

The three districts also catered their requirements based on what each community said was important. In Adams 14 and in Eagle schools, students must perform community service using their language skills. Students also have to do an interview in both languages with a community panel.

“Our school district team developed the community service criteria because we wanted our kids to have authentic practice in their languages,” said Jessica Martinez, director of multilingual education for Eagle County Schools. “We also wanted students to be a bridge to another community than their own. For example, one group of students created academic tutoring services for their peers who don’t yet speak a lot of English. Another student started tutoring her mom and her parents’ friends so they could get their GED.”

The state law doesn’t require students to do community service. But it does allow school districts to go above the state’s requirements when setting up their biliteracy programs.

“Thoughtful school districts can absolutely address these concerns,” Garcia said.

Several school districts in the state are looking to start their own programs. In March, the school board for the Roaring Fork School District in Glenwood Springs voted to start offering the seal. Summit School District also began offering the seal this year.

Leslie Davison, the dual language coordinator for Summit, said that although her program will change in the next year as she forms more clear requirements around some new tests, she will continue to have higher requirements than the state has set.

This year her students had prove proficiency in their second language by taking a test in that language. They also had to demonstrate English proficiency through the ACT. In addition, students did oral presentations to the community in both languages.

“Their expectations aren’t as high as mine are,” Davison said. “We’ll probably stay with our higher-level proficiencies. I do have some work to do in terms of how that’s going to look for next year, but I certainly don’t want to just use seat time.”

Meanwhile, the districts that started the seal are increasing their commitment to biliteracy so as many students as possible can be eligible to earn seals in the future.

The Adams 14 school district in Commerce City is using Literacy Squared, a framework written by local researchers for teaching students to read English by strengthening literacy in the native language. The program is being rolled up year by year and will serve students in 34 classrooms from preschool through fourth grade in the fall.

In Eagle County, Martinez said parents have shown such a strong demand for biliteracy that most elementary schools are now dual language schools providing instruction to all students in English for half of the school day and in Spanish for the other half.

Both districts are also increasing the offerings of language classes in middle and high school. The options are important for students who are native English speakers so they too can become bilingual and access the seal. For students whose primary language is not English, the classes can help ensure they don’t lose their primary language as they learn English.

Of Eagle’s 25 students who graduated with a seal of biliteracy this year, 17 were native Spanish speakers and eight were native English speakers.

“We want all kids to see their bilingualism is an asset,” Martinez said. “It’s huge for them.”

 

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.”