Achieving Diversity

What diverse schools do differently: New report outlines 10 promising approaches

PHOTO: Patrick Wall

With a rezoning debate barely settled in Brooklyn — and another still raging on the Upper West Side — New York City has been forced to reckon with the fact that many of its schools are deeply segregated.

But it’s worth remembering that there are success stories in our midst, schools that have taken deliberate steps to enroll a diversity of students, creating “Integrated Schools in a Segregated City.”

That’s the name of a report released Wednesday by the New School’s Center for New York City Affairs, where staff at the school-review site Insideschools spent a year uncovering lessons from local schools that are tackling segregation.

The findings, released ahead of a forum to discuss integration, highlight 10 strategies that have already shown promise in New York City. Here are a few of them.

School has to be welcoming for everyone

Schools that successfully enroll a mix of students also manage to create a climate that welcomes everyone, the report notes.

P.S. 312 in Bergen Beach, Brooklyn — home to families from Russia, Haiti, Korea and beyond — invites families to visit and talk about their cultures and share traditional foods. That has helped build relationships between parents, and while more minority students have enrolled in the school in recent years, the report says, it hasn’t experienced “the rapid white flight that schools in neighboring Canarsie witnessed some 30 years ago.”

Sometimes, maintaining diversity takes leadership from the top. The report found that the principal at P.S. 261 in Boerum Hill, Brooklyn, helped set an inclusive tone by encouraging the PTA to reach out to parents of color for the school’s annual fundraiser.

Other times, parents themselves play an important role. At P.S. 11 in Clinton Hill, Brooklyn, the diverse PTA leads school tours for prospective families.

“Since the PTA represents just about every race and ethnic group imaginable, visiting parents are likely to see someone who looks like them as a tour leader, and the tour leaders are great ambassadors for their school,” the report notes.

Change can be good

Whether it’s a new school in an old building, or an existing school in a new space — a change of scenery can attract more families of all kinds.

“Parents are more willing to take a chance on a new school with no track record than with an old school with a long history of low performance and poor discipline,” the authors say.

Closing a school is often unpopular, and it doesn’t always work, they acknowledge. But “it’s way easier to start a school from scratch with a new principal, new staff, and new kids than to turn around an existing school with a longstanding bad reputation.”

In other cases, change happens inside the classroom. P.S. 84 in Williamsburg, Brooklyn enrolled a more diverse mix of students after overhauling its curriculum, starting new programs and moving away from “scripted lessons” that emphasized basic skills.

Similarly, implementing gifted or dual-language programs can attract more middle-class and language-diverse families, though those programs can themselves become segregated. The report points to P.S. 9 in Prospect Heights, Brooklyn, a school with integrated gifted and dual-language programs.

Different admissions policies can help

Schools that accept students from outside regular zone lines, such as AmPark Neighborhood School in the Kingsbridge section of the Bronx, may attract students of different backgrounds, the report notes.

The Hellenic Classical Charter School in Sunset Park, Brooklyn is another example. Though it grew out of a Greek-Orthodox parochial school, demographic changes have resulted in a student body where few are of Greek heritage.

“Other cultures are celebrated, too. Each classroom studies a different country in preparation for the school’s multicultural fair; Cinco de Mayo and Martin Luther King, Jr. Day are important holidays,” the report notes.

New admissions policies have also shown moderate success. The city Department of Education has allowed some schools to set aside seats for students who are low-income, learning English or who meet other criteria. So far, such “Diversity in Admissions” plans have been approved at 19 schools, and are seen as a way to preserve diversity in gentrifying neighborhoods.

taking action

Commerce City students march to district building asking for a voice in their struggling school’s future

Students from Adams City High School march toward the district building April 25, 2017. (Photo by Yesenia Robles, Chalkbeat)

Students at a struggling high school in Commerce City took to the streets Tuesday to let district officials know they want a new principal and a say in the future of their school.

“We’re tired of not having consistency,” said Maria Castaneda, a 17-year-old senior at Adams City High School. “We’re asking them to hear our voices. Enough is enough.”

Hundreds of students from Adams City High School, joined by a handful of parents and community members, left school at noon to walk a little more than a mile to the district’s administration building.

The district has been searching for a permanent principal for the high school since the beginning of the school year when they promoted the former principal to a district position. The district has tried twice to hire a new principal, even selecting finalists both times. In the latest attempt, the school board decided against voting on the selected finalist meaning the search had to continue for a school leader.

The school — serving about 2,000 students including more than 80 percent who qualify for free or reduced price lunch — is also one of several across the state that are facing state action this spring after more than five years of low performance. The State Board of Education is expected to vote on a plan to turn around the school and the Adams 14 School District as a whole later this spring. Full plans haven’t been made public and several students and parents said they were not informed about what will happen.

“I didn’t know about any of the meetings,” said Socorro Hernandez, the mom of one student at the school. “We’ve just heard the school could close.”

Hernandez said that although she worries that her child isn’t getting a good education at the school, she thinks closing the school would not help.

Most students said what motivated them to walk out was not having a principal this school year. Many students said they have had a different principal every year they’ve been at the school and they worry that many of the teachers or administrators they do trust are leaving. Students also said the instability means work on next year’s schedules is falling behind.

“Who knows the school more than us?” asked Genavee Gonzales, a 17-year-old junior. “I feel like our education isn’t adequate, but it’s not the teachers’ fault. They aren’t getting enough resources or support from the school district.”

Commerce City police officers and security officials from the school escorted the students as they walked along busy Quebec Parkway. Drivers, including some in big trucks, honked and waved at the students as the crowd chanted down the street.

“Whose education?” student leaders shouted. “Our education!”

Almost an hour after arriving at the administration building, Javier Abrego, the Adams 14 School District superintendent, and Timio Archuleta, one of the district’s school board members, came out of the building and answered some of the students’ questions for about half an hour.

Students asked about the future of specific programs that many credited with their success at the school, and asked about funding for arts classes that they felt were in danger.

Abrego told students the school leaders would decide on a lot of those programs, but warned students that the school is in trouble and that attendance and test scores have to improve.

“They can take us over,” Abrego told the students. “Yes, I’m bringing in a new administration and I’m going to tell them these are the things we need to do.”

Another student asked how students we’re supposed to be motivated to go to school if all the adults they form relationships with at the school change each year.

Abrego reiterated that things have to change.

Students of Adams City High School

The district is scheduled May 11 to have a hearing in front of the state board. District officials were initially pursuing a plan to give the school new flexibilities through innovation status, but the district is now going to propose that an outside company take over some portions of the school and district’s work.

The state board may also suggest the school be turned over to a charter operator. However, the state is not allowed to “take over” management of the school or district as Abrego suggested.

Some of the students promised to return Tuesday night for the regularly scheduled school board meeting.

Board member Archuleta encouraged them to continue to provide their opinions in different ways.

“You guys are critically thinking,” Archuleta told the crowd. “That’s what I ask all students to do.”

Newcomers

Pulitzer-Prize winning author tells Indianapolis students a story some know well — of the dangerous journey from Central America to the U.S.

PHOTO: Courtesy: javier Barrera Cervantes, IPS newcomer program
Sonia Nazario signed copies of her book Enrique’s Journey, adapted from a newspaper series, at an event Monday.

For some of the students that heard Sonia Nazario speak at Shortridge High School Monday, the story she told of children making a perilous trip on the roofs and sides of freight trains to reach their parents in America was all too familiar.

Nazario wrote a Pulitzer Prize-winning newspaper series, Enrique’s Journey, about a boy who traveled alone from Honduras to the United States to reunite with his mother.

“Several children today after my talk came up to me and said, ‘I made the exact same journey as Enrique,’” said Nazario, who also discussed her reporting with an audience of educators and community members Monday evening at an event hosted by Indianapolis Public Schools.

“These kids … are hunted like animals all the way as they migrate north through Mexico,” Nazario said. “There are people who are trying to rob them, rape them, beat them, deport them — all the way as they travel north.”

When IPS opened a newcomer program this year, dedicated to educating children who are new to the country and just learning English, enrollment quickly ballooned with teens who traveled alone from Central America. Chalkbeat spent a day with one student who fled gang violence in Honduras to reunite with her mother in Indianapolis.

Nazario highlighted the Indianapolis newcomer school as one example of how the district is helping kids adjust to America.

“I love newcomer schools,” Nazario said. “Those schools allow kids recently arrived to spend a year with other new arrivals, so that they can get their feet under them.”

Teenagers often make the journey to the U.S. to reconnect with parents who left them in their home countries when they were infants or young children, and Nazario called on educators to help parents and children talk about these painful years of separation.

“If there’s one thing as educators you take away from today, you must bring these parents and kids together to discuss this,” she said. “Until they do, (children) are so red with rage towards their parents, they cannot do anything else. They cannot focus on their studies.”