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.

New role

Principal Donna Taylor retiring from Brooklyn School of Inquiry, moving to DOE

PHOTO: Christina Veiga
Kindergarten students at Brooklyn School of Inquiry

Brooklyn School of Inquiry Principal Donna Taylor announced this week she is stepping down from her position next month.

Taylor, who has been with the Bensonhurst school since it opened in 2009, will take a position with the Department of Education, where she will support principals implementing progressive education and gifted and talented programs — two focuses of BSI. The school, which runs from kindergarten to eighth grade, is one of five gifted and talented schools open to children citywide.

“BSI was created by a team who believes that students need an inquiry-based, arts-infused curriculum, steeped in technology, where everyone is encouraged to think critically,” Taylor said in a statement. “We came together down here in Bensonhurst to grow our practice and build capacity. I am proud of the work I’ve done together with the school’s community to build and grow BSI.”

Her announcement comes the same week that BSI graduated its first cohort of eighth-graders. Moving forward, Taylor is working with other school staff and her superintendent, Karina Constantino, to ensure a smooth transition. A new principal has not yet been named.

BSI is the only citywide gifted school that participates in the city’s Diversity in Admissions program. The admissions pilot allows principals to set aside a percentage of seats for students who are low-income, English learners or meet other criteria. In the case of BSI, the school set aside 40 percent of its available kindergarten seats for low-income students.

While it met that target in its admissions offers this year, it had few open seats because siblings of current BSI students get priority. That meant that only 20 slots were reserved for low-income students.

It will be up to Taylor’s successor, alongside city officials, to decide where to take the pilot program next.

“We have no way of knowing what the new leadership will do or who they will be or what their position will be on the program,” said Sara Mogulescu, the parent of two children currently studying at BSI. “But I know there is a very strong core of commitment to that pilot and to continue to strengthen our community in all kinds of ways, regardless of whether Donna is the principal.”

Despite her many accomplishments, Taylor’s eight years at the helm of BSI were not without controversy. In 2014, Taylor made headlines for a comment she made at an open-house meeting at BSI. She remarked to prospective parents, “If you don’t speak Spanish, you’re going to clean your own house.” Taylor subsequently apologized.

Mogulescu said Taylor had built a solid foundation at BSI, and she and other parents were confident about the school’s future — and Taylor’s.

“As much as we are all sad to see her go,” she said, “I think the parents take solace in the fact that she is going to be spreading her wisdom and experience to other schools.”

planning ahead

Big assignment for group of Colorado education leaders: rethink the state’s education priorities

File photo of student at Marrama Elementary School in northeast Denver. (The Denver Post)

A newly constituted group of educators, lawmakers and state officials led by Lt. Gov. Donna Lynne will be charged with creating a sweeping new strategic plan for education in Colorado.

Democratic Gov. John Hickenlooper signed an executive order this week giving that task to a reconstituted Education Leadership Council, which formed in 2011 but has become inactive.

The new-look council will identify statewide priorities for how to better educate the state’s children so they can contribute to Colorado’s workforce, according to the order.

In an interview Thursday with Chalkbeat, Lynne said she expects the plan to include recommendations for how the governor’s office, relevant state departments, the legislature or others can work toward the state’s goals.

The group will begin meeting in August and will spend its first year setting priorities. It is supposed to give recommendations for possible legislation by 2018 or 2019.

Lynne said various state departments and groups already work on initiatives tied to education, but “we don’t have a place where we weave it all together.”

For example, Lynne said, the group could examine whether certain districts still need help getting access to the internet, whether students are being introduced to STEM careers early enough and whether graduates are prepared for the workforce.

Having a strategic plan and clear goals for what schools should be accomplishing could also give officials a better chance of changing school finance, Lynne said, if the group determines that is needed. Reports routinely rank Colorado near the bottom in per pupil funding among states.

“I think it’s hard when people want to talk about changing school finance or they want to address things like compensation for teachers, if you don’t have the core foundation of what do we want to achieve and how do we get there,” Lynne said.

Bipartisan legislation introduced this spring would have created a group with similar goals, but Republicans killed the so-called “vision” bill. Critics said the bill would have created more state bureaucracy and potentially conflicted with school districts’ strategic plans, and called it a ploy to ultimately ask taxpayers for more money.

Lynne said the group commissioned by the governor — which will have as many as 25 members — will include a diverse group of people representing different interests across the state to ensure local districts have a say in the statewide work. It will include directors from five state departments, a superintendent, a school board member, a teacher and a principal.

The original Education Leadership Council was commissioned in 2011 by a Hickenlooper executive order. Recently the group stopped meeting. Members’ terms had expired, and excitement had decreased after the 2013 defeat of Amendment 66, which would have raised taxes for schools. The council helped push for the measure.

When Lynne succeeded Joe Garcia as lieutenant governor, she said she knew she wanted to revive the group.

Her office started planning to regroup the Education Leadership Council in late 2016 before the legislature considered the same work, but she said she paused while legislators considered their bill. When that effort failed, Lynne said her office got back to organizing the council.

The group, Lynne said, will work under a shorter timeline than the one outlined in the failed bill.

Rep. Bob Rankin, a Carbondale Republican who sponsored the “vision” bill, said the council is the right avenue for this kind of work.

“The legislature is not suited for long-term strategic thinking,” Rankin said. “It’s more about shorter-term action. This is a better way to do it — with our involvement.”

Sponsors of the vision bill, including Rankin, will be part of the leadership council.

Here is a copy of the executive order:



EO Education (Text)