gifted moves

Among New York City’s deeply segregated gifted programs, one Brooklyn school aims for greater diversity

PHOTO: Christina Veiga
Kindergarten students at Brooklyn School of Inquiry learn to read number lines.

Families from across New York City flock to Brooklyn School of Inquiry in Gravesend — the kind of school where parents raise enough money to pay for extra helpers in most classrooms and a multi-million dollar STEM lab is being built on the roof.

But for all the gifted and talented school offers, Principal Donna Taylor says there is one thing lacking: a student body that reflects the diversity of the city.

Taylor hopes to make a dent in that. Starting next fall, BSI will become the first citywide gifted and talented school to experiment with new admissions policies to promote integration. The Department of Education has allowed the highly sought-after school to set aside 40 percent of its kindergarten seats specifically for low-income children.

“I think that was just what we needed,” Taylor said.

In joining the city’s “Diversity in Admissions” program, Taylor is trying to address striking differences between her school and others. Citywide, about 77 percent of students are poor and almost 70 percent are black or Hispanic. Last year, BSI’s poverty rate was 23 percent, and less than 10 percent of students were black or Hispanic.

The disparity is not unique to BSI, or to gifted education. Citywide, about 73 percent of gifted students are white or Asian, and the poverty rate averages around 43 percent.

There are almost no students who are learning English, have special needs or are in temporary housing in the city’s gifted programs. Put together, they make up less than 10 percent.

“What we have right now is something we should be ashamed of,” said James Borland, who directs gifted education programs at Teachers College Columbia University.

While most gifted programs are housed within traditional schools, BSI is one of five citywide schools that enroll gifted children exclusively. The citywide schools are some of the hardest to get into, essentially requiring four-year-olds to land a near-perfect score on the standardized test used to determine who is “gifted.”

Districts used to be able to set their own admissions criteria for gifted programs. That changed in 2007, when the city standardized entry based on test scores, in part to increase diversity. A non-verbal test, also intended to address inequities, was added in 2012. Yet today’s gifted programs remain segregated.

That isn’t surprising since test scores are closely linked to socioeconomic status, said Allison Roda, who spent years studying New York City’s system and wrote a book titled “Inequality in Gifted and Talented Programs.”

“You’re never going to integrate gifted and talented classrooms that way,” she said.

The current administration has tried its own methods to diversify gifted education. Perhaps the most sweeping effort was the launch of new gifted programs in four districts in Brooklyn and the Bronx that had gone years without. Those programs started this year, admitting third-grade students rather than kindergartners and using measures other than the traditional gifted tests to decide admission, including grades and teacher recommendations. Both moves could level the playing field by making it less likely that students test into gifted programs based on the advantages they bring from home.

In those new programs, 70 percent of students are low-income, 49 percent are black and 39 percent are Hispanic, according to the Department of Education.

Officials recently announced the more expansive third-grade admissions criteria would apply to another school: P.S. 191 on the Upper West Side, which has been embroiled in a long-standing rezoning debate.

Students at P.S. 191 are largely black, Hispanic and poor — and gifted programs are often seen as a way to help integrate schools. Roda criticized that approach, saying gifted programs just lead to segregation within school buildings.

“It is a way to attract white, higher-income families to a school. But once you do that, it’s like gentrifying a school,” she said. “You walk down the hallway, and you can tell which classroom is gifted and talented and which classroom is general education.”

The Department of Education did not make anyone available for comment on gifted education issues, despite repeated requests. In an email, a spokesman wrote: “We’re committed to increasing diversity and expanding high-quality elementary education for students and families – including through Gifted & Talented programming.”

Recent efforts, however, appear to have fallen short. According to city data, recorded in annual school diversity reports, the percentage of black and Hispanic and low-income students enrolled in gifted education has remained about the same over the last two years.

Borland said the city could instead move back toward allowing districts more flexibility in how they decide who’s “gifted.” Instead of one test cut-off score, students would be admitted based on how they compared to their local peers.

“That makes sense because you need a different program based on how you compare to kids in your class,” and not, for example, students in another borough, Borland said.

But ultimately, he said, “I would not base admissions on tests.”

The new enrollment policy at BSI is likely to have a small effect — one that could take years to play out. Because siblings of current students get priority in enrollment, precious few kindergarten seats are open in any given year. And even if BSI meets its enrollment target of 40 percent low-income, it would still be far below the city average for student poverty.

But Taylor says the school has to start somewhere. She admits some parents have questioned whether the initiative would impact performance.

Her response: “Sometimes the parents don’t have time to advocate for their kids, but that doesn’t mean their kids can’t do as well.”

Other parents have welcomed the change, and started an information campaign to encourage more families in the community to sign their children up for testing.

“This is a big deal,” said Sara Mogulescu, the parent of two students at BSI. “It’s important to a number of us.”

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)