Mind the gap, <em>by ##http://www.flickr.com/photos/mwichary/2506936869/##Marcin Wichary##</em> The internet has seen a flurry of activity recently over the DOE's claim that it has reduced the achievement gap between black and Hispanic students and their white and Asian peers. Testing that claim, the New York Sun submitted the ELA and math scale score data for students in grades 3-8 to three independent analysts, who concluded that the gap has decreased in ELA, but has stayed flat since 2002 in mathematics, confirming much of Eduwonkette's analysis. The new analysis emphasizes the difference between closing the proficiency gap by comparing the percentage of students who score at a level 3 or 4 on state tests, and closing the achievement gap by comparing mean scale scores.
Introducing a regular feature in which we take a look at the history of New York City's schools. The Gothamschools Time Machine The chancellor makes a self-congratulatory announcement about a reduced dropout rate. But analysis by a watchdog organization, often critical of the chancellor's leadership, says the real rate is much lower. On-the-ground reports from principals confirm the less impressive numbers. Statisticians express skepticism about double-digit improvements. And no one can seem to determine the best way to calculate graduation rates. This story isn't ripped from today's headlines, although if you have read Nat Hentoff's latest installment in the Village Voice, in part about the persistent unreliability of the city's graduation data, you can be forgiven for thinking it might be. It's actually from the New York Times of March 4, 1987: In a self-congratulatory mood, the New York City Board of Education three weeks ago announced what it hailed as a major improvement in the dropout rate in the city's schools, down to 30.7 percent. But the fanfare subsided when a respected educational group contended last week that a truer figure for the dropout rate in the last school year was 50.4 percent.
Second in a series on free summer opportunities for New York City students. Read the first post about the Manhattan School of Music Summer Music Camp. Vocal music students practicing at SAI. On a recent July morning, in a classroom at Stuyvesant High School in Manhattan, master vocal music teacher Jayne Skoog asked her students to pause. "Put your hand here for a minute," she instructed them, placing her hand on her ribcage. "Put your hand right here." The students placed their hands over their own chests, studying how air should move in and out of their lungs as they sing. Down the hall, Joe Bartolozzi was teaching an advanced music theory class, animatedly illustrating a point about tension and release with a joke about a pianist playing "Amazing Grace" and stopping just before the final, resolving chord. Bartolozzi let his students feel that tension as he finished the story - then played the chord, allowing everyone in the room to experience the release firsthand. Meanwhile, upstairs, students were scattered around teacher Jan Juracek's photography lab. Two worked together at a computer, using Photoshop to merge a student's self-portrait with a photograph of the New York City skyline. Juracek sat nearby, helping another student edit a digital photo. A small group sat sprawled at student desks, flipping through photography books and their own portfolios. On the floor, students assembled what appeared to be a poster-sized contact sheet: they explained that it's a collaborative piece they are creating, bringing together each student's self-portrait on the theme "THE ARTS: A Lens to the City." This theme is shared by the seven studios of the Summer Arts Institute, a free, four-week intensive arts program for New York City public school students entering grades 8-12. In addition to vocal music and photography, the studio programs include instrumental music, dance, drama, visual art, and film.
Parents and advocates of disabled children who attend schools in District 75, the DOE's district for children with special needs, are breathing at least a partial sigh of relief this week after a report commissioned by the DOE recommended revamping, but not dismantling, the district. But their anxiety about the district's future persists as the DOE contemplates which recommendations, if any, to put into action. The report, released Friday by the Council of the Great City Schools, a coalition of 66 urban school districts, calls for integrating District 75 better into the rest of the school system and improving the quality of special education instruction in both District 75 and community schools. The report concedes that District 75 is isolated and incoherent as it is currently configured, but it concludes that the expertise contained in District 75 personnel and structures, as well as the support the district receives from its parents and teachers, make it worth retaining. (Read the whole report, hosted online by NYC Public School Parents.)
A $16.6 million federal grant will fund the development and support of new charter schools in New York State, the US Department of Education announced in July. The grant, from the Department's Charter School Program, will be used primarily to create and support secondary-level charter schools. Today is the postmark deadline for the current round of applications for the planning and implementation of new charter schools. Mayor Bloomberg and Chancellor Klein have long pushed for the creation of more charter schools, successfully convincing the state legislature to increase the number of charters granted from 100 to 200 in April, 2007. Half of the new charters are reserved for New York City. Even that limit may be short-lived; Governor Paterson reportedly told members of the Alliance for School Choice advocacy group that he supports lifting the cap on charters altogether. Approximately 18,000 students attend New York City's 60 charter schools, with thousands more students on waiting lists, according to the DOE. In response to this demand, eighteen new charter schools will open across the city this fall, with seven in the Bronx, five in Brooklyn, five in Manhattan, and one in Queens. The schools have a wide variety of institutional partners, including Victory Schools, adding two new charters to their six existing schools throughout the city, and the Success Charter Network, expanding from one to four schools in Harlem. The new charters, once they reach full capacity, will include six elementary schools, seven combined elementary-middle schools, one combined middle-high school, two high schools, and two K-12 schools. Most existing New York City charter schools serve elementary and middle school students.
Desmond Sam and William Guiracoche in rehearsal for the camp musical, Aladdin Jr. Photo by Brian Hatton. First in a series on free summer opportunities for New York City students. Coming soon: The Summer Arts Institute at Stuyvesant High School. More than 100 middle school students sit scattered throughout an auditorium at the Manhattan School of Music, clapping and cheering as names of students selected to perform in a concert are announced. Joanne Polk, the Dean of MSM's Precollege Division, shares a funny moment from one of the students concert sign-up sheet. "When I wrote 'How long is your piece?'" she says, "You wrote, 'It depends on how musically I play it.'" She finishes the morning announcements with a reminder about "Twin Day" that coming Friday, and the children stream out of the auditorium, many carrying instrument cases. Musically talented 6th through 9th graders come from public schools all over the city for the Manhattan School of Music's Summer Music Camp, where they study ensemble performance, music theory, and ear-training, take lessons in their particular discipline, and explore improvisation, conducting, composition, and more through electives. Mornings are for classes; afternoons are for extracurricular activities like marching band, ballroom dance, and acting classes. Rebecca Charnow, director of MSM's Young People's Division, says the camp is an important opportunity for middle school students, whose schools may have cut arts programs due to an increased focus on testing in mathematics and reading.