number crunching

The good, the bad, & the puzzling within the progress reports

Behind the letter grade that each city high school received this week is a mess of data.

Progress report scores take into account everything from how many ninth-graders earned six credits in academic courses to the number of overage students to the relative performance of students with special needs. The city’s spreadsheet containing the underlying data for the progress reports runs to more than 200 columns.

We sorted and re-sorted the spreadsheet to look at the city’s measures of school quality in different ways. Here are some of the most interesting things we found.

The top five highest-scoring schools include three schools for new immigrants (marked with asterisks):

Brooklyn International High School (Brooklyn)*
Manhattan Village Academy (Manhattan)
It Takes A Village Academy (Brooklyn)*
Williamsburg High School for Architecture and Design (Brooklyn)
Manhattan Bridges High School (Manhattan)*

The top five lowest-scoring schools:

Manhattan Theatre Lab High School (Manhattan)
High School of Graphic Communication Arts (Manhattan)
Samuel Gompers Career and Technical Education High School (Bronx)
Herbert H. Lehman High School (Bronx)
Freedom Academy High School (Brooklyn)

Seven schools didn’t get progress reports after their data raised red flags with department officials:

Theatre Arts Production Company (Bronx)
PULSE (Bronx)
School for International Studies (Brooklyn)
Bronx Aerospace (Bronx)
Bushwick School for Social Justice (Brooklyn)
Foundations Academy (Brooklyn)
FDNY School for Fire & Life Safety (Brooklyn)

Other schools where academic and management improprieties have been reported did get progress reports:

Science Skills High School (Brooklyn) got an A
A. Philip Randolph High School (Manhattan) got a C
Lehman High School (Bronx) got an F
Washington Irving High School (Manhattan) got an F
Independence High School (Manhattan) got a C
Williamsburg Charter High School (Brooklyn) got a C

Three schools benefited from the new rule that prevented schools with high graduation rates from scoring lower than a C:

Bronx Prep Charter School (Bronx)
Frederick Douglass Academy (Manhattan)
East New York Family Academy (Brooklyn)

Seventy schools sent less than a third of their graduates to college. Of those, seven got A’s:

Fordham High School of the Arts (Bronx)
High School for Violin and Dance (Bronx)
Millennium Art Academy (Bronx)
International Community High School (Bronx)
El Puente Academy for Peace and Justice (Brooklyn)
International High School at Prospect Heights (Brooklyn)
W. H. Maxwell Career and Technical Education High School (Brooklyn)

At four schools, all selective, not a single graduate would need remediation at CUNY colleges:

Staten Island Technical High School
Townsend Harris High School
High School of American Studies at Lehman College
Queens High School for Sciences at York College

And at six schools, not a single graduate met CUNY’s basic standards:

Performance Conservatory High School (Bronx) is closing
Juan Morel Campos Secondary School (Brooklyn), which got a C
Bronxwood Preparatory Academy (Bronx), which got a C
Opportunity Charter School (Manhattan), which did not receive a grade
Arts and Media Preparatory Academy (Brooklyn), which got a B
High School of Violin and Dance (Bronx), which got an A

Six of the 11 schools that began federally funded “transformation” last year saw no change. Two saw their grades fall:

Queens Vocational and Technical High School, which went from an A to a B
Flushing High School, which went from a C to a D

And one saw a spectacular climb:

School for Global Studies, which went from an F to a B

Two of the schools we followed in “The Big Fix” series boosted their grades:

William E. Grady Career and Technical Education High School went from a D to a B.
Chelsea Career and Technical Education High School rose from a C to a B.

And one school had no chance:

Christopher Columbus High School got no grade because it has started phasing out.

Seven charter high schools got progress report grades:

New Heights Charter School, which got a A for the second year in a row
International Leadership Charter School, which dropped from an A to C
Renaissance Charter School, which got a B in its first year with a report
Harlem Village Academy, which got a B in its first year with a report
John V. Lindsay Wildcat Academy, which fell from an A to a B
Williamsburg Charter High School, which improved from a D to a C
Bronx Prep, which got a C for the second year in a row

Ninety-two schools did not get progress report grades because they are less than four years old or are phasing out.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.