Starting early

Efforts spur college readiness dialogue in Washington Heights

City Councilman Ydanis Rodriguez speaks to a crowd of Washington Heights parents about college readiness Wednesday evening.

A Washington Heights politician who has been trying to get local parents talking about college readiness might have bitten off more than he can chew.

City Councilman Ydanis Rodriguez has adopted a novel response to the daunting statistic that only about 13 percent of the city’s African American and Latino students are graduating from high school prepared for college: He has put together a working group of principals to get families talking about the path to college starting in kindergarten.

But at a forum Wednesday evening at I.S. 143, the first public event to come out of the working group’s suggestions, parents among the audience of 60 families, educators, and elected officials spoke mostly about more immediate concerns.

Most of the parents who spoke during the question and answer session prefaced their questions about college readiness with complaints about high class sizes and administrative problems at their schools, which drew the meeting off topic.

“There are 35 kids in our classroom and only one teacher,” one mother said. “What are the things we can do about that?”

Still, many of the parents at the meeting, which was held in Spanish, told me they wanted to begin learning about the college admissions process early, even though their children attend elementary schools in Districts 5 and 6.

Last month Rodriguez held a preliminary meeting with eight principals and a handful of parent coordinators and Parent Teacher Association representatives from local schools to outline the collaboration and discuss how workshops could benefit these parents. At this week’s parent meeting, he emphasized the urgency of the problem, highlighted by the city’s new college readiness measurements and Common Core Standards, that few students graduate prepared for the rigor of college level courses, if they have the resources to apply to college at all.

College readiness was the subject of a City Council hearing last month that focused on the persistent disjuncture between what city high schools require for graduation and what the City University of New York expects from new students.

Dionicio Rodriguez, a parent who is applying to kindergarten for his daughter this year, said he came to the meeting when he heard about it from a friend because he believes parents should start informing themselves about the path to college as early as possible. But he is also worried that the school choice options in District 6, his district, would be subpar, so he has applied to a dozen charter schools with kindergarten admissions.

“I want my daughter to get the best in her future, and a good school is the way to be successful in college,” he told me. “The school she is supposed to go to, if you go online the percentages on tests are low, so I don’t want her to go to that school. I want the best for her.”

Jacqueline Jones, whose son attends Urban Assembly School for Media Studies, speaks at a town hall meeting on college readiness.

Cecilia Angelero, a parent coordinator at I.S. 143, said she attended the meeting to stress the importance of parents’ role in preparing students for high school graduation and college.

“The schools give some information, but we really have to do our own research,” she told the group. “This [college readiness push] should have been done years ago — the communities need to be informed.”

Angelero said her son’s high school, Urban Assembly School for Media Studies, could be doing more to prepare him for college. He has already received some materials related to the college process in 10th grade, but she said she would still like to see the support increase further.

Jacqueline Jones cautioned the elected officials to remember that they are speaking to only the most involved parents who can make it to evening meetings.

“This plan needs to help and include parents who want to participate, but don’t know how,” said Jones, who sends two children to Amistad Dual Language school in Inwood. She recalled how her mother could not help her study for the SATs when she was in high school because she had never heard of them: “I truly believe this has to be early — it took my mom way too long to learn this.”

Two principals who attended the meeting told me afterward they have increased their emphasis on the pathway to college this year and hope to share best practices with other school leaders in meetings Rodriguez may hold in the future.

“These parents who come to these meetings are part of our active PTA, and they want to feel reassured that they’re getting support from the leadership in the community. It has to be a collaborative effort,” said Wanda Soto, the principal of P.S. 5. “We’ve always had standards, but now we’re looking at how we have to start from an early age if we want our children to succeed.”

“We have a very hardworking PA, we have parent coordinators, we have workshops. But I came here to get more information, to hear how to get parents more involved,” said Cindy Arndt, principal of the Mott Hall School, a middle school. She also touted a new, mandatory college readiness class that is tied in with new curriculum standards, known as the Common Core.

“There’s no cookie cutter. The college readiness classes that we have can’t be done the exact same way in another school, but they can get the concepts,” she said.

pre-k for all

New York City will add dual language options in pre-K to attract parents and encourage diversity

PHOTO: Christina Veiga
Schools Chancellor Carmen FariƱa, back right, visits a Mandarin pre-K dual language program at P.S. 20 Anna Silver on the Lower East Side.

Education Department officials on Wednesday announced the addition of 33 dual language pre-K programs in the 2018-19 school year, more than doubling the bilingual opportunities available for New York City’s youngest learners.

The expansion continues an aggressive push under the current administration, which has added 150 new bilingual programs to date. Popular with parents — there were 2,900 applications for about 600 pre-K dual language seats last year — the programs can also be effective in boosting the performance of students who are learning English as a new language.

Another possible benefit: creating more diverse pre-K classrooms, which research has shown are starkly segregated in New York City.

Schools Chancellor Carmen Fariña said the new programs reflect the city’s commitment to serving all students, even as a national debate rages over immigration reform.

“It’s important to understand that immigrants or people who speak a second language are an asset,” Fariña said. She called bilingual education “a gift that I think all schools should have.”

Included in the expansion are the city’s first dual language pre-K programs in Bengali and Russian, which will open in Jamaica, Queens, and the Upper West Side, Manhattan, respectively. The other additions will build on programs in Spanish, Mandarin and Italian. Every borough is represented in the expansion, with 11 new programs in Manhattan, nine in Brooklyn, six in Queens, five in the Bronx, and two on Staten Island.

In the dual-language model, students split their time between instruction in English and another language. At P.S. 20 Anna Silver, where the recent expansion was announced, pre-K students start the morning in English and transition to Mandarin after nap time. Experts say the model works best when the class includes an equal mix of students who are proficient in each language so they can learn from each other as well as the teacher, though it can often be difficult to strike that balance.

Officials and some advocates view dual-language programs as a tool for integration by drawing middle-class families eager to have their children speak two languages into neighborhood schools that they otherwise may not have considered. Research has shown that New York City’s pre-K classrooms tend to be more segregated than kindergarten. In one in six pre-K classrooms, more than 90 percent of students are from a single racial or ethnic background. That’s compared with one in eight kindergarten classrooms, according to a 2016 report by The Century Foundation.

Sharon Stapel, a mother from Brooklyn, said she knew early on that she wanted her daughter to learn another language and strike relationships across cultures. So she travels to the Lower East Side with her four-year-old, Finch, to attend the Mandarin dual-language pre-K program at P.S. 20 Anna Silver. On Wednesday, the city announced it will add a Spanish dual language program at the school.

“We really see it as how you build community with your neighbors and your friends,” Stapel said. “It was also an opportunity for Finch to become involved and engage in the cultures and in the differences that she could see in the classrooms — and really celebrate that difference.”

Citywide, about 13 percent of students are learning English as a new language. That number does not include pre-K since the state does not have a way to identify students’ language status before kindergarten. However, based on census data, it is estimated that 30 percent of three- and four-year-olds in New York are English learners.

Dual-language programs can benefit students who are still learning English — more so than English-only instruction. Nationally and in New York City, students who are learning English are less likely to pass standardized tests and graduate from high school. In one study, students who enrolled in dual-language courses in kindergarten gained the equivalent of one year of reading instruction by eighth grade, compared with their peers who received English-only instruction.

The city has been under pressure to improve outcomes for English learners. Under the previous administration, New York City was placed on a state “corrective action plan” that required the education department to open 125 new bilingual programs by 2013. Though the city fell short of that goal, the current administration has agreed to place every English learner in a bilingual program by the 2018-19 school year.

Among the greatest barriers to achieving that is finding qualified teachers, Fariña said. In some cases, it can be hard to find teachers who are fluent in the target language. In others, teachers who are native in a foreign language may only be certified in their home country, and it can be hard to transfer that certification to New York.

In order to open an Urdu program recently, Fariña said, the teacher, who holds a degree from another country, went through Teaching Fellows, an alternative certification program that usually caters to career-changers or recent college grads.

“I think the biggest challenge we have right now is ensuring our teacher preparation courses are keeping up with our need and demand for teachers who can teach another language,” she said.

hands on

Apprenticeships are now open for the second round of CareerWise high school students

PHOTO: Denver Public Schools
Denver student Quang Nguyen works at an internship this past summer.

More than half the companies that signed on for the launch of Colorado’s apprenticeship program CareerWise have renewed and plan to take on a second group of apprentices this fall, while a number of new companies have added programs.

That means there are 160 new openings for Colorado high school students in fields ranging from manufacturing to information technology to healthcare, a 33 percent increase from the 120 positions available to the first group of students last year.

CareerWise offers three-year apprenticeships to students starting in their junior year of high school. It’s based on the Swiss apprenticeship model and was conceived by Gov. John Hickenlooper and businessman Noel Ginsburg, who is himself now a candidate for governor, after a trip to Switzerland in 2015. The first apprentices started in 2017.

Brad Revare, CareerWise’s director of business partnerships, said most of the companies that didn’t renew are small firms that don’t feel like they have the capacity to take on a second apprentice right now. Some are still deciding if they’ll renew — this recruitment cycle hasn’t closed — and some companies have said they plan to take a second apprentice when the first apprentice is in his or her third year so that the older student can serve as a mentor.

Revare said the renewal rate has been a pleasant surprise.

“We didn’t anticipate this high of a renewal rate,” he said. “We believe that demonstrates that partnerships aren’t just a good corporate citizen thing, but a good return-on-investment business decision. To sign up for a second cohort when the first cohort is only on the job for six months speaks to the value of this program.”

There’s still a lot of work to be done for the program to achieve its goals, though. The charge from the governor, who has made workforce training and apprenticeships one of his priorities, is to have 20,000 high school students in apprenticeship programs within 10 years. He reiterated that goal in his State of the State address Thursday.

The renewing companies include Arrow Electronics, the city of Grand Junction, University of Colorado Denver, DaVita, DH Wholesale Signs, DT Swiss, EKS&H, Geotech Environmental, Gordon Sign, HomeAdvisor, Intertech Medical, Intertech Plastics, Mesa 51, Mile High United Way, Monument Health, Nordson Medical, Prostar Geocorp, Research Electro-Optics, SAS Manufacturing, Skillful, Stonebridge, Swiftpage, TeleTech, and Western States Fire Protection

New participating businesses for 2018 include Janus Henderson Investors, Otter Products, SAVA Senior Care, the city of Aurora, and the governor’s Office of Information Technology.

CareerWise is still recruiting more businesses for 2018.

To find an apprenticeship, check out CareerWise’s Marketplace.