dog days

City's summer program launch gets an endorsement in research

Francesca Martinez, left, and Alexis Noa
PHOTO: Tajuana Cheshier/Chalkbeat TN
Francesca Martinez, left, and Alexis Noa participated in the city's Summer Youth Employment Program in 2008.

Summer break gave way to the world of work for tens of thousands of teenagers today with the start of the city’s annual youth employment program.

Mayor Bloomberg and Chancellor Dennis Walcott kicked off this year’s employment season today at Queens Botanical Gardens, which is employing 35 of the 31,700 youth enrolling in summer work or training programs.

The city’s Summer Youth Employment Program has long been a model for other cities trying to keep teenagers occupied and productive during the dog days of summer. New Yorkers between the ages of 14 and 21 are selected by lottery to take on seven-week paid internships with community organizations. Since the city’s Department of Youth and Community Development took over the program in 2003, SYEP participants have also received educational programming about health, career, college, and financial literacy.

Participants don’t have to be enrolled in school, but those who are reap academic benefits, according to a team of New York University researchers who followed 2007’s SYEP 36,000 applicants in grades 8 through 11 through the following year. In a policy brief released today, the researchers conclude that students randomly selected for SYEP positions attend, on average, two more days of school the following year than students who applied for SYEP jobs but were not selected.

The benefits were even larger for students who had been frequently absent in the past and larger than that for students over 16 who had attended school less than 95 percent of the time in the previous year, the researchers found. Those students took and passed required Regents exams in math and English more often than students who had not been picked for SYEP.

The results suggest that taking on a job can stem the phenomenon that some educators and researchers call the “summer slide”: academic regression that takes place when classes are not in session. One estimate says students lose the equivalent of two months of instruction in math and reading between June and September.

“The research is clear that summer learning loss disproportionately impacts our most vulnerable low-income students, which is why it is so important that we continue to support our city’s summer jobs programs and pilot new initiatives,” Walcott said in a statement today.

One of the new initiatives, Summer Quest, aims to provide summer instruction and enrichment for elementary and middle school students who struggled on their state tests, but not so much that they were required to attend summer school. Twelve South Bronx schools are working with community groups to pilot the program, which Walcott announced in April.

The other new program is for students at high schools that offer hands-on training in specific industries. The first set of 100 “Bank of America Career and Technical Education Summer Scholars” will take on internships in the information technology field.

All together, the three programs are enrolling 31,700 youth this summer. That’s still over 25 percent smaller than it was 2008, when more than 43,000 teenagers and young adults held jobs through SYEP alone.

But with SYEP bankrolled largely with city, state, and federal funding, several consecutive years of shrinking budgets took a toll. To launch the new programs, the Department of Education and Department of Youth and Community Development cobbled together donations from nearly 20 private foundations and companies.

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.