paradigm shift

Complaint targets elite HS admissions process, not just outcome

A chart in a civil rights complaint about the city's specialized high school admissions process shows the acceptance rates for students of different racial groups. (Click to enlarge.)

It seemed like a good strategy: To boost the tiny number of black and Hispanic students at the city’s most elite high schools, the city this year expanded access to programs meant to prepare eighth-graders for the schools’ admissions test.

But that approach is fundamentally broken, according to the NAACP Legal Defense Fund, which today filed a complaint with the U.S. Department of Education against the Specialized High Schools Admissions Test.

“More tutoring and more test prep is not the answer,” said Damon Hewitt, LDF’s director of education. “We need a real paradigm shift.”

The complaint calls for a new way of admitting students to the city’s eight specialized high schools. The schools have long screened students by ranking their performance on a one-time exam, a practice that was written into state law in 1972 for the three schools that were then open.

But that approach has yielded student bodies that do not reflect the city’s demographics — or even the demographics of the students who take the test. Last year, black and Hispanic students made up 45 percent of test-takers, but they represented only 14 percent of admitted students. At Stuyvesant High School, the most selective and least racially diverse, just 25 black and Hispanic students were offered seats.

Along with several community groups and legal groups, the Legal Defense Fund — which sprung from but is not actually part of the NAACP — is asking the federal Office of Civil Rights to push the city to advocate for changes to the admissions process. The office cannot mandate changes, but it can make the city’s federal school aid contingent on changes to the admissions process to make it more equitable. The office has 180 days to respond to the complaint.

The complaint suggests several alternatives to the current admissions process. First, it says the city should adopt a “multiple-measures” approach to assessing applicants, by looking at their grades, teacher recommendations, extracurricular activities, and life experiences. Although the process could seem onerous when 30,000 students take the high school exam each year, many other selective schools already assess students according to multiple measures, Hewitt said.

The city should also compel all of the specialized schools to participate in an expanded version of a program that has allowed black and Latino students who score just below each school’s cutoff to win admission by participating in a summer program, the complaint argues. Currently, the city’s most selective schools opt out of this program.

And the complaint argues that the city should also reserve some seats at each school for top students from across the city. In 2010, Stuyvesant High School’s ninth-grade included students from only 22 of the city’s 32 school districts, leaving large swaths of the city unrepresented. The final component hews closely to what John Garvey, a former CUNY administrator, proposed in a 2010 piece in the GothamSchools Community section.

“The woefully small percentages of black and Hispanic students at the city’s specialized high schools is not a new development, but that doesn’t mean we can’t do something to change it,” Garvey wrote at the time. “Here’s my suggestion: The Department of Education should adopt a proportional admissions plan for the exam schools that would offer admission to the highest-scoring students from each of the neighborhoods of the city.”

City officials say they couldn’t do anything about the admissions process even if they wanted to.

“State law requires that admission to specialized high schools be based solely on an exam, and we want all of our students to have opportunities to prepare for the test no matter their zip code,” said Erin Hughes, a Department of Education spokeswoman, in a statement.

Hewitt contested that argument. Only Stuyvesant, Bronx High School of Science, and Brooklyn Technical High School are named in the 1972 Hecht-Calendra Act. The other five specialized schools, which all opened under the Bloomberg administration, have been designated as specialized schools but do not have to remain that way, he said.

“The city could change its policy today,” he said. “There’s no reason why the city and the state and complainants and experts can’t come to the table and hammer out a workable, fair, just, nondiscriminatory policy. This could change as fast as there is political will.”

The change has some allies in Albany. Last year, Bronx Assemblyman Karim Camara was one of several legislators to initiate bills that would alter the Hecht-Calendra Act. Those bills didn’t make it into law last year, but Hewitt said he hoped lawmakers would try again this year when the legislative session begins in January.

Because the specialized schools contain only a tiny fraction of the seats across the city’s high schools, changing their admissions processes would affect very few students directly. But Hewitt said large numbers of students would benefit nonetheless.

“The message that this longstanding discriminatory policy sends is a very horrible one — it’s that even if you work harder than the next person and even if your grades are better than the next person, you still might not get the opportunity that that person gets,” he said.

The NAACP Legal Defense Fund’s complaint is below.

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.