By the numbers

New analysis shows New York state has the country's most segregated schools

New York’s schools are the nation’s most segregated, largely due to school segregation in New York City, according to a new analysis of federal education data that rekindles the longstanding debate over whether creating school diversity should be an explicit goal of the city’s school system.

Though 60 percent of white and Asian students in New York City in 2010-11 attended schools that the researchers call “multiracial,” only 25 percent of black and Latino students did, according to the report from the Civil Rights Project at UCLA.

The report also shows that between 1989 and 2010, the percentage of black and Latino students attending “intensely segregated” schools increased. In 2010-11, 85 percent of the city’s black students attended schools where white students made up 10 percent or less of the student population, up from 78 percent in the 1989-90 school year. Latino students also attended those intensely segregated schools in greater numbers than before: three quarters of them did in 2010-11, up from 66 percent in 1989-90.

While the report includes new data from the 2010-11 school year, its findings about the makeup of city schools aren’t new. Two years ago, the New York Times found that more than half of city schools are 90 percent black or Hispanic—the “intensely segregated” threshold. And another recent Civil Rights Project analysis showed that New York City was one of the most segregated cities for black students.

Researcher Gary Orfield said the numbers illustrate how desegregation has receded as an explicit goal of school districts and city governments. He also took special aim at New York City’s school choice policies as “exacerbating racial isolation.”

“If you don’t have an intention to create diverse schools, they rarely happen,” Orfield said.

Other experts have said that it’s more important to improve the quality of individual schools than to ensure each school has a racial and or socioeconomic mix. The Department of Education’s efforts to boost student performance under Mayor Bloomberg centered on creating new schools, improving other schools individually, and giving students and parents more choices about which schools to attend.

More recently, Chancellor Carmen Fariña indicated that she was supportive of individual schools’ efforts to draw students from different areas to create more diverse schools, like is happening at P.S. 133, but she hasn’t talked about larger enrollment policy changes. De Blasio has also said little about whether he want to see changes to enrollment policies, though he has expressed concern about the relative homogeneity of the city’s nine specialized high schools.

Expanding early education and lengthening the middle school day have been the primary engines he has said the city is using to address the socioeconomic and racial achievement gap.

“When students can integrate the experiences of others into their own personal development, we celebrate. We believe in diverse classrooms in which students interact and grow through personal relationships with those of different backgrounds,” Department of Education spokesman Devon Puglia said in response to the report.

The racial makeup of the city schools has also changed over the period examined in the report. White students make up just 14 percent of the city’s students overall, down from 25 percent in 1989-90, and black students now make up almost 30 percent, down from almost 37 percent. Meanwhile, the proportion of Latino students has jumped significantly, from 29 percent to 40 percent, as has the proportion of Asian students, from almost 9 percent to 15 percent of students.

In Brooklyn’s District 13, a task force has been developing ways for schools to maintain diversity as those proportions change in neighborhoods like Fort Greene. Using weighted student lotteries that would give preference to certain students is a form of “controlled choice,” which the report’s authors say is necessary to make the city’s choice system more equitable.

There are a number of challenges to those efforts, though. One is that they are more easily accomplished in districts like 13, with a racial and socioeconomic mix that doesn’t exist in some parts of the city. The Civil Rights Project’s report notes that white students make up 10 percent or less of students in 19 of the city’s 32 school districts. (That includes District 13, though its residential population is more mixed.)

The report also attributes some of the increase in segregation to the city’s charter schools, many of which often operate in low-income neighborhoods that are among the city’s least diverse. But charter advocates point out that those schools were created explicitly to serve low-income students and are often bound to accept students from specific geographic areas.

“Talk about damned if you do and damned if you don’t,” said James Merriman, CEO of the New York City Charter School Center. He said that charter schools that open in mixed-income neighborhoods are often accused of “abandoning their mission” to serve students in low-income areas.

“And when they do serve children in low income areas — neighborhoods which are historically segregated and which have district lines that charters must honor and that were drawn in some instances precisely to segregate,” he added, “they are accused of being too narrow in focus.”

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.