sorting the students

Fewer children make gifted cut for a second year, while inequities persist

The share of children qualifying for seats in the city’s gifted programs fell slightly for a second year following a change meant to both reduce the influence on test preparation in gifted admissions and improve the diversity of admitted students.

But most of the eligible children continued to come from affluent school districts compared to the city’s poorest districts, according to data that the Department of Education released on Monday.

City officials informed the families of 9,099 children that they are eligible to apply to one of the city’s district or citywide gifted and talented programs. That’s just under 25 percent of all students who took screening exams this winter seeking entry into the advanced classes, which admits students in kindergarten through third grade.

The passing rate is down from 32 percent two years ago, when the city added a new non-verbal test and decreased the weight of a verbal test that had previously counted for a majority of a student’s score. Last year’s screening weighed a student’s verbal and non-verbal skills equally, and just 26 percent of children were eligible. This year, no changes were made.

As usual, the most test-takers and the best passing rates came from school districts with more affluent enclaves. In Districts 2 and 3, which includes the Upper East and West Sides and much of Manhattan below 59th Street, 2,122 children — or 43 percent of those screened — hit the eligibility bar. Both districts have among the smallest shares of low-income students than any of the city’s 32 districts.

Conversely, a total of 357 students living in the city’s eight poorest districts — which include neighborhoods in Bushwick, South Bronx, Brownsville, East Harlem, and East New York — met the standards.  That represented just 11 percent of all students who took the exam, two and a half times under the city average.

“It’s critical that every student gets a fair shot at these unique programs, and that the Gifted and Talented test is accessible to all our students and their families while maintaining the same high standards,” said Department of Education spokesman Harry Hartfield.

The slight decline could have been in part because fewer students, particularly from some of the higher income districts, took the exam than in previous years.

The results came as education officials said the department would retain Pearson as its testing vendor for the gifted exams for at least another year. The testing company had a $5.5 million contract that runs until the end of this school year and officials had indicated they were looking to end the relationship after it botched scoring of the city’s 2013 gifted exams.

Families whose children are eligible now have until April 23 to apply for a slot, officials said. More than 2,000 students scored in the 97th percentile, meaning they can apply to one of six elite citywide gifted and talented programs; the remaining children can apply to less competitive programs in their home districts.

Meeting the eligibility bar is no guarantee of admission, however. Last year, only 60 percent of eligible students were offered a gifted seat.

Meanwhile, Chancellor Carmen Fariña has sought to downplay the allure of the city’s gifted programs during her tenure, saying that she hopes to make local neighborhood schools more attractive for parents to attend. The department’s spokesman emphasized that message again on Monday.

“Gifted and Talented Programs are just one of many high-quality elementary school options available to families across the City,” Harfield said.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”