shifting lines

In gentrifying Brooklyn, rezoning plan that sparked diversity debate is approved

PHOTO: Patrick Wall
Members of Brooklyn's District 13 Community Education Council approved a contentious rezoning plan Tuesday evening.

Parent leaders in gentrifying Brooklyn narrowly approved a contentious rezoning plan Tuesday that has brought widespread attention to the deep race and class divisions between neighboring schools in some parts of the city.

After a weeks-long delay to give officials more time to meet with affected families, the community education council in Brooklyn’s District 13 voted 6-3 to approve the zone change for next fall. As a result, some families who would have been eligible for kindergarten spots at popular but jam-packed P.S. 8 in Brooklyn Heights will now be shifted to lower-performing P.S. 307 in nearby Vinegar Hill, which has many open seats.

While the plan was designed to relieve the overcrowding at P.S. 8 that has intensified as the school’s popularity has grown and more families have moved into its sprawling zone, it could also have the effect of diversifying P.S. 307. That school serves mostly low-income black and Hispanic students, including many who live in adjacent public housing, while the majority of P.S. 8 students are white and many are wealthy.

The plan triggered a backlash both from current P.S. 307  parents and some who would be rerouted there, illustrating the challenges of integrating a school even when it is surrounded by a mix of families. As Mayor Bill de Blasio has faced rising calls to address the lack of diversity at many schools in New York City — which is one of the nation’s most segregated districts — this rezoning battle and a similar one in the Upper West Side have come to epitomize just how difficult that will be.

But for all the fierce debates this zone change stirred up since it was proposed in September, its immediate effects could be limited. While it will shrink P.S. 8’s lengthy waitlist, the building will still be filled far above capacity. And it is possible that many would-be P.S. 8 parents who are now matched with P.S. 307 will choose not to enroll there, leaving both schools nearly as segregated as before.

“I don’t believe we’re going to make as much history as we say,” said Ben Greene, a CEC13 member and P.S. 307 parent, before he voted against the plan late Tuesday evening.

The city’s proposal came after P.S. 8 has had to cut its pre-kindergarten program and repurpose its arts classrooms to free up space for a steady stream of new students. Now at 140 percent of its intended capacity, the school last year had to place 50 prospective kindergarten students on a waitlist.

The rezoning will shrink P.S. 8’s catchment area – which spans from Brooklyn Heights to the Navy Yard – and expand P.S. 307’s, which is now just a fraction of the size of P.S. 8’s. Even though P.S. 307 draws many students from outside its current zone, it still cannot fill all its seats.

While the plan might make logistical sense, many parents rejected it.

Doreen Gallo, director of the DUMBO Neighborhood Alliance, spoke out against the rezoning plan Tuesday.
Doreen Gallo, director of the DUMBO Neighborhood Alliance, spoke out against the rezoning plan Tuesday.

Some P.S. 307 parents and residents of the Farragut Houses, who have long sent their children to that school, worried that an influx of wealthy newcomers could change the school’s character and jeopardize its federal Title I funding, which is tied to the share of needy students it enrolls. In response to those concerns, the city has said it will allow the school to reserve a portion of its seats for low-income students.

At heated public hearings, long-time residents of the area made clear that they saw the rezoning as an extension of the gentrification that has transformed the neighborhoods around the schools. Even though P.S. 307’s expanded zone retains the Farragut Houses (and actually adds more of its buildings), some residents feared that their children would be forced out as families from high-priced enclaves like DUMBO are let in.

“We have all new kinds of folks coming into town,” Farragut resident Deborah Stewart said at Tuesday’s meeting, “but the people who have been here deserve the right to have the same access to what’s being made available.”

For their part, some DUMBO parents who were set to be rezoned for P.S. 307 expressed concerns about the school’s safety record and its test scores, which fall far below the city average (though they are comparable to those at schools that serve students from similar backgrounds). Some P.S. 307 parents took offense to this, and felt that racial biases fueled some of the fears about the school, where 90 percent of students are black or Hispanic and only five percent are white. (At P.S. 8, 60 percent of students are white.)

“It makes some of these parents uncomfortable when they walk into a classroom and it’s all black and Latino,” said Faraji Hannah-Jones, co-president of P.S. 307’s parent-teacher association.

A sizable crowd attended the final rezoning vote Tuesday, which followed a series of heated public hearings this fall.
PHOTO: Patrick Wall
A sizable crowd attended the final rezoning vote Tuesday, which followed a series of heated public hearings this fall.

It remains to be seen whether parents who had planned to send their children to P.S. 8 will enroll them in P.S. 307 now simply because the zoned lines have changed. Instead, some may try to secure a spot for their children in gifted and talent programs or charter schools, or decide to pay for private school, said Clara Hemphill, the founding editor of Insideschools, who is studying school segregation in New York.

“I don’t get the impression that there’s a bunch of DUMBO parents who are breaking down the door to get into 307,” she said, noting that P.S. 307 has struggled to fill its pre-K seats, which are already open to students outside its zone.

Parents who are affected by the rezoning will have little time to weigh their options. Because the vote was postponed, the kindergarten enrollment process for next year is already underway, and ends Jan. 15.

Education department spokeswoman Devora Kaye said the city will help both schools and their families transition to the new zones.

Ansley Samson, a member of P.S. 8’s parent-teacher association, said her school plans to partner with P.S. 307 during that process to “bridge the distance” between their two communities, which only seemed to widen during the high-profile rezoning debate.

“Being under the microscope has created more division,” she said. “I wish we had been able to find a way, all of us, to come together.”

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.