Opening doors

Bringing open houses in-house: How one middle school took high school admissions into its own hands

PHOTO: Monica Disare
A student signs his name at a high school table during a fair at New Heights Middle School

Jennifer Cuervo, the guidance counselor at New Heights Middle School in Brooklyn, noticed a glaring problem for her eighth-grade students applying to high school.

When she asked them if they attended high school open houses — a crucial step in gaining priority status at many schools — the answer was too often, “Oh no, Miss, I didn’t have a way to get there,” she said.

Sometimes they didn’t have a ride, she said, or the MTA fare was too steep. And the open houses and high school fairs often took place outside of school hours, so if families were unavailable, Cuervo had no way to help her students.

So she brought these problems to her staff, and together they came up with an idea.

A middle school student talks to a high school counselor at New Heights middle school.
PHOTO: Monica Disare
A middle school student talks to a high school counselor at New Heights Middle School.

For the first time this year, Cuervo’s school hosted a high school fair for students in her district, held during the school day. She invited more than 20 high schools, most of which are “limited unscreened,” meaning they do not look at test scores, grades or attendance, but do give students a leg up for signing in at an open house or a high school fair.

The New Heights fair, attended by students from that school and six others, allowed students to sign in at tables belonging to a wide array of high schools, earning the admissions benefit without the complications of cost and travel.

The bottom line for Cuervo was, “Our kids aren’t going to these [citywide] fairs, so why not bring it in-house?” she said.

Kyle Pierre, an eighth-grader at New Heights, missed the citywide fair and said he has not attended any open houses. Pierre likes technology and is interested in P-TECH, a popular school that allows students to earn college credit and has a partnership with IBM.

A high school representative talks about his school to prospective students.
PHOTO: Monica Disare
A high school representative talks about his school to prospective students.

Since 95 percent of students admitted to P-TECH last year received priority by attending a fair or open house, missing them meant Pierre could have been out of luck. Instead, this middle school fair gave him a second chance.

Many students encounter problems when trying to attend open houses at high schools, Chalkbeat has reported. Often the open house dates are hard to find or at inconvenient times, forcing students to miss school and parents to take time off work. It’s also difficult to know if schools are giving students priority for signing in the high school fair. Some schools don’t know or follow the rules, and the education department does little to police them. (All schools interviewed by Chalkbeat at the New Heights fair said they were giving students priority.)

Creating a fair at New Heights Middle School helps students in the district, but students citywide don’t have that support. The school’s principal, Ativia Sandusky, said the system has pushed the burden of helping students toward school officials like her and her staff.

“It has to be on the individual middle schools,” she said.

college prep

One Jeffco program is taking on a big problem: Many low-income students accepted to college never attend

Jefferson graduates take a personality test to prepare for their first day of classes at Red Rocks Community College. (Photo by Marissa Page/Chalkbeat)

On a recent evening, a dozen 2017 graduates of Edgewater’s Jefferson Junior-Senior High School were back at their alma mater, split into small groups at tables in the school library.

Community volunteers walked through a “pre-college checklist” with tips about paying tuition online, buying books and getting a student number. Most had already done all of those things.

There was even a personality test — designed to help the students get in touch with the traits that could help or hurt their chances of college success.

This mentorship program, in its first year, is designed to address a problem that often flies under the radar in the discussion about increasing college access: nationally, 40 percent of low-income students who have been accepted to college don’t show up to the first day, studies show.  

Many Jefferson students will be the first in their families to attend college, said Joel Newton, founder of the local nonprofit Edgewater Collective, which is running the mentorship program. Their parents might not have had any exposure to the process before, he said, rendering them easily overwhelmed by the sheer number of steps necessary to enroll at school.

“We have a high number of students that leave saying they’re going to college and a low number that actually go,” said Nathan Chamberlain, a counselor at Jefferson.

The program began in the fall and picked up again in June with a week of sessions including college visits, placement test preparation and other resources to help Jefferson’s college-bound seniors.

Edgewater Collective has held monthly mentoring sessions since, inviting community members and school staff to help students with tasks such as getting ID cards and registering for classes.

“The big thing we’ve noticed this summer in just kind of walking alongside students through this process is that a number of the roadblocks that pop up would be hard if we weren’t walking alongside them,” Newton said.

In the program’s first year, Newton said about half of Jefferson’s college-bound seniors participated. He said he hopes to expand the program to include not only more students continuing their academic careers, but also provide career readiness training.

“We did a lot of this on the fly,” said Chamberlain, the school counselor, adding that the organization will start the sessions earlier in the future. “It was easier for kids to fall through the cracks, and we didn’t have a chance to follow up with some.”

Newton said community members and local organizations such as Red Rocks Community College and Goodwill Industries loaned time and resources to the program’s pilot year. That included support to fund scholarships. About 80 percent of the college-bound graduates have scholarships, Newton said.

Additionally, Edgewater Collective teamed up with the nonprofit PCs for People to provide new computers to program participants who attend 80 percent or more of their first three weeks of classes.

“Incentives are great but more than just the incentives, we’re overdoing these first two years because we’re trying to create a culture,” Chamberlain said. “When you talk about a first generation school like ours, college isn’t the buzz … We’ve put incentives in place to have a mob mentality, in a positive way, of ‘everyone’s doing this, so I should do it too.’”

pipeline problems

City pols’ report questions the fairness of starting new gifted classes in third grade

PHOTO: Christina Veiga
Bronx Borough President Ruben Diaz, left, and Brooklyn Borough President Eric Adams, right, hosted a task force to discuss issues in gifted education and specialized high schools.

When the New York City education department recently opened new gifted classes in historically underrepresented neighborhoods, it altered its approach to admissions.

By starting the programs in third grade rather than kindergarten and changing how students got in, experts said enrollment would be more fair. Black and Hispanic students make up only 27 percent of students in gifted classes, though they comprise close to 70 percent of students citywide.

But a report released Wednesday by the Bronx and Brooklyn borough presidents questions that approach, suggesting that starting in third grade is too late.

“Why deprive all gifted students of a chance at early advanced coursework?” the report asks. “Couldn’t additional services lessen the gap between ability and achievement at a young age?”

Most gifted programs start in kindergarten, with admission based on the results of formal tests. Historically, students in poorer neighborhoods take and pass the tests in much lower numbers than those in wealthier school districts.

In spring 2016, the education department opened new gifted classes in four districts that had gone years without — districts 7 and 12 in the Bronx and 16 and 23 in Brooklyn. Those programs admit students in third grade based on their classroom grades and teacher recommendations.

Using multiple measures instead of a single test score and starting the process later could make it less likely that students are admitted based on solely on the advantages they bring from home — such as the ability to prep for a test.

“This is good news that they’re using multiple measures and they’re opening up access to these programs,” researcher Allison Roda said at the time, though she added that she has reservations about separating students into gifted classrooms in the first place.

But the new report on gifted education from Brooklyn Borough President Eric Adams and Bronx Borough President Ruben Diaz Jr. raises questions about whether the changes are truly fair. Basing admissions on teacher recommendations may be problematic, the report argues, because bias could play a role in classifying students as gifted or disabled. And, most New York City students still enter gifted from a very early age.

“The DOE is adding third- and fourth-grade classes, but has still not committed to kindergarten, first, and second grade programs in all districts,” the report notes. “We demand this commitment to programs from the earliest ages equally throughout the city.”

Among the report’s other recommendations:

  • Universal gifted testing for pre-K students, unless parents choose to opt out.
  • Creating access to gifted classrooms in every community.
  • Expanding gifted options in middle school at either the district or citywide level. Research has found that just a handful of middle schools are major feeders for students who go on to specialized high schools, which are themselves starkly segregated.

In an emailed statement, an education department spokesman wrote: “We’ll review the recommendations in the report, and look forward to working with the borough presidents to increase access to high-quality schools.”