running in place

New York City expanded its efforts to boost diversity at elite specialized high schools. So why hasn’t the needle budged?

Students take an AP exam at Bronx Science, one of the city's specialized high schools.

Last June, city officials rolled out a series of initiatives that were supposed to address an alarming lack of diversity at the city’s elite specialized high schools, where admission is determined by a single test.

To improve access to those eight schools, education officials expanded a program that gives students just below the cutoff a chance to be admitted. They offered the Specialized High School Admissions Test (SHSAT) on a school day at a handful of middle schools in underrepresented communities. They boosted public test prep programs and outreach to increase the number of students who take the exam.

But this week, the city announced that there was virtually no change in the number of black or Hispanic students offered admission to schools like Stuyvesant and Brooklyn Tech — and advocates weren’t surprised. They have repeatedly asked Mayor Bill de Blasio to push for an overhaul of the admissions system.

“It’s a paradox to think that some people aren’t doing well because some families aren’t getting into test prep, so we need more test prep,” said Lazar Treschan, youth policy director at the Community Service Society. “Test prep is the problem.”

Despite the city’s efforts to encourage more students of color to take the SHSAT, fewer black students took the exam this year, and represented a slightly smaller share of test takers. And even though the city boosted Hispanic student participation in the test by 544 students — a 9 percent increase — just 10 additional Hispanic students passed.

Overall, the proportion of admissions offers that went to black and Hispanic students this year went almost unchanged at 10.3 percent, a population that represents roughly 70 percent of the city’s students. Meanwhile, just over 80 percent of offers went to white and Asian students, who comprise roughly 30 percent of the student body.

Education department spokeswoman Toya Holness acknowledged “we have a lot more work to do,” but officials said the numbers also reveal “encouraging” trends.

They point to data that show outreach has prompted more students to take the test in districts across the city, and of the 28,000 students who took the test, over a thousand of them took it through a pilot program that offered it on a school day.

Still, some of the city’s reforms have not tended to benefit underrepresented populations. The Discovery Program, which offers admission to some students just below the cutoff, has in the past helped more white and Asian students than black and Hispanic ones.

A number of elected officials and advocates have pushed for a more systematic plan to integrate specialized high schools by guaranteeing a spot for the city’s highest-performing students without regard to the SHSAT, which experts say could double the share of black and Hispanic students at specialized high schools.

“The ticket is going to have to be to look at alternative measures of academic performance” such as state tests and grades, said Sean Corcoran, an NYU professor who wrote a report on the lack of diversity at specialized high schools.

That path is not without roadblocks. There is some debate about whether the city could make changes at five of the eight specialized schools unilaterally, but changing the admissions policy at all eight schools would require a change in state law. So far, de Blasio — who promised to address the issue in his bid for mayor — has been reluctant to push for it.

“The leadership in integration citywide has not come from the [education department], it has come from districts and school leaders,” Treschan said. “We need the DOE to lead the charge on this one.”

Finding a home

Denver school board permanently co-locates charter elementary in middle school building

Students and staffers at Rocky Mountain Prep's first charter school in Denver cheer in 2012. (Photo by The Denver Post)

A Denver elementary charter school that was temporarily granted space in a shuttering district-run middle school building will now be housed there permanently.

The school board voted Thursday to permanently place Rocky Mountain Prep Southwest charter school in the Kepner Middle School building, where it is sharing space this year with three other school programs. Such co-locations can be controversial but have become more common in a district with skyrocketing real estate prices and ambitious school quality goals.

Rocky Mountain Prep Southwest is part of a homegrown charter network that has shown promising academic results. The network also has a school in Aurora and is expected to open a third Denver school next year in the northwest part of the city.

Rocky Mountain Prep Southwest was first placed at Kepner for the 2015-16 school year. The placement was supposed to be temporary. The district had decided the year before to phase out low-performing Kepner and replace it a new district-run middle school, Kepner Beacon, and a new charter middle school, STRIVE Prep Kepner, which is part of a larger network. The district also temporarily placed a third charter school there: Compass Academy.

Compass has since moved out of Kepner but the other four schools remain: Rocky Mountain Prep Southwest, Kepner Beacon, STRIVE Prep Kepner and the Kepner Legacy Middle School, which is on track to be completely phased out and closed by June 2019.

In a written recommendation to the school board, district officials acknowledged that permanently placing Rocky Mountain Prep Southwest at Kepner would create a space crunch.

The Kepner campus has the capacity to serve between 1,100 and 1,500 students, the recommendation says. Once all three schools reach full size, officials expect the schools will enroll a total of approximately 1,250 students. Rocky Mountain Prep Southwest currently serves students in preschool through third grade with a plan to add more grades.

“DPS facilities staff are currently working with all three schools to create a long‐term vision for the campus, including facility improvements that ensure all three schools have what they need to continue to excel,” says the recommendation from Chief Operating Officer David Suppes and Director of Operations and Support Services Liz Mendez.

District staff tried to find an alternate location for Rocky Mountain Prep Southwest but were unsuccessful, the recommendation says. The district does not have many available buildings, and competition for them among district-run and charter schools can be fierce. In northeast Denver, seven secondary schools are currently vying for the use of a shuttered elementary.

Future of Schools

Indianapolis needs tech workers. IPS hopes that George Washington will help fill that gap.

PHOTO: Dylan Peers McCoy

Indiana companies are looking for workers with computer expertise, and Indianapolis Public Schools leaders want their students to fill that gap.

Next year, George Washington High School will launch a specialized information technology academy designed to give students the skills to pursue careers in IT — and the exposure to know what jobs even exist.

“Half of what kids aspire to be is either someone they know does it or they’ve seen it on TV,” said Karen Jung, president of Nextech, a nonprofit that works to increase computer science preparation in K-12 schools. Nextech is partnering with IPS to develop the new IT program at George Washington.

For teens who don’t know anyone working in computer science, meeting role models is essential, Jung said. When teens see women of color or artists working in computer sciences, they realize there are opportunities for people like them.

“Once we put them in front of and inside of workplaces … it clicks,” Jung said. They believe “they would belong.”

The IT program is one of three academies that will open in George Washington next year as part of a broad plan to close nearly half of the district’s high schools and add specialized focus areas at the four remaining campuses. In addition to the IT academy, George Washington will have programs in: advanced manufacturing, engineering, and logistics; and business and finance.

The district is also moving to a model without neighborhood high schools. Students will be expected to choose high schools based on focus area rather than location. This year, many current high schoolers were required to reapply in an effort to make sure they enroll in academies that fit their interests.

The district will host a showcase of schools to help parents and students with their selections. The showcase runs from 10 a.m. to 2 p.m. Saturday at the Indiana State Museum.

Stan Law, principal of Arlington High School now, will take over George Washington next year. (Arlington will close at the end of this year.) He said the new academies offer an opportunity for students to see what they need to master — from soft skills to knowledge — to get good jobs when they graduate.

“I want kids to really make the connection of the purpose of high school,” Law said. “It is that foundation for the rest of your life, in terms of the quality of life that you are going to live.”

PHOTO: Dylan Peers McCoy
Stan Law

When the IT academy launches next year, students who select the program will be able to spend about one to two classes per year focused on information technology, said Ben Carter, who runs career and technical education for IPS.

Carter hopes the academies will reshape George Washington and other IPS campuses by connecting potential careers with the work students do everyday at school. Students who share a focus area will be in a cohort, and they will share many of the same core classes such as English, math and history, said Carter. Teachers, in turn, will be able to relate what students are studying in their history class to projects they are working on in the IT program, for example.

To show students what a career in information technology might look like, students will have the chance to tour, connect with mentors and intern at local companies.

“If I’m in one of these career classes — I’m in software development, but then I get to go to Salesforce and walk through and see the environment, to me as a student, that’s inspiring,” said Carter. “It’s like, ‘oh, this is what I can have.’ ”

He added. “It increases engagement but also gives them a true sense of what the career is.”