new voices

‘I didn’t realize that an A in Harlem was not the same as an A in a majority-white high school’: One student’s discovery

PHOTO: Brett Rawson
Yacine Fall, a student who shared her experience realizing that an A in her school wasn't the same as an A elsewhere.

When it comes to education issues, adults often do the talking. But for one evening, New York City students led a conversation on race, poverty, and immigration status — and the impact those have on their own schools.

A new group called Teens Take Charge recently invited high school students from across the city to read their open letters about what it’s like to learn in a segregated school system. The group is working with the creators of a new podcast called The Bell, to share their stories. For now, here’s one of the letters, edited for length, presented at the “To Whom it Should Concern” open-mic event.

Yacine Fall, age 17, senior at Beacon High School

I live in the center of Harlem, where I attended middle school, but now I go to an elite public high school in Midtown. Two different worlds. Only five miles apart.

I was one of few students in my middle school to go through the entire high school catalog to find a high school outside of my neighborhood with more resources. I didn’t realize that an A in Harlem was not the same as an A in a majority-white high school on the Upper West Side. I had to go through this process on my own as a low-income child of immigrants who did not understand the American education system.

I go to a school where most students are white, and I wonder how I made it there despite living in a neighborhood where opportunity is slight. Where teachers only stay in schools for two years before deciding they’ve had enough. Where poverty is high and expectations are low. And I cannot help but think: What made it this way? What happened in five miles that determined who got to graduate, who went to college, who got to explore their talents, who learned to question?

I was a black girl who was the daughter of immigrants. Education was my only hope for redefining my life. But it seemed like the bar was always set out of reach for people like me, and most of our time was spent elevating ourselves to reach the bar instead of figuring out how to surpass it. It was remarkable that I “beat the odds.” I thought I’d find greener grass, but instead I was introduced to an elite education system that had no space for me.

I walked into a school where my black and brown peers struggled to stay afloat and were barely passing their classes. I came into a school where we were made to leave our identities and struggles out of the classroom. My elite school thought diversity ended when you put black and white students together and did not create a space for us to learn from those identities. No one told me about the rooms and spaces I would need to create for myself in order to survive.

sounding off

New Yorkers respond to Mayor Bill de Blasio’s push to overhaul admissions at elite but segregated specialized high schools

PHOTO: Benjamin Kanter/Mayoral Photo Office
New York City Mayor Bill de Blasio earlier this year.

Mayor Bill de Blasio’s push to better integrate New York City’s specialized high schools was met with fierce pushback but also pledges of support after the mayor announced Saturday he would work to overhaul admissions at the elite schools.

The reaction foreshadows the battle that lies ahead if de Blasio is going to convince lawmakers to sign off a key piece of his plan.

Considered the Ivies of the city’s high school system, eight of the nine specialized high schools admit students based on the results of a single entrance exam (the remaining performing arts school requires an audition.) The most significant but controversial change de Blasio is proposing is to scrap the test in favor of a system that offers admission to top students at every middle school, which requires a change in state law for some of the specialized high schools.

Many alumni from those schools have fought fiercely to preserve the entrance exam requirement, worrying that changing the admissions rules will lower academic standards.

Many made the familiar arguments that the city should instead focus on improving the quality of middle schools, or expand access to gifted programs, to serve as a feeder into top high schools.

Alumni who would like to see the Specialized High School Admissions Test remain in place likely have many lawmakers on their side. New York State Senator Toby Ann Stavisky, a Democrat who represents several Queens neighborhoods, released a statement that she “couldn’t disagree more” with the mayor’s proposal.

The reaction also captured concerns about how the changes could impact Asian students, who make up a disproportionate share of enrollment at the specialized high schools. Those students are also likely to come from low-income families.

But others took to social media to support the mayor’s proposal. Specialized high schools have enrolled an increasingly shrinking share of black and Hispanic students: While two-thirds of city students are black or Hispanic, only about 10 percent of admissions offers to those schools go to black or Hispanic students.

Some thanked the mayor for taking action after campaigning for years to make changes.

And not all alumni were against the changes. Also included in the mayor’s plan is an expansion of Discovery, a program that helps admit low-income students who just missed the cutoff score on the entrance exam.

going viral

With a late-night tweet, Carranza steps into emotional and divisive Upper West Side desegregation fight

PHOTO: Alex Zimmerman
Chancellor Richard Carranza greeted families outside Concourse Village Elementary School in the Bronx on his first official school visit.

If there were any doubt that new New York City schools chief Richard Carranza would take a stronger stand on segregation than his predecessor, he shut it down with a tweet overnight.

Just before 1 a.m. Friday morning, Carranza tweeted a viral version of the NY1 video that shows Upper West Side parents angrily pushing back against a city proposal that could result in their children going to middle school with lower-scoring classmates.

Carranza didn’t add any commentary of his own to the message generated automatically by the site that amplified the NY1 video, Raw Story. He didn’t have to for his Twitter followers to see an endorsement of the site’s characterization of the video — “Wealthy white Manhattan parents angrily rant against plan to bring more black kids to their schools.”

Parents and educators began responding as the city stirred awake this morning. Here’s one response from a high school principal:

And another from a middle school math teacher and founder of Educolor, an advocacy group for teachers of color:

Since taking the chancellorship, Carranza has signaled that he believes the education department has a central role to play in desegregating schools — offering a contrast to the chancellor he replaced, Carmen Fariña. She called school diversity a priority but argued that integration efforts should happen “organically” and be driven by school leaders and local communities, not department officials.

One early exchange on Twitter in response to Carranza suggested that any moves to desegregate schools could face resistance — and that he also would have support.

Carranza’s tweet came hours after Mayor Bill de Blasio announced that his city budget would include $23 million for “anti-bias training” for school staff, something that some parent activists and some elected officials have been demanding.

It also came hours before he’s scheduled to visit a Harlem middle school, Hamilton Grange, that wouldn’t be part of the academic integration proposal because it is part of District 6, not nearby District 3 where the idea is under consideration.

Such a proposal would likely look different there, because just 28 percent of fifth-graders in District 6 — which includes some parts of Harlem as well as Washington Heights and Inwood — met the state’s standards in math last year, compared to 57 percent in District 3. The gap was similar in reading.