Q&A

Students helping students: How free pizza started a Brooklyn teen’s career helping his peers get to college

PHOTO: CARA NYC
Jamel Burgess, far left, stands with other youth advocates.

Growing up in Brooklyn, Jamel Burgess wasn’t sure why some people went to college and others never seemed to make it.

Now, he’s well aware of the barriers that keep students from higher education, from the big — family strife — to the relatively small, like CUNY’s application fee.

That knowledge has been hard won. Burgess, 25, has spent 10 years working with students hoping to get into and succeed in college, a process that started at the Franklin K. Lane campus when he was a student there getting its Student Success Center off the ground.

That center trains students to help peers through the college admissions process by means of workshops and one-on-one help sessions. The centers now operate in 40 city schools.

Chalkbeat spoke with Burgess, an organizer with the program Future of Tomorrow, just moments before he took the stage as a guest of honor at the 10-year anniversary celebration of College Access: Research & Action’s “Right to College” program. CARA has been involved with the student success center project since its inception in 2007.

In an interview, Burgess explained how he first got involved with youth advocacy and spoke of his own unexpected path to the New School, where he’s working toward a bachelor’s degree, as well as his passions for music, activism, and pizza.

Describe how you first got involved with youth organizing.
I grew up attending the Cypress Hills Collegiate Prep High School. At the time, Future of Tomorrow was recruiting students to come to meetings and basically just saying they had a safe space with food where students could come and learn how to be active in their school community. What really got my attention was the free food part. I dropped into a few meetings and it turned out to be pretty cool.

What motivated you to keep attending the meetings?
The organizer was running political education workshops and talking about things that were taking place in the city and how it impacts us as students and our schools. I found that interesting because in school we didn’t really get to talk about the bigger picture of things. We were always focused on testing, testing, testing and things in a textbook, but this was a different type of education and I really learned a lot. And the pizza was good. So I stuck around.

Something I can remember clearly was looking at how school policy and discipline codes are written, and how youth voices weren’t at the decision table. Young people are impacted by a lot of our discipline code, such as the policy to not have phones in school, the policy to have metal detectors in schools, cops in schools, Regents testing and things like that.

What were the first campaigns you got involved with?
When I started with Future of Tomorrow, the students were already working on the Student Success Center campaign. I sat on a hiring committee with a few other students to interview counselors and identify who we wanted to work at the centers. And we also worked closely with the Urban Youth Collaborative, which is made up of other youth organizations, on a city-wide level. The first centers were then open at Bushwick Campus in 2007 and at the [Franklin K.] Lane Campus in 2008.

Did the program directly impact you?
Yes, I was a youth organizer my senior year and had my own youth leader. She basically talked to me during lunch and at times I would slack off because, honestly, that’s what kids do, kids are kids. She would track me down and make sure I was on top of my stuff and I met with her during lunch or after school.

I remember her forcing me to make sure I checked my email to see if colleges are replying and emailing me back. She was really supportive in my transition to college and I’m really glad I had her. I went on to Queensborough Community College where I studied music production.

I have three brothers and only one of them actually made it to college, my younger brother. A year or two years after he graduated high school, I kept having conversations with him about getting into college and then finally he enrolled into Queensborough Community College. That’s also an important thing to highlight: He got to college a little later but still made it.

We come from the same background, the same circumstances, so I often think what could have happened if he had had a youth leader or student success center.

And why music production? Is that another one of your passions?
I remember telling my youth leader and my college counselor that the only thing I would ever want to study in school was music. I wasn’t really an A student. School didn’t really move me, but music did.

My school definitely did not have music programs. A lot of my music that I got to experiment as a young person was in my mother’s church, but there were a few opportunities in high school, like talent shows, where I got to showcase my music. Everyone knew me as the music guy. I wrote lyrics, I wrote songs, and produced beats.

And I am not back burnering my music now. I’m studying at the New School where I’m basically trying to combine my passions. I’m self-designing a major around art and activism, looking at the ways we can use music and art to create social change in communities.

Where do you see youth advocacy in your future?
I think I definitely eventually want to run my own nonprofit. I don’t know when that’s going to happen. I can keep dreaming it. But I definitely want that. Supporting my community with a strong focus on youth leadership and the arts and advocacy as well. And to continue making great music.

Struggling Detroit schools

The story of Detroit’s schools is much more nuanced than many people realize. Here’s how we can cover it together.

PHOTO: Erin Einhorn
Rynell Sturkey, a first-grade teacher at Paul Robeson Malcolm X Academy on Detroit's west side often manages jam-packed classrooms of 37 kids or more. Her students have no music or art or gym. “They’re with me all day in this room. We’re tired,” she said.

Ever since my husband and I announced to friends and family three years ago that we’d made the somewhat-impulsive decision to sell our apartment in Brooklyn and move with our two small children to downtown Detroit, we’ve been confronted with the same persistent questions:

Erin Einhorn
Erin Einhorn

“You live in Detroit” we’re asked, with a tone of skepticism and, frankly, judgement. “And you have kids?”

The questions are rooted in the perception that the schools in Detroit are so awful that no decent parent with other options would reasonably choose to live in this city. It’s a perception I know is grounded in some deeply concerning conditions in Detroit schools, including many of the issues I’ve covered as a reporter for Chalkbeat. I’ve written about the Detroit teachers and families who alleged in a federal lawsuit last year that the conditions in Detroit schools are so deplorable that they violate children’s right to literacy. I’ve spent time in classrooms where a teaching shortage has meant 37 first-graders packed together all day without a break for music, art or gym. And I’ve seen the heartbreak on the faces of students and parents who’ve learned that the charter school they’d chosen would be closing, leaving them to scramble for another school in a city where choice is abundant, but quality is rare.  

I appreciate the concern from friends and family who are worried about my children, but the truth is that my kids are going to be completely fine. My husband and I have a car and accommodating jobs that enable us to enroll our kids in any school in any neighborhood  — options that poor transportation and the uneven distribution of schools have put out of reach for far too many kids. And, as it happens, we found a great public school right in our own neighborhood where our oldest child now walks every day to kindergarten.

The truth is that the story of Detroit’s school is much more nuanced than most people realize. There are serious challenges — no doubt about that — but we’re not going to be able to address them until we stop asking each other what we’re going to do about educating our own children. We need to start asking what we can do to make sure that families in every neighborhood have a shot at a decent education. That’s what we try to do at Chalkbeat. We aim to tell the stories of teachers and students and parents, to put a human face on challenges that would otherwise be difficult to understand. We look at what’s working in our schools and what urgently needs to change.

This school year marks the first full year that Detroit’s main school district will be led by a new school board and superintendent. And it will be Chalkbeat’s first full school year since we formally launched in Detroit last winter. We hope to grow this year, adding another reporter to help us expand our coverage of early childhood education, special education and other matters crucial to the city’s future. And we’ll continue to cover the important issues affecting Detroit children and the way they learn.

We can’t tell these stories without you. So please — reach out! Introduce yourself, join our community by submitting a story tip, giving us feedback or making a financial contribution. Contact us at [email protected], follow us on Facebook and at @ChalkbeatDET. And, please, keep reading!

 

now hiring

With a new school year underway, hundreds of teaching positions remain unfilled in New York City

PHOTO: Jaclyn Zubrzycki

Hundreds of schools are missing teachers and support staff two weeks into the school year, with many of the openings in high-poverty districts and struggling schools that are typically the hardest to staff, according to postings on a city database in mid-September.

There were almost 1,700 job postings as of Sept. 19, according to data obtained by Chalkbeat. The listings offer a snapshot of the jobs advertised that day — not an official tally of the total citywide staff openings.

Still, they indicate a critical need for special-education teachers and paraprofessionals, teaching assistants who tend to work with young students and those with disabilities. Many of the unfilled positions were in low-income districts in the Bronx and Brooklyn, and dozens were in schools in the city’s Renewal program for low-performing schools.

The vacancies were posted in the city’s Excessed Staff Selection System, which lists jobs available to teachers in the Absent Teacher Reserve — a pool of teachers who lack permanent positions because they face disciplinary or legal issues, or their schools were closed or downsized. The listings hint at where teachers in the ATR pool may land this year, since the city recently announced it will place such teachers in schools that still have vacancies after Oct. 15.

Education department officials said the data “doesn’t provide accurate or precise information on school vacancies.” In particular, they said there could be a lag in updating the postings, or that schools could post positions that are expected to become available but are currently filled.

In addition, schools may list the same job more than once in order to advertise the position to teachers with different certifications, officials said. For example, a posting for a computer science teacher could also appear as openings for math and science teachers.

Still, the postings suggest where the need for teachers may be greatest — and where ATR teachers could likely end up.

Four out of the five districts with the most postings were in the Bronx. They include Districts 7 and 9 in the South Bronx, along with Districts 10 and 12. District 19 in Brooklyn, which includes East New York, also had dozens of listings.

In District 7, where more than 90 percent of students are poor, there were 60 postings for teachers in subjects ranging from Spanish to physical education and music. That includes 26 listings for paraprofessionals, who are often mandated by students’ special-education plans.

Overall, there were more than 600 listings for paraprofessionals, about half of which were needed to work with students who have disabilities. Almost 400 of the postings were for special-education teachers, who are often in short supply.

Devon Eisenberg knows these staffing challenges well. She is co-principal of The Young Women’s Leadership School of the Bronx in District 9. Despite boasting a staff-retention rate of about 90 percent, the school started the year short one teacher. To plug the hole, Eisenberg relied on substitutes and other teachers to cover the class. She was able to find a permanent hire this week, though the pool of qualified candidates was slim.

“This is definitely not fair for our students as they are not receiving consistent and coherent instruction,” she wrote in an email. “It is also stressful for the teachers covering these holes.”

Starting the school year with a substitute teacher can become a barrier to learning. Research has shown that staff turnover leads to lower test scores, even for students who weren’t in the class that lost its teacher.

Turnover tends to be highest in struggling schools, which often serve the neediest students.

Schools in the Renewal program — which includes 78 low-performing schools — posted about 70 openings, according to the data analyzed by Chalkbeat. The greatest shortage was for special-education teachers, for which there were 16 postings. That was followed by math teachers, with nine openings.

At M.S. 391 The Angelo Patri Middle School, a Renewal school in the Bronx, there were two postings for math teachers. Last year, only 8 percent of students passed state math exams at the school, which has a new principal.

Carmen Marrero teaches special education at M.S. 391 and has worked in other Bronx schools that struggle with staffing.

“We tend to deal with a lot of behavior challenges,” she said, referring to schools in the Bronx. “I guess that keeps some of the aspiring teachers or some of the teachers who are already in the field away from this side of town.”

This year, the openings come with an additional consequence: Schools with vacancies could be prime candidates to receive teachers in the ATR.

Though officials say they will work closely with principals, the department could place teachers even over the objections of school leaders. Some principals have threatened to game the hiring system by simply not posting openings in order to avoid having a teacher from the ATR placed at their school.

Meanwhile, some teachers in the pool dread being assigned to schools whose openings could signal poor leadership or a tough work environment.

Teachers who are in the ATR will not be placed in positions outside of their license areas, which may limit how many of the openings the education department can fill after mid-October.

Critics say the policy will place the least effective teachers in the neediest schools. Education department figures show that only 74 percent of ATR teachers were rated effective, highly effective or satisfactory in 2015-16 — compared to 93 percent of all city teachers.

Education department officials said the city has worked with schools to fill their vacancies well before the start of the school year.

Maria Herrera, principal of Renaissance High School for Musical Theater in the Bronx, said she tries to have all her hires in place by June. That way, she can involve future teachers in end-of-the-year activities that help build a sense of community, and provide training over the summer.

This year, she was able to start school fully staffed. The education department allowed schools to fill positions earlier this year and held numerous job fairs, she said.

“I feel really supported,” she said.