funding dance

City plans to slash funding from Young Adult Borough Centers — a last resort option for students

PHOTO: Patrick Wall
Boys and Girls High School has seen two principals depart since the Renewal program started.

Evening programs that offer students who struggled in high school another chance to graduate may soon face steep funding cuts from the city’s education department.

Education officials plan to reduce funding directed to the city’s 23 Young Adult Borough Centers by an average of $254,000 each, and will shift the money to transfer schools, which also help students who have fallen behind in traditional schools.

The funding in question is used to hire counselors who help keep students engaged in school, offering career and academic support, and to pay students to complete internships. City officials are planning to shift funding so that more transfer schools — serving more students — can get those benefits.

But the move could leave schools that serve some of the city’s most vulnerable students with fewer resources to get them to graduation, some observers said, all while Mayor Bill de Blasio has vowed to increase the city’s graduation rate to 80 percent. Several agencies that provide those services in schools argue the funding shift will have dire consequences for YABCs.

The cuts will be “devastating [and] would fundamentally change the program,” said Michelle Yanche, director of government and external relations at Good Shepherd Services, a nonprofit organization that helps run the program in a dozen YABCs. “It shouldn’t be taken from Peter to pay Paul.”

Young Adult Borough Centers, which serve about 4,800 students citywide, are night programs rather than standalone schools. Transfer schools, meanwhile, are actual schools that run classes during the day, serving about 13,000 students. In both, students who have fallen behind in high school work toward high school diplomas.

The funding stream the city plans to shift from YABCs to transfer schools is dedicated to a program called Learning to Work. Education officials are actually increasing the amount of money spent on that program by $3.7 million. But because the city is planning to expand it to 18 more transfer schools, the average transfer school will see about a $7,000 bump, while YABCs each lose roughly $250,000.

City officials said the exact changes in funding will depend on student enrollment and need, and stressed that the funding changes are estimates. Overall, the changes are a positive, they said, since they provide more funding and will reach more students.

“Expanding Learning to Work to all eligible transfer schools is what’s best for students and families, and will support approximately 5,000 more high-needs students on their path to college and careers,” said education department spokesman Will Mantell.

Helene Spadaccini, principal of a transfer school in the South Bronx, said her school has used the program to place students in internships in fields like retail and construction.

“It’s been extremely powerful in working with our students, which is why I’m really glad it’s spreading,” Spadaccini said.

But the shift will mean YABCs lose about a third of their current funding, and will result in staffing reductions. The staff-to-student ratio at YABCs is expected to balloon from one staff member per 34 students to one per 55, according to a Department of Education document obtained by Chalkbeat.

The change in staffing levels could have a major effect on the program’s quality, multiple providers said. “What makes the difference for our students is if they have individual adults who are like clams holding on to them, who know if they are going to school every day, and reach out if they don’t,” Good Shepherd’s Yanche said. “That relationship is the most pivotal factor.”

Sheila Powell, who has two children who graduated with the help of YABCs, has seen that firsthand. In the YABCs, unlike in larger high schools, teachers ensured her children didn’t slip through the cracks, Powell said. They also called her multiple times each week to check in.

“They loved my daughter, they loved my son,” Powell said. “They were really concerned, genuinely concerned, about my kids and they didn’t give up on them.”

Several providers and advocates said they supported the expansion of Learning to Work into more transfer schools — just not at the expense of other programs that serve the city’s most vulnerable students.

“New York City continues to see increased graduation rates, and the range of programs [for over-age and under-credited students] are a big reason why,” said Lazar Treschan, director of youth policy at the Community Service Society. “Moving any funding out of YABCs seems very short-sighted.”

path to college

Nearly 60 percent of New York City students are heading to college, new data shows

PHOTO: Stephanie Snyder

Nearly 60 percent of New York City students continued their education after high school last year, maintaining an upward trend, according to statistics released Wednesday by the city’s education department.

Among city students who entered high school in 2012, 57 percent went on to enroll in college, vocational programs, or “public-service programs” such as the military, officials said – a two percentage-point uptick from the previous year. City officials also noted that more students are prepared for college than in prior years, though more than half of New York City students are still not considered “college ready.”

“More of our public school graduates are going to college than ever before,” Mayor Bill de Blasio said in a statement. “That is great news for our graduates and their families, and for the future of our city.”

The statistics are welcome news de Blasio, who has made college access a priority by providing funds and coaching to 274 high schools to help students plan for college, which can include college trips or SAT preparation. The city also eliminated the application fee for low-income students applying to the City College of New York and started offering the SAT for free during the school day.

New York City’s statistics also compare favorably to the national average. Among city students who graduated high school in 2016 (a smaller number than all those who entered high school four years earlier), 77 percent enrolled in a postsecondary path. Nationally, about 70 percent of students who recently graduated from high school enroll in college, as of 2015. It is slightly lower than the percentage of students statewide who finished high school and pursue postsecondary plans.

Still, while the city appears to be helping more students enroll in college, students still encounter problems once they arrive. Slightly above half of first-time, full-time students pursuing a bachelor’s degree in New York City’s public college system graduate in six years.

That is likely, in part, because not all students are prepared for college-level work.

Only 46 percent of New York City students met CUNY’s benchmark’s for college-readiness last year (students who don’t hit that mark must take remedial classes). The figure is higher than in previous years because CUNY eased its readiness standards, dropping a requirement that students take advanced math in high school. But even without those changes, the city estimates that college-readiness would have increased by four percentage points this year.

The gap between college enrollment and readiness is not unique to New York City

 Over the past forty years, the country has seen a spike in college enrollment — but that has not always translated into diplomas, particularly for students of color. Among students who entered college in 2007, only 59 percent graduated college in six years, with black and Hispanic students lagging far behind their white and Asian peers, according to a 2013 report by the National Center for Education Statistics.

exclusive

For almost half of Memphis graduates, formal education ends after high school

Just over half of 2016 graduates from Shelby County Schools went on to some sort of college training, according to a new report spotlighting whether Memphis students are preparing for the work of the future.

In all, 56 percent of the district’s 6,905 graduates enrolled in post-secondary education, compared to 63 percent statewide. And the percentage of students going on to community college — a big push under the state’s free tuition initiative known as Tennessee Promise — was 9 percentage points lower than the state’s average.

Here’s the breakdown for Shelby County Schools:

  • 38 percent went on to a four-year college or university (compared to 35 percent statewide);
  • 16 percent went to community college (statewide was 25 percent);
  • 1 percent went to a technical college (statewide was 3 percent)

The data was shared by the Tennessee Department of Education in its first-ever district-level reports on where students are going after graduating from high school. The reports were distributed recently as part of the state’s Drive to 55 initiative to equip 55 percent of Tennesseans with a post-secondary degree or certificate by 2025. Currently, that number stands at 40 percent.

Scroll to the bottom for the full reports acquired by Chalkbeat for Shelby County Schools, the Achievement School District, and Metropolitan Nashville Public Schools.

“This was actually pretty revolutionary – it was not something that districts necessarily ever knew, or at least not in any comprehensive, data-driven way,” said spokeswoman Chandler Hopper of the department’s new reports.

“We think this data can help districts and the state learn more about how to better support students on their journey to post-secondary, particularly in targeting support for key groups of students, and how to better partner with higher education institutions so that ultimately students are successful.”

The information is a welcome resource for Terrence Brown, a former principal who recently became director of career and technical education for Shelby County Schools. Brown called the data “surprising,” especially that only 1 percent of 2016 graduates went on to technical college.

In his new role, Brown is helping to develop the district’s new academic plan with a focus on career readiness.

“We track (students) until the day (they) graduate, and after that it becomes a matter of state tracking,” Brown said. “So, this data is helpful. … We need to make sure students first of all have a good plan and vision for where their best skill set lies and start to put in pipelines early for them. We can use (the data) to backmap and inform how we do this.”

The percentages for post-secondary enrollment were lower for the Achievement School District, which seeks to turn around the state’s lowest-performing schools. In all, just over 40 percent of 2016 ASD grads went on to college training, up from 31 percent in 2015. (The report for the state-run district is based on data from only two of its four Memphis high schools, since the Pathways alternative schools did not have enough students to graduate, according to state officials.)

For the 227 graduates of Fairley and Martin Luther King Preparatory high schools:

  • 29 percent went to a four-year college or university;
  • 11 percent went to community college;
  • 1 percent went to technical college

“(The report is the) first time we’re seeing a comprehensive and contextualized set of results about post-secondary opportunities in Memphis,” said Sean Thibault, a spokesman for Green Dot Public Schools, which operates Fairley as a charter school.

Most of Fairley’s students are considered economically disadvantaged, and Thibault noted that the school outpaced the state average for students in that category. “We are proud of the rate at which our graduates are heading to four-year universities,” he said.

PHOTO: Mike Brown/The Commercial Appeal
Gov. Bill Haslam visits Southwest Tennessee Community College in 2015. According to a new state report, 16 percent of recent graduates of Shelby County Schools went on to community college.

For both Shelby County Schools and the ASD, the most popular in-state option was Southwest Tennessee Community College in Memphis. The reports also break down the districts’ graduates by individual high school, ACT score, subgroup and opportunities for early credit, such as Advanced Placement courses or dual enrollment.

The district-level reports come on the heels of this year’s statewide report on bridging the gap between high school and college. It was based on months of interviews with high school students who said they aren’t receiving adequate resources or guidance to set them on a path to college or career.

That report recommended more support for high school guidance counselors, as well as ensuring that more schools have college credit-bearing courses like dual enrollment or advanced placement classes, or have vocational programs that fit with industry needs.

District-level reports are below: