Head Start

Meet the Staten Island elementary school determined to start college-readiness in kindergarten

PHOTO: Monica Disare
Zubaidah Bhello, Joselyn Quinteros and Jade Johnson attend the grand opening of P.S. 21's college center.

Zubaidah Bhello has visited colleges, decided New York University is her top pick, and plans to become a dermatologist.

And she’s only 10 years old.

Bhello is part of a bold new experiment at a Staten Island elementary school that attempts to prepare students for life after high school as soon as possible even as early as kindergarten. The school, P.S. 21, has built college preparedness into its curriculum and launched its new college and career center on Thursday.

“It helps you with college and getting ready for the next grade,” Bhello said. “And it helps you pick what you want to be when you grow up.” (Bhello determined, for instance, that dermatology is “less disgusting” than some other medical jobs.)

The new center, a first floor room adorned with college pennants and bean bag chairs, is meant to be a hub of college-related activities. Students may come to take a virtual tour of Harvard, or meet with students from nearby Wagner College.

While even the youngest learners are expected to participate in college activities, students at different ages will have different tasks, Principal Anthony Cosentino said. Kindergarteners design college pennants, while fifth graders create digital portfolios that explain their background, goals and what it will take to get there.

The purpose of the center is twofold: Energize students about their futures and use that excitement to help them stay on track academically. For instance, if a student decides she wants to become a mechanical engineer after visiting the center, she will work harder to master fractions and ratios, reasons Cosentino.

“The world is too complex and diverse of a place where a kid should just be told, ‘You just need to do it for a test.’” Cosentino said. “That’s unacceptable. Kids need to know what are they learning, why are they learning it, and how this will impact them down the road.”

The early focus on college is a new attempt to solve an old problem: By the time many students leave high school, they have often been falling off-track for years. Only about 64 percent of New York City graduates are considered “college-ready,” or are qualified to avoid remedial classes at CUNY colleges. Students at P.S. 21 may be particularly at risk for falling behind. Last year, 100 percent of students at the school were in poverty.

P.S. 21 staff work with a local middle school, high school and Wagner to make sure the program is as relevant as possible. A staff member from Wagner College visits P.S. 21 on Thursdays to coordinate college-related activities, such as a research project about the college, tours of campus, and tickets to basketball games. And students from the college, high school, and the middle school mentor the elementary school students.

“This is about helping young people see real pathways from one part of their education, to another part of their education, to their futures as adults,” said Deputy Chancellor Phil Weinberg, who attended the center’s grand opening on Thursday.

Jade Johnson, a fifth-grade student at P.S. 21, nodded vigorously when asked if she enjoyed the college field trips. Johnson, who wants to be an emergency medical technician, said they helped her picture what it will be like to attend college someday.

“We can see other kids, how they’re working hard and stuff,” Johnson said. “When I see that, I want to be just like that.”

If students change their mind about their dreams and aspirations, that is perfectly natural, Cosentino said. The idea is to give education a purpose so students will have something to strive for in school, he said.

“It’s not just about college,” Cosentino said. “It’s about kids setting goals for themselves.”

devos watch

Obama-era discipline rules should be scrapped, Trump school safety commission says

U.S. Education Secretary Betsy DeVos.

Trump administration officials say it’s time to reverse Obama-era guidelines meant to curb suspensions and expulsions, especially for students of color.

The federal school safety commission recommends the move in a report released Tuesday, saying that efforts to address racial disparities in discipline may have made America’s schools less safe. Education Secretary Betsy DeVos is expected to rescind the guidance soon, notching a victory for the conservative campaign to link school discipline reforms with unsafe schools — a connection that remains questionable.

“One of the things that the commission was concerned with was the recurring narrative that teachers in the classroom or students in the hallway and on campus were afraid because individuals who had a history of anti-social or in some instances, aggressive, trending toward violent, behavior were left unpunished or were left unchecked,” a senior Trump administration official told reporters Tuesday. “So that is the first move that the report makes, to correct for that problem.”

The school safety commission’s 177-report also recommends:

  • More access to mental health services for students
  • Various approaches to school safety, which could include considering “arming some specially selected and trained school personnel”
  • More training around how to prepare for an active shooter

Those conclusions come from a commission formed after a school shooter in Parkland, Florida left 17 dead in February. Chaired by DeVos and composed of just four members of President Trump’s cabinet, the commission has hosted a series of hearings and courted controversy by avoiding discussion of gun control measures.

Scrapping the school discipline guidance is especially notable. That guidance was issued in January 2014 by the Obama education and justice departments, and it told school leaders to seek out alternatives to suspension and other penalties that take students out of the classroom.

It also noted that black and Hispanic students were suspended much more often than other students, and that suspensions were correlated with higher dropout rates and lower academic achievement. Significant, unexplained racial disparities in discipline rates could trigger a federal review into whether a district had violated civil rights law, it warned.

To civil rights leaders, this was an effort to address racism in schools. To conservatives, it represented government overreach. In schools where suspensions were reduced without alternatives, the guidance encouraged misbehavior to go unpunished, they argued.

That argument is expanded in the safety commission’s report.

“When school leaders focus on aggregate school discipline numbers rather than the specific circumstances and conduct that underlie each matter, schools become less safe,” the report says.

Disparities in discipline rates may not have to due with discrimination, it says, but “may be due to societal factors other than race.” It also says “local circumstances” may play a role in behavior differences “if students come from distressed communities and face significant trauma.”

There’s limited evidence that cutting back on suspensions made schools less safe. One study in Chicago found that when the district modestly cut down on suspensions, student test scores and attendance actually rose as a result. There’s also not much known about how effective alternatives, like restorative justice, have been either.

Read the entire report here:



Matt Barnum contributed reporting.

funding battle

Defiant, Cuomo invites ire resisting more New York State funding for schools

PHOTO: Philip Kamrass/Office of Gov. Andrew M. Cuomo
Governor Andrew Cuomo during his 2018 State of the State address.

Gov. Andrew Cuomo once again laid the responsibility of equitable school funding on local districts Monday, earning the nickname “Ebenezer Scrooge” from an advocacy group and kicking off what could be a contentious fight over education spending.

In a speech to the New York City Bar Association, Cuomo released his legislative priorities for the first 100 days of his new term as governor. He devoted a small portion of his comments to education, immediately sparking anger from his critics.

Cuomo directly placed responsibility for funding schools on local districts, saying the money is “not fairly distributed by them.” He pointed to a law he pushed to pass last year that required school districts to compile a report on how state funding is distributed among schools.

“The truth is the poorest schools do not receive any more funding than the richer schools from their local districts,” Cuomo said. “And that, my friend, is a critical injustice because the poorer schools have a great need that needs to be funded.

Then, Cuomo called the foundation aid program — designed to send extra dollars to high-needs school districts — and the 1993 lawsuit filed by New York City parents that laid the groundwork for foundation aid as “ghosts of the past” and part of “a political game.”

“The question is the local distribution of aid,” Cuomo said. “That’s what we have to focus on if we’re actually going to move from political pandering to progressive policy. It’s a question of math and theory, not philosophy and political posturing.”

Advocates say the state still owes the education department about $4 billion in foundation aid funding. The state halted funding under the formula during the recession. In 2017, Cuomo proposed changing it to a level that advocates described as a “repeal.” But Cuomo’s proposal could not overcome these advocates’ opposition and failed to pass.

“Cuomo is the Ebenezer Scrooge of public schools, starving children of much needed resources and state funding,” said Jasmine Gripper, legislative director for the union-backed advocacy group Alliance for Quality Education, in a statement after Cuomo’s speech.

The problem, Gripper said, is that under Cuomo, the “state doesn’t provide enough funding to meet the growing needs that result from growing poverty and increased numbers of English language learners.”

A Chalkbeat analysis of New York City’s school funding data found there are funding disparities, which can amount to thousands of dollars per pupil, between schools, largely because of the Fair Student Funding Formula that sends more dollars to schools with hard-to-serve students, like those with disabilities or those from low-income families.

Some educators, including school principals, argue this formula does not go far enough to address school inequities — holes often filled by rich PTAs.

In the past, some scholars have questioned whether spending more money on schools necessarily results in sufficiently better outcomes for students. But a new review of the research suggests that additional money can play a role in student academic performance. But how that money is spent also likely matters.

The state Department of Education recently proposed a $2.1 billion increase in school funding, most of it tied to boosting foundation aid dollars. The state teachers union and Alliance for Quality Education lauded the Board of Regents’ proposal.

Michael Mulgrew, president of the United Teachers Federation, said it’s “time to take the politics out of state resources for education,” adding that low-income students have been “shortchanged for years” by the state formula.

As they have in the past, state education policymakers also endorsed a $4.9 billion, three-year phase-in of the money many argue is still owed under foundation aid.

“As we said when we released our proposal last week, all children should have access to a high-quality education regardless of their race, where they live or where they go to school,” said Emily DeSantis, a spokeswoman for the state Department of Education. “We look forward to working with the legislature and the executive to achieve this for all New York’s children.”

With more progressive Democrats in the Senate who campaigned on boosting education spending, Cuomo’s comments could signal a contentious budget fight ahead. Lawmakers must hash out a budget pan by April 1, and Cuomo’s budget proposal is expected in January.

Lawmakers don’t typically grant the full funding request from state policymakers. Last year, for example, legislators approved $1 billion in more funding for education, which was still more than half a billion dollars less than what the Board of Regents asked for.