diversity plan

Advocates call on Chancellor Fariña to take ‘morally necessary’ steps to end school segregation

PHOTO: Patrick Wall
Chancellor Fariña spoke about school diversity at a town hall in District 3 in 2015. She is seated next to Superintendent Ilene Altschul, second from right.

The deadline is fast approaching for New York City officials to release their “bigger vision” plan to promote school diversity, and advocates are once again demanding more input on the final proposal.

In a draft letter obtained by Chalkbeat, a self-described group of “parents, students, educators, advocates and elected officials” pushes the education department to declare integration a priority, include the community in any plans that will be put forward, and to adopt “systemic” approaches to desegregate city schools.

“We do not pretend that it will be easy,” states the letter, which is addressed to Chancellor Carmen Fariña. “But we insist that it is logistically possible, educationally sound, and morally necessary.”

In April, Councilman Brad Lander presented a similar letter to members of the “New York City Alliance for School Integration and Desegregation,” or ASID — a relatively new group of desegregation advocates from across the city.

Councilman Lander’s office declined to comment.

Mayor Bill de Blasio and the education department have said they will release a plan to address school segregation by June. The state has one of the most segregated school systems in the country, driven in large part by New York City, and advocates have been pushing for years for a large-scale remedy.

In 2015, advocates sent a similar letter to the department that included some of the same requests, including the adoption of a formal policy statement making integration a priority. When asked about that in an August 2016 interview, Fariña told Chalkbeat: “Proclamations, without a plan of action, are proclamations.”

A new element of the advocate’s proposal calls for integration efforts to start in pre-K. Parents can apply to any of the city’s universal pre-K sites, but pre-K classrooms are more segregated than kindergartens, according to a recent report. The letter also calls for the education department to set “measureable goals” towards desegregation.

In recent years, the education department has moved forward with some plans to increase diversity in schools, such as allowing schools to set aside a certain percentage of seats for students who are low-income, learning English, or meet other criteria. But advocates have criticized that approach as piecemeal and are eagerly awaiting the city’s broader diversity plan.

See full letter below:



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.

navigating the maze

This small nudge can help students avoid high schools with low graduation rates, according to a new study

PHOTO: Monica Disare
Middle school students write their names down at a high school fair in Brooklyn.

To help New York City students steer clear of high schools that are less likely to graduate students, it helps to whittle down their options.

That’s according to a new study, conducted by researchers across four universities, that provides insight into how relatively small interventions can change the behavior of city students as they sift choose among more than 400 high schools.

Aiming to answer questions about whether the city’s complex high school admissions process can be improved, the researchers gave students in 165 high-poverty middle schools a customized list of 30 New York City high schools with information about each high school. Every school on the “Fast Facts” list had a graduation rate above 70 percent and was within a 45-minute commute of the student’s middle school.

Researchers found that students who received Fast Facts were more likely than a control group to match with their first-choice school and were less likely to match with schools that had graduation rates below 70 percent.

Giving students more information, such as lists of non-selective schools or schools organized by theme, muted the benefits. Students who got the extra details were more likely to match to their first-choice school — but less likely than students who saw only the “Fast Facts” to avoid low-performing schools.

“Providing more information on top of the basic list dampened their use of the tool,” said Sean Corcoran, a New York University researcher who worked on the study. “It’s overwhelming.”

The findings could be useful if the city seeks to make its complex severely segregated high school system more fair. With more than 400 school options and a maze of admissions rules, the system favors families with the time and savvy to more easily maneuver through the difficult process. Even high-performing students from weak middle schools often do not try to gain admission to the city’s top high schools.

City officials say they are already tackling that dynamic.

“Each year, we continue to make the high school choice process easier and more accessible for families,” said education department spokesman Douglas Cohen. He added that the city has provided more translated copies of the high school directory, added more information to the directory and launched a tool called NYC School Finder.

Important questions remain about what is gained by steering individual students toward more high-performing schools. After all, simply attending a high school with a higher graduation rate does not guarantee that an individual student will benefit from that environment. Additionally, from a systemic perspective, if some students are admitted to more high-performing schools, others inevitably must fill seats at schools with lower-graduation rates.

Corcoran acknowledged these concerns but pointed out that some students can be steered to high schools that go relatively unnoticed — not only to those with competitive admissions processes.

“Everybody knows the brand-name high schools that everybody wants to go to,” Corcoran said. But, he said, more information can lead families to find the “under-the-radar high schools that are performing well but aren’t household names.”

That effect, the researchers found, is more likely among some students than others. Students from non-English-speaking households were more likely to benefit from the Fast Facts.

In a more troubling finding, white and Asian students who received Fast Facts were approximately 14 and 15 percent less likely to match with schools whose graduation rates sunk below 70 percent. Hispanic and black students, on the other hand, were about 6 and 2 percent less likely to match with the low-performing schools.

The differences were notable, Corcoran said, but not always statistically significant.  It’s also important, he said, to keep in mind that all students in the study came from high-poverty middle schools, so many of the white students were immigrants from places like Russia or the Middle East rather than relatively affluent New Yorkers who are already able to navigate the school system.

Still, he said the study’s findings suggested that Fast Facts alone would not resolve New York City’s high school admissions inequities.

“Information is not necessarily an equalizer,” Corcoran said. “If you provide information to everyone, it may turn out that it doesn’t level the playing field, but makes it more uneven.”

This story has been updated to include a statement from New York City education department officials.