another round

In a growing push to promote school integration, New York announces new round of grants

PHOTO: Christina Veiga
Carry Chan, left, will become acting superintendent in District 1 when Daniella Phillips, right, leaves this month to join the central education department.

New York State education officials on Tuesday announced they will launch the second round of a grant program that attempts to improve struggling schools by integrating them.

Called the Socioeconomic Integration Pilot Program, or SIPP, the initiative was eventually replicated at the federal level before being axed by President Trump’s education department. In New York City, the program helped spur a district-wide integration plan on the Lower East Side.

The state will award up to 30 districts with the new grants, whose purpose has expanded beyond just economic integration. At a Board of Regents meeting Tuesday, Assistant Commissioner Ira Schwartz said the state also wants to achieve a more even racial and ethnic balance in schools, in addition to a better mix of students who have disabilities or are learning English.

Richard Kahlenberg, who reviewed applications for the first round of grants in 2015, applauded the program’s expansion.

“Socioeconomic integration is a powerful lever for improving academic achievement, and racial and ethnic integration is an important way to strengthen our democracy,” said Kahlenberg, a senior research fellow at The Century Foundation, a progressive think tank. “So I think both goals are important and should be pursued.”

Extending the grant program is just the latest indication that state officials are serious about fostering diversity in New York, which has been described as having the most segregated education system in the country, according to a widely-cited 2014 report by researchers at the University of California, Los Angeles. The state’s many school districts span wealthy suburbs, poor rust-belt neighborhoods and New York City — with students largely separated by race and class in their schools and classrooms.

State officials are also working on a policy statement affirming their commitment to integration and plan on creating a commission of policymakers, researchers and educators who will help develop integration recommendations. And in its plan for improving low-performing schools that each state was required to submit under the new federal education law, New York listed integration as one of its interventions.

Mike Hilton, who reviewed grant applications for the initial pilot, said the moves make New York State unique.

“New York State is special in that there is no court order saying that the state has to pay attention to diversity or pursue these kinds of remedies,” said Hilton, who works on education policy for the Poverty & Race Research Action Council, and the National Coalition on School Diversity. “This is New York State leading the way.”

The state has not said how much it will spend on what officials informally called “SIPP 2.0,” which is funded through federal school-improvement money. Applications will open within the next month.

Initially, the funding will be used to provide district leaders a crash-course in integration research, policy and best practices. Each will receive between $30,000 and $50,000 and spend six months training and sharing ideas in what the state calls a “professional learning community.”

The community was created in response to feedback from districts in the pilot program, said Angélica Infante-Green, a deputy commissioner with the state education department.

“We heard back from the participants that they would have liked a little more support,” she said. “So we built that in so that they can create a community, learn from each other and learn from experts.”

District leaders can then apply for additional funding to turn their ideas into full-fledged integration plans, and a final round of grants would go towards carrying out those plans.

In the first pilot program, 25 schools across New York participated, using the grants for initiatives like creating magnet programs or conducting outreach to families.

In New York City, the grant served as the foundation for what became a district-wide integration plan in District 1, which includes the Lower East Side and East Village. Starting next school year, every elementary school will give preference to students who meet certain indicators of poverty or wealth, in an attempt to enroll a similar percentage of needy students across the entire district.

Putting the grant-funded integration plans into action has not always gone smoothly.

In District 1, planning fell far behind schedule and parents often clashed with city officials over how to carry out a new enrollment system. In Rochester, the grant was used to devise an interdistrict plan to attract families from the suburbs to schools in the city, but paying for transportation costs has been a major barrier.

In one of his last acts as state education commissioner, John B. King launched New York’s grant program. Experts said it was the first known state program of its kind.

King went on to become secretary of the U.S. Education Department, where he implemented a similar model. But in March, the department announced an end to the $12 million program — called Opening Doors, Expanding Opportunities. Federal officials told the Washington Post that it was a poor use of tax money since the funds were used for planning and not implementation.

“The federal climate and the lack of federal leadership on key education issues reinforces the importance of New York leading on issues like this,” said Ian Rosenblum, executive director of The Education Trust – New York. “There’s a lot that New York can and should be doing.”

counterpoint

Some Asian American groups have backed the SHSAT, but this one says the exam should go

PHOTO: Alex Zimmerman
Stuyvesant High School is one of the city's most sought-after specialized high schools.

In the fight to integrate New York City’s coveted specialized high schools, one source of opposition has stood out.

Asian parents and alumni have waved signs at City Hall, heckled education leaders at town halls, and marched in protest of Mayor Bill de Blasio’s plan to eliminate the test that serves as the sole entrance criteria for the elite schools.

That’s why it’s noteworthy that the Coalition for Asian American Children and Families is calling for the test to be nixed in favor of an admissions system that weighs multiple factors, releasing a report on Tuesday that attempts to bring nuance to a debate that has often played out in sound bites.

“We believe that current admissions processes to specialized high schools contribute to the problems of segregation and inequity in NYC public schools,” the advocacy organization’s report notes.

Specialized high schools enroll a disproportionate share of Asian students. Many have argued that the mayor’s plan, which aims to enroll more black and Hispanic students in the schools, pits one community of color against others. Only about 10 percent of specialized high school students are black or Hispanic, even though those students comprise about 70 percent of enrollment citywide.

The Coalition’s report offers a counter-narrative to the debate, highlighting that many Asian organizations have long called for admissions changes at the specialized high schools and arguing that Asian students would benefit from an overhaul.

But the organization stops short of endorsing de Blasio’s proposal, blasting his administration for failing to include the Asian community in its development or rollout. (One of the coalition’s co-directors is a mayoral appointee to the citywide Panel for Educational Policy.)  

“We remain highly critical of the processes that he and the Department of Education have taken in crafting and releasing those proposals to the public,” the report says.

An education department spokesman said the city looks forward to working with the coalition to eliminate the test, and said the city is presenting its plan to every community school district.

The report comes as parents are considering suing over the city’s diversity efforts and supporters of the test have hired a lobbyist to fight the potential changes.

The coalition’s stance also highlights the steep challenge de Blasio faces as he gears up to lobby state lawmakers to scrap the entrance exam, which is currently required by state law. Though Democrats managed to gain control of the Senate in the latest election, the issue doesn’t have a clear party line — and some of the mayor’s natural allies have expressed doubt, or even backed away from the mayor’s proposal.

Read the full report here

By the numbers

Enrollment is up in Tennessee’s largest school district for second straight year

PHOTO: Laura Faith Kebede/Chalkbeat

After several years of steady decline, Shelby County Schools is continuing an upward trend in student enrollment.

About 111,600 students attend schools in Tennessee’s largest district, up about 2 percent from last year and higher than projected enrollment, according to district numbers.

That includes about 15,300 students enrolled in charter schools overseen by the local district, who now make up about 13.5 percent, a slight uptick from last year.

The increase could signal a growing trust in public school options in Memphis and that recruitment and early registration efforts are continuing to pay off. Last year was the first year the Memphis district gained students since six suburbs exited the district to create their own school systems with about 34,000 students.

However, enrollment in the state’s district for low-performing schools dipped for the second year in a row to 10,622 students. The Achievement School District, which mostly operates in Memphis, has lost about 2,000 students since 2016 as schools have closed and money for school improvement efforts has dropped off.

Note: The numbers are taken from each district’s attendance on the 20th day of school, which leaders use to determine any staffing adjustments to match a school’s student population.

Sharon Griffin, the Achievement School District’s chief, told Chalkbeat that she focused her efforts this semester on restarting the district’s relationship with the neighborhoods its serves, and that she is hopeful to see gains in enrollment throughout the year.

“Most of our schools have met their projected enrollment, but we have one or two elementaries that are struggling,” Griffin said. “Part of that is due to the fact that new charter schools and options that have opened up in neighborhoods we’re in, where there’s not enough kids in the neighborhood.”

Five charters schools opened this year as five others — a mix of district-run and charter schools — closed.

Notably, Shelby County Schools’ charter sector is growing faster than the district. The number of Memphis students attending charter schools overseen by the district increased 5.8 percent this year, while enrollment in district-run schools increased about 2 percent. Shelby County Schools did not provide a statement or an official for comment.

Nationally, the average charter school enrollment has increased from 1 to 6 percent of students between 2000 and 2015, according to federal data. That year, Tennessee charter schools enrolled 3 percent of students.

In response, the local district has looked to charter schools for recruitment strategies in an increasingly competitive environment. Over the summer, Shelby County Schools doubled down on recruitment and registration efforts by sending officials to grocery stores, libraries, summer camps, the Memphis Zoo and community centers — and has even hosted block parties throughout the city. The district also opened its online application two months earlier than last year to encourage parents to register sooner.

Those efforts resulted in 70 percent of expected students to register for school two weeks before school, which was double from the previous year.