study says...

Small high schools send larger shares of students to college, new study says

Bard Queens student Omar Ferreira said he benefitted from the personal attention of a small school last year.

New York City’s small high schools are doing a better job than other schools at graduating their students, and they’re also sending more of them to college, according to a new study.

The research nonprofit MDRC found that 49 percent of students who entered a small high school between 2004 and 2007 enrolled in a four-year college, community college, or technical school, compared to 40 percent of similar students who attended other schools. Black males and poor students saw the biggest jumps in college enrollment.

The research enters an ongoing debate about the best model for high schools as the small-schools movement has recently lost much of its luster nationwide. The findings, celebrated by former city officials on Thursday, also became a proxy battle for the future of the city school system—now overseen by Mayor Bill de Blasio, a forceful critic of the school closures that made the small schools possible.

The findings come from the fourth installment of MDRC’s research on the city’s small-schools movement. The multi-year study examines a subset of 123 “small schools of choice” that opened between 2002 and 2008 with private funding from the Bill & Melinda Gates Foundation and support from former Mayor Michael Bloomberg’s administration.

MDRC’s research focused on schools that were oversubscribed and admitted students through a lottery process, which in its first year included 105 schools. The lotteries enabled researchers to compare what happened to admitted students and similar students who “lost” the lottery and wound up attending mostly older, larger schools—a structure considered the “gold standard” in education research.

Earlier MDRC research has showed that the city’s small schools graduated more of their students than bigger high schools in their first years. Those findings spurred the growth of small schools in the city, even as similar experiments posted mixed or negative results in other cities. The Gates Foundation, which funds MDRC’s research, put $150 million into the city’s small schools before ending its small-schools giving in 2008, citing students’ low college-readiness rates. (Chalkbeat also receives funding from the Gates Foundation.)

The small schools also save taxpayer dollars by graduating more students within four years—about 15 percent per graduate less than other high schools, according to an associated paper.

Former schools Chancellor Dennis Walcott called the findings a “powerful validation” of Bloomberg’s strategy on Thursday. And critics of Mayor Bill de Blasio used the opportunity to point out that the current administration has not yet laid out a clear vision for helping the city’s struggling schools.

“This study could not be more clear,” Walcott said in a statement sent out by Bloomberg’s former chief spokesman Stu Loeser. “Our small schools initiative has been an incredible success.”

Not all small schools opened under Bloomberg were runaway successes, though. Some have already been shuttered for low performance, and even proponents note that a school’s size is no guarantee that it will thrive.

Robert Hughes, president of New Visions for Public Schools, an organization that opened and supported many of the schools included in MDRC’s study, said the schools succeeded because they had strong ties to the community, collaborated with the teachers and principals unions, and high-quality staffs that shared leadership responsibilities.

“I think it would be easy to assume it’s solely a victory of the prior administration,” Hughes said. “It’s certainly an endorsement of the small-schools strategy, but the report underscores how key factors that made them effective, and that are now promoted by Mayor de Blasio — particularly his focus on community schools with integrated services — are critical for every school’s success.”

Some researchers questioned whether the findings should be seen as a definitive endorsement of small schools in general. Because the research examined only small schools that had more applicants than seats — by definition, the popular small schools — the lowest-performing small schools may not have been included at all.

The study also didn’t look at all of the small schools opened during the Bloomberg administration. An additional 93 small schools opened from 2002 to 2008, but were left out because they were either academically selective, transfer schools, or combined middle and high schools.

“Would the same thing hold up if they looked at the whole small-school sector?” Norm Fruchter, a senior policy analyst for the Annenberg Institute for School Reform and a mayoral appointee to the of the city’s Panel for Educational Policy. “I think if we were looking at all small schools, the outcomes might well be worse than what the MDRC study found.”

A city spokesperson did not dispute the study’s findings, but suggested that the Department of Education under Chancellor Carmen Fariña would look to offer greater support to larger high schools, which received less attention and were often targeted for closure under Bloomberg.

“We are committed to ensuring that all of our students — attending high schools of all sizes – graduate on time and are successfully prepared for college and career,” said the spokesperson, Devora Kaye.

Read the full report here:

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.