diversity of opinion

Council increases pressure on city to address school segregation

PHOTO: Mary Ellen McIntire
City Councilman Brad Lander at a parent forum on school diversity in June 2014.

City lawmakers introduced a slate of legislation Wednesday meant to prod the administration to boost diversity in the city school system, which is among the most segregated in the country.

One resolution calls on the city to prioritize racial and ethnic diversity in its decision-making, while another urges state lawmakers to pass a bill amending the admission policy for the city’s most selective schools, which admit few black and Hispanic students. A bill would require the city to issue annual reports with demographic information about each school and district — including data about students’ race and family income — along with steps the city is taking to make schools more diverse.

The council must still hold a hearing and vote on the legislation, which would also require the city to release demographic data about accelerated programs and charter schools. But it’s unclear whether city officials are interested in wading into the jumble of zones, district rules, and citywide policies that together determine which students attend what schools.

Schools Chancellor Carmen Fariña has spoken broadly about the importance of diversity and said she was “disappointed” after a report this spring found New York state’s schools to be the most segregated in the country, with segregation in city schools on the rise. She also endorsed a state bill that would require eight of the city’s specialized schools to consider other measures beyond a student’s score on a test when making admissions decisions.

But she has not hinted at policy changes that would promote diversity across districts or across the entire school system. In May, Fariña told parents at a town-hall meeting that trying to increase diversity is “a school-by-school decision right now.”

“The scandal here is not that we’re failing; the scandal here is that we’re not even trying,” said Councilman Ritchie Torres, who sponsored the resolution calling on the administration to make diversity a top consideration when setting admissions guidelines, creating new schools or school zones, and other policies. He added that, based on Fariña’s actions to date, “It’s unclear whether this is high on her list.”

On Wednesday, Department of Education spokeswoman Devora Kaye said that the city recognizes “the critical value” of a diverse student body. “We are exploring additional ways to reflect this diversity in every zip code, and look forward to reviewing the package of legislation,” she said.

Under former Mayor Michael Bloomberg, the Department of Education created a new high school admissions process that allows students to attend schools across the city. Over the years, the department pushed districtwide choice down to the middle-school level and even the elementary-school level in a few areas.

But most elementary-school students are still assigned to a single school based on where they live, complicating efforts to diversify schools in a city where many neighborhoods are not diverse at all. To change that, some advocates want the city to allow schools and districts to adopt “diversity-positive” admission policies like those in place at Brooklyn’s P.S. 133.

“The advocates have been a little disappointed in what we’ve heard” from Fariña on those issues, said David Tipson, the director of New York Appleseed, a group that promotes policies that foster school diversity. “We’re really pushing the DOE to exercise more leadership.”

The council has little authority over the school system, so its proposals could only push the education department to tackle school segregation.

Councilman Brad Lander, who introduced the reporting bill, said the administration has many options. He pointed to P.S. 133, which sets aside a portion of its seats for English-language learners and students from low-income families. The city could also increase the number of “education option” high schools that reserve slots for students at different academic levels, Lander noted.

“The problem is a big, massive problem, so I don’t have a silver bullet to create integrated schools in the near term,” he added. “What I think is that there are a lot of steps that we can take in that direction that we aren’t currently taking.”

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.