After Graduation

City touts slight uptick in college readiness as new school reports go online

PHOTO: Jessica Glazer

Slightly more students left high school last year ready for college or jobs, though fewer than one-third of graduates met the academic skill requirements of the city’s public university system, according to city data released Monday.

The modest gains follow a small uptick in the state test scores of the city’s elementary and middle-school students, which were announced this summer. Those scores and the data about students’ preparedness for college or work are are included in the de Blasio administration’s new school-quality reports, which were posted online Monday.

Each school now gets two reports — one for families and one for educators— that include survey and school-observation findings alongside test scores and graduation rates. Most notably, the reports no longer rank schools or give them A-to-F letter grades, which the previous administration used to decide which schools to close.

Several parents praised the new reports Monday, saying they were glad to trade the bluntness of the letter grades for more nuanced school appraisals, even if it meant more work for them.

“Some parents would see the letter A and not read anything else,” said Dorna Phillip, whose son is sophomore at It Takes a Village Academy in East Flatbush. “This gives them a little more homework.”

The city included the information about students’ college readiness in an announcement Monday about the new school reports.

Among this year’s public high school graduates, 32 percent had high enough test scores to avoid remedial math and English classes at the City University of New York, the city said. Last year, 31 percent of graduates tested out of those review classes, up from 29 percent in 2012.

In addition, 51 percent of the class of 2013 enrolled in college, a work-training program, or public service after graduation, compared to 50 percent the year before.

And in the class of 2014, 46 percent of students passed at least one course or test — such as an Advanced Placement exam or a technical assessment tied to particular industry — meant to approximate college or professional-level work. The year before, 44 percent of students had taken those advanced courses.

The Bloomberg administration added those measures to its school ratings in 2012 after it became clear that even as more students graduated from high school, they were ill-equipped for college. (The vast majority of city high school graduates who enroll at CUNY must take remedial classes.)

Students who get a “taste of college” during high school through advanced classes or early-college programs tend to fare better after graduation, said Kim Nauer, the education project director at the New School’s Center for New York City Affairs. Taking just one such course lowers the odds that a student will need to take review classes in college, according to a 2013 report about college readiness that Nauer co-authored.

Despite the benefits of college-preparatory courses, most high schools offer a limited selection, Nauer noted. Only 28 out of 342 schools reviewed for the report offered advanced algebra, chemistry or physics classes.

“That is still a big giant question mark for the current chancellor,” Nauer said. “What’s the quality of the college-preparatory curriculum in each high school?”

The bar for students to prove they are ready to take CUNY classes is higher than the one they must meet to earn a high school diploma. While high school students must earn at least 65 points on the required exit exams to graduate, they must score 75 in English and 80 in math on those same Regents exams to skip CUNY’s remedial classes. (They can also use their scores on the SAT, ACT, or CUNY’s own entrance tests.)

Even high-performing schools can struggle to help students hit that target. At It Takes a Village Academy, for instance, 91 percent of students graduate in four years, compared to the city average of 66 percent in 2013. Still, just 16 percent of the small high school’s graduates meet the CUNY proficiency standards.

Principal Marina Vinitskaya pointed out that nearly a quarter of her students are still learning English and many arrive with minimal reading skills. She said even if they are not considered college ready by the time they graduate, it is still a major accomplishment for them to earn diplomas.

“The same students, when they go to other high schools,” she said, “they don’t graduate at all.”

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.