getting to graduation

It’s official: New York is making it easier for students with disabilities to graduate this year

PHOTO: Stephanie Snyder

New York students with disabilities can now graduate high school without passing most Regents exams. The dramatic move by New York’s education policymakers could increase demand for the state’s less-rigorous “local” diploma and reignite a debate about academic requirements for those students.

Under new rules approved Monday, students with disabilities will be able to earn a local diploma by passing the math and English Regents exams and proving to superintendents they have mastered course material in other subjects. Previously, those students had to pass another two or three exams with a lower score.

The changes, which will go into effect this month, are part of a broader effort by New York policymakers over the last two years to help more students reach graduation. Eliminating the need for some students to pass the exit exams is the most noteworthy departure from the state’s traditional requirements yet — and could have a big impact, given that nearly one in five New York City students has a disability. Almost half of graduates with disabilities already opted for the local diploma last year.

“We know that all students are capable of achieving this accomplishment,” State Commissioner MaryEllen Elia said Monday. “It’s on us to offer them multiple pathways to do so, pathways that are rigorous.”

State policymakers estimate that the new measure, which was adopted as an emergency regulation but faces a formal vote Tuesday, could help about 2,200 more students graduate this year. It’s also likely to add a dose of confusion into this round of Regents testing — which also starts Tuesday — and schools’ last-minute efforts to certify students for graduation.

Policymakers have been searching for new graduation pathways since 2012, when the state raised the passing Regents exam score to 65, instead of the previously required 55.

Students with disabilities have been at the center of this debate. Only 40 percent of the city’s students graduate high school in four years, and some educators and advocates have worried that students with disabilities were getting snared by the new standards.

But some observers are already worried that the changes, which apply only to students with Individualized Education Programs, could have a negative effect by reducing expectations for students with disabilities.

“This does not sound like a step in the right direction to me,” said Mark Anderson, a special education teacher at Jonas Bronck Academy in a comment on a previous story about the change. “What sort of expectations are we conveying for success in academics if we make it ‘easier’ for some?”

Regents acknowledged that the move might draw criticism for lowering standards, but said the benefits to students and families outweighed that concern.

Regents Chancellor Betty Rosa pointed out that students will still be required to take and pass Regents-level classes, and they will also have to attempt the exams. Keeping students in a rigorous classroom environment is “critical,” she said.

Under the new regulation, superintendents will review a student’s final course grade and also schoolwork completed throughout the year to judge whether he or she mastered the material.

New York has historically struggled to avoid tracking students into less rigorous diploma options. The state eliminated an IEP diploma, an earlier option for students with disabilities that was largely meaningless, since it was not accepted by colleges, the military, or employers as a high school credential.

The state also eliminated the option for most students without disabilities to earn a local diploma in recent years, focusing on getting more students to earn a Regents diploma that requires passing multiple exit exams with a score of 65.

The move away from local diplomas was important for ensuring all students get the best educational experience, said Regent Lester Young, who supported the changes on Monday. When that diploma was available, students of color were being disproportionately steered toward that less-rigorous option, he said.

“Whenever there have been local diploma options, the least of us get pushed in,” he said.

Others think the measure’s requirements are still too stringent for students with disabilities. Some took particular issue with the requirement that students would still have to pass the English Regents exam.

“As an ELA instructor of learning disabled high school students … I am outraged,” said John Connolly, a commenter on a previous story about the policy change. “Of all exams, how can the Regents believe that the Common Core ELA should remain?”

A Whole New World

Strict rules, Snapchat, and eerie quiet: A first-generation college student adjusts to life on campus

PHOTO: Monica Disare
Daviary Rodriguez, a freshman at the University at Albany.

Daviary Rodriguez, who goes by Davi, sat in the back of his calculus class at the University at Albany on a recent afternoon, taking notes as his professor sprawled math equations across the board.

When she told the class to work on problems, Davi, 18, grinned he had already finished a couple questions while she was talking.

“I think it’s pretty easy,” he said, smiling.

As a freshman at the university, which is part of the State University of New York system, Davi is confident, excited about his newfound independence, and enjoying his classes. Still, as a first-generation college student from a working-class family in the Inwood neighborhood in New York City, Davi will have defied the odds if he makes it to graduation.

In New York City, officials have pushed to get more students like Davi to enroll in college and it seems to be working. But a major hurdle remains: helping students persist once they get there. Less than 30 percent of students from average-income neighborhoods in the city graduate college in six years, and that number drops to 16 percent for those from the poorest neighborhoods, according to a recent NYU study.

With that grim statistic in mind, nonprofits, colleges, and even high schools are working to help students get to and through college. Davi is relying on several such programs to help push him across the graduation finish line.

With Thanksgiving days away and finals around the corner, we spoke with Davi recently about the highs and lows of his first semester in college.

Davi during his calculus class at the University at Albany.

A summer of strict rules and study hours

Davi got an early start on college — five weeks early, to be exact.

This summer, he took part in an intensive college-prep course through the Educational Opportunity Program (EOP), a 50-year-old program that provides academic and financial support to students from low-income families at public colleges across New York.

While his middle-class peers spent the waning days of summer bidding farewell to old friends, Davi was sitting through hours-long orientation lectures and silent study hours each night. In fact, the popular program — which enrolls motivated students who don’t meet SUNY’s typical admissions requirements — enforces a dress code during the summer orientation, bans cell phones outside of residence halls, and forbids participants from interacting with students who aren’t in the program, according to program rules obtained by the campus newspaper.

Maritza Martinez, the university’s Educational Opportunity Program director, said the strict rules are necessary to cram the basics of college life and academics into a brief summer course.

“We don’t have the luxury of not having a structured program,” she said. While low-income students typically are less likely to graduate than their peers, Martinez noted that the graduation rate among EOP participants is actually higher than the university’s overall rate.

During the summer crash course and throughout the school year, the program helps students develop study habits, apply for financial aid, and tend to their mental health. Davi was required to clock eight hours of library time each week, meet with counselors, and write an essay about stress management.

In addition to the academic guidance and money to help cover non-tuition expenses like textbooks and supplies, the program also provides a support network of peers from similar backgrounds. Davi, who was born in the Dominican Republic and raised in Upper Manhattan, said it’s reassuring to be surrounded by students who can relate to one another.

“The thought of college kind of scared me because I thought I was going to be surrounded by white people,” he said. “But that’s not the case now.”

A high school teacher who’s only a text away

When Davi’s group took a trip to the mall this summer, and later when a fellow participant was booted from the program, Davi shared the news via text message and Snapchat with a trusted confidant — his high school English teacher.

“The way I see my role is just to hear them out,” said Valerie Hennessy, who taught at Academy for Software Engineering in Manhattan. “They vent or tell me what they’re going through.”

Davi and Hennessy have kept in touch through a program at OneGoal, a national nonprofit focused on college readiness. (Hennessy now works for OneGoal coaching other teachers.) The program trains high school teachers to have frank conversations with students about picking and attending colleges, and then helps them stay connected with their former students through their first year of college to help troubleshoot problems.

It’s a response to statistics showing that a large proportion of low-income students don’t make it beyond the start of college, said Nikki Thompson, the executive director of OneGoal in New York City.

“In the first year of college, many, many students drop out for a variety of what we were argue are preventable reasons,” she said.

Davi said more high school teachers should keep in touch with students who are transitioning to college, since their former teachers can be a calming influence.

“College is a big place and not everybody can get help there,” he said. Students “should get help from the people they know more, from high school.”

An expensive investment

Even before stepping on campus, college was foreign territory for Davi.

Like many other first-generation college students, he relied largely on his high school to help him figure out where and how to apply. His parents supported his decision, but had scant advice to offer since they hadn’t gone through the process themselves.

“They didn’t really have input on what college I should have gone to,” Davi said. “My dad said that’s my own choice.”

Once he was accepted to college, the next hurdle was paying for it.

Though state and federal grants cover his tuition expenses, Davi still expects to rack up about $30,000 in debt, mainly to cover the cost of housing. (Like most low-income students, he did not qualify for the state’s new “Excelsior” scholarship, which targeted middle-income families.)

Kristin Black, a research fellow at New York University, noted that the high-school graduation rate for New York City students who are low-income, black or Hispanic is starting to get closer to that of their white, Asian, and higher-income peers. But the graduation gap widens when those students reach college.

Difficulty affording college tuition and all the expenses that come with it could be part of the problem, along with being unprepared for college-level work, said Black, who wrote a report on the graduation gaps but did not investigate the causes.

“The number of black and Latino students graduating from high school and all of that is great,” she said. “But we don’t necessarily see them maintaining those gains as they go through college.”

Getting used to the quiet

As his first semester winds down, Davi is slowly adjusting to college life.

He loves the free time between class, participating in the school’s marching band, and playing piano in the college’s rehearsal rooms.

But he’s still getting used to other aspects of campus — in particular, its location in a sleepy upstate city that feels nothing like the bustling metropolis where he grew up.

“I’ve been out in the night with friends and it’s really quiet, it’s really dark out,” he said. “When I’m in the city, hanging around, I see people, there’s lights everywhere, Times Square. For me, it’s just normal…But here, it’s just quiet.”

Fact check

To back up claim that schools must change, DeVos cites made-up statistic about the future of work

PHOTO: Gabriel Scarlett/The Denver Post

In a recent interview with the Wall Street Journal, Education Secretary Betsy DeVos made a remarkable claim: “Children starting kindergarten this year face a prospect of having 65 percent of the jobs they will ultimately fill not yet having been created.”

This statistic bolsters DeVos’s view that schools need to radically change to accommodate a rapidly evolving economy.

But there’s a problem: that number appears to have no basis in fact.

A version of the 65 percent claim has been percolating for some time, across the world. After a number of British politicians repeated some iteration of the statistic, the BBC investigated its source.

That report found the claim gained popularity in a 2011 book by Cathy Davidson, a CUNY professor; this in turn was cited by a New York Times article. But attempts to track that claim back to an actual study have failed, which Davidson herself now concedes, saying she no longer uses the figure.

Others making the claim offer an even flimsier citation. For instance, a report released by the World Economic Forum says, “By one popular estimate, 65% of children entering primary school today will ultimately end up working in completely new job types,” and simply cites a series of popular YouTube videos (which doesn’t even appear to make that precise claim).

Some even say the number is higher: A Huffington Post headline said that “85% Of Jobs That Will Exist In 2030 Haven’t Been Invented Yet.” The piece links to a report by Dell, which bases the claim on “experts” at a workshop organized by a group called Institute for the Future.

In short, no one has pointed to any credible research that lands on the 65 percent figure. When asked for a source for DeVos’s statistic, a spokesperson for the Department of Education said the 65 percent figure “might be an underestimation,” pointing to the Dell report, which offers no specific sourcing.

Of course, making predictions about the future of work is inherently tricky. But a recent report by the federal Bureau of Labor Statistics estimated areas where the most new jobs would be created between 2016 and 2026. The positions included software application developers but also personal care aides, nurses, fast food workers, home health aides, waiters, and janitors — and though that’s less than 10 years in the future, these are mostly jobs that have been around for some time.

Sweeping, unsourced claims like this about the future economy are not uncommon — and seem to be a driving force behind some policymakers’ approach to education. The fact that DeVos’s go-to number isn’t backed up by evidence raises questions about the foundation of her view that schools need dramatic overhaul.

After citing the 65 percent figure, DeVos continued, saying, “You have to think differently about what the role of education and preparation is.”