Great Divide

Upper West Side parents gather to tackle middle-school integration

PHOTO: Patrick Wall
P.S. 199 (left) is a top-ranked school surrounded by pricey residential buildings. P.S. 191, which serves many students from the Amsterdam Houses (far right), has struggled with low test scores.

The contentious rezoning of elementary schools on the Upper West Side drew citywide attention to the challenges of integrating schools in a district that includes both affluent high-rise buildings and public housing. Now community members in the area are turning their attention to another integration battlefield: middle schools.

The Community Education Council in District 3, which includes the Upper West Side and parts of Harlem, hosted a symposium Thursday night focused on middle school diversity. It featured a panel of integration advocates and experts, including Jill Bloomberg, principal of Park Slope Collegiate, a secondary school; David Goldsmith, president of District 13’s Community Education Council; and Jeff Young, former superintendent of the Cambridge, Mass. school system.

In elementary school, students are assigned to schools based on where they live, but in District 3 and several others districts across the city, students can apply to different middle schools across the district. Yet, despite that freedom, the middle schools in District 3 remain deeply divided along racial and socioeconomic lines.

It’s no secret that school choice is not always an antidote to segregation. The city’s system of universal high school choice has not desegregated schools, nor that happened in other middle school choice districts, or when the city “dezoned” a district on the Lower East Side.

In some cases, that is likely due to the barriers schools use to shape their student bodies — like requiring students to submit test scores or projects, or come to open houses — all of which advantage those with the savvy to work the system.

Still, the influence of those obstacles on school segregation has been a relatively small part of the conversation. When asked at a press conference Thursday about how high school choice can lead to extreme academic sorting, Mayor Bill de Blasio jumped to an explanation that involved housing segregation — even though prospective high school students can apply to any school in the city.

“The history of our city, the geography, all sorts of other things that have determined how we are shaped today,” de Blasio said. “We cannot change the basic reality of housing in New York City.”

But the panelists Thursday spoke about ways to address middle school segregation — from personal appeals to district-wide plans. Here are three significant moments from the event:

Jill Bloomberg, principal of Park Slope Collegiate, on how she spoke with parents of new students when integrating schools

So in 2011, 10 somewhat trepidatious, white middle-class families came into our school. And we had said from the beginning, “You are welcome in our school.” And … there was zero discussion of what we are going to do for you. We said, “Here’s what we do for the kids who are here. We think it’s amazing. You are welcome to join us.”

So there were lots of questions about safety, which are really very coded questions about race and racism. We assured them that their kids would be fine.

They wanted to meet the teachers. They wanted to see the classes. There were lots of discussions of, “How’s my child going to learn next to this child who doesn’t look like him and I’m assuming isn’t as bright?” I’m just going to put it out there. So we just said, “Look, the kids here are just as bright as your kids and we’re going to teach them exactly the same way.”

David Goldsmith, president of CEC 13, on what he’s learned from trying to integrate District 13 about the importance of looking at the system as a whole

You cannot plan for success for some kids, or one school, and not plan for success for all the schools. So we decided very quickly that single-school models for set-asides was not fair, and it’s not what we were interested in. We would create these little Shangri-Las of these beautiful little high-performing schools that were diverse and all that. Meanwhile, all the rest of the schools got squat. And that wasn’t our plan, so we went districtwide.

Jeff Young on why parents have to be receptive to integration before you can enlist them

I just think the framing of the question of “How do you convince somebody to do something?” is problematic. How do you convince a kid to eat broccoli? You can tell them that it’s good for you. It tastes good, trust me. Or whatever kinds of things we say to kids to make them eat broccoli. But they have to kind of want to try the broccoli … If I had some little laminated 3 x 5 card that I could give you that say, “Say these three things and you’ll convince people,” I’d be happy to hand you such a card. But I just don’t think it exists.

Finding a home

Denver school board permanently co-locates charter elementary in middle school building

Students and staffers at Rocky Mountain Prep's first charter school in Denver cheer in 2012. (Photo by The Denver Post)

A Denver elementary charter school that was temporarily granted space in a shuttering district-run middle school building will now be housed there permanently.

The school board voted Thursday to permanently place Rocky Mountain Prep Southwest charter school in the Kepner Middle School building, where it is sharing space this year with three other school programs. Such co-locations can be controversial but have become more common in a district with skyrocketing real estate prices and ambitious school quality goals.

Rocky Mountain Prep Southwest is part of a homegrown charter network that has shown promising academic results. The network also has a school in Aurora and is expected to open a third Denver school next year in the northwest part of the city.

Rocky Mountain Prep Southwest was first placed at Kepner for the 2015-16 school year. The placement was supposed to be temporary. The district had decided the year before to phase out low-performing Kepner and replace it a new district-run middle school, Kepner Beacon, and a new charter middle school, STRIVE Prep Kepner, which is part of a larger network. The district also temporarily placed a third charter school there: Compass Academy.

Compass has since moved out of Kepner but the other four schools remain: Rocky Mountain Prep Southwest, Kepner Beacon, STRIVE Prep Kepner and the Kepner Legacy Middle School, which is on track to be completely phased out and closed by June 2019.

In a written recommendation to the school board, district officials acknowledged that permanently placing Rocky Mountain Prep Southwest at Kepner would create a space crunch.

The Kepner campus has the capacity to serve between 1,100 and 1,500 students, the recommendation says. Once all three schools reach full size, officials expect the schools will enroll a total of approximately 1,250 students. Rocky Mountain Prep Southwest currently serves students in preschool through third grade with a plan to add more grades.

“DPS facilities staff are currently working with all three schools to create a long‐term vision for the campus, including facility improvements that ensure all three schools have what they need to continue to excel,” says the recommendation from Chief Operating Officer David Suppes and Director of Operations and Support Services Liz Mendez.

District staff tried to find an alternate location for Rocky Mountain Prep Southwest but were unsuccessful, the recommendation says. The district does not have many available buildings, and competition for them among district-run and charter schools can be fierce. In northeast Denver, seven secondary schools are currently vying for the use of a shuttered elementary.

Future of Schools

Indianapolis needs tech workers. IPS hopes that George Washington will help fill that gap.

PHOTO: Dylan Peers McCoy

Indiana companies are looking for workers with computer expertise, and Indianapolis Public Schools leaders want their students to fill that gap.

Next year, George Washington High School will launch a specialized information technology academy designed to give students the skills to pursue careers in IT — and the exposure to know what jobs even exist.

“Half of what kids aspire to be is either someone they know does it or they’ve seen it on TV,” said Karen Jung, president of Nextech, a nonprofit that works to increase computer science preparation in K-12 schools. Nextech is partnering with IPS to develop the new IT program at George Washington.

For teens who don’t know anyone working in computer science, meeting role models is essential, Jung said. When teens see women of color or artists working in computer sciences, they realize there are opportunities for people like them.

“Once we put them in front of and inside of workplaces … it clicks,” Jung said. They believe “they would belong.”

The IT program is one of three academies that will open in George Washington next year as part of a broad plan to close nearly half of the district’s high schools and add specialized focus areas at the four remaining campuses. In addition to the IT academy, George Washington will have programs in: advanced manufacturing, engineering, and logistics; and business and finance.

The district is also moving to a model without neighborhood high schools. Students will be expected to choose high schools based on focus area rather than location. This year, many current high schoolers were required to reapply in an effort to make sure they enroll in academies that fit their interests.

The district will host a showcase of schools to help parents and students with their selections. The showcase runs from 10 a.m. to 2 p.m. Saturday at the Indiana State Museum.

Stan Law, principal of Arlington High School now, will take over George Washington next year. (Arlington will close at the end of this year.) He said the new academies offer an opportunity for students to see what they need to master — from soft skills to knowledge — to get good jobs when they graduate.

“I want kids to really make the connection of the purpose of high school,” Law said. “It is that foundation for the rest of your life, in terms of the quality of life that you are going to live.”

PHOTO: Dylan Peers McCoy
Stan Law

When the IT academy launches next year, students who select the program will be able to spend about one to two classes per year focused on information technology, said Ben Carter, who runs career and technical education for IPS.

Carter hopes the academies will reshape George Washington and other IPS campuses by connecting potential careers with the work students do everyday at school. Students who share a focus area will be in a cohort, and they will share many of the same core classes such as English, math and history, said Carter. Teachers, in turn, will be able to relate what students are studying in their history class to projects they are working on in the IT program, for example.

To show students what a career in information technology might look like, students will have the chance to tour, connect with mentors and intern at local companies.

“If I’m in one of these career classes — I’m in software development, but then I get to go to Salesforce and walk through and see the environment, to me as a student, that’s inspiring,” said Carter. “It’s like, ‘oh, this is what I can have.’ ”

He added. “It increases engagement but also gives them a true sense of what the career is.”