Posts tagged "integration"
July 5, 2012
The comments posted in response to my recent GothamSchools Q&A on gentrification and schools were very helpful in pushing my thinking, and I greatly appreciate those readers who took the time to engage with my work. For those who read my interview but did not follow the back and forth in the comments section, let me quickly summarize what I heard from readers. (more…)
June 7, 2012
The Useable Knowledge series brings education research to GothamSchools readers. In the second installment, Jennifer Stillman presents her research into racially diverse schools in gentrifying neighborhoods. Stillman, a research analyst for the Department of Education’s Office of Innovation, earned a doctorate in politics and education at Teachers College, Columbia University. She lives in Harlem.
Leave questions for Stillman about her (more…)
July 15, 2009
A group of Park Slope parents is in an uproar over the city’s plan to build a new school building that they say will house two “separate but equal” elementary schools. But schools officials say the plan is exactly how community leaders wanted it.
The plan would replace PS 133′s century-old school building in North Park Slope with a brand new building on the same site. The catch is that the shiny new space will house not just PS 133 but also a new school whose students are likely to be whiter, more affluent, and better prepared for school.
That’s because in an unusual arrangement, the two schools will belong to different districts. PS 133 is located in District 13, which stretches from Brooklyn Heights to Crown Heights. The second school, slated to be twice the size of PS 133, will be part of District 15, which begins just blocks away, and is intended to reduce crowding at PS 321, which is 62 percent white and has only a small fraction of students eligible for free lunch. On average, students in District 15 perform better on state tests than students in District 13.
Parents and community activists say the presence of two separate schools with different demographic compositions would amount to a regression to the days of racial segregation. Via e-mail and Twitter, they are bombarding schools officials and City Council members from the area with requests for a different use of the new building.
“This is an issue that demands creative leadership from you and Councilman [Bill] DeBlasio,” a District 13 mother, Paget Walker, wrote to City Councilman David Yassky. (more…)
July 30, 2008
America’s schools systematically fail to educate black males as well as they educate other students, according to a new report by the Schott Foundation for Public Education, Given Half a Chance: The Schott 50 State Report on Public Education and Black Males.
If Black students did poorly in all schools, we would plausibly seek solutions to the problem of their achievement among those students themselves. The same would be the case if, in schools with majority Black enrollments, Black students did poorly and the other students did well. But in reality, Black students in good schools do well. At the same time, White, non-Hispanic students who attend schools where most of the students are Black and their graduation rates are low, also do poorly. The crisis of the education of Black males sits squarely in the middle of the crisis America faces as we work to create a world-class public education system that will support and maintain the values of a fair and equitable democratic society.
According to the report, in New York State, 39 percent of black male students graduated from high school in 2005-06, compared to 75 percent of white male students, and far more black male students performed at the Below Basic level on all sections of the NAEP tests compared to white male students. Also, as the report points out, on the eighth grade NAEP reading assessment, “virtually none reach the Advanced level.” Furthermore, black males in New York State are about 5 times less likely to be placed in Gifted and Talented programs, and nearly 3 times more likely to be classified as mentally retarded.