New York City Schools started converting many of its massive high schools into smaller, thematic schools in 2002. The 2006 graduates who were the first students in New York City Schools to have spent their entire four-year high school experience in the smaller venues had impressive results. And the 2007 results continue to look good. Graduation rates of the 47 small-sized New York City Schools are significantly higher that the city’s overall rates. The small schools report a 73% graduation rate while the city reports a 60% rate.
These numbers are important to several different groups within the New York City Schools. The small schools initiative is a major component of Mayor Michael Bloomberg’s attempt to improve the New York City Schools. The first installation of the smaller New York City Schools were funded with over $30 million from groups like the Bill & Melinda Gates Foundation, the Carnegie Corporations and the Open Society Institute.
Individual results from the small schools are impressive. Eight of these New York City Schools reported 90% graduation rates. Some schools reported jumps in graduation rates from the 40-percentile to the 90-percentile range. Does that mean that everyone is in love with the smaller New York City Schools? Well, there are come concerns. Skepticism tends to focus on the fact that these schools have lower numbers of ESL (English as a Second Language) and special education students. The questioners complain that the success takes place in an “artificial environment.”
Bloomberg concedes that this is true. But he says that the schools still serve an at-risk population: African –American and Hispanic students. Recent studies confirm that these students in the New York City Schools are far less likely than their white peers to graduate. Educators in the smaller New York City Schools scoff at the artificial environment complaint. Many feel that this “artificial environment” is providing these students with a far better reality. But what about the needs of special education and ESL students?
Both are significant concerns for New York City Schools. A June 2006 report found that 9.5% of the city’s special education students are still not being mainstreamed. New York State encourages mainstreaming, the process of having special education students attend classes with their regular education peers. This is far higher than the national rate of 4%.
And the concerns of English Language Learners continues to impact overall graduation rates for a city with a high population of speakers of ESL. So New York City Schools still have a lot of challenges to address before the Mayor can kick back and put up his feet. Still, when the largest school district in the country can claim a success of this size, it’s encouraging for everyone.
By: Patricia Hawke
Posts Tagged ‘York City Schools’
New York City Schools See Large Success With Small Schools
March 4th, 2010Special Education Services in New York City Schools
October 25th, 2009
Special Education Services (SES) in New York City Schools aim to help struggling students get the help they need in English language arts, mathematics, and reading free of charge in accordance with the No Child Left Behind Act. However, one of the major problems behind this vitally important tool in a child’s learning is that it isn’t offered to every child. New York City Schools are only offering this free tutoring to those students eligible for free lunch and attend a school that failed to meet Adequate Yearly Progress (AYP) standards for three or more consecutive years.
It would seem as if New York City Schools only believe that the underprivileged should be allowed the tools necessary to help their children refine their skills in a subject that they have trouble with. In fact, with the troubles in the economy these days there are more and more families who live in the New York City Schools area who are not eligible for free lunches but still couldn’t afford private tutoring for their children if they struggle in particular subjects. Yes, there is only a certain amount of funding available for SES programs in the district, so it would make sense that they would be selective in bringing only the children with the highest need into the program. Why narrow that down even further to selecting those with the highest need ONLY out of those who are eligible for free lunches, though? There is always the chance that a child who comes from a middle class family, who also can’t afford private tutoring, has a larger need for SES than a child from an underprivileged family. New York City Schools seem to be ignoring this possibility.
How do Special Education Services Affect Students in New York City Schools?
Special Education Services can only help those students enrolled in SES programs in New York City Schools. The programs are often flexible and allows for before school tutors, after school tutors, weekend tutors, and even some online tutors. SES providers are required to provide assistance at the most convenient time for the child enrolled and can provide students with tutoring at several different sites:
- Schools: SES providers in New York City Schools can provide assistance inside the school building before or after school. This can help students focus more because they are inside their learning institution that has little distractions.
- Homes: SES providers can also come to a student’s home for tutoring in order to help the student be in a more relaxed environment where learning can take place under less pressure.
Overall, New York City Schools have the right idea in providing free SES to students in need. They’ve got it wrong though, in assuming that only the underprivileged can’t afford tutoring for their children. Middle class families in the New York City Schools are struggling to make ends meet every day. Their children shouldn’t be forgotten simply because they aren’t eligible for free lunch. All children, regardless of class, should be given the same opportunities for success. New York City Schools would be better off if they would understand this.
By: Patricia Hawke
