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  • Brown’s Lost Promise: Segregation & Affirmative Action In New York City Specialized High Schools

    New York City is one of the most diverse cities in the United States. However, its schools remain some of the most segregated. The crown jewel of the City’s public education system, Specialized High Schools, are among the nation’s top public institutions. But in a city where over 60 percent of children are Black or Latinx, less than 10 percent of the students admitted into these prestigious schools come from these communities. Due to a 1971 New York state law, admission into the Specialized High Schools is granted solely on the basis of a standardized exam, the Specialized High School Admissions Test, which students can opt to take during their eighth grade. The statute allows only one exception to this rule, the Discovery program, which allows the City to place “disadvantaged” students near the cutoff score in a preparatory summer program that would grant them admission into a Specialized High School.

    Recently, New York City Mayor Bill de Blasio expanded this program to make up 20 percent of the seats at Specialized High Schools and redefined the Discovery program’s parameters to only accept those students who go to high-poverty middle schools. A lawsuit currently before the Southern District of New York alleges that this policy is discriminatory against Asian American students. This Note argues that this lawsuit constitutional challenges is against a facially-neutral affirmative action policy, which undercuts the two major competing Equal Protection frameworks: anti-classification and anti-subordination. Subsequently, this Note contends that Justice Brett Kavanaugh’s ascent to the U.S. Supreme Court tilts the Court’s Equal Protection jurisprudence sharply towards the Court’s anti-classificationist wing, making it even more important to consider other means of reducing racial homogeny that could withstand judicial scrutiny. Further, this Note suggests that the conservative scrutiny facing the revamped Discovery guidelines is due to a distinction between the “deserving” and “undeserving” poor, as the political right’s support of class-based affirmative action has not extended to the present case in New York City.

    Ultimately, this Note contends that the Southern District of New York should rule in favor of New York City to remain consistent with Supreme Court precedent in cases regarding facial-neutrality, such as Fisher v. University of Texas. Should the district court decide otherwise, this Note asserts that it will have “pierced the veil” of facial-neutrality, overturning the Court’s precedent and leaving uncertain the constitutionality of facially-neutral programs.

    In conclusion, the Note holds that even the adapted Discovery program guidelines do not go far enough to ensure inclusive enrollment at these prestigious institutions. More must be done to provide every child in New York City has the opportunity for a better life—the very foundational value upon which the Specialized High Schools were created.

    Full research paper: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3699190

  • New City Council Resolutions Push for Overhaul to School Admissions Process

    Repeal of the 1971 Hecht-Calandra Act and transferring control of admissions to New York City’s specialized high schools to the City. The Hecht-Calandra Act made the Specialized High Schools Admissions Test the single metric that can be used to admit students to specialized high schools. By giving control of specialized high school admissions back to New York City, there are opportunities to move beyond the test as a determining factor, which has resulted in a lack of diversity at these schools. The resolution calls upon the New York State Legislature to pass, and the Governor to sign, A.10731/S.8847.

    https://council.nyc.gov/keith-powers/news-alerts-and-events/council-member-keith-powers-proposes-overhaul-to-school-admissions/

  • New bill seeks to repeal state law governing admissions to NYC’s specialized high schools

    “We’re not calling for any policies, we’re just saying the state should stay out of it,” said Assembly Member Charles Barron, a co-sponsor of the legislation introduced Wednesday.

    The previous bill never made it to the Senate, where Sen. John Liu was seen as an obstacle to getting legislation through the New York City education committee, which he chairs.

    https://ny.chalkbeat.org/2020/7/9/21319383/new-bill-repeal-admissions-nyc-specialized-high-schools

  • Lawmakers, advocates launch new effort to repeal state specialized high school law amid racial justice protests

    The new effort, spearheaded by the advocacy group Teens Take Charge, comes on the heels of sweeping protests against racial injustice that advocates hope will shine new light on segregation in city schools.

    “The recent protests really did show all of us racism is a really big issue and that we need to do better in improving integration in this city,” said William Diep, a 16-year-old Teens Take Charge member, and senior at Brooklyn Latin, one of the city’s specialized schools.

    https://www.nydailynews.com/new-york/education/ny-new-specialized-high-school-state-legislation-20200709-dnbas7rczjbdtp7dw5rjdddofa-story.html

  • A10731: We have a new bill!

    This new bill calls for the repeal of the Hecht-Calandra Act.

    At present, there are nine specialized high schools in New York City, one of which – Fiorello H. LaGuardia High School of Music & Art and Performing Arts – focuses on the arts. The other eight schools are The Bronx High School of Science, The Brooklyn Latin School, Brooklyn Technical High School, High School for Mathematics, Science and Engineering at the City College of New York, High School of American Studies at Lehman College, Queens High School for the Sciences at York College, Staten Island Technical High School, and Stuyvesant High School.

    Section 2590-h of the Education Law requires that admission to the specialized high schools, other than LaGuardia High School, be based on the results of a competitive, objective and scholastic achievement test. This test is known as the Specialized High School Admissions Test (SHSAT).

    Section one of the bill sets out legislative findings of stark racial disparities in the New York City specialized high schools, which since the enactment of Hecht-Calandra Act of 1971 mandated admission be based solely on a single score obtained on a standardized test known as the specialized high school admission test (SHSAT), a test which is in use in no other school district in the country.

    Section two of this bill would amend section 2590-h of the Education Law to provide an amended recitation of the specialized high schools, and the City of New York’s authority to create additional such highs schools at the discretion of the Chancellor, leaving the establishment of admissions criteria to the local school district.

    Section three would make the same amendment as the amendment made by section one of this bill, as described above. Section two would take effect when section 2590-h of the Education Law, as amended by chapter 345 of the laws of 2009, expires and reverts to section 2590-h of the Education Law, as amended by chapter 720 of the laws of 2006.

    Section four would provide that this bill takes effect on January 1, 2022.

    https://nyassembly.gov/leg/?default_fld=&leg_video=&bn=A10731&term=2019&Summary=Y&Text=Y

  • SHSAT AND SEGREGATION by Micha Hervey

    6-minute student short documentary “SHSAT AND SEGREGATION” by teen student Micha Hervey.

    Micha did an excellent job, and though our vote maybe biased, would get our nod for an Emmy if we had one.

  • SHSBADI at 10: Lessons Learned and the Path Forward

    We realized that both the admissions process and the school system had changed from the time of our attendance. Many of us came to Stuyvesant by way of gifted classes in our neighborhood public schools. Until the 90s, gifted education was decentralized, with accelerated SP (“special progress”) and IGC (“intellectually gifted”) classes in local schools giving academically talented kids in every city neighborhood an opportunity to receive instruction in the above-grade level material they would encounter on the SHSAT. Today, that opportunity is concentrated in just a handful of schools.

    Today, no other school system in the country uses a single test to determine who is admitted to their most competitive public schools. None uses the SHSAT, which is distinctive in its content and format, and mysterious in its scoring. It is not aligned with what most students are taught and includes question types which are unfamiliar to most test takers and give a significant advantage to students who have had prior exposure to the test, even with recent changes to its components. This speaks to the validity of the test, or whether it is actually measuring what it was designed to measure. New York City Schools Chancellor Richard Carranza addressed this issue when he testified before the NYS Assembly Committee on Education last year. In his testimony, Chancellor Carranza explained that “a test is valid when it measures what it was designed to measure and it’s reliable when it gives you an accurate measurement over time…[a]s students go through their school day and they’re learning the state standards which the legislature has said this is what you need to know to be able to get a diploma from the State of New York, this test does not measure that. It does not measure that mastery. It’s a tricky test designed to rank order students. So in terms of reliability and validity for ranking students, it is. But the question is it the best methodology for measuring talent, for identifying talent, for identifying the grit, the tenacity, the dedication, the desire of students to be able to go a specialized public school in New York City. It is not valid, it is not reliable when it is used in that way.”

    Although it would be logical to expect that the students who perform the best on the SHSAT to also be the students who perform the best on state tests, research indicates that is not necessarily the case. In 2015, Sean Corcoran, a researcher at NYU, examined data from 2005 to 2013 and determined that Black, Latinx and female students who score well on state tests are admitted to specialized high schools at a lower rate than White, Asian and male students. While the reasons for these differences are not fully understood, they were enough for Corcoran to conclude that the SHSAT acts as a BARRIER to admission for certain groups. This finding, standing alone, raises serious questions about the continued utilization of the SHSAT in the high school admissions process.

    To the extent a special program like Discovery must be used, we see an opportunity to strengthen this alternate path. We have proposed combining the Discovery Program with the DOE’s DREAM middle school enrichment program as part of a larger, coordinated effort to identify academically talented students who are educationally disadvantaged as early as possible in their academic careers, and then provide them with accelerated instruction and other appropriate support, academic as well as social, both before and after their enrollment in high school. This would allow the City to move beyond the SHSAT as the sole way to identify talent, and target academically talented students from communities underrepresented at the City’s specialized high schools with a longer period of enrichment and support than the summer session currently offered through the Discovery Program. This would help compensate for our uneven educational system, and would assist admitted students with addressing the challenges they may face once they start high school.

    https://medium.com/@shsbadi/shsbadi-at-10-lessons-learned-and-the-path-forward-d6ca29c8a5de

  • High-Stakes Standardized Testing Supporter: Aravella Simotas

    Name: Aravella Simotas
    Assembly Link: https://nyassembly.gov/mem/Aravella-Simotas
    Ballotpedia: https://ballotpedia.org/Aravella_Simotas
    Phone: 718-545-3889

    Aravella Simotas Assembly District 36 New York City

    Although frequently virtue-signaling in public, Assemblymember Simotas has been a firm supporter of keeping the SHSAT high-stakes exam as the sole admissions criteria in NYC public specialized high schools.

    Media:

    From: “Aravella Simotas” <[email protected]>
    Date: June 27, 2019 at 12:19:40 PM EDT
    To: [Redacted]
    Subject: RE: Please OPPOSE A2173 on NYC Specialized High School Admissions

    Dear [Redacted]:
    Thank you for your letter concerning the Specialized High School Admissions Test. I am always glad to receive feedback from my constituents.

    As the mother of a young child and a product of the public school system, I share your commitment to supporting our public schools. While it is important to work towards increasing diversity in New York City’s specialized high schools, I agree that eliminating the entrance exam is not the right way to achieve this goal.

    Having one standardized admissions test for our specialized high schools ensures that all students are judged based on the same objective measure and considered solely on merit. Introducing subjective criteria into the admissions process could have unintended consequences and lead to a less rigorous curriculum in these schools, which would ultimately do a disservice to high-achieving students of all backgrounds. Furthermore, this proposal would deprive students in private and parochial schools of the opportunity to compete for admission on an equal playing field to their peers in public schools. To address racial and economic disparities in high school admissions without compromising high academic standards, we should work to expand access to quality educational opportunities and test preparation services for students in disadvantaged communities. In the Assembly, I will continue to fight to ensure every student has the chance to thrive and reach their full potential.

    I appreciate you taking the time to write to me. Please feel free to contact me if you have any further questions or concerns.

    Sincerely,
    Aravella Simotas
    New York State Assemblymember
    36th District – Queens

    In the above letter, Assemblymember Simotas goes through the greatest hits of incorrect assumptions regarding the SHSAT exam.

    The SHSAT is objective only if you do not consider that it tests above grade material. Parents pay thousands of dollars a year to get their children tutoring above what’s taught at school. This ensures that the SHSAT is biased toward wealth or at least the willingness to invest thousands into it.

    Assemblymember Simotas continues to claim that ANY admissions criteria outside this single high-stakes exam would be subjective. I guess every college, including every Ivory league has been doing it wrong.

    Assemblymember Simotas suggests there are better ways of increasing diversity at our specialized high schools. Yet she never proposes or passes any bills toward this. Keep in mind that NYC already spends about $20M/year on this single exam!

    Simotas’ is a common NY democrat strategy when supporting conservative agendas. Simply vaguely claiming that there’s a better way. Sadly, they’ve been using this redirect since the 1970s.

  • Chancellor Carranza’s NYS 2021 Budget Comments on Repealing Hecht-Calandra

    Chancellor Carranza gives the New York State Assembly and Senate a great summarized argument for repealing the Hecht-Calandra Act.

    Also at this hearing, Senator John Liu brought up the question of decertifying the 5 most recent SHSAT schools…

  • Close Stuyvesant High School

    This 2014 Slate.com article makes the unusual argument that Specialized High Schools should be closed.

    My alma mater, Stuyvesant High School, has been a lightning rod in New York City politics for as long as I can remember. Whenever critics have griped about the way Stuyvesant does business, my inclination has long been to say, essentially, “Screw you.” Going to Stuyvesant is one of the best things to have ever happened to me.

    Noguera is exactly right. The politicians and the education experts who are so fixated on the racial balance at Stuyvesant neglect the fact that Stuyvesant is not built to support and nurture students who need care and attention to excel academically and socially. It is a school that allows ambitious students who know how to navigate their way around a maddening, complex bureaucracy to connect with other students with the same skill sets

    A bit of a racist argument here. That these 2 groups won’t materially intersect.

    I have a theory about declining white representation at Stuyvesant. I seriously doubt that it’s because New York City is no longer home to white eighth-graders from affluent families who have expansive vocabularies and solid critical thinking skills and who are more than capable of scoring well on the entrance exam. I’ve met more than my share of such young people. My gut tells me that Stuyvesant has grown steadily less attractive to white families with the kind of social and cultural capital that helps people get ahead in America. 

    Instead of reinventing Stuyvesant from the ground up, we should instead recognize that it never made sense for one warehouse of a school to hoover up such a big chunk of the city’s whiz kids. Better to spread gifted and talented kids across a wide range of schools offering different instructional models

    https://slate.com/news-and-politics/2014/07/the-case-for-shutting-down-stuyvesant-high-school-the-best-public-school-in-new-york.html