2014 – New York City Council Introduces Package of Legislation to Promote Diversity in City Schools On Wednesday, October 22nd, New York City Council members introduced one bill and two resolutions intended to build momentum around tackling diversity issues in New York City schools. According to recent reports, such as one released by the UCLA Civil Rights Project in March, local schools are among the most segregated in the country. The report states that in 2010, for example, of 32 school districts in New York City, 19 had ten percent or less white students.
School Chancellor Harvey B. Scribner announced last night that he would soon appoint a broad‐based committee to examine all the admission policies and procedures of the city’s four specialized academic high schools.
The high schools, all of which require a special entrance examination, are Bronx Science, Stuyvesant, Brooklyn Technical and the Nigh School of Music and Art.
The tests, especially those for the three more technical schools, have been the subject of recent criticism that they discriminate culturally against blacks and Puerto Ricans.
Mr. Feinman had stumbled on a little-known facet of the test: because of the complex way it is graded, a student scoring extremely high on one part of the exam has a sharp advantage over a student with high but more balanced scores in each subject.
“As taxpayers and parents, we should know how the test is graded — not necessarily with an eye to changing it — but certainly as a matter of public knowledge,” said Mr. Feinman, who lives on the Upper East Side.
It’s important to understand the political climate before the NY State legislature decided to pass Hecht-Calandra in 1971. The New York Times does a great job filing in that context.
In 2016, a proposal to send some Upper West Side children — who were zoned for a high-performing, mostly white, wealthy elementary school near their homes — to a lower-performing school, attended mostly by low-income black and Hispanic students, about a ten-minute walk away, was met with vitriol.
A version of the plan — which ultimately impacted a relatively small number of schools — eventually passed after years of negotiations.
Recently @akilbello went over some very important open questions regarding the SHSAT. These remind us of how important it is for the NYC Department of Education to immediately release the SHSAT manual.
In school districts across the nation, talented African Americans and other students of color are denied a fair opportunity to gain access to the life-changing educational experiences provided by specialized schools for high-achieving students and gifted/talented education programs. As a result, elite public schools and programs, which provide key pathways to college and then to leadership locally, regionally, and nationally, are among the most segregated.
In too many school districts, these racial disparities result in large part from admissions policies that rely too heavily or even exclusively on standardized tests, even though the three leading organizations in the area of educational test measurement—the American Psychological Association, the American Educational Research Association, and the National Council on Measurement in Education—have concluded that a high-stakes decision with a major impact on a student’s educational opportunities, such as admission to a specialized or gifted/talented program, should not turn on the results of a single test.