A new report from the Civil Rights Project finds that New York retains its place as the most segregated state for black students, and second most segregated for Latino students, trailing only California. The report also makes clear that New York is experiencing an acceleration of demographic changes outlined in the earlier 2014 report. White students are no longer the state’s majority group as they were in 2010. the proportion of Asian students increasing sharply to more than 17% in 2018, and Latino students becoming the largest racial/ethnic group, from 35% in 1990 to 41% in 2018.
WERE BLACK AND HISPANIC KINDERGARTENERS UNDER-REPRESENTED AND RACIALLY SEGREGATED IN GIFTED & TALENTED PROGRAMS IN 2018-2019?
Asian and white students comprised more than three-quarters of students across all Gifted & Talented programs in 2018-2019, despite being about a third of the overall kindergarten cohort.
Conversely, Black and Hispanic kindergarteners comprised 63 percent of the kindergarten population but only 16 percent of students in Gifted & Talented programs.
The disparity was particularly acute for Hispanic students. Despite being much more numerous across all kindergarten programs (40.1 percent) than Black students (22.9 percent), Hispanic students were only moderately ahead of Black students with respect to participation in Gifted & Talented programs (9.3 percent versus 6.7 percent).
Back to School Reform
The allure of testing lies in its apparent neutrality—its democratic indifference to a student’s background and wealth. But this is not how the current system functions. Success correlates closely to socioeconomic advantages and access to test preparation. Pricey services offer tutoring to ever younger children. (There is a niche industry of consultants who help two-year-olds ace their preschool admissions assessments.) Yet many defenders of testing believe that more subjective forms of evaluation present their own unfairness.
Outside the neutral language of policy reports, the issue of testing is debated in a context of winners and losers, of model minorities and problematic ones.
The Myth That Busing Failed
“The school bus, treasured when it was serving as a tool of segregation, became reviled only when it transformed into a tool of integration,” Nikole Hannah-Jones writes in a news analysis.
Podcast: https://www.nytimes.com/2019/07/18/podcasts/the-daily/busing-school-segregation.html …
Segregation Has Been the Story of New York City’s Schools for 50 Years
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,
wealthyelementary 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.
New York City High Schools’ Endless Segregation Problem
The public schools in New York State are the most segregated in the country, according to a 2014 study from the Civil Rights Project at UCLA. That’s largely driven by New York City.
The selective high schools are by no means the only places where inequality exists in the system, but they are the most visible, the easiest apple to pick. The black enrollment at Stuyvesant peaked in 1975, according to state records highlighted in a 2012 profile in the Times, when there were 303 black students out of 2,536 total.