In March, I wrote a blog post that detailed 10 reasons why no student in New York State should take the Common Core English-language arts (ELA) and math tests. On reflection, I should have added that so-called low test scores are being used by many to label largely minority and Title I schools* as “failing” and therefore undesirable. Some of these schools are located in gentrifying areas and a number of white and/or relatively affluent, professional parents are rejecting them. The proposed rezoning of schools in the Brooklyn Heights/Dumbo area has been in the local news lately. Here’s what one parent at P.S. 8, with a 15% poverty rate, had to say about P.S. 307 (85% poverty rate), which is located across the street from the Farragut Houses public housing complex in the Vinegar Hill neighborhood. This quote is from an article that appeared in The Wall Street Journal on 9/22/15.
People who moved into Dumbo and Vinegar Hill “trusted they had an education strategy at least through primary school,” said Teresa Hohl, a P.S. 8 parent. “All of a sudden…they’re now going to be pushed into 307, which is completely underperforming in comparison.” “Rezoning Plan for Two Brooklyn Schools Riles Up Parents,” The Wall Street Journal, 9/22/15.
I know that not all Brooklyn Heights/Dumbo parents feel this way. However, quite a few do and it’s problematic for area schools. Not only does it hinder efforts to desegregate our schools but such comments imply that the lives of black, brown and low-income students hold less value. They perpetuate a socioeconomic hierarchy in which white and/or affluent and professional individuals put themselves at the top. Do they not think that their children could learn from black and Hispanic students? Did this parent ever visit P.S. 307? Did she talk with P.S. 307 parents and educators? Is her assessment of the school based solely on NYS Common Core ELA and math scores, which – as we know – come from highly flawed, unreliable tests that do not come close to painting an accurate picture of how a school functions. What’s even more troubling is that some of these parents support the opt-out movement. Yet, they are using the very same test scores they denounce to justify not wanting to send their kids to a school with a large number of low-income students of color.
I know teachers at P.S. 307 and have visited the school. I have heard great things about it under the strong leadership of the former principal, Roberta Davenport. A teacher not affiliated with the school recently told me that she would work for Davenport in a heartbeat. P.S. 307 is an innovative STEM (science, technology, engineering and mathematics) magnet school. Each classroom has a living environment, and discovery learning is stressed through hands-on experiences. Additionally, P.S. 307 has partnered with reputable organizations such as the Morningside Center for Teaching Social Responsibility and Lutheran Hospital. SEL (social and emotional learning) topics are included in the school’s curriculum, and a school-based health center is available for students in need of counseling and other services. P.S. 307 also offers instruction in Mandarin, and violin classes.
As a NYC public school teacher who has only worked in Title I schools, I can tell you that the vast majority of teachers try their best to give each student what he or she needs to grow academically and emotionally. It is not an easy job, and we face many hurdles, but we want to challenge each student at his or her own level regardless of the school’s status (Title I or otherwise). In my 10 years in the system, I have not witnessed this so-called culture of low expectations. Therefore, I don’t buy this argument that by enrolling in P.S. 307, which offers a wide range of quality programs and opportunities, the children of white and/or affluent, professional parents will receive a compromised education. Indeed the school’s test scores will remain lower than those at P.S. 8, but didn’t we already establish that the scores are meaningless? In no way should these Common Core test scores be used to judge a school. Parents need to visit the school, observe the teaching going on in the classroom, talk to parents, and find out how the principal runs the school.
Resistance to the city’s rezoning plan for this part of Brooklyn also include some current P.S. 307 parents who – among other concerns – express fear that the school’s Title I funding will vanish as more higher-income students enroll in the school. This happened at P.S. 9 in Prospect Heights. No longer a Title I school, the PTO (parent teacher organization), which is comprised largely of white, professional parents, has developed an ambitious fundraising plan to make up for the loss of this funding source. Initiatives such as the annual fall carnival and Friday movie nights also help to bring the community together.
The tragic ordeal that Manhattan’s P.S. 191 faced over the summer is another example of flawed official data being used by white and/or affluent, professional parents to argue against enrolling in a neighborhood Title I school. On August 20, Emily Frost of DNAinfo reported that this Upper West Side school was mislabeled “persistently dangerous” by the New York State Education Department. The story is complex; incident reports were miscoded, for example, and the case was mishandled by the New York City Department of Education (NYCDOE). You can read more about it here. In fact, the most egregious incident – involving rape and sexual assault by a 22-year-old after-school program staffer- occurred after hours at P.S. 191’s middle school. For the purposes of this piece, however, I wish to point out that P.S. 191, which draws many low-income students of color from the Amsterdam Houses public housing complex, has been fighting a reputation stigma for years and this recent mislabeling adds another roadblock to filling seats at this dynamic elementary school.
I have visited P.S. 191 and know teachers there. They are dedicated and hard-working and some have enrolled their own kids in the school. P.S. 191 is a museum magnet school. It boasts a new technology lab and strong partnerships with local museums. The arts are prioritized as is project-based learning. Like P.S. 307, there’s a lot of good things happening at P.S. 191 and official data falls short of telling the whole story.
What I predict will happen in the Brooklyn Height/Dumbo area is that a larger number of white and/or affluent, professional parents will choose to send their children to area charter schools like the International Charter School of New York in downtown Brooklyn and nearby Success Academy Fort Greene. While minority students attend these charter schools, the perception is that unruly and undesirable behavior that might be exhibited by project kids at local public schools is not an issue at schools like Success Academy that also boast high test scores. At P.S. 191, for example, there has been a white flight to Success Academy Upper West. If, over the next few years, P.S. 307 experiences an influx of higher income students due to the rezoning of Brooklyn Heights/Dumbo, what will happen to the kids who live at the Farragut Houses directly across the street? Will they be rezoned to nearby P.S. 287, which is 90% Hispanic and black? Will the under-enrolled P.S. 287 be seen as a dumping ground for poor students of color while P.S. 307 turns into a largely white, affluent P.S. 8-type school?
School segregation has been a hot topic not just here in New York City, but nationally too. There has been much discussion of This American Life’s episode 562: The Problem We All Live With (July 31, 2015) in which Nikole Hannah-Jones, a reporter for the New York Times Magazine, argues that integration is the key to closing the achieving gap but since 1988, re-segregation has been the trend in U.S. public schools. In fleshing this out, Hannah-Jones details the accidental and short-lasting integration of Francis Howell High School, a mostly white public school in St. Charles, Missouri. When Francis Howell parents found out that black students from Normandy High School in St. Louis would be allowed to transfer to their school, they were upset. Thousands packed into Francis Howell’s gym to hear arguments against the plan. Francis Howell parents argued that Normandy kids were dangerous and would make the school unsafe and drug-infested. They worried that Normandy kids would lower Francis Howell’s test scores. Had any of these parents been to Normandy High School? Did they know any Normandy parents or teachers? If the Francis Howell parents had gotten to know the Normandy community, would they have been welcoming? Their fears, not surprisingly, proved unwarranted. I wonder how many affluent Brooklyn and Manhattan parents listened to this public radio program and called into question their own prejudices?
Here in New York City, Hannah-Jones – together with Brad Lander, NYC councilman – appeared on WNYC’s The Brian Lehrer Show on August 20 to discuss school integration initiatives, specifically “controlled choice,” which is detailed in this New York City Council School Diversity Accountability Act. More recently, on September 16, Hannah-Jones participated in a panel on school diversity at the Brooklyn Historical Society. Unfortunately, I was unable to attend but I look forward to watching the video of the discussion, which will be posted soon on the Brooklyn Historical Society’s Vimeo page.
Education, especially at the elementary school level, is not just about academics. It is irresponsible of policymakers to distill it down to data such as ELA and math scores and flawed school safety reports. The goal of educators is to make the world a better place, which includes heightening students’ awareness of the injustices of life. Segregation does a disservice to our students. Despite growing up in diverse New York City, how many white and/or affluent kids truly know and appreciate what it’s like to live in poverty and to face racism on a daily basis? We live in silos and fail to deeply get to know one another. How can we create innovative, effective strategies to solve societal ills if we rely on superficial data, preconceived notions and our own self-interests to drive our decision-making?
*Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards. -U.S. Department of Education