First Person


Commencement is meant to celebrate student achievements, but for me it was an opportunity to recognize the privileged place of a teacher. For me, it underscored the opportunity that small school faculty have to make a profound difference in the lives of disadvantaged students.

Last Monday, the Kurt Hahn School graduated its first class of seniors. It was an emotional day for everyone present to celebrate the accomplishments of these individual students and of our school. My principal’s commencement address mentioned students who had won film contests, had made tremendous academic gains despite linguistic or ability setbacks, or had initiated one of the increasing number of student groups springing up each year. Wouldn’t it be wonderful, he remarked, if these triumphs — not mere test scores and teacher performance ratings — were the headlines in our local papers? We can link these accomplishments to our school’s particular attention to character development, but there are countless sets of values we could have chosen and gotten the same results. What makes a small school any different from a big school is the combination of personal attention and cohesion that the adults working there are willing to maintain.

The city’s push to open small schools over the last decade, in large part with funds from the Gates Foundation, was intended to provide students with more opportunity for individualized attention and the opportunity to be truly “known” by a teacher. Having seen this initiative in other cities, I’ve always been especially fond of it here in New York. Like elsewhere, many of our small schools were created with a particular mission in mind. A school in Manhattan that focuses on health professions, for example, ensures that all teachers — regardless of their subject area — has experience or passion for connecting their curriculum to the medical field. Kurt Hahn is one of 10 New York City schools to partner with the organization Outward Bound, providing students with unique interdisciplinary experiences that take them outside the classroom and — whenever possible — beyond the standard curriculum. While I connect better with Kurt Hahn’s mission than any other school I’ve come across, the accomplishments we celebrated at commencement were less the result of our particular philosophy. They were the result of what makes the grade in all kinds of schools every day: dedicated, talented adults building relationships with determined students and then giving them what they need to be successful. Student progress is not impossible in a large comprehensive high school, but to me it feels more likely in a small school.

I thought about this as I watched three Haitian students ascend to the stage to claim their portions of the Kurt Hahn Scholarship, a pool of money collected by faculty and our personal contacts to help students buy college books and supplies. The students — a pair of twins and their inseparable best friend — arrived at our school with no English skills and little in the way of home support. After three years with our English as a Second Language teacher, Ms. Kruse, they were language-proficient and ready to invest their tireless energies in the content of their studies as well as continued English instruction. When one of the twins needed to repeat the English Regents exam in order to pass, Ms. Kruse and the student’s current English teacher teamed up to provide her individualized support throughout the year. It was thanks to a combination of hard work and individualized relationships that all three of these students walked across that stage, their faces beaming with the pride their day-to-day efforts had rarely allowed them. After the ceremony, these students presented Ms. Kruse with a plaque that encapsulated, in eloquent, touching, original English, all she had done for them. I’m not surprised that they were too choked up to explain themselves when they gave it to her: Even I, just watching Ms. Kruse’s students pass my door on the way to her class, can’t quite articulate the confidence they take on over the course of the year as they come to more easily interpret and interact with the world around them.

My principal’s right: This story would never make the paper as a reason why a school has avoided being shut down or why a teacher deserves job protection. But it’s why I’m proud to be a part of a small school — of my small school — whatever my struggles. I want to be one of the few people privileged enough to catch these stories, to learn from them, and to share them with anyone who wants to know.

First Person

I’ve spent years studying the link between SHSAT scores and student success. The test doesn’t tell you as much as you might think.

PHOTO: Photo by Robert Nickelsberg/Getty Images

Proponents of New York City’s specialized high school exam, the test the mayor wants to scrap in favor of a new admissions system, defend it as meritocratic. Opponents contend that when used without consideration of school grades or other factors, it’s an inappropriate metric.

One thing that’s been clear for decades about the exam, now used to admit students to eight top high schools, is that it matters a great deal.

Students admitted may not only receive a superior education, but also access to elite colleges and eventually to better employment. That system has also led to an under-representation of Hispanic students, black students, and girls.

As a doctoral student at The Graduate Center of the City University of New York in 2015, and in the years after I received my Ph.D., I have tried to understand how meritocratic the process really is.

First, that requires defining merit. Only New York City defines it as the score on a single test — other cities’ selective high schools use multiple measures, as do top colleges. There are certainly other potential criteria, such as artistic achievement or citizenship.

However, when merit is defined as achievement in school, the question of whether the test is meritocratic is an empirical question that can be answered with data.

To do that, I used SHSAT scores for nearly 28,000 students and school grades for all public school students in the city. (To be clear, the city changed the SHSAT itself somewhat last year; my analysis used scores on the earlier version.)

My analysis makes clear that the SHSAT does measure an ability that contributes to some extent to success in high school. Specifically, a SHSAT score predicts 20 percent of the variability in freshman grade-point average among all public school students who took the exam. Students with extremely high SHSAT scores (greater than 650) generally also had high grades when they reached a specialized school.

However, for the vast majority of students who were admitted with lower SHSAT scores, from 486 to 600, freshman grade point averages ranged widely — from around 50 to 100. That indicates that the SHSAT was a very imprecise predictor of future success for students who scored near the cutoffs.

Course grades earned in the seventh grade, in contrast, predicted 44 percent of the variability in freshman year grades, making it a far better admissions criterion than SHSAT score, at least for students near the score cutoffs.

It’s not surprising that a standardized test does not predict as well as past school performance. The SHSAT represents a two and a half hour sample of a limited range of skills and knowledge. In contrast, middle-school grades reflect a full year of student performance across the full range of academic subjects.

Furthermore, an exam which relies almost exclusively on one method of assessment, multiple choice questions, may fail to measure abilities that are revealed by the variety of assessment methods that go into course grades. Additionally, middle school grades may capture something important that the SHSAT fails to capture: long-term motivation.

Based on his current plan, Mayor de Blasio seems to be pointed in the right direction. His focus on middle school grades and the Discovery Program, which admits students with scores below the cutoff, is well supported by the data.

In the cohort I looked at, five of the eight schools admitted some students with scores below the cutoff. The sample sizes were too small at four of them to make meaningful comparisons with regularly admitted students. But at Brooklyn Technical High School, the performance of the 35 Discovery Program students was equal to that of other students. Freshman year grade point averages for the two groups were essentially identical: 86.6 versus 86.7.

My research leads me to believe that it might be reasonable to admit a certain percentage of the students with extremely high SHSAT scores — over 600, where the exam is a good predictor —and admit the remainder using a combined index of seventh grade GPA and SHSAT scores.

When I used that formula to simulate admissions, diversity increased, somewhat. An additional 40 black students, 209 Hispanic students, and 205 white students would have been admitted, as well as an additional 716 girls. It’s worth pointing out that in my simulation, Asian students would still constitute the largest segment of students (49 percent) and would be admitted in numbers far exceeding their proportion of applicants.

Because middle school grades are better than test scores at predicting high school achievement, their use in the admissions process should not in any way dilute the quality of the admitted class, and could not be seen as discriminating against Asian students.

The success of the Discovery students should allay some of the concerns about the ability of students with SHSAT scores below the cutoffs. There is no guarantee that similar results would be achieved in an expanded Discovery Program. But this finding certainly warrants larger-scale trials.

With consideration of additional criteria, it may be possible to select a group of students who will be more representative of the community the school system serves — and the pool of students who apply — without sacrificing the quality for which New York City’s specialized high schools are so justifiably famous.

Jon Taylor is a research analyst at Hunter College analyzing student success and retention. 

First Person

With roots in Cuba and Spain, Newark student came to America to ‘shine bright’

PHOTO: Patrick Wall
Layla Gonzalez

This is my story of how we came to America and why.

I am from Mallorca, Spain. I am also from Cuba, because of my dad. My dad is from Cuba and my grandmother, grandfather, uncle, aunt, and so on. That is what makes our family special — we are different.

We came to America when my sister and I were little girls. My sister was three and I was one.

The first reason why we came here to America was for a better life. My parents wanted to raise us in a better place. We also came for better jobs and better pay so we can keep this family together.

We also came here to have more opportunities — they do call this country the “Land Of Opportunities.” We came to make our dreams come true.

In addition, my family and I came to America for adventure. We came to discover new things, to be ourselves, and to be free.

Moreover, we also came here to learn new things like English. When we came here we didn’t know any English at all. It was really hard to learn a language that we didn’t know, but we learned.

Thank God that my sister and I learned quickly so we can go to school. I had a lot of fun learning and throughout the years we do learn something new each day. My sister and I got smarter and smarter and we made our family proud.

When my sister Amira and I first walked into Hawkins Street School I had the feeling that we were going to be well taught.

We have always been taught by the best even when we don’t realize. Like in the times when we think we are in trouble because our parents are mad. Well we are not in trouble, they are just trying to teach us something so that we don’t make the same mistake.

And that is why we are here to learn something new each day.

Sometimes I feel like I belong here and that I will be alright. Because this is the land where you can feel free to trust your first instinct and to be who you want to be and smile bright and look up and say, “Thank you.”

As you can see, this is why we came to America and why we can shine bright.

Layla Gonzalez is a fourth-grader at Hawkins Street School. This essay is adapted from “The Hispanic American Dreams of Hawkins Street School,” a self-published book by the school’s students and staff that was compiled by teacher Ana Couto.