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Here are the 62 New York City schools that could be taken over by outside groups

Herbert Lehman High School in the Bronx shares its campus with other schools in the building.

Sixty-two New York City schools could be taken over by outside groups within two years, and seven of those even sooner, new State Education Commissioner MaryEllen Elia announced Thursday.

The two new categories of “struggling schools” and “persistently struggling schools” were created in a state law passed earlier this year that requires superintendents to appoint an individual, nonprofit group, or outside school district to run schools that struggle to raise test scores and graduation rates.

Fifty of the 62 schools facing takeover are a part of the city’s own high-profile “Renewal” turnaround initiative. One school on the list, P.S. 64 Pura Belpre in the Bronx, is already being phased out.

Mayor Bill de Blasio and the city teachers union didn’t succeed at fighting off such a plan, but opponents did ensure that district leaders — in New York City’s case, Chancellor Carmen Fariña — would be the ones to choose the outside entity.

Read more about the plan, and what it means for city schools, here. Below are the schools on the state’s new lists.

“Persistently struggling,” with a one-year deadline:


  • J.H.S. 162 Lola Rodriguez De Tio
  • I.S. 117 Joseph H. Wade
  • J.H.S. 022 Jordan L. Mott
  • P.S. 64 Pura Belpre (not in Renewal, phasing out)
  • J.H.S. 080 The Mosholu Parkway


  • Automotive High School
  • P.S. 328 Phyllis Wheatley

“Struggling,” with a two-year deadline:


  • Henry Street School for International Studies
  • Marta Valle High School (not in Renewal program)
  • P.S. 015 Roberto Clemente
  • Frederick Douglass Academy II (not in Renewal program)
  • P.S. 123 Mahalia Jackson


  • Alfred E. Smith Career and Technical Education High School (not in Renewal program)
  • Foreign Language Academy of Global Studies
  • New Explorers High School
  • Young Leaders Elementary School (not in Renewal program)
  • Banana Kelly High School
  • Bronx Mathematics Preparatory School
  • Herbert H. Lehman High School
  • Hunts Point School
  • M.S. 301 Paul L. Dunbar
  • Bronx High School of Business
  • DreamYard Preparatory School
  • I.S. 219 New Venture School
  • I.S. 313 School of Leadership Development
  • I.S. 339
  • New Millennium Business Academy Middle School
  • Angelo Patri Middle School
  • DeWitt Clinton High School
  • Fordham Leadership Academy for Business and Technology
  • P.S. 085 Great Expectations
  • Bronx High School for the Visual Art (not in Renewal program)
  • Bronxwood Prep Academy (not in Renewal program)
  • Globe School for Environmental Research
  • School of Diplomacy
  • Fannie Lou Hamer Middle School
  • Monroe Academy for Visual Arts & Design
  • P.S. 092
  • School of Performing Arts


  • MS 596 Peace Academy
  • Foundations Academy
  • Juan Morel Campos Secondary School
  • Boys and Girls High School
  • M.S. 584
  • W.E.B. DuBois Academic High School (not in Renewal program)
  • East Flatbush Community Research School
  • Cypress Hills Collegiate Preparatory School
  • FDNY High School for Fire and Life Safety (not in Renewal program)
  • Aspirations Diploma Plus High School (not in Renewal program)
  • P.S. 165 Ida Posner
  • P.S. 298 Dr. Betty Shabazz


  • Grover Cleveland High School (not in Renewal program)
  • Flushing High School
  • Martin Van Buren High School
  • August Martin High School
  • John Adams High School
  • M.S. 053 Brian Piccolo
  • Richmond Hill High School
  • J.H.S. 008 Richard S. Grossley
  • P.S. 111 Jacob Blackwell
  • Bushwick Leaders’ High School for Academic Excellence (not in Renewal program)
  • J.H.S. 291 Roland Hayes

Future of Schools

Chicago Schools sets community meetings on controversial school inventory report

Chicago Public Schools is hosting a dozen workshops for community members focused on a controversial report about local schools that offers an unprecedented window into the assets — and problems — in certain neighborhoods.

The district published report, called the Annual Regional Analysis, in September. It shows that, in many areas of the city, students are skipping out on nearby options, with less than half of district students attending their designated neighborhood schools.

The school district and Kids First, the school-choice group that helped compile the report, maintain that the analysis is meant to help guide investments and empower communities to engage in conversations about their needs.

The report divides the school district into 16 “planning regions” showing where schools are, what programs they offer, how they are performing, and how people choose among the options available.

The meetings will start with a presentation on the report. They will include small-group discussions to brainstorm how Chicago Schools can invest in and strengthen schools. The first workshop is scheduled for Wednesday at Collins Academy High School.

While the school district has touted the detailed report as a resource to aid planning and community engagement, several groups have criticized the document and questioned the district’s intent.  The document has sparked fears among supporters of neighborhood schools that the district might use it to propose more school closings, turnarounds, and charter schools.

The parents group Raise Your Hand, the neighborhood schools’ advocacy group Generation All, and the community organizing group Blocks Together penned a letter recently scrutinizing the report’s reliance on school ratings, which are based largely on attendance and test scores.

“Research has shown that test scores and attendance tell us more about the socioeconomic status of the students’ communities rather than the teaching and learning inside the school itself,” they wrote. Chalkbeat Chicago first reported about the analysis in August after obtaining a copy of it. Yet, the document has sparked fears among supporters of neighborhood schools that it could be used to propose more school closings, turnarounds, and charter schools.

Here’s a list of the 12 community workshops, all of which all begin at 6 p.m.:

West Side Region: Oct. 17, Collins Academy High School

Greater Lincoln Park Region: Oct. 18, Lincoln Park High School

Greater Calumet Region: Oct. 22, Corliss High School

South Side Region: Nov. 7, Lindblom High School

Greater Stony Island Region: Nov. 8, Chicago Vocational Career Academy

Far Southwest Region: Nov. 13, Morgan Park High School

Far Northwest Side Region: Nov. 14, Steinmetz High School

Greater Milwaukee Region: Nov. 15, Wells High School

Greater Stockyards Region: Nov. 19, Kelly High School

Pilsen/Little Village Region: Nov. 26, Benito Juarez Community Academy

Greater Midway Region: Dec. 6, Curie Metropolitan High School

North Lakefront Region : Dec. 11, Roger C Sullivan High School

testing questions

‘The needle hasn’t moved’: Regents sound off on racial gaps in 2018 test scores

PHOTO: Getty Images/Kali9

New York State’s top education policymakers raised concerns Monday about whether the state is doing enough to address persistent racial gaps on state exams.

The discussion was the first opportunity the Board of Regents have had to discuss the results of last school year’s reading and math tests since they were released late last month. And while the Regents seemed to be in agreement that the gaps are problematic, there was little discussion of what to do about it beyond requesting more data.

The test scores released in September show just under 35 percent of black students statewide are proficient in reading, 17 points below their white peers. In math, the gap jumps to 25 points. (The gaps are similar for Hispanic students compared with their white peers.)

The gaps are even wider in New York City.

Regent Judith Johnson, who has repeatedly criticized the state tests for not reflecting student learning across different ethnic groups, said the education department is still not doing enough to analyze the causes of racial differences in proficiency on the grades 3-8 exams. Those gaps, Johnson said, will bring down the competitiveness of the American workforce.

“It’s absolutely based on poverty and color,” Johnson said. “That has not changed and that begs for analysis at this point.”

Commissioner MaryEllen Elia acknowledged “troubling gaps” on student achievement, but also said state officials, including the Regents, have been working on it for years. She also pushed back on the idea that the tests themselves aren’t useful, arguing they draw attention to issues of inequity.

“If we didn’t have an opportunity to see this, it wouldn’t be as high up in our mindsets,” she said.

While some gaps have narrowed slightly among certain student groups, it’s happening at a glacial rate, said Regent Luis Reyes. He pointed to a two-year period where the gap between Hispanic students and their white peers shrunk by about 1 percent on both math and English tests.

“One percent is not a revolution, it’s not a reform, it’s not a transformation,” Reyes said. “It’s ice age.”

Reducing an emphasis on state tests in how officials judge overall school performance is part of the education department’s plan under the federal Every Student Succeeds Act. In coming up with school ratings, officials will consider factors such as how often students are suspended, are absent from class, and how prepared they are for life after high school.

Regent Kathy Cashin said she wants to see teaching and learning take the main stage of the state’s education agenda. “The needle hasn’t moved for minority children in decades,” she said.

Elia emphasized that the test includes an essay and that it’s not “just a multiple choice test.” And she reminded the Regents that the math and English assessments are required by the federal government, but there are options to consider performance-based testing on science exams. Elia has previously shown some interest in an alternative science test.