the day after

How educators are handling this complicated, emotional day in America, in their own words

PHOTO: Christina Veiga

It’s a complicated, emotional day in America, and educators are on the front lines.

So many woke up to the news that Donald Trump is the president-elect only to rush off to school — leaving teachers and students to work through what the news means together. In many schools, that means attending to the worries of immigrant students, or young women, alarmed by Trump’s rhetoric. In others, it means guiding students to express their excitement gracefully.

Here’s a glimpse of what the day has looked like so far, from teachers and education leaders who’ve begun to share their thoughts publicly.

Readers, if you see a perspective worth sharing, or have one of your own (tweet-length or otherwise), please share with us here.

Already, the morning proved challenging for many.

What do I say as you wait for me greet you at the classroom door that can ease your mind, to make it right? Will it help if I tell you I spent last night preparing for a special social studies lesson on the election- letters to the next president of the United States- Hillary Clinton. Should I mention, yet again, that I was adamantly “with her” in this election because I was decidedly “not with him.” I had planned for you to write to Madame President, congratulating her but also urging her to change the racist and exclusionary policies that disenfranchise, disempower, and lock up communities of color across the country. Now, I don’t know where to start.

— Emmy Bouvier of Teachers Unite

Today my class of primarily black, Hispanic and female students entered school wondering “How could anyone vote for him?” So, we decided to try to understand the reasons why voters chose Donald Trump as our next president. Amongst questions of if their families would be deported, we looked up why people said they voted for Trump. My students came to the conclusion that many Trump voters are “scared of their futures just like we are.” It was a tough day to lead with a smile, but I also got to witness my students face their fears with grace, compassion and open-minds. The election has made it clear that there is much to teach this next generation, but there is much to learn from them as well.

— Kellyn Platek, fifth-grade teacher in Las Vegas, Nevada

Others are consumed by bigger-picture worries about what Trump’s win will mean, or how to talk about it.

And a few offered words of hope or explained their next steps.

I will give my English students literature – poetry and novels and plays and essays – because the way we learn about the world is by listening to other people and watching and thinking about how they act and think in situations far different from our own. When we read, we see how different we are from others, and of course, how much we are all exactly the same. We all want to be safe, to be loved, to do good in the world, to be respected, and realizing our sameness helps us to love and care for each other better. I will offer the words of the greatest writers in human history and help my students to understand them. Because I’m a teacher.

— Evva Starr, teacher at Thomas S. Wootton High School in Maryland

Sending love and strength to all of you at this incredibly trying time. Honestly not sure where things go from here, but, as a start, let’s tell our children we love them and that we’ll show them what it looks like to live by a code of values when our “leaders” do not.

— Jonas Chartock, CEO of Leading Educators, charter school policy-maker

the right mix

How to integrate Manhattan middle schools? This parent says make them enroll a mix of low- and high-achievers

PHOTO: Christina Veiga
Parents weigh in on a proposal to integrate District 2 middle schools by making them enroll students with a range of academic abilities.

In Manhattan’s vast District 2, students can choose which middle schools to apply to — but many of the schools get to choose which students to accept. As a result, some schools wind up with many high-achieving, privileged students, while others serve many needy, struggling students.

One parent has a plan to fix that: Require each middle school in the district, which stretches from Lower Manhattan through Chinatown to the Upper East Side, to enroll a mix of struggling, average, and high-achieving students. Shino Tanikawa, a member of the district’s Community Education Council, presented her idea at a committee meeting on Wednesday.

“We need an admissions system that does not judge students or value some students more than others,” she said.

Tanikawa is part of a small but growing group of advocates across the city who are trying to combat segregation by reforming how students are assigned to schools — a grassroots effort that the de Blasio administration has encouraged and, in one district, turned into official policy.

But the administration has so far only been willing to act on plans that have local support. That could present a challenge for Tanikawa’s proposal in District 2, where parents are used to competing for spots at selective middle schools. While most families support classroom diversity in theory, many also want their own children surrounded by students with similar skill levels.

“There is research that shows that just as some kids at the lower end need support,” said Debra Freeman, a parent at Wednesday’s meeting, “there are kids who are at a higher end who will be very bored and can have issues if they’re not sufficiently challenged.”

District 2 families can enroll at middle schools near where they live, or apply to others across the district. Eighteen programs at the district’s 24 middle schools are “screened,” meaning they rank applicants based on factors including test scores, grades, interviews and other factors. Most schools consider students’ attendance records in admissions decisions — a screen the education council has proposed to eliminate based on research showing that poor students are more likely to miss school.

Critics say that screening applicants by ability exacerbates school segregation, since academic achievement is closely linked to students’ socioeconomic status. In District 2, schools are largely divided along race and class lines: Among schools with middle-school grades, the student-poverty rate ranges from a high of 70 percent to a low of 3 percent, according to data collected by Tanikawa.

“These are public schools,” said Robin Broshi, a member of the education council who supports the proposal to mix students with different academic abilities. “There’s no reason why one segment of a population should have a systematic advantage over another segment of the population to public schools.”

Tanikawa’s plan is based on the so-called educational option, or “ed opt,” admissions system used by some of the city’s high schools. Designed to promote integration, schools using that model aim to enroll students along a range of different academic levels. However, many have struggled to attract enough high performers because they compete for those students with the most selective schools.

To prevent the same thing from happening in District 2, Tanikawa’s plan calls for all the middle schools to use the ed-opt model. Tanikawa said the district should also adopt recruitment practices to attract a diverse mix of applicants to each school, and better ways to share information about schools with parents. She would pair those changes with efforts to attract more teachers of color to the district and ensure that classroom instruction reflects all cultures.

But getting families to apply to middle schools that currently serve more needy students is likely to be an uphill battle, with a school’s selectivity often equated with its quality. Parents who listened to Tanikawa’s proposal said that some of the district’s middle schools offer advanced courses and are known for sending students to elite high schools — while others are not.

“Work has to be done around these middle schools because there are disparities,” said Tunisia K. Riley, a parent in the district.

Other districts that have tried to adjust their middle-school admissions policies to promote integration have faced pushback.

When the superintendent in neighboring District 3 floated a plan to integrate Upper West Side middle schools by reserving some seats for low-income students, some parents rebelled and the idea was shelved. An outcry also ensued at Medgar Evers College Preparatory School in Brooklyn when the education department changed admissions there. Parents at the elite school worried academics there would “deteriorate.”

In District 2, a final plan is still a long ways off.

Tanikawa intends to recruit parents, principals and district leaders to come up with specifics for the proposal. While the education council does not have the power to enact it, Tanikawa hopes that if it garners enough local support, the city will make good on its promise to back local integration efforts and sign off on the plan.

That is what happened in District 1, which includes the East Village and Lower East Side. After years of advocacy, parent leaders won city approval for a new admissions system designed to make the district’s elementary schools more diverse. It will be in place for the upcoming school year.

“I’m hoping people will have the courage to change the system in a meaningful way,” Tanikawa said.

pre-k for all

New York City will add dual language options in pre-K to attract parents and encourage diversity

PHOTO: Christina Veiga
Schools Chancellor Carmen Fariña, back right, visits a Mandarin pre-K dual language program at P.S. 20 Anna Silver on the Lower East Side.

Education Department officials on Wednesday announced the addition of 33 dual language pre-K programs in the 2018-19 school year, more than doubling the bilingual opportunities available for New York City’s youngest learners.

The expansion continues an aggressive push under the current administration, which has added 150 new bilingual programs to date. Popular with parents — there were 2,900 applications for about 600 pre-K dual language seats last year — the programs can also be effective in boosting the performance of students who are learning English as a new language.

Another possible benefit: creating more diverse pre-K classrooms, which research has shown are starkly segregated in New York City.

Schools Chancellor Carmen Fariña said the new programs reflect the city’s commitment to serving all students, even as a national debate rages over immigration reform.

“It’s important to understand that immigrants or people who speak a second language are an asset,” Fariña said. She called bilingual education “a gift that I think all schools should have.”

Included in the expansion are the city’s first dual language pre-K programs in Bengali and Russian, which will open in Jamaica, Queens, and the Upper West Side, Manhattan, respectively. The other additions will build on programs in Spanish, Mandarin and Italian. Every borough is represented in the expansion, with 11 new programs in Manhattan, nine in Brooklyn, six in Queens, five in the Bronx, and two on Staten Island.

In the dual-language model, students split their time between instruction in English and another language. At P.S. 20 Anna Silver, where the recent expansion was announced, pre-K students start the morning in English and transition to Mandarin after nap time. Experts say the model works best when the class includes an equal mix of students who are proficient in each language so they can learn from each other as well as the teacher, though it can often be difficult to strike that balance.

Officials and some advocates view dual-language programs as a tool for integration by drawing middle-class families eager to have their children speak two languages into neighborhood schools that they otherwise may not have considered. Research has shown that New York City’s pre-K classrooms tend to be more segregated than kindergarten. In one in six pre-K classrooms, more than 90 percent of students are from a single racial or ethnic background. That’s compared with one in eight kindergarten classrooms, according to a 2016 report by The Century Foundation.

Sharon Stapel, a mother from Brooklyn, said she knew early on that she wanted her daughter to learn another language and strike relationships across cultures. So she travels to the Lower East Side with her four-year-old, Finch, to attend the Mandarin dual-language pre-K program at P.S. 20 Anna Silver. On Wednesday, the city announced it will add a Spanish dual language program at the school.

“We really see it as how you build community with your neighbors and your friends,” Stapel said. “It was also an opportunity for Finch to become involved and engage in the cultures and in the differences that she could see in the classrooms — and really celebrate that difference.”

Citywide, about 13 percent of students are learning English as a new language. That number does not include pre-K since the state does not have a way to identify students’ language status before kindergarten. However, based on census data, it is estimated that 30 percent of three- and four-year-olds in New York are English learners.

Dual-language programs can benefit students who are still learning English — more so than English-only instruction. Nationally and in New York City, students who are learning English are less likely to pass standardized tests and graduate from high school. In one study, students who enrolled in dual-language courses in kindergarten gained the equivalent of one year of reading instruction by eighth grade, compared with their peers who received English-only instruction.

The city has been under pressure to improve outcomes for English learners. Under the previous administration, New York City was placed on a state “corrective action plan” that required the education department to open 125 new bilingual programs by 2013. Though the city fell short of that goal, the current administration has agreed to place every English learner in a bilingual program by the 2018-19 school year.

Among the greatest barriers to achieving that is finding qualified teachers, Fariña said. In some cases, it can be hard to find teachers who are fluent in the target language. In others, teachers who are native in a foreign language may only be certified in their home country, and it can be hard to transfer that certification to New York.

In order to open an Urdu program recently, Fariña said, the teacher, who holds a degree from another country, went through Teaching Fellows, an alternative certification program that usually caters to career-changers or recent college grads.

“I think the biggest challenge we have right now is ensuring our teacher preparation courses are keeping up with our need and demand for teachers who can teach another language,” she said.