LOOK BEYOND STUYVESANT: HIGH
SCHOOLS ACROSS THE CITY SHOW THAT BLACK AND LATINO STUDENTS CAN EXCEL IN THE
RIGHT ENVIRONMENTS, WITH THE RIGHT LEADERS
by Efrem Sigel
Nearly
330,000 young people in New York attend 600 high schools — a fascinating, often
bewildering mix of learning environments. Many are borough or neighborhood
schools that take all comers. Some are for youngsters with significant cognitive
or emotional challenges. Several dozen specialize in the arts (dramatics,
music, film/video), or STEM, or humanities, and select students based on
artistic ability, grades and interviews.
And
then there is Stuyvesant, along with seven others, including Bronx Science and
Brooklyn Tech, that use the much-criticized SHSAT (Specialized High Schools
Admissions Test) to determine admissions. Stuyvesant offers places to about 895
freshman a year and has total enrollment of 3,325 — barely 1% of total high
school enrollment.
Yet
from the recent statements of Mayor de Blasio, Schools Chancellor Richard
Carranza, various elected officials and the hyperbole of editorial writers, the
fact that only seven of next year’s Stuyvesant freshmen will be black appears to
be the biggest crisis facing the New York City educational system. It is
not.
The
real failure of the Department of Education continues to be the unacceptable
performance of many elementary and middle schools serving Latino and black
children in the south Bronx, Brownsville and other poor neighborhoods. Of
the city’s 32 regular school districts, three of the six worst-performing are
in the Bronx, one is in Manhattan (Central Harlem), and two are in Brooklyn
(Brownsville and East New York).
In
these districts, as many as 75% of elementary and middle school children are
deficient in basic literacy and mathematical skills, making it hard for them to
do well in any high school, let alone in Stuyvesant. Whatever the flaws of the
SHSAT — and yes, it should be augmented with other admission criteria — there’s
one sure way for Stuyvesant to better reflect the ethnic makeup of the DOE
student population, which is currently nearly 70% Latino and black. And that is
for the city to improve the quality of elementary and middle schools, from
pre-K through eighth grade, class by class and school by school.
Unlike
tinkering with the Stuyvesant admission criteria, there is no way this can
happen overnight.
In
the meantime, the heated rhetoric of the mayor and other public officials, with
their cries of racism and segregation, only fuel the perception that there is
little opportunity for black and Latino students to excel in city high schools
today. Wrong again.
Over
the past several weeks, I’ve talked with or visited principals of three high
schools among many whose very existence and stellar record of achievement show
how absurd this notion is. The schools are East Side Community High
School (ESCHS) on the Lower East Side, Manhattan Village Academy (MVA) in
Chelsea and Central Park East High School (CPEHS) in East Harlem. Though
all happen to be in Manhattan, their students come from all over the city.
All
three have student bodies that range from 73% to 82% Latino and black, on par
with the racial and ethnic breakdown of the school system as a whole. All
enroll students from mostly poor families. Yet all have four-year graduation
rates approaching 100%, compared to a city average of 72% (and rates in the
city are significantly lower for Latino and black students). More than 90%
of high school graduates at these three schools go on to two or four-year
colleges.
All
three are small, 500 students or fewer, yet manage a rich offering of
athletics, after-school clubs and activities. CPE’s football team (which
also includes students from four other schools that make up the East Harlem
Pride consortium) last year won its division with a 9-0 record.
East
Side Community’s chess team has won national competitions. In 2018, the
school was one of three winners of the Library of Congress Literacy Award
(including a $50,000 check) for its independent reading program, “where
students read on average over 40 books each year, improve literacy skills...and
fall in love with reading.”
And
at Manhattan Village Academy, with an enrollment of only 456, students take
nine Regents exams, rather than the required five, there are 17 AP classes on
offer and students finish with 56 to 63 high school credits, compared to the
standard 44. All three schools have a cadre of loyal teachers, some there
for a dozen or more years. And all have long-serving, exceptional
principals. At Central Park East, Bennett Lieberman, formerly a social
studies and English teacher, became principal in 2005 when the graduation
rate was in the 30s, and the school barely received 200 applications for its
125 to 130 freshman places. Today the graduation rate is 97%, ninety-five
percent go on to four- or two-year colleges, and this fall, CPEHS received
5,400 applications. The student body is 52% Latino, 27% black, 14% Asian
and 5% white.
Lieberman,
50, is reflective and low-key, with a wry sense of humor. He jokes that
“I’ve actually been principal of three schools, a failing school from 2005 to
2008, a so-so school from 2009 to 2011 or 2012, and now a successful
school.” CPEHS pays little attention to the standardized test scores of
those applying. Instead, it looks at grades and attendance.
Like
CPEHS and East Side Community, MVA had its origins in the progressive school
movement of the 1980s and 1990s. But performance had plummeted by the time
Hector Geager became principal in February 1999. Since then the school’s
results have climbed year after year. He’s a demanding, voluble leader,
alive with energy and ideas (“A leader should be thinking five, 10 even 20
years ahead,” he tells me).
On
DOE’s Dashboard chart comparing hundreds of high schools, MVA is a standout: a
2018 graduation rate of 100%, a college readiness index of 98% and a student
attendance rate of 97%. The numbers match those of Stuyvesant — except
that MVA is 68% Hispanic and 14% black and most of its students come from poor
families.
Geager
says the key factor in his admission decisions is attendance. He wants students
who show up every day, prepared to work hard. If an entering freshman is below
eighth-grade levels in reading or math, MVA offers intensive prep. Every
admitted student must spend four weeks in July, before freshman year, at MVA's
Critical Thinking Academy. Before you can learn, you better learn how to
learn.
“Grit”
is what Geager is looking for, and grit is what he gets.
At
East Side Community High School, most of its 385 high school students come
from the school’s middle school, and the 15 or 20 open spots every year draw
hundreds of applicants. East Side’s students are 52% Latino, 21% black,
and 27% Asian and white. Mark Federman, 48, principal since 2001, has seen
graduation rates rise steadily during his tenure to the current 97%. And
DOE data show exceptionally high levels of trust in Federman by teachers and
families.
Other small (non-DOE)
schools also offer significant opportunity for minority students. Founded
in 2013. Math, Engineering and Science Academy (MESA) Charter High School in
Bushwick, Brooklyn (Arthur Samuels, executive director; Pagee Cheung,
principal), is 79% Latino, 15% black, and boasts a 93% graduation rate. vs. 64%
for district schools. Cristo Rey Brooklyn, a Catholic school that opened
in 2008, has a student body that is 70% black, 26% Latino. Its demanding
work-study model features four extra-long days of class, one full day of work a
week at various business partners. Of last year’s71 graduates, says principal Joseph Dugan, 100% were
accepted to four-year colleges, and each got a least one full
scholarship offer.
Leaders like Geager,
Lieberman and Federman are scattered here and there in the elementary and
middle schools in the city’s tough neighborhoods. But there are too few of
them.
Instead of
appreciating the crucial role of principals, mayors focus their attention on hiring
the school chancellor, usually some heralded miracle worker from out of town
who is supposed to transform the school system from above. In fact, since 1993,
a period of 26 years, there have been eight school chancellors with an average
tenure of just over three years. And yet it can take the right principal
five years or more to turn around a failing school.
So instead of the
inevitable hunt in 2021 or 2022 for the next chancellor, how about conducting
an annual, nationwide search for 25 exceptional principals to serve
in the city’s neediest schools? Some of them can be found right here in New
York. Each would be hired for five years and given free rein to assemble the
teaching staff they needed.
Imagine the impact
that 100 such principals could have. And then, for those black and Latino
kids who really prefer Stuyvesant to the superb education at Central Park East,
Manhattan Village Academy or East Side Community, imagine how the student body
at the city’s elite schools might actually begin to change.
Sigel is the author of
two published novels and more than 35 published short stories, essays and
memoirs. He lives in Manhattan and is writing a book about young people growing
up in East Harlem.