ERIC ED430767: New York City's Small Public Schools: Opportunities for Achievement.

25 Pages·1999·1.1 MB·English

by  ERIC

DOCUMENT RESUME
RC 021 998
ED 430 767
Brownell, Carol, Ed.; Libby, Joan
AUTHOR
New York City's Small Public Schools: Opportunities for
TITLE
Achievement.
New York Networks for School Renewal, NY.
INSTITUTION
Annenberg Foundation, St. Davids, PA.
SPONS AGENCY
1999-00-00
PUB DATE
24p.; Other funding by the New York City Board of Education;
NOTE
Time Warner, Inc.; Aaron Diamond Foundation; Charles Hayden
Foundation; Ford Foundation; The Chase Manhattan Foundation;
Carnegie Corporation of New York; Stella and Charles Guttman
Foundation; Viacom, Inc.; and Nippon Steel U.S.A., Inc.
Photographs and map may not reproduce adequately.
Descriptive (141)
Reports
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
Academic Achievement; Diversity (Student); Educational
DESCRIPTORS
Change; Educational Environment; Educational Practices;
Elementary Secondary Education; *Outcomes of Education;
Parent Participation; Participative Decision Making;
Partnerships in Education; Public Schools; *School Community
Relationship; *Small Schools; *Urban Schools
*New York City Board of Education; *New York Networks for
IDENTIFIERS
School Renewal; Reform Efforts
ABSTRACT
In 1994, four New York City school reform organizations
joined to form the New York Networks for School Renewal (NYNSR) and received
the
the first Annenberg Challenge urban grant. NYNSR goals are to expand
number of small, excellent public schools in New York City neighborhoods,
of
particularly those with few educational options; encourage the spread
practices that help students succeed; build supportive small school networks;
and advocate for increased school autonomy. Whether as new schools or as
large schools redesigned into small units, small scale has been the key.
learning and
NYNSR schools average 300 students. Many schools utilize service
internships, and all have partnerships with local organizations and
universities to connect students to the responsibilities of citizenship and
work. Because of their own distinct approaches, NYNSR schools are often
compared to charter schools. Examples are given of NYNSR schools focusing on
global studies, the arts, inclusive programs, limited English speaking
immigrants, environmental action, and family needs. Starting with 80 small
schools as models, NYNSR now includes 140 small public schools serving more
than 50,000 city students. These schools include more African-American,
Latino, and poor students than other public schools. Attendance is up, parent
satisfaction is high, graduation rates exceed city averages, and the dropout
showing
rate is less than one-half that of large schools. Contains a map
school locations; addresses, phone, and fax numbers of NYNSR schools; a list
of NYNSR school networks; brief descriptions of sponsoring partners;
consultative council members; a fact sheet; photographs; and a list of other
NYNSR publications.
(TD)
U S DEPARTMENT OF EDUCATION
Off ice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
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er15.1
Rudolph W. Giuliani'.
Mayor of the City of New York
William.C. Thompson, Jr.
President, NYC Board of Education
. Rudolph F. Crew
Schools Chancellor
Randi Weingarten
.1 President, United Federation of Teachers
ACORN (NY Association of Community Organizations
for Ref Orm Now)
Gwendolyn jacobS; President; NY ACORN
Executive Board'.
Bertha Lewis, Head. Organizer; Brooklyn ACORN
Center for Cellaborative Education
Priscilla EllingtoniHeather. Lewis
Co-Executive Directors
Center for Educational InnevatiOn
Sy Fliegel, President
Cole Genn, Annenberg Senior Fellow
New Visionsfor Public SchijOIS.
Beth J. Lief, President & CEO
Arthur Foresta, Vice President
.
CONSULTATIVE COUNCIL CO-CHAIRS
Eduardo taGuerre, Executive birector
Néighborhood.ASsociation for Inter-Cultural Affairs
David 'Seinfeld,.. principal
RObert F KennedYTOmmunity
High School
NYNSR Director
Lucille Renwick
,THE ANNENBERG CHALLENGE
In 1993, former, AMbassador Walter
fllinnefiberg committed $506,Million
.to revitalize the -natiOn'S... public
schools:
Matched :by other private
,
and,
public
idvestments,
the
linnenbergChalienge iepresents
the
laigeit Monetary gift to
public edu-
cUtion in: U.S. hittory.
Challenge
fUnds support 19, reform efforts in
more than 30 states, serving nearly
1.5 million students in
more than
,2;300 pirticipating schools, includ-
ing a number of charter schools.
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Susan Rappaport, Director, iVianhattan School for Children
Small Public Schools and
Student Success
Excellent small public schools are changing
The NYNSR project is part of the national
the way our children are learning.
$500 million Annenberg Challenge to revital-
ize public education across the United
eading the effort to bring
In December 1994, four experienced
States.
high quality schools to com-
New York City school reform organizations
munities across the city is
came together to form NYNSR and received
New York Network for Schoo
the first Annenberg Challenge urban grant of
Renewal (NYNSR). NYNSR's
$25 million. The sponsors
ACORN (the
successes are seen in more
Association of Community Organizations for
and more communities
Reform Now), the Center for Collaborative
throughout the city and are helping to pro-
Education (CCE), the Center for Educational
pell the revitalization of public education.
Innovation (CEI), and New Visions for Public
created a potent
Schools (New Visions)
Starting with 80 small schools as models,
collaboration. They shared a mission to
NYNSR designed and developed 60 addi-
expand the number of small, excellent public
tional new schools and programs in just
schools that raise standards and meet the
three years. NYNSR now includes 140 small
educational needs of New York's diverse
public schools serving more than 50,000 city
communities. While there are many fine
students. These schools include more
schools in New York City, NYNSR has shown
African-American, Latino, and poor students
that small personal learning environments
than other public schools. At NYNSR
serve many city students best.
schools, which average 300 students, atten-
dance is up and parent satisfaction is high.
Numerous private contributors, including
foundations and corporations, responded
Graduation rates in NYNSR's small academ-
to the goals of this public-private effort and
ic high schools far exceed city averages, and
matched the Annenberg Challenge grant.
the dropout rate is less than one-half that of
NYNSR's important public partners are the
large schools. A New York University study
City of New York, the New York City Board
has shown these factors also mean they cost
of Education, the Schools Chancellor, and
less per graduate than larger high schools.
the United Federation of Teachers.
In these small schools teachers, parents and
children get to know each other. Youngsters
As small excellent schools have taken root,
know they're key members of the school
the demand for more grows. The Board of
community; they feel safe and ready to learn.
Education now has an Office of New School
NYNSR schools offer parents and children the
Development to plan and create additional
power of choice, opening educational options
small innovative schools using a process
for families from Far Rockaway to the South
based on NYNSR's creation of small learning
Bronx, from Chinatown to Washington Heights.
communities. In bringing together partners
They present creative and flexible programs.
outside and inside the school system, and in
Many NYNSR schools are designed around
their own distinct approaches, NYNSR
themes such as global studies, performing and
schools are often called "charter-like"; they
visual arts, and the natural world. Many
represent the diversity and excellence in
schools bring community service and learning
teaching and learning New York State's char-
together. All have partnerships with local orga-
ter legislation aims to encourage. In fact, five
nizations, universities, and cultural organiza-
NYNSR schools were the first invited by
tions to connect students to the responsibilities
Chancellor Rudy Crew to explore conversion
of citizenship and work. Regardless of indMd-
to charter status, citing their "proven instruc-
ual approach, all these schools aim to meet or
tional and managerial track record and a his-
exceed hsing city and state standards.
tory of entrepreneurial success."
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NYNSIPS SCHOOLS
Students Succeed in Small
Personal Schools
ject areas in classes, such as showing stu-
he small schools affiliated
0
dents how learning history can be used to
with NYNSR offer diverse
choices within the public study cultures, art, literature or advances
school system. While each
in technology. As one faculty member
says, "The teachers have an impact on
school has an individual
the planning of the academy."
approach to teaching and
learning, NYNSR schools share a commit-
The manageable scale at Humanities Prep
ment to excellence and parent and commu-
allows flexible and individual solutions to
nity involvement. Small scale is key to
student needs. For example, a student
making these possible. To achieve a more
who lives and breathes dance is able to ful-
personal learning environment, NYNSR
fill gym requirements by training with the
schools have been planned as small places
Joffrey Ballet every afternoon.
Others get a
from the start, either as brand new schools
taste of life on a college campus by audit-
or by redesigning a large school into small
ing classes at Hofstra University. The
units. These schools demonstrate that
school relies on an advisory system to help
many routes lead to excellence. A small
students through academic and personal
high school in Manhattan's Chelsea com-
challenges. Two college counselors help
munity and a "restructured" middle school
juniors and seniors reach their college
in Bensonhurst, Brooklyn, illustrate how
The record speaks for itself: 92
goals.
small schools get results.
percent of the 1998 graduating class were
Humanities Preparatory Academy in
admitted to college, most to four-year insti-
Chelsea, an academically challenging high
To gauge how students are mas-
tutions.
school of some 175 students, calls itself
tering their school work, Prep emphasizes
the " personalized solution" to education,
in-depth student projects and portfolios.
This small school realizes big
Moreover, in reading, writing and math
and it is.
ambitions. Standards and expectations
scores on standardized tests, Prep students
are high. Yet, its intimate size ensures
consistently exceed citywide averages.
that no one falls through the cracks.
The school reaches out to formerly truant
Scale and its impact on student learning
students, to academically motivated
youngsters and to many in between. One
also drove the founders of the Christa
McAuliffe Educational Complex in teenager who arrived at Prep as a strug-
Bensonhurst to transform a large brick
gling special education student emerged
intermediate school of 1000 students into
in senior year as the head of the class and
three smaller semi-independent acade- is now attending college. The school's
mies with 350 students each within the
averaging no more than 20
small classes
and individualized attention keep all its
same building. Because the academies
are small and personal, teachers find the
students engaged. Small size and sched-
best ways to reach each and every child. uling flexibility enables the give and take
The teachers bring together various sub- that characterizes the school.
An enhanced role for teachers is a small-
school trademark. Teachers and leader-
ship go hand-in-glove at Humanities Prep.
As the principal explains, "People really
want to work here. They make the pro-
gram happen." They may lead seminars
or after school and Saturday workshops.
They help place students in meaningful
internships, guide them through indepen-
dent research projects, offer courses in
Shakespeare, urban studies and more.
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The dropout rate in
NYNSR's academic
high schools is 4.8
less than
percent
half the 11.87 per-
A Prep student summed up the meaning
teer program, linking students to a nearby
cent dropout rate
of the school's approach best. "Despite
senior citizens center and to other organi-
for
large
high
our many differences, Prep students share
zations that help people in need. The
one quality that joins us all together. That
mural-covered hallways and focused
schools.
is our commitment to each other, to our
classroom discussions clearly indicate that
education, to our school, and to ourselves.
the McAuliffe community is deeply
It is this quality that makes Prep so
involved in teaching and learning.
unique and special."
5y,
cglImer.
Christa McAuliffe's designers divided the
school into smaller units to accomplish
similar aims.
Its three academies
Thc.b.)c.D.IT.,259C3
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Global Communication, Scientific
Research, and Arts and Humanities
L-515'W'nA Q. \To am),
welcome students of all achievement lev-
els. Whenever possible, the school
ZclEk7,ar waTzWomemt
assigns students to the academy they pre-
fer. These separate, theme-based acade-
c16)ae
C))
11111
mies engage a child's expressed interests.
Reflecting the constant influx of new set-
a'01n1,-SZ2,61
tlers to New York, this Brooklyn school wel-
comes students from around the world,
Vincent arcvaiii, Principal
Numanitias Prop
,
whose cultures and families enrich the
learning community. There's a large num-
A teacher/facilitator leads each McAulliffe
ber of Asian students from China, Korea
academy.
Each academy's entire staff col-
and Vietnam. Many students' families origi-
laborates to realize the thematic vision and
nally came from the Caribbean and Latin
make decisions. The structure allows creativ-
America, and still others are recently
ity and encourages innovation and account-
arrived from the Middle East, Pakistan,
ability. Teachers feel free to take initiative
India, Israel, Russia and Poland.
because they can get results. The academies
The school links the study of world cul-
offer parents and children interesting choices
tures with the technologies that children
for the important middle school learning
will need to succeed in the next century.
years. Attendance is high, violence nonexis-
The senior theme, "World Peace Through
tent, and achievement
as measured in
Understanding," highlights global aware-
reading and math tests
continues to climb.
ness, the rule of law and the role of inter-
But there's another measure and it's key to
national organizations like the United
learning and long-term success: "Kids walk
Nations. The school also brings learning
in with smiles on their faces; they want to be
to the community level, through its volun-
here," says the principal, smiling.
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NYNSR'S SCHOOLS
Instruction Designed for the
School's Unique Community
schools, have created a school program
1BYNSR educators transform
that aims to fulfill the learning needs of its
new instructional ideas into
schools that practice them.
own unique community.
Educators jump at the opportu-
nity to design and deliver
The Children's School located in Brooklyn's
schools that are tailored to fit
Park Slope welcomes general and special
particular student needs and shaped by
education students, from PreK to the fifth
community input. There's a unique elemen-
grade, into the same classrooms where
tary "inclusion" school in Brooklyn where
they take advantage of the same enriched
curriculum. Begun in 1992, the school's
special needs children are fully integrated
creative approaches and experienced
into the regular classroom.
teachers attract families who embrace the
In Manhattan, a high school opens the
"inclusion" concept. They are committed
doors of opportunity for New York's newly
arrived foreign-born students. The
to the idea that diversity improves the lives
of their children and participate in the
Children's School and Manhattan
International High School, like most NYNSR
school's daily life to make it a reality.
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learning the lan-
At the Children's School, small classes
taught by two teachers and one assistant
guage and learn-
enhance the theme-based curriculum. A
ing subject matter.
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class of 22 includes up to six special
Groups of three to
needs children. High expectations within
six teachers in
each class encourage children to strive, to
cluster teams work
I.
reach the height of their abilities. Within a
with the same
group of 75 stu-
mixed classroom, with special services
such as physical or speech therapy avail- dents for the
able as needed, a quiet child with a seri-
entire year. Each
I
ous speech problem develops into a confi-
teacher special-
dent student. The third-grade science
izes in a subject
area such as
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humanities or sci-
"Because a lot is expected of the
ence, and also is
fully qualified to
children, the more you push, the
instruct students
who are just learning English.
more you get."
Second, a well-developed internship pro-
gram with hospitals, architects, designers
Lorraine Boyhan, Principal, The Children's School
and organizations throughout the city
increases language skills rapidly and helps
students forge career opportunities.
class, full of opportunities to explore and
Students must successfully complete their
draw conclusions, stimulates the curiosity
internships to graduate.
of an extremely able 10 year old.
Her
mother comments that including children
These approaches work: school atten-
with special needs "didn't deter" her
dance is well over 90 percent and more
child's learning and, "made her more sen-
than 90 percent of the graduates go on to
sitive to children with special needs."
higher education. Manhattan International
fits its community's needs and opens
The challenge of creating a school that
opportunities.
benefits a distinct community of learners is
also successfully realized by the Manhattan
"Bigger is not better...The
International High School, one of a NYNSR
network of three high schools that serve
only immigrant teenagers. Established in
educational world has come
1993, Manhattan International High School
to understand that now,
teaches 300 students from more than 60
different countries and speaking more than
40 different languages, who have been in
smaller is better."
the United States less than four years.
Learners from Haiti, Vietnam, Poland,
Argentina, China, Nigeria and many more
NYC Board of Education President William C. Thompson, Jr.
nations, mingle in the hallways, working
together in school and afterwards. The
Like other NYNSR schools, both The
school's mission is to help prepare these
Children's Schools and Manhattan
newcomers to be competent in English and
International High School reach out to par-
to become acclimated to their new culture
ents. Manhattan International holds orien-
while learning humanities, mathematics
tation meetings and workshops on health
and science. Manhattan International care-
and immigration law for parents. Parents
fully crafts its program to accomplish this
at the Children's School's volunteer in the
task.
classroom, the library and in the office.
First, all the classes are taught in themati-
The school's parents association especially
cally-based clusters such as Civilization, or
looks out for families in need within its
Systems and Structures that bring infor-
school community. They support learning
mation together with written and spoken
in the classroom and social activities to
expression. No separation exists between
bring the actuality of "inclusion" home.
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NYNSR'S SCHOOLS
Decisions By the School,
For the School
0
hared decision making is a
The Earth School's Lower East Side com-
key to the strengths and
munity thoroughly shares responsibility and
the decision-making process.
effectiveness of NYNSR
schools. No two schools run
Today, parents sit at the table as equals
quite the same way, but all
making school decisions about health and
recognize the advantage of
safety or negotiating for more space. They
building partnerships to make decisions.
also serve on personnel committees that
Whether the issue involves curriculum, dis-
interview or hire new staff, and work with
cipline, standards, building space, a sports
building staff overseeing construction and
program, personnel or professional train-
repair projects. They deal with the budget
ing, decision making is shared with con-
and how the school allocates precious
stituencies. NYNSR schools provide many
In the words of one parent par-
resources.
models for schools throughout the system
ticipant, "I love to be a parent in a school
that are fashioning or refining their leader-
where parents and teachers make decisions
ship teams as required by the state and the
together, because the decisions are better!"
Chancellor. A look at The Earth School, an
elementary school in Manhattan, and The
Teachers joining The Earth School create
Renaissance School, an unusual Queens
and sustain the school's philosophy and
school that serves children from kinder-
practices. They devise lessons inspired by
garten through grade 12, illustrate colle-
the natural world that engage children and
gial decision-making.
stimulate learning language and literacy
skills. The classes incorporate science,
Three principles guide both The Earth
math and technology. Calculating, map-
School's studies and its operation from top
ping, geography and history are tightly
to bottom:
woven into the children's studies. The
Everything must go somewhere;
youngest students explore the neighbor-
There is unity in diversity;
hood, make and share their discoveries in
All in nature is interdependent.
songs, pictures and words. Older children
tackle increasingly complex topics such as
An ecological institute for elementary stu-
the history of the New York region from
dents, the school's curriculum promotes
1600 to the present, drawing on New York
environmental awareness through studies
City's museums to experience the past.
of the natural world and the local environ-
ment. In 1992, The Earth School emerged
Throughout the school, students explore
from a collaborative vision of four teachers,
the four R's: Reduce, Reuse, Recycle and
and its realization remains collaborative.
Rethink. The Earth School breathes life
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into the idea of creating a sustainable
five to ten
environment As the children make deci-
teachers
sions about the materials they use and
Teachers for
how they dispose of them, they embody
each cluster
the school's management and theme
meet up to two
Children share recycling work and collabo-
hours a week
rate on ideas for reducing and reusing at
to discuss and
school and at home The school song,
plan, solve
written by the children, clearly expresses
problems and
the overall philosophy
decide ques-
tions about
We all live on the same great earth
scheduling,
It is our place to grow
curriculum
We need to treat it with respect
and ordering materials. Parents are wel-
Or we'lr have no place to go.
come to attend one of these meetings a
month. A Collaborative School Governance
The Renaissance School in Jackson
group, which includes one teacher and one
Heights, Queens, also integrates teachers,
parent from each cluster, two high school
parents and, at the older grades, students
students, the principal and a representative
into its decision-making committees and
from all other staff groups, meets monthly to
groups. While this kind of collaboration
look at the big picture. The third level of
requires constant work, the principal insists
governance is the Coordinating Council that
that it is "very important to hear many voic-
meets once a week and deals with school-
at makes The Earth School unique is the iL.crecatIe !cue!, of
ary roles." --
parent mvelvement beyond the or
parent, The Uritt School
es and to empower different people at dif-
wide problems such as space and other
ferent levels at the school. We have
day-to-day concerns.
learned that 'in context' development works
At Renaissance there is a strong correla-
better than the outside expert model."
It is
tion between participation and achieve-
the only K-12 public school in New York
ment: more dialogue is built into deci-
City and is explicitly designed to foster the
sions, the solutions that emerge are better
next generation of academic and civic lead-
and people feel the satisfaction of partici-
ers through long-term association with the
pating. According to one high school stu-
school's high standards and values of citi-
dent, "My family gradually learned the
zenship. Current enrollment is 450.
workings of the school and how to support
The Renaissance School handles decision
I learned the underlying mes-
my studies.
making through three different levels.
sage that school is important and what we
do here counts."
Classes are organized into two clusters of
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