The huge and troubling racial imbalance in admissions to New York City’s specialized high schools recently prompted a UFT task force to recommend altering the current test-only admissions process to improve equity and access.
But some alumni of the elite schools told The New York Times on Aug 26 that they oppose such changes.
The grads base their arguments on an interesting assumption: that admitting more black and Latino students into Stuy, Bronx Science, Brooklyn Tech or the other five specialized schools would dilute the academic rigor of their alma maters by taking in students “who can’t do the work,” in the words of one alum, or who “can’t keep up.”
Graciously, the alums suggest expanding test prep for disadvantaged students to help them score higher on the Specialized High Schools Admissions Test. But beyond that they offer no solutions to the wild racial imbalances in admissions to these schools. In 2012-13, of 830 students who were offered admission to Stuyvesant, only nine were black and 24 were Latinos. That’s 4 percent combined, in a school system where blacks and Latinos make up 70 percent of enrollment.
Earlier this year, the UFT task force made up of teachers from those very high schools did offer solutions. They recommended “thinking beyond the test,” and taking steps to improve equity and access.
There are students capable of doing the work, the task force said, who haven’t been given the opportunity because the sole entry criterion is a single, flawed, test. As one Stuyvesant teacher on the panel said, “I think I speak for just about all the teachers in my building when I say that we would want to opt for a system that was fairer in terms of admitting kids into our building.”
In its March 2014 report the task force recommended seven creative educational solutions that would maintain the elite reputations of the specialized high schools while allowing them to look more like the city they serve.
1) Creating a pathway that would target top-performing 8th graders at every middle school, and taking at least one top student from each, proportional to enrollment;
2) Using a composite “power score” for admission, based on student grade point average, ELA and math results, attendance, participation in advanced classes and a revised test for the specialized schools, which would look at more dimensions of student excellence;
3) Revising the SHSAT, the Specialized High Schools Admissions Test, to better reflect the content that is taught in the city middle schools;
4) Pre-registering all city 8th graders for the test, so they don’t depend on their parents hearing about it and signing them up;
5) Making prep materials free online so families without the means to enroll their children in test-prep get access and level the playing field;
6) Ensuring every middle school family knows about the schools;
7) Putting a Discovery Program into each of the schools to identify and develop promising students for admission.
The gap between rich and poor has never been greater in our city, the task force notes. “Our best public schools represent unique opportunities to level the playing field.” Instead of remaining so racially imbalanced, they could become genuine centers of citywide excellence.