This stuff is sort of easy. In the Bronx we see the effect of the rapid creation of lots of small schools in dramatic relief. It’s not good for the kids, and it’s certainly not good for the UFT and our memebers. But even for those who don’t see the effects up close, we have the UFT’s small school task force report, which takes a critical view.

Jonathan

I couldn’t have said it better. The UFT silence on what is happening to the large schools is deafening!

Likewise, our union supports, rightly I think, a mix of types of schools, including large and small. We hold the middle against the extremes. It is essential that we examine the differences between similar schools, to see what makes some large schools work better than others, or to see what makes some small schools work better than others.

Even within the awful Bronx there are huge differences among schools of similar size. Look here, to see what makes some small schools work, or not. Look here to see what makes some large schools functional, or not.

You won’t find tremendous absolute success in most of this borough: * the socio-econeomics make that tough; * the Board’s systematic overcrowding of our schools makes it tougher; * inexperienced administration contributes; * and the newness of our teaching corps – itself a product of (relatively) lousy pay, poor working conditions (including physical plant), (and to a diminishing extent retirement incentives of past years) also contributes.

The Board overcrowded the large schools in the Bronx, pushed the weakest and neediest students into them, then proclaimed that those schools had failed. Teachers should critically examine the history that has been manufactured in pursuit of a “breaking up the large schools” agenda.

Because even in the Bronx, there are differences between schools of similar size and with similar demographics. There are (relatively) good small schools, and bad. There are big differences among large schools. We should look. We should learn. That’s what a teacher would do.

I am concerned that, instead, this space is being used, openly in some cases, subtlely in others, to promote the idea that small schools are better. That is a disservice to our members and a disservice to our students.

The UFT supports a mix of schools, including large and small. It would be nice to see that reflected in this space.

Jonathan

“The criminal justice system is out of control. It is sentencing and locking up citizens, especially young African-Americans, at a frightening rate, far greater than any other industrialized country in the world. From: “Prison Labor, Slave Labor: Where Are We Going?” Tom Lowe

If we look carefully at the government spending patterns, we note that the cost of incarceration in the U.S. is estimated at $26.8 billion annually. Estimated costs of incarceration for African-American males are $11.6 billion annually. Yet the government cannot fund supportive early intervention programs within our public schools. Such programs would prevent the warehousing of inner city minorities in prisons; it would lower class size; and provide for academic, medical and emotional intervention of troubled youth. Tom Lowe has reported the following:” Our leaders in Congress have put 21,000 federal prisoners to work in prison industries, currently making goods for the Federal government. The federal prison population is swelling by leaps and bounds. It’s sitting at 130,000 at the moment and expected to climb to 200,000 by 2006.”
Phyllis C. Murray

We do have models that work in NYC. We need the political will to force the City and State to do more than offer lip service.

parts of your post were difficult to read.

In particular, I would like clarification of:

“How do we enter the world of Du Shawn…? The education powerbrokers continue to seek out some magic bullet: the only approach that will change the future for Du Shawn is caring adults in smaller settings.”

Are you asserting that smaller settings is the only approach that will change the future?

I hope not.

Or are you saying that this is the DoE’s mistaken attempt to find a “magic bullet”?

— — — —

You wrote: “The creation of small high schools was a well intentioned and initially poorly implemented plan”

That would seem to imply that the current implementation is good, but I can’t belive that this is what you meant. Could you clarify?

— — — —

Finally, I remember you explained who you were on EdWize some time back, but I don’t recall the details. Was it a retired teacher now working for the UFT in some special representative capacity? It would certainly help understand better where you are coming from.

Jonathan

I’m well aware of Ogbu’s work. In particular I was very upset when an interview of smart black males in Shaker Heights on why they don’t do better in high school resulted in a comment that if your too smart your accused of acting white!

Actually, yes, I assume that NYC needs to report as a district to NYS. I’ll look for some data for you, but it might take some time. When I find something good, I will report back.

In the meantime, this is not what we are looking for, but close:

http://www.emsc.nysed.gov/irts/press-release/20060213/home_files/textonly/home.html

I would really prefer real data.

Jonathan

Chaz: What is particularly disturbing is that black males, across income lines, achieve below expectations, see Ogbu’s work in Shaker Heights, a middle class black Cleveland suburb …