Education Week - January 22, 2014 - 24

COMMENTARY
New York's tiny high schools lift kids,
harden segregation
Is Small Beautiful?
By Bruce Fuller
S
oft-spoken Claudia Huerta loudly trumpets
her small high school in New York City. She
loves "its intensive focus on history" and says
she is "leaning much more toward liberal arts
colleges" after graduating next spring.
Covetous parents already eye Claudia's
precious seat at the High School of
American Studies, housed at Lehman
College in the Bronx. There are 73,000 8th graders
in New York City, and many flocked to open
houses and school fairs this fall, scurrying
about the city's education marketplace
like desperate miners panning for
gold. These students can apply for
admission at up to 12 public high
schools.
Small high schools enjoy
surging demand, rising from
the remnants of once huge and
often dreary campuses. Almost
half of New York City's 8th graders
will enter one of 378 human-scale
schools (some with total
enrollments of only 120 to
200 students), a centerpiece of outgoing mayor
Michael R. Bloomberg's reforms. These warm and
personalized places have spurred modest gains in
graduation rates and rekindled faith in public education.

Yet halting the spread of scaled-down high schools is one
signal of new Mayor Bill de Blasio's sharp reversal of his
predecessor's agenda. In presenting his new schools chief in
late December-veteran educator Carmen Fariña-Mr. de
Blasio said he would stop breaking up huge high schools and
recasting them as small academies.
In fact, a spate of recent findings reveals a dark side to Mr.
Bloomberg's faith in pint-size schools: Many serve to calcify
the segregation of students along lines of race and class. It's
a painful dilemma, an allegory of cosmopolitan parenting-
the earnest push to maximize my child's growth at times
erodes the common good.
Still, small can be beautiful.
New York's Morris High School graduated less than 1 in 3
entering students a decade ago. "You'd walk through those
classrooms, [and see] students sitting there, but not really
there," Shael Polakow-Suransky told me. Polakow-Suransky,
who serves as New York's chief academic officer and was appointed
by Mr. Bloomberg, was previously an inventive principal
who helped to demolish Morris, erected in 1897, and
to replace it with four small offspring, which now graduate
more than two of every three students, most from immigrant
families.
"Getting to know kids really well" is key, said Mr. PolakowSuransky,
who watches over small schools and the city's 130
charter schools.
Teachers report keen interest in getting to know and challenging
students, according to an August 2013 survey by the
nonprofit research organization MDRC. For Claudia Huerta,
the finding is obvious: "I've had teachers who have never
taught me call me by my name in the hallway" at the
High School of American Studies, she said.
Citywide, students who attend small high
schools are 9 percent more likely to graduate
within four years, relative to matched
peers who enter a conventional campus.
The tiny schools also place competitive
pressure on their large counterparts,
which in turn up their
game. The city's graduation rate
has climbed from 51 percent in
2000 to 71 percent in 2012, according
to New York University researcher
James J. Kemple and his Research Alliance
for New York City Schools.
But the dramatic shift to small schools and
Mr. Bloomberg's wider efforts did little to narrow
achievement gaps. Disparities have failed to budge for
8th graders citywide over the past 12 years, whether defined
by pupils' race or class, according to federal data released
last month.
Small schools also exacerbate segregation. Three-fifths of
all black and Latino teens in New York City now enter small
campuses, many situated in depressed neighborhoods, where
these tiny units arose from the ashes of dysfunctional high
schools like Morris. In contrast, less than one-fourth of all
white and Asian-American 9th graders enter a small school.
Their families press for and win seats in competitive public
M
A Common Cause for the Common Core
"
By Rufina Hernández
ore than five and a
half million of the 30
million young adults
in the United States
between the ages
of 18 and 24 don't
have a high school
diploma, accord-
ing to the 2012 U.S. Census. Unfortunately,
for many the personal consequences will be
negative and long lasting: few good job opportunities
and low pay in the short term, and,
over the long haul, a rocky path to career success
and financial security.
But we all pay the price for sending millions
of young adults into the world without
even the minimum preparation a high school
diploma represents, whether that toll is measured
in a lower national economic output, a
public support system needed to keep families
from further slipping into poverty, or another
generation born on society's lowest and
These standards are
a once-in-a-lifetime
opportunity to
ensure that all
students are
prepared for college
and career."
least-secure rung. And the difficult truth is
that when talent and potential are wasted
on this scale, we all bear some responsibility.
That's why the Campaign for High School
Equity (of which I am the executive director)
and so many other fierce believers in the
American dream support the national move
toward the Common Core State Standards.
Built on the premise of uniformly high expectations
and accountability, and now being
implemented in nearly all of the states and
the District of Columbia, these standards are
a once-in-a-lifetime opportunity to ensure
that all students are prepared for college and
career, regardless of ZIP code, income, race, or
ethnicity.
Today's education system is fragmented
and inefficient. An 8th grader whose family
moves from one state to another in search of
better job opportunities may find different
academic expectations for 8th graders in her
new school. And too many kids learn from
experience to equate "education" with rote
learning that appears to have little relevance
24 | EDUCATION WEEK | January 22, 2014 | www.edweek.org/go/commentary
to their lives and dreams. This is especially
true for kids from low-income communities
and communities of color.
We are approaching the 60th anniversary
of Brown v. Board of Education, the U.S.
Supreme Court decision that ended the
shameful "separate but equal" doctrine by
declaring unequivocally that the opportunity
of an education "is a right which must
be made available to all on equal terms." We
must continue the fight toward educational
equality.
And we can, by embracing the rigorous,
grade-appropriate central concepts at the
heart of the common-core standards. These
concepts will further challenge educators
to tailor their teaching to the individual
students in their classes and communities,
creating a better, more engaging learning
environment.
Although the nation's high school graduation
rate was at a 20-year high during the
2009-10 academic year, according to the National
Center for Education Statistics, the
midwi/iStockphoto
http://www.edweek.org/go/commentary

Education Week - January 22, 2014

Table of Contents for the Digital Edition of Education Week - January 22, 2014

Education Week - January 22, 2014
50 Years Later, Verdicts Are Mixed On the Nation’s War on Poverty
A K-12 Titan in Congress to Move On
Fla. Pushes Longer Day With More Reading In Struggling Schools
Personal Danger of Data Breaches Prompts Action
Contents
News in Brief
Report Roundup
Funds to End For Little Rock Desegregation
Union, District Clash in Pittsburgh Over Teacher Evaluation
Revised GED Ushers in New Era With More Testing Competition
In Five States, Districts Bail Out on Race to the Top Grants
K-12 Publishing, Ed-Tech Markets Experiencing Rising Revenues
Blogs of the Week
Still Segregated After 50 Years: A Visit To Cincinnati’s West End
Among States, Spending Gaps Have Widened
Spending Plan Aims to Relieve Some K-12 ‘Sequester’ Pain
Calif. Transgender Law Takes Effect In Schools, Amid Efforts to Repeal It
State of the States
Wash. Governor Pledges School Aid Boost
BRUCE FULLER: Is Small Beautiful? New York’s tiny high schools lift kids, harden segregation
RUFINA HERNÁNDEZ: A Common Cause for the Common Core
JEFFREY D. WILHELM & MICHAEL W. SMITH: Don’t Underestimate the Power of Pleasure Reading
Letters
TopSchoolJobs Recruitment Marketplace
XU ZHAO, HELEN HASTE, & ROBERT L. SELMAN: Questionable Lessons From China’s Recent History of Education Reform
Education Week - January 22, 2014 - Personal Danger of Data Breaches Prompts Action
Education Week - January 22, 2014 - 2
Education Week - January 22, 2014 - Contents
Education Week - January 22, 2014 - News in Brief
Education Week - January 22, 2014 - Report Roundup
Education Week - January 22, 2014 - Union, District Clash in Pittsburgh Over Teacher Evaluation
Education Week - January 22, 2014 - Revised GED Ushers in New Era With More Testing Competition
Education Week - January 22, 2014 - In Five States, Districts Bail Out on Race to the Top Grants
Education Week - January 22, 2014 - K-12 Publishing, Ed-Tech Markets Experiencing Rising Revenues
Education Week - January 22, 2014 - Blogs of the Week
Education Week - January 22, 2014 - 11
Education Week - January 22, 2014 - 12
Education Week - January 22, 2014 - 13
Education Week - January 22, 2014 - 14
Education Week - January 22, 2014 - 15
Education Week - January 22, 2014 - Still Segregated After 50 Years: A Visit To Cincinnati’s West End
Education Week - January 22, 2014 - 17
Education Week - January 22, 2014 - Among States, Spending Gaps Have Widened
Education Week - January 22, 2014 - Calif. Transgender Law Takes Effect In Schools, Amid Efforts to Repeal It
Education Week - January 22, 2014 - State of the States
Education Week - January 22, 2014 - Wash. Governor Pledges School Aid Boost
Education Week - January 22, 2014 - 22
Education Week - January 22, 2014 - 23
Education Week - January 22, 2014 - RUFINA HERNÁNDEZ: A Common Cause for the Common Core
Education Week - January 22, 2014 - JEFFREY D. WILHELM & MICHAEL W. SMITH: Don’t Underestimate the Power of Pleasure Reading
Education Week - January 22, 2014 - Letters
Education Week - January 22, 2014 - 27
Education Week - January 22, 2014 - TopSchoolJobs Recruitment Marketplace
Education Week - January 22, 2014 - 29
Education Week - January 22, 2014 - 30
Education Week - January 22, 2014 - 31
Education Week - January 22, 2014 - XU ZHAO, HELEN HASTE, & ROBERT L. SELMAN: Questionable Lessons From China’s Recent History of Education Reform
Education Week - January 22, 2014 - Cover1
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