GAPS AND THEIR DENIAL: Why not open more high-powered schools?

THURSDAY, JUNE 14, 2018

Part 4—Plus, more about "advanced classes:"
How many of New York City's kids attend their city's eight (or nine) prestigious "specialized high schools?"

Quite possibly, more than you think! In last Saturday's New York Times, Jim Dwyer said the current fight about admission procedures at those schools "affect[s] just about 2 percent of the city's students."

We're not sure what Dwyer meant. But a healthier chunk of New York's high school population seems to attend those eight (or nine) challenging, high-powered schools.

Four of the prestigious nine are actually quite large. Others are quite small. Here are the approximate enrollments of the eight schools currently in question, the schools which base admission on one lone admission test and on nothing else:
Approximate enrollments at eight specialized high schools:
Bronx High School of Science: 3100
Brooklyn Latin School: 560
Brooklyn Technical High School: 5800
High School of Mathematics, Science and Engineering: 440
High School of American Studies: 400
Queens High School for the Sciences: 415
Staten Island Technical High School: 1560
Stuyvesant High School: 3400

Total enrollment: Roughly 15,700 (four years)
As best we can tell, total enrollment in New York City's high schools is somewhere north of 230,000. That would mean that roughly seven percent of Gotham's high school students attend one of those eight specialized high schools.

If you throw in the famous LaGuardia High School for the arts (enrollment, roughly 2700), something like eight percent of New York City high school students attend one of the city's nine "specialized" schools.

In theory, that means that a fairly large number of kids are attending high-powered, "academic" high schools. As we noted yesterday, Mayor de Blasio thinks there are a lot more kids in the city's schools who could benefit from this type of instruction.

The mayor could be right! Sadly, though, the mayor hasn't proposed the obvious step which seems to follow from such an assessment. He hasn't proposed that the city should open additional high-powered schools to serve all these talented kids.

Instead, the mayor has taken the approach our deeply strange, peculiar tribe seems to adore. He has proposed leaving the total number of seats pretty much where it is, but inaugurating a racial/ethnic war over who gets to occupy them.

On its face, this approach seems a bit cruel and obtuse. It seems so obtuse that it seems to capture our liberal tribe's love of "identity," and of the endless identity wars in which we get to pretend that our tribe is the tribe which is morally great.

Why doesn't Gotham simply open a few more high-powered schools? Below, we'll provide an additional way for you to ponder that fairly obvious question.

For today, we thought we'd help you think about the many kids who may not be prepared to benefit from high-powered high schools. Those kids tend to get left behind—essentially, abandoned—when emotional liberals like Dwyer and de Blasio adopt the standard position.

Let's return to something Dwyer said near the start of his column. Crocodile tears splashed onto the page as he cited one of the roadblocks faced by Gotham's many talented high school students:
DWYER (6/9/18): Now, in a system where the overwhelming majority of students have no access to advanced science or math classes, no matter how capable they are, the mayor and the new schools chancellor, Richard A. Carranza, are campaigning to change the admission process at the specialized schools, the most famous and prestigious in the city.

A single competitive test on one day decides admission. Black and Latino students, who make up about two-thirds of the public school population, are only 15 percent of those offered seats at the eight specialized schools.
As noted, we don't know where Dwyer got the figure of 15 percent. In the essay to which he refers and links, de Blasio says the actual figure is "around nine percent."

These data seems to say that the figure this year was at least 10.4 percent. Whatever the actual number may be, we're talking about massive under-representation in these high-powered schools by the city's black and Hispanic kids.

Let's skip that point for now. Instead, let's focus on Dwyer's complaint about the way "the overwhelming majority of students have no access to advanced science or math classes, no matter how capable they are."

No matter how capable they are! Keep that phrase in mind.

Later in his column, Dwyer laments this state of affairs again. As he does, the tells a sad, misleading story—a story our addled, repulsive tribe had told for at least fifty years:
DWYER: Most city students never come near a physics classroom. Although it is the keystone discipline of modern science and technology, the subject is barely taught in the public high schools, outside a select few programs such as those at the specialized schools and elsewhere.

That lack of opportunity hits with greatest force in schools where most students are black or Latino, according to Angela Kelly, a professor of science education at Stony Brook University.

''If a student wants to pursue a college major in life science, engineering, or health, physics is really a gateway course for being able to be succeed,'' said Dr. Kelly. ''Having limited opportunity to learn physics has many social and economic ramifications.''

That tells us something else. Hidden behind the proxies is another monumental injustice: The supply of excellent schools cannot meet the demands of capable students, whatever their backgrounds.
That's how Dwyer ended his column. As de Blasio had already done to a greater extent, he painted a familiar picture:

The city is full of capable high school students. These capable students are getting screwed by the lack of "advanced classes" in their crappy high schools.

We liberals have been painting this picture ever since we started pretending to care about black kids. As we do, we throw hundreds of thousands of New York City kids under a big tribal bus, after which we pretend they aren't there.

We misinform complacent Times readers about the actual state of play in New York City's schools. We disappear the city's gigantic achievement gaps. In their place, we position a pretty, false picture.

Alas! Right in his second paragraph, as he decried the lack of "advanced classes," Dwyer linked to this report from July 2015.

The report, by Hemphill, Mader and Cory, is, in fact, highly instructive. But it flies in the face of the pretty picture Dwyer and de Blasio paint for our uncaring, self-impressed tribe.

The instructive report to which Dwyer linked was published by The New School's Center for New York City Affairs. The report described the upsides and downsides of New York City's decision to replace its gigantic, traditional "neighborhood" high schools with a large number of much smaller schools—with smaller high schools in which struggling students were less likely to fall through the cracks.

On balance, the authors felt this had been a constructive move, but there had been some downsides. At one point, they described the lack of those "advanced classes" in many of these reconstituted smaller schools, though it turns out that Dwyer slightly misstated the situation:
HEMPHILL, MADER AND CORY (7/15): Another finding of the Center’s analysis shows just how daunting that challenge could be. Today, 39 percent of the city’s high schools do not offer a standard college-prep curriculum in math and science, that is, algebra 2, physics and chemistry. More than half the schools do not offer a single Advanced Placement course in math and about half do not offer a single Advanced Placement course in science. For a complete list of schools click here.

Roughly 21 percent of New York City high school students attend schools that don’t offer courses in both chemistry and physics. Many of these are the new small high schools that proliferated during the administration of Mayor Michael Bloomberg. And even at Marie Curie and other small schools where both chemistry and physics are taught, too many students lack the grounding in math needed to take or pass them.
In fact, the authors were talking about the lack of "Advanced Placement" courses, not about "advanced classes." The difference will seem minor to some. It's a difference nonetheless.

The greater significance lies in the last highlighted statement. Uh-oh! Even at the smaller schools where chemistry and physics are being taught, "too many students lack the grounding in math needed to take or pass them."

This starts to challenge the pleasing picture painted by Dwyer and de Blasio. A bit later in their essay, the authors—to whom Dwyer had linked—blew that picture apart:
HEMPHILL, MADER AND CORY: [T]he new small schools also operate under severe constraints. Many of their students, for example, arrive in 9th grade two, three or even four years behind grade level. In these schools, remediation is the order of the day. In the arena of science and math, the schools’ response has been to focus resources on helping kids meet the minimum required for earning a Regents diploma: passing one Regents exam for math (usually algebra), one for science (usually living environment), as well as Regents tests in English language arts, U.S. history and world history.

Some struggling high school students, of course, are late-bloomers. They hit their stride as freshmen, bring themselves up to grade level and then are ready for more advanced coursework in their upper-class years. But while small schools may help such students catch up, with notable exceptions they’re also generally not helping them advance to higher-level coursework—or even offering such classes.

[...]

Consider the now virtually extinct large neighborhood high schools of New York City. Perhaps only 1 percent of the 3,000-plus students at one of them might have been prepared for advanced math, chemistry or physics. Those 30 or so students, however, represented a critical mass large enough to warrant offering such courses. So a late-blooming learner might well have been able to land a seat in such a classroom. In a high school of 400 kids, however, the comparable critical mass for creating advanced classes has to be much larger than just 1 percent of the students before it makes sense to commit the necessary time and effort. Sometimes, that critical mass simply doesn’t exist.
In that essay, to which Dwyer linked, you see the reality he disappeared.

According to Hemphill, Mader and Cory, it actually seems to be true! Some capable students really are missing out in New York City's other high schools—in the high schools which are neither prestigious nor "specialized."

Some students may be missing out in those schools. But the number is perhaps one percent of their students!
!
The other 99 percent of the students may be years behind "grade level" when they enter these high schools. It will take a major act of remediation for them to get back to mere "grade level." By no sane assessment are they prepared for "advanced classes" in physics, let alone for formal Advanced Placement courses.

In his column, Dwyer did what our liberal tribe has done for the past fifty years. He threw the 99 percent under the bus and showcased the kids who were left.

This helps us liberal readers feel upright, moral and pure. It also lets us go back to sleep in the face of the enormous gaps their favorite paper, the New York Times, makes a point to avoid:
Average scores, Grade 8 math, Naep
New York City Public Schools, 2017

White students: 290.71
Black students: 255.63
Hispanic students: 263.56
Asian-American students: 306.03
Judged by a very rough rule of thumb, the average black kid is five years behind the average Asian kid in math—at the end of eighth grade! However accurate that very rough assessment may or may not be, that's the basic reality which was being discussed by Hemphill, Mader and Cory.

Dwyer, who linked to their report, disappeared those gaps. De Blasio did so to a greater extent in his earlier essay, to which Dwyer referred and linked.

Giant, enormous achievement gaps exist in New York City's public schools. A certain percentage of Gotham's ninth-graders are prepared to be challenged by the high-powered courses of study offered at those specialized high schools. But a very large number of Gotham's kids are living a different reality.

Our horrible tribe has always chosen to wish those kids away. We've been playing that game for at least fifty years, praising ourselves for our moral greatness as we peddle fake stories about them.

For today, we close with that one basic question. If de Blasio feels there are so many talented kids ready to enter those high-powered schools, why doesn't he open additional high-powered schools? Why doesn't he expand the number of high-powered seats available to such kids? Why does he seem to prefer to start the latest race war?

Why would anyone make such a choice? To ponder this important question, you can just click here.

Still coming: A few more thoughts about different groups of New York City's kids

29 comments:

  1. Meanwhile, how are blue-collar wages doing?

    https://www.motherjones.com/kevin-drum/2018/06/chart-of-the-day-blue-collar-wages-are-down-under-trump/

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  2. What a jumble of nonsense Somerby offers up. He says this:

    "Why does he [DeBlasio] seem to prefer to start the latest race war?

    Why would anyone make such a choice? To ponder this important question, you can just click here."

    The link takes you to an article in City and State NY by TOM ALLON, and RAFAEL ESPINAL, JR.

    They do not answer Somerby's questions. Indeed, they do not accuse DeBlasio of starting a new race war. They note that DeBlasio's plan is controversial, and suggest that we "end the zero-sum competition between ethnic groups and create more opportunities for everyone." They praise DeBlasio, whom Somerby yesterday called "appalling", and here accuses of starting a race war, by praising "de Blasio’s very wise plan to revive the Discovery Program in the current eight specialized schools."

    The authors suggest creating three, count 'em, three, new specialized high schools that would increase the number of admissions offers from 5,000 to 7,500 out of 30,000 students. And as an added benefit, it would "further improve the racial balance at the specialized schools." Apparently, they view improving the racial balance as a worthy goal.

    Now, what in the Sam Hill does any of this have to do with achievement gaps? Remember, the article is talking about eighth graders going into high school. The achievement gaps, the ones Somerby keeps showing us, are for eighth grade students.

    And by Somerby's logic, Allon and Espinal's article doesn't mention achievement gaps, therefore they must be denying their existence. Quick, someone find out if Allon and Espinal are liberals!

    Somerby appropriates an article like Allon's and Espinal's to support his point, when the article and the authors do no such thing.

    ReplyDelete
  3. "our addled, repulsive tribe"

    Indeed. NY schools aside, based on your addled, repulsive, mocking the Singapore summit post yesterday, I would characterize your 'tribe' as hate-spewing zombie death cult.

    ReplyDelete
    Replies
    1. What a surprise, Vodka-breath arrives just after his national soccer team completes their opening game in the World Cup. You must be very excited.

      Delete
    2. Mao and his new copy of "Mad-Libs for Shitheads" strikes again.

      Delete
  4. Has it occurred to Somerby that opening new schools is expensive, and de Blasio is trying to find a way to avoid the additional cost while still adding a benefit? We don't know the ins and outs of NewYork's school system, nor its funding. But it's worth a thought.

    Talk about Somerby mind-reading. He just knows that DeBlasio loves him some race wars.

    ReplyDelete
    Replies
    1. Both these plans are expensive in a variety of ways.

      Jewels in the Crown are beautiful and intelligence and ability need to be fostered because they are valuable and rare.

      They should be fostered in the midst of people in adverse situations, but not to the determent of them.

      Delete
    2. Tell us, oh Karnak the Magnificent, what are the cost structures of both plans? Can you link to the numbers?

      Delete
    3. I don't have to be an accountant or a psychic to question the political, and personal costs of these plans.

      Or to question their ability to truly diversify the orginial advanced schools or any new ones.

      I hope something works out the good of all of us. I do hope that DeBlasio and experts do manage to do that,

      Delete
    4. Whatever. Meanwhile, Somerby continues to mind read and ascribe the worst possible motives to people. Something he spent the first ten years of his blog denouncing.

      Delete
  5. "our addled, repulsive tribe"

    Does anyone believe Somerby is a liberal anymore?

    Is this cogent criticism?

    Who is he trying to convince?

    ReplyDelete
  6. Somerby always links these two things:
    1. Achievement gaps are "punishing", "troubling", etc
    2. Liberals don't care about black kids, low-income kids, and liberals "throw those kids under the bus"

    Every post about achievement gaps always denounces liberals. He is obviously trying to connect the two things.

    Is he saying: Because the gaps exist, this proves that liberals don't care? That is illogical. It does not show that.

    He accuses liberals of not caring, without providing any support for that assertion. Many examples of liberals caring about these kids can be provided.

    It is also illogical to assume that, just because someone cares about black and/or low-income kids and does excellent work educating them, that therefore the achievement gaps would narrow or disappear.

    Somerby never goes beyond the two points I listed. He doesn't even clearly state if he believes the gaps can be narrowed or erased, much less how. Perhaps he doesn't know the answers to these two questions.

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    Replies
    1. The commentariat here are either trolls (like Mao in Cal), moral and intellectual idiots like David Cheng Ji, or far below the median in reading skills. I’ll try to explain, and I promise I’m typing as slowly as I can so you can follow.

      Every post about achievement gaps always denounces liberals. He is obviously trying to connect the two things.

      That’s because liberals are the only ones who might actually care and might actually do something. Conservatives are mostly Trumpsters now, and for them the gaps are not a bug; they’re a feature.

      s he saying: Because the gaps exist, this proves that liberals don't care? That is illogical. It does not show that.
      No, it’s because liberals don’t consider the gaps when they talk about or make public policy. Is it not obvious that these gaps indicate huge barriers to an egalitarian society that liberals endorse? Caring is more than feeling; it’s also actions. If you won’t acknowledge a problem that’s clearly evident, how much can you say you care about finding a solution?

      He accuses liberals of not caring, without providing any support for that assertion.
      The support for the assertion is the blathering about public school education that liberal politicians do. If they won’t even talk about an easily known and serious problem, how much do they care about solutions to that problem?

      Many examples of liberals caring about these kids can be provided.
      Of course. Try not to be too literal minded. It makes you sound clueless. Of course there are individuals (liberal and not liberal) who care about these kids and act on that feeling. Plenty in the teaching profession, for example. But this is a societal issue, and one that must be solved in the political arena. We have collectives to solve such problems, including political parties, the electorate, and the press. They’re missing in action.

      It is also illogical to assume that, just because someone cares about black and/or low-income kids and does excellent work educating them, that therefore the achievement gaps would narrow or disappear.
      TDH doesn’t assume this. Where do you get that? You’re the only one talking about all those examples of caring individuals.

      He doesn't even clearly state if he believes the gaps can be narrowed or erased, much less how. Perhaps he doesn't know the answers to these two questions.
      Perhaps no one does. Do you think that could be because no one but TDH ever talks about it?

      Anonymous on June 14, 2018 @ 1:24P, you’re currently failing reading. Report for remedial work.

      Delete
    2. Your assertion, which echoes Somerby's, that "no one talks about it" is an assertion, unproven.

      I posted a YouTube link the other day which showed DeBlasio himself talking about achievement gaps. Here it is, since you apparently didn't bother to check it out:
      https://m.youtube.com/watch?v=u7BQYCEPmWA

      Here's a quote from the article that Somerby labored over for a while, by BADGER AND QUEALY, highlighted in "GAPS IN CHICAGO: Not even close to "learning the most!" FRIDAY, JUNE 1, 2018
      (http://dailyhowler.blogspot.com/2018/06/gaps-in-chicago-not-even-close-to.html?m=1):

      "Mr. Reardon’s data shows that every demographic group within the district is growing at rates well above the national average, with Hispanic students outpacing whites. But while growth is broadly distributed, the pattern in Chicago and across the country means that black-white achievement gaps aren’t narrowing much even in the districts with the strongest growth."

      Notice the phrase "achievement gaps."

      That's just two examples from topics in Somerby's more recent posts.

      But Somerby goes further than claiming liberals don't talk about gaps; he says they deny their existence. Where in the world does DeBlasio, for example, deny their existence? He acknowledges them in the video I linked to. Somerby accuses DeBlasio of starting a race war. Is that a sober or accurate view of DeBlasio's plan? How does Somerby presume to know DeBlasio's intent? His plan that Somerby discusses here is about offering admissions to a more diverse set of students, and is not intended to address achievement gaps. If it helps to narrow them in the end for those high school students, then that's great. But Somerby appropriates this new proposal of DeBlasio's to continue his attack on liberals.

      It also seems comical to suggest that because no one (supposedly) talks about achievement gaps, that therefore Somerby is off the hook for discussing them himself. There is research and discussion about these gaps and ideas to address them that he never bothers with. And did his experience as a teacher not provide him with some ideas along these lines? He had had 50 years to think about this shit, after all.

      Delete
    3. And like it or not, liberals who support desegregation, like Somerby's hero Johnathan Kozol, believe that it could help improve the performance of black students. Whether it does so is a matter for research. But Somerby, who views liberals as "repulsive", apparently wants to accuse them of inciting race wars.

      Delete
    4. "And like it or not, liberals who support desegregation, like Somerby's hero Johnathan Kozol, believe that it could help improve the performance of black students."

      And why would anyone believe something like that, may I ask? As far as I can tell, the only possible explanation for this bizarre 'belief' would be the desire to give juveniles of an 'inferior race' the opportunity to observe their 'superior race' peers up close. Is that it?

      Delete
    5. As far as you can tell: that about sums it up.

      Delete
    6. Anonymous on June 14 @ 4:30P,

      Thanks for the first link, which doesn’t talk about gaps at all but about universal pre-K

      Thanks for the second link. If you don’t understand TDH’s complaint about B&Q, all I can suggest is that you re-read the blog post. This time for comprehension.

      About that denial charge. Let’s try an analogy. Suppose you’re on a plane trip, and the left wing of the plane falls off. The pilot gets on the intercom to apologize for the fact that they’ve run out of the chicken entree. Wouldn’t you be inclined to think that the pilot was in denial about the real problem with your flight?

      TDH doesn’t mention DeBlasio’s intent, just the likely outcome of his policy. How long do you think it will be before a discrimination lawsuit is brought against NYC when they start admit lower-scoring black and Hispanic students over higher-scoring Asian-American students? For the venom incorporated into this kind of thing, all you have to do is check the comments of our resident moral and intellectual idiot, David in Cheng Ji.

      There’s research and discussion about these gaps? Really? In the press? In party platforms? On media talk shows? In education budgets in big cities? I’m doubtful, but I’m willing to be convinced by evidence.

      And, no. TDH doesn’t have to have a solution before he can voice a legitimate concern about a problem.

      And, no. TDH’s individual experience as a teacher wouldn’t necessarily inform him about a societal problem.

      Delete
    7. I am dead serious, TDH has had posts complaining about news reports that focused on achievement gaps but ignored improvement in scores.

      Some commenters here claim abilities that they do not possess, while good for laugh, it is also sad.

      Delete
  7. @deadrat:
    This is ironic:
    "That’s because liberals are the only ones who might actually care and might actually do something. Conservatives are mostly Trumpsters now, and for them the gaps are not a bug; they’re a feature."

    Are you claiming that this is what Somerby is saying? When has he ever said this, or implied it? He constantly admonishes liberals not to generalize about The Others, does he not? You are engaging in the exact type of superior tribal thinking that Somerby denounces.

    ReplyDelete
    Replies
    1. Somerby thinks only liberals have agency. He doesn't think Conservatives do, but at least Bob's calling them out as reactionaries lately.

      Delete
    2. No, I’m not claiming that’s what TDH is saying. I’m claiming that’s what is. The sky is blue in my world, but somehow I don’t expect TDH to comment that it is. By the way, what’s the color of the sky in your world?

      You accuse me of “engaging in the exact type of superior tribal thinking that Somerby denounces.” Guilty as charged. Trumpsters are without excuse, and I’m afraid it’s not in me to stop loathing the loathsome. If that makes TDH a better person than I am, then so be it.

      Delete
    3. Bwahahahaha, right, you are concerned about Trumpsters, brother please. You loathe how others view you, I tell ya you get no respect, no respect.

      Delete
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    My name is SHERRY WALJER from USA Massachusetts, i want to testify to the general public how my relationship was restored back by the great power's of Dr Larry after three months of loneliness, my ex-lover called me after my contact with Dr Larry that he want us to come back and start a good home, now we are happily together again as lovers. All thanks to Dr Larry who did a love spell for me for my ex lover to return home. I will keep sharing this until people who also need help see this for his wonderful help. You can contact him on his via email assurancesolutionhome@gmail.com or whatsapp him on +1(424)-261-8520.
    https://assurancesolutionhome.blogspot.com

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