Kindergarten Admissions for Families in Brooklyn

In an effort to keep us all on our toes the DOE has announced a new process and timetable for Kindergarten registration. We don’t know exactly how this process will shake out. It is good for parents that the process is standardized and that it is still being handled at the school level. A child who turns 5 by Dec. 31, 2009 and is a resident of NYC at the time of pre-registration is eligible for this process. You can find your zoned school by calling 311 and giving your address.

Families may apply directly to schools beginning on Jan. 12, 2009 and continuing through March 2, 2009. It seems that if you apply in a timely manner within this time frame that you will have an equal chance for placement in the school according to the priorities set below.

You may apply individually to multiple schools. You should make sure to apply to your zoned school as a safety even if you are more interested in another school. It doesn’t appear to adversely affect your chances of getting in, as the process is being handled at the school level rather than centrally. The process and timetable have been standardized but the individual schools will be responsible for administering their own applications.

All students currently enrolled in public preK MUST reapply for Kindergarten. There is no guarantee that they will continue in their current school unless they have sibling or zoning priorities and apply before March 2.

To apply bring proof of your child’s birth, two proofs of residence, and the name, date of birth and school registration number (OSIS) of any sibling who will be attending the school in 09-10 (K-5). This establishes your student’s admissions priority.

Pre-Registration priority:

1. Zoned students with a sibling enrolled in the school in Sept. 2009.

2. Zoned students without a sibling in the school.

3. Unzoned students who have siblings in the school in Sept. 2009 (first to students in the District, then to students outside of the District)

4. Students who are not zoned for the school (prioity to students in the District then to students outside of the District)

If more students apply than there are spaces, a lottery will be held and a waiting list will be created.

The schools will notify families whether or not they have been accepted on March 16. They will have until April 13 to accept the seat and pre-register at school. On April 20 schools can pre-register other students from the waiting list.

Families who haven’t applied or move to the city or a new zone after March 2 can apply to their zoned school although there is no guarantee that they will be admitted. They can be added to the waitlist.

This process is separate from the Gifted and Talented process. The letters about testing dates should be out shortly. Testing begins in January. Notification about whether your child qualifies is sometime in April and placement offers will be in May. Undoubtedly there will be movement by some families who opt for the G&T programs.

Mural art by PS 29 students.

13 is the new 18

My friend, Beth Harpaz has just written a great new book called, "13 is the new 18, and other things my children taught me while I was having a nervous breakdown being their mother".
She is doing a reading at Barnes and Noble in Park Slope on Feb. 5 at 7:30. It is sure to be very funny, judging from her youtube videos.

Parents and kids at my house gathered around the computer laughing at how funny (and true) her commentary was. It did bring up an issue for us. I friended my kids when they got their Facebook pages. We are not unhappy with the things that we occasionally see, but the unintended complication comes from their looking at OUR pages. Our friends' status shows up on our kids' homepages. Beth, the fact that you are addicted to cheese is the funniest thing that my kids extended network has heard in a long time. Apparently, it is SO "park slope mom" - I am addicted to cheese as well. The fact that Beth - someone we know - could youtube a song about her teen's behavior sent a chill around the neighborhood. Don't push your mom too far or she could go public. Good job Beth!

Brooklyn Prospect Charter School

Okay 5th graders, check this out. It is another public middle school option for students who live in District 15.
Brooklyn Prospect Charter School will be choosing students from District 15 in a true lottery (no special provisions made for gender balance or diversity, although they are hoping for it-it should happen organically) They will pick students who live in District 15 (it seems that those of you who live outside the district and go to elementary within the district will probably be out of luck because of priorities set by state regulations for Charter schools) They will start with a 6th grade of 88 students (4 classes of 22) and add a grade each year through 12th grade. There will be a waiting list and that list will probably have some movement. The lottery will take place on April 7 and you will hear about placements in mid April. Signing up for the lottery doesn't impact your choice list for the rest of the district middle schools. This is a separate process. You can sign up for the lottery right now online under the student section.

What this means is that there is another option, outside of the regular middle school process. You can essentially get two local placements in the spring and be able to choose between them, as well as any placements outside the district that you are pursuing.

They will follow the International Baccalaureate program and hope to be certified within 5 years. There is a big emphasis placed on a holistic approach to learning and integrating disiplines. A 30 minute a day Advisory with a faculty mentor will be an important component to help students work on their literacy and study skills. They aspire to provide PE daily. Visual Art will be part of the core curriculum with other artistic disiplines introduced through a partnership with BAM. The Board is recruiting experienced teachers with at least three years experience and Masters Degrees. There is an Executive Director (who lives in the neighborhood) who comes to the job with an impressive track record of teaching as well as working in school administration. He will act as a general manager. The Principal of the Middle School has longtime experience teaching and leading programs as well as being trained in the IB program. The Board of the school is made up of educators and business leaders and will have a parent member.

There will be no uniforms. The calendar will follow the regular DOE schedule with additional afterschool tutoring and a Summer Academy. The language taught will be Spanish. The jury is still out on whether they will have captive lunch or not. Because the program will be academically rigorous, homework will be a factor, but because teachers will work closely together, it shouldn' t be overwhelming. The location is not finalized yet. The location will be made public before students chosen in the lottery will have to accept their seats. The Board is hoping for a location close to BAM to make it easy to participate in their arts programs.

Sign This Now!

This is what Brooklyn is about! Grassroots community activism. Brand new neighbor, Melissa Morgenlander, wants to know if you want a Public PreK Early Childhood Center in the northern part of District 15 (Sunset Park already has the terrific Magnet School for Early Childhood)

I did some very fast numbers based on the Accountability reports from last year. The schools I listed were ones that are not within range of the Magnet School for Early Childhood and they didn't seem to be breaking even on their preK/ K populations. Check out 107, 146, 261 and 321 in particular. As the buildings on 4th Ave. fill up 321 will need it's preK classrooms for K and the population at 124 and 295 will most certainly increase.

PS 10, prek 54 seats, K 87 seats

PS 15, prek 29 seats, K 50 seats

PS 29, prek 54 seats, K 79 seats

PS 39, prek 36 seats, K 61 seats

PS 58, prek 70 seats, K84 seats

PS 107, prek 18 seats, K 84 seats

PS 124, prek 35 seats, K 39 seats

PS 130, prek 52 seats (but none of them is full day) K 83 seats

PS 146, prek 36 seats, K 81 seats

PS 261, prek 36 seats, K 108 seats

PS 295, prek 36 seats, K 52 seats

PS 321, prek 52 seats(but only 18 are full day) K 191 seats

Even if your children are too old for preK, I urge you to take a look at Melissa's petition. Help your neighbors!

http://www.ipetitions.com/petition/ECCforBROOKLYN/

New 6-12 Grade Schools for District 15

New 6-12 school for District 15: Brooklyn Prospect Charter School

A new public charter school is opening to 6th grade students in September 2009 to Community School District 15 students. For fifth grade families, they will be hosting several Student/Family information sessions throughout the district over the next several months. Students will be admitted through lottery. The school will follow an International Baccalaureate Program.

Info Sessions for parents and students:

October 6th and October 27th, 2008

6:00 to 8:00PM,

New York Methodist Hospital's East Pavilion Auditorium in Park Slope

Come and meet the team and learn about this new school. RSVP is required; www.brooklynprospect.org

Additionally the Brooklyn Prospect Team is happy to visit your elementary school. Speak with your parent coordinator or guidance counselor and contact Brooklyn Prospect Charter School for a visit.

But it doesn't stop there!

The "SPEAC School" Sunset Park Education in Action Community School's proposal to open has been favorably reviewed by the DOE but they won't be given full approval until they locate a space. They will be a very intimate 6-12 school that focuses on personal and community wellness, community based projects and interest driven learning.

This school is the little engine that could. Help make this dream a reality and help them find a location or partner. 718-851-3936, info@speaschool.org

All Hail Sunset Park Parents!

The parents in Sunset Park are awesome. I attended a town hall meeting last night in celebration of their 40 year effort (supported by hundreds of parent activists and community organizers, yes!) The auditorium was packed to capacity with standing room spilling out into the halls.

Sunset Park has schools! A brand spanking new state of the art, 1650 seat HS building is going up on 34th St. and 4th Ave. to open Sept. 09. The construction authority was there to give progress reports (not grades.) It is on schedule.

This school that has already chosen it’s Principal, Corrine Vinal (a longtime educator and experienced administrator). It will have three learning communities within the school: Performing and Visual Arts, Health and Human Services, Business and Entrepreneurship. The themes were chosen by the community, as was the currently unprecedented model of having one principal to oversee the school. It is not a screened program. They are focused on college prep and there is priority for Brooklyn students.

8th graders, if you want to place this school on your list of 12, this is how you do it. It sounds weird, but it IS the procedure straight from the DOE. This school will not be listed in the directory. Don’t panic. Fill out your application. Don’t list Sunset Park HS yet. Hand in your registration on or before the appointed day in the fall. File a NEW FORM during the February 2009 application period for new schools. This form overrides the previous form. Rank Sunset Park High School along with your other schools in the order you want them. If you have questions about admission call OSEPO (212) 374-2363. If you have questions about the high school call the Sunset Park Task Force (718) 788-3500.

But wait there is more…for you preschoolers. There is a brand new public Early Childhood Center being built on 4th Ave. and 64th St. (on the 4th Ave. subway line) The first green designed school in Brooklyn. It will house 18 classrooms PreK through 2nd grade. It opens in 2010. This is a trend that local principals endorse. As the Elementary Schools become more crowded and PreK programs lose their spots, it makes more sense to group the PreKs into a centralized site. More on that later.

...heh Park Slope Parents, that sounds like a good idea! What is the Diocese doing with the St. Thomas Aquinas school building on 4th Ave. and 9th St? Would it be enough PreK seats for everybody who wants one, and relieve the overcrowding in all of our Kindergarten classes? You guys need to start making some calls.

Is This Public School Any Good?

This is an essay that I wrote for the new issue of the most excellent blogazine Hipslopemama. Check out the new issue this weekend, and come to the Family Fair they are sponsoring with BAX on Sat. Sept. 27 from 11:30-4:30.

When you google your zoned elementary school, a lot of different sites will pop up; www.greatschools.com, www.insideschools.org, maybe the school’s website or the DOE’s website. Who do you believe and how do you decide whether to trust your darling to a school that gets a 4 out of 10 or a “D” and is considered a “noteworthy” school elsewhere?

Everyone is always asking me how I feel about “Great Schools”. Any information is a valuable resource as long as you really understand what it is telling you. “Great Schools” score is tabulated from the standardized test scores released by the DOE and the State. There needs to be some standard by which to measure a school, but if they live and die by teaching to the test will they give your child the type of quality education that she deserves? We could argue all day about the validity of test scores. The reality is that even a parent that is skeptical of their value has a hard time ignoring them when they are so seemingly irrefutable. Parents that write into the site can also use a star rating system for other aspects of the school’s environment and they can list comments. Sometimes parents are specific enough to give me a picture of the school, and sometimes it is just too vague. In many cases the “Great Schools” rating is low and the parents comments rate the school very high. That is just a good indication that you need to dig deeper.

The DOE (NYC Dept. of Education) has been doing school Progress Reports (the school letter grades) for two years now. You may have already heard the startling news that the highly popular PS 8 in Brooklyn Heights has received an F. Is it a case of the “Emperor’s New Clothes”? Has the wishful thinking of Brooklyn Heights parents clouded their judgment and the DOE is exposing a failing school despite the great press the principal has been getting? The grading system was put in place to help parents easily understand the progress that a school is making as well as help the DOE identify schools that are in trouble. Ever since it was instituted it has been under attack by parents and educators for being a flawed assessment and opaque to parents.

The Progress Reports group the schools into cohorts based on need (how many children get free school lunch and other demographic breakdowns) and uses these groupings to compare schools. There may be a problem in a school like PS 8 that has had a drastic shift in population in the last couple of years. The lower grades with a high population of middle and upper income children are not tested (and the DOE says they were considered when assigning its cohort) but the more challenged upper grades were the ones that were tested for proficiency. So the school is judged against other schools with high populations of school ready, upper income children, but the tests were given to the upper grades which have a much more diverse and challenged population.

The DOE uses three things to judge each school; the environment, the student’s test score performance and the progress made by the most challenged students to progress toward proficiency. The environment score is created by assessing surveys from parents, staff and students. Some experts have questioned the validity of this method as an unbiased measure. The proficiency part of the grade comes from the test scores. The third part, the progress of its most challenged students, counts for over 50% of the school’s grade. One argument made by the DOE is this measure is looking at each individual child’s progress from year to year. The problem is that the tests are on different skills and a different curriculum. It is difficult to charge change in proficiency when the test is on completely different skills. I did great in algebra but not so hot in calculus. I am not going to blame my high school principal for that one. As the weeks wear on we will hear a lot of experts weigh in. I am not being an apologist for PS 8. I just don’t like the letter grade as a helpful guide for parents, period. It seems to be an unbiased measure, but with all the DOE’s good intentions it is just too blunt an instrument for me to use.

Then there are the reviews at www.insideschools.org and Clara Hemphill’s excellent books. I am a completely unabashed supporter of the work that they are doing. The reviews are as objective and well written as a parent could hope for. You have to keep in mind though, that a school will try and put its best foot forward when Insideschools arrives to observe the program. They will undoubtedly be introducing them to the star teachers and highlighting the programs that they are proudest of. This doesn’t’ keep Insideschools from occasionally seeing troubling situations and reporting on them. The fact that there are also comments by students and parents is extremely helpful and often speaks specifically to concerns that prospective families have. Insideschools lists the test scores but within the larger picture of the school as a whole, where they should be.

I wish there were two sets of test scores every year. One set paid for by the DOE and one set paid for by the UFT (United Federation of Teachers). Now there would be some numbers that showed the true range of a school’s ability. Then parents could find the average and have a sense of how the school might really be performing. Finally, after you have scoured the Internet, the DOE and school websites for current reports, scores, reviews and parent opinions, it is your gut feelings about a school that really matter. Do you like what you see, how they treat you and answer your questions? Do you feel welcomed by the parent community as they pick up their children outside school at the end of the day? In a changing neighborhood, even a year can make a difference. The websites sometimes don’t tell the most up to date story of a school in transition. Only you can be the final judge.

Specialized HS Testing

8th Grade Parents - are you feeling that nagging sense of impending doom?

Ready to run the gauntlet of high school choice? What doesn't kill you makes you stronger. I am holding High School Search Workshops in Park Slope and Carroll Gardens this fall. They are three fall evenings each to help guide you through the process. Or you can put together your own group of friends and set your own days and I would be happy to meet with you. If you are interested in reserving a spot e-mail me at joyce@nycschoolhelp.com

Whether you really want to send your child to a Specialized HS or not, the test is free. If your child gets a placement to any of the 8 schools including La Guardia she will hear about it a month before the other 85,000 students in the city, and not only that, but she will also hear which of her "1-12" schools have offered her a seat. It is worth the hassle and cost of some test prep and the test, to possibly hear early and have two or three (if she is offered a seat to La Guardia) options. Believe me, when you actually have a Stuyvesant acceptance letter in hand you think twice about all the times you said, "it is not for us".

I have heard many parents feel that the fall only prep is effective. And the best preparation, aside from really understanding the specific test taking strategies of this odd-ball exam is taking practice tests. There are many good private tutors in the neighborhood and Kaplan is everywhere. I just thought I'd let you know about some SHSAT (Specialized High School Aptitude Test) classes through Princeton Review that I just heard of. They are holding the fall sessions on weekend mornings at Berkeley Carroll from Aug. 8 through Oct. 19, and in at their Brooklyn Center in Midwood on weekend afternoons. They also do small group tutoring. (which was a route that we took and found very effective)

I am mentioning Princeton Review in particular because I recently attended a free college information class they held that was extremely helpful and turned our whole college search strategy around for the better. I like their approach very much. Check them out.

Teen Treks #5

She's back from Montreal. It was great. She wants to do it again. The rain coat was shredded but other than that everything came home, including the large unread book. She talked a mile a minute about every detail until she hit the couch and instantly fell asleep. She woke up long enough to whisper "pizza" and "pedicure" and then back into dreamland.

We are happy to have our darling girl home again. She can't wait to see her sister. It always amazes us that they have so much to talk to each other about even when they are with each other every minute. So up to Rhode Island this weekend to retrieve the mildewy sleeping bag and soggy twin A.

Teen Treks #4

Twin B was sighted in Burlington Vt. (by a pre-approved, non-stalkerish friend of the family). She is tan, happy and ready to kick our lazy, non bike riding butts when she returns home in 5 days.

No word from Twin B (known as the "good phone contact twin") unlike her sister, "the good house key remembering twin". Together they make one perfect child. The first year at camp all we received were envelops full of stationary that all said, "Sendmunchies.com" Needless to say, we were more than a little put off by the lack of substantive news and declined to order the $40. brownies online. So far there is no word from Rhode Island. Silence is golden and so are the candid photos from bunk1.com

Teen Treks #3

Got the call. Got the rain. But it wasn't as bad as I had imagined. It was a scheduled call, and even though hearing our voices made my daughter emotional, she did squeak out that it was fun before we lost the connection. The postcards are a different story. Because of the snail mail time lag, they were written in the first couple exhausting days, when their tent was flooded out. "...low blood sugar sucks..." I have been on google maps looking at terrain and I am quite jealous of the beautiful scenery they will be traveling through. We are quite proud of her. She said that after the first day she was going to call us to pick her up, but she pushed through it.

We just dropped off "twin A" at sleep away camp and all we had to contend with were memories of "Shark Week" and how to smuggle the rice crispy treats past the counselors.

Teen Treks #2

Day 2, no rain, no call.

After checking the itinerary and studying my online maps I realize that while we visit my uncle on July 4th, we will be 10 miles from my daughter's campground. I cook up several schemes including leaving mystery cookies at the Ranger's Station. My husband suggests that we just drive by and wave, but don't stop. My other daughter wisely convinces us that this is all too "stalkerish".

Disaster averted, dignity maintained, just barely managing to be a good parent.

Teen Treks

Yesterday we loaded up my daughter's panniers and bungeed up her bike until it looked like the Beverly Hillbillies' truck and sent her on a 400 mile bike trek with 9 other high school students and two adorably peppy adults to Montreal. In March, when I booked this trip, it seemed like an exciting adventure. Right now it seems like my first baby steps toward letting go. This whole parenting thing is not for the faint of heart.

This trip was the product of my internet search, but my daughters have always craved an outward bound type challenge. They love the pure idea of "Survivor". The problem with the show is that it is too much jumping over tiki torches and eating spiders in return for Mountain Dew and not enough foraging for roots and berries. So right this minute my baby has ridden 27 miles on a bike that weighs more than she does and is foraging for berries in Nyack. No rain today. No support van. I imagine over-sized bottles of shampoo and conditioner being thrown out along 9W. I imagine her returning bronzed and hairy, with legs like that cyclist in the "Triplets of Bellville", mouthing off in youth hostel Canadian French and preferring foreign bagels. That's if we don't get a call. What have I done!?

My husband said, "Can't you stop worrying and enjoy her trip?". I said, "Are you nuts! This trip is not for MY enjoyment! It is my penance for hovering and meddling and too many organized activities. This trip is so she can develop her executive function and get a Canadian boyfriend" (not really, she has a wonderful boyfriend to whom she will remain ever true) That is when I successfully transfered my parental dread and he woke up sweating at 4am. Mission accomplished.

Her sister is continuing on at their old faithful sleep away camp. The inmates running the asylum, I call it. She will be just as happily filthy and foul mouthed and full of contraband junk food when she returns home. So far, the beginning to a successful summer. They did a week of hard duty babysitting and found some some giant yellowed paperbacks that are sure to make them weep on the couch for a week. Those were the days.

Keep me in your thoughts and pray for no rain.

Where have all of the "4"s gone?

Check out the interesting post by Eduwokette "Are New York City Schools Shortchanging High Achieving Students? The View from 2003-2008

Savvy New York City parents have long suspected that high achieving kids are losing out in the push to boost the achievement of the lowest performing students. But those suspicions are often cast aside by public officials as helicopter parent whining or muted class warfare."

So the big question is "why?". Is it that teaching to the test is blunting the high achievers initiative? Is so much emphasis being placed on teaching the at risk kids that the high achievers are left on their own? Have the families of high achievers just voted with their feet? Or is it just the general philosophy that smart kids will do whatever it takes to achieve, so their budgets can be slashed by 6%? ( Remember to call your City Council Person and say "NO!" to the budget cuts)

What do you think?

Why Do I Grind My Teeth When I Read What Joel Klein Says?

Read Brownstoner's interview with School's Chancellor Joel Klein with a #2 pencil in your teeth to prevent dental abrasion.

Joel says, "The current Five-Year Capital Plan, which allocates funding for school construction projects, does not currently include new building construction in district 13 because district 13 overall is enrolled below the total district-wide capacity, even taking into account additional planned residential units. That said, there are some individual district 13 schools whose enrollment is over capacity. In the next Five-Year Plan, which we will put out in November and which begins in July 2009, we plan to look at the potential need for school construction based on demographic patterns within districts and the accessibility of existing schools. This will be a first: we haven’t previously drilled down below the district level."

More teeth references! Drill Joel, DRILL. The whole story is in the demographic patterns not within the weirdly shaped District numbers as a whole. Being in a school where the DOE determined "capacity" was like watching an exercise in Alice in Wonderland logic. They go by the "Blue Book" instead of by the reality. From the Comptrollers Report, "In addition, the current Blue Book target capacity for middle schools assumes that standard classrooms (i.e., not art rooms, computer rooms, and the like) are in use for seven periods a day. However, teachers are required to teach for only five periods a day. Using each room for all seven periods thus would require an extremely complex scheduling process. It also means that teachers would have to use the teachers’ lounge for preparation, if one exists. In reality, therefore, it seems likely that many middle school classrooms are actually in use for only five periods a day, which means that the utilization figures reported in the Blue Book for middle schools are understated as a result of this factor as well. "

Joel says, "It takes about 18-24 months to build a new school, depending on the scope of work; this doesn’t include identifying a site and designing the building. The timing for construction is established by criteria in the Capital Plan. We don’t “wait” to build until schools are overcrowded, at any rate." Hello, "321"! When are the families that bought into high rises on 4th Ave. in the 321 zone going to find out whether there is room for them? I suspect it will be on the first day of kindergarten. Yes, there are seats in District 15, but not in the schools that people paid dearly to be in.

From the Comptroller, "Much of the new residential construction is on the up-zoned Fourth Avenue. Among the Fourth Avenue projects that will impact PS 39, PS 321, and PS 124:

PS 39 will serve students from the 54-unit Argyle Park Slope, now under construction between 6th and 7th Streets. Inside Schools observers wrote: “Another space challenge: there is no gym or auditorium. PS 39 was using facilities at a community center across the street, but that was in the process of being sold at the time of our visit. Gym teachers teach lessons in the classrooms. The building was constructed without a cafeteria.” PS 321 will serve children from the 68-unit Crest condominiums at 2nd Street; the 41-unit building at Carroll Street; the 151-unit Novo Park Slope at 5th Street, and the 113-unit residential building at 343 Fourth Avenue. Observers from Inside Schools called PS 321 a “large, overcrowded school.” Yet,

applying the housing unit-to-public school student ratios in the CEQR Manual for high-income

Brooklyn units, these developments can be expected to generate an additional 100 students for PS 321. PS 124 will be impacted by the completion of 500 Fourth Avenue, a 133-unit building under construction between 12th and 13th Streets, and The Vue, a 45-unit condominium at East 16th Street. Inside Schools observers noted, regarding PS 124: “While the school is pleasant and well-maintained, it has a cramped cafeteria and a small room that barely makes do as the gym and auditorium.” Given the excellent academic reputations of most Park Slope schools, these new buildings could attract a significant number of families with at least one elementary school-age child. The proposed 630-seat elementary school, which a SCA official told Comptroller staff will be sited in the “northwestern Park Slope area,” should provide some much-needed new capacity. However, design work for the new school is not

expected to start until June 2008 and the school is not expected to be completed until November 2010, according to the February 2008 proposed Capital Plan Amendment."

Joel says, "families enroll their children in charter schools entirely by choice — in other words, students are never “zoned” to attend a charter school. This means that charter schools must compete with other schools for students and must educate students well in order to continue operating." This is true, but the families that go out of their way to seek out and apply for the lottery in a Charter School are also self selecting. They have to be informed and actively invested in their children's education. If they had the option of a quality zoned school I wonder if the Charter Schools would be so popular.

Check out Brownstoners report on new Charter schools opening in Brooklyn.

NYC Comptroller, William Thompson's Policy Report "Growing Pains" is fascinating reading (No, REALLY, and not just in a Dentist's Office - to stay with the metaphor) It was actually so thrilling for me to read the truth coming from a government agency that I wanted to get it printed and hand it out on street corners. Please, please take a look at it.

"A number of rapidly expanding communities now—or in the next few years—will suffer from

overcrowded elementary and middle schools, notwithstanding the school capacity expansion projects in the 2005-09 Capital Plan. Among these communities are:

Downtown Brooklyn, DUMBO. The 2005-09 Capital Plan provides for no new capacity in Brooklyn’s CSD 13, even though over 3,000 housing units are under construction or were recently completed in the PS 287 school zone alone; PS 287 had space for only 89 additional students in October 2006. PS 8 serves DUMBO and Brooklyn Heights, where hundreds of residential units were recently completed or are under construction. According to the DOE Blue Book, PS 8 was at 118 percent of capacity in October 2006.

There are neighborhoods where, although population is growing more slowly, elementary and

middle schools are overcrowded, DOE projects that the CSD’s enrollment will increase, and the

2005-09 Capital Plan provides too few seats or none at all. Among these are:

Sunset Park. Although four Sunset Park elementary schools exceeded capacity and the fifth was at 95 percent, no new elementary school seats have been proposed for this community. Sunset Park is in CSD 15, which is one of only four CSDs that the Grier Partnership projects will gain enrollment by 2015.

I could keep quoting from it all day long. This report was issued in May and yet the Chancellor has the audacity to tell Brownstoner's readers that there are enough seats because the DOE is counting by Districts. This is fraud. Read it and then call your City Council person and Betsy Gotbaum's office and demand answers.

While you are at fight the budget cuts.

There is More Than One Path to Brilliance

Whoa! Wait until you see what Eduwonkette has to say about elite colleges and what happens to kids on the high end of the scale with "No Child Left Befind". She references Yale English Professor, William Deresiewicz and his essay in The American Scholar It makes sense in light of the current administration. And for everyone who is wondering if the Gifted Class is the right class. Put this NY Magazine article into the mix "How Not to Talk to Your Kids".

From Eduwonkette:

Elite Colleges, "1) Teach students to believe that people who didn’t go to an Ivy League or equivalent school weren’t worth talking to, regardless of their class."

"2) Inculcate a false sense of self-worth ('Getting to an elite college, being at an elite college, and going on from an elite college—all involve numerical rankings: SAT, GPA, GRE. You learn to think of yourself in terms of those numbers. They come to signify not only your fate, but your identity; not only your identity, but your value.')"

"3) Initiate the winners into a club that's almost impossible to get booted out of once you're in ('Here, too, college reflects the way things work in the adult world (unless it’s the other way around). For the elite, there’s always another extension—a bailout, a pardon, a stint in rehab—always plenty of contacts and special stipends—the country club, the conference, the year-end bonus, the dividend.')."

"But if you’re afraid to fail, you’re afraid to take risks, which begins to explain the final and most damning disadvantage of an elite education: that it is profoundly anti-intellectual. This will seem counterintuitive. Aren’t kids at elite schools the smartest ones around, at least in the narrow academic sense? Don’t they work harder than anyone else—indeed, harder than any previous generation? They are. They do. But being an intellectual is not the same as being smart. Being an intellectual means more than doing your homework."

Babes in Tweedland

On Friday afternoon with the golden angel atop the Municipal Building shining down on 30 or so of the City's best and brightest from Stuyvesant and Edward R. Murrow High Schools, Chambers St. was an avenue of solidarity against the school budget cuts. Students read from their 100 letters in protest of the cuts. City buses, SUVs, school buses and motorcyles honked their encouragement. Bicycles bells tinkled and FDNY ambulances played their sirens as the students let out a cheer and did the wave. It was a tremendously positive experience for the protesters and the supporters who were encouraged by the optimism and energy of the crowd. If your school would like to participate in this very worthy protest contact the Kids Protest Project. The students only worry was that their letters wouldn't be read. So I have included a few more excerpts here.

Celia from Murrow ..." I am a part of the first screened theater program at Murrow and am very dedicated to the arts. Not only do I spend a period everyday in school but I also take part in our school productions. For three months, every single afternoon, from 3pm to about 6:30, I spent working on a show. We all put so much effort in to it and it came out wonderful. I made more than half my friends there and also gained a love of my school that I never thought I would.

I feel at home at Murrow and exceptional in the theater department. To lose this would be horrible for not only me but also the 200 other kids who help put our shows on."

Melissa from Murrow..."Perhaps the Department of Education can consider using money to fund classes that actually educate students, rather than giving it to them in form of cellular phones in order to entice them to pass tests. Frankly, throwing money at our city’s youth does not seem like the best way to instill within them work ethic and integrity. I can see no better use of money than to create programs and classes that might interest students (such as photography and astronomy, just to name a few that my school will no longer be able to provide), so that they have a desire to learn. Instead, this money is being used for standardized testing. It seems counterintuitive that we are losing the option to be taught subjects, so that we can be evaluated on how much we have learned."

Tamara from Murrow..."I am writing to beg you to re-think the school budget cuts. I am an 11th grade resource room student at Edward R. Murrow High School. I have held an 84 average with the help of my resource room teacher. If there are budget cuts another student may not get the same opportunity that I have gotten. Also I am in an after school program “The Jewish Heritage Club.” I am very interested in my club and therefore my friends and I are not with peer groups that hang around the streets and get into trouble."

Andrew from Stuy..."I go to Stuyvesant High School and I am an aspiring musician and journalist. I play piano for the jazz band, write for the school newspaper and am planning to take an extra writing class next year to help me become a better and more confident writer. With the proposed budget cuts looming, it is possible that all three of these things will be cut."

Elizabeth from Stuy..."I am a member of the JV Volleyball team (captain next year) and on the Varsity Fencing Team. I know that doesn't seem like a lot but that's just a start. Both of those teams were undefeated this year. Undefeated Volleyball team because we had nets and balls available to practice. Undefeated Fencing because body chords, foils, and strips were all available. Not to say that all of this was just given to us. I can easily list numerous days that I got home at 9 or 9:30 because of a late practice or a game in Bronx. I can also show anyone who asks 10 or 20 scars on my ankles, scars that I received from sliding across the gymnasium floor.

Those stories come with hundreds of others. Thousands of public school kids with a hundred stories each. The only reason that we have those stories are because our coaches were able to teach us new skills.

I don't know if you attended public school, or when you did. In all honesty, I didn't even know your name until 10 minutes ago when my friend instant messaged me and asked me to write a letter. Maybe, I shouldn't be doing this, but if I don't can I guarantee that someone else will? One thing that I can assure you I learned from the teachers at Stuy is to take action. Hopefully, you will realize how much is being taken away."

Diana from Stuy..." Getting down to a personal level, such intense budget cuts would affect my education greatly. One evening my parents and I sat down and looked over every course that is currently being offered at Stuyvesant. I am a freshman, so we literally planned out all the classes I want to take in my next three years. I have high aspirations for my future in education, and I am definitely ready and able to fulfill them. Imagine the disappointment I felt upon the realization that my hopes and ambitions are wavering in the face of a petty issue called money. I am probably not the only one who is suffering from this danger. The students who will be juniors next year would not be able to take those AP and elective classes if the budget cuts are severe enough to reduce us to an eight-period day. In addition, it is not only classes, but also extracurriculars, that are at risk.

Donna from Stuy..."Here at Stuyvesant, we take advantage of all the classes offered to us. Most students use their two free periods to take electives and AP classes to further their knowledge in an area of interest. I, for example, have taken three science electives during my two years at Stuyvesant: Genetics Research, Human Genetics, and Human Disease. Through my experiences in these electives, I have found out the subject I am best at and have discovered new career options available to me. If it weren't for these electives, I would still be confused about the direction I want my life to take. To me, taking electives in high school gives me a chance to try out everything I'm interested in, so I won't have to switch majors in college and waste both my money and my life.

High school is all about trying out new experiences and experimenting to figure out your interests. If we are not given the opportunity to try out new things, we will never be able to realize our full potential."

Kathy from Stuy..."Although taking 5% from Stuyvesant's school budget may not seem like a big deal to many people, it will truly affect our school and its community. How? you may ask. At Stuy our budget isn't used for random classes such as underwater basketweaving. It is used to sponsor over 32 varsity teams; providing funding for our own Student Union (run by a group of appointed students) that manages our clubs and publications, several literary publications to inspire our students and share unknown talent such as The Caliper (the oldest high school publications in the nation). But most importantly, our budget is used to provide a well developed curriculum and supply of teachers to educate this generation.

It is possible that with these budget cuts, students will no longer be able to many electives-those that could possibly spark interests in fields such as biology when it comes to human disease, anthropology, or history- existentialism, debate etc. Also, many teachers that are retiring or leaving Stuyvesant for whatever reason, may not be replaced due to the shortage in funding for our school."

Kenny from Stuy..."The students that have been involved in school activities will suffer the most. As a dedicated member of the Stuyvesant Math Team, I may have to face the possibility that my school may no longer be able to fund this class. The Stuyvesant Math Team has a strong and very successful legacy not only in New York City but also in the nation. To cancel such a rich and academic-promoting activity because of these budget cuts is an absolute shame and a complete atrocity on the Department of Education’s behalf."

Libby from Stuy..."Speaking with others students about the budget cuts proved that this means something different to everyone. I for instance, am interested in biology, and many of the biology elective courses are being cut next year. When we were sent to sign up for electives, all but three were in jeopardy of being cut if we loose money. This included many of the intro language courses that many sophomores wanted to take. It’s important that in the melting pot that is New York, we learn about each other’s cultures and language."

Don't let these efforts end! Go to the Hands Across NYC protest to end the school budget cuts this afternoon, Monday June 16 at City Hall Park. 4:30-6pm

Out of the Mouths of Babes

I am delivering letters from High School students to the Tweed Courthouse today for the Kid’s Protest Project. They speak eloquently about the harm the $428 million budget cuts will have on their schools and their lives. Over 100 Stuyvesant and Edward R. Murrow High School students participated. We received this flood of letters in only one week, during which the students also had exams, Regents, APs and SATs as well as final projects and performances. New York City should be proud of its children. The students organized the protest themselves and communicated the need to write letters over Facebook.

Here is a sample of a couple of letters (remember these are 14 – 17 year olds):

From Julia at Stuy:

"…In reading up on these Public School Budget Cuts through a variety of sources I have heard many explanations, excuses, and possible reasons. The one thing that strikes me, again and again, is that, regardless of who needs or who deserves or who we didn't help enough in the past, the LAST thing this city needs right now is to lessen the emphasis on quality education. It should be the frontrunner, the all important, the vital key to the very continuation of our city. Children are the future - do you want an intelligent future, or the one you are creating?..."

from Jack at Stuy:

"…. I personally believe that while the first impression a school makes upon someone will always be its academic integrity, the true soul of the school is lies within what else it has available for its students; the clubs, the teams, the government, etc. By taking away a school’s funds, you are also taking away from its soul, which, no matter what their level of involvement, is felt by each and every student to pass through the halls each day…"

from Matthew at Stuy:

"… the city is planning on cutting an additional $955,000 (from Stuyvesant’s budget). Mayor Bloomberg said that this was beneficial, as schools would have to consider what to keep and what to cut. That’s actually a smart plan in a big company or business that wants to maximize profits. However, the education system is not a business. If courses and extracurricular activities are cut, then we will have a huge loss, as would be put in business terms…"

Tasfia from Stuy:

"…Please don't take away the things that make people like me want to go to school. The things that make us want to learn, to enrich our minds, and content our thirst for knowledge. The people at Stuyvesant are exceptional. We take advantage of all we possibly can. From full period days and afterschool classes, almost everyone I know will do anything to fulfill their want of more. Almost every student in our high school is in numerous clubs or teams which they manage to stay dedicated to even with their immense workload. It can be fairly easy to slack off, to not apply yourself, but everyone at our school, and probably many people in schools all around, just want to be the most intelligent us we can possibly be. Please don't take our drive to learn away from us…"

Amal at Stuy:

"… If the education level goes down, people will be leaving New York City like crazy. No one wants to live in a city where their kids cannot get the best education possible, especially in a city like New York. Budget cuts will affect not only schools but the entire state and possibly even the whole country…"

and at Murrow, Matthew writes:

"… Programs like Murrow’s drama program, as well as its great art and music programs, gives students the chance to do something besides sitting on their couch after school watching MTV. They’re able to use their free time to not only do something productive yet they are able to do things they love, things that might not even be available for them to do if their school weren’t able to offer it.

Yet with the large budget cuts that NYC schools are receiving, programs, clubs, afterschool activities, and electives will be negatively affected if not altogether cut. While one could easily shrug this off and say there are other places where students can further pursue acting, dance, art, etc, there are many students who are unable to afford the high tuition fees of an acting studio or a dancing school. That is why free classes and programs offered by schools are such a great thing. They give every student the chance to do things they love…"

Ashley at Murrow:

... I am also a member of one of the about one hundred clubs that Murrow offers. If the budget cuts occur, clubs will not be able to have funding so we could do good things, such as the environmental corps. Who had started a school-wide recycling plan in January, which has been working successfully, if the budget cuts occur, we won't be able to do good things for the world and ourselves…"

Hannah at Murrow:

"… I love Italian. I am going to Italian III next year. When I heard that you were going to cut AP Italian, my heart broke…"

and read the full letter from Vicky, a freshman at Murrow who is 14,

“I am currently a freshman at Edward R. Murrow High School, and I am one of the many students concerned about the budget cuts that will be taking a real toll on our schools next fall.

Not only are we given fewer opportunities, but also the money that is being taken away from our education is going towards giving us standardized tests and grades for our school. Growing up in this generation, “scantron” is unfortunately part of my vocabulary. I have more boxes of number two pencils in my drawer than I do art projects. During the course of my school career I have learned one thing. My amazing teachers have taught me more than any 60-question test ever could. These people work for almost no money, but take on the largest responsibility for the future of the world. If budget cuts take away teachers in order to have enough money to give us tests I feel that is the biggest mistake that can ever be made. One of the students in our country now will be the President one day. I would feel more comfortable knowing I had a president who once ran a fundraiser in their school for an after school club or one that was in a business class and in Advanced Placement History, than a president that knows “which of the following sentences is an example of personification.” A, B, C and D is not a large enough vocabulary for a UN ambassador or scientist that will find a new eco-friendly energy source. If it’s a choice between our classes and teachers or a test? I think the answer that will benefit the students and our future is most definitely answer A –give us back our classes, clubs and sports.”