"Will you close our school too? Where will we go?"
This note was posted by GEM (Grassroots Education Movement)'s Seung Ok whose group raises awareness of the damage Mayoral Control has over the NYDOE. Public schools can be shut down for a many number of reasons (up to 200 reasons), and the school report card/progress report is often what determines the closings. What is the determining factor on a school progress report? Student test scores. What is the deal with these test scores? They test special needs children (beginnning at the 3rd grade) and also English Language Learners (aka people of COLOR), who both obviously cannot perform well on the tests (majority of both students cannot read the exam - how are you going to score well on an exam you cannot read?). The schools that end up being shut down are schools that have the highest percentages of ELLs and Special Needs students. The system sets these children up for failure, and these schools for failure. This is the institutionalized racism and discrimination that I try to raise awareness about.
William H. Maxwell is now just another statistic, added onto the list of school closings. Read the rest of this note to investigate further:
A school that has served countless students since 1951 is on the chopping block, as the mayor’s newest round of school closures descends upon New York City. William H. Maxwell V.H.S. – a career and technical school - that houses majors in medical careers, cosmetology, fashion, and graphic design is the latest casualty. It is a school that requires more credits from its students than the average city high school, due to the additional credit hours involved in the majors.
Although successfully overcoming the state’s SURR list status in the past – almost immediately – it was filled beyond capacity, to 2000 students – in a building that was listed to serve 900. The influx of students came from other closed schools, such as Jefferson High School, in the first round of closures that the mayor instituted. It is in this context that the school received an F rating by the mayor’s progress report in 2006. The percentage of special-ed students is currently double that of other high schools at 22%. The school also services ELL students, which comprise 5% of the enrollment.
In the following year, the staff and newly appointed principal managed to obtain a D with a rating just shy of 31 (the cutoff score to obtain a C). Small learning communities were instituted, teachers voted for advisory classes, instituted retesting, and increased tutoring hours. This year, a double digit gain was seen as the school amassed a rating of 43.2. However, the DOE increased the cut off score to 44. Therefore, it was categorized as a D school for the second year in a row. If the scale had not been abruptly changed, the school would have been just shy of getting a B on last year’s scale.
The school had been in the headlines as recently as this summer. In an article about credit recovery in the NY times, teachers in Maxwell exposed the pressure by the mayor’s DOE to offer kids dozens of credits – seemingly for doing holiday packets of worksheets – with no certified teacher in that field present. Although recovery credits are legal according to Bloomberg’s DOE with hardly any guidelines or restrictions, teachers took exception, and many refused to go along in signing off on these packets – contending that it was the mayor’s version of social promotion and a watering down of education for political gains. In addition, many of the hard working students who attended daily, vocalized the unfairness of these credit “give-aways” to those who had not made the same effort.
The recent announcement of proposed closure by Superintendent Cumberbatch to the staff left many sitting in the auditorium confused and angry. Adding to the confusion was the fact that the DOE awarded performance bonuses to the staff for recent academic gains (* see charts below). Questions were asked about the seeming randomness of the increased cut off point. Teachers angrily pointed out that the school had recent graduates enrolled in Cornell, NYU, SUNY colleges such as Binghamton and Stony Brook, and a multitude of CUNY colleges. In addition, numerous students currently work in the very fields they majored in while attending Maxwell.
Many of the teachers voiced a feeling of betrayal, after years of instituting every suggested change and initiative brought down by DOE representatives - portfolios, individual goals, diagnostic testing, differentiated learning, and a weekly array of meetings to conference on struggling students – often times ignoring the union guidelines of working through lunch periods and after school hours. This hard work produced a Proficient rating from the New York State Education Department’s quality review.
This anger has transformed into determination, as the staff, students, parents, and past graduates now mobilize to demand that the mayor lay his hands off this proud school. It’s evident that the mayor does not want this round of closures to stir up a backlash of community uproar. Several times during the announcement, the superintendent kept reminding the staff that the open forums were merely a formality that existed because of the new governance laws – that the decision is a foregone conclusion. These warnings, however, seemed to have failed to pacify the school community. As one teacher noted, maybe it’s a relief to finally know where we stand and know who we are fighting. And even after years of stress, being on the brink of closure, the staff feels reaffirmed that the school and its successes are worth this struggle. At the public forum on Tuesday, Jan. 12th,at 6pm in Maxwell’s auditorium, the school promises to show the mayor what happens when the talents of many voices come together – to contrast the decisions of just one single man.
- The Community of W.H. Maxwell Vocational HS.
* Maxwell’s statistics: (shows improvement in nearly every category)
(see photos)
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