Our Educational Consultant Weighs In

Following up on our local schools discussion, I asked educational consultant Joyce Szuflita to comment on the possibility of parents working with local public schools to reform them, as well as considering the new charter school. Commenter Babs cited PS 8 in Brooklyn Heights as a possible public school model, writing:  "Ten years ago PS 8 was not a desirable school; the kids in Brooklyn Heights attended private schools… With the increase in real estate prices, however, private school tuition became less affordable and parents turned their attention to PS 8, resulting in a remarkable turnaround for the school.”

This is what Ms. Szuflita had to say:

Even though the school is called “Lefferts Gardens Charter School,” priority is given to all families living within District 17... If there are seats vacant, families from outside of the district may fill them. It is very likely that in the first couple years at least that there will be a sizable number of students from outside the neighborhood and the district (perhaps even the borough).

It is my experience in other districts that it is common for some zoned schools to have a large percentage of out of zone/district students. Occasionally, these schools are not attractive to the families that live within the zone. Those families may be looking for more diversity or a more progressive or traditional approach. Those schools  (that have lost many of their zoned families) may be much stronger programs or safer than the zones where their current students are coming from (occasionally across several boroughs).

In the current registration system, a family can "pre apply" from Feb. 1 to March 12 to any zoned school (their own and/or others). If the school has room, it may be able to take some out of zone students. Magnet schools also often have seats for out of zone students. Applying for a magnet grant is a good way for a school that is under capacity and wants to attract local students to increase diversity. The money that comes with the grant is often used for capital improvements or to update enrichment programs. Gifted and talented programs can be a two edged sword, attracting some families to a  school and alienating others who feel that this tracking removes talent from the "heterogeneously grouped" classroom and creates a playground culture of "smart kids" and "not smart kids".

I have been tracking several schools that seem to be coming close to becoming truly diverse communities (racially and economically) for several years now. It is a very complex process. People of good will who are absolutely not racist often have conflicting feelings about the style of education that will be the best for their children. Families have different desires that are sometimes based on their own educational experiences, life experiences and income levels. It is tremendously easy to misunderstand or disregard statements or actions made with the best intentions. It happens every day. Families sometimes believe that the sweat equity of a group of like minded parents can work miracles. Sometimes the small inroads made by these families can turn into a backlash when the anticipated changes don't happen as quickly or smoothly as they hoped. A visionary principal, who is a talented manager and strong and dedicated staff also have to be on board. All of those have to be in place for the school to succeed in the way we all dream about. If one is out of place it will be very difficult.

PS 8 has been sited as a model. It is absolutely not the norm. It was a combination of factors including economic, demographic, the placement of a new principal and the personal attention of the Chancellor and the Mayor that ignited the change over the course of a couple years. There has always been a small number of dedicated parents who worked for change, but when the stars aligned, the "tipping point" happened shockingly fast. Considering the demographics of the Brooklyn Heights/Dumbo zone, we will see if it retains any of its current diversity 5 years from now. It is much more common to see tiny incremental changes in a "two steps forward one step back" dance.

— Joyce Szuflita, NYC School Help