New York City's Small Public Schools: Opportunities for Achievement. INSTITUTION New York Networks for School Renewal, NY

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AUTHOR Brownell, Carol, Ed.; Libby, Joan TITLE New York City's Small Public Schools: Opportunities for Achievement. INSTITUTION New York Networks for School Renewal, NY. SPONS AGENCY Annenberg Foundation, St. Davids, PA. PUB DATE 1999-00-00 NOTE 24p.; Other funding by the New York City Board of Education; Time Warner, Inc.; Aaron Diamond Foundation; Charles Hayden Foundation; Ford Foundation; The Chase Manhattan Foundation; Carnegie Corporation of New York; Stella and Charles Guttman Foundation; Viacom, Inc.; and Nippon Steel U.S.A., Inc. Photographs and map may not reproduce adequately. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Academic Achievement; Diversity (Student); Educational Change; Educational Environment; Educational Practices; Elementary Secondary Education; *Outcomes of Education; Parent Participation; Participative Decision Making; Partnerships in Education; Public Schools; *School Community Relationship; *Small Schools; *Urban Schools IDENTIFIERS *New York City Board of Education; *New York Networks for School Renewal; Reform Efforts

ABSTRACT In 1994, four New York City school reform organizations joined to form the New York Networks for School Renewal (NYNSR) and received the first Annenberg Challenge urban grant. NYNSR goals are to expandthe number of small, excellent public schools in New York City neighborhoods, particularly those with few educational options; encourage the spreadof practices that help students succeed; build supportive small school networks; and advocate for increased school autonomy. Whether as new schools or as large schools redesigned into small units, small scale has been the key. NYNSR schools average 300 students. Many schools utilize servicelearning and internships, and all have partnerships with local organizations and universities to connect students to the responsibilities of citizenship and work. Because of their own distinct approaches, NYNSR schools are often compared to charter schools. Examples are given of NYNSR schools focusing on global studies, the arts, inclusive programs, limited English speaking immigrants, environmental action, and family needs. Starting with 80 small schools as models, NYNSR now includes 140 small public schools serving more than 50,000 city students. These schools include more African-American, Latino, and poor students than other public schools. Attendance is up, parent satisfaction is high, graduation rates exceed city averages, and the dropout rate is less than one-half that of large schools. Contains a mapshowing school locations; addresses, phone, and fax numbers of NYNSR schools; a list of NYNSR school networks; brief descriptions of sponsoring partners; consultative council members; a fact sheet; photographs; and a list of other NYNSR publications. (TD) U S DEPARTMENT OF EDUCATION Off ice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) CiliThis document has been reproduced as received from the person or organization originating IL Cl Minor changes have been made to improve reproduction Quality

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Rudolph W. Giuliani'. Mayor of the City of New York

William.C. Thompson, Jr. President, NYC Board of Education . Rudolph F. Crew Schools Chancellor Randi Weingarten .1 President, United Federation of Teachers

ACORN (NY Association of Community Organizations for Ref Orm Now) Gwendolyn jacobS; President; NY ACORN Executive Board'. Bertha Lewis, Head. Organizer; Brooklyn ACORN Center for Cellaborative Education Priscilla EllingtoniHeather. Lewis Co-Executive Directors Center for Educational InnevatiOn Sy Fliegel, President Cole Genn, Annenberg Senior Fellow New Visionsfor Public SchijOIS. Beth J. Lief, President & CEO

Arthur Foresta, Vice President.

CONSULTATIVE COUNCIL CO-CHAIRS Eduardo taGuerre, Executive birector Néighborhood.ASsociation for Inter-Cultural Affairs David 'Seinfeld,.. principal RObert F KennedYTOmmunityHigh School NYNSR Director Lucille Renwick

,THE ANNENBERG CHALLENGE In 1993, former, AMbassador Walter fllinnefiberg committed $506,Million .to revitalize the -natiOn'S... public schools:Matched :by other private , and,public idvestments, the linnenbergChalienge iepresentsthe laigeit Monetary gift topublic edu- cUtion in: U.S. hittory. Challenge fUnds support 19, reform efforts in more than 30 states, serving nearly 1.5 million students inmore than ,2;300 pirticipating schools, including a number of charter schools.

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Excellent small public schools are changing The NYNSR project is part of the national the way our children are learning. $500 million Annenberg Challenge to revital- eading the effort to bring ize public education across the United high quality schools to com- States.In December 1994, four experienced munities across the city is New York City school reform organizations New York Network for Schoo came together to form NYNSR and received Renewal (NYNSR). NYNSR's the first Annenberg Challenge urban grant of successes are seen in more $25 million. The sponsors ACORN (the and more communities Association of Community Organizations for throughout the city and are helping to pro- Reform Now), the Center for Collaborative pell the revitalization of public education. Education (CCE), the Center for Educational Innovation (CEI), and New Visions for Public Starting with 80 small schools as models, Schools (New Visions) created a potent NYNSR designed and developed 60 addi- collaboration. They shared a mission to tional new schools and programs in just expand the number of small, excellent public three years. NYNSR now includes 140 small schools that raise standards and meet the public schools serving more than 50,000 city educational needs of New York's diverse students. These schools include more communities. While there are many fine African-American, Latino, and poor students schools in New York City, NYNSR has shown than other public schools. At NYNSR that small personal learning environments schools, which average 300 students, atten- serve many city students best. dance is up and parent satisfaction is high. Numerous private contributors, including Graduation rates in NYNSR's small academ- foundations and corporations, responded ic high schools far exceed city averages, and to the goals of this public-private effort and the dropout rate is less than one-half that of matched the Annenberg Challenge grant. large schools. A New York University study NYNSR's important public partners are the has shown these factors also mean they cost City of New York, the New York City Board less per graduate than larger high schools. of Education, the Schools Chancellor, and In these small schools teachers, parents and the United Federation of Teachers. children get to know each other. Youngsters know they're key members of the school As small excellent schools have taken root, community; they feel safe and ready to learn. the demand for more grows. The Board of Education now has an Office of New School NYNSR schools offer parents and children the Development to plan and create additional power of choice, opening educational options small innovative schools using a process for families from Far Rockaway to the South based on NYNSR's creation of small learning Bronx, from Chinatown to Washington Heights. communities. In bringing together partners They present creative and flexible programs. outside and inside the school system, and in Many NYNSR schools are designed around their own distinct approaches, NYNSR themes such as global studies, performing and schools are often called "charter-like"; they visual arts, and the natural world. Many represent the diversity and excellence in schools bring community service and learning teaching and learning New York State's char- together. All have partnerships with local orga- ter legislation aims to encourage. In fact, five nizations, universities, and cultural organiza- NYNSR schools were the first invited by tions to connect students to the responsibilities Chancellor Rudy Crew to explore conversion of citizenship and work. Regardless of indMd- to charter status, citing their "proven instruc- ual approach, all these schools aim to meet or tional and managerial track record and a his- exceed hsing city and state standards. tory of entrepreneurial success."

4 _ 1 NYNSIPS SCHOOLS Students Succeed in Small Personal Schools

he small schools affiliated ject areas in classes, such as showing stu- with NYNSR offer diverse dents how learning history can be used to choices within the public study cultures, art, literature or advances school system. While each in technology. As one faculty member school has an individual says, "The teachers have an impact on approach to teaching and the planning of the academy." 0learning, NYNSR schools share a commitment to excellence and parent and commu- The manageable scale at Humanities Prep nity involvement. Small scale is key to allows flexible and individual solutions to making these possible. To achieve a more student needs. For example, a student personal learning environment, NYNSR who lives and breathes dance is able to ful- schools have been planned as small places fill gym requirements by training with the from the start, either as brand new schools Joffrey Ballet every afternoon.Others get a or by redesigning a large school into small taste of life on a college campus by audit- units. These schools demonstrate that ing classes at Hofstra University. The many routes lead to excellence. A small school relies on an advisory system to help high school in Manhattan's Chelsea com- students through academic and personal munity and a "restructured" middle school challenges. Two college counselors help in Bensonhurst, Brooklyn, illustrate how juniors and seniors reach their college small schools get results. goals.The record speaks for itself: 92 percent of the 1998 graduating class were Humanities Preparatory Academy in admitted to college, most to four-year insti- Chelsea, an academically challenging high tutions.To gauge how students are mas- school of some 175 students, calls itself tering their school work, Prep emphasizes the " personalized solution" to education, in-depth student projects and portfolios. and it is.This small school realizes big Moreover, in reading, writing and math ambitions. Standards and expectations scores on standardized tests, Prep students are high. Yet, its intimate size ensures consistently exceed citywide averages. that no one falls through the cracks. The school reaches out to formerly truant Scale and its impact on student learning students, to academically motivated also drove the founders of the Christa youngsters and to many in between. One McAuliffe Educational Complex in teenager who arrived at Prep as a strug- Bensonhurst to transform a large brick gling special education student emerged intermediate school of 1000 students into in senior year as the head of the class and three smaller semi-independent acade- is now attending college. The school's mies with 350 students each within the small classesaveraging no more than 20 same building. Because the academies and individualized attention keep all its are small and personal, teachers find the students engaged. Small size and sched- best ways to reach each and every child. uling flexibility enables the give and take The teachers bring together various sub- that characterizes the school.

An enhanced role for teachers is a small- school trademark. Teachers and leadership go hand-in-glove at Humanities Prep. As the principal explains, "People really want to work here. They make the program happen." They may lead seminars or after school and Saturday workshops. They help place students in meaningful internships, guide them through independent research projects, offer courses in Shakespeare, urban studies and more. 2 BESTCOPYAVAILABLE 5 The dropout rate in

NYNSR's academic high schools is 4.8 percentless than half the 11.87 per- A Prep student summed up the meaning teer program, linking students to a nearby cent dropout rate of the school's approach best. "Despite senior citizens center and to other organi- forlargehigh our many differences, Prep students share zations that help people in need. The schools. one quality that joins us all together. That mural-covered hallways and focused is our commitment to each other, to our classroom discussions clearly indicate that education, to our school, and to ourselves. the McAuliffe community is deeply It is this quality that makes Prep so involved in teaching and learning. unique and special."

5y, Christa McAuliffe's designers divided the cglImer. school into smaller units to accomplish similar aims.Its three academies Thc.b.)c.D.IT.,259C3 L.116k) Global Communication, Scientific Research, and Arts and Humanities L-515'W'nA Q. \To am), welcome students of all achievement levels. Whenever possible, the school ZclEk7,ar waTzWomemt assigns students to the academy they pre- fer. These separate, theme-based acade- c16)ae C)) 11111 mies engage a child's expressed interests.

Reflecting the constant influx of new set- a'01n1,-SZ2,61 tlers to New York, this Brooklyn school wel-

comes students from around the world, Vincent arcvaiii, Principal,Numanitias Prop whose cultures and families enrich the learning community. There's a large number of Asian students from China, Korea A teacher/facilitator leads each McAulliffe and Vietnam. Many students' families origi- academy.Each academy's entire staff col- nally came from the Caribbean and Latin laborates to realize the thematic vision and America, and still others are recently make decisions. The structure allows creativ- arrived from the Middle East, Pakistan, ity and encourages innovation and account- India, Israel, Russia and Poland. ability. Teachers feel free to take initiative because they can get results. The academies The school links the study of world cul- offer parents and children interesting choices tures with the technologies that children for the important middle school learning will need to succeed in the next century. years. Attendance is high, violence nonexis- The senior theme, "World Peace Through tent, and achievementas measured in Understanding," highlights global aware- reading and math testscontinues to climb. ness, the rule of law and the role of inter- But there's another measure and it's key to national organizations like the United learning and long-term success: "Kids walk Nations. The school also brings learning in with smiles on their faces; they want to be to the community level, through its volun- here," says the principal, smiling. BEST COPYAVAILABLE 6 3 i I I I. it I. I '

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NYNSR'S SCHOOLS Instruction Designed for the School's Unique Community

1BYNSR educators transform schools, have created a school program new instructional ideas into that aims to fulfill the learning needs of its schools that practice them. own unique community. Educators jump at the opportunity to design and deliver The Children's School located in Brooklyn's schools that are tailored to fit Park Slope welcomes general and special particular student needs and shaped by education students, from PreK to the fifth community input. There's a unique elemen- grade, into the same classrooms where tary "inclusion" school in Brooklyn where they take advantage of the same enriched special needs children are fully integrated curriculum. Begun in 1992, the school's into the regular classroom. creative approaches and experienced In Manhattan, a high school opens the teachers attract families who embrace the doors of opportunity for New York's newly "inclusion" concept. They are committed arrived foreign-born students. The to the idea that diversity improves the lives Children's School and Manhattan of their children and participate in the International High School, like most NYNSR school's daily life to make it a reality. BET COPY AVAILABLE 7 At the Children's School, small classes learning the lan- taught by two teachers and one assistant guage and learn-

enhance the theme-based curriculum. A ing subject matter. I I class of 22 includes up to six special Groups of three to needs children. High expectations within six teachers in each class encourage children to strive, to cluster teams work reach the height of their abilities. Within a with the same I. mixed classroom, with special services group of 75 stu- such as physical or speech therapy avail- dents for the able as needed, a quiet child with a seri- entire year. Each ous speech problem develops into a confi- teacher special- I dent student. The third-grade science izes in a subject area such as humanities or sci- I I "Because a lot is expected of the ence, and also is fully qualified to children, the more you push, the instruct students who are just learning English.

more you get." Second, a well-developed internship program with hospitals, architects, designers Lorraine Boyhan, Principal, The Children's School and organizations throughout the city increases language skills rapidly and helps class, full of opportunities to explore and students forge career opportunities. draw conclusions, stimulates the curiosity Students must successfully complete their of an extremely able 10 year old.Her internships to graduate. mother comments that including children These approaches work: school atten- with special needs "didn't deter" her dance is well over 90 percent and more child's learning and, "made her more sen- than 90 percent of the graduates go on to sitive to children with special needs." higher education. Manhattan International The challenge of creating a school that fits its community's needs and opens benefits a distinct community of learners is opportunities. also successfully realized by the Manhattan International High School, one of a NYNSR network of three high schools that serve "Bigger is not better...The only immigrant teenagers. Established in 1993, Manhattan International High School educational world has come teaches 300 students from more than 60 different countries and speaking more than to understand that now, 40 different languages, who have been in the United States less than four years. smaller is better." Learners from Haiti, Vietnam, Poland, Argentina, China, Nigeria and many more NYC Board of Education President William C. Thompson, Jr. nations, mingle in the hallways, working together in school and afterwards. The school's mission is to help prepare these Like other NYNSR schools, both The newcomers to be competent in English and Children's Schools and Manhattan to become acclimated to their new culture International High School reach out to par- while learning humanities, mathematics ents. Manhattan International holds orien- and science. Manhattan International care- tation meetings and workshops on health fully crafts its program to accomplish this and immigration law for parents. Parents task. at the Children's School's volunteer in the classroom, the library and in the office. First, all the classes are taught in themati- The school's parents association especially cally-based clusters such as Civilization, or looks out for families in need within its Systems and Structures that bring infor- school community. They support learning mation together with written and spoken in the classroom and social activities to expression. No separation exists between bring the actuality of "inclusion" home.

5 BEST COPY AVAILABLE 8 NYNSR'S SCHOOLS Decisions By the School, For the School

hared decision making is a The Earth School's Lower East Side com- key to the strengths and munity thoroughly shares responsibility and effectiveness of NYNSR the decision-making process. schools. No two schools run quite the same way, but all Today, parents sit at the table as equals recognize the advantage of making school decisions about health and 0building partnerships to make decisions. safety or negotiating for more space. They Whether the issue involves curriculum, dis- also serve on personnel committees that cipline, standards, building space, a sports interview or hire new staff, and work with program, personnel or professional train- building staff overseeing construction and ing, decision making is shared with con- repair projects. They deal with the budget stituencies. NYNSR schools provide many and how the school allocates precious models for schools throughout the system resources.In the words of one parent par- that are fashioning or refining their leader- ticipant, "I love to be a parent in a school ship teams as required by the state and the where parents and teachers make decisions Chancellor. A look at The Earth School, an together, because the decisions are better!" elementary school in Manhattan, and The Teachers joining The Earth School create Renaissance School, an unusual Queens and sustain the school's philosophy and school that serves children from kinder- practices. They devise lessons inspired by garten through grade 12, illustrate colle- the natural world that engage children and gial decision-making. stimulate learning language and literacy Three principles guide both The Earth skills. The classes incorporate science, School's studies and its operation from top math and technology. Calculating, map- to bottom: ping, geography and history are tightly woven into the children's studies. The Everything must go somewhere; youngest students explore the neighbor- There is unity in diversity; hood, make and share their discoveries in All in nature is interdependent. songs, pictures and words. Older children tackle increasingly complex topics such as An ecological institute for elementary stu- the history of the New York region from dents, the school's curriculum promotes 1600 to the present, drawing on New York environmental awareness through studies City's museums to experience the past. of the natural world and the local environment. In 1992, The Earth School emerged Throughout the school, students explore from a collaborative vision of four teachers, the four R's: Reduce, Reuse, Recycle and and its realization remains collaborative. Rethink. The Earth School breathes life 9 BEST COPY AVAILABLE into the idea of creating a sustainable five to ten environment As the children make deci- teachers sions about the materials they use and Teachers for how they dispose of them, they embody each cluster the school's management and theme meet up to two Children share recycling work and collabo- hours a week rate on ideas for reducing and reusing at to discuss and school and at home The school song, plan, solve written by the children, clearly expresses problems and the overall philosophy decide questions about We all live on the same great earth scheduling, It is our place to grow curriculum We need to treat it with respect and ordering materials. Parents are wel- Or we'lr have no place to go. come to attend one of these meetings a month. A Collaborative School Governance The Renaissance School in Jackson group, which includes one teacher and one Heights, Queens, also integrates teachers, parent from each cluster, two high school parents and, at the older grades, students students, the principal and a representative into its decision-making committees and from all other staff groups, meets monthly to groups. While this kind of collaboration look at the big picture. The third level of requires constant work, the principal insists governance is the Coordinating Council that that it is "very important to hear many voic- meets once a week and deals with school- at makes The Earth School unique is the iL.crecatIe !cue!, of parent mvelvement beyond the orary roles." --parent, The Uritt School

es and to empower different people at dif- wide problems such as space and other ferent levels at the school. We have day-to-day concerns. learned that 'in context' development works better than the outside expert model."It is At Renaissance there is a strong correla- the only K-12 public school in New York tion between participation and achieve- City and is explicitly designed to foster the ment: more dialogue is built into deci- next generation of academic and civic lead- sions, the solutions that emerge are better ers through long-term association with the and people feel the satisfaction of partici- school's high standards and values of citi- pating. According to one high school stu- zenship. Current enrollment is 450. dent, "My family gradually learned the workings of the school and how to support The Renaissance School handles decision my studies.I learned the underlying mes- making through three different levels. sage that school is important and what we Classes are organized into two clusters of do here counts."

BEST COPY AVAILABLE 10 NYNSR'S SCHOOLS Strong Partnerships Build Strong Schools

trong and able paitners lend rallying cry of "inspiring excellence without expert support to many NYNSR exception."In tandem with this academic schools and share the focus, the members have set social schools' commitment to excel- change/justice and community organizing lence and student achieve- themes for the school. Teachers work to ment. In designing some new interweave these themes into the class schools,0 parents have joined as active discussions and readings. These themes partners; in others, businesses and non- are further brought to life through ACORN profit groups have lent a hand. Aware that students' and members' campaigns to today's students are New York's leaders for improve community services education, the next century, NYNSR's many partners recreation, housing, health, crime preven- provide opportunities, program resources tion, etc. and share values for building the future. ACORN Community High School in Crown At ACORN high school, an organizer from Heights, Brooklyn, and the Jonas Bronck the ACORN organization works with teach- Clearpool Family School in the Mott Haven ers, students and parents to carry out area of the Bronx show two partnerships in action. wAveryone t s pride in the A few years ago, ACORN Community High School was just a dream shared by some school and the teachers make it determined parents, who were members of the Association of Community excitirg 1ecause they all want Organizations for Reform Now, abbreviat- ed ACORN. Together they made their to be here. about it dream a reality in 1996. The school offers rigorous academic programs and sets high is special."Julia earth, parent, ACORN Communit) standards to help its students succeed in further education or in careers, using a Nigh School in Crown Heights 8 BEST COPY AVAILABLE 11 "Here the teachers care more about you. They explain things

these issue campaigns that affect the to you.Juan Diaz, student, ACORN Community High school and the community. One focus is an environmental action campaign involv- School in Crown Heights ing community residents, students and teachers. Students conduct a neighborhood survey, researching pollution sources 600 children. Jonas Bronck's families such as dry cleaners or refuse dumped in needed more than just "a little help from abandoned lots. They examine who has their friends," and by partnering with a responsibility for addressing these prob- nonprofit organization specializing in help- lems and organize to take appropriate ing children, adolescents and parents, actions. The principal says, "ACORN they found just the help they needed. knows how to approach things and helps you get results." The "Family" in the long name Jonas Bronck Clearpool Family School is key to The ACORN partnership galvanizes parent the approach for student success.In and community support for student 1994, Clearpool's collaboration helped achievement and for school programs. create a year-round two-campus school Together, the school and the organization, that addresses family needs and promotes are pushing for the creation of a recre- family achievement as the basic support for young children. The after-school program that runs until 6 PM provides recre- Most of NYNSR's 3,500 teachers actively songht to he in their ation and more learning to meet the chil- schools.NYNSR schools also attract sirii s of new dren's academic needs. Parent counsel- ing and an on-site vocational program for and young educators, eager to he part at c!:-...724.t.tc, coiuitted and ;parents and family members is helping energetic school communities.Some oi te;ichers -:ipeople gain the skills they need to work. receive special professional support and nLtobg thro..!gli the ; "The program lifts them up. They feel more confident, they have goals," says the New Educators Support Team, a collahorativi: project of NOSR, the on-site Clearpool social worker. Board of Education and the UFT, made possibh.: by Time 1.arner, Inc. .; This partnership offers the school a sec- ational center where the high school ond campus in Carmel, NY, where chil- teams can play and where neighborhood dren and teachers go to extend their residents and their children can shoot knowledge, work on science, art and liter- hoops too. The organization is also a key ature through the opportunities jointly cre- supporter of the academic program, the ated by the school's staff and Clearpool's performing and visual arts program and educational program. Throughout the the technology initiative that offers multi- year the school's classes prepare for these media career exploration. educational excursions: Clearpool staff come to the school before each trip and The school's unswerving focus on excel- follow up the lessons with a return trip. lence demands that students aim high Each summer, the children can spend up and work hard. The school and commu- to two weeks at the Carmel location, read- nity organizing support that ACORN ing, writing, hiking, observing, thinking brings, integrates students into the com- and raising their level of cUriosity. munity and the community into the life and achievement of the school. Such a Though the school ends at sixth grade, the partnership can only succeed. Clearpool partnership stays with the students through high school. Students com- Jonas Bronck Clearpool Family School, for mit to SEO's (Sponsors for Educational grades PreK-6, represents a merger of val- Opportunity) program that offers supple- ues. The Bronx school, together with mental classes twice a week, college prepa- Clearpool/SEO (Sponsors for Economic ration workshops, campus trips and guid- Opportunity), a nonprofit organization, and ance through the college application the Vocational Foundation, Inc., is revers- process. The extra classes and attention ing a record of low achievement to a teens receive through mentors and intern- record of rising achievement for its nearly ships, cement their academic gains fully. 9 BEST COPYAVAILABLE 12 NYNSR'S SCHOOLS Student Assessment is Linked to Student Achievement

aleasuring how well children involved in 67 percent more classroom time are learning their school than the national average, and they make lessons has never been an the commitment in writing.In addition, all easy task. Some children KIPP students have a chance to learn to take fact-based tests well, but play a musical instrument. have difficulty with essay-type tests. Others perform extremely well in KIPP's principal says, "Careful planning class, create outstanding projects, but do gets to high achievement. High quality less well when it comes to pencil and lessons really engage the children, keep paper exams. NYNSR's small schools rec- them on task and involved in learning." ognize the individuality of each child's The school emphasizes basic skills along learning style and the necessity to gauge with literacy and the ability to analyze and student progress regularly and to gear think things through. Wings' structure instruction accordingly. Within the context guides students through increasingly com- of state and city standards, each school's plicated school work on its way to preparing faculty adopts the curriculum and assess- them to attend college and succeed once ment tools to help their students under- there. Ambitious year-long courses ensure stand and master their work. that classes read and analyze a wide variety of materials in the humanities, sciences, At the KIPP Academy middle school, the math and the arts. Course work is aligned faculty measures student achievement pri- with city and state standards. marily through regular testing, using essay and multiple choice tests.In addition, Wings Academy, a Bronx high school of 380 teachers collect student work throughout students, aims high. The school originated the year to look at results over a longer from a redesign of a much larger, lower per- period of time and discuss these with stu- forming high school and serves the same dents and parents. At Wings Academy students who would have attended the for- high school, in addition to taking Regents mer school.It welcomes typical city stu- Competency exams, seniors must complete dents and exposes them to a challenging seven final projects to graduate. A suc- academic curriculum over four years.Its cessful project incorporates research, writ- students are required to perform community ing, inquiry, visual aids and an oral presen- service and to participate in a career intern- tation in a personal "portfolio." Students ship. These carefully monitored outside must present the project to a panel of activities build a sense of responsibility and teachers and field questions. Wings' princi- develop skills.All students have small advi- pal explains that the portfolio allows young sory classes that offer opportunities for stu- men and women to demonstrate what they dents and teachers to get to know each know and what they are able to do with other well and to ensure that each young- regard to subject content, critical thinking ster receives close attention. and applying their knowledge. "It is the While each school favors one kind of most effective method to prepare adoles- assessment over another as right for their cents for success in college and beyond," students, achievement and success are the she said. school's bottom line. KIPP's concentration KIPP (Knowledge Is Power Program) of fine-tuned curriculum, focus and a Academy proclaims to its South Bronx mid- much-longer than average school day is dle schoolers that there are no shortcuts to learning. Its doors open at 7:25 AM and I I school is in session until 5:00 PM. And there's more:its 225 students attend four I I I I I I hours on Saturdays and for three weeks in the summer.Families willingly commit I " I themselves and their children to be

10 BEST COPYAVAILABLE 1 3 one year in the school, 50 percent of Wing's 1 I first class succeeded in passing Regents Competency Tests in spite of having entered the school significantly deficient in reading, writing and math skills. As seniors in 1998, more than 90 percent of this class had passed the exams. Students' attendance turning below average students into high records were also poor prior to coming to achieving ones. KIPP was the highest per- Wings. The school's attendance figures forming middle school in its district as mea- show continuing improvement: from 80.5 sured by reading scores, math scores, percent in 1994, to 85.4 percent in 1998. improvement in test scores and attendance. But perhaps the most inspirational assess- Student attendance stands at 96 percent. ment comes from the outside. In a com- Parent attendance at teacher-parent confer- munity where too few people aspire to go to ences and family nights often reaches an college, Wings's students soar 90 per- extraordinary 98 percent.In 1997, over 55 cent of its graduating class was accepted to percent of the school read above the nation- either a two- or a four-year college. al average and 89 percent scored higher than the national average in math. Wings Academy's instructional success was recognized by Chancellor Rudy Crew who Wings' educational approach demonstrates invited Wings to be among the first schools a similar, hard-won success. In 1994, after he converts to charter schools.

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Cent Island RAT BEST COPY AVAILABLE_ Prospective students, parents and Wings Academy H 7 Middle College HS at Medgar Evers H 38 1122 East 180th Street 402 Eastern Partway the general public are invited to Phone: 718-597-1751 Phone: 718-773-7765 visit NYNSR's small schools. Fax: 718-931-8366 Fax: 718-773-7849 Please contact the school directly, New Program at PS 261 E 34 Brooklyn 314 Pacific Street or call the NYNSR Office to arrange ACORN Community High School In Phone 718-330-9275 a tour: (212) 369-1288. Crown Het& H 42 Fax 718-260-9022 561 Grand Avenue Public School 46 E 32 Many academies and programs con- Phone: 718-783-2258 100 Clermont Avenue Fax: 718-789-22E0 Phone: 718-8347694/95 tained in a number of these schools Beginning with Children School E 22 Fax; 718-243-0726 are not listed separately 11 Bartlett Street Public School 139 E 31 Phone: 718-388-8847 am Rugby Road E = Elementary; M = Middle; H = Fax: 718-388-8336 Phone: 718-282-5254 High. Numbers on the right corre- Benjamin Banneker Academy for Fax: 718-282-6125 Community Development M/I-1 19 27 spond to locations on map. Rafael A. CorderoAS 302 M 77 Clinton Avenue 350 Unwood Street Phone: 718-797-3702 Phone: 718-647-9500 Fax 718-797-3862 FaX: 718-827-3234 The Bronx Bridges to Brooklyn MA-i 25 Science Skills Center for Science, 350 Coney Island Avenue Technolre and the Arts H 37 Banana Kelly's School of Learning Through Community Phone: 718-853-6184 49 Flatbush Avenue Extension Building H 12 Fax: 718-853-6356 Phone: 718-243-9413 991 Longwood Avenue Fax: 718-243-9399 Phone: 718-842-1379 Brooklyn College Academy M/1-I 24 Fax: 718-842-1299 2900 Bedford Avenue, Rm. 1311 James Hall Thomas Jefferson High School H 45 Phone: 718-951-5941 400 Pennsylvania Avenue Bronx Coalition Community School for Fax: 718-951-4441 Phone: 718-345-1801 Technology H 14 Fax: 718-345-2014 1300 Boynton Avenue The Brooklyn International Nigh School H 21 Phone: 718-842-4945 49 Flatbush Avenue Extension Fax: 718-842-5226 Phone: 718-643-9315 Manhattan Fax: 718-643-9516 Bronx New School E 15 21st Century Academy tor 3200 Jerome Avenue Brooklyn New School E 30 Community Leadership E 118 Phone: 718-584-8772 330 18th Street 4111 Broadway Fax 718-584-8935 Phone: 718-330-9288 Phone: 212-927-7856 Fax: 718-965-9576 Fax: 212-740-0305 Bronx School for law, Government & ltdce H 6 350 Gerard Ave. Brooklyn School for Global Studies M/1-1 33 Academy of Environmental Science M/1-1 59 Phone: 718-402-8481 284 Baltic Street 410 East 100th Street Fax: 212-402-8650 Phone: 718-694-9741 Phone: 212-860-5979 Fax: 718-694-9745 Fax: 212-987-0279 The Cily Island School E/M 18 200 City Island Avenue Business Leadership Institute at Adam Clayton Powell, Jr. Study Center Phone: 718-885-1033 South Shore HS (BUSS) H 20 for Law and Peace M 114 Fax: 718-885-2315 6565 Flatlands Avenue 509 West 129th Street Phone: 718-531-4454 Phone: 212-693-5977 Fannie Lou Hamer Freedom HS H 9 Fax 718-251-0248 Fax: 212-690-5980 1021 Jennings Street Phone: 718-861-0521 Chaney, Goodman and Schwerner Adolph S. Ochs Elementary School at Fax: 718-861-0619 Leadership Academy H 28 PS III E 112 850 Grand Street, Rm. 205 440 West 53rd Street IS 162/Lola Rodriguez de llo M 2 Phone: 718-218-8186 Phone: 212-582-7420 6C0 Saint Anne's Avenue Fax 718-218-8521 Fax: 212-245-7236 Phone: 718-292-0880 FaX: 718-292-5735 The Children% School E 26 Alfred E. Smith Elementary School at PS 1 E 110 512 Carroll Street 8 Henry Street Jonas Bronck Academy M 1 Phone: 718-624-5271 Phone: 212-267-4133 Hayden Hall, 4525 Manhattan College Phy Fax: 718-522-1879 Fax: 212-267-4469 Phone: 718-884-6673 Fax 718-884-6775 Christa McAuliffe Educational Complex M 43 Anthony Corlears INS M 108 1171 65th Street 220 Henry Street Jonas Bronck Clearpool Family School E 5 Phone: 718-236-3394 Phone: 212-962-7205 165 Brown Place Fax: 718-236-3638 Fax: 212-566-8032 Phone: 718-292-4502 The Clinton Hill Elementary School/PS 20 E 29 Ballet Tech M/1-1 107 KIPP Academy at PS 156 M 4 225 Adelphi Street 890 Broadway 750 Concourse Village West Phone: 718-834-6744 Phone: 212-777-7330 Phone: 718-665-3555 Fax 718-243-0712 Fax: 212-353-0936 Fax: 718-665-6910 Cypress Hills Community School E 35 The Beacon High School H 104 The tab School / PS 315 E 8 350 Unwood Street 227-243 West 61st Street 2246 Jerome Avenue Phone: 718-277-5044 Phone: 212-245-2807 Phone: 718-584-7441 Fax: 718-277-5051 Fax: 212-245-2179 Fax 718-584-7433 Ditmas Educational Complex M 36 Bread and Roses Integrated Arts HS H 105 Mott Haven Village School E 16 700 Cortelyou Road 6 Edgecomb Avenue c/o PS 30, 510 East 141st Street Phone: 718-941-5450 Phone: 212-926-4152 Phone: 718-292-7391 Fax: 718-693-7433 Fax: 212-926-4317 Fax 718-292-8535 El Puente Academy for Peace and Justice H 40 Cascades Learning Center HS H 101 New School for Arts & Science H 10 211 South 4th Street 62 Mott Street, Room 409 1025 Morrison Street Phone: 718-599-2895 Phone: 212-343-1833 . Phone: 718-542-1537 Fax: 718-599-3087 or 387-6816 Fax 212-343-9311 Fax 718-542-7413 The Essence School / IS 311K M 23 Center School M 96 Public School 89 E/M 11 809 Van Siclen Avenue 270 West 70th Street 980 Mace Avenue Phone: 718-272-8371 Phone: 212-678-2791 Phone: 718-653-0835 Fax 718-272-8372 Fax: 212-579-9728 Fax 718-231-2863 High School Redirection H 44 Central Park East 1 E 91 Richard R. Green Educational 226 Bristol Street 1573 Madison Avenue Complex/1S 113 M 13 Phone: 718-498-2605 Phone: 212-860-5871 3710 Bames Avenue Fax: 718-345-8069 Fax 212-876-3494 Phone: 718-653-2130 Fax: 718-547-5377 Luis Munoz Marin Elementary School E 41 Central Park East 11 E 89 330 59th Street 19 East 103rd Street Schomburg Satellite Academy, Bronx H 3 Phone: 718-492-0087 Phone: 212-860-5992 1010 Rev. James A. Polite Ave. Fax 718-492-9431 Phone: 718-542-27C0 Central Park East Secondary School M/I-1 87 Fax: 718-589-3710 Metropolitan Corporate Academy H 39 1573 Madison Avenue 362 Shemethorn Street, Room 310 Phone: 212-860-8935 University Heights High School M/H 17 Phone: 718-935-5911 Fax 212-876-3494 University Avenue & W. 181st Street Fax: 718-935-2783 Phone: 718-289-5300 Fax: 718-295-7572 t s 13 The Chelsea SchooV PS 33 E 106 John V. Lindsay Wildcat Academy H 66 Science School M 100 281 Ninth Avenue 161 Hudson Street 100 West 77th Street Phone: 212-244-6426 Phone: 212-219-9700 Phone: 212-678-2816 Fax: 212-629-6893 Fax 212-941-5793 Fax 212-721-9267 Coalition School for Social Change H 85 Julia de Burgos School M 62 Shuang Wen Academy E/M 102 220 West 58th Street 410 East 100th Street 293 East Broadway (at PS 134) Phone: 212-247-3651 Phone: 212-8E0-6025 Phone 212-683-2522 Fax: 212-247-5467 Fax 212-876-5359 Fax 212-683-2695

Columbus Academy M 84 Lambnarn High School H 64 Special Music Sehool of America E 103 1()3 West 77th Street, Room 304 220 West 58th Street 129 West 67th Street Phone: 212-678-2923 Phone: 212-247-3414 Phone: 212-501-3318 Fax: 212-721-9269 Fax: 212-247-3602 Fax 212-501-3339

Community Action School M 83 The Leadership School H 113 Thurgood Marshall Academy for 154 West 93-d Street do IS 22, 111 Columbia Street Learning and Social Change MA-I 119 Phone: 212-678-5888 Phone: 212-254-6879 6 Edgecomb Avenue Fax 212-961-1613 Fax 212-254-8123 Phone: 212-283-8055 Fax: 212-283-8109 Community Service Academy M 109 Legacy School for Integrated Studies M/1-1 65 4603 Broadway 34 West 14th Street Urban Academy H 120 Phone: 212-567-2589 Phone: 212-645-1980 317 East 67th Street, Room 201 Fax 212-567-2974 Fax 212-645-2596 Phone: 212-570-5284 Fax 212-570-5366 Computer School M 92 Lower East Side School E 80 100 West 77th Street 333 East Fourth Street Vanguard HS H 121 Phone: 212-678-2785/2358 Phone: 212-982-0966 317 East 67th Street, Room 401 Fax: 212-678-2836 Fax: 212-260-4012 Phone: 212-517-5175 Fax 212-517-5334 Cmssmads School M 79 Manhattan East School M 70 234 West 109th Street 410 East 100th Street W. Haywood Bunn School/PS 176 E/M 122 Phone: 212-678-5850 Phone: 212-860-5854 4862 Broadway Fax 212-866-1812 Fax 212-876-5359 Phone: 212-5E9-0290 Fax: 212-795-9611 Early Childhood Center E 76 Manhattan International HS H 71 334 Greenwich Street 317 East 67th Street Tbe William T. Harris School at PS 11 E 117 Phone: 212-732-4392 Phone: 212-517-6728 320 West 21st Street Fax 212-766-5895 Fax 212-517-7147 Phone: 212-929-1743 Fax 212-989-7816 Earth School E 74 Manhattan School for Children E 82 606 East 6th Street 234 West 109th Street Phone: 212-979-3396 Phone: 212-678-5856 Fax: 212-979-3391 Fax 212-678-5856 Queens East Side Community School M/1-1 Manhattan Village Academy 69 H 73 Academy of American Studies H 53 420 East 12th Street 43 West 22nd Street 28-01 41st Avenue Phone: 212-4W-8467 Phone: 212-242-8752 Long Island City Fax: 212-260-9657 Fax: 212-242-7E30 Phone: 718-361-8786 Elias Howe SchooliPS 51 E/M 68 Muscob New School E 77 Fax 718-361-8832 520 West 45th Street 4812 Broadway Active Learning Prep School (ALPS)at Phone: 212-757-3C67 Phone: 212-5690417 PIS 180 M 55 Fax: 212-582-8861 Fax 212-5E9-7765 320 Beach 104 Street Ella Baker School E 75 Neighborhood School E 78 Rockaway Beach 317 East 67th Street, Room 227 121 East Third Street Phone: 718-634-1555 Phone: 212-717-8809 Phone: 212-387-0195 Fax 718-634-1554 Fax 212-570-5366 Fax 212-387-0198 Community Center School at PS 14 E 46 Emily Dickinson School and The New Torn City Museum School MA-I 115 107-01 Otis Avenue West Side Academy E 72 333 West 17th Street Corona 735 West End Avenue Phone: 212-675-62066503 Phone: 718-699-6071, ext. 107 Phone: 212-866-54C0 Fax: 212-675-6524 Fax 718-699-3224 Fax 212-678-2878 New York Settlement School M 81 The David Porter School E 51 The Family Academy E 111 442 East Houston Street, Room 424 41-77 Little Neck Parkway 220 West 121st Street Phone: 212-674-9120 Little Neck Phone: 212-678-2869 FaX: 212-677-9185 Phone: 718-423-8491 Fax 212-749-1581 Attn: NY Settlement Schcol Fax: 718-423-8531

Fred R. Moore Elementary School E 67 Public School Repertory Company H 86 tntemational HS at LaGuartlia 2121 Fifth Avenue 123 West 43rd Street Community College H 54 Phone: 212-693-5936 Phone: 212-382-1875 31-10 Thomson Avenue, Room MB52 Fax 212-690-5939 Fax 212-382-2306 Long Island City Phone: 718-482-5455 Fredetick Douglass Academy M/H 60 REACH Community School E/M Fax 718-392-6904 2581 Adam Clayton Powell Blvd. 113 East 13th Street, Genesis Apts. Phone: 212.491-4107 Phone: 212-979-0244 Irwin M. Altman Middle School M 47 Fax: 212-491-4414 Fax: 212-979-6225 81-14 257th Street Floral Park Harbor Academy for Science & the Arts E 56 River East, E 90 Phone: 718-831-46W 1 East 104th Street 116th & FDR Drive Fax 718-831-46W Phone: 212-427-2244 Phone: 212-860-6033 Fax 212-293-0218 Fax 212-860-7054 Middle College HS at LaGuardia CommunIty College H 52 Humanities Prep H 57 Roberto Clemente SchooVIS 195 M 93 31-10 Thomson Avenue, Room 1101 351 West 18th Street 625 West 133rd Street Long Island City Phone: 212-929-4433 Phone: 212-693-5848 Phone: 718-349-4000 Fax 212-929-4445 Fax: 212-W0-5999 Fax: 718-349-4003

Insfihne for Collaborative Education M/1-1 58 Satellite Academy, Chambers H 94 The Renaissance School E/M/H 49 345 East 15th Street 51 Chambers Street 35-55 81st Street Phone: 212-475-7972 Phone: 212-347-1410 Jackson Heights Fax 212-475-0459 Fax: 212-964-5587 Phone: 718-803-0060 Isaac Newton School for Math & Science M 61 Satellite Academy, Forsythe H 95 Fax: 718-803-3785 East 116th Street & FDR Drive 198 Forsythe Street, Room 210 Robert F. Kennedy Community Phone: 212-860-6036 Phone: 212-677-WOO Higir School H 48 Fax 212-348-1167 Fax: 212-260-3063 75-40 Parsons Blvd. Isidor Stmuss/PS 198 E 116 School for Academic & Athletic Excellence M 97 FlushirT 1700 Third Avenue 154 West 93rd Street, 6th Floor Phone: 718-969-5510 Phone: 212-289-3702 Phone: 212-678-5831 Fax 718-969-5524 Fax: 212-410-1732 Fax 212-678-5E31 Robert F. Wavier, Jr. Institute for Arts Jacob A. Rils Elementary School E 63 School for the Physical City M/1-1 98 & Technolog M/1-1 50 80 Catherine Street 55 East 25th Street 47-07 30th Place Phone: 212-962-21 Phone: 212-683-7440 Long Island City Fax 212-385-0348 Fax 212-683-7338 Phone: 718-472-5671 Fax 718-472-9117 School of the Future M 99 127 East 22nd Street Phone: 212-475-W6 14 Fax 212-475-9273 17 BEST COPY AVAILABLE Small School NYNSRIS CENTER FOR EDUCATIONAL INNOVATION (CEI) Networks Sponsoring Sy Fliegel, President NYNSR's small schools network Partners Cole Genn, Annenberg with each other, sharing ideas and ACORN (The New York AssociationSenior Fellow support, and working together on of Community Organizations for CEI, now an independent non- common priorities such as profes- Reform Now). profit organization, was established sional development, curriculum, Gwendolyn, Jacobs, President, in 1989 as part of The Manhattan use of technology, assessment and NY ACORN Executive Board Institute. CEI is a premier force accountability. Some networks areBertha Lewis, Head Organizer, in revitalizing public education. established groups with regular Brooklyn ACORN The CEI actively encourages and meetings and collaborative activi- ACORN is a grassroots community develops public schools as ties, the majority involving three to organization governed by its mem- communities of learning. CEI's eight schools. Other networks are bership of over 22,000 low to mission is to transform public informal, with schools coming moderate income families. education in America by shifting together as needed to address a Beginning with campaigns to accountability from centralized specific interest or concern that is improve specific schools, ACORN bureaucracies to local schools better addressed in a group than members' education work has and by creating systems of by in isolation. The following are mainly been: 1) to develop small school choice for communities. networks that have been active: autonomous public schools which Our hands-on work empowers ACORN Network are characterized by high educa- teachers, parents, students and tional standards, social community organizations to work Alternative Assessment Network change/community organizing together to design innovative Bronx Manhattan Queens Middle activities, and curriculum themes, schools characterized by entre- School Network democratic governance, and preneurial leadership and high Bronx Schools and CPESS strong parent/community involve- Network academic achievement. With ment); 2) to wage citywide cam- more than 120 years of combined Brooklyn Exploratory Network paigns around equity and access experience as teachers, princi- Brooklyn Middle School Network issues as documented in ACORN'spals and school superintendents, Campus Schools Network Secret Apartheid I,II, and III CEI's staff of Senior Fellows pro- Core Knowledge Elementary reports, as well as around issues ofvides leadership to dozens of Network school overcrowding, inadequate schools and school districts in District 3 Network facilities, and systemic reform. New York City and inspires District 4 Network others around the country to Dual Language Network CENTER FOR COLLABORATIVE follow their lead. EDUCATION (CCE) Empowerment Zone Network Priscilla Ellington/ NEW VISIONS FOR PUBLIC Family Network Heather Lewis, SCHOOLS High School Network Co-Executive Directors Beth J. Lief, President & CEO Inclusion Network Arthur Foresta, Vice President CCE is a network of New York City Interboro Network for School New Visions for Public Schools Renewal public schools, working in cooper- ation with the Coalition of works with the New York City International High Schools Partnership Essential Schools (CES). CCE's school system, the private sector and the community to mobilize Julia Richman Coalition Campus work is built on the successful School Complex Network practices of its members' schools resources and develop programs and policies that lead to signifi- K-12 Learning Laboratory Network and is based on the belief that schools serve children best when cant, lasting improvement in the Kings and Queens Collaborative parents, students and educators achievement of all children. New Latino Network collaborate to build student-cen- Visions and its partners take the Literacy Network tered communities. The success most direct route to change by Lower East Side Network of schools in creating learning working in the classroom, where Middle School Network environments that can achieve learning happens, to shape pro- Network for Collaborative School such goals is based on a shared grams that address the needs of Reform set of twelve principles. The CCE educators, students and parents. New Brooklyn Network network of schools share their New Visions is assisting educators to prepare for the higher aca- New Visions Network knowledge and practice in an ongoing exchange with schools demic standards adopted by the New York Performance Standards city and state. New Visions also Consortium and districts working for education reform. Thus, the members' helps to provide up-to-date books 0. Henry Learning Center Network schools both drive the agenda for and technology, working libraries, RECPE Network education reform and provide the intimate and rigorous learning key resources for supporting environments in small schools, school change. CCE is the con- and opportunities for educators to duit for this school-led effort. learn and grow professionally.

1 8 15 Support for NYN'SRConsultative Martha Graham, Vice President Council Manager of Public Education Private Funders Initiatives The Annenberg Foundation initi-Richard I. Beattie, Chairman, Chase Manhattan Bank ated NYNSR in 1994-1995 with Executive Committee Jacqueline Huey a five-year, $25 million Simpson, Thacher & Bartlett Asian Americans for Equality Annenberg Challenge grant that Amalia Betanzos, Lupe Ivery, Member was matched by private contrib- President & CEO ACORN Education Committee utors.It was also matched by Wildcat Service Corporation New York City Board of Gwendolyn Jacobs, President Linda Bradley, Parent NY ACORN Executive Board Education. Rockaway New School Gail Kipper-Horch, Director In addition to the Annenberg Lillian Castro, Director of Manhattan East Foundation, NYNSR acknowl- Administration Educators for Social Beth J. Lief, President & CEO edges the generous support of New Visions for Public Schools the following private funders: Responsibility Emelda Cathcart, Director Eduardo LaGuerre, Executive Time Warner, Inc. Corporate Contributions Director* Aaron Diamond Foundation Time Warner, Inc. Neighborhood Association for Charles Hayden Foundation Inter-Cultural Affairs Edward Costikyan, Counsel Ford Foundation Paul Weiss, Rifkind, Wharton & Bertha Lewis, Head Organizer The Chase Manhattan Garrison Brooklyn ACORN Foundation Olivia Lynch, Director Carnegie Corporation of New Rudolph F. Crew, Schools Chancellor** School for Academic & Athletic York NYC Board of Education Excellence Stella and Charles Guttman Vincent McGee, Foundation Peter Davidson, President Latin Communications Group, Inc. Executive Director Viacom Inc. Irene Diamond Foundation Nippon Steel U.S.A., Inc. Louis Delgado, Co-Director Vanguard High School Leslie Moore, Principal Educational Complex at JHS 99 Raymond Delmanico, Executive Community Support Director Yolanda Moses, President Many others have directly sup- Public Education Association City College ported NYNSR schools and pro- City University of New York Hazel DuBois, Dean grams with funding, time, The Renaissance School Judith Rizzo resources, dedication and com- Deputy Chancellor for mitment. Too numerous to Priscilla Ellington/Heather Lewis, Instruction Co-Executive Directors name, these supporters include NYC Board of Education Center for Collaborative cultural institutions, such as Education Peter Rose, President museums and performing arts Clearpool, Inc. organizations, colleges and uni- Edith Everett, Trustee City University of New York Ninfa Segarra** versities, community organiza- Deputy Mayor for Education and Sy Fliegel, President tions, corporations and local Human Services businesses, labor unions, health Center for Educational City of New York and service providers, and pro- Innovation David Seinfeld, Principal* fessional associations. Through Carol Foresta, Principal Robert F. Kennedy Community their help, NYNSR's small Bread & Roses High School for High School schools have been able to devel-Integrated Arts David Sherman, Vice President** op and sustain the diversity, Luis Garden Acosta, United Federation of Teachers vitality and effectiveness that President & CEO characterize them. El Puente Santiago Taveras, Director Banana Kelly School of Learning Through Community Building 66t2imy ID:- \TOM o@LooIloil nze tomga° William C. Thompson, Jr., President** n Vont EsnE, ,noTt YMESIO )7_M LM1130:17C NYC Board of Education Carmen Vega-Rivera, GEMMtfigla EKla TAM COME29% ix1 T7129E02 Executive Director East Harlem Tutorial Program tEzsm, motelo ZoT otaw ogaDOng. Dennis Walcott, President & CEO New York Urban League Mooe oamozno uco LalLoalag to TOWatEMEG ocammtAom MeTifu WoTHE * Co-Chairs ** NYNSR Steering Committee David Sherman, Vice President, FT (As of 1199)

16 19 NEW YORK NETWORKS FOR SCHOOL RENEWAL Fact Sheet

New York Networks for School Renewal (NYNSR) is a five-year, collaborative project begun in 1995 as part of the Annenberg Foundation's Challenge to revitalize American public schools. The Annenberg Challenge is a public-private partnership serving over 1.3 million urban and rural students in more than 30 states. The Challenge involves 2,300 schools, including about 50 charter schools.

As part of the Annenberg Challenge, New York Networks shows that small, personal environmentsoffer opportunity for quality education and high achievement for all students.It is increasing the number of small public schools, especially in low-income areas. NYNSR works to spread effective educational practices throughout the school system and advocates that accountability and authority rest with those closest to the students to ensure success.

Four organizations with years of experience in public education reform collaborate in NYNSR: ACORN (Association of Community Organizations for Reform Now), the Center for Collaborative Education (CCE), the Center for Educational Innovation (CEI), and New Visions for Public Schools.

Schools and Students: NYNSR Schools: Beginning with 80 "founding schools," NYNSR has created 60 additional new public schools and programs, many in low-income areas. These 140 schools serve more than 50,000 throughout the New York City.

Who are Served: NYNSR schools serve more African-American and Latino students, as well as more poor students than other NYC public schools.

English Language Learners: NYNSR has increased the use of dual language and other models for educating English language learners, as seen in the International Middle School at Ditmas Educational Complex in Brooklyn and the three high schools of the International High School Partnership Network in Queens, Manhattan and Brooklyn.

Results: Reading:In one year, between 1996 and 1997, the proportion of students attending NYNSR's "founding" schools reading at or above national average for grades 3-8 rose 5 percent.

Parents: A survey of NYNSR parents found that more than 70% reported they were "satisfied" or "very satisfied" with aspects of their schools, including quality of teaching, what students learn and safety in the schools. 20 1873 Madison Avenue. Room 425, New York, NY 10029-3899 Tel: (212) 369-1288, Fax: (212) 369-0768, Website: www.nynetworks.org "Holding Power": NYU researchers found that 94% of all elementary and middle school students who began the 1995-1996 school year in a NYNSR school were still there in June, compared with 91% of students in all NYC schools who stayed the full year.

High Schools: Data on the NYC Class of 1997 showed that NYNSR's academic high schools graduated 58% of their students with only 5% dropping out, according to NYU analysis. These rates compare with a 48% graduate rate and a 16% dropout rate for high schools citywide.

Cost: NYU research found that because of their much higher graduation rates and lower dropout rates when compared with other NYC high schools, NYNSR's small high schools produced among the lowest cost per graduate in the NYC school system.

Impact on Policy: Choice: NYNSR's small schools have pushed the system to offer more choice for students and their families when selecting a school. To develop additional small schools, the NYC Board of Education created the Office of New School Development, adopting the process used to create NYNSR's schools.

Charters: NYNSR's "charter-like" schools expanded the notion of community Involvement in the creation, governance and culture of schools. They represent the diversity, excellence and innovation the state envisioned in its charter school law.Five NYNSR schools were among the first public schools invited by Schools Chancellor Rudy Crew to explore conversion to charters.

Autonomy: NYNSR long advocated school-based decision making and greater school autonomy. The Chancellor's performance-driven budgeting initiative now brings school budget decisions to the school level. The 1996 state education governance law empowers school leadership teams of parents and educators to make school decisions.

Redesign: The redesign of large schools and low-perforance schools into smaller units, modeled by NYNSR, is now widely practiced throughout the system.

Teacher Union Flexibility: The UFT and the Board of Education negotiated a change allowing school- based committees of small schools to select their own staff based on the school's educational goals. The option now offers similar flexibility to all schools.

New Teacher Program: Support for New Teachers: NYNSR has collaborated with the UFT, the Board of Education and Time Warner on the New Educator Support Team (NEST). NEST will enhanceneW teachers' skills and improve teacher retention through critical support during the first years of teaching, when as many as 30% of new teachers leave the profession.

Public/Private Partnership: NYNSR is a public/private partnership that has matched the Annenberg Foundation's $25 million grant two to one with private and public funds. NYNSR directs over 87% of funds to supporting schools and school projects. The total cost of management, technical assistance and evaluation for NYNSR accounts for less than 12% of funding. 21 Available upon Request NYNSR Newsletter. Please Research, October 1998. A contact the NYNSR Office to report of the NYNSR be placed on the mailing list. Research Collaborative. NYNSR Directory of "What Questions are Participating Schools. Teachers Asking? Reflecting on Practice IS Professional ."Who We Are; Students and Development," by Nancy S"Chools in the NYNSR Barnes, Lang College, The pioi*,1995-1996," a New School for Social . :!0.00-Of,th,e. NYNSR Research, October 1998. A :.R4e0r0:Collaborative, report of the NYNSR .10itifutefor EdUcation and Research Collaborative ;$*POlith:NeW,York "Progress Report: Outcomes NV Study, January 1999," a "The,titecit. lzginfStudent report of the NYNSR Body on Schoàl Costs Research Collaborative, Performrmi**. Institute for Education and High Sobbiili; arina Social Policy, New York Stiefel, PftD., Pàtriáe Iota* LiniVersity, January 1999. Norm FruCtite44RobertiE Beme, Ph:Ocot y-P.artiOiPait Observation Study orEfPuente Academy for Wagner Graquate,.. ..Piace and listiCe by Pedro Public SerVite aria tf . Pedraza and*Melissa Rivera, Iritittite for Edu,batiOrtap, Center. for O'uertO.Ritan Social Policy,:NeW YO:t Studies Hunter 'College. A :PniversitY, April ,1998i,'-; , . .- ''.':40oort of thellYNSR, . "The New York CittlIciard.Of 'Oeseardittillaborative, to be Education's Data,Syttems;,An ;40eain49b9. Initial Approachra:reiDdrt::FV A.Otkatithi NYNSR Class of the NYNSR Research ,1998,,a report of the NYNSR Collaborative, Institljte.for'"' Education and Socielrdlicy; ReSeeich Collaborative, InstitUte for Education and New Ydrk University, Ai5d1 :- :.:Social Policy, New York 1998:'..FlOV:f.sfudent and': University, to be issued in sChool,:dafa, are collecte4 by a tbeEF3Oarril:OfEducation.:and Orgahiied.into reports niade Ongoing research about the aVailabileitbl[parents and the NYNSR project is being con- ducted by the NYNSR Research Collaborative. The "A Lai:duet:the NYNSR Class of1997,"'a report of the Research Collaborative includes the Institute for NYNSR, ResearCh Education and Social Policy, Collaborative, Institute:for New York University; the Educaticiriand Socialrolicy, Center for Puerto Rican New,YOrk University, July, Studies at Hunter College; 1998 Lang College, The New Report,,1998," School for Social Research; New York Networks for and the Community Service Scbcial Renewal Society of New York. Reports by the NYNSR Research "The New York Networks for Collaborative will continue to School Renewal Parent and be issued through 2001. Guardian Survey," A report on the satisfaction of parents Please feel free to contact whose children attend the the NYNSR Office for further Annenberg Challenge's small information or assistance. public schools in New York Lucille Renwick, Director City. A report of the NYNSR New York Networks for Research Collaborative, School Renewal Community Service Society 1573 Madison Avenue, of New York, October 1998. Room 425 "Report on Participatory New York, NY 10029-3899 Research for the New York Telephone: (212) 369-1288 Networks for School Fax: (212) 360-0765 n Renewal/Annenberg e-mail: Evaluation: 1997-98," by Lucille_Renwick@hotsnailcom Nancy Barnes, Lang College, nynsr@hotmailcom BEST COPY AVALABLE The New School for Social www.nynetworks.org ' New York, NY 10029-38991573 Madison Avenue, Room 425 23 24 0 U.S. Department of Education ]1 ,Thn(r--- Office of Educational Research and Improvement (OERI) National Library of Education (NLE) Educational Resources Information Center (ERIC) REPRODUCTION RELEASE (Specific Document) I. DOCUMENT IDENTIFICATION:

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