JULY 2015

What’s Wrong with Math and Science in NYC High Schools (And What to Do About It) by Clara Hemphill, Nicole Mader and Bruce Cory Founded in 2004, the Marie Curie the median pay is about $65,000, according to School for Medicine, Nursing and the Bureau of Labor Statistics. Health Professions is a small Bronx The sad irony is that at a school named for high school that attracts students the only person ever to receive Nobel Prizes eager to become registered nurs- in both physics and chemistry, few students pass Regents exams in either of those sub- es. The atmosphere of the school jects, and as a result, few are prepared for ca- encourages those dreams; students reers in science. Just 4 percent of Marie Curie wear scrubs to class and teachers students graduated in 2014 with an Advanced wear lab coats. Regents diploma—awarded to students who pass three college-prep math exams and two And at one level, the school is a success; more college-prep science exams (along with two than two-thirds of its students graduate with- history exams and one English exam). And just in four years, making Marie Curie a sturdy 20 percent of the school’s 2014 graduates had exemplar of the small school movement that test scores on basic algebra and English ex- has fueled a sharp increase in City’s ams that were high enough to avoid remedi- high school graduation rate since 2002. ation at CUNY. That means most Marie Curie graduates must pay to take remedial classes if But here’s the rub: Only a small proportion they go to college—classes they should have of Marie Curie graduates go on to four-year received for free in high school. college programs in nursing. Marie Curie’s graduates are more likely to become certi- The Common Core State Standards are sup- fied nursing assistants—a job which doesn’t posed to ensure that every student graduates require a college education—than registered from high school prepared for college or a ca- nurses, according to teachers at the school. reer. But an analysis of high school math and The median pay for certified nurse assistants science performance by the Center for New is about $24,000 a year. For registered nurses, York City Affairs shows just how far the city is

Graduation Trends Over Time, 2005−2014

Advanced Diploma Dropped Still Local Regents Regents Out Enrolled Diploma Diploma type: Diploma 100%

75%

50% Percent of students Percent

25%

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Expected Graduation Year WHAT’S WRONG WITH AND MATH SCIENCE IN NYC HIGH SCHOOLS (AND DO TO ABOUT WHAT IT)

2 from reaching that goal. While the graduation Number of High Schools Offering a College Prep Curriculum (Algebra 2, Chemistry and Physics) rate has steadily increased over the past de- in the 2013−14 School Year cade, the proportion of students receiving an 3 16 Advanced Regents diploma—one commonly used measure of college readiness—has stag-

nated. In 2014, just 18 percent of students Number of college- 136 prep courses offered starting high schools four years None One earlier earned Advanced Regents diplomas. Two All three 241 As new, more difficult exams aligned to the Common Core are phased in, Advanced Re- gents diplomas may be even further out of reach.1 Number of High Schools Offering an AP Math Curriculum (Calculus AB or BC, Statistics and Computer Science) in the 2013−14 School Year Another finding of the Center’s analysis shows 16 36 just how daunting that challenge could be. To- day, 39 percent of the city’s high schools do not offer a standard college-prep curriculum Number of AP Math courses offered in math and science, that is, algebra 2, physics None and chemistry. More than half the schools do One 112 Two not offer a single Advanced Placement course 232 All three in math and about half do not offer a single Advanced Placement course in science.2 For a complete list of schools click here.

Number of High Schools Offering an AP Science Curriculum Roughly 21 percent of New York City high (Biology, Chemistry, Physics, Environmental Science and Psychology) in the 2013−14 School Year

school students attend schools that don’t 11 4 20 offer courses in both chemistry and physics. Many of these are the new small high schools 36

that proliferated during the administration of Number of AP Science courses offered Mayor Michael Bloomberg. And even at Ma- None One rie Curie and other small schools where both Two 215 Three chemistry and physics are taught, too many Four Five students lack the grounding in math needed 110 to take or pass them.

1. The Advanced Regents diploma is only one measure of college readiness. Notably, the NYC public high schools in the New York Performance Standards Consortium, which are exempt from Regents exams, use portfolios and perfor- mance-based assessments to measure student achievement and some boast high graduation rates as well as college readiness, attendance and retention.

2. Advanced Placement classes are only one indicator of academic rigor. Schools that follow an early college model— such as Bard High School Early College and School of Inquiry, as well as schools that have robust College Now

WHAT’S WRONG WITH AND MATH SCIENCE IN NYC HIGH SCHOOLS (AND DO TO ABOUT WHAT IT) programs—may not offer official AP courses but do provide high-level courses for college credit.

3 (Three years of science is a graduation re- city high schools awarding Advanced Regents quirement in all city high schools. Students degrees. At the 100 schools where no Ad- at schools that don’t offer the full comple- vanced Regents diplomas were awarded, the ment of college-prep sciences meet that re- student body was 92 percent black and His- quirement by taking one of these sciences, panic. Many of these schools are among the usually biology—or as it’s known in New York hundreds of small secondary schools the city schools, “living environment”—and supple- has opened in recent years. menting that with courses such as forensics How have the city’s public high schools paint- or general science.) ed themselves into such an unenviable corner? The result is an intense bifurcation of the city’s Part of the explanation is the inadequate foun- public high school system–one that parents dation laid in elementary and middle school for frantic to get their children into top high schools taking college-prep science and math courses are acutely attuned to. Looking at statistics in high school—a shortfall that the Common from August 2014, the Center for New York Core curriculum is specifically designed to City Affairs found that 48 percent of the New overcome. And grappling with that shortfall York City public high school students receiving has been a key factor in both the undeniable Advanced Regents diplomas are clustered in successes and the unintended shortcomings just 25 schools. At 100 other schools, on the of the Bloomberg administration’s school re- other hand, not a single student received an form program. Advanced Regents diploma. Like so much else in the city’s public schools, Ending dysfunction, entrenching division: this dramatic split reflects an equally sharp What high school reform hath wrought racial divide. While white and Asian students That Bloomberg and his first schools chancel- make up less than one-quarter of citywide lor inherited a deeply dysfunctional public high school enrollment, they constitute system of public high schools is beyond de- roughly 70 percent of the students at the top

Graduation Attainment at Each High School, August 2014 Click to enlarge Advanced Diploma Dropped Still Local Regents Regents Out Enrolled Diploma Diploma type: Diploma 100%

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50% 25 schools 25 100 schools 100 ercent of students

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WHAT’S WRONG WITH AND MATH SCIENCE IN NYC HIGH SCHOOLS (AND DO TO ABOUT WHAT IT) 6,384 Advanced Regents diplomas (48% of city total) 0 Advanced Regents diplomas

4 bate. When they assumed office in 2002, by the high school, became mandatory; all 8th-grad- city’s calculations only about 51 percent of high ers were required to fill out applications listing school students graduated within four years—a their preferences for high school. graduation rate that had remained more or less The positive results were impressive. In De- constant for at least a decade.3 There were, to cember 2013, during his final weeks at City Hall, be sure, shining exceptions of excellent city Bloomberg released numbers showing that high schools, and there was also a nascent “un- since 2005 the four-year graduation rate had der-the-radar” movement of small progressive climbed to 66 percent—an all-time high. (The schools designed to help students at risk of fail- base year used for comparison was 2005, not ure. But many other high schools were mired in 2002, because in 2005 the State Department cultures of long-term mediocrity. of Education changed the way that on-time In response, Bloomberg and Klein undertook a graduation rates are calculated. City officials wholesale overhaul of the city’s high schools. also used August rather than June graduation It was a reform effort built on the assumption numbers to define on-time graduation.) The that broader student choice and healthy com- graduation rate of the city’s black public high petition among schools would weed out floun- school students had jumped 52 percent during dering schools, reward successful ones and im- those years; Hispanic students posted a 58 prove the system overall. percent gain.4

During the Bloomberg years, large traditional Bloomberg and then-chancellor neighborhood schools, which in some cases presented evidence that the city’s new small had enrollments of more than 3,000 students high schools were a key factor in this impressive and which were widely seen as poster children progress—and most outside experts agreed of failure, were closed. Many were replaced that the new schools had significantly outper- with six to eight smaller schools of roughly formed the neighborhood schools they had 400 students occupying the old school cam- replaced. Reporting by MDRC, the respected puses, often one to each floor. By the end of education and social policy research organiza- the Bloomberg years, the city, with support tion, began in 2010 and found in August 2013, from the Carnegie Corporation, Open Society for example, that new small schools continued Institute, Bill and Melinda Gates Foundation to “significantly raise graduation rates” in New and other philanthropies, had opened more York City, demonstrating that “large-scale trans- than 650 new small schools, most of them high formation is possible in an urban public school schools. At the same time, school choice, once system.”5 And the city’s on-time high school an option for New York City students entering graduation rate continued to inch up in 2014, to

3. “New York City Graduation Rates 2011 (2007 Cohort),” New York City Department of Education presentation, http:// www.nyc.gov/html/om/pdf/2012/2011_grad_deck_presentation.pdf.

4. “Mayor Bloomberg and Chancellor Walcott Announce New York City Students Achieved All-Time Record High School Graduation Rates in 2012–2013 School Year,” City of New York press release, December 4, 2013, http://www1.nyc.gov/ office-of-the-mayor/news/387-13/mayor-bloomberg-chancellor-walcott-new-york-city-students-achieved-all-time-re- cord#/0.

5. Howard S. Bloom, Saskia Levy Thompson and Rebecca Unterman, “Transforming the High School Experience: How

WHAT’S WRONG WITH AND MATH SCIENCE IN NYC HIGH SCHOOLS (AND DO TO ABOUT WHAT IT) New York City’s New Small Schools Are Boosting Student Achievement and Graduation Rates,” MRDC, June 2010.

5 68.4 percent (using the city’s methodology) or The irony of unintended consequences 4.2 percent (using the state’s). So while the city’s effort to replace large neigh- For many black and Hispanic students, smaller borhood schools with small high schools has high schools have indeed been lifeboats rescu- had many benefits, it has also had at least two ing them from the sinking Titanics of neighbor- unforeseen downsides that deepen the divide hood high schools. With their smaller student between schools that make students college bodies and 28-student class size limits (down ready and those that don’t. from 34-student classes in their predecessor neighborhood schools), greater individual at- tention was virtually guaranteed for struggling students who might otherwise have become Today, 39 percent of the city’s lost in larger schools. The small schools also tended to be safer and more student-friendly high schools do not offer a than the behemoths they replaced. The result: Literally tens of thousands of young people standard college-prep curriculum who attended these schools and who other- in math and science, that is, wise might well have dropped out now have high school diplomas. algebra 2, chemistry and physics.

Nevertheless, their lagging record in granting Advanced Regents diplomas shows that the new small schools also operate under severe constraints. Many of their students, for exam- First, school choice, while designed to be liber- ple, arrive in 9th grade two, three or even four ating, has perversely instead tended to replace years behind grade level. In these schools, re- one trap with another. In the bad old days when mediation is the order of the day. In the arena neighborhood high schools were the norm, of science and math, the schools’ response has where students lived largely determined the been to focus resources on helping kids meet quality of their education. Students were, as the minimum required for earning a Regents Chancellor Klein and others pointed out, unfair- diploma: passing one Regents exam for math ly imprisoned by their zip codes. Now, however, (usually algebra), one for science (usually living the city’s new high school system instead makes environment), as well as Regents tests in English most students captives of their 7th-grade tran- language arts, U.S. history and world history. scripts and test scores, the measures used to admit them to high school. There are excep- Some struggling high school students, of tions—the schools that require students to course, are late-bloomers. They hit their stride take an exam or audition for admission. But it’s as freshmen, bring themselves up to grade level far more common for schools to use 7th-grade and then are ready for more advanced course- transcripts. Some require students to have a 90 work in their upper-class years. But while small average in 7th grade—some 85, some 80, some schools may help such students catch up, with 75—and some are open to all regardless of notable exceptions they’re also generally not their test scores. This creates a stratification of helping them advance to higher-level course- schools based on student performance in mid-

WHAT’S WRONG WITH AND MATH SCIENCE IN NYC HIGH SCHOOLS (AND DO TO ABOUT WHAT IT) work—or even offering such classes. dle school. The result is that lagging students

6 are tracked into schools where even spectac- may not transfer from one school to another ular academic improvement in the 9th or 10th unless they can prove their health and safety grades is nevertheless unlikely to lead to their is in danger—usually with a police report doc- earning Advanced Regents diplomas. umenting an assault. This means a late bloom- er may not, for example, transfer from a small The second irony of this new stratification is school with a limited curriculum to a larger that it is, in one respect, even more rigid than school with a broad curriculum except in ex- the status quo ante that it replaced. Consider traordinary circumstances. the now virtually extinct large neighborhood high schools of New York City. Perhaps only 1 The achievements of the small high schools percent of the 3,000-plus students at one of created in the city over the past 10 years are them might have been prepared for advanced incontestable. They have, as New York Universi- math, chemistry or physics. Those 30 or so stu- ty researcher Leslie Siskin has written, done an dents, however, represented a critical mass enormously useful job of “bringing the bottom large enough to warrant offering such cours- up.”6 But now the limitations and contradictions es. So a late-blooming learner might well have of this reform effort have become increasingly been able to land a seat in such a classroom. In evident too. As the new Common Core Stan- a high school of 400 kids, however, the compa- dards require ever-higher levels of achieve- rable critical mass for creating advanced class- ment, high schools cannot bear the burden es has to be much larger than just 1 percent of alone of preparing students for college. the students before it makes sense to commit the necessary time and effort. Sometimes, that Indeed, an analysis by the Center for New York critical mass simply doesn’t exist. City Affairs shows that for many students, the die is cast before they arrive in 9th grade. At The Department of Education policy limiting high schools in which most students arrive transfers exacerbates the problem. Students well-prepared, most graduate with skills that

Math College Readiness at Each High School, August 2014 Click to enlarge Average 8th-grade 4.0 (well above 3.5 (above 3.0 (meets 2.5 (below math proficiency: state standards) state standards) state standards) state standards)

100%

75%

50%

25% ercent of students college-ready in math

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6. Leslie Santee Siskin, “Changing Contexts and the Challenge of High School Reform in New York City,” in Education Reform in New York City, ed. Jennifer A. O’Day, Catherine S. Bitter and Louis M. Gomez (Cambridge: Harvard University

WHAT’S WRONG WITH AND MATH SCIENCE IN NYC HIGH SCHOOLS (AND DO TO ABOUT WHAT IT) Press, 2011), 193.

7 CUNY considers “college ready”—that is, scor- earlier than in most middle schools that begin ing at least 480 on math SATs or at least 80 on in 6th grade. Fifth-graders get two hours of the Algebra 1 Regents. But the reverse is also math instruction from a certified math teacher true: It’s very difficult for students to overcome every day; by the end of 8th grade, nearly all poor preparation in elementary and middle are well-prepared for high school and many schools. Most students who enter 9th grade take the algebra Regents exam that year. with weak math skills don’t catch up: If they go to college, they must take remedial classes.

Recommendations: Building on what already works

On the positive side, some schools have de- veloped strategies to beat the odds. The staff of Insideschools, a project of the Center for New York City Affairs, visited 180 elementa- ry, middle and high schools from 2013 to 2015 and discovered many that were successful in meeting the Common Core State Standards for math while offering challenging courses for science. (New York State has not yet ad- opted the Common Core for science). The Department of Education should use these schools as models and encourage others to Fewer than half of the city’s high schools offer Advanced Placement science classes. emulate their success.

Help teachers overcome their own math Invest in schools that serve grades 6–12. phobia. Many elementary school teachers are The continuity of instruction at the Urban As- anxious about their own ability in math—and sembly School for Applied Math and Science pass on their anxiety to their pupils, particu- in helps students succeed through larly to girls. A number of elementary schools, seven years of middle school and high school. including PS 63-STAR Academy on the Lower Though many students start off with weak East Side, have helped teachers conquer their skills in 6th grade, by the end of 8th grade fears by giving them time to re-learn math, roughly half pass the Algebra Regents exam, framed in a different way so they understand setting them up to take calculus before they the underlying concepts (See: Overcoming graduate from high school. The school sends Teachers’ Math Anxiety). some graduates to highly selective colleges Hire math specialists in 5th grade. The origi- like Cornell and Brown—a particularly impres- nal KIPP Academy Charter School in the Bronx sive accomplishment given that the school serves children in grades 5–8. Because this doesn’t screen students for ability and most middle school begins in 5th grade, children come from one of the poorest neighborhoods get the benefit of having specialized teachers in the country. WHAT’S WRONG WITH AND MATH SCIENCE IN NYC HIGH SCHOOLS (AND DO TO ABOUT WHAT IT)

8 Offer “conceptual” chemistry and physics minutes a day of math instruction—less time for high school students with weaker math than most elementary schools offer. Many of skills. Many students miss out on chemistry the successful schools allowed significant- and physics in high school because they don’t ly more time for teaching math. For exam- have the math skills necessary to be successful ple, at Park East High School in East Harlem, in courses that lead to Regents exams. Some 9th-graders take two math classes, one in al- schools have developed courses, stripped of gebra and one called “math applications.” higher-level math, that at least give students an introduction to these subjects. At Quest to Encourage small schools to share teachers Learn in Manhattan, for example, 10th-grad- and resources. Small schools have many ben- ers may take a conceptual chemistry class. If efits, but they often don’t have the resources they are successful and their math skills devel- to offer higher-level math and science classes op over the year, they may take Regents-level because just a few students would take them. chemistry the following year. If not, at least The Tortora-Sillcox Family Foundation is work- they have had some exposure to chemistry. ing with NMSI (National Math and Science In- stitute) on a program to create a number of high-level STEM courses on the Erasmus Hall Educational Campus in Brooklyn. All of the building’s five schools will participate when the program is launched in fall 2015, with teachers from the various schools teaching courses open to all.

Putting Common Core to the test

The ultimate goal of the Common Core Stan- dards is to “ensure that all students are ready for success after high school.”7 Today, judg- ing by the number of Advanced Regents di- plomas awarded in New York City public high schools, about 80 percent of students fail to clear that bar, as measured by their prepa- ration for college or for well-paying careers. A “conceptual” chemistry class offers students with weak Many occupations are closed to students who math skills an introduction to the subject. don’t take physics, chemistry and advanced mathematics in high school. Dental hygien- Devote more time to math in middle and ists need chemistry and people who install air high school. One big problem the Insides- conditioning systems need physics, according chools staff discovered is that the traditional to the Bureau of Labor Statistics. The woeful structure of the school day allows for just 42 lack of advanced math and science instruction

7. “What Parents Should Know,” Common Core State Standards Initiative, www.corestandards.org/what-parents-should-

WHAT’S WRONG WITH AND MATH SCIENCE IN NYC HIGH SCHOOLS (AND DO TO ABOUT WHAT IT) know/.

9 in our city’s high schools is a loud and clear warning that if the high expectations embod- What Courses Do Students Need? ied in the Common Core are going to be met Many occupations are closed to students in New York City, the limitations as well as the who don’t take physics, chemistry and ad- strengths of the city’s current array of high vanced math in high school. Listed here are schools have to be acknowledged. The good required courses for various occupations. news is that research by the Center for New York City Affairs has identified hopeful exist- Accountant: pre-calculus ing models for ameliorating those shortcom- Architect: pre-calculus, physics ings. Such efforts must now be encouraged Dental hygienist: biology and chemistry and, where possible, replicated. Otherwise, Electrician: algebra 1 students with high hopes enrolling in Marie Emergency medical technician: Curie and similar schools will only continue to biology, chemistry be disappointed—and the disturbing racial di- HVAC mechanic: physics vide in high school instruction and outcomes Lab technician: chemistry and biology in our city will only deepen. MRI technician: biology, chemistry, physics Registered nurse: biology, chemistry

Source: Bureau of Labor Statistics

This report is published jointly by the Center for New York CNYCA Executive Director: Kristin Morse City Affairs and Insideschools. CNYCA Education Project Director: Kim Nauer The Center for New York City Affairs at The New School is an applied policy research institute that drives innovation Editor, Insideschools: Clara Hemphill in social policy. Reporter: Laura Zingmond Insideschools, a project of the Center, helps parents find Data Analyst: Nicole Mader good public schools in New York City. Editorial Consultant: Bruce Cory This report was made possible with a grant from the Reporter and Copy Editor: Aimee Sabo Donors’ Education Collaborative and the Alfred P. Sloan

WHAT’S WRONG WITH AND MATH SCIENCE IN NYC HIGH SCHOOLS (AND DO TO ABOUT WHAT IT) Foundation. Layout and Design: Mick Wieland

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