DOCUMENT RESUME

ED 430 767 RC 021 998

AUTHOR Brownell, Carol, Ed.; Libby, Joan

TITLE New York City's Small Public Schools: Opportunities forAchievement.

INSTITUTION New York Networks for School Renewal, NY.

SPONS AGENCY Annenberg Foundation, St. Davids, PA.

PUB DATE 1999-00-00NOTE 24p.; Other funding by the New York City Board of Education;

Time Warner, Inc.; Aaron Diamond Foundation; Charles HaydenFoundation; Ford Foundation; The Chase Manhattan Foundation;Carnegie Corporation of New York; Stella and Charles GuttmanFoundation; 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); EducationalChange; Educational Environment; Educational Practices;Elementary Secondary Education; *Outcomes of Education;Parent Participation; Participative Decision Making;Partnerships in Education; Public Schools; *School CommunityRelationship; *Small Schools; *Urban Schools

IDENTIFIERS *New York City Board of Education; *New York Networks forSchool Renewal; Reform Efforts

ABSTRACTIn 1994, four New York City school reform organizations

joined to form the New York Networks for School Renewal (NYNSR) and receivedthe first Annenberg Challenge urban grant. NYNSR goals are to expand the

number of small, excellent public schools in New York City neighborhoods,particularly those with few educational options; encourage the spread of

practices that help students succeed; build supportive small school networks;and advocate for increased school autonomy. Whether as new schools or aslarge schools redesigned into small units, small scale has been the key.NYNSR schools average 300 students. Many schools utilize service learning and

internships, and all have partnerships with local organizations anduniversities to connect students to the responsibilities of citizenship andwork. Because of their own distinct approaches, NYNSR schools are oftencompared to charter schools. Examples are given of NYNSR schools focusing onglobal studies, the arts, inclusive programs, limited English speakingimmigrants, environmental action, and family needs. Starting with 80 smallschools as models, NYNSR now includes 140 small public schools serving morethan 50,000 city students. These schools include more African-American,Latino, and poor students than other public schools. Attendance is up, parentsatisfaction is high, graduation rates exceed city averages, and the dropoutrate is less than one-half that of large schools. Contains a map showingschool locations; addresses, phone, and fax numbers of NYNSR schools; a listof NYNSR school networks; brief descriptions of sponsoring partners;consultative council members; a fact sheet; photographs; and a list of other

NYNSR publications. (TD)

0

AL

A

AIL

U S DEPARTMENT OF EDUCATIONOff ice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

CiliThis document has been reproduced asreceived from the person or organizationoriginating IL

Cl Minor changes have been made to improvereproduction Quality

Points ot view or opinions stated in this document do not necessarily represent officialOERI position or policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

ii 91 W fc-ic

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)"

DESI CCY AVA1LA2LE

Mretteet er15.1

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

William.C. Thompson, Jr.President, NYC Board of Education

. Rudolph F. CrewSchools Chancellor

Randi Weingarten.1 President, United Federation of Teachers

ACORN (NY Association of Community Organizationsfor Ref Orm Now)

Gwendolyn jacobS; President; NY ACORNExecutive Board'.Bertha Lewis, Head. Organizer; Brooklyn ACORN

Center for Cellaborative EducationPriscilla EllingtoniHeather. LewisCo-Executive Directors

Center for Educational InnevatiOnSy Fliegel, PresidentCole Genn, Annenberg Senior Fellow

New Visionsfor Public SchijOIS.Beth J. Lief, President & CEOArthur Foresta, Vice President .

CONSULTATIVE COUNCIL CO-CHAIRS

Eduardo taGuerre, Executive birectorNéighborhood.ASsociation for Inter-Cultural AffairsDavid 'Seinfeld,.. principalRObert F KennedYTOmmunity High School

NYNSR DirectorLucille 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 iepresents the

laigeit Monetary gift to public edu-

cUtion in: U.S. hittory. Challenge

fUnds support 19, reform efforts in

more than 30 states, serving nearly

1.5 million students in more than

,2;300 pirticipating schools, includ-

ing a number of charter schools.

t'Sfa6131/AVAILABLE

66M GZATZ: 03E172,=1:637 Ts=7;10 EITS Firw.17-7:461r,;,'

ZoT gOlugan'om '41.-AG elom9t fest

7-77,7210-zo moys.,9 Susan Rappaport, Director, iVianhattan School for Children

Small Public Schools andStudent Success

Excellent small public schools are changingthe way our children are learning.

eading the effort to bringhigh quality schools to com-munities across the city isNew York Network for SchooRenewal (NYNSR). NYNSR'ssuccesses are seen in moreand more communities

throughout the city and are helping to pro-pell the revitalization of public education.

Starting with 80 small schools as models,NYNSR designed and developed 60 addi-tional new schools and programs in justthree years. NYNSR now includes 140 smallpublic schools serving more than 50,000 citystudents. These schools include moreAfrican-American, Latino, and poor studentsthan other public schools. At NYNSRschools, which average 300 students, atten-dance is up and parent satisfaction is high.

Graduation rates in NYNSR's small academ-ic high schools far exceed city averages, andthe dropout rate is less than one-half that oflarge schools. A New York University studyhas shown these factors also mean they costless per graduate than larger high schools.In these small schools teachers, parents andchildren get to know each other. Youngstersknow they're key members of the schoolcommunity; they feel safe and ready to learn.

NYNSR schools offer parents and children thepower of choice, opening educational options

for families from Far Rockaway to the South

Bronx, from Chinatown to Washington Heights.

They present creative and flexible programs.

Many NYNSR schools are designed around

themes such as global studies, performing andvisual arts, and the natural world. Manyschools bring community service and learningtogether. All have partnerships with local orga-nizations, universities, and cultural organiza-

tions to connect students to the responsibilities

of citizenship and work. Regardless of indMd-

ual approach, all these schools aim to meet or

exceed hsing city and state standards.

The NYNSR project is part of the national$500 million Annenberg Challenge to revital-ize public education across the UnitedStates. In December 1994, four experiencedNew York City school reform organizationscame together to form NYNSR and receivedthe first Annenberg Challenge urban grant of$25 million. The sponsors ACORN (theAssociation of Community Organizations forReform Now), the Center for CollaborativeEducation (CCE), the Center for EducationalInnovation (CEI), and New Visions for PublicSchools (New Visions) created a potentcollaboration. They shared a mission toexpand the number of small, excellent publicschools that raise standards and meet theeducational needs of New York's diversecommunities. While there are many fineschools in New York City, NYNSR has shownthat small personal learning environmentsserve many city students best.

Numerous private contributors, includingfoundations and corporations, respondedto the goals of this public-private effort andmatched the Annenberg Challenge grant.NYNSR's important public partners are theCity of New York, the New York City Boardof Education, the Schools Chancellor, andthe United Federation of Teachers.

As small excellent schools have taken root,the demand for more grows. The Board ofEducation now has an Office of New SchoolDevelopment to plan and create additionalsmall innovative schools using a processbased on NYNSR's creation of small learningcommunities. In bringing together partnersoutside and inside the school system, and intheir own distinct approaches, NYNSRschools are often called "charter-like"; theyrepresent the diversity and excellence inteaching and learning New York State's char-ter legislation aims to encourage. In fact, fiveNYNSR schools were the first invited byChancellor Rudy Crew to explore conversionto charter status, citing their "proven instruc-tional and managerial track record and a his-tory of entrepreneurial success."

4 _ 1

2

NYNSIPS SCHOOLSStudents Succeed in SmallPersonal Schools

0he small schools affiliatedwith NYNSR offer diversechoices within the publicschool system. While eachschool has an individualapproach to teaching and

learning, NYNSR schools share a commit-ment to excellence and parent and commu-nity involvement. Small scale is key tomaking these possible. To achieve a morepersonal learning environment, NYNSRschools have been planned as small placesfrom the start, either as brand new schoolsor by redesigning a large school into smallunits. These schools demonstrate thatmany routes lead to excellence. A smallhigh school in Manhattan's Chelsea com-munity and a "restructured" middle schoolin Bensonhurst, Brooklyn, illustrate howsmall schools get results.

Humanities Preparatory Academy inChelsea, an academically challenging highschool of some 175 students, calls itselfthe " personalized solution" to education,and it is. This small school realizes bigambitions. Standards and expectationsare high. Yet, its intimate size ensuresthat no one falls through the cracks.

Scale and its impact on student learningalso drove the founders of the ChristaMcAuliffe Educational Complex inBensonhurst to transform a large brickintermediate school of 1000 students intothree smaller semi-independent acade-mies with 350 students each within thesame building. Because the academiesare small and personal, teachers find thebest ways to reach each and every child.The teachers bring together various sub-

BESTCOPYAVAILABLE

ject areas in classes, such as showing stu-dents how learning history can be used tostudy cultures, art, literature or advancesin technology. As one faculty membersays, "The teachers have an impact onthe planning of the academy."

The manageable scale at Humanities Prepallows flexible and individual solutions tostudent needs. For example, a studentwho lives and breathes dance is able to ful-fill gym requirements by training with theJoffrey Ballet every afternoon. Others get ataste of life on a college campus by audit-ing classes at Hofstra University. Theschool relies on an advisory system to helpstudents through academic and personalchallenges. Two college counselors helpjuniors and seniors reach their collegegoals. The record speaks for itself: 92percent of the 1998 graduating class wereadmitted to college, most to four-year insti-tutions. To gauge how students are mas-tering their school work, Prep emphasizesin-depth student projects and portfolios.Moreover, in reading, writing and mathscores on standardized tests, Prep studentsconsistently exceed citywide averages.

The school reaches out to formerly truantstudents, to academically motivatedyoungsters and to many in between. Oneteenager who arrived at Prep as a strug-gling special education student emergedin senior year as the head of the class andis now attending college. The school'ssmall classes averaging no more than 20

and individualized attention keep all itsstudents engaged. Small size and sched-uling flexibility enables the give and takethat characterizes the school.

An enhanced role for teachers is a small-school trademark. Teachers and leader-ship go hand-in-glove at Humanities Prep.As the principal explains, "People reallywant to work here. They make the pro-gram happen." They may lead seminarsor after school and Saturday workshops.They help place students in meaningfulinternships, guide them through indepen-dent research projects, offer courses inShakespeare, urban studies and more.

5

The dropout rate in

NYNSR's academic

high schools is 4.8

percent less than

half the 11.87 per-

cent dropout rate

for large high

schools.

A Prep student summed up the meaningof the school's approach best. "Despiteour many differences, Prep students shareone quality that joins us all together. Thatis our commitment to each other, to oureducation, to our school, and to ourselves.It is this quality that makes Prep sounique and special."

Christa McAuliffe's designers divided theschool into smaller units to accomplishsimilar aims. Its three academiesGlobal Communication, ScientificResearch, and Arts and Humanitieswelcome students of all achievement lev-els. Whenever possible, the schoolassigns students to the academy they pre-fer. These separate, theme-based acade-mies engage a child's expressed interests.

Reflecting the constant influx of new set-tlers to New York, this Brooklyn school wel-comes students from around the world,whose cultures and families enrich thelearning community. There's a large num-ber of Asian students from China, Koreaand Vietnam. Many students' families origi-nally came from the Caribbean and LatinAmerica, and still others are recentlyarrived from the Middle East, Pakistan,India, Israel, Russia and Poland.

The school links the study of world cul-tures with the technologies that childrenwill need to succeed in the next century.The senior theme, "World Peace ThroughUnderstanding," highlights global aware-ness, the rule of law and the role of inter-national organizations like the UnitedNations. The school also brings learningto the community level, through its volun-

BEST COPY AVAILABLE

teer program, linking students to a nearbysenior citizens center and to other organi-zations that help people in need. Themural-covered hallways and focusedclassroom discussions clearly indicate thatthe McAuliffe community is deeplyinvolved in teaching and learning.

5y, cglImer.

Thc.b.)c.D.IT.,259C3 L.116k)

L-515'W'nA Q. \To am),

ZclEk7,ar waTzWomemt

c16)ae

a'01n1,-SZ2,61

C)) 11111

Vincent arcvaiii, Principal , Numanitias Prop

A teacher/facilitator leads each McAulliffeacademy. Each academy's entire staff col-laborates to realize the thematic vision andmake decisions. The structure allows creativ-ity and encourages innovation and account-ability. Teachers feel free to take initiativebecause they can get results. The academiesoffer parents and children interesting choicesfor the important middle school learningyears. Attendance is high, violence nonexis-tent, and achievement as measured inreading and math tests continues to climb.But there's another measure and it's key tolearning and long-term success: "Kids walkin with smiles on their faces; they want to behere," says the principal, smiling.

6 3

i I

I

I. it I. I '

I III sit I I

61

II I

NYNSR'S SCHOOLSInstruction Designed for theSchool's Unique Community

1BYNSR educators transform

new instructional ideas intoschools that practice them.Educators jump at the opportu-nity to design and deliverschools that are tailored to fit

particular student needs and shaped bycommunity input. There's a unique elemen-tary "inclusion" school in Brooklyn wherespecial needs children are fully integratedinto the regular classroom.In Manhattan, a high school opens thedoors of opportunity for New York's newlyarrived foreign-born students. TheChildren's School and ManhattanInternational High School, like most NYNSR

BET COPY AVAILABLE

schools, have created a school programthat aims to fulfill the learning needs of itsown unique community.

The Children's School located in Brooklyn'sPark Slope welcomes general and specialeducation students, from PreK to the fifthgrade, into the same classrooms wherethey take advantage of the same enrichedcurriculum. Begun in 1992, the school'screative approaches and experiencedteachers attract families who embrace the"inclusion" concept. They are committedto the idea that diversity improves the livesof their children and participate in theschool's daily life to make it a reality.

7

At the Children's School, small classestaught by two teachers and one assistantenhance the theme-based curriculum. Aclass of 22 includes up to six specialneeds children. High expectations withineach class encourage children to strive, toreach the height of their abilities. Within amixed classroom, with special servicessuch as physical or speech therapy avail-able as needed, a quiet child with a seri-ous speech problem develops into a confi-dent student. The third-grade science

"Because a lot is expected of the

children, the more you push, the

more you get."

Lorraine Boyhan, Principal, The Children's School

class, full of opportunities to explore anddraw conclusions, stimulates the curiosityof an extremely able 10 year old. Hermother comments that including childrenwith special needs "didn't deter" herchild's learning and, "made her more sen-sitive to children with special needs."

The challenge of creating a school thatbenefits a distinct community of learners isalso successfully realized by the ManhattanInternational High School, one of a NYNSRnetwork of three high schools that serveonly immigrant teenagers. Established in1993, Manhattan International High Schoolteaches 300 students from more than 60different countries and speaking more than40 different languages, who have been inthe United States less than four years.Learners from Haiti, Vietnam, Poland,Argentina, China, Nigeria and many morenations, mingle in the hallways, workingtogether in school and afterwards. Theschool's mission is to help prepare thesenewcomers to be competent in English andto become acclimated to their new culturewhile learning humanities, mathematicsand science. Manhattan International care-fully crafts its program to accomplish thistask.

First, all the classes are taught in themati-cally-based clusters such as Civilization, orSystems and Structures that bring infor-mation together with written and spokenexpression. No separation exists between

BEST COPY AVAILABLE

learning the lan-guage and learn-ing subject matter.Groups of three tosix teachers incluster teams workwith the samegroup of 75 stu-dents for theentire year. Eachteacher special-izes in a subjectarea such ashumanities or sci-ence, and also isfully qualified toinstruct studentswho are just learning English.

I.

I

I I

I I

Second, a well-developed internship pro-gram with hospitals, architects, designersand organizations throughout the cityincreases language skills rapidly and helpsstudents forge career opportunities.Students must successfully complete theirinternships to graduate.

These approaches work: school atten-dance is well over 90 percent and morethan 90 percent of the graduates go on tohigher education. Manhattan Internationalfits its community's needs and opensopportunities.

"Bigger is not better...Theeducational world has come

to understand that now,smaller is better."

NYC Board of Education President William C. Thompson, Jr.

Like other NYNSR schools, both TheChildren's Schools and ManhattanInternational High School reach out to par-ents. Manhattan International holds orien-tation meetings and workshops on healthand immigration law for parents. Parentsat the Children's School's volunteer in theclassroom, the library and in the office.The school's parents association especiallylooks out for families in need within itsschool community. They support learningin the classroom and social activities tobring the actuality of "inclusion" home.

8 5

NYNSR'S SCHOOLSDecisions By the School,For the School

0hared decision making is akey to the strengths andeffectiveness of NYNSRschools. No two schools runquite the same way, but allrecognize the advantage of

building partnerships to make decisions.Whether the issue involves curriculum, dis-cipline, standards, building space, a sportsprogram, personnel or professional train-ing, decision making is shared with con-stituencies. NYNSR schools provide manymodels for schools throughout the systemthat are fashioning or refining their leader-ship teams as required by the state and theChancellor. A look at The Earth School, anelementary school in Manhattan, and TheRenaissance School, an unusual Queensschool that serves children from kinder-garten through grade 12, illustrate colle-gial decision-making.

Three principles guide both The EarthSchool's studies and its operation from topto bottom:

Everything must go somewhere;There is unity in diversity;All in nature is interdependent.

An ecological institute for elementary stu-dents, the school's curriculum promotesenvironmental awareness through studiesof the natural world and the local environ-ment. In 1992, The Earth School emergedfrom a collaborative vision of four teachers,and its realization remains collaborative.

BEST COPY AVAILABLE

The Earth School's Lower East Side com-munity thoroughly shares responsibility andthe decision-making process.

Today, parents sit at the table as equalsmaking school decisions about health andsafety or negotiating for more space. Theyalso serve on personnel committees thatinterview or hire new staff, and work withbuilding staff overseeing construction andrepair projects. They deal with the budgetand how the school allocates preciousresources. In the words of one parent par-ticipant, "I love to be a parent in a schoolwhere parents and teachers make decisionstogether, because the decisions are better!"

Teachers joining The Earth School createand sustain the school's philosophy andpractices. They devise lessons inspired bythe natural world that engage children andstimulate learning language and literacyskills. The classes incorporate science,math and technology. Calculating, map-ping, geography and history are tightlywoven into the children's studies. Theyoungest students explore the neighbor-hood, make and share their discoveries insongs, pictures and words. Older childrentackle increasingly complex topics such asthe history of the New York region from1600 to the present, drawing on New YorkCity's museums to experience the past.

Throughout the school, students explorethe four R's: Reduce, Reuse, Recycle andRethink. The Earth School breathes life

9

into the idea of creating a sustainableenvironment As the children make deci-sions about the materials they use andhow they dispose of them, they embodythe school's management and themeChildren share recycling work and collabo-rate on ideas for reducing and reusing atschool and at home The school song,written by the children, clearly expressesthe overall philosophy

We all live on the same great earthIt is our place to growWe need to treat it with respectOr we'lr have no place to go.

The Renaissance School in JacksonHeights, Queens, also integrates teachers,parents and, at the older grades, studentsinto its decision-making committees andgroups. While this kind of collaborationrequires constant work, the principal insiststhat it is "very important to hear many voic-

five to tenteachersTeachers foreach clustermeet up to twohours a weekto discuss andplan, solveproblems anddecide ques-tions aboutscheduling,curriculumand ordering materials. Parents are wel-come to attend one of these meetings amonth. A Collaborative School Governancegroup, which includes one teacher and oneparent from each cluster, two high schoolstudents, the principal and a representativefrom all other staff groups, meets monthly tolook at the big picture. The third level ofgovernance is the Coordinating Council thatmeets once a week and deals with school-

at makes The Earth School unique is the iL.crecatIe !cue!, of

parent mvelvement beyond the or

es and to empower different people at dif-ferent levels at the school. We havelearned that 'in context' development worksbetter than the outside expert model." It isthe only K-12 public school in New YorkCity and is explicitly designed to foster thenext generation of academic and civic lead-ers through long-term association with theschool's high standards and values of citi-zenship. Current enrollment is 450.

The Renaissance School handles decisionmaking through three different levels.Classes are organized into two clusters of

BEST COPY AVAILABLE

ary roles." -- parent, The Uritt School

wide problems such as space and otherday-to-day concerns.

At Renaissance there is a strong correla-tion between participation and achieve-ment: more dialogue is built into deci-sions, the solutions that emerge are betterand people feel the satisfaction of partici-pating. According to one high school stu-dent, "My family gradually learned theworkings of the school and how to supportmy studies. I learned the underlying mes-sage that school is important and what wedo here counts."

10

NYNSR'S SCHOOLSStrong Partnerships Build Strong Schools

0trong and able paitners lendexpert support to many NYNSRschools and share theschools' commitment to excel-lence and student achieve-ment. In designing some new

schools, parents have joined as activepartners; in others, businesses and non-profit groups have lent a hand. Aware thattoday's students are New York's leaders forthe next century, NYNSR's many partnersprovide opportunities, program resourcesand share values for building the future.ACORN Community High School in CrownHeights, Brooklyn, and the Jonas BronckClearpool Family School in the Mott Havenarea of the Bronx show two partnerships inaction.

A few years ago, ACORN Community HighSchool was just a dream shared by somedetermined parents, who were membersof the Association of CommunityOrganizations for Reform Now, abbreviat-ed ACORN. Together they made theirdream a reality in 1996. The school offersrigorous academic programs and sets highstandards to help its students succeed infurther education or in careers, using a

8

BEST COPY AVAILABLE

rallying cry of "inspiring excellence withoutexception." In tandem with this academicfocus, the members have set socialchange/justice and community organizingthemes for the school. Teachers work tointerweave these themes into the classdiscussions and readings. These themesare further brought to life through ACORNstudents' and members' campaigns toimprove community services education,recreation, housing, health, crime preven-tion, etc.

At ACORN high school, an organizer fromthe ACORN organization works with teach-ers, students and parents to carry out

wAveryone t s pride in theschool and the teachers make it

excitirg 1ecause they all want

to be here. about it

is special." Julia earth, parent, ACORN Communit)

Nigh School in Crown Heights

11

these issue campaigns that affect theschool and the community. One focus isan environmental action campaign involv-ing community residents, students andteachers. Students conduct a neighbor-hood survey, researching pollution sourcessuch as dry cleaners or refuse dumped inabandoned lots. They examine who hasresponsibility for addressing these prob-lems and organize to take appropriateactions. The principal says, "ACORNknows how to approach things and helpsyou get results."

The ACORN partnership galvanizes parentand community support for studentachievement and for school programs.Together, the school and the organization,are pushing for the creation of a recre-

Most of NYNSR's 3,500 teachers actively songht to he in their

schools. NYNSR schools also attract sirii s of new

and young educators, eager to he part at c!:-...724.t.tc, co iuitted and

energetic school communities. Some oi te;ichers

receive special professional support and nLtobg thro..!gli the

New Educators Support Team, a collahorativi: project of NOSR, the

Board of Education and the UFT, made possibh.: by Time 1.arner, Inc.

ational center where the high schoolteams can play and where neighborhoodresidents and their children can shoothoops too. The organization is also a keysupporter of the academic program, theperforming and visual arts program andthe technology initiative that offers multi-media career exploration.

The school's unswerving focus on excel-lence demands that students aim highand work hard. The school and commu-nity organizing support that ACORNbrings, integrates students into the com-munity and the community into the lifeand achievement of the school. Such apartnership can only succeed.

Jonas Bronck Clearpool Family School, forgrades PreK-6, represents a merger of val-ues. The Bronx school, together withClearpool/SEO (Sponsors for EconomicOpportunity), a nonprofit organization, andthe Vocational Foundation, Inc., is revers-ing a record of low achievement to arecord of rising achievement for its nearly

BEST COPY AVAILABLE

"Here the teachers care more

about you. They explain things

to you. Juan Diaz, student, ACORN Community High

School in Crown Heights

600 children. Jonas Bronck's familiesneeded more than just "a little help fromtheir friends," and by partnering with anonprofit organization specializing in help-ing children, adolescents and parents,they found just the help they needed.

The "Family" in the long name JonasBronck Clearpool Family School is key tothe approach for student success. In

1994, Clearpool's collaboration helpedcreate a year-round two-campus schoolthat addresses family needs and promotesfamily achievement as the basic supportfor young children. The after-school pro-gram that runs until 6 PM provides recre-ation and more learning to meet the chil-dren's academic needs. Parent counsel-ing and an on-site vocational program for

;parents and family members is helping-:ipeople gain the skills they need to work.; "The program lifts them up. They feelmore confident, they have goals," says theon-site Clearpool social worker.

.; This partnership offers the school a sec-ond campus in Carmel, NY, where chil-dren and teachers go to extend theirknowledge, work on science, art and liter-ature through the opportunities jointly cre-ated by the school's staff and Clearpool'seducational program. Throughout theyear the school's classes prepare for theseeducational excursions: Clearpool staffcome to the school before each trip andfollow up the lessons with a return trip.Each summer, the children can spend upto two weeks at the Carmel location, read-ing, writing, hiking, observing, thinkingand raising their level of cUriosity.

Though the school ends at sixth grade, theClearpool partnership stays with the stu-dents through high school. Students com-mit to SEO's (Sponsors for EducationalOpportunity) program that offers supple-mental classes twice a week, college prepa-ration workshops, campus trips and guid-ance through the college applicationprocess. The extra classes and attentionteens receive through mentors and intern-ships, cement their academic gains fully.

129

10

NYNSR'S SCHOOLSStudent Assessment is Linkedto Student Achievement

aleasuring how well childrenare learning their schoollessons has never been aneasy task. Some childrentake fact-based tests well, buthave difficulty with essay-type

tests. Others perform extremely well inclass, create outstanding projects, but doless well when it comes to pencil andpaper exams. NYNSR's small schools rec-ognize the individuality of each child'slearning style and the necessity to gaugestudent progress regularly and to gearinstruction accordingly. Within the contextof state and city standards, each school'sfaculty adopts the curriculum and assess-ment tools to help their students under-stand and master their work.

At the KIPP Academy middle school, thefaculty measures student achievement pri-marily through regular testing, using essayand multiple choice tests. In addition,teachers collect student work throughoutthe year to look at results over a longerperiod of time and discuss these with stu-dents and parents. At Wings Academyhigh school, in addition to taking RegentsCompetency exams, seniors must completeseven final projects to graduate. A suc-cessful project incorporates research, writ-ing, inquiry, visual aids and an oral presen-tation in a personal "portfolio." Studentsmust present the project to a panel ofteachers and field questions. Wings' princi-pal explains that the portfolio allows youngmen and women to demonstrate what theyknow and what they are able to do withregard to subject content, critical thinkingand applying their knowledge. "It is themost effective method to prepare adoles-cents for success in college and beyond,"she said.

KIPP (Knowledge Is Power Program)Academy proclaims to its South Bronx mid-dle schoolers that there are no shortcuts tolearning. Its doors open at 7:25 AM andschool is in session until 5:00 PM. Andthere's more: its 225 students attend fourhours on Saturdays and for three weeks inthe summer. Families willingly committhemselves and their children to be

BEST COPY AVAILABLE

involved in 67 percent more classroom timethan the national average, and they makethe commitment in writing. In addition, allKIPP students have a chance to learn toplay a musical instrument.

KIPP's principal says, "Careful planninggets to high achievement. High qualitylessons really engage the children, keepthem on task and involved in learning."The school emphasizes basic skills alongwith literacy and the ability to analyze andthink things through. Wings' structureguides students through increasingly com-plicated school work on its way to preparingthem to attend college and succeed oncethere. Ambitious year-long courses ensurethat classes read and analyze a wide varietyof materials in the humanities, sciences,math and the arts. Course work is alignedwith city and state standards.

Wings Academy, a Bronx high school of 380students, aims high. The school originatedfrom a redesign of a much larger, lower per-forming high school and serves the samestudents who would have attended the for-mer school. It welcomes typical city stu-dents and exposes them to a challengingacademic curriculum over four years. Its

students are required to perform communityservice and to participate in a career intern-ship. These carefully monitored outsideactivities build a sense of responsibility anddevelop skills. All students have small advi-sory classes that offer opportunities for stu-dents and teachers to get to know eachother well and to ensure that each young-ster receives close attention.

While each school favors one kind ofassessment over another as right for theirstudents, achievement and success are theschool's bottom line. KIPP's concentrationof fine-tuned curriculum, focus and amuch-longer than average school day is

I I

I I I I I I

I " I

1 3

1 I

turning below average students into highachieving ones. KIPP was the highest per-forming middle school in its district as mea-sured by reading scores, math scores,improvement in test scores and attendance.Student attendance stands at 96 percent.Parent attendance at teacher-parent confer-ences and family nights often reaches anextraordinary 98 percent. In 1997, over 55percent of the school read above the nation-al average and 89 percent scored higherthan the national average in math.

Wings' educational approach demonstratesa similar, hard-won success. In 1994, after

a mop Witt

l'Orri of ie

one year in the school, 50 percent of Wing'sfirst class succeeded in passing RegentsCompetency Tests in spite of having enteredthe school significantly deficient in reading,writing and math skills. As seniors in 1998,more than 90 percent of this class hadpassed the exams. Students' attendancerecords were also poor prior to coming toWings. The school's attendance figuresshow continuing improvement: from 80.5percent in 1994, to 85.4 percent in 1998.But perhaps the most inspirational assess-ment comes from the outside. In a com-munity where too few people aspire to go tocollege, Wings's students soar 90 per-cent of its graduating class was accepted toeither a two- or a four-year college.

Wings Academy's instructional success wasrecognized by Chancellor Rudy Crew whoinvited Wings to be among the first schoolshe converts to charter schools.

Joan Perez, Principal, ?flings Acadainy

BESTCOPYAVAILABLE 14

SSENF,,,

11

or

NYNSR School Locations

C..2(efichl

0fdliantsbrIdge

moodPelhamParknaydwelt

nlrrvtlln

g4. e"""es

if milton

0lemon.Siliogo

an-flyer g

/afro

ounthleo,

MotsPoirn

crZerLhitt.stune

Dourdasion

Ilayskt

R I sIt -nd

mit landmnilaimport

burndale

ohtt .11t11 YOaldandIardcos

elmvu

PenhILmuloos

H TTAat,P' CcU t

/stolidOren]

0acksun

Iltlyhts

SouthCoro.

Woods!

no Isl.

0

(clod

funkMove

r

UEENS llIlkmnnI

,64en

Com( RII sGardens

reenpoin

KEW

tori RIC Id

Park ill

Ito

=IleaCstatcs

Natal=Hill /

erICr

sa.th

7.--TombrItt( Weds

juosulol

Ridgee.00dGlenda

old

oodbal en_South

Zs'

Rochdale Laurct

Rosedale

Brook, dle

RedfordSlur esant

RedHook

Prospect 0 foote

PorkSlope Pro

P-rh

t ndsor

It

',legate

BROOKL

Past!kibosh

[(costa o CI an&.atbush

Lt.tNew lork

gn

Seerttr000niilo riZ

Remora011itlo

SunsetPark

OrItg

\ totRTdgs

LIty

Gatrarsie

..tri

1112

CH oPark )

her 8c atterss---lielg

Bs. Gras esand_-- -._11=11 -

atrues

lot Ikon

flumeP k f lout

I

Id

CentIsland RAT

ConTilted

gemere

alt`lry

far

BEST COPY AVAILABLE_

Prospective students, parents andthe general public are invited tovisit NYNSR's small schools.Please contact the school directly,or call the NYNSR Office to arrangea tour: (212) 369-1288.

Many academies and programs con-

tained in a number of these schools

are not listed separately

E = Elementary; M = Middle; H =

High. Numbers on the right corre-

spond to locations on map.

The BronxBanana Kelly's School of Learning Through CommunityBuilding H 12

991 Longwood AvenuePhone: 718-842-1379Fax: 718-842-1299

Bronx Coalition Community School forTechnology H 141300 Boynton AvenuePhone: 718-842-4945Fax: 718-842-5226

Bronx New School E 153200 Jerome AvenuePhone: 718-584-8772Fax 718-584-8935

Bronx School for law, Government & ltdce H 6350 Gerard Ave.Phone: 718-402-8481Fax: 212-402-8650

The Cily Island School E/M 18200 City Island AvenuePhone: 718-885-1033Fax: 718-885-2315

Fannie Lou Hamer Freedom HS H 91021 Jennings StreetPhone: 718-861-0521Fax: 718-861-0619

IS 162/Lola Rodriguez de llo M 26C0 Saint Anne's AvenuePhone: 718-292-0880FaX: 718-292-5735

Jonas Bronck Academy M 1

Hayden Hall, 4525 Manhattan College PhyPhone: 718-884-6673Fax 718-884-6775

Jonas Bronck Clearpool Family School E 5165 Brown PlacePhone: 718-292-4502

KIPP Academy at PS 156 M 4750 Concourse Village WestPhone: 718-665-3555Fax: 718-665-6910

The tab School / PS 315 E 82246 Jerome AvenuePhone: 718-584-7441Fax 718-584-7433

Mott Haven Village School E 16c/o PS 30, 510 East 141st StreetPhone: 718-292-7391Fax 718-292-8535

New School for Arts & Science H 101025 Morrison StreetPhone: 718-542-1537Fax 718-542-7413

Public School 89 E/M 11

980 Mace AvenuePhone: 718-653-0835Fax 718-231-2863

Richard R. Green EducationalComplex/1S 113 M 133710 Bames AvenuePhone: 718-653-2130Fax: 718-547-5377

Schomburg Satellite Academy, Bronx H 31010 Rev. James A. Polite Ave.Phone: 718-542-27C0Fax: 718-589-3710

University Heights High School M/H 17University Avenue & W. 181st StreetPhone: 718-289-5300Fax: 718-295-7572

Wings Academy H1122 East 180th StreetPhone: 718-597-1751Fax: 718-931-8366

7

BrooklynACORN Community High School InCrown Het& H 42561 Grand AvenuePhone: 718-783-2258Fax: 718-789-22E0

Beginning with Children School E 2211 Bartlett StreetPhone: 718-388-8847Fax: 718-388-8336

Benjamin Banneker Academy forCommunity Development M/I-1 1977 Clinton AvenuePhone: 718-797-3702Fax 718-797-3862

Bridges to Brooklyn MA-i 25350 Coney Island AvenuePhone: 718-853-6184Fax: 718-853-6356

Brooklyn College Academy M/1-I 242900 Bedford Avenue, Rm. 1311 James HallPhone: 718-951-5941Fax: 718-951-4441

The Brooklyn International Nigh School H 2149 Flatbush Avenue ExtensionPhone: 718-643-9315Fax: 718-643-9516

Brooklyn New School E 30330 18th StreetPhone: 718-330-9288Fax: 718-965-9576

Brooklyn School for Global Studies M/1-1 33284 Baltic StreetPhone: 718-694-9741Fax: 718-694-9745

Business Leadership Institute atSouth Shore HS (BUSS) H 206565 Flatlands AvenuePhone: 718-531-4454Fax 718-251-0248

Chaney, Goodman and SchwernerLeadership Academy H 28850 Grand Street, Rm. 205Phone: 718-218-8186Fax 718-218-8521

The Children% School E 26512 Carroll StreetPhone: 718-624-5271Fax: 718-522-1879

Christa McAuliffe Educational Complex M 431171 65th StreetPhone: 718-236-3394Fax: 718-236-3638

The Clinton Hill Elementary School/PS 20 E 29225 Adelphi StreetPhone: 718-834-6744Fax 718-243-0712

Cypress Hills Community School E 35350 Unwood StreetPhone: 718-277-5044Fax: 718-277-5051

Ditmas Educational Complex M 36700 Cortelyou RoadPhone: 718-941-5450Fax: 718-693-7433

El Puente Academy for Peace and Justice H 40211 South 4th StreetPhone: 718-599-2895Fax: 718-599-3087 or 387-6816

The Essence School / IS 311K M 23809 Van Siclen AvenuePhone: 718-272-8371Fax 718-272-8372

High School Redirection H 44226 Bristol StreetPhone: 718-498-2605Fax: 718-345-8069

Luis Munoz Marin Elementary School E 41330 59th StreetPhone: 718-492-0087Fax 718-492-9431

Metropolitan Corporate Academy H 39362 Shemethorn Street, Room 310Phone: 718-935-5911Fax: 718-935-2783

t s

Middle College HS at Medgar Evers H 38402 Eastern PartwayPhone: 718-773-7765Fax: 718-773-7849

New Program at PS 261 E 34314 Pacific StreetPhone 718-330-9275Fax 718-260-9022

Public School 46 E 32100 Clermont AvenuePhone: 718-8347694/95Fax; 718-243-0726

Public School 139 E 31am Rugby RoadPhone: 718-282-5254Fax: 718-282-6125

Rafael A. CorderoAS 302 M 27350 Unwood StreetPhone: 718-647-9500FaX: 718-827-3234

Science Skills Center for Science,Technolre and the Arts H 3749 Flatbush Avenue ExtensionPhone: 718-243-9413Fax: 718-243-9399

Thomas Jefferson High School H 45400 Pennsylvania AvenuePhone: 718-345-1801Fax: 718-345-2014

Manhattan21st Century Academy torCommunity Leadership E 1184111 BroadwayPhone: 212-927-7856Fax: 212-740-0305

Academy of Environmental Science M/1-1 59410 East 100th StreetPhone: 212-860-5979Fax: 212-987-0279

Adam Clayton Powell, Jr. Study Centerfor Law and Peace M 114509 West 129th StreetPhone: 212-693-5977Fax: 212-690-5980

Adolph S. Ochs Elementary School atPS III E 112

440 West 53rd StreetPhone: 212-582-7420Fax: 212-245-7236

Alfred E. Smith Elementary School at PS 1 E 1108 Henry StreetPhone: 212-267-4133Fax: 212-267-4469

Anthony Corlears INS M 108220 Henry StreetPhone: 212-962-7205Fax: 212-566-8032

Ballet Tech M/1-1 107

890 BroadwayPhone: 212-777-7330Fax: 212-353-0936

The Beacon High School H 104227-243 West 61st StreetPhone: 212-245-2807Fax: 212-245-2179

Bread and Roses Integrated Arts HS H 1056 Edgecomb AvenuePhone: 212-926-4152Fax: 212-926-4317

Cascades Learning Center HS H 101

62 Mott Street, Room 409Phone: 212-343-1833 .Fax 212-343-9311

Center School M270 West 70th StreetPhone: 212-678-2791Fax: 212-579-9728

Central Park East 1 E 911573 Madison AvenuePhone: 212-860-5871Fax 212-876-3494

Central Park East 11 E 8919 East 103rd StreetPhone: 212-860-5992

Central Park East Secondary School M/I-1 871573 Madison AvenuePhone: 212-860-8935Fax 212-876-3494

96

13

The Chelsea SchooV PS 33 E 106281 Ninth AvenuePhone: 212-244-6426Fax: 212-629-6893

Coalition School for Social Change H 85220 West 58th StreetPhone: 212-247-3651Fax: 212-247-5467

Columbus Academy M 841()3 West 77th Street, Room 304Phone: 212-678-2923Fax: 212-721-9269

Community Action School M 83154 West 93-d StreetPhone: 212-678-5888Fax 212-961-1613

Community Service Academy M 1094603 BroadwayPhone: 212-567-2589Fax 212-567-2974

Computer School M 92100 West 77th StreetPhone: 212-678-2785/2358Fax: 212-678-2836

Cmssmads School M 79234 West 109th StreetPhone: 212-678-5850Fax 212-866-1812

Early Childhood Center E 76334 Greenwich StreetPhone: 212-732-4392Fax 212-766-5895

Earth School E 74606 East 6th StreetPhone: 212-979-3396Fax: 212-979-3391

East Side Community School M/1-1 69420 East 12th StreetPhone: 212-4W-8467Fax: 212-260-9657

Elias Howe SchooliPS 51 E/M 68520 West 45th StreetPhone: 212-757-3C67Fax: 212-582-8861

Ella Baker School E 75317 East 67th Street, Room 227Phone: 212-717-8809Fax 212-570-5366

Emily Dickinson School andWest Side Academy E 72735 West End AvenuePhone: 212-866-54C0Fax 212-678-2878

The Family Academy E 111220 West 121st StreetPhone: 212-678-2869Fax 212-749-1581

Fred R. Moore Elementary School E 672121 Fifth AvenuePhone: 212-693-5936Fax 212-690-5939

Fredetick Douglass Academy M/H 602581 Adam Clayton Powell Blvd.Phone: 212.491-4107Fax: 212-491-4414

Harbor Academy for Science & the Arts E 561 East 104th StreetPhone: 212-427-2244Fax 212-293-0218

Humanities Prep H 57351 West 18th StreetPhone: 212-929-4433Fax 212-929-4445

Insfihne for Collaborative Education M/1-1 58345 East 15th StreetPhone: 212-475-7972Fax 212-475-0459

Isaac Newton School for Math & Science M 61East 116th Street & FDR DrivePhone: 212-860-6036Fax 212-348-1167

Isidor Stmuss/PS 198 E 1161700 Third AvenuePhone: 212-289-3702Fax: 212-410-1732

Jacob A. Rils Elementary School E 6380 Catherine StreetPhone: 212-962-21Fax 212-385-0348

14

John V. Lindsay Wildcat Academy H 66161 Hudson StreetPhone: 212-219-9700Fax 212-941-5793

Julia de Burgos School M 62410 East 100th StreetPhone: 212-8E0-6025Fax 212-876-5359

Lambnarn High School H 64220 West 58th StreetPhone: 212-247-3414Fax: 212-247-3602

The Leadership School H 113do IS 22, 111 Columbia StreetPhone: 212-254-6879Fax 212-254-8123

Legacy School for Integrated Studies M/1-1 6534 West 14th StreetPhone: 212-645-1980Fax 212-645-2596

Lower East Side School E 80333 East Fourth StreetPhone: 212-982-0966Fax: 212-260-4012

Manhattan East School M 70410 East 100th StreetPhone: 212-860-5854Fax 212-876-5359

Manhattan International HS H 71317 East 67th StreetPhone: 212-517-6728Fax 212-517-7147

Manhattan School for Children E 82234 West 109th StreetPhone: 212-678-5856Fax 212-678-5856

Manhattan Village Academy H 7343 West 22nd StreetPhone: 212-242-8752Fax: 212-242-7E30

Muscob New School E 774812 BroadwayPhone: 212-5690417Fax 212-5E9-7765

Neighborhood School E 78121 East Third StreetPhone: 212-387-0195Fax 212-387-0198

The New Torn City Museum School MA-I 115333 West 17th StreetPhone: 212-675-62066503Fax: 212-675-6524

New York Settlement School M 81442 East Houston Street, Room 424Phone: 212-674-9120FaX: 212-677-9185Attn: NY Settlement Schcol

Public School Repertory Company H 86123 West 43rd StreetPhone: 212-382-1875Fax 212-382-2306

REACH Community School E/M113 East 13th Street, Genesis Apts.Phone: 212-979-0244Fax: 212-979-6225

River East, E116th & FDR DrivePhone: 212-860-6033Fax 212-860-7054

Roberto Clemente SchooVIS 195 M 93625 West 133rd StreetPhone: 212-693-5848Fax: 212-W0-5999

Satellite Academy, Chambers H 9451 Chambers StreetPhone: 212-347-1410Fax: 212-964-5587

Satellite Academy, Forsythe H 95198 Forsythe Street, Room 210Phone: 212-677-WOOFax: 212-260-3063

School for Academic & Athletic Excellence M 97154 West 93rd Street, 6th FloorPhone: 212-678-5831Fax 212-678-5E31

School for the Physical City M/1-1 9855 East 25th StreetPhone: 212-683-7440Fax 212-683-7338

School of the Future M 99127 East 22nd StreetPhone: 212-475-W6Fax 212-475-9273

90

17

Science School M 100100 West 77th StreetPhone: 212-678-2816Fax 212-721-9267

Shuang Wen Academy E/M 102293 East Broadway (at PS 134)Phone 212-683-2522Fax 212-683-2695

Special Music Sehool of America E 103129 West 67th StreetPhone: 212-501-3318Fax 212-501-3339

Thurgood Marshall Academy forLearning and Social Change MA-I 1196 Edgecomb AvenuePhone: 212-283-8055Fax: 212-283-8109

Urban Academy H 120317 East 67th Street, Room 201Phone: 212-570-5284Fax 212-570-5366

Vanguard HS H 121317 East 67th Street, Room 401Phone: 212-517-5175Fax 212-517-5334

W. Haywood Bunn School/PS 176 E/M 1224862 BroadwayPhone: 212-5E9-0290Fax: 212-795-9611

Tbe William T. Harris School at PS 11 E 117320 West 21st StreetPhone: 212-929-1743Fax 212-989-7816

QueensAcademy of American Studies H 5328-01 41st AvenueLong Island CityPhone: 718-361-8786Fax 718-361-8832

Active Learning Prep School (ALPS)atPIS 180 M 55320 Beach 104 StreetRockaway BeachPhone: 718-634-1555Fax 718-634-1554

Community Center School at PS 14 E 46107-01 Otis AvenueCoronaPhone: 718-699-6071, ext. 107Fax 718-699-3224

The David Porter School E 5141-77 Little Neck ParkwayLittle NeckPhone: 718-423-8491Fax: 718-423-8531

tntemational HS at LaGuartliaCommunity College H 5431-10 Thomson Avenue, Room MB52Long Island CityPhone: 718-482-5455Fax 718-392-6904

Irwin M. Altman Middle School M 4781-14 257th StreetFloral ParkPhone: 718-831-46WFax 718-831-46W

Middle College HS at LaGuardiaCommunIty College H 5231-10 Thomson Avenue, Room 1101Long Island CityPhone: 718-349-4000Fax: 718-349-4003

The Renaissance School E/M/H 4935-55 81st StreetJackson HeightsPhone: 718-803-0060Fax: 718-803-3785

Robert F. Kennedy Community

Higir School H 4875-40 Parsons Blvd.FlushirTPhone: 718-969-5510Fax 718-969-5524

Robert F. Wavier, Jr. Institute for Arts& Technolog M/1-1 5047-07 30th PlaceLong Island CityPhone: 718-472-5671Fax 718-472-9117

BEST COPY AVAILABLE

Small SchoolNetworksNYNSR's small schools networkwith each other, sharing ideas andsupport, and working together oncommon priorities such as profes-sional development, curriculum,use of technology, assessment andaccountability. Some networks areestablished groups with regularmeetings and collaborative activi-ties, the majority involving three toeight schools. Other networks areinformal, with schools comingtogether as needed to address aspecific interest or concern that isbetter addressed in a group thanby in isolation. The following arenetworks that have been active:

ACORN Network

Alternative Assessment Network

Bronx Manhattan Queens MiddleSchool Network

Bronx Schools and CPESSNetwork

Brooklyn Exploratory Network

Brooklyn Middle School Network

Campus Schools Network

Core Knowledge ElementaryNetwork

District 3 Network

District 4 Network

Dual Language Network

Empowerment Zone Network

Family Network

High School Network

Inclusion Network

Interboro Network for SchoolRenewal

International High SchoolsPartnership

Julia Richman Coalition CampusSchool Complex Network

K-12 Learning Laboratory Network

Kings and Queens Collaborative

Latino Network

Literacy Network

Lower East Side Network

Middle School Network

Network for Collaborative SchoolReform

New Brooklyn Network

New Visions Network

New York Performance StandardsConsortium

0. Henry Learning Center Network

RECPE Network

NYNSRISSponsoringPartnersACORN (The New York Associationof Community Organizations forReform Now).Gwendolyn, Jacobs, President,NY ACORN Executive BoardBertha Lewis, Head Organizer,Brooklyn ACORN

ACORN is a grassroots communityorganization governed by its mem-bership of over 22,000 low tomoderate income families.Beginning with campaigns toimprove specific schools, ACORNmembers' education work hasmainly been: 1) to develop smallautonomous public schools whichare characterized by high educa-tional standards, socialchange/community organizingactivities, and curriculum themes,democratic governance, andstrong parent/community involve-ment); 2) to wage citywide cam-paigns around equity and accessissues as documented in ACORN'sSecret Apartheid I, II, and IIIreports, as well as around issues ofschool overcrowding, inadequatefacilities, and systemic reform.

CENTER FOR COLLABORATIVE

EDUCATION (CCE)

Priscilla Ellington/Heather Lewis,Co-Executive Directors

CCE is a network of New York Citypublic schools, working in cooper-ation with the Coalition ofEssential Schools (CES). CCE'swork is built on the successfulpractices of its members' schoolsand is based on the belief thatschools serve children best whenparents, students and educatorscollaborate to build student-cen-tered communities. The successof schools in creating learningenvironments that can achievesuch goals is based on a sharedset of twelve principles. The CCEnetwork of schools share theirknowledge and practice in anongoing exchange with schoolsand districts working for educa-tion reform. Thus, the members'schools both drive the agenda foreducation reform and provide thekey resources for supportingschool change. CCE is the con-duit for this school-led effort.

1 8

CENTER FOR EDUCATIONAL

INNOVATION (CEI)

Sy Fliegel, PresidentCole Genn, AnnenbergSenior Fellow

CEI, now an independent non-profit organization, was establishedin 1989 as part of The ManhattanInstitute. CEI is a premier forcein revitalizing public education.The CEI actively encourages anddevelops public schools ascommunities of learning. CEI'smission is to transform publiceducation in America by shiftingaccountability from centralizedbureaucracies to local schoolsand by creating systems ofschool choice for communities.Our hands-on work empowersteachers, parents, students andcommunity organizations to worktogether to design innovativeschools characterized by entre-preneurial leadership and highacademic achievement. Withmore than 120 years of combinedexperience as teachers, princi-pals and school superintendents,CEI's staff of Senior Fellows pro-vides leadership to dozens ofschools and school districts inNew York City and inspiresothers around the country tofollow their lead.

NEW VISIONS FOR PUBLIC

SCHOOLS

Beth J. Lief, President & CEOArthur Foresta, Vice President

New Visions for Public Schoolsworks with the New York Cityschool system, the private sectorand the community to mobilizeresources and develop programsand policies that lead to signifi-cant, lasting improvement in theachievement of all children. NewVisions and its partners take themost direct route to change byworking in the classroom, wherelearning happens, to shape pro-grams that address the needs ofeducators, students and parents.New Visions is assisting educa-tors to prepare for the higher aca-demic standards adopted by thecity and state. New Visions alsohelps to provide up-to-date booksand technology, working libraries,intimate and rigorous learningenvironments in small schools,and opportunities for educators tolearn and grow professionally.

15

Support for NYN'SRPrivate FundersThe Annenberg Foundation initi-ated NYNSR in 1994-1995 witha five-year, $25 millionAnnenberg Challenge grant thatwas matched by private contrib-utors. It was also matched byNew York City Board ofEducation.

In addition to the AnnenbergFoundation, NYNSR acknowl-edges the generous support ofthe following private funders:

Time Warner, Inc.Aaron Diamond FoundationCharles Hayden FoundationFord FoundationThe Chase Manhattan

FoundationCarnegie Corporation of New

York

Stella and Charles GuttmanFoundation

Viacom Inc.Nippon Steel U.S.A., Inc.

Community SupportMany others have directly sup-ported NYNSR schools and pro-grams with funding, time,resources, dedication and com-mitment. Too numerous toname, these supporters includecultural institutions, such asmuseums and performing artsorganizations, colleges and uni-versities, community organiza-tions, corporations and localbusinesses, labor unions, healthand service providers, and pro-fessional associations. Throughtheir help, NYNSR's smallschools have been able to devel-op and sustain the diversity,vitality and effectiveness thatcharacterize them.

ConsultativeCouncilRichard I. Beattie, Chairman,Executive CommitteeSimpson, Thacher & Bartlett

Amalia Betanzos,President & CEOWildcat Service Corporation

Linda Bradley, ParentRockaway New School

Lillian Castro, Director ofAdministrationEducators for SocialResponsibility

Emelda Cathcart, DirectorCorporate ContributionsTime Warner, Inc.

Edward Costikyan, CounselPaul Weiss, Rifkind, Wharton &Garrison

Rudolph F. Crew,Schools Chancellor**NYC Board of Education

Peter Davidson, PresidentLatin Communications Group, Inc.

Louis Delgado, Co-DirectorVanguard High School

Raymond Delmanico, ExecutiveDirectorPublic Education Association

Hazel DuBois, DeanThe Renaissance School

Priscilla Ellington/Heather Lewis,Co-Executive DirectorsCenter for CollaborativeEducation

Edith Everett, TrusteeCity University of New York

Sy Fliegel, PresidentCenter for EducationalInnovation

Carol Foresta, PrincipalBread & Roses High School forIntegrated Arts

Luis Garden Acosta,President & CEOEl Puente

66t2imy ID:- \TOM o@LooIloil nze tomga°

n Vont EsnE, ,noTt YMESIO )7_M LM1130:17C

GEMMtfigla EKla TAM COME29% ix1 T7129E02

tEzsm, motelo ZoT otaw ogaDOng.Mooe oamozno uco LalLoalag to TOWatEMEG

ocammtAom MeTifu WoTHE

David Sherman, Vice President, FT

16 19

Martha Graham, Vice PresidentManager of Public EducationInitiativesChase Manhattan Bank

Jacqueline HueyAsian Americans for Equality

Lupe Ivery, MemberACORN Education Committee

Gwendolyn Jacobs, PresidentNY ACORN Executive Board

Gail Kipper-Horch, DirectorManhattan East

Beth J. Lief, President & CEONew Visions for Public Schools

Eduardo LaGuerre, ExecutiveDirector*Neighborhood Association forInter-Cultural Affairs

Bertha Lewis, Head OrganizerBrooklyn ACORN

Olivia Lynch, DirectorSchool for Academic & AthleticExcellence

Vincent McGee,Executive DirectorIrene Diamond Foundation

Leslie Moore, PrincipalEducational Complex at JHS 99

Yolanda Moses, PresidentCity CollegeCity University of New York

Judith RizzoDeputy Chancellor forInstructionNYC Board of Education

Peter Rose, PresidentClearpool, Inc.

Ninfa Segarra**Deputy Mayor for Education andHuman ServicesCity of New York

David Seinfeld, Principal*Robert F. Kennedy CommunityHigh School

David Sherman, Vice President**United Federation of Teachers

Santiago Taveras, DirectorBanana Kelly School of LearningThrough Community Building

William C. Thompson, Jr.,President**NYC Board of Education

Carmen Vega-Rivera,Executive DirectorEast Harlem Tutorial Program

Dennis Walcott, President & CEONew York Urban League

* Co-Chairs** NYNSR Steering Committee(As of 1199)

NEW YORKNETWORKS

FOR SCHOOLRENEWAL

Fact SheetNew 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 environments offer

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.

201873 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 enhance neW 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

BEST COPY AVALABLE

Available uponRequestNYNSR Newsletter. Pleasecontact the NYNSR Office tobe placed on the mailing list.

NYNSR Directory ofParticipating Schools.

."Who We Are; Students andS"Chools in the NYNSRpioi*,1995-1996," a

. :!0.00-Of,th,e. NYNSR:.R4e0r0:Collaborative,.10itifutefor EdUcation and;$*POlith:NeW,York

NV"The,titecit. lzginfStudentBody on Schoàl CostsPerformrmi**.High Sobbiili; arinaStiefel, PftD., Pàtriáe Iota*Norm FruCtite44RobertiEBeme, Ph:OcotWagner Graquate,..Public SerVite aria tfIritittite for Edu,batiOrtap,Social Policy,:NeW YO:t:PniversitY, April ,1998i,'-;. .-

, .

"The New York CittlIciard.OfEducation's Data,Syttems;,AnInitial Approachra:reiDdrt::FVthe NYNSR ResearchCollaborative, Institljte.for'"'

Research, October 1998. Areport of the NYNSRResearch Collaborative.

"What Questions areTeachers Asking? Reflectingon Practice IS ProfessionalDevelopment," by NancyBarnes, Lang College, TheNew School for SocialResearch, October 1998. Areport of the NYNSRResearch Collaborative

"Progress Report: OutcomesStudy, January 1999," areport of the NYNSRResearch Collaborative,Institute for Education andSocial Policy, New YorkLiniVersity, January 1999.

y-P.artiOiPait Observation StudyorEfPuente Academy for

..Piace and listiCe by Pedro. Pedraza and*Melissa Rivera,

Center. for O'uertO.RitanStudies Hunter 'College. A

''.':40oort of thellYNSR,'Oeseardittillaborative, to be;40eain49b9.

A.Otkatithi NYNSR Class of,1998,,a report of the NYNSR

Education and Socielrdlicy; ReSeeich Collaborative,

New Ydrk University, A InstitUte for Education andi5d1 :-

1998:'..FlOV:f.sfudent and'::.:Social Policy, New York

University, to be issued insChool,:dafa, are collecte4 by atbeEF3Oarril:OfEducation.:andOrgahiied.into reports niadeaVailabileitbl[parents and the

"A Lai:duet:the NYNSR Classof1997,"'a report of theNYNSR, ResearChCollaborative, Institute:forEducaticiriand Socialrolicy,New,YOrk University, July,1998

Report,,1998,"New York Networks forScbcial Renewal

"The New York Networks forSchool Renewal Parent andGuardian Survey," A report

Ongoing research about theNYNSR project is being con-ducted by the NYNSRResearch Collaborative. TheResearch Collaborativeincludes the Institute forEducation and Social Policy,New York University; theCenter for Puerto RicanStudies at Hunter College;Lang College, The NewSchool for Social Research;and the Community ServiceSociety of New York. Reportsby the NYNSR ResearchCollaborative will continue tobe issued through 2001.

on the satisfaction of parents Please feel free to contactwhose children attend the the NYNSR Office for furtherAnnenberg Challenge's small information or assistance.public schools in New York

Lucille Renwick, DirectorCity. A report of the NYNSRNew York Networks for

Research Collaborative,School Renewal

Community Service Society1573 Madison Avenue,of New York, October 1998.Room 425

"Report on Participatory New York, NY 10029-3899Research for the New York Telephone: (212) 369-1288Networks for School Fax: (212) 360-0765

n Renewal/Annenberg e-mail:Evaluation: 1997-98," by Lucille_Renwick@hotsnailcomNancy Barnes, Lang College, nynsr@hotmailcomThe New School for Social www.nynetworks.org

'

1573

Mad

ison

Ave

nue,

Roo

m 4

25N

ew Y

ork,

NY

100

29-3

899

2324

U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

National Library of Education (NLE)Educational Resources Information Center (ERIC)

REPRODUCTION RELEASE(Specific Document)

I. DOCUMENT IDENTIFICATION:

0]1 ,Thn(r---

Title: New York City's Small Public Schools: Opportunities for Achievement

Author(s): Nem eife& Nt-two ScAo-b-t, .(vvle,tAirAt

Corporate Source: Publication Date:

11q9

II. REPRODUCTION RELEASE:

In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced in themonthly abstract journal of the ERIC system, Resources in Education (RIE), are usually made available to users in microfiche, reproduced paper copy,and electronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document, and, ifreproduction release is granted, one of the following notices is affixed to the document.

If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following three options and sign at the bottomof the page.

The sample sticker shown below will beaffixed to all Level 1 documents

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Level I

check here for Level 1 release, permitting reproductionand dissemination in microfiche or other ERIC archival

media (e.g., electronic) and paper copy.

Signhere,--)please

The sample sticker shown below will beaffixed to all Level 2A documents

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL IN

MICROFICHE, AND IN ELECTRONIC MEDIAFOR ERIC COLLECTION SUBSCRIBERS ONLY,

HAS BEEN GRANTED BY

2A

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Level 2A

Check here for Level 2A release, permitting reproductionand dissemination in microfiche and in electronic media

for ERIC archival collection subscribers only

The sample sticker shown below will beaffixed to all Level 28 documents

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL IN

MICROFICHE ONLY HAS BEEN GRANTED BY

2B

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Level 2B

Check here for Level 28 release, permittingreproduction and dissemination in microfiche only

Documents will be processed as indicated provided reproduction quality permits.If permission to reproduce is granted, but no box is checked, documents will be processed at Level 1.

I hereby grant to the Educational Resources Information Center (ERIC) nonexclusive permission to reproduce and disseminate this documentas indicated above. Reproducticin from the ERIC microfiche or electronic media by persons other than ERIC employees and its systemcontractors requires permission from the copyright holder. Exception is made for non-profit reproduction by libraries and other service agenciesto satisfy information needs of educators in response to discrete inquiries.

r nizati n/Address.

14yOse_- 5

&AdeYoo-Aty) ,NY)0()

tied Nartr/PosiligniTitle:

116A 'bOlte,dv)(TIPerLY9,61-\aog FAxtz-In 369 -Ras"r-7r%dalb-hy)64

Date: fia. )%41 i9

RCM-T/98(over)

III. DOCUMENT AVAILABILITY INFORMATION (FROM NON-ERIC SOURCE):

If permission to reproduce is not granted to ERIC, or, if you wish ERIC to cite the availability of the document from another source, pleaseprovide the following information regarding the availability of the document. (ERIC will not announce a document unless it is publiclyavailable, and a dependable source can be specified. Contributors should also be aware that ERIC selection criteria are significantly morestringent for documents that cannot be made available through EDRS.)

Publisher/Distributor:

Address:

Price:

IV. REFERRAL OF ERIC TO COPYRIGHT/REPRODUCTION RIGHTS HOLDER:

If the right to grant this reproduction release is held by someone other than the addressee, please provide the appropriate name andaddress:

Name:

Address:

V. WHERE TO SEND THIS FORM:

Send this form to the following ERIC Clearinghouse: ERIC/CRESS AT AEL1031 QUARRIER STREET - 8TH FLOOR

P 0 BOX 1348CHARLESTON WV 25325

phone: 800/624-9120

However, if solicited by the ERIC Facility, or if making an unsolicited contribution to ERIC, return this form (and the document beingcontributed) to:

ERIC Processing and Reference Facility1100 West Street, 2" Floor

Laurel, Maryland 20707-3598

Telephone: 301-497-4080Toll Free: 800-799-3742

FAX: 301-953-0263e-mail: ericfac@inet.ed.gov

WWW: http://ericfac.piccard.csc.com

EFF-088 (Rev. 9/97)PREVIOUS VERSIONS OF THIS FORM ARE OBSOLETE.