In The Boston Globe: Graduate Programs Must Reflect the World They Study

On March 11, 2019, The Boston Globe published my letter to the editor about the inadequate diversity of Harvard University’s graduate school population. I wrote:

Kudos to Deirdre Fernandes for not allowing the diversity of Harvard’s undergraduate college to obscure broader failures (“Diversity lags at Harvard’s grad schools,” Page A1, March 3). The schools must make increasing financial aid a priority if they are truly to promote learning across race and class. While international diversity enriches our community, few international students seem to be from the lowest-income brackets in their home countries.

Many graduate courses treat cities across Massachusetts and throughout the country as living laboratories, but the university requires neither training in intercultural communication nor grounding in the history of race, class, and gender conflict in this country. We could all benefit from more of this.

Read the rest in The Boston Globe >

Are Socially Mobile Techies Made in NY?

Join thousands of educators around the world, including none in most of New York’s disadvantaged communities.

Codecademy is #MadeInNY. If you don’t know what Codecademy is yet, you really should. Codecademy is a company that seeks to truly disrupt education rather than incrementally altering classrooms, primarily teaching programming at the moment. If you don’t know what Made in New York is, then you’ll have disappointed the lovely folks at NYC Digital. We Are Made In New York “an economic development initiative that supports the city’s vibrant tech community.”

A page on the Codecademy website dedicated to after-school programming, encourages educators to begin a coding club at their school using the site’s resources. Although an educator visiting the page likely already knows this, the page makes the value of such an activity clear, placing it in <strong> terms: “Digital literacy is now a fundamental skill like reading and writing.” Continue reading “Are Socially Mobile Techies Made in NY?”

Turning Around DeWitt Clinton High School

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DeWitt Clinton High School is a large comprehensive public high school in the Bronx, NY that is struggling to succeed with its high-need student body.  Although the school has had a 115-year history, it has recently begun to fail evaluations by the city Department of Education.   DWCHS has a higher percentage of students who are English Language Learners (ELL), disabled, and are eligible for free or reduced price lunch than most New York City public schools.  Black and Hispanic students, who compromise the overwhelming majority of Clinton’s student body, also perform the most poorly at the school according to demographic breakdowns from city and state data.

Although Clinton has been told to improve many times over the past few years, progress has not been made.  Since it retains the schedule, staffing, and organizational structure of the large comprehensive high school from decades ago, many opportunities remain to turnaround DeWitt Clinton.  Mostly using the framework outlined in Anthony Bryk’s Organizing Schools for Improvement, I have drafted a policy memorandum that shows that Clinton can be reorganized to increase academic achievement.  There are three main options that the incoming principal has in leading DWCHS: retraining and restructuring to meet the highest levels of need, adapting to attract and improve with the students that the school is already successful with, or guiding the school into closure.  The options are in order of preference, with the recommendation being to turnaround the school to meet the highest need. Continue reading “Turning Around DeWitt Clinton High School”

Save DeWitt Clinton High School

DeWitt Clinton High School

Dear Mayor Bloomberg, Chancellor Walcott, and the people of the City of New York,

DeWitt Clinton High School should not be closed.  The closure of DeWitt Clinton High School will accomplish nothing but the waste of a valuable and unique opportunity.

It has been argued that the history of a school does not matter, that it is only the present activities of the school that matter.  That is not the version of History that I learned at DeWitt Clinton.  The History that I learned at DeWitt Clinton commands that the past is important, that the past is critical to the present.  DeWitt Clinton High School has a story that stretches over 115 years, starring hundreds of thousands of students, parents, faculty, and staff.  Continue reading “Save DeWitt Clinton High School”