A Rotting Apple: Education Redlining in New York City
EDUCATION REDLINING IN NEW YORK CITY
HOME | EXECUTIVE SUMMARY [PDF] | FULL REPORT [PDF] | RECOMMENDATIONSIn New York City public schools, a student’s educational outcomes and opportunity to learn are statistically more determined by where he or she lives than their abilities, according to A Rotting Apple: Education Redlining in New York City, released by the Schott Foundation for Public Education.
Primarily because of New York City policies and practices that result in an inequitable distribution of educational resources and intensify the impact of poverty, children who are poor, Black and Hispanic have far less of an opportunity to learn the skills needed to succeed on state and federal assessments. They are also much less likely to have an opportunity to be identified for Gifted and Talented programs, to attend selective high schools or to obtain diplomas qualifying them for college or a good job. High-performing schools, on the other hand, tend to be located in economically advantaged areas. Continue reading >
Preface by Dr. John H. Jackson 
The
Right to Learn is an inalienable human right. Thus it is alarming that
in the largest school system in the United States, that of New York
City, the right to an Opportunity to Learn is undeniably distributed by
race, ethnicity and neighborhood. This unequal distribution of
opportunity by race and neighborhood occurs with such regularity in New
York that reasonable people can no longer ignore the role that state and
city policies and practices play in institutionalizing the resulting
disparate outcomes, nor the role played by the lack of federal
intervention requiring New York to protect students from them. In fact,
there is clear and compelling evidence that federal resources provided
to NYC only reinforce education redlining in New York. Continue reading >
Foreword by Dr. Pedro Noguera
New York is a city of contrasts and extremes. It is home to some of the
wealthiest people in the world and some of the poorest. While some New
Yorkers worry about the fluctuations of the stock market and the price
of antiques and rare art for sale at Sotheby’s, others struggle to find
an affordable place to live and barely survive on minimum wage salaries.
Politicians from both major parties come to New York to fundraise,
bringing home millions of dollars from a single dinner, while New
Yorkers in neighborhoods like the South Bronx and East New York cope
with high rates of homelessness, asthma, diabetes and infant mortality. Continue reading >
The
Right to Learn is an inalienable human right. Thus it is alarming that
in the largest school system in the United States, that of New York
City, the right to an Opportunity to Learn is undeniably distributed by
race, ethnicity and neighborhood. This unequal distribution of
opportunity by race and neighborhood occurs with such regularity in New
York that reasonable people can no longer ignore the role that state and
city policies and practices play in institutionalizing the resulting
disparate outcomes, nor the role played by the lack of federal
intervention requiring New York to protect students from them. In fact,
there is clear and compelling evidence that federal resources provided
to NYC only reinforce education redlining in New York. Continue reading >Foreword by Dr. Pedro Noguera
New York is a city of contrasts and extremes. It is home to some of the
wealthiest people in the world and some of the poorest. While some New
Yorkers worry about the fluctuations of the stock market and the price
of antiques and rare art for sale at Sotheby’s, others struggle to find
an affordable place to live and barely survive on minimum wage salaries.
Politicians from both major parties come to New York to fundraise,
bringing home millions of dollars from a single dinner, while New
Yorkers in neighborhoods like the South Bronx and East New York cope
with high rates of homelessness, asthma, diabetes and infant mortality. Continue reading >
To purchase a printed copy of the full report, click here.
» Associated Press: Black Male H.S. Graduation Rates Lag Behind Whites
» Ed Week: Black Male Grad Rate Still Lags Despite Slight Uptick
» NPR: What's Driving Dropout Rate for Black, Latino Men?
» The Notebook: Report About Racial Achievement Gap Cites 'Willful Neglect' as Part of the Problem
» America’s Education System Neglects Almost Half of the Nation’s Black and Latino Male Students
» Ed Week: Black Male Grad Rate Still Lags Despite Slight Uptick
» NPR: What's Driving Dropout Rate for Black, Latino Men?
» The Notebook: Report About Racial Achievement Gap Cites 'Willful Neglect' as Part of the Problem
» America’s Education System Neglects Almost Half of the Nation’s Black and Latino Male Students
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© Copyright 2011 Schott Foundation for Public Education. All rights res
On this day, we call for teachers to receive supportive environments, adequate quality training as well as ‘safeguards’ for teachers’ rights and responsibilities...We expect a lot from teachers – they, in turn, are right to expect as much from us. This World Teachers’ Day is an opportunity for all to take a stand. 
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