Schott Foundation report April 2012
The New York City public school system is the largest in the country, with responsibility for educating more than 1 million children.
The ability of the New York City public schools to meet that responsibility holds national significance. The high national profile of the city’s education reforms in recent years, and the much-echoed calls for replication in other cities, offer strong evidence of this.
Unfortunately, the city’s public school system is failing to meet its responsibilities for most of its students — particularly for Black and Latino students, and for students from low-income families. While New York will claim increases in graduation rates, yet less than 18 percent of black and brown students are proficient in reading on the National Assessment test and over two-thirds of those who graduate must pay thousands of dollars in higher education classes because they are need of remediation.
America’s urban hubs must ensure that all students have a fair and substantive opportunity to learn and achieve at high levels. In New York, few Black, Latino and impoverished students have that opportunity.
The lack of opportunity that is at the root of this failure is tragic for hundreds of thousands of New York students and is a major contributor to the persistent failures of other school systems across the state and nation.
A Rotting Apple: Education Redlining in New York City is one of a series of Opportunity to Learn reports from the Schott Foundation. This report compiles and analyzes data for New York City and highlights existing intra-district inequities. It is useful to parents, youth, teachers, researchers, political leaders, media and other advocates interested in educational opportunity — specifically in New York City’s schools.
To view the executive summary go to: