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Middle school and high school applications are due on Dec. 1!
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Q: This is a pretty sticky situation. I dropped out of high school to homeschool myself without credit some time ago, using online high school and college-level courses and books, and I've had nobody to help me with college applications or getting into programs. I'm very interested in physics and want to go to a major state university. Is going to community college for a year or two and working really hard there actually a good strategy, or will my lack of credit for high school forever prevent my success?
A: You are correct; this is indeed a sticky situation, but not a hopeless one. At the outset, what do you mean by "some time ago"? Did you drop out three years ago, or twenty? It could make a difference. You need to check on several things: Do you need to pass a high school equivalency assessment known as the Test Assessing Secondary Completion or "TASC" (which replaced the GED) to be admitted into a community college? Can you do a credit-by-examination at a local community college to prove your academic skills?
The Center for New York City Affairs and InsideSchools present a Nov. 30 panel discussion based on an upcoming report: "How to Make Our Schools More Integrated."
We will present our findings and recommendations for better socio-economic integration of the city's public elementary schools, with a particular focus on neighborhoods where integration is possible without busing—that is, economically integrated neighborhoods where the schools are segregated.
Q: I didn’t apply to any school by the November 1, early action deadline. Guess I’ve blown it, right?
A: No. True, many students apply to college under Early Action or Early Decision. But MOST students apply to MOST schools later. On the one hand, you have missed the advantages of Early Action—where you get an early admissions decision without the obligation to enroll—but on the other you have also avoided the frenzy Early Decision where you have to apply and commit to a school early in your senior year.
Take comfort in the fact that if you have not applied to college yet, it’s because you really didn’t want to. Many students who apply under the “early” programs are sorry later. They really needed extra time to make up their minds. If there were indeed a college that you truly, desperately wanted to enter, you would have applied.
Have you finalized your your list for the high school application yet? The Dec. 1 deadline is almost here.
If you still are undecided about where to apply, or how to rank your 12 choices, we've got last minute tips for you.
First, read our latest high school admissions guide, which includes tips for completing the application and advice for 8th-graders.
Then, make sure to read our school profiles and InsideStats for every high school you’re still considering. Click on the comments and browse what current and former students have to say about the school.
Some schools are still holding open houses. Check the Department of Education’s (DOE) high school admissions calendar for dates and times. If you don’t see any dates listed for a school you’re interested in, then check that school’s own website or call them directly.
A word of caution about limited unscreened schools, which admit students by lottery, but give priority to those who sign in at an open house or high school fair. Chalkbeat reported that some limited unscreened schools may be inappropriately looking at more than a student’s attendance at an open house or fair when deciding who gets priority. Bottom line: If you visited some limited unscreened schools or met with their staff at a school fair, we recommend that you reach out to each of them to confirm that your 8th-grader has priority in the lottery.
After two years of contentious public meetings, the Community Education Council, an elected panel of parents, has come up with a courageous and long overdue plan to ease overcrowding and foster racial and economic integration of three elementary schools in District 3 on Manhattan’s Upper West Side. It is a bold attempt to balance competing interests and to resolve one of the city’s most intractable social problems. City Hall and the City Department of Education (DOE) should back the plan, which the CEC devised only after it found every zoning plan the DOE offered to be unacceptable. City leaders should also take immediate, aggressive steps to address legitimate concerns raised by local residents.
After weighing multiple perspectives from often angry members of the public, the CEC, responsible for approving attendance zone lines, has taken the unusual step of coming up with its own plan. This plan could end waitlists at the most popular schools and give hundreds of children better school facilities than they currently have.
If successful, the plan will also break up the high concentrations of poverty that have made it so difficult for one school, PS 191, to gain traction. In the past, most of the children from Amsterdam Houses, a public housing development, have been assigned to PS 191; under the CEC plan they would be assigned to three different schools, all a short walk from one another.
Applying to elementary school in NYC has been compared to having a second job, but things may just have gotten a bit easier for families. For the first time, the Department of Education is staging “It’s Elementary!” admissions events in all 32 city school districts beginning on Tuesday, Nov. 1. Enrollment officials will cover the major elementary admissions entry points in one evening—pre-kindergarten, kindergarten and gifted and talented programs. How the DOE manages this more complicated format remains to be seen, but it’s quite a boost from the handful of borough-wide admissions events offered last year.
Families may begin applying to kindergarten on Nov. 30.
“We’re committed to making it easier for families to find and enroll in the school that’s right for them,” Deputy Chancellor for Strategy and Policy Josh Wallack said in a DOE press release. “We are confident the It’s Elementary! events are a real step forward—they’ll bring all the information families need for Pre-K, Kindergarten, and Gifted & Talented under one roof, and into every neighborhood—and we look forward to building on this progress.”
New York City is one of the most segregated school systems in the country, but some schools buck the trend and enroll a mix of children of different races and income levels. How do they do it? And how can their success be replicated?
The staff of InsideSchools, a project of the Center for New York City Affairs, visited 80 elementary schools to find out how some formerly high-poverty schools have succeeding in attracting children from a range of races, ethnicities and income levels. We published our findings in a new report: "Integrated Schools in a Segregated City."
We all hear about the highly selective schools that only take ace testers and "A" students. But what happens to solid students who don’t make the cut?
The InsideSchools staff compiled a list of our picks for the “B” student. These schools offer solid instruction as well as accelerated, college level and elective classes—many are great picks for the "A" student too. Included are programs in large neighborhood schools, arts and Career and Technical Education (CTE) schools and even a few highly selective ones such as s NEST +M and NYC iSchool.
by Jared Roebuck
Mayor Bill de Blasio's administration recently announced that a number of charter and district schools will become partners this school year in exchanging ideas and best practices. The subject of school discipline offers fertile territory—what we do when things go wrong. While suspension numbers may go down, it's also likely that school culture and safety will continue to be a challenge and an opportunity to get beyond the reductive charter-vs-district-school conflicts of recent years. Specifically, it's a chance for some district schools to learn from the charter experience about the importance of purposefully executing a vision for school culture. At the same time, it's also an opportunity for certain charters to move beyond their reliance on "no excuses" disciplinary practices (of the kind captured in the memorable viral video of a 1st grade Success Academy teacher) that don't equip students to become considerate, independent adolescents and adults.
The most hopeful outcome would be to expand on the current impetus for "restorative justice" in schools in ways that create "intentionally restorative" school cultures. My experience in both charter and district schools tells me that restorative practices aren't just useful for remedying student misbehavior; they also help students become empathetic, connected, and community-oriented citizens.