High School Junior at Stuyvesant High School Quits and Starts Homeschooling Himself

 Stuyvesant is a fantastic school...for many students. For others, not so great.

Two of my daughters were accepted to Stuyvesant, and the school was right for one of them.

But I am a firm believer in school choice and suggest that if any parent reads about or is told to go to public school and nowhere else, ignore this. Every child is unique and has unique goals, abilities and favorite futures. No school is right for everyone. Homeschooling is right for some families, but for others, not appropriate. (see here as well) There are many resources available for anyone interested. Then there are charter and religious schools. Parents may request an Impartial Hearing to receive public funds for a private school, summer programs, and educational resources, if their child(ren) has any special needs or is Twice-Exceptional (2e). In my opinion the NYC Department of Education has no interest in setting up programs for 2e kids. I started providing representation for parents at the Impartial Hearing Office in 2001. See the Advocate Guide on the Parents Unite site and FIRE’s Chicago Statement Resources.

Those rising 8th and 9th graders who feel that a Gifted and Talented high school curriculum is what they want and is right for them should have a chance to test into the specialized high schools in New York City. (SHSAT)

Any young person from second grade and up can also take a test for the Johns Hopkins Center For Talented Youth, or the Talent Search Program they prefer. 

See here:

Talent Search Opportunities for Gifted Students

My girls did the CTY Program, and it is amazing, with career workshops, summer activities in special areas such as marine biology, archeology, etc., and a full-time mentor to answer questions. Scholarships are available.

My recommendation for all parents: look for alternatives to public school for your child. I support the opinions of Kerry McDonald:

Hi Betsy,
Two decades ago, when I was a graduate student in education policy at Harvard, I remember someone asking me what I thought of my professors and classmates. I quipped: “They respect diverse opinions; they just don’t have any.” In my experience, it was a monolith of thought regarding education policy and practice.

Sadly, education has become even more monolithic since the turn of the millennium, with diversity of thought and dissent seemingly less tolerated than before. This has been particularly problematic in higher education, and it’s been trickling down to K-12 curriculum, theory, and policy.

But there are some hopeful signs that, maybe, we can all at least get back to tolerating diverse opinions in education even if debate about these opinions may be limited.

Today I am presenting at the aptly named, Diversity of Thought in K-12 Education Conference, at the Westin Copley here in Boston. It was organized by the upstart group, Parents Unite, a Boston-based collection of parents dismayed at the emphasis on critical race theory in classrooms, and the overall climate of conformity in education. In a July article about the group, The Boston Globe noted that these parents have “mobilized to fight for ‘true diversity of thought’ in classrooms, an effort resembling those launched elsewhere in the country in the spring by conservative groups and families against what they describe as the ‘indoctrination of students with ‘woke’ ideas about race and social issues.”

Diversity of thought and tolerance for dissent are classically liberal ideas on which our nation was founded. It’s a shame that challenging current education orthodoxy is somehow painted as an attack on education by “conservative groups.”

This weekend’s conference brings together a broad cross-section of educators, activists, and parents who are pushing back against divisive, illiberal educational philosophies and policies. I am particularly excited to meet some of the people I have written about over the past year, including Paul Rossi, a math teacher at an elite Manhattan private school who came out against the school’s focus on “woke” curriculum, and Andrew Gutmann, a parent of a child in a different, but similarly swanky, New York City private school that was following the same critical race theory path.

Other speakers include Greg Lukianoff of the Foundation for Individual Rights in Education (FIRE), an organization that has done heroic work in protecting free speech on college campuses, and Ian Rowe of 1776 Unites, a project created by civil rights activist Robert Woodson in response to The New York Times’s 1619 Project.

It is refreshing to see a grassroots movement of parents, educators, and thought leaders coming together to champion diverse opinions in education and to promote tolerance for dissent. Encouraging various viewpoints, recognizing conflicting perspectives, and debating assorted curriculum approaches and school policies can help ensure that American education is as pluralistic as America itself.

Until next week,

Kerry McDonald
Senior Education Fellow
Foundation for Economic Education

Betsy Combier

betsy.combier@gmail.com
Editor, Advocatz.com
Editor, NYC Rubber Room Reporter
Editor, Parentadvocates.org
Editor, New York Court Corruption
Editor, National Public Voice
Editor, NYC Public Voice
Editor, Inside 3020-a Teacher Trials

New York City Student Quit Stuyvesant to School Himself. Here’s How He Did It.

Lee Hawkins | Wall Street Journal Opinion | July 7, 2021

During the pandemic, Gregory Wickham’s parents let him leave the prestigious institution to complete high school on his own

When most of the 582,000 New York Public School students who opted to take classes remotely this past academic year are required to return to school buildings in September, Gregory Wickham will be taking classes from home.

The pandemic’s disruption helped the 17-year-old high school junior persuade his parents last year to allow him to drop out of Stuyvesant High School, one of the city’s most competitive schools, and home-school himself. He will continue homeschooling his senior year.

“I knew I could learn more, and more efficiently, on my own,” Gregory said.

Gregory is one of about 43,000 students who pulled out of the city’s schools to home-school or enroll in a school elsewhere. During the 2020-21 school year, the number of students enrolled in the country’s largest school system from prekindergarten to grade 12 dropped to approximately 960,000, down about 4%, from the previous year, according to preliminary enrollment data from the city’s Department of Education.

In October, total homeschooling enrollment in New York City was 10,667, an increase of 31% over October 2019, the department said.

“My husband and I are supporting him, but I would not say that we are 100% confident that he has made the right decision,” said Gregory’s mother, Alina Adams. “At a school like Stuyvesant, the biggest value-add is from the other kids, not from the teachers or the building. The fact is, we don’t know how this is going to turn out.”

Stuyvesant didn’t respond to requests seeking comment.

Homeschooling represented 3% of students nationally in 2016, the latest figures available, compared with 88% for public and charter schools and 9% for private schools, according to the National Center for Education Statistics. After the coronavirus pandemic closed schools across the country last year, data from several states show that more parents decided to take control of their children’s curriculum and schedule.

According to a 2016 study by the National Home Education Research Institute, which conducts and collects research about homeschooling, home-schooled students scored 15 to 30 percentage points higher on standardized academic achievement tests than students in traditional schools.

Home school wasn’t a new idea for Gregory. He started lobbying his parents as a fourth-grader. He told them that he wanted to skip high school after middle school and start college at 14. Ultimately, he gained admission into Stuyvesant, which his older brother and his father had attended. He said that he maintained A grades while there. He also excelled in dance outside of school. After several months of remote instruction at his home in Manhattan following school closures in March 2020, he asked his parents if he could quit.

Ms. Adams required her son to write down the names of all of his selected textbooks and the classes he planned to take, and then present a formal “pitch” to the couple. Then, she drew up a contract of expectations which all three of them signed. High on their list of concerns was how colleges would view their son’s plan.

Ms. Adams, who is white, and her husband, who is Black, debated the idea vigorously. Gregory is among only a handful of Black students admitted each year to Stuyvesant. They worried that colleges wouldn’t take him seriously, especially as a minority student quitting his school.

“A Black man has to have twice as many degrees as a white one to even be considered for the same job,” Ms. Adams posted in a blog about her son’s homeschooling, recalling what her husband, Scott Wickham, said. “A Stuyvesant diploma will get you into any college you want. Homeschooling might make it so that you don’t get in anywhere. And then what will you have? You’ll have nothing!”

Mr. Wickham gave in, but told Gregory that he had to craft a rigorous curriculum for himself during his junior year of homeschooling to be allowed to continue it into his senior year.

Gregory found all his courses through online instruction resources such as Khan Academy, which provides courses through a portal of thousands of videos, articles, and practice problems. According to the Department of Education, state regulations require parents or guardians of home-schooled students to submit several items, including a letter of intent, an individualized home instruction plan and quarterly reports.

Leigh Bortins, of Classical Conversations, a company that offers K-12 homeschooling support to over 50,000 families, estimated that about 15% of home-schooled students asked their parents for permission to be home-schooled, as opposed to parents driving the decision.

Ms. Bortins, who said she has been in the business for 35 years, said students like Gregory are rare, “but not unheard of.” She said that many universities across the U.S. offer scholarships to home-schooled students, hoping to tap into the self-starters within the generation.

Had Gregory stayed at Stuyvesant, his course work would have included pre-calculus and algebra-based physics, he said. At home, Gregory has replaced those classes with online courses in calculus-based physics and the highest level of Advanced Placement calculus. Gregory says the homeschooling curriculum is free and he expects to pay a total of about $570 in AP exam test costs.

To round things out, he added macroeconomics and U.S. government and politics, and he is also writing for the New York School Talk education blog.

His father said that seeing how messy things were between politicians and school and union officials during the summer of 2020 made it easier for him to grant his blessing.

“There was no better time to take the risk of homeschooling and see if my son was serious about his own education,” Mr. Wickham said.

Write to Lee Hawkins at lee.hawkins@wsj.com

Corrections & Amplifications

An earlier version of this article misspelled Stuyvesant High School as Stuveysant in one instance.

Copyright ©2020 Dow Jones & Company, Inc. All Rights Reserved. 87990cbe856818d5eddac44c7b1cdeb8

Appeared in the July 8, 2021, print edition as 'Teen Quit Stuyvesant to School Himself.'

Department of Education Deputy Chancellor Sued For Saying "Stuyvesant High School Was Like Being In Chinatown"

Milady Baez

If I live in Chinatown, I should be ashamed?

Two of my daughters attended Stuyvesant High School, and their friends - of all races, sizes and abilities - were amazing, smart, and talented young people with a drive to learn and a curiosity for just about everything.

In my opinion, this "woke" stuff has gone way too far.

Betsy Combier
Editor, ADVOCATZ.com
Editor, ADVOCATZ blog
Editor, Parentadvocates.org
Editor, New York Court Corruption
Editor, NYC Rubber Room Reporter
Editor, NYC Public Voice
Editor, National Public Voice
Editor, Inside 3020-a Teacher Trials

NYC Education official likened Stuyvesant High to Chinatown: lawsuit

By MICHAEL ELSEN-ROONEY

NEW YORK DAILY NEWS |

MAR 27, 2021 

Former NYC Education official said Stuyvesant High was like Chinatown: lawsuit - New York Daily News (nydailynews.com)

A visit to lower Manhattan’s Stuyvesant High School was like being in “Chinatown,” a former city Education Department official said, according to a lawsuit by another former official who says he was demoted because he is white.

The remark by former Deputy Chancellor Milady Baez came during a meeting nearly three years ago with staffers and principals, said her former employee Richard Bellis, who claims he was there.

At the April 2018 meeting with several Education Department staff members and principals, “Baez crassly stated to everyone about her recent visit to Stuyvesant High School, ‘I walked into Stuyvesant HS and I thought I was in Chinatown!’,” the lawsuit claims.

At the time, Baez was head of the department’s Division of English Language Learners, which put her in charge of overseeing programs for 150,000 students learning English as a new language.

Stuyvesant, the most selective of the city’s specialized high schools, has a student body that is 72% Asian.

According to Bellis’s lawsuit, the DOE’s Office of Equal Opportunity investigated Baez’s remark in 2018. Baez was removed from her position atop the English Language Learners division later that year, but kept working at a Queens borough office.

Baez, who couldn’t be reached, no longer works for the Department of Education.

Besides saying he was wrongly demoted because of his race, Bellis also says he was punished for reporting Baez’s remark.

Bellis is at least the fifth white former Education Department official who has sued the city on the grounds their race led to them being demoted or passed over for promotions under former Chancellor Richard Carranza.

Some DOE staffers have forcefully pushed back on those claims, arguing that Carranza’s leadership helped root out long-simmering racism in the department, and elevated leaders committed to pursuing educational equity.

Bellis was a former English Language Learner teacher who began working at the central office that oversees students learning English in 2007. Baez took over the division in 2014.

He said he worked well with Baez until the April 2018 meeting when she made the derogatory remark about Stuyvesant students — a comment Bellis said he found particularly offensive because his wife is Chinese.

Bellis said he told the Office of Equal Opportunity about Baez’s remark during an investigative interview.

He said Baez and other DOE officials retaliated against him for cooperating with the Office of Equal Opportunity investigation. He claims he was excluded from presenting at an academic conference and was treated “as though he was a poor performer when he was not,” the suit says.
[More Education] NYC Education Dept. bureaucrats call for an end to ‘discriminatory‘ Gifted and Talented program »

Bellis alleges Baez was terminated in June 2018 in the wake of the investigation but reinstated in another DOE position.

Carranza shook up the entire English Language Learners division in late 2018 and asked all staffers to reapply for their positions. Bellis said he wound up in a lesser position after reapplying and his previous post was “awarded to a less qualified individual, who was a person of color.”

DOE officials didn’t comment directly on Baez’s alleged remark or the ensuing investigation, but Education Department spokeswoman Katie O’Hanlon said “we strongly dispute these claims of discrimination and retaliation and are reviewing the lawsuit.”

East Side Community High School Principal Mark Federman reportedly sent a survey
to white parents asking them to identify their level of whiteness.                                                                                Robert Miller

NYC public school asks parents to‘reflect’ on their ‘whiteness’

By Selim Algar and Kate Sheehy

February 16, 2021 | 6:16pm | Updated

A city public school principal is asking parents to “reflect” on their “whiteness” — passing out literature that extols “white traitors’’ who “dismantle institutions,” education officials confirmed to The Post on Tuesday.

The “woke’’ offensive at the East Side Community School in Manhattan features a ranking list titled “The 8 White Identities,” which ranges from “White Supremacist’’ to “White Abolitionist.”

The curriculum, written by Barnor Hesse, an associate professor of African American studies at Northwestern University in Illinois, claims, “There is a regime of whiteness, and there are action-oriented white identities.

“People who identify with whiteness are one of these,’’ Hesse writes above the eight-point list.

“It’s about time we build an ethnography of whiteness, since white people have been the ones writing about and governing Others,’’ Hesse adds.

In between the two extreme “identities” of supremacist and abolitionist are such categories as “White Voyeurism’’ — defined as “wouldn’t challenge a white supremacist, desires non-whiteness because it’s interesting’’ — and “White Privilege,’’ or “sympathetic to a set of issues but only privately; won’t speak/act in solidarity publicly because benefitting through whiteness in public (some POC are in this category as well).”

“The Eight White Identities” written by Northwestern University associate professor Barnor Hesse.

The handout was accompanied by a color-coordinated meter with the red zone on the left titled “White Supremacist’’ and the green zone on the far right labeled “White Abolitionist.”

A New York City Department of Education official told The Post that some parents at the school, which caters to sixth- through 12-graders on the Lower East Side, first shared the material with staff.

The principal then disseminated it to every parent “as part of a series of materials meant for reflection” and as “food for thought,” the official said.

A DOE rep said in a statement, “Anti-racism and the celebration of diversity is at the core of our work on behalf of the young people of New York City, and the East Side Community School’s students, parents, and staff partner together to advance equity in their community.

“The document in question was shared with the school by parents as a part of ongoing anti-racist work in the school community and is one of many resources the schools utilizes.”

Northwestern University associate professor Barnor Hesse presents an “ethnography of whiteness” in the ranking list.

The spokesman said school workers are being threatened over the missive.

“Our staff are now being targeted with vile racist, anti-Semitic and homophobic slurs and degrading language from people outside of their school and nothing justifies the abuse directed at our educators,” the rep said.

Christopher Rufo of the Discovery Institute wrote in a tweet that included a posting of the curriculum, “This is the new language of public education.”

The dissemination of Hesse’s literature to parents comes as the DOE and Schools Chancellor Richard Carranza have pushed to eliminate what they call current administrators’ “white-supremacy culture.’’

The administration has embraced “anti-bias training” across the board, with staffers forced to attend slideshow presentations denouncing the current culture’s “paternalism” and “power hoarding” — while getting sued over Carranza’s alleged creation of “an environment which is hostile toward whites.”

Rufo’s Feb. 15 tweet drew mixed reactions on Twitter.

“If you find this hostile, or unnerving, it’s because you are fearing the loss of power and advantage that your skin color has afforded you. It’s an agenda to bring true equality,” a Twitter user fired at Rufo over Hesse’s chart.

But another writer said, “THIS is what a public school spends time and money on? Anti-racism like this is a poison.”

The racial makeup of the student body at East Side Community was 55 percent Hispanic, 18 percent white, 15 percent black, 10 percent Asian and 2 percent other during the last school year.

The school’s principal, Mark Federman, declined comment through the Education Department.

Federman made headlines in 2007 when he tried to prevent the arrest of a student accused of punching a school safety agent.  The principal was arrested after scuffling with another agent during the fracas but returned to school later that day.

·         newslink Mod • 7 days ago • edited

Some East Side Community parents shared an anti-bias chart, “The Eight White Identities” written by Northwestern University associate professor Barnor Hess, with school staff. The chart was then shared with the school community. An article in The New York Post takes issue with it.