summer school

New York

P-TECH students act as teachers in summer geometry course

Seifullah (left) cuts a paper cylinder into circles to teach P-TECH students at one table for a lesson on how to calculate volume. All but a handful of ninth- and 10th-graders at Pathways in Technology Early College High School have an ambitious summer goal: to pass the Regents exam in geometry before school starts in September. To that end, they are enrolled in a six-week long summer enrichment class meant to get them up to speed on the information technology-themed school's academic expectations and prepare them to take the state's geometry exam this month. Classes are long — two to four hours each morning — and involve a mix of group projects, drills, homework, and writing assignments. GothamSchools spent the morning in one marathon math class two weeks before the Aug. 16 exam. As the students worked in pairs on projects, four teachers hovered above, sometimes chiming in with explanations of geometry concepts and sometimes reigning students in when they wandered off-task. After class, the lead teacher, Jamilah Seifullah, explained how she kept track of the students and what she wanted them to learn. As when we chronicled Ryan Hall's math class in May, we've included Seifullah's commentary in block quotes beneath our observations. Seifullah, who taught geometry to a small cohort of advanced math students last spring in the school's first year, took turns directing the class with Rachel Jamison, an English teacher who is pitching in with math instruction this summer. Jamison is also offering English lessons, but not for credit and during a shorter class period. With the Regents exam approaching, she and Seifullah agreed to combine the classes for longer math sessions, but weave in tasks that build literacy skills. 10 a.m.  Already, 32 P-TECH students had been working in pairs on a major assignment for almost an hour. Sitting at round tables in groups of five or six, each pair was using a computer to put the finishing touches on presentations on various geometry concepts, such as surface area and the isosceles triangle theorem, they would later present to their classmates.
New York

Schools that build summer "bridges" for students pay a price

Ninth-graders at PTECH work on algebra problems in May. On a muggy August afternoon last year, nearly 75 Bronx students could be found playing orchestra instruments to the tune of Duke Ellington's C Jam Blues in the auditorium of M.S. 223. They were gathered to mark the close of three weeks of arts, music, and math instruction they received through the school's first summer "bridge" program. M.S. 223 is one of dozens of city middle and high schools to invite to incoming students for summer classes meant to immerse them in school culture and prevent them from forgetting what they learned the previous year. "Summer bridge is important because we think of our model as a year-round school," said Rashid Davis, principal of Brooklyn's nascent Pathways in Technology Early College High School. "That way we’re not dealing with that summer learning loss than can go from two to four months of material, especially for high-poverty students. We can't expect them to magically come in here with the skills they need." Indeed, researchers have pegged students' regression — known as the "summer slide" — at the equivalent of two months of school or more. City officials recognize the challenge: This summer, the Department of Education is piloting a small program in the South Bronx for students who are struggling but not failing. But the funding for that program, Summer Quest, comes from private donors. Public funds, for the most part, are earmarked only for the thousands of students across the city who are required to attend summer school because of low test scores or poor grades. That means schools that develop programs for incoming students who aren't already in trouble are on their own to scrounge up funding.
New York

More students in summer school this year, and more promoted

Five days before the official start to winter, the Department of Education has finished crunching numbers from summer school — and found that nearly one in five students told to attend shouldn't have had to. Of the elementary and middle school students whose test scores were so low that they had to attend summer school, two thirds were promoted in August, according to data the DOE released today. The numbers also show that thousands more high school students than usual signed up for summer classes when it looked like they wouldn't have a chance to retake Regents exams in January. Over 17,000 more high school students enrolled in summer school than in 2010, likely driven by the news that the state had voted to eliminate the January Regents exam administration, often used to retake failed tests required for graduation. The exams were reinstated in August, after the summer session had ended. Elementary and middle school students have less choice about whether to attend summer school. In those grades, whether a student is promoted depends on his state test scores. But the city doesn't find out students' scores until August, when summer school is already over. So every year, the city must predict whether a student is likely to pass the state exam — and tell those who seem likely to fail to register for summer classes. This year, the city told 34,069 students in grades 3-8 that they should attend summer school — or about 9 percent of all students in those grades. But 6,245 of those students actually passed the tests with a score of 3 or 4.
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