New York State Profile Jennifer Guinn EDUC 547 FALL 2008
According to 2006 U.S. Census estimates, with a total population of over 19 million people, 20 percent of New York State s population were foreign-born individuals. This can be compared to the United States in which 11% of total citizens are born outside of the United States (U.S. Census 2007). Though not the most racially diverse state in the country, when studying equity and equality in education, and the different performance levels of students in the education system, it is interesting to view the picture of New York State and compare it with the rest of the country. It is also important to include New York State in a discussion of equity in education because it is home to New York City, the most populous city in the country with 8,274,527 residents (List of United State Cities by Population, 2008). In the United States, Caucasians made up 73.9% of the total population in 2006. In New York State 66.4% of residents identify themselves as Caucasian (U.S. Census 2006). Other ethnic minorities numbers are as follows: TABLE ONE New York Population vs. United States by Ethnic Group Ethnic Group New York (% of population) United States (% of population) White 66.4 73.9 Black 15.4 12.4 American Indian.03.08 Asian 6.9 4.4 Hispanic 16.3 14.8 Source: U.S. Census Bureau, http://factfinder.census.gov 1
When comparing state numbers to that of students attending public school in New York State there is also a difference, especially in the percentage of minority groups (i.e. Black and Hispanic). TABLE TWO Enrollment in New York State Public School by Racial/Ethnic Group, 2006-2007 Ethnicity Percentage American Indian 13,511 >1% Black, African American 534,335 19% Hispanic, Latino 559,543 20% Asian, Native Hawaiian 195,644 7% White 1,431,470 52% Multiracial 6755 >1% Total Enrollment 2,741,258 Source: New York State Report Card, https://www.nystart.gov Among New York residents age 25 and over, 84% are classified as high school graduates (U.S. Department of Commerce, Economics and Statistics Administration, 2004). Economics and School Funding In 2004, it was estimated that 14.5% of families were living below the poverty line in New York State. This is above the United States number of 12.7% (U.S. Census 2007). Between 1999 and 2005 there was an increase in school funding equity between high and low poverty districts in 10 states by $200 per student. New York was one of those states. Considered one of the most under-funded states in the 1990s, and with New York City educating a great amount of the state s minority, low-income students, the state of New York is working to increase education funding dramatically in the next four years (Arroyo, 2008). As of the 2005-2006 school year there was improvement made, with average expenditure of $14,507 per student 2
(National Center for Educational Statistics, 2007). This is an improvement from $8,787 per student during the 2004-2005 school year (State Education Department of the State of New York). In New York State, 44.4% of students are eligible for free or reduced lunch, compared to 36.6% of the country as a whole (National Center for Educational Statistics, 2007; New York State Report Card, 2007). TABLE THREE NEW YORK STATE ELIGIBILITY Reduced Lunch 213,885 Free Lunch 1,001,767 Source: New York State Report Card, https://www.nystart.gov; National Center for Educational Statistics Black Males, and Minority Educational Tracks and Achievement According to national data, there are a disproportionate number of minority students attaining proficiency at required levels. As a whole, in 2007 43% of all 4 th graders were performing at a proficient level in mathematic. Average scores among 4 th graders in mathematics are actually higher than the national average (National Center for Educational Statistics, 2007). Among 4 th grade Black males in New York State, however, in 2007 only 17% performed to a proficient level (Schott Foundation of Public Education, 2008). There is a major gap in these numbers. This disparity seems to continue through 8 th grade also in both mathematics and reading (National Center for Educational Statistics, 2007; Schott Foundation of Public Education, 2008). 3
TABLE FOUR New York State in Mathematics and Reading Comparing White and Black Males Proficiency Race Mathematics Reading 4 th Grade White Males 48 32 Black Males 17 12 8 th Grade White Males 32 33 Black Males 7 8 National Average 43%, 4 th grade 30% 8 th grade Source: National Center for Educational Statistics, 2007 Schott Foundation of Public Education, 2008 36%, 4 th grade 32%, 8 th grade This data indicates that there is not only a gap in the proficiency of Black males in comparison to White males, but also the level to which Black males are performing decrease between fourth grade and eighth grade which, without intervention, will make it more difficult to achieve in high school. In 1996 in Chicago, Phillip Jackson founded The Black Star Project. A lot of the same problems that we find occurring with New York State student achievement in math and reading are occurring in Illinois and other states. What Jackson did was examine these problems and researched what programs are in place to alleviate them around the country. The most important need is the involvement of parents and the community as a whole. One of his suggestions is to allocate a portion of state funding to programs within targeted communities with the objective being student enrichment and improving performance in math and reading. Other suggestions include: design a system of parental involvement (making it easier for parents to interact with the school), create mentoring programs (especially for Black boys) and initiate community literacy and tutorial plans (Noelliste, 2007; http://www.blackstarproject.org) 4
Special Education Programs During the 2001-2002 school year 6,313,342 students were receiving individualized education programming in public schools. At that time 434,722 of these students were part of New York State special education programs. That is 14.8 percent of all students (National Center for Educational Statistics, 2007). According to the U.S. Department of Education Black males make up 9% of public school enrollment in the country but 20% of students in special education classified as mentally retarded. In the state of New York special education enrollment for this population is are smaller at 1.5% of school enrollment (Schott Foundation of Public Education, 2008). English Language Learners (ELL) Education Every year the population of the United States becomes more diverse, including a greater number of residents with foreign backgrounds. Of these, the Hispanic population is the fastest growing ethnic group. In the United States 7.9% of students attending public school are receiving ELL services, meaning the language spoken in their household is something besides English. In New York State 193,711 students receive these services; that makes up 6.7% of the total student population (National Center for Educational Statistics (2007). 5
TABLE FIVE Students Receiving ELL Services Percentage Total Number United States 7.9 3,768,653 New York 6.7 193,711 Source: National Center for Educational Statistics, 2007 School Attendance and Graduation Rates With graduation rates among ethnic minorities lower than that of White students, school attendance may be one explanation for this problem. TABLE SIX New York State Graduation Rate 2006-2007 School Year Blacks 55% Hispanic 53% Whites 88% Source: New York State Report Card; Accountability and Overview Report 2006-2007 During the 2004-2005 school year, with two times as many White male students than Black in New York State, Black males were expelled from school at a rate four times that of White male students (Schott Foundation of Public Education, 2008). With so many Black males being repeatedly suspended and expelled, that may explain why by senior year in high school enrollment numbers have decreased so dramatically. 6
According to the National Association of Child Advocacy, Black students are suspended from school at a rate 1.5-2.4 percent more than the rest of the school population, an estimate less than that of New York (Arcia, 2007). Absence from school and disciplinary practices which cause suspensions and expulsions are the major causes for the achievement gap of Black students. To correct this problem there have to be changes in school administrations and the training teachers receive in regards to individual s culture and learning styles. A lack of training create a misguided effort on the part of educators to keep the school environment homogenous (Arcia, 2007). Reflection I chose to examine equity in education in New York State because of the overall size of the state and the diversity of the concentrated areas. The five boroughs that make up New York City (Manhattan, Queens, Brooklyn, Staten Island, and the Bronx) enrolled 988,234 students at the start of the 2008-2009 school year (New York City Department of Education). That makes up nearly 1/3 of the state s public school enrollment. With so many students in one area I was interested in learning how well funded school districts are to meeting the students needs. New York State is making progress. Although similar inequities occur that are occurring in other areas of the country, such as suspension rates and math and reading achievement gaps, others are not an issue. New York State does not show a disproportionate number of minority students being placed in special education programs. There are inequities within the New York State education system. With such a diverse population of students in New York State, and with minority group numbers growing every year, 7
administration and teachers must adjust to this climate and address all students needs while acknowledging their inadequacies as well. 8
References Arcia, Emily (2007). Variability in Schools' Suspension Rates of Black Students. The Journal of Negro Education, 76, 4. Arroyo, Carmen G. (2008). The Funding Gap. Retrieved from https://ctools.umich.edu/access/content/group/cc36da7e-57a5-4fe6-00e1- ffb1f962a6f2/arroyofundinggap2007edtrust.pdf The Black Star Project. http://www.blackstarproject.org/home/ List of United State Cities by Population (2008). Retrieved 22 November 2008 from Wikipedia http://en.wikipedia.org/wiki/list_of_united_states_cities_by_population National Center for Educational Statistics (2007). http://www.nces.ed.gov/ New York City Department of Education website. http://schools.nyc.gov/ New York State Report Card; Accountability and Overview Report 2006-2007. Retrieved from https://www.nystart.gov/publicweb-external/2007statewideaor.pdf Noelliste, Leila (2007, November 16). Local activist challenges Chicago Public Schools to do better for Black students, especially the males. Chicago Defender, 102, 110, pp. 3. Schott Foundation of Public Education (2008). The Schott 50 State Report, Black Male Data Portal. Retrieved 11 November 2008 from http://blackboysreport.org/ State Education Department of the State of New York. http://www.emsc.nysed.gov/ 9
U.S. Census Bureau (2007). Demographic Information. Retrieved from http://quickfacts.census.gov/qfd/states/36000.html U.S. Census Bureau (2006). Total Population compared to New York State demographics. Retrieved 22 November 2008 from U.S. Census http://factfinder.census.gov U.S. Department of Commerce, Economics and Statistics Administration (2004). Educational Attainment in the United States: 2003. P20-550. Retrieved from http://www.census.gov/prod/2004pubs/p20-550.pdf. 10