“Student math scores at The Math & Science Exploratory School in Brooklyn have plummeted by a staggering 26% since 2018,” says one person, raising concerns about the academic performance and the effectiveness of the school’s math curriculum.
The significant decline in math proficiency has prompted the school to take a drastic step by removing the word ‘math’ from its name, signaling a shift in its educational focus and recognizing that changes are needed to address the ongoing academic challenges its students face.
A Strange Solution
The system’s proposed “solution” to address the declining math scores has sparked significant interest and scrutiny. In response to students’ ongoing challenges in math, the school administration has introduced changes to improve academic outcomes. These changes, while generating attention and discussion, underscore the urgent need to address math education issues and ensure that students receive the support and resources necessary to excel in this critical subject.
Name Changing For Worse?
The proposed solution to the declining math scores involves a name change, transforming the school into ‘The Exploratory School’ by removing the word ‘math’ from its name. While this alteration may symbolize a shift in educational focus, its effectiveness in resolving the core issues leading to the decline in math proficiency remains a topic of debate and scrutiny. The decision to remove ‘math’ from the school’s name is seen by some as a superficial response, prompting questions about the broader strategies and resources needed to address the academic challenges faced by students.
Unanimous Decision
Indeed, District 15’s Community Education Council has unanimously decided to remove MS 447’s STEM-focused identity instead of directly addressing the underlying issues that have led to its failure to fulfill its educational mission. This decision has raised questions about the school’s commitment to rectifying the academic challenges and has drawn attention to the importance of substantive changes and support to improve student performance rather than relying solely on symbolic modifications.
The ‘Poor’ Decision
The significant drop in math scores was a direct consequence of the Community Education Council’s 2018 decision orchestrated by the de Blasio administration. This decision involved the elimination of selective middle-school admissions throughout the district, purportedly in pursuit of “equity” in education. The connection between this policy change and the subsequent decline in academic performance has prompted scrutiny and debate about the effectiveness and unintended consequences of such broad educational reforms in pursuing equity.
Admission-By-Lottery System
As a result of the policy shift, a school that had traditionally catered to higher-achieving students found itself transitioning to an admission-by-lottery system, leading to a substantial influx of students who may not have been adequately prepared for the more demanding academic work previously expected. This transformation in the student body composition has presented the school with a unique set of challenges, requiring it to adapt to its students’ diverse needs and academic backgrounds, potentially contributing to the decline in overall academic performance.
Mass Exodus of Families
The district witnessed a notable exodus of families from the conventional public school system, with many opting for charter schools, Catholic schools, or other private educational alternatives. Some families even chose to relocate out of the district or even the city as a whole. This mass departure reflects the dissatisfaction and concerns among parents regarding the changes in the public school system and the perceived impact on their children’s educational experiences, prompting them to seek alternative options for their children’s education.
Bottom Line Shift
A striking shift in academic performance is evident when comparing the math scores of MS 447 seventh-graders in 2018 and those from last year. In 2018, 95% of students passed math grades on end-of-year tests. However, this percentage dropped significantly the following year to just 69%. This sharp decline underscores the challenges the school and its students face in maintaining proficiency in mathematics. It highlights the need for educational reforms to address these issues.
Not Only Students Jumping Ship
“Teachers and other school staff have moved on, too — or learned to mouth the new regime’s line,” says one person.
Furthermore, it’s worth noting that students, teachers, and other school staff have experienced changes. Some have chosen to move on to different opportunities. In contrast, others have adapted to align with the new educational policies and expectations. This shift reflects the broader impact of the changes in the educational landscape on the school’s personnel as they navigate the evolving educational environment and its implications for their roles and teaching methods.
A Change In Direction
Consequently, MS 447 Principal Arin Rusch now asserts that the label “Math & Science” is limited in scope, as she emphasizes that the “curriculum has evolved and expanded.”
This perspective highlights the school’s intent to provide a broader and more comprehensive educational experience beyond its previous emphasis on math and science. The decision to alter the school’s name reflects the belief that this transformation will better serve the evolving needs of students and align with the changing educational landscape.
Science Scarying Girls Fallacy
Rusch also claims, “The old name scares off girls.”
This assertion raises concerns about perpetuating sexist stereotypes within the context of progressive educational initiatives. The decision to change the school’s name is driven by a desire to create a more inclusive and welcoming environment, free from stereotypes and biases that may inadvertently affect the enrollment of female students in math and science programs.
New York City Appealing For Middle-Class Families
The establishment of new, high-quality public schools, mainly middle and high schools, represented a significant accomplishment during the tenure of Mayor Mike Bloomberg and Chancellor Joel Klein. This endeavor marked a substantial stride in the effort to enhance the appeal of New York City for middle-class families, offering them access to better educational options. These new schools played a pivotal role in reshaping the city’s educational landscape. They contributed to the broader goal of ensuring quality education for all.
Dismantling The Achievement
Mayor Bill de Blasio embarked on a mission to dismantle that notable achievement. District 15 emerged as one of the areas where he achieved his objectives. This transformation reflected a significant departure from the previous administration’s focus on creating new, high-quality public schools, representing a shift in educational policy and priorities. The impact of these changes on the educational landscape and outcomes in the district has been a topic of discussion and evaluation.
Reversing the Detrimental Policies
“If Mayor Adams doesn’t want to keep losing middle-class taxpayers, he needs to start undoing de Blasio’s disasters,” explains a local.
To prevent the ongoing loss of middle-class taxpayers, Mayor Adams faces the imperative of reversing the detrimental effects of de Blasio’s policies and initiatives. The challenges posed by the previous administration’s decisions have contributed to the outmigration of middle-class residents from the city. Addressing these issues and implementing policies that foster an environment conducive to retaining middle-class families will be crucial for Mayor Adams to ensure the city’s continued financial stability and growth.
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