Time to Chuck the Small Schools Movement- A Commentary by Bronx Teacher Aixa Rodriguez
#WeneedaRestorationMvt: Time to Chuck the Small Schools Movement
By Aixa B. Rodriguez
The small schools movement in NYCDOE high schools has got to go. It has run its course and enough students have been experimented on, enough veteran teachers have been pushed out via institutional ageism and the UFT high school divisions have been broken. It is time for this lie to end. We need a restoration movement. These boutique schools based on half-baked themes, were really “charter lite” and allowed for many a despotic principal to burn their small faculty out. I could go on and on on about how these “small” schools have impacted the teaching profession, but I first, let us focus on what this 99cents bargain store attempt at education reform has done to the students of the Bronx. They have suffered under the lie of “school choice” and endured a narrowed curriculum, less services and supports, less electives and less variety of sports and after school extra-curricular activities. The very existence of small schools has impacted the remaining large comprehensive schools and the education of those students in those schools.
The students at the small schools have been sold the illusion of “choice”. Once committed to one of the many schools that have all types of colors, logos, themes, designs, uniforms etc., it becomes painfully evident that your choices end there. Hoodwinked and bamboozled: the kids soon learn they were sold an idea in a glossy brochure that was not fully developed. Students are subject to taking courses based on what the school offers, and if your schedule permits it. Small schools do not have the funding to have a variety of languages, electives, or even levels of classes. Small schools do not have the ability to have flexibility in which teacher a student can choose to learn from. Have a personality conflict? Too bad, you won’t have options to choose from. Small schools most often don’t have “departments” larger than four teachers and they are usually committed to one grade. If you have an IEP that is an entire other set of problems, because you will be limited to the classes that fit your needs, ICT and SETTS, your therapies etc. It complicates your schedule, and you might find yourself having to take SETTS during lunch, or come to gym 0 period. Not exactly an attractive choice for a teen with a commute since local schools have died the slow death. No choice in classes. No choice in teachers. No wonder credit accumulation is a problem for many of these vulnerable students.
Let’s face it small schools do not, and will never have the supports that a large comprehensive school does. Even at year 4, small schools will not have the arts, music and drama faculty, With A Brooklyn Accent: Time to Chuck the Small Schools Movement- A Commentary by Bronx Teacher Aixa Rodriguez:
By Aixa B. Rodriguez
The small schools movement in NYCDOE high schools has got to go. It has run its course and enough students have been experimented on, enough veteran teachers have been pushed out via institutional ageism and the UFT high school divisions have been broken. It is time for this lie to end. We need a restoration movement. These boutique schools based on half-baked themes, were really “charter lite” and allowed for many a despotic principal to burn their small faculty out. I could go on and on on about how these “small” schools have impacted the teaching profession, but I first, let us focus on what this 99cents bargain store attempt at education reform has done to the students of the Bronx. They have suffered under the lie of “school choice” and endured a narrowed curriculum, less services and supports, less electives and less variety of sports and after school extra-curricular activities. The very existence of small schools has impacted the remaining large comprehensive schools and the education of those students in those schools.
The students at the small schools have been sold the illusion of “choice”. Once committed to one of the many schools that have all types of colors, logos, themes, designs, uniforms etc., it becomes painfully evident that your choices end there. Hoodwinked and bamboozled: the kids soon learn they were sold an idea in a glossy brochure that was not fully developed. Students are subject to taking courses based on what the school offers, and if your schedule permits it. Small schools do not have the funding to have a variety of languages, electives, or even levels of classes. Small schools do not have the ability to have flexibility in which teacher a student can choose to learn from. Have a personality conflict? Too bad, you won’t have options to choose from. Small schools most often don’t have “departments” larger than four teachers and they are usually committed to one grade. If you have an IEP that is an entire other set of problems, because you will be limited to the classes that fit your needs, ICT and SETTS, your therapies etc. It complicates your schedule, and you might find yourself having to take SETTS during lunch, or come to gym 0 period. Not exactly an attractive choice for a teen with a commute since local schools have died the slow death. No choice in classes. No choice in teachers. No wonder credit accumulation is a problem for many of these vulnerable students.
Let’s face it small schools do not, and will never have the supports that a large comprehensive school does. Even at year 4, small schools will not have the arts, music and drama faculty, With A Brooklyn Accent: Time to Chuck the Small Schools Movement- A Commentary by Bronx Teacher Aixa Rodriguez:
