**Please see here for changes made to the syllabus for the weeks of March 19th-April 9th.

READINGS
**The following schedule of readings is somewhat a work in progress. We may need to make adjustments as the course progresses. Please check your Baruch emails regularly for any course changes. I will also always post any changes on our class website and will announce them in class

UNIT 1
New York City Schools Today: What do we know and how do we know it?

Class 1 – Monday, January 29
Course introduction and a visual introduction to New York City schools

Class 2 – Wednesday, January 31
Education biographies

Class 3 – Monday, February 5
What is the composition of New York City schools today? Segregation and Distribution of Resources

John Kucsera and Gary Orfield. New York State’s Extreme School Segregation: Inequality, Inaction, and a Damaged Future. (Los Angeles: The Civil Rights Project, 2014): 1-14; 19-24; 27-93; 123-134.

Michael Holzman, A Rotting Apple, Education Redlining in New York City (New York: Schott Foundation for Public Education, 2013).

Class 4 – Wednesday, February 7
School Policy and Politics as Personal

Nicole Hannah-Jones, “Choosing a School for My Daughter in a Segregated City.” New York Times, June 12, 2016.

Jelani Cobb, “Class Notes,” The New Yorker, August 31, 2015:

(Monday, February 12, Lincoln’s Birthday, College is Closed)

Class 5 – Wednesday, February 14
What the DOE has to say about segregation and inequality

New York City Department of Education. Equity and Excellence for All: Diversity in New York City Public Schools. (New York: Office of the Mayor, 2017).

Discuss class project (Denisse Andrade, our Instructional Technology Fellow will present)

RESPONSE 1: Group A response post due before class; Group B comment post due by Friday

(**Monday, February 19, President’s Day, College is closed)

Class 6 – Tuesday, February 20  (Classes follow a Monday schedule)
Should we care about segregation?

W.E.B. DuBois, “Does the Negro Need Separate Schools?” The Journal of Negro Education, Vol. 4, No. 3, The Courts and the Negro Separate School. (Jul., 1935), pp. 328-335.
Rothstien, Richard. “Why Our Schools Are Segregated.” Education Leadership vol 70, n.8 (May 2013):50-55.

(Response 2: Group B response post due before class; Group A comment post due by Friday)

Class 7 – Wednesday, February 21
Should we care about segregation? (cont.)

Rivkin, Steven. “Desegregation since the Coleman Report: Racial Composition of Schools and Student Learning.” Education Next 2 (2016): 28-37.
Montalbano, Pamela D. (2017). “Why the Goal Cannot be School Integration.”

UNIT 2
How Did We Get Here? Early 20th Century New York City Schools

Class 8 – Monday, February 26
East Harlem and Community Schooling in the Progressive Era

Michael Johanek and John Puckett. Leonard Covello and the Making of Benjamin Franklin High School (Philadelphia, PA: Temple University Press, 2007): inside cover map, 48-76; 109-148.

(Response 3: Group A response post due before class; Group B comment post due by Friday)

Class 9 – Wednesday, February 28
“Ethnicity” in New York City Schools, 1920s-40s

Kate Rousmaniere, City Teachers: Teaching and School Reform in Historical Perspective (New York: Teachers College Press, 1997, pp. 113-119.

Ethel Beer. “The Americanization of Manhattan’s Lower East Side.” Social Forces Vol 15, No. 3 (March, 1937): 411-416

Class 10 – Monday, March 5
(Preparing to visit the archives)

Preview the “Guide to the Records of the New York City Board of Education”

Class 11 – Wednesday, March 7
Visit to the Municipal Archives, 31 Chambers Street

Class 12 – Monday, March 12
(Response 4 Group B response post due before class; Group A comment post due by Friday)
Melissa Weiner. Power, Protest, and the Public Schools: Jewish and African American Struggles in New York City (New Brunswick, NJ: Rutgers University Press, 2010): 34-96.

Class 13 – Wednesday, March 14
(Profiles Due)

 Class 14 – Monday, March 19
Desegregation in New York
(Response 5 Group A response post due before class; Group B comment post due by Friday

Matthew Delmont. Why Busing Failed: Race, Media, and the National Resistance to School Desegregation (Berkeley, CA: University of California Press, 2016): 23-53.

UNIT 3
Residential and School Segregation: The case of Brooklyn

Class 15– Wednesday, March 21
Craig Steven Wilder. A Covenant with Color: Race and Social Power in Brooklyn (New York: Columbia University Press, 2000): 175-217.

Class 16 – Monday, March 26
(Response 5 Group B response post due before class; Group A comment post due by Friday)
Wendell Pritchett, Brownsville, Brooklyn: Blacks, Jews, and the Changing Face of the Ghetto. (Chicago, University of Chicago Press, 2002): 220-237.

Class 17– Wednesday, March 28
Walter Thabit. How East New York Became a Ghetto (New York: New York University Press, 2003): 1-54; 150-168; 188-204.

SPRING BREAK (March 30-April 8)

 Class 18 – Monday, April 9
(Historical Moments Due)

Wednesday, April 11 classes follow a Friday schedule, our class does not meet

UNIT 4
Decentralization and School Choice in New York City Schools, 1970-today

Class 19 – Monday, April 16
Heather Lewis, New York City Public Schools from Brownsville to Bloomberg: Community Control and its Legacy (New York: Teachers College Press, 2013): 6-11; 110-143

Class 20 – Wednesday, April 18
Norm Fruchter, et. al. Is Demography Still Destiny? Neighborhood Demographics and Public High School Students’ Readiness for College in New York City. (Providence, RI: Annenberg Institute for School Reform, Brown University, 2012).

Class 21– Monday, April 23
Allison Roda and Amy Stuart Wells. “School Choice Policies and Racial Segregation: Where White Parents’ Good Intentions, Anxiety, and Privilege Collide.” American Journal of Education 119.2 (2013): 261-293.

or

 Amy Stuart Wells and Robert Crain. “Where School Desegregation and School Choice Policies Collide: Voluntary Transfer Plans and Controlled Choice.” In School Choice and Diversity: What the Evidence Says, ed. Janelle Scott (New York: Teachers College Press, 2005): 59-76.

(Response 6 Group B response post due before class; Group A comment post due by Friday)

Class 22 – Wednesday, April 25
Policy assignment due

 Class 23 – Monday, April 30
Practice presentations and feedback

Class 24 – Wednesday, May 2
Practice presentations and feedback

May 5-6 and 10th
CUNY-wide “Planning the Future of New York City” Conference Students are required to attend. Each research team will make a 10-minutre presentation. Experts in the field will provide the teams with feedback on their proposal.

 Class 25 – Monday, May 7
Presentation Debrief

Class 26 – Wednesday, May 9

Class 27 – Monday, May 14

Class 28 – Wednesday, May 16

Final project due