Although there are many outstanding traditional public schools in New York City, we also offer a variety of programs that help us meet the needs and interests of every student. You can learn more about these programs at the links below:
We serve students with a range of disabilities, from the most mild to the most severe. The vast majority of our students who receive special education supports and services are taught in the same schools and classes as their peers who do not have disabilities. In some cases, students are in “Integrated Co-Teaching” (ICT) classrooms, where a general education teacher and a special education teacher teach together. Others attend more specialized classes in community schools. Students with disabilities requiring more intensive supports and services are often served by District 75 .
We have three main types of programs for students who speak a language other than English at home and score below a state-designated level of proficiency in English upon entering the New York City public school system:
In recent years, we have expanded our gifted and talented programs through the use of two educational models, the self-contained classroom model, in which students receive appropriate instruction together in all content areas, and the school-wide enrichment model, which includes a variety of enrichment, acceleration, and grouping options for students who have abilities and interests in particular content areas. We focused on creating new programs in traditionally underserved communities, as well as maintaining and supporting existing programs.
The Department of Education has also implemented a standardized, citywide assessment and identification process for Pre-Kindergarteners through second graders who are applying to gifted and talented programs.
Charter schools are independent public schools, governed by their own not-for-profit boards of trustees, which operate on the terms of five-year performance contracts known as charters. Charter schools promote excellence and innovation by bringing new leaders, resources, and ideas into public education. As of 2007, 60 charter schools operate in New York City. A new state law allows the creation of more charter schools in the next few years. All students eligible for admission to a traditional public school can apply to a charter school. Students are admitted through a lottery, but charter schools do give preference to siblings of students already enrolled in the school and students living in the charter school’s district.
Over the past five years, the Department of Education has created hundreds of new small schools throughout the City. Most of these have replaced failing schools that the DOE has closed. These schools offer safe, personalized learning environments—and have strong early records of success. Small secondary schools are graduating more than 70% of students, almost double the rate of the old, failing high schools they replaced. Most of these schools enroll about 500 students and provide classes designed to ensure that all students meet high standards and graduate. The schools also form partnerships with non-profit organizations, cultural institutions, and businesses that bring additional resources to enhance learning. Some of the schools have a theme, such as science, law, business, or the arts, which enables students to connect what they learn in the classroom to the world beyond. Most new schools are unscreened, and students who attend a school fair or information session receive priority.
Small Learning Communities (SLCs) are small academic communities of about 400 students within larger comprehensive schools. Each small learning community has a dedicated group of administrators and staff, all focused on providing students with a challenging curriculum and helping them graduate on time, prepared for college or the workplace. Students in SLCs receive increased personalization, a sense of belonging, and high expectations from a dedicated staff. They also receive the benefits of a larger school, including a wide range of extracurricular activities and sports teams, opportunities for experiencing visual and performing arts, and higher level academic courses. Students and their families can find out which schools have Small Learning Communities in The Directory of Public High Schools. Admissions criteria vary by school.
Career and Technical Education Schools (CTE) integrate rigorous academic study with workforce skills in specific career pathways. Students participate in programs that meet business and industry standards. Students receive instruction in an industry-related area like computer graphics, veterinary science, restaurant management, carpentry & nursing, among many others. They have the opportunity to graduate high school with industry-specific competencies and skills that lead to postsecondary education, further industry training and/or entry into the workforce. Through these programs, students can earn the Regent’s Diploma with a Technical Endorsement.
We strive to ensure that every student has the opportunity to earn a high school diploma. At the same time, we recognize that traditional high schools do not work for all students. Some students with a multitude of challenges—from personal issues to incarceration to family trauma—require alternative pathways to a quality education. The DOE has created a number of high-quality educational options to support the needs of students aged 16 to 21 who have fallen behind academically and who are more than two years away from graduation. If you would like more information about these options, email email@example.com or call (917) 521-3600.
Here are some of the options we provide to these students:
Transfer high schools are small, academically rigorous high schools designed to reengage students who have dropped out or who have fallen behind and now have fewer credits than they should for their age (these students are called “over-age and under-credited”). These schools provide a personalized learning environment and connections to career and college opportunities. Students graduate with a high school diploma from their transfer high school. Each transfer school determines admissions criteria individually. Guidance counselors at students’ original high schools must contact each prospective school directly to set up an interview for admission or to learn more about the school.
Young Adult Borough Centers evening academic programs are designed to meet the needs of high school students who might be considering dropping out because they are behind academically or because they have adult responsibilities that make attending school in the daytime difficult. Eligible students are at least 17.5 years old, have been in school for four or more years, and have 17 or more credits. Students graduate with a diploma from their home school after they have earned all of their credits and passed all of the required exams while attending a YABC.
A variety of GED Preparation programs in the Alternative District (District 79) are available for students who wish to prepare for the General Education Development (GED) exam. Students who receive a passing score on the GED exam earn a High School Equivalency Diploma. We have developed new full and part-time GED programs that are blended with the Learning to Work program. These programs prepare students for the GED and help them develop connections to meaningful post-secondary opportunities.
Learning to Work programs offer in-depth job readiness and career exploration opportunities designed to enhance the academic components of select Young Adult Borough Centers, Transfer Schools, and GED programs. The goals of Learning to Work are to assist students in overcoming some of the obstacles that impede their progress toward a high school diploma and lead them toward rewarding post-secondary employment and educational experiences. Learning to Work offers academic support, career and education exploration, work preparation, skills development, and internships.