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PRESENTION TO:APA NATIONAL CONFERENCE
CHICAGO 2013
Adam Lubinsky, Ph.D., AICPManaging Principal, W X Y
S523April 15, 2013
How School Assignment PoliciesImpact Communities
FACILITATOR / PRESENTERAdam Lubinsky, Ph.D., AICPManaging Principal, W X Y
PRESENTERMichael Petrilli
Exec. VP, Thomas B. Fordham [email protected]
How School Assignment PoliciesImpact Communities
PRESENTERJennifer Stillman, Ph.D.
author of Gentrification and [email protected]
PRESENTERGeorge Janes, AICP
Principal, George Janes [email protected]
/ CONTENTS1/ Neighborhood Schools + City Planning2/ Introduction of Choice3/ Implications for Cities + Neighborhoods
Neighborhood Schools + City Planning
1/
MODERNIST PLANNING
unify
universalize
rationalize
Compulsory schooling (late 19th c)
+ Schools as Social Centers movement
= Schools as neighborhood centers
Introduction of Choice2/
ODD BEDFELLOWS Neoliberals
Cultural conservatives (religious + home schooling)
Desegregationists
Pedagogical experimenters
Urban planners (social networks theory)
NEIGHBOURHOODSCHOOL
CONTROLLEDCHOICE
OPENENROLLMENT
OPTION DEMAND
New York CitySeattle
Wake Co. (Raleigh)Boston
Louisville, KYSan Francisco
Cape Town, RSALondon, UK
JEFFERSON COUNTY (LOUISVILLE)
BOSTON PUBLIC SCHOOLS
NYC PUBLIC SCHOOLS
DIVERSITY
TRANSPORTATION
SCHOOLCAPACITY
QUALITY
popularity
predictability
test scores &other indicators
racial & socio-economic student diversity
walkability
access to specialized programs
geography
student supply & seat demand match
DIVERSITY
TRANSPORTATION
SCHOOLCAPACITY
QUALITY
popularity
predictability
test scores &other indicators
racial & socio-economic student diversity
walkability
access to specialized programs
geography
student supply & seat demand match
DIVERSITY
TRANSPORTATION
SCHOOLCAPACITY
QUALITY
popularity
predictability
test scores &other indicators
racial & socio-economic student diversity
walkability
access to specialized programs
geography
student supply & seat demand match
Implications for Cities + Neighborhoods3/
2 NEW PARADIGMS:
SUSTAINABILITY + CHOICE
localized production individualized preferences
off-the-grid supply “wealth” requirements
self-sufficiency demands of networked communities
• What kinds of effects do these different assignment policies have on family choices?
• And by extension, what are the effects on cities + neighborhoods?
• How do we begin to measure the effects both across the city and in neighborhoods?
• How do local cultural, political, historical and physical shape assignment policies?
NEIGHBORHOOD DIVERSITY
TRANSPORTATION
AFFORDABILITYPARTICIPATIONRATES
social cohesion property value stability
racial & socio-economic student diversity
walkability
predicatibility geographicuniqueness
4.15.13
George M. Janes
& Associates
250 E. 87th Street
New York, NY 10128
School assignment, their impact on neighborhoods
and
What planners need to do about it
• Introduction
• Boston public schools
• New York City
• What should planners should be doing
Boston public schools
5
Student List
ID List of Applicable Schools
Pull Student from list
Assign priorities
to school
All schools processed for
student?
No
Yes Pull School from list
All students assigned
priorities?
Yes
No
Prioritization Complete
Students Needing Assignment List
(Grade by Grade processing)
Pull Student with their
highest preferred
available choice
Place student back in
assignment queue
PRIORITIZATION
No
No
Seat Assignment Processing
Seat?
Assign
Seat Bumps Studen
t? Yes
No
End of Round
Yes
Yes
Assign W/L
No W/L Assign
W/L Processing
Yes
Yes
ASSIGNMENT
Boston School Assignment Algorithm
Pull all unassigned students eligible
for administrative assignment and
identify closest schools with space
Seat?
Assign Seat Bumps Student?
Yes
No
More choices?
Designate as unassigned
More choices?
Place student back in
assignment queue
Yes No
Administrative Assignment Processing
Yes Yes Hand
Assignment
Pull all students
for WL
Assignment
W/L?
All done?
No
No
6
1.0 Prioritization Process Flow Assignment
Priority
Levels
Guarantee
Present School
EEC/ELC
Sibling,
Walk
Zone
Guarantee? Yes
Compile list of available schools
based on student profile*
Set
Pri
ori
ty
1.1
1.2 1.20
Indicates end of
processing for
respective student
Yes
No 1.3 Assign GW Priority
Assign G Priority
Assign NP Priority
WalkZone?
No
Yes
Yes
Yes
Assign PS-SW Priority
Assign PS-S Priority
Assign PS-W Priority
Assign PS Priority
(Regardless of WalkZone)
Sibling/ WalkZone?
Sibling, No Walk? No
No
WalkZone?
WalkZone?
Yes
Yes
Yes
Assign E-SW Priority
Assign E-S Priority
Assign E-W Priority
Assign E Priority
(Regardless of WalkZone)
Sibling/ WalkZone?
Sibling, No Walk? No
WalkZone?
Yes
Yes
Yes
Yes
Assign SW Priority
Assign S Priority
Assign W Priority
Assign GEO Priority
Sibling/ WalkZone?
Sibling, No Walk?
No WalkZone in Geo Code?*
No
No
1.8
1.9
1.10
1.12
1.13
1.14
1.16
1.17
1.18
1.19
No
No
No
No
No
No
Present School?
Yes
No
1.11
EEC/ELC? 1.15
No
*Note: As of September 2004, there are no Geo Codes without a
walkzone school at any level
7
1.0A Prioritization Process Flow (No Walkzone priority)
Assignment
Priority
Levels
Guarantee
Present School
EEC/ELC
Sibling,
Walk
Zone
Guarantee?
Yes
Compile list of available schools
based on student profile*
Set
Pri
ori
ty
1.1
1.2
1.11
Indicates end of
processing for
respective student
Assign G Priority
Assign NP Priority
No
Yes Assign PS-S Priority
Assign PS Priority (Regardless of WalkZone)
Sibling?
No
Yes Assign E-S Priority
Assign E Priority (Regardless of WalkZone)
Sibling?
No
Yes
Yes
Assign S Priority
Assign GEO Priority
Sibling?
No WalkZone in Geo Code?*
No
No
1.7
1.5
1.9
1.10
Present School?
EEC/ELC?
Yes
No
Yes
No
*Note: As of September 2004, there are no Geo Codes without a
walkzone school at any level
8
2.0 Assignment Process Flow
Student Assignment Queue by
random number and highest
available choice identified*
2.1
Anymore choices?
Designate as
Unassigned
Yes
No
Proceed to next student in assignment queue
WalkZone @
limit?*
Determine capacity cutoff for
WalkZone list 1. Update WZ Count
Determine capacity cutoff for
non WalkZone list #2
Student Bumped
?
Flag student to process
next choice in queue
Designate for
Tentative Waitlist No
Yes
Yes
No
2.2
2.4
2.5
2.7
2.9
2.12
2.16
2.17
2.19
2.29
2.25
Indicates end of processing for student
Refer to detailed process flow on other slides
Key
EBOS elementary or middle and
non E.BOS Student?
2.3 Yes
No
Note: Current
waitlist takes
priority over new
round entrants
All done
?
No 2.26
Run Final Assignment
2.27
Yes
Is a Twin?*
Yes
No
*Note: All school with WZ limits are at
50% except Orchard Gardens @ 75%
Have Twin
Assigned?
“twin” on hold?
Identify all “twins” on hold to be placed back onto student assignment queue to process
next choice and remove “hold”
Place student on
hold for assignment
No
Yes No
Yes 2.28
2.30
2.25
2.31
2.32
Remove student at the top of
assignment queue into respective
school's WalkZone list #1 in
prioritized order and update WZ
count.
1st or 2nd
round?
2.4
No
Yes
*Note: Twins are defined as siblings (adopted,
step) who qualify for the same grade
Determine the last Walk student that meets the WalkZone capacity limit and move
all students following this student from WZ List #1 to Non-WalkZone List #2 Update WZ count
2.8
Update WZ count
2.5
Update WZ count
Update
WZ count
2.5
2.23
Note: Process for
each student
returning to queue Place student(s) back in
queue w/ next choice
2.15
*Includes existing waitlist students
Guaranteed?
No
Yes
2.32
9
Assign all twins with “HOLD” status and
change all assigned students to a priority level
of guaranteed (with WalkZone if applicable)
3.0 Final Assignment Flow
Assignment Done? All assigned or designated
as unassigned?
Yes 3.1
3.2
Note: students whose walkzone priority was
removed but still received an assignment will
get their walkzone designation back.
Return to Assignment
Process
No
2.0
Compile list of students who have been unassigned and
are eligible for administrative assignment*; identifying
schools with available seats ordered by distance within
zone (unless non Spanish bilingual student where cross
zone administrative assignments can be made)
3.3
Process Hand
Assignments
Run Assignment Process (see previous slide)
Note: There will not be any waitlist placements from
administrative assignments. Skip Assignment
Process 2.19 “Designate for Tentative Waitlist”
All done
?
No 3.5
Yes 3.6
Waitlist Processing (see next slide)
WL
Note: Assignment process may re-run
depending on manual adjustments
*Note: only students who are eligible for administrative assignment will be processed.
This includes students in entering grades 1 – 12 who are entering the same program
(regular ed to regular ed or bilingual to bilingual).
Administrative assignments are not made:
1. For K0, K1 or K2 students, UNLESS: 1) the student will turn six between September
2nd and December 31st for the upcoming school year where the student will be
assigned to a K2 class or 2) the K2 parent opted to be administratively assigned.
2. to AWC classes, two-way bilingual, or special education integrated.
3. to vocational programs (Madison Park High School).
4. to the regular education portion of special education integrated programs.
5. to the regular education portion of bilingual or two-way bilingual programs.
6. to Tech Boston
7. to pilot schools that do not participate in the algorithm. Please see Appendix E.
8. For students outside of East Boston to an East Boston school.
Indicates end of processing for student
Refer to detailed process flow on other
slides
Key
Refer to manual process outside of the
algorithm
10
Wait List Process Flow
Compile list of students designated for waitlist
assignment; identifying schools the student
missed assignment in order of preference
WL.3
Take student @ top of list and place onto
school’s WZ waitlist #1 by priority ordered
by round, priority, random number
For school determine the number of
WalkZone seats remaining.
WL1 WL.2
Proceed to next student in assignment queue
WalkZone @
limit?*
Determine capacity cutoff for WZ
Waitlist #1. Update WZ Count
Determine capacity cutoff for
non WZ Waitlist #2
A Student Bumped
?
Place student(s) back in queue
to process next WL choice
No
Yes
Yes
No WL5
WL6
WL4
WL9
WL8
WL15
2.25
All done
?
No 2.26
Yes
Is a Twin?*
Yes
No
Have Twin on
WL?
“twin” on WL hold?
Identify all “twins” on WL hold to be placed back onto student assignment queue to process
next choice and remove “hold”
Place student on hold for WL
No
Yes No
Yes WL12
WL18
WL10
WL13
WL16
Determine the last Walk student that meets the WalkZone capacity
limit for the waitlist and move all students following this student
from WZ Waitlist #1 to Non-WZ Waitlist #2 in order of priority
Update WZ count
WL7
Update WZ count
WL11
Update WZ count
WL14
WL17
Admin Assigned
?
On < 2
WL?
On < 3
WL?
WL19 No
No
No
Update WZ count
Anymore
choices?
Flag student to process
next WL choice
No
Yes
Yes
Yes
End of Round
11
Sub Process: Guarantee Students
Staying in the same program in the
same school progressing to the
next level?
Yes
No Student being retained, but staying in the
same program in the same school
Student staying in the same school but moving out of a
program in the same school
• Grade 6 AWC students moving into regular education Grade 7 and Grade 5 AWC who do not qualify
for Grade 6 AWC and will move into regular education.
• Students enrolled in the regular education component of Special Needs Integrated Program where the
Special Needs Integrated Program does not exist for next year’s grade.
• This applies to two-way bilingual students moving into regular education if the two-way bilingual
program does not exist for the next year.
• Denver Elementary and McCormack Middle
• Curley Elementary and Curley Middle
• Quincy Elementary and Quincy Upper
• Mission Hill K-8 and New Mission High
All regular education K0, K1, K2 students receive guaranteed
next grade seats in the same elementary
school in which they were enrolled for
kindergarten
Hennigan Grade 5 Spanish bilingual
AWC students guaranteed at Timilty grade 6
Spanish bilingual AWC
Process by student by applicable school
Moving between feeder
schools and staying in the same program
No
No
No
Yes
Yes Yes
No
K1 Regular education
students in the Horace-Mann are guaranteed at K2 regular education set in the Jackson-
Mann
No
Yes
Yes
Yes
G1
G2 G3 G4 G5
G8
G10
G15
Students in multilingual programs get a guarantee into
the bilingual program specific to their needs at their current school (if offered at the next
grade level)
Students who are switching SN codes to regular ed.
(All R, S1, S2, P1, P2, V1,
V2)
G7
No No
G9
Proceed to Present School
Priority determination
WalkZone?
Assign
Priority of
GW
Assign
Priority of G
No
Yes
No
Yes
G13 G14
G16
Proceed to next school/student in queue
Yes
Yes
FLEP student to regular Ed or Re-LEP going
back to original school or
feeder pair*
G12
Yes
No
G17
*Note: FLEP bilingual AWC students (Hennigan) will be guaranteed into regular education, and receive present school priority to regular education AWC if they qualify. FLEP’d two-way
students will be guaranteed into the English component of the two-way program. “Re-LEP-ed” two-way regular education students are guaranteed into bilingual component of two-way.
12
Sub Process: Present School
Student going into AWC within a school the student already has a guarantee for regular education?
Yes
Student moving from the regular education
component of a 2-way bilingual or SPED program
to normal regular education where program does exist
for the following year?
Process by student by applicable school
No
Yes
P1
P2
P3
P5
Sibling, Walk Zone?
Sibling, Non Walk Zone?
Walk Zone?
Yes
No Yes
No
Yes
No
P6
P7
P9
P10
P11
Proceed to EEC/ELC Priority determination
Assign PS- S
Priority
Assign PS –
SW Priority
Assign PS- W
Priority
Assign PS
Priority
Regardless of WalkZone
P8
Proceed to next school/student in queue
Student moving from the bilingual education component of a 2-way bilingual program to a
normal bilingual program?
No
P4
P12
Students opting out of specialized programs (e.g. ELL, AWC, LEP). Does not include students who are not voluntarily coming out of a specialized program (e.g.
when AWC ends in grade 6?) which is guaranteed.*
Yes
Yes
No
No
*Note: FLEP students who were in bilingual AWC will be
guaranteed into regular education, and receive present school
priority to regular education AWC if they qualify
13
Sub Process: EEC/ELC Priority
Student leaving Grade 1 from a
ELC or EEC
Yes
No
Process by student by applicable school
E1
E2
E3
E7
E8
E9
Are assigned to Grade 2 Seats before any
students seeking transfer or any students new
to the system are assigned. All other
priorities are applied as usual.
E10
Proceed to Sibling Priority
determination
Assign PS- S
Priority
Assign PS –
SW Priority
Assign PS- W
Priority
Assign PS
Priority
Sibling, Walk Zone?
Sibling, Non Walk Zone?
Walk Zone?
Regardless of WalkZone
Yes
Yes
Yes
No
No
No E4
E5
E6
Proceed to next school/student in queue
14
Is sibling preference
requested on the
application*?
Student has sibling who attends Horace Mann and wishes to
attend Jackson Mann?
Feeder School List
• Dever Elementary and McCormack Middle
• Curley Elementary and Curley Middle
• Quincy Elementary and Quincy Upper
• Mission Hill K-8 and New Mission High
Student has sibling already
assigned to this school or
feeder school?
Sub Process: Sibling Priority
Process by student by applicable school
SP1
SP2
SP3 SP4
No
Yes
Yes
No
Yes
No
SP5
Proceed to WalkZone Priority
determination
Assign S
Priority
Assign SW
Priority
Sibling guaranteed at this selected school for the following
year?
Proceed to next school/student in queue
No
Yes Yes
No
Walk Zone?
SP6
SP7
15
Sub Process: Walk Zone Priority
Process by student by applicable school
WZ1
*Note:
Walk Zone prioritization Includes students who:
live within a school’s walk zone but resides across zone boundaries
students whose geo code is located only partially within the walk zone even if their address is not within the walk zone.
Other notes:
• Geo codes that only have a K-8 as a walk zone middle school are given walk zone priority to the closest non K-8 middle school.
• Geo codes with no K1 in their walk zone get walk zone priority to the closest school with a K1 program.
• The Farragut and The Hurley Elementary schools are walk zone schools for students who live in Postal Zones 02115 and 02215.
• Geo codes in East Boston (Orient Heights) automatically get walk zone priority to the closest school in East Boston.
• Geo codes in West Roxbury with no walk zone middle school get priority to the Irving.
• Geo codes in Allston with no walk zone middle school get priority to the Edison.
• Two Readville geo codes with no walk zone middle school get priority to the Rogers.
Is school = Hernandez, Young Achievers, Timilty or King
No
Yes
Yes
WZ2 Proceed to No WZ in Geo Code Priority
determination
Assign W
Priority
Proceed to next school/student in
queue
Elementary, EEC/ELC student
who lives within a 1 mile radius?*
High school student who
lives within a 2 mile radius?*
WZ3
WZ4 WZ5
No No No
Yes Yes
WZ8
Assign No Priority since there are currently
no students who qualify for the No
WalkZone in Geo Code Priority
Middle school student who lives within a 1.5 mile
radius?*
Distance to school is NOT a criteria used in the algorithm
• 70% of public school elementary students take a bus to school in Boston
• Yet, over 99% of kids live within walking distance of an elementary school
• By nearly any planning criteria BPS policies are a complete disaster
Back Bay
Back Bay
Public school participation rate by grade
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
K 1 2 3 4 5
BPS Rate
BackBay Rate
City Wide 75%
Back Bay 15%
Number of people by age, as a percent of new births
City Wide 75%
Back Bay 18%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Birth 1 2 3 4 5 6 7 8 9 10
Back Bay
City-wide
New York City
• How could the Census possibly help us?
Large enrollment growth
New York City
• How could the Census possibly help us?
Percent difference in the number of 3-year olds and 4-year olds, by Census block 2010 Census. (Block label = the number of 3-year olds residing on that block)
Percent Difference
What’s a planner to do?
• We are tasked with neighborhood change or preservation
• Yet, schools are fundamental to the quality of neighborhoods
• And we are normally not a part of that discussion
But we need to become part of that discussion
• Be proactive, call, offer to help
• Yes, you’re busy, but if you’re concerned about neighborhood quality, schools are your job too
• Finally, if not us, then who?
4.15.13
George M. Janes
& Associates
250 E. 87th Street
New York, NY 10128
School assignment, their impact on neighborhoods
and
What planners need to do about it
