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We know that research says relationships, belonging, are key to success in education. Students need to feel they are seen, that they belong, and that they have strong relationships with adults in a building for their education to be the most successful. The current process undermines the opportunity to make students feel known and wanted. The eligibility could include characteristics that are more personal and nuanced but would require bringing back some human input into the process.

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There does not need to be an application process. It's all based on data that SDP already has. At the beginning of 8th grade, just send every student a list of all of the high schools that they are eligible for and ask them to rank them in terms of preference. And then use the algorithm to give each student their highest ranked school possible.

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There does not need to be an application process. It's all based on data that SDP already has. At the beginning of 8th grade, just send every student a list of all of the high schools that they are eligible for and ask them to rank them in terms of preference. And then use the algorithm to give each student their highest ranked school possible.

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Just adding from our conversation: it would be great to highlight the strengths of the neighborhood schools, building on the strong support from civic groups and parent groups like Friends of Neighborhood Education, showcasing playground investments from Fiesta Schoolyards, and the strong OST programs throughout the city that really build capacity for the schools.  Trust the principals -- who knows their students -- to tell their stories and celebrate and honor their community partnerships!  

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Just adding from our conversation: it would be great to highlight the strengths of the neighborhood schools, building on the strong support from civic groups and parent groups like Friends of Neighborhood Education, showcasing playground investments from Fiesta Schoolyards, and the strong OST programs throughout the city that really build capacity for the schools.  Trust the principals -- who knows their students -- to tell their stories and celebrate and honor their community partnerships!  

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Hearing directly from families and teachers

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Hearing directly from families and teachers

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Although, important to note that I believe the media's coverage of the issue has been problematic with far to much deference given to upset parents and special admission schools (a larger equity issue perhaps) and almost no representation from families who may have benefitted from even this first imperfect attempt.

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what action steps is SDP taking today to plan for a better process moving forward?  who is on the committee--is there adequate representation of school-based perspective?  what districts do this well?  how do we keep students first in this conversation? how do we make sure that no one loses in this process?  we need rigorous instruction at every level, we need to be sure have qualified and supported teachers in every school.  

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what action steps is SDP taking today to plan for a better process moving forward?  who is on the committee--is there adequate representation of school-based perspective?  what districts do this well?  how do we keep students first in this conversation? how do we make sure that no one loses in this process?  we need rigorous instruction at every level, we need to be sure have qualified and supported teachers in every school.  

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The ultimate goal of this work should be to restore families faith that their kids can receive an excellent education in any school throughout the District. But that the process will and should take time and there should be continuous feedback and reflection -- and if need be -- redesign to improve the process each year. But the school select process should be understood as part of a larger effort to support excellence across the District.

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How are we going to address the concerns of schools that find themselves under-enrolled and in danger of losing teachers?  How do we help students who get admitted to schools where they cannot in fact thrive?  

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How are we going to address the concerns of schools that find themselves under-enrolled and in danger of losing teachers?  How do we help students who get admitted to schools where they cannot in fact thrive?  

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If the process is addressed, and the communications are addressed, then what would follow are clear resources to support staff, students and caregivers through the process.  counselors and advisors are knowledgeable and have the tools and resources, then they can also help students and their caregivers.  I also think there are practices (like the work that is happening with on track in 9th grade) that can be applied to the middle grades and therefore better set up students to have conversations with their teachers, counselors and families to plan for their future.

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If the process is addressed, and the communications are addressed, then what would follow are clear resources to support staff, students and caregivers through the process.  counselors and advisors are knowledgeable and have the tools and resources, then they can also help students and their caregivers.  I also think there are practices (like the work that is happening with on track in 9th grade) that can be applied to the middle grades and therefore better set up students to have conversations with their teachers, counselors and families to plan for their future.

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Families want to know that there students will be surrounded with students that are motivated to learn and that they will have opportunities to receive an excellent public school education. The District should not let the narrative be controlled by perceived losses or negative impacts on a relatively small number of schools but should be about how this work is critical to providing excellent educational opportunities to students throughout the city. This includes the communications office stepping up to highlight the great things happening throughout the District. Organizations like ours are here to help highlight these wonderful things and help the District offer more rigorous learning experiences for students.

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District-specific communications need to be improved.  but i think we also have to support our schools to better market themselves and tell their stories.  there aren't just 2 high schools in this city--there are many outstanding programs and opportunities for students.  And, how do we introduce students to these opportunities sooner (middle grades)--so they know the criteria, they know the process and they know what is out there.  everyone can make better decisions that way.

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District-specific communications need to be improved.  but i think we also have to support our schools to better market themselves and tell their stories.  there aren't just 2 high schools in this city--there are many outstanding programs and opportunities for students.  And, how do we introduce students to these opportunities sooner (middle grades)--so they know the criteria, they know the process and they know what is out there.  everyone can make better decisions that way.

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Under the current new protocol, the high schools certainly need better supports for students who are not fully prepared to excel in their schools.  We also need to help students who may not be able to get into schools where they might have excelled under the old system of school selection.  How do we help these students grow and begin to stretch their ambitions and capacity?  

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Under the current new protocol, the high schools certainly need better supports for students who are not fully prepared to excel in their schools.  We also need to help students who may not be able to get into schools where they might have excelled under the old system of school selection.  How do we help these students grow and begin to stretch their ambitions and capacity?  

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Drexel has been involved in supporting middle school students in the Promise Zone for years, making sure that every student applies to multiple high schools and consider their academic and career interests.  We begin working with middle schoolers in the 6th grade to be sure they are considering all the options and are making choices that are best for them.  From an institutional perspective, I think our best role is to support the middle schools, and to make sure that they introduce high school options and the importance of choice early on.  

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Drexel has been involved in supporting middle school students in the Promise Zone for years, making sure that every student applies to multiple high schools and consider their academic and career interests.  We begin working with middle schoolers in the 6th grade to be sure they are considering all the options and are making choices that are best for them.  From an institutional perspective, I think our best role is to support the middle schools, and to make sure that they introduce high school options and the importance of choice early on.  

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Absolutely this change needs to be communicated in a way that is deliberate and thoughtful with clear explanations for the plans for how the district is going to support schools and families through this transition, including supporting rigorous learning opportunities for kids in all schools.

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where to begin?  I think we have dehumanized the process and need to get back to a way that both sets criteria, but also gives families and schools flexibility.  Some of the biggest "losers" (aside from the students) who have lost the ability to recruit their own students.  A Saul who might have gone to Carver and asked who was on their waitlist so they could reach out and introduce them to the program, for example.  There are surely other districts who run similar processes with similar goals, what can we learn from the.  And also from other sectors--for example, medical residency match programs.  Finally, I think that communication has been a real challenge--students and caregivers are unclear on the criteria and the process.  

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where to begin?  I think we have dehumanized the process and need to get back to a way that both sets criteria, but also gives families and schools flexibility.  Some of the biggest "losers" (aside from the students) who have lost the ability to recruit their own students.  A Saul who might have gone to Carver and asked who was on their waitlist so they could reach out and introduce them to the program, for example.  There are surely other districts who run similar processes with similar goals, what can we learn from the.  And also from other sectors--for example, medical residency match programs.  Finally, I think that communication has been a real challenge--students and caregivers are unclear on the criteria and the process.  

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Communication has clearly been a challenge here.  I think the central office needs to step back, go back to the original system, and listen to both parents and principals about how the system can be tweaked to be more inclusive without just taking school autonomy off the table.

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Communication has clearly been a challenge here.  I think the central office needs to step back, go back to the original system, and listen to both parents and principals about how the system can be tweaked to be more inclusive without just taking school autonomy off the table.

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It seems to me that high schools should have the opportunity to select their students, and to make the kinds of accommodations they have been making all along to create access to students whose "profiles" may not obviously qualify them for certain schools.  There has to be a way to do that while still balancing concerns about equity in some of the magnet schools that seem to be unrepresentative of the city.  

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It seems to me that high schools should have the opportunity to select their students, and to make the kinds of accommodations they have been making all along to create access to students whose "profiles" may not obviously qualify them for certain schools.  There has to be a way to do that while still balancing concerns about equity in some of the magnet schools that seem to be unrepresentative of the city.  

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I have lots of thoughts on this -- it is a complex issue -- but I'll try to summarize here. I do not want to see the District abandon it's goals for equity with regards to special admit schools, but I think they should consider amending the process to be more gradual so that they can manage the transition for schools and families more effectively. I also believe the changes should not have impacted families who were already enrolled at those schools and perhaps families with multiple siblings -- I consider these to be one of the necessary compromises to help fulfill the ultimate promise of this work. But most importantly, I believe the District needs to develop a more effective communication/messaging campaign that builds more trust in the process and does not further entrench the believe that only good things await students who get into a small number of schools. I'll elaborate later.

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1: aware of the issue but have not been directly involved in Drexel's West Philadelphia work.  

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1: aware of the issue but have not been directly involved in Drexel's West Philadelphia work.  