博得天下彩


江苏富豪豪宅被拆

  文章来源:中国投资指南网|博得天下彩博得天下彩发布时间:2019-12-15 01:04:53  【字号:      】

  

  A Times article on black admissions at New York City’s elite public high schools reignited reader debate this week about diversity, fairness and standardized testing.

  The article, by Eliza Shapiro, received more than 4,500 comments on our site and on social media. Eliza took to Reddit Wednesday for an Ask Me Anything session to answer questions and provide more unreported detail about the story.

  Below are some of her responses, lightly edited for clarity.

  One user asked whether other U.S. cities have highly selective schools with similarly low numbers of black students or if the situation in New York City is unique.

  New York City is unique in having a state law that mandates that the only way to get into these specialized high schools is passing a single high-stakes test. Lots of supporters of the plan to eliminate the test have noted that the most elite colleges in the country would never use only a single test — e.g., the SAT or ACT — to determine admission for a student. But other cities do have elite public schools and their own controversial admissions processes.

  For example, there’s a smaller but still important battle brewing in Boston over the way kids get into Boston Latin, which is Boston’s equivalent of Stuyvesant. Currently, admission is largely determined by a student’s score on a test that was designed for private schools. But that system has left Boston Latin overwhelmingly white and middle class (very different from Stuyvesant, which is mostly Asian-American and low-income) with similarly tiny numbers of black and Hispanic students.

  Boston has a really complicated history around school segregation, going back to the backlash to busing in the 1970s, so any changes to that process seem far off. But it’s definitely on the table more than it has been in recent years.

  And Lowell High School in San Francisco has also been under the microscope recently for its lack of black and Hispanic students — the school mostly uses grades and test scores for admission, but there has been a push to reserve seats for black students from specific middle schools, sort of a lite version of Mayor Bill de Blasio’s plan.

  [Eliza Shapiro explains how she does her reporting on New York City’s specialized high schools.]

  Another user asked about the outcomes of alumni of specialized high schools.

  That would be an extremely good research proposal for some enterprising graduate student — the city has inconsistent data on specialized high schools through the years and the specialized schools tend to highlight only the biggest successes — the Nobel Prize and Fields Medal winners, for example.

  Where do kids who go to specialized high schools go to college? There’s been lots of debate about whether a diploma from a specialized high school is a ticket to the Ivy League. Many students who graduate from specialized high schools go to SUNY (State University of New York) schools and other state colleges.

  Eliza explained the factors parents use to decide between a private school and a public one.

  This is a huge question right now as the city considers integration measures — especially considering the last time the city tried to integrate its schools, in the 1960s, some white parents boycotted their public schools and others fled to the suburbs or enrolled their kids in private schools. The question of students fleeing the public school system has kind of been a specter looming over this whole debate, even beyond the specialized high schools.

  Though the percentage of white families enrolling in New York City public schools has declined over the last few decades, it’s been pretty flat at 15 percent for a few years, relative to their 30 percent representation in the city population as a whole. While some parents have threatened to pull their kids out of the system, it’s certainly not an easy thing to do: N.Y.C. private schools are extremely expensive — ,000 a year or more — and their admissions are just as competitive as at the elite public schools, if not more so.

  One user asked about a lawsuit, filed by civil rights organizations, contesting the use of the Specialized High Schools Admissions Test. The groups say that black and Latino students do not receive the same preparation and that a single high-stakes test is not a fair measure of merit.

  I have also been surprised by how little they’ve participated in a debate they helped start. They put out a statement after the results came out this week (“It’s clear that the barriers to entry that keep talented black and Latinx students out must be dismantled, and yet the city is being challenged over its modest efforts to begin that process. Expanding diversity at these schools benefits all students, and the city should be encouraged to do more to address acute racial disparities, not less.”)

  But I thought that was pretty vague. As far as I know that lawsuit has gone nowhere. You also raise a broader issue: why hasn’t the mayor been able to build a coalition to support his plan? To me, it seems like Richard Buery and a few other specialized high school alumni are doing all the work for City Hall. Why isn’t there a broader coalition of civil rights groups, or black and Hispanic politicians, as you’ve asked many times.

  Don’t know whether that speaks to the mayor’s apparent inability to create political coalitions or whether the people you would think would support the plan — including the Brooklyn borough president, Eric Adams, whose reversal from one of the strongest advocates of an admissions overhaul to vaguely opposed speaks volumes about this debate.

  Asked how black and Latino parents have responded to these numbers, and what her reporting has shown about their school reform agenda, Eliza responded:

  This is an interesting point more broadly: how do black and Hispanic parents feel about this proposal? I wrote a story a few months ago about some black parents who are choosing Afrocentric schools as an alternative to integrated schools — at the same time that the city is in the midst of this huge push for integration.

  Some of those parents were skeptical of the mayor’s plan to get rid of the test because the change would affect only a few kids in their neighborhood. The idea of 10 kids from Bedford-Stuyvesant going to Stuyvesant High School instead of one just didn’t matter that much to them compared with having culturally responsive education, more teachers of color, and more Afrocentric schools.

  And, finally, Eliza responded to a question about the impact of poverty on black and Latino specialized high school applicants and whether investment in predominantly white neighborhoods could be leaving others to starve, either figuratively or literally.

  I think about this a lot in my reporting, and I keep coming back to another story I’ve covered extensively: the huge increase in homeless students in N.Y.C. A vast majority of the nearly 115,000 students (that is not a typo) who live in homeless shelters or who don’t have permanent housing and are living with their family or friends — on couches, in spare bedrooms, etc. — are black or Hispanic.

  I think about how those kids would know about the specialized high school test, much less prep for it. A vast majority of N.Y.C. public school students are poor, but we can’t forget that there are layers of poverty. Your point about black and brown kids starving isn’t so far from the truth in some parts of the city.

  A note to readers who are not subscribers: This article from the Reader Center does not count toward your monthly free article limit.

  Follow the @ReaderCenter on Twitter for more coverage highlighting your perspectives and experiences and for insight into how we work.

B:

  

  博得天下彩“【段】【道】【友】,【我】【去】【看】【看】【周】【围】【有】【无】【邪】【魔】【活】【动】,【你】【便】【自】【己】【带】【长】【空】【道】【友】【与】【诸】【位】【一】【同】【离】【开】【吧】。” 【洛】【瑶】【看】【着】【就】【要】【离】【开】【的】【众】【弟】【子】,【想】【了】【想】,【确】【定】【先】【去】【看】【看】【守】【在】【后】【山】【的】【丹】【辰】【子】。 “【道】【友】【早】【去】【早】【回】。”【段】【雷】【点】【了】【点】【头】,【礼】【貌】【的】【回】【了】【一】【句】,【背】【着】【大】【师】【兄】【就】【走】【了】。 【一】【众】【峨】【眉】【弟】【子】【也】【说】【了】【几】【句】,【洛】【瑶】【脸】【上】【带】【笑】【一】【一】【回】【应】,【他】【们】【随】【后】【就】【跟】

【同】【时】,【蚂】【蚁】【在】【向】【上】【爬】【的】【过】【程】【中】,【也】【获】【得】【了】【重】【力】【势】【能】,【这】【是】【二】【维】【的】【纸】【面】【没】【有】【的】【一】【种】【能】【量】。 【换】【而】【言】【之】,【多】【出】【一】【个】【维】【度】【之】【后】,【会】【相】【应】【地】【多】【处】【两】【样】【东】【西】。 【信】【息】【和】【能】【量】。 【在】【通】【道】【中】【能】【够】【多】【得】【到】【的】【信】【息】【就】【是】【投】【影】。 【在】【同】【道】【中】【人】【能】【够】【多】【得】【到】【的】【能】【量】【就】【是】【能】【级】。 【小】【丽】【在】【通】【道】【中】【看】【到】【了】【自】【己】【将】【要】【前】【往】【的】【宇】【宙】【中】【的】,【所】【有】

【婉】【秋】【醒】【来】【之】【后】,【旅】【馆】【的】【窗】【子】【仍】【然】【还】【是】【黑】【的】,【窗】【外】【不】【知】【哪】【家】【宾】【馆】【或】【者】【车】【站】【和】【商】【场】【的】【霓】【虹】【灯】【还】【在】【闪】【灼】…… 【离】【天】【亮】【还】【早】,【她】【却】【再】【也】【睡】【不】【着】,【于】【是】【便】【睁】【着】【眼】【想】【心】【思】。【把】【前】【前】【后】【后】【这】【几】【天】【发】【生】【的】【事】,【还】【有】【毛】【玉】【成】【每】【一】【次】【电】【话】【中】【的】【话】【音】【和】【对】【她】【婉】【秋】【的】【态】【度】【变】【化】,【凭】【直】【觉】【她】【感】【到】:【这】【毛】【玉】【成】【一】【定】【是】【出】【了】【什】【么】【事】【在】,【而】【且】【是】【大】【事】!

  【在】【这】【一】【刻】,【土】【拨】【鼠】【真】【的】【是】【皱】【起】【了】【眉】【头】,【他】【觉】【得】【自】【己】【真】【是】【糟】【糕】【透】【了】,【没】【想】【到】【会】【是】【这】【样】【的】【情】【景】,【现】【在】【后】【悔】【不】【知】【道】【还】【来】【不】【来】【得】【及】。 【不】【过】【既】【然】【已】【经】【走】【到】【这】【一】【步】【了】,【那】【么】【他】【就】【永】【远】【不】【会】【后】【悔】,【于】【是】【抚】【平】【了】【一】【下】【自】【己】,【还】【乱】【蹦】【乱】【跳】【的】【小】【心】【脏】,【微】【微】【的】【勾】【起】【了】【嘴】【角】。:“【你】【好】【呀】。” 【老】【鼠】【一】【出】【来】【看】【到】【是】【土】【拨】【鼠】【之】【后】,【顿】【时】【没】【好】【气】博得天下彩【随】【着】【祂】【的】【最】【后】【一】【个】【字】【落】【下】,【星】【海】【变】【成】【了】【火】【海】。 【侯】【在】【外】【面】【的】【沧】【月】【三】【兄】【妹】【忽】【然】【发】【现】【汇】【聚】【向】【这】【里】【的】【灵】【力】【消】【退】,【风】【云】【似】【乎】【也】【有】【了】【变】【化】。 【沧】【溟】【微】【微】【眯】【了】【眯】【眼】【道】:“【看】【来】【是】【成】【功】【了】。” 【话】【音】【未】【落】,【天】【地】【之】【间】【便】【猛】【然】【开】【始】【剧】【烈】【的】【摇】【晃】【起】【来】。 【先】【是】【沧】【月】【三】【兄】【妹】【感】【觉】【到】【了】【这】【样】【的】【震】【动】,【而】【后】【这】【个】【巨】【动】【开】【始】【向】【外】【扩】【展】【蔓】【延】【开】【去】

  【第】【一】【百】【四】【十】【四】【章】【谋】【夺】【怒】【龙】【寨】 【累】【了】。 【真】【的】,【累】【了】。 【这】【不】【是】【一】【场】【正】【常】【的】【战】【争】。 【这】【是】【一】【边】【倒】【的】【屠】【戮】。 【如】【果】【不】【是】【朝】【廷】【及】【时】【作】【出】【决】【定】,【将】【江】【湖】**【之】【首】【的】【日】【月】【神】【教】【剿】【灭】【后】,【让】【江】【湖】【各】【大】【势】【力】【的】【士】【气】【大】【跌】。 【如】【果】【不】【是】【江】【湖】【各】【大】【势】【力】【之】【间】【都】【彼】【此】【顾】【头】【不】【顾】【尾】,【互】【相】【抵】【制】。 【太】【多】【太】【多】【的】【如】

  【黄】【铮】【长】【吐】【了】【一】【口】【胸】【中】【的】【沉】【闷】【之】【气】,【淡】【然】【一】【笑】【道】:“【爹】,【我】,【已】【经】【是】【杨】【休】【的】【人】【了】,【如】【果】【闫】【县】【令】【不】【在】【意】,【我】【倒】【无】【所】【谓】【哈】” 【一】【句】【话】,【惊】【得】【所】【有】【人】【都】【张】【大】【了】【嘴】【巴】,【包】【括】【闫】【明】【月】【在】【内】,【十】【五】【的】【月】【亮】【的】【再】【圆】,【也】【不】【如】【她】【此】【记】【得】【瞪】【圆】【的】【眼】【睛】【圆】。 **【霸】【有】【些】【脸】【上】【挂】【不】【住】【劲】,【将】【话】【往】【回】【拉】【道】:“【铮】【儿】,【莫】【说】【气】【话】,【杨】

  【洗】【衣】【机】【占】【用】【的】【空】【间】【说】【大】【不】【说】,【说】【小】【也】【不】【小】,【对】【于】【寸】【土】【寸】【金】【的】【小】【户】【型】【来】【说】,【就】【有】【点】【大】【了】,【一】【个】2、3【平】【米】【的】【卫】【生】【间】,【能】【放】【得】【下】【洗】【衣】【机】【吗】?【不】【放】【卫】【生】【间】,【放】【哪】【里】【才】【不】【显】【拥】【挤】【呢】?




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