Sie sind auf Seite 1von 15

A REPORT BY THE OFFICE OF THE

BRONX BOROUGH PRESIDENT

Whos in charge?
A report on issues related to disputes over authority between the police and school administrators in Bronx schools.

Bronx Borough President Ado !o C"rri#n$ %r& %u ' ())*

OFFICE OF THE BRONX BOROUGH PRESIDENT


Ado !o C"rrion$ %r&

PREPARED BY+ E din ,& -i "!".e Communications Director No"h A& Fr"n/ in Policy Adviser Ni0o e Fiorentino He"ther ,o1e Courtne' S2ith 3"te Tonetti Interns

EXECUTI-E SU44ARY
This report, prepared by the Office of the Bronx Borough President, was composed in response to a growing concern in the Bronx, regarding the impact of the police presence in local schools. Following two incidents that turned into disputes over authority between police and school administrators in Bronx high schools, and resulted in the arrests of several school faculty members, this report represents the Borough President s efforts to examine the factors that relate to school violence and the increased police presence in Bronx public schools. This report also follows the Borough President s previous efforts to diminish violent behavior in Bronx public schools. Following an incident at !dlai "tevenson #igh "chool in the Bronx where a $% year& old student was arrested after security guards caught him carrying a loaded 'mm handgun, the Borough President committed to upgrading the interior school security systems by allocating ($ million for the purchase of cameras and lights for hallways and central video monitoring system for several public schools.

Re5ort Re0o22end"tions
Both the )O* and +,P) should formali-e a chain of command for violent incidents in every school. Both the )O* and +,P) should publici-e their definitions of what types of incidents police officers will respond to and intervene in at schools. Police officers and school safety agents should receive additional training about chain of command issues in schools. "chool administrators and teachers should receive additional training about dealing with the police during violent incidents in schools. Parents and students should have town hall meetings on the implementation of +,P) safety strategies for their schools. !lso, parents and students should receive a pamphlet from the +,P) and )O* explaining the role of police officers in schools.

INTRODUCTION
.n recent years, public schools throughout +ew ,or/ 0ity have struggled to combat the growing occurrence of violence in the classroom. 1ith 2ust under $2,333 reports of

disruptive behavior and violent incidences during the 2334&2335 academic year, violence has severely affected +ew ,or/ 0ity schools.$ 0onse6uently, the police presence in the school system has grown greatly in recent years. .n turn, more pronounced presence of police officers without an incident command plan has created problems over authority with school administrators. This is precisely the problem with the police in Bronx high schools in recent months7 ! principal and school aide were arrested and were removed from their positions at the school after allegedly assaulted a police officer who was in the process of arresting a student acting up at a Bronx high school in the "oundview section. The school officials said the officer was interfering with the conduct of their 2obs as educators and had overstepped his authority. Two teachers and six students were arrested after police responded to a '$$ call see/ing medical attention for an in2ured student following a bathroom brawl in a Bronx high school in the #unts Point section. The teachers as/ed a school safety agent whether the students needed to be handcuffed, and subse6uently the teachers were then arrested themselves after a sergeant stated that they could not control their students.

To prevent further incidents, the report loo/s in& depth at the issue. The report begins by loo/ing at the broad functions of the )epartment of *ducation 8)O*9 and the +ew ,or/ 0ity Police )epartment 8+,P)9. +ext, the report will address the responsibilities of "chool "afety !gents in reducing violence in public schools. !fterwards, the report reviews the :.mpact "chools program,; the recently created +,P) program to provide large police presences to schools with high levels of violence, and its uneven success in the Bronx. Following that section, the report examines how school overcrowding, in con2unction with the small schools initiative, is a ma2or factor in school violence. "ubse6uently, the report analy-es in detail two instances of conflict over school violence in the Bronx between the police and school administrators. Finally, the report tries to answer the 6uestion of what does existing protocol say about who is charge in schools that have a police presence.

INCIDENTS OF -IO,ENCE
!lthough some believe that :more police officers means less crime,; the increased presence of the +,P) in Bronx schools has led the )O*, the +,P), and also the students and school staff to wonder where the authority truly lies when police are present in an educational institution.2 0onfusion over school authority in times of disciplinary action has resulted in the arrests of a principal, a school aide, and 2 teachers in 2 separate instances this spring in Bronx high schools.4 5
$ 2

)epartment of *ducation7 www.nycenet.edu Fine, <ichelle, *t !l. :!nything 0an #appen 1ith Police !round.; =ournal Of "ocial .ssues, >ol %' 823349. 4 "tuart, 0atriona. :Two Teachers !rrested !fter "tudent s Brawl;, The +ew ,or/ "un? <arch ',233%.

Bronx @uild #igh "chool, a small school established in 2332, is located in the same facility as !dlai "tevenson #igh "chool, one of the designated locations for the .mpact "chool program.% .n February 233%, police arrested Principal <ichael "oguero and "chool !ide =ames Burgos at Bronx @uild #igh "chool for the alleged assault of an +,P) officer. The police officer was in the process of arresting a $A&year&old student in a classroom when the two men entered the room and allegedly tried to prevent the officer from arresting the student. The officer claimed that they assaulted him. The two men said that the officer was interfering with the conduct of their 2obs as educators and had overstepped his authority. <r. Burgos and <r. "oguero spent a day in 2ail and were removed from their positions at the school for two months after being charged with assault and obstructing governmental administration.A Bronx )istrict !ttorney Bobert =ohnson later dropped the charges against the Principal <ichael "oguero on !pril $2, 233% and ad2ourned in contemplation of dismissal for "chool !ide =ames Burgos. Principal "oguero was also permitted by )O* to return to Bronx @uild. .n <arch 233%, at the +ew "chool for !rts and "ciences, two teachers and six students were arrested after police responded to a '$$ call placed by a teacher concerning a student in2ured during a fight in the female bathroom of the school. "ix female teenagers were involved in a fight, and though the school has four school&safety officers on the premises, a teacher, 0ara 1olfson, called +,P) because one student was in2ured. 1hen police arrived, after school staff had bro/en up the fight, one student was ta/en to the hospital. 1hen a "chool "afety !gent later tried to enter a classroom to handcuff students involved in the brawl, one of the teachers as/ed if it was necessary. #e was told he was obstructing the "chool "afety !gent from doing his 2ob. .n response, the teachers refused to bac/ down and officers placed them under arrest. )uring the incident, it was reported that +,P) personnel acted inappropriately and spewed profanities at both teachers. The charges against the two teachers were dropped on !pril 23, 233%.C

DOE 6 NYPD
The +ew ,or/ 0ity )epartment of *ducation 8)O*9 operates the largest school system in the Dnited "tates, with over $,$33,333 children attending classes taught by nearly E3,333 teachers and approximately $,233 public schools. The )O* declares that students can have successful experiences in the classroom if $9 Their physical and mental health needs are met, 29 Their school environment is safe and orderly, and 49 They have access to services that promote continuous social and academic growth.E The )O* as a whole strives to fulfill these three areas for all children in schools across the city. The +ew ,or/ 0ity Police )epartment 8+,P)9 has approximately 5$,333 police officers, with most assigned to patrol services in CA precincts organi-ed around Patrol
5

0ru-, 1il !nd Parascandola, Bocco. :Teachers Busted For #indering 0ops.; +ew ,or/ +ewsday. <arch ', 233%. % @ross, "ilvia <aria F "ondra Gevin. :Bronx 0aptures Gion s "hare of Theme&based #igh "chools.; Bronx Times. !pril $E, 2332. A .bid, "tuart C Buffa, )enise. :0harges )ropped >s. Teachers.; +ew ,or/ Post, !pril 2$, 233%. E )epartment of ,outh )evelopment and "chool&0ommunity "ervices. www.nycenet.eduHadministration

Boroughs. +ew ,or/ has about %% police officers per $3,333 residents, giving it more officers per capita than any city in the Dnited "tates. !dditionally, the %3 +,P) officers assigned to city schools by the .mpact "chools program in "eptember 2335 brought the total number of officers in +ew ,or/ 0ity .mpact schools to 233. The +,P) is responsible for public safety in the 0ity streets? in public housing? in the transit system? and in many public schools. The department declares its mission to be :to enhance the 6uality of life in our city by wor/ing in partnership with the community and in accordance with constitutional rights to enforce the laws, preserve the peace, reduce fear, and provide for a safe environment,; a mission that the +,P) strives to fulfill in and outside of classroom walls.' 1hile stationed in )O* public schools, officers of the +,P) strives to uphold the same standards for personal conduct and respect for the law that governs the city as a whole.

SCHOO, SAFETY OFFICERS


"chool "afety !gents are responsible for maintaining a secure and orderly atmosphere in public schools. 1hile ""!s 8school safety agents9 were initially under the 2urisdiction of the )O*, in $''E, then <ayor Budolph @iuliani handed the control of school safety to the +,P), thus ma/ing ""!s sub2ect to +,P) regulations.$3 These individuals are permanently assigned to various schools throughout the city to promote and maintain safety and order in the educational environment. Though employees of the +,P), ""!s differ from police officers in the schools, as they do not have the authority to arrest students. ""!s undergo a $5&wee/ training program prior to entering a school, and have the opportunity to apply to become an +,P) police officer after one year of service.$$

REGU,ATORY AUTHORITY
!n attorney for )O* has said that, IIthe principal is in charge of the building. 1hen there is a criminal incident in a school, however, the police are in charge of handling the criminal incident, as they would be anywhere.II$2 ,et, uncertainty still remains concerning the proper chain of command during violent and disciplinary incidences in +ew ,or/ 0ity public schools. This ambiguity exists because +ew ,or/ "tate *ducation Gaw clearly establishes the authority of principals over their schools, while +,P) Patrol @uide gives police officers precedent over principals in cases of violence or disturbances. DOE Regu "tions 0hancellor Jlein recently proclaimed that :principals are the /ey leaders in our schools system.;$4 The +ew ,or/ "tate *ducation Gaw states that principals have final control in schools across the state. Principals are defined as the :administrative and instructional
'

+,P) <ission "tatement. www.nyc.govHhtmlHnypdHhtmlHmission.html Pascopella, !ngela. :"afety .n The Big !pple.; 0urriculum !dministrator <aga-ine. >ol. 4E7 !pril 233$. $$ +,P) "chool "afety )ivision. www.nyc.govHhtmlHnypdHhtmlHschoolsafetyHeducation.html $2 @ootman, *lissa, :0ase )ismissed For Principal .n Bronx 0lash,; The +ew ,or/ Times, !pril $4, 233% $4 Testimony Of "chool 0hancelor Jlein. Oversight #earing On "chool "afety. =anuary E, 2335.
$3

leader of the school; by state law, and as a subsidiary of the "tate *ducation )epartment, the )O* adheres to this same classification.$5 "imilarly, the 0hancellor s Begulation !& 5$2 reinforces the superior authority of educational staff in the school building by claiming that unless an incident in the schools re6uires an immediate arrest, :the ""! 8school security agent9 andHor +,P) must, to the fullest extent practicable, consult with the principalHdesignee prior to placing the student under arrest or issuing any form of criminal process.;$% Principal Geadership !cademy !s part of the 0hildren First initiative, 0hancellor Jlein and <ayor Bloomberg established and cosponsored the Principal Geadership !cademy in =une 2334. This program, with trac/s for both experienced and novice public school principals in the +ew ,or/ 0ity public system, see/s to better prepare these individuals for managing problems with both administration and students within the school environment. The academy s program for aspiring principals mar/s the )O* s great effort to bring highly 6ualified and enthusiastic individuals into the city s schools. The program lasts $5 months, and partners 2 intensive summer sessions with a yearlong mentorship with a current principal and emersion into a school setting.$A !dditionally, the Geadership !cademy offers a program for established principals. This course consists of :a series of one day development wor/shops; throughout the academic year, and encourages incumbent principals to construct a supportive networ/ with those who are beginning their careers as principals, or simply entering their first year in a new facility, through the +ew Principals On Board Program.2 Both programs through the Geadership !cademy rely strongly on :real life; situations. Bather than depending solely on the exploration of textboo/ educational theory, the program consists largely of participation in problem resolution exercises similar to many challenges they may face daily in their own schools. The cornerstone of the leadership academy pro2ect is the firm establishment of the powerful central role of principals in school settings. The academy s definition of .nstructional Geadership attests that principals are to lead their staff through example and maintain a strong command of :powerful communication, persuasion, and a sense of purpose.;$C !dditionally, the definition also outlines how principals are to maintain order and harmony with staff and students by :setting clear standards of behavior and model that behavior in their interactions with all members of the school community.; 2

$5 $%

+ew ,or/ "tate *ducation Gaw7 "ection 2%'3. www.nysed.gov Geiberman, )onna and #ung, Palyn. +,0GD7 0ops Overstep Boundaries 1hile Policing 0ity "chools7 Getter To 0ommissioner Jelly !nd 0hancellor Jlein. February $%, 233%. $A Office of the <ayor. :<ayor <ichael B. Bloomberg, 0hancellor =oel .. Jlein, and +,0 Geadership !cademy 0*O Bobert *. Jnowling, =r., 0elebrate @raduation of First 0lass of !spiring Principals.; Press Belease7 !ugust E, 2335.
2 $C

+ew ,or/ 0ity Geadership !cademy www.nycleadershipacademy.org

The Geadership !cademy is entirely funded by private donations. To run the program for the first three years, donors have contributed nearly (C%,333,333. <ayor Bloomberg has recently turned to state education funds to sustain the program, however, the +ew ,or/ "tate )epartment of *ducation has appealed his re6uest, forcing Bloomberg and 0hancellor Jlein to once again turn to private donors. Though the Geadership !cademy is searching for funding, 0hancellor Jlein insists that he remains deeply dedicated to the program s continuation.$E The )O* s ac/nowledgment of principals as the commanders in city public schools can lead to complicated situations with +,P) personnel. !fter developing strong principals through the academy s program, conflicts can arise between principals and police officers that, under +,P) protocol, are in the highest position of authority in a school setting once a crime has been committed. The )O* s and the academy s definitions of a principals duties and role in a school creates confusion of authority when it is operating in con2unction with +,P) s own protocol. NYPD Regu "tions 0ommissioner Jelly recently declared, in reference to incidents of violence in public schools, that :when you have a +ew ,or/ 0ity police officer in uniform, ta/ing legitimate law enforcement action, you don t interfere,; in order to distinguish the authority of police officers over principals or other schools officials.$' )espite the fact that the +,P) and )O* advocate collaboration between the two agencies, +,P) protocol for incidents of violence in the school stands in star/ contrast to that of the )O*. The +,P) Patrol @uide of 2335 clearly states that :the views of school personnel are not controlling; when the +,P) is involved with students, thus suggesting that educators are to have less authority than police officers and security agents within school walls.23 )uring events of violence on school grounds +,P) protocol calls for officers and security agents to $9 Be6uest police bac/up, 29 re6uest school safety agents to respond, and finally 49 notify the school principal.C By re6uiring officers and security agents to act before conversing with )O* personnel in the school, the Patrol @uide demonstrates that police action is superior to administrative input. 1hile the +,P) s protocol firmly outlines the situations in which officers and security agents maintain the highest position of authority in +ew ,or/ 0ity schools, the )O* s adherence to the +ew ,or/ "tate *ducation Gaw is not in compliance with the +,P) s Patrol @uide. This ambiguity between protocols results in the disharmony of the two agencies, whose partnership is aimed at improving school security, and also produces great confusion in violence and disciplinary events.

I4PACT SCHOO,S PROGRA4


$E

#ers-enhorn, )avid. :0hancellor >ows to Jeep Training Program for Principals.; +, Times. =uly A, 233%. $' 0oleman, 0hrisena, *t !l. :Bronx Principal 0leared .n "crap.; +ew ,or/ )aily +ews. !pril $4, 233%. 23 +,P) Patrol @uide 23357 "ection 2$%&$4. www.nyc.govHhtmlHnypd
C

.n =anuary 2335, <ayor <ichael Bloomberg, Police 0ommissioner Bay Jelly and "chools 0hancellor =oel Jlein launched the :.mpact "chools; program and designated $2 of +ew ,or/ 0ity s schools with the highest crime rate as :.mpact "chools.; This past spring, there were $C schools citywide in the program.2$ !fter evaluating school violence data from the )O* and the +,P), a tas/ force identified targeted schools as needing increased measures to combat the presence of violence on school grounds. Dpon their designation as :.mpact "chools,; heightened security measures were implemented immediately, including a doubling of the number of permanently assigned police officers in each school and an increase in the number of school safety agents.22 .n addition, .mpact schools were given a three&stri/es policy, under which students suspended three times are expelled and placed in an alternative school for a year. 24 ! special safety tas/ force of $%3 police officers was also created to focus on problem areas of the .mpact "chools. .n addition to training, most police officers selected were specially chosen and had experience in schools, including teaching and anti&drug programs.25 !t the start of the 2335&233% school year, %3 additional officers were added to the tas/ force. #owever, high crime rate is not the only common thread between all of the .mpact "chools in +ew ,or/. ! recent study found that .mpact "chools were among the lowest funded schools in the city. !n overwhelming A3.CK of students at .mpact "chools live within $43K of the federal poverty level, a strong difference from the %4.'K average of non&.mpact schools.2% !dditionally, annual per pupil spending in .mpact "chools is ($5E2 less than the city high school average, with a shoc/ing %3K lower annual spending increase for students enrolled in schools targeted by the .mpact program.2A !s a part of the .mpact "chools program, the targeted schools basic policies and procedures are evaluated and overhauled, including but not limited to incident occurrence reports, bell schedules, average teacher and student attendance, entry and exit procedures, hours of access, lateness procedures, dean and school aid assignments, security assignments, visitor policies, class schedules, hall pass procedures, in&house suspension procedures, and class&cutting reports.2C The creation of :.mpact "chools; was modeled after the +,P) s :.mpact Lone; strategy for targeting precincts with particularly high crime rates. The approach involves flooding
2$

)O*. <ayor <ichael B. Bloomberg, "chools 0hancellor =oel .. Jlein, and Police 0ommissioner Baymond 1. Jelly Present Progress Beport for First ,ear of "chool "afety .nitiative. www.nycenet.edu. Press Belease7 =anuary 4, 233%. 22 @ootman, *lissa. :"ix "tudents !rrested .n 0ity 0rac/down On >iolent "chools,; +ew ,or/ Times? =anuary C, 2335. 24 !ndreatta, )avid, :"chools Boost Gonger "uspensions For Thugs,; +ew ,or/ Post, February E, 233% 25 ,an, *llen !nd 0ru-, 1il, :0ops <a/e !n .mpact, : +ewsday, <arch 23, 233% 2% )rum <a2or .nstitute. :! Goo/ at the .mpact "chools.; =une 233%. 2A .bid, )rum <a2or .nstitute 2C +ew ,or/ 0ity Office of the <ayor. :<ayor <ichael B. Bloomberg, "chools 0hancellor =oel .. Jlein and Police 0ommissioner Baymond 1. Jelly !nnounce .mplementation of "chool "afety Plan,; www.nyc.gov? Press Belease7 =anuary %, 2335.

'

additional law enforcement officers into :.mpact Lones; throughout the city until the crime rate significantly drops in these areas. 1hen crime goes down, the surplus officers are moved on to another region of high crime and repeat the process in the newly designated :.mpact Lone.; The program is designed in light of the :bro/en windows; crime prevention theory, which proposes that even minor visible crime and disorder lead to far more serious crime.2E Once in contact with the violent schools, and individual students, the program institutes a stringent three&stri/es&and&you re&out strategy in order to extinguish visible crime and misconduct.

BRONX I4PACT SCHOO,S


)espite some success citywide in the .mpact schools program, the results have been mixed for selected schools in the Bronx. For the second semester of the 2335&233% academic year, % of the $C :.mpact "chools; in the 0ity were located in the Bronx? including *vander 0hilds, !dlai "tevenson, 0hristopher 0olumbus, Theodore Boosevelt, Truman, and 1alton #igh "chools. Focusing first on the results of the annual report released in =anuary 233% by <ayor Bloomberg, several statistics stand out about Bronx .mpact schools. 1alton #igh "chool showed no reduction in crime in 2335. !t 0hristopher 0olumbus #igh "chool, the number of reported ma2or crimes 6uadrupled from 5 in 2334 to $% in 2335.2'43 .n fact, overall crime actually rose at three of Bronx .mpact schools7 0." 22, a middle school, 0hristopher 0olumbus #igh "chool and *vander 0hilds #igh "chool. 4$ !dditionally, in 233%, Truman #igh "chool 2oined the list of Bronx .mpact schools. <iddle "chool 222 was the only Bronx school that improved enough to lose the .mpact label in =anuary 233%, however 0hristopher 0olumbus, !dlai "tevenson, and Theodore Boosevelt were transitioned out of the program in =une 233%. 42 Dsing different statistics, high school report cards of the 2334& 2335 academic year, the five most violent high school facilities in the Bronx are7 *vander 0hilds #igh "chool, 1alton #igh "chool, !dlai *. "tevenson #igh "chool, Theodore Boosevelt #igh "chool, and =ohn F. Jennedy #igh "chool. 0ollectively, the schools located in these % facilities reported $,$E4 incidents of school violence.44 !lthough it began half way through the 2334& 2335 school year, it is important to note that small schools located in three of five most violent Bronx high school facilities& *vander 0hilds #igh "chool, 1alton #igh "chool, and !dlai *. "tevenson #igh "chool &were in the .mpact schools program.
2E

)rum <a2or .nstitute. :! Goo/ at the .mpact "chools.; =une 233%. @ray, @eoffrey, :*ducation )ept. "ee/s To Fight 0rime Dsing "ystem Gi/e +ypdIs 0ompstat,; +ew ,or/ "un, February 2, 233% 43 "aulny, "usan, :0ity 0ites @ains .n 0ombating "trife .n "chools,; The +ew ,or/ Times, =anuary 5, 233% 4$ Thrush, @lenn, :!dding "ix, "ubtracting Five? Besults Of The Two&,ear&Old "chool "afety Program, Operation .mpact, !re <ixed )espite ! )ecrease .n Overall 0rime !t The $A "chools,; +ewsday, =anuary 5, 233% 42 .bid, Thrush 44 )O* *nrollment, 0apacity, and Dtili-ation Beport 2334&2335
2'

$3

!dditionally, *vander 0hild s #igh "chool and 1alton #igh "chool led Bronx high schools in incidents defined as both ma2or crimes and non&criminal offenses during the 2334&2335 academic year, with 2E$ and 2CC incidents of school violence, respectively. 45 The +,P) defines :ma2or crimes; as those involving rape, murder, robbery, felony assault, burglary, grand larceny, and grand larceny auto? while behavior categori-ed as :non&criminal crimes,; is classified as disorderly conduct, harassment, loitering, possession of mari2uana or dangerous instruments, and trespassing.4% 1hile these figures are discouraging, an .mpact "chool update presented by <ayor Bloomberg, +,P) 0ommissioner Jelly and 0hancellor Jlein on =une 22, 233% offered more successful statistics. )uring the 2335&233% school year, overall crime in .mpact designated schools decreased by an average 4'K.4A Bronx schools led the list of .mpact schools with lower crime rates with an ama-ing %2K decline at Theodore Boosevelt #igh "chool, while !dlai "tevenson and *vander 0hilds high schools followed with a 5EK and 4$K drop respectively.4C The )O* and +,P) have deemed each of these schools, despite their violent history, ready to transition out of the .mpact program.4E #owever, while these schools topped the )O* s .mpact "chools charts, other designated schools in the Bronx lagged behind. Two of the three city schools with the lowest improvement rating in the 2335&233% school year, 0hristopher 0olumbus #igh "chool with a 4K drop and 1alton #igh "chool with a 'K decrease, are located in the Bronx.4' !dditionally, =#" 22 in the Bronx, the only middle school on the .mpact list, experienced the program s only increase in crime during the scholastic year, with a 23K rise in violent crime and a staggering ACK increase in ma2or crime from "eptember to =une.53

O-ERCRO7DING
"erving over $,$33,333 children throughout the city, +ew ,or/ 0ity public schools are plagued by overcrowded classrooms and buildings. !n overwhelming AEK of enrolled students attend buildings that are overcrowded, with a mean $2'K daily capacity rate.5$ This problem is particularly rampant in Bronx )O* facilities. Of the 2C high school buildings in the borough, $5 operate over capacity on a daily basis, ma/ing crowded hallways and pac/ed classrooms a day&to&day obstacle.52 1ith classrooms that one student called :more crowded than Times "6uare on +ew ,ear s *ve,; faculty and students battle with overcrowding in )O* facilities, often at the expense of academics.
45

:"chool Gocation .ncident )ata for 2334&2335 as reported by the +,P) "chool "afety )ivision.; http7HHwww.nycenet.edu 4% +,P) "chool "afety )ivision. www.nycenet.eduHourschoolsHschoolsafety.htm 4A )O*. <ayor <ichael B. Bloomberg, "chools 0hancellor =oel .. Jlein, and Police 0ommissioner Baymond 1. Jelly Present .mpact "chool Dpdate for 2335&233% "chool ,ear. www.nycenet.edu. Press Belease7 =une 22, 233%. 4C .bid, )O* press release 4E #ers-enhorn, )avid <. :0rime is )own in "ix "chools on 0ity s <ost&Troubled Gist.; +ew ,or/ Times7 =une 24, 233%. 4' .bid, )O* press release 53 .bid, )O* press release 5$ )O* *nrollment, 0apacity, and Dtili-ation Beport 2334&2335. 52 .bid, )O* *nrollment

$$

The Dnited Federation of Teachers 8DFT9 held a forum on the :in2ustice of overcrowding; on !pril $'th in +ew ,or/ to illuminate growing problem to which the )O* appears to offer few solutions. Bichard 1illiams of !. P. Bandolph #igh "chool in region ' in the Bronx as/ed :instead of %3 more cops, why not %3 more guidance counselorsM; during the forum, addressing the firm correlation between overcrowding and school violence in +ew ,or/ 0ity schools which he believes the .mpact program is overloo/ing.54 .n fact, all three of the Bronx :.mpact; high schools, 0hristopher 0olumbus, !dlai "tevenson, and *vander 0hilds, are operating far above capacity at $%AK, $$CK, and $2%K respectively.55 This heightened number of students lends itself to increased crime and disruptive behavior in the schools, especially in institutions that are already prone to such activities. Overcrowded schools remain under&funded for a variety of reasons. Though overcrowded schools fall behind in per pupil spending, it is rather in the distribution and usage of funds that truly creates the financial disparity between the academic experience of students at schools operating under or above capacity. Firstly, certain funding from the )epartment of *ducation is fixed finances distributed e6ually to every school. #owever, the impact this fixed amount can ma/e in the scholastic life of an individual child varies greatly throughout the city. The results of these e6ual funding pac/ages are far from e6ual for students at large schools. For example, when a large school, such as *vander 0hilds, has to distribute a strict amount of funding among its student body of over 4233 individuals, the amount going to improve a single child s education is under& si-ed when compared to what the same amount can purchase for a student enrolled in an established small school, where the fixed finances need only be spread between less than %33 children. This disparity between the distributions of funds is clearly seen in the .mpact schools, which tend to be chronically overcrowded. Overall, .mpact schools spend, per pupil, ($2A% less than schools of similar population, ethnic brea/down, and socio&economic status for the 2335&233% scholastic year.5% "imilarly, the services that necessitate funding at each school differ greatly depending on the school s location and student demographics. .n )O* school regions $ and 2, which comprise exclusively of Bronx schools, a large portion of the budget is used for a free lunch program for their many students living close to the poverty line, a problem that is more prevalent in this area than in other districts across the city. !lso, over C.2K of annual funding is allocated for bilingual services due to the area s high #ispanic population.5A By ta/ing this amount out of their budget for this specific purpose, the region s ability to fund other programs, both academic and extracurricular, is strongly restricted. .n strong contrast, region E in Nueens, whose student body does not necessitate the large bilingual services department as in regions $ and 2 in the Bronx, is able to allocate '.%K of their annual budget to building services. 1hile the overcrowded schools in the Bronx must continue to designate funds to services pertaining to their student demographics, they are unable to devote finances in the same way that region E
54 55

0allaghan, =im. :Dnion s Dnprecedented Forum )etails.; www.uft.orgHnews.html February 4, 233%. )O* *nrollment, 0apacity, and Dtili-ation Beport 2334&2335 5% )rum <a2or .nstitute. :! Goo/ at the .mpact "chools.; =une 233%. 5A )epartment of *ducation. :!nnual "pending Beports.; www.nycenet.edu

$2

does to renovation and expansion of existing buildings or constructing new facilities, and thus cannot extract themselves from the cycle of overcrowding.5C

S4A,, SCHOO,S
.n response to the growing problem of overcrowding in the schools, <ayor Bloomberg and 0hancellor Jlein cosponsored a program to establish 233 :small schools; across the city by 233C to replace the current large schools in which violence and misbehavior are rampant. This initiative, established in <arch 2335, calls for the formation of several smaller, more personable high schools, often within the existing physical space of the previous large schools.5E By brea/ing down the larger student populations into smaller schools, all enrolling fewer than %33 students, students are given more personal attention and speciali-ed curriculum, which the )O* hopes will have an invaluable effect on school crime rates and academic success. There are approximately '3 high schools currently in the Bronx. Of these schools, more than A3 of them are :small schools.; These schools are distinguished for their program focuses, si-e and partnerships. <ost small schools have themes, such as technology, arts, or health sciences, which reinforce and complement the academic program. The ma2ority of schools have been created in collaboration with an intermediary organi-ation, such as a university, youth development agency, non&profit or other educational organi-ation. #owever, the creation of so many small schools has not eased the general overcrowding in Bronx schools. !ccording to the +ew ,or/ 0ity .ndependent Budget Office, Bronx high schools are second only to Nueens in overcrowding, operating at an average daily rate of $$4K capacity.5' This is due to the initiative s efforts to create new :schools; rather than build new school space. The )O* establishes new schools with less than %33 enrolled students, however they generally remain in existing facilities with other high population high schools. Though the new schools initiative has made great efforts to improve individuali-ed scholastic attention for students, by creating smaller school communities without constructing new space the movement has failed to attac/ the overcrowding which plagues Bronx schools. !dditionally, this raises the 6uestion of what is to become of students who are not directed into small schools. 1hile several small schools can be created on one campus, there is often a surplus of students districted to that facility once all %33 slots are ta/en in each small school. Though small schools create a more intimate scholastic environment for some students while remaining in an existing facility alongside other schools, they do not offer opportunities for all students in the entire school and do not alleviate the building s overall overcrowding.

5C 5E

ibid, )O* )O*. :<ayor Bloomberg and 0hancellor Jlein !nnounce the Opening of A3 +ew, "mall "econdary "chools and 0reated in Partnership with Geading *ducation and 0ommunity Organi-ations.; www.nycenet.edu. Press Belease7 <arch $$, 2335. 5' .ndependent Budget Office. :#igh "chool Overcrowding *ases, But C% Percent "till in "chools Over 0apacity.; "eptember C, 2335.

$4

This past "eptember %2 new schools were integrated into the )O* system, raising the total to $%C across the city.%3 Though closing in on the goal of 233 new schools by 233C, problems of overcrowding still afflict the system. *ven after founding several small schools in larger educational institutions school crime rates continued to rise in the Bronx, suggesting that the division of students into smaller schools has not eased schools as they promised to.%$ 1hile home to 22 of the %2 small schools established for the 2335& 233% school year, the Bronx continues to lead the boroughs in reports of school violence.%2 +egatively, many small schools have been created inside large, troubled and already overcrowded school buildings and campuses that have historically housed violent schools. 0onse6uently, orderly small schools in a given facility are sub2ected to the large police presence and various restrictions that are enforced on other troublesome schools in the building. Police forces patrol an entire facility, rather than simply individual schools, so therefore students on .mpact campuses are sub2ect to the program s protocol regardless of their individual school affiliation. !lso of note, violent schools involved in the .mpact program operating at $$$K capacity daily, while the average non&.mpact city schools operates at a lower $3%K.%4 Bather than removing students from overcrowded facilities, students are shuffled into small schools that remain in buildings that are also home to soaring rates of overcrowding and school violence. 1ith impressive rates of daily attendance hovering between '2K and '5K in Bronx small high schools and increased academic success small schools are wor/ing to offer students better academic careers.%5 #owever, when these thriving programs share campus space with schools with .mpact status, the +,P) presence and protocol can dampen the success of small schools. "chools are sub2ect to increased police personnel, and all of the chaos that accompanies the presence of outside staff. Though the small schools see/ to improve students educational experience with demanding academics, individual attention, and numerous opportunities for internships and field placements in students area8s9 of interest, unfortunately their establishment within larger high school buildings has led to confusion, disorder, and many problems. <any teachers and students fear that the small schools initiative is falling far short of its goals, and that by creating so many smaller schools, the program has in fact created massive schools that prolong the same problems that troubled the institutions in their previous configurations. The presence of several schools within one building also breeds great confusion between )O* and +,P) authority when impact schools are present in the same facility as non& impact schools. 1hile the heightened number of security agents is accompanied by a doubling of permanently positioned +,P) officers in impact schools, the total presence
%3 %$

)epartment of *ducation. :)O* to Open %2 +ew "mall "econdary "chools.; Press Belease7 "ept 2335. #irsch, <ichael. :Overcrowding #orror "tories Part Two.; www.uft.org. <ay $2, 233%. %2 .bid, )O* %4 )rum <a2or .nstitute. :! Goo/ at the .mpact "chools.; =une 233%. %5 )epartment of *ducation. :+ew 0entury #igh "chool .nitiative.; www.nycenet.eduH

$5

of security agents and police officers remains the same in non&impact schools, though sometimes only feet away. This disproportion of law enforcement personnel within a single building helps create an atmosphere of confusion, and obscures the proper authority in +ew ,or/ 0ity schools.

CONC,USION
The arrests made this spring at both the Bronx @uild #igh "chool and the +ew "chool for !rts and "ciences have resulted in concern over authority in school environments. !s the number of officers and security agents within these schools multiplies, the chain of command increasingly necessitates clarification from both the +,P) and the )O* in order to prevent future confusion and agency confrontation that is damaging to schools, students, police officers, educators, and school administrators. .n addition, the compilation of small schools on .mpact campuses has bred confusion and disorder throughout facilities. Though compartmentali-ed into small schools with their own principles and staffs, the police are often the only unifying force in many school buildings, which lends to disagreement between agencies. 1ithout ade6uate space for the newly established small schools, Bronx students remain in overcrowded buildings, where police are forced to patrol facilities uniformly, regardless of small school statuses. This report outlines several of recommendations from the Bronx Borough President s to avoid the continuation of the problems and confusion that occurred this spring7 RECO44ENDATIONS Both the )O* and +,P) should formali-e a chain of command for violent incidents in every school. Both the )O* and +,P) should publici-e their definitions of what types of incidents police officers will respond to and intervene in at schools. Police officers and school safety agents should receive additional training about chain of command issues in schools. "chool administrators and teachers should receive additional training about dealing with the police during violent incidents in schools. Parents and students should have town hall meetings on the implementation of +,P) safety strategies for their schools. !lso, parents and students should receive a pamphlet from the +,P) and )O* explaining the role of police officers in schools.

$%

Das könnte Ihnen auch gefallen