FACT SHEET:

Christopher Columbus High School (11X415)

December 2010

Fact Sheet: Proposed Phase-out and Replacement Scenario for

Christopher Columbus High School
Overview
 Based on an extensive review of data and community feedback, the New York City Department of Education (DOE) has
determined that Christopher Columbus High School (Columbus) is unable to turn around and cannot provide a high-quality
education to its students. The DOE is proposing that Columbus be phased out.
 Proposing to phase out a school is the most difficult decision we make. We are proposing this action because we think it’s
the right thing for current and future students in this community.
 The phase out process would be gradual and happen over the next several years. Columbus would complete phasing out in June
2014.
 The replacement process would also be gradual. New high schools would be proposed to open in the building where Columbus
is located and begin enrolling ninth grade students. The new school would gradually grow as Columbus’ enrollment decreases.
 We hope you share our view that we can—and must—do better for students. The DOE will continue to work closely with
Columbus staff and families to ensure that all students receive the support they need to succeed in school.

Summary
 Last year, the four-year
1
graduation rate (including August graduates) at Columbus was 47%, well below the citywide
average of 63%.
 Last year, Columbus earned an overall D grade on its Progress Report, with an F grade on Student Performance, an F grade on
Student Progress, and a B grade on School Environment. The Progress Report results for Columbus put the school in the bottom
5% of all high schools that received a 2009-2010 Progress Report.
 The New York State Education Department (SED) named Columbus as one of the “Persistently Lowest Achieving” (PLA)
schools in the entire state in 2008-2009.
 Last winter, the Panel for Education Policy (PEP) voted to phase out Columbus based on evidence that the school was unable to
improve student performance significantly. A lawsuit prevented the DOE from following through with those plans. The
performance of Columbus over the last year reaffirms that Columbus continues to struggle.
 Columbus staff and families have worked hard to improve the school. The DOE also offered considerable support to Columbus,
including extensive training for administrators and teachers, helping Columbus build strong partnerships with community
groups, and working with the school to use grant funds most effectively. Unfortunately, these efforts have not turned the school
around.
 During conversations with the Columbus community, parents said they are not receiving adequate guidance from the
school on how they can better support struggling students and there is confusion about what plans are in place to
improve the school.

What would the proposal mean for current students?

If this proposal is approved, Columbus would be phased out gradually over the next several years. Below are enrollment plans for
current Columbus students, if the school is phased out.

 Current first-time ninth grade students would have the option of completing high school at Columbus or may participate in
the High School Admissions Process and apply to attend a different school as a 10 th grader in September 2011.
 Current repeat ninth grade students will complete high school at Columbus if they earn credits on schedule. As the school
would become smaller, students would receive more individualized attention through graduation to ensure they are receiving the

1
The graduation rate cited here represents the City’s calculation of the four-year graduation rate on the school’s 2009-2010 Progress Reports. It is
similar to the State method, and typically there is only modest deviation between our calculation and the State rate. Citywide four-year graduation
rates for the Class of 2010 are still being audited by the New York State Education Department and will not likely be available until Spring 2011.
The most recent available four-year graduation rate (including August graduates) for New York City was 63% for the Class of 2009 and the
citywide Regents graduation rate for the same year was 46%.
NYC DEPARTMENT OF EDUCATION • 52 CHAMBERS STREET • NEW YORK, NY 10007 •
WWW.NYC.GOV/SCHOOLS
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support they need to succeed. Students are also encouraged to meet with their guidance counselor to review their progress
toward graduation and discuss their options, which may include applying to a transfer school.
 Current 10th, 11th, and 12th grade students who are on track to graduate complete high school at Columbus if they continue
to earn credits on schedule. As the school would become smaller, students would receive more individualized attention through
graduation to ensure they are receiving the support they need to succeed. Students are also encouraged to meet with their
guidance counselor to discuss all of their options.
 Current 10th, 11th, and 12th grade students who are not on track to graduate should meet with their guidance counselor to
discuss options. Students could complete high school at Columbus or consider applying to a transfer high school.

If Columbus is phased out, the school would no longer admit new ninth grade students after the end of this school year. Columbus
would continue to serve students currently enrolled in the school until the school completes phasing out in June 2014.

Background
Columbus Has Struggled for Years
 Last year, Columbus’ four-year graduation rate (including August graduates) was 47%, well below the citywide average of
63%. Columbus ranks in the bottom 6% of high schools citywide in regard to graduation rate. In 2008-2009, the four-year
graduation rate at Columbus was 40%, placing the school in the bottom 2% of high schools in terms of graduation rate.
 If Regents diplomas alone counted toward graduation—as will be the case next year—the 2009-2010 four-year
graduation rate at Columbus would drop to 25%, well below the citywide average of 46%.
 Columbus earned an overall D grade on its Progress Report last year, with an F grade on Student Performance, an F grade on
Student Progress, and a B grade on School Environment. Columbus’ Progress Report score ranks in the bottom 5% of high
schools receiving a 2009-2010 Progress Report. Columbus earned an overall D grade on its 2008-2009 Progress Report, with a
D grade on Student Performance, a D grade on Student Progress, and a C grade on School Environment.
 Last year, only 57% of first-year students at Columbus earned at least 10 credits, putting Columbus in the bottom 5% of high
schools citywide. That same year, only 54% of students in their second year and 52% of students in their third year accumulated
at least 10 credits. Earning at least 10 credits is a key predictor of future student success because students who fall behind often
have trouble getting back on track to graduate.
 The school’s attendance rate continues to be low. Last year, the attendance rate was 82%, below the citywide average of
86% for high schools, and placing Columbus in the bottom 24% of schools in terms of attendance rate. In 2008-2009, the
attendance rate was 83%.
 Columbus was rated “Proficient” on its most recent Quality Review in 2008-2009. During Quality Reviews, experienced
educators spend several days visiting a school, observing classrooms, and talking to staff, students, and parents. Schools are
rated on a four-point scale, with “Well Developed” as the highest rating. “Proficient” is equivalent to a score of three out of
four.
 Safety issues have been a concern at Columbus in recent years. On the 2009-2010 New York City School Survey, 31% of
students reported feeling unsafe in the hallways, bathrooms, and locker rooms. That same year, 16% of parents expressed
concerns about their children’s safety. In addition, 38% of teachers reported that discipline and order were not maintained at the
school.

Demand for the School is Low, Suggesting that Families Are Seeking Better Options2
 Columbus is a zoned high school, but in 2009-2010 only 8% of incoming ninth-grade students who resided within the zone were
enrolled in Columbus as of October 31. This means that the vast majority of zoned ninth-grade students who were guaranteed a
seat at Columbus High School chose to enroll elsewhere.

Despite Our Best Efforts, Performance at Columbus Remains Low

We recognize that Columbus staff members have worked hard to improve the school, but the school has not turned around. Over
the previous years, the DOE has offered numerous supports to Columbus including:

2
Audited enrollment data are not yet available for the current school year. Enrollment data are from the 2009-2010 school year, audited as of
October 31, 2009. Demand data reflect high school admissions applications submitted in early December 2009 for students beginning high
school in September 2010. This data captures the demand for Columbus prior to the DOE’s proposed phase-out of Columbus. As a result, these
enrollment and demand figures do not reflect the impact of that proposed phase-out announcement.
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Leadership Support:
 Supporting the principal in developing Columbus’ Comprehensive Education Plan and in setting school goals.
 Connecting administrators with other schools to learn effective practices that could be replicated at Columbus.
Instructional Support:
 Providing monthly training to teachers on individualizing instruction, curriculum development, aligning instruction to new state
standards, improving classroom instruction by using productive group work, and data analysis.
 Establishing grade-level and departmental teams to analyze student data and monitor student progress and to use data to make
instructional decisions, improve credit accumulation, and increase the pass rate for Regents exams.
 Helping to implement extended periods and block scheduling for ninth grade the Global Studies program.
 Supporting the school to use data to improve instruction for English language learners, special education students, and students
performing below grade level.

Operational Support:
 Working with the school to implement more than $250,000 in grants, which was used to create alternative education programs
for at-risk students (Renaissance Program, Boys 2 Men, and Women Empowerment), small learning communities (from High
Schools that Work), and improve the campus library.
 Guidance on how to work with other schools on the campus to ensure efficient and coordinated use of facilities and shared
spaces.
 Coaching on budgeting, human resources, recruiting and retaining talented teachers, and compliance issues.
Student Support:
 Training for guidance counselors on how to use scholarship reports and graduation tracking systems.
 Supporting partnerships with community-based organizations such as Good Shepherd Services and SoBRO (South Bronx
Overall Economic Development Services).
 Creating a designated attendance team, crisis management team, and mediation program to help reduce suspensions and violent
incidences at the school and improve student attendance.

We Know That We Can Do Better

Like most New York City public schools, Columbus serves a high-need population: 26% of students require special education
services and 18% are English language learners. But other schools serving similar students have achieved far better results.

 At Harry Truman High School, a Bronx school, 25% of students require special education services and 9% of students are
English language learners. The school achieved a 64% four-year graduation rate in 2009-2010, with 55% of students earning
Regents diplomas.
 At Morris Academy for Collaborative Studies, a Bronx school, 25% of students require special education services and 19% of
students are English language learners. The school achieved a 67% four-year graduation rate in 2009-2010, with 35% of
students earning Regents diplomas.
 While all students are still not where we’d like them to be, these schools are getting better results while serving a similar mix of
students to Columbus.

Community Feedback
On November 18, 2010, Deputy Chancellor Santiago Taveras and High School Superintendent Geraldine Taylor-Brown held
meetings with the School Leadership Team and parents at the school to discuss what is working at Columbus, what isn’t working,
and how we can work together to serve students better. Approximately 40 parents attended. While they had some positive
comments about several hard-working teachers and the SES tutoring program, they expressed concern about a number of issues.
Parents said:

 The school has difficultly individualizing instruction to meet the needs of students, and parents questioned the school’s ability to
serve struggling students alongside their higher-performing classmates.
 They are not receiving guidance from the school on how they can better support struggling students.
 There is confusion about what action plans are available to help change the school.
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The School Leadership Team expressed similar concerns and also discussed efforts to improve how faculty members communicate
with students.

Supporting Current and Future Students

We Remain Focused on Helping Columbus Students to Succeed
During the proposed phase out, the DOE will build on our past efforts to help the school by:
 Providing teacher training around issues including curriculum planning, improving teaching practices, and tailoring instruction
to individual student needs.
 Fostering opportunities for teachers and administrators to connect with colleagues in other more successful schools, allowing
them to learn from one another, improve teaching, and better support students.
 Facilitating partnerships with community-based organizations to support youth development initiatives at the school.
Plans for New Schools for the Columbus Community
As we work together to create better options for the Columbus community, we will keep in mind what had worked at Columbus
and do our best to incorporate those positive elements into replacement plans. For example:
 We will work with the community to retain partnerships with community-based organizations that are offering valuable services
to the school community.
 We will consider what elements of the school structure are working and do our best to include those features in a replacement
school, if Columbus is phased out.

What You Can Expect

Within the next two weeks, you will receive a letter notifying you that the formal proposal to phase out Columbus has been
published and that a joint public hearing to be held at the school has been scheduled. Replacement plans will be published in a
separate proposal. The joint public hearing will be held in January 2011 by the DOE, District 11 Community Education Council
and Columbus’ School Leadership Team, among others. The Citywide Council for High Schools will be invited to participate in
the joint public hearing. During this hearing, community members, including parents and students, will be able to share their
thoughts on the phase-out proposal.

The proposal to phase out Columbus will be voted on by the Panel for Educational Policy (PEP), which is composed of members
appointed by Mayor Bloomberg and the five Borough Presidents, during a public meeting scheduled for the first week of February
2011. During this meeting, the public will have another opportunity to comment on the proposal. If the PEP approves the proposal,
Columbus will not accept new ninth grade students next school year.

Sharing Your Concerns and Questions

The DOE is seeking your feedback on the proposal. We will record your comments and include them in our analysis of public
feedback, which is presented to the PEP prior to their vote on the proposal. Please submit any comments you have at:

Phone: 212-374-3466
E-mail: HS.Proposals@schools.nyc.gov

We also encourage you to visit the Web site created to serve Columbus at
http://schools.nyc.gov/community/planning/changes/bronx/Columbus . We will update that Web site regularly with important
dates, answers to frequently asked questions, and new information as it becomes available.