NEWS

United Community Schools in New York City have a much greater proportion of high-need students compared to other NYC public schools, according to a three-year impact evaluation by the educational consultant Metis Associates. The study, which spanned the 2020–21 school year through the 2022–23 school year, found an 84%–86% population of economically disadvantaged students compared to the NYC average of 66%–71%. 

This disparity came as no surprise to Latoya Staley, principal of PS 399 in Brooklyn, who learned of it at a training in mid-October. “My school is in the middle of two shelters,” said Principal Staley. “More than 50% of our population are students in temporary housing.” 

The UCS impact evaluation also found that 25% of families struggle with housing and 55% don’t have enough food. Like many UCS school leaders, Principal Staley runs a food pantry to meet the needs of her school community. 

“We have a huge ELL population too,” said Principal Staley. Metis Associates reported a 20%–26% population of English language learners (ELLs) in United Community Schools compared to the NYC average of 13%–15%, and a 53%–60% population of Hispanic/Latino students compared to 38%–39%. 

Although many Hispanic students are not ELLs, most ELLs in NYC are Hispanic. Last year, 66% of ELLs in NYC public schools spoke Spanish at home, according to the DOE.

The UCS impact evaluation examined student performance as well as demographics. The evaluation identified a decline in New York State English as a Second Language Achievement Test scores, which shows room for improvement in a program with such a large population of immigrant students. It also found recent dips in math scores and attendance, despite initial leaps in attendance between 2020 and 2022.

Nevertheless, UCS students have made consistent gains in high school credit accumulation since 2020, with a peak increase of 1.4 credits in 2021–22. Metis also noted that in 2022–23, 46.3% of UCS students met ELA standards compared to 36.2% of a comparison group of non-UCS public schools — a 10.1-point advantage. 

Additionally, the proportion of families reporting their basic needs met has risen by 18 points, from 41% to 59%. 

“These numbers demonstrate both the resilience of our students and the agility of our UCS model,” said Karen Alford, executive director of UCS. “Despite difficulties learning English, overcoming systemic racism and even finding a bed to sleep in at night, our students and educators continue to strive.” 

Although Principal Staley’s school is new to the UCS approach, she said the transition has been “absolutely amazing.” In addition to food distributions, UCS brought chess, archery and robotics programs to nurture and challenge the disadvantaged students of PS 399.  “The parents love it,” she said. “We are giving them what they need, instead of what we think they need.”