Haven’t posted in a while 🙂 Here’s an essay that I am submitting right now.
Literacy in the New York City Department of Education Community
Graduation is what I dread the most, and the New York City Department of Education (NYC DOE) is responsible for this. “All New York City children are guaranteed a seat at a public middle school.” (New York City Department of Education (NYC DOE)). However, the DOE fails to mention that an equal amount of funding will be allocated to every school in New York City. The DOE does not explicitly state that resources are uniform. By the time NYC students completed the high school application process, they had become thoroughly equipped to handle any kind of application. Skills such as application submission, oral speech, essay writing, interview etiquette, and proficiency in Standard Written English (SWE) were competencies that NYC students successfully acquired. Though, this preparation also exposed them to experiences of rejection, sacrifice, stress, and feelings of inadequacy as early as age nine.
During my application process for middle school, I was uninterested, but I also realized how little I cared. My only concern at nine years old was the early curfew my mother imposed on me. I was aware that one middle school, in particular, was blocks away from my Dad’s house. Whenever I liked a school, my mother would try to find out why I liked it. I would answer, “MS 447— The Math & Science Exploratory School” is a name I like. Neither I nor any of my peers could independently achieve our goals of getting into a great school, even if we knew what attracted and concerned us. In the end, I did not get into MS 447.
The most outstanding schools “are open to all NYC students,” or so the “Citywide programs” put it (NYC DOE). When it comes to ensuring their children have access to the best educational opportunities—especially those that provide a high-quality literary education—parents are prepared to do whatever it takes. Gaining admission to the top schools provided families with access to the most efficient and all-encompassing learning possibilities. NYC institutions helped students succeed in their literary skills, which include writing, reading, and other forms of communication. Private sponsors with strong financial and political power are positioned to fund educational projects that provide resources and financing that impact the standard of education in each school; thus, the benefits of this extend beyond kids and their families. Despite the fact that all children should have access to the best education possible, applying even to be considered for admission to the best schools is disastrous, and stressful due to the “‘…jungle of rules and regulations’ (139)” (Brandt, 1998, p. 177), that schools and their sponsors impose. These education programs not only give kids a better opportunity to lead prosperous lives, but they also teach them about their civil rights. Learning the values of justice, equality, and fairness at a young age enables individuals to make educated decisions and take the initiative to create a more just world. Sponsors who support these opportunities thus get to enjoy their wealth, advantages, and influence while watching families beg for their children’s opportunities to achieve in the outside world.
The NYC DOE equipped me with the experience of facing rejection. Even though my mother was the one who essentially applied to middle school on my behalf, discovering that I hadn’t been accepted into MS 447 made me feel like my life had come to an end. Nevertheless, as life progressed, I grasped the significance of advocacy. Faced with rejection, my family became even more determined to secure a position at MS 447, and we succeeded. Upon my family’s realization, Maria, a fellow member of our local church with ties to the NYC DOE, advocated for my placement at MS 447. The communities within the NYC DOE demonstrate not just “the lengths people will go to secure literacy for themselves or their children,” (Brandt, 1998, p.169), but also how an older generation can pass down its literacy sources to a younger one. While these applications only featured my name, my family and friends contributed to my presence there in the first place.
Three years later, NYC students would need to apply to the “Specialized High School” application, complete a three-hour exam, and then have an interview to get admitted to the most renowned schools. The middle school application process was distinct, particularly because we were younger. However, my peers and I all initiated this process simultaneously at the age of nine. Together, we were introduced to the program’s rules and expectations. We were all “ordinary people largely through the mediations of more powerful sponsors” (Brandt, 1998, p. 173). However, when it came to gaining admission to specialized high schools, we quickly realized the disparities in economic and political privileges among students. Simply put, it became evident who could afford SHSAT tutoring and who could not, and which parents possessed the most effective skills and teachings to impart to their children. If a child didn’t inherently possess a brilliant, genius mind, families would pray for someone like Maria to come along.
On the day of the SHSAT exam and interview, I adorned myself in a white dress, wearing a smile on my face. I transitioned from telling my close friends and family, “I done told you this is important’” (Melix, n.d.), to expressing, “This is very important to my future” . When entering the building, the use of Black English diminished, and employing standard English seemed to pave the way for a successful future. Unfortunately, in the end, I did not secure admission to a Specialized High School, a fate shared by many of my peers, particularly those with lower economic status. At this juncture, it became apparent the efforts families exerted to enroll their kids in the most prestigious schools, the economic advantages every student possessed individually, and how elite schools served as pathways to “enhance [NYC students’] social standings” (Brandt, 1998, p. 168). Facing rejection was a familiar experience for NYC students by then, yet we remained optimistic about our successful futures, even if admission to the “Specialized High Schools” eluded us.
For the first time, I must honestly admit that I made a mistake during my interview—I interrupted someone. While it’s true that “…some errors are less serious than others” (Williams, 1981), this particular mistake unfortunately determined my fate. I made a consequential error, one that removed my only shot of getting into a “Specialized High School”. The literacy fostered by NYC DOE, trained students to become experts in interviews, proficient in formal writing, adhere to Standard Written English, achieve academic excellence, and recognize the significance of education. Although, due to the paramount importance of these literacies in today’s world, instead of fostering teamwork and collaboration among students in NYC, these institutions inadvertently fostered competition and it only continues to intensify. The discrepancies in resources and privileges between my peers and I led to significant disparities in our access to essential resources. Access to high-quality education has always been and continues to be the most critical asset. Deborah Brandt states, that there is a “‘literacy crisis’, that is, the perceived gap between rising standards for achievement and people’s ability to meet them…” (1998, p. 169). This raises the question of how young students, regardless of their access to education, can be expected to meet the increasingly high standards set by educational institutions. These standards (i.e. interviews, lengthy exams, rigorous applications) appear demanding and unrealistic for a significant portion of the student population, which contributes to the difficulties in attaining literary education. The feasibility and fairness of the educational standards set for NYC children warrant consideration of the damage they may do to young individual’s confidence, self-assurance, and optimism within.
The application processes offered by the NYC Department of Education were likely designed to provide equal opportunities for all students to secure admission to the best schools. However, as literacy becomes increasingly valued as a key to financial gain each year, “the pursuit of literacy feels so turbulent and precarious…” (Brandt, 1998, p. 169). Lacking economic privileges and without someone like Maria, my journey would have been significantly more challenging. Though, Maria demonstrated that success isn’t solely about financial resources; community support and advocacy are equally crucial. Navigating the challenges of an education system also requires collective efforts. In my initial exposure to the shortcomings of the education system, all my peers and I could do was observe—learn how to speak, dress, smile, walk, and even gaze appropriately. Despite the pain caused by witnessing disparities, rejections, and enduring anxieties, when the time came to apply for undergraduate programs, NYC students were more prepared than ever. Students were aware of what institutions desired to hear, and see, and the specific way they were expected to dress. Students knew how to align themselves with the faculty’s expectations, and for that, I am grateful for the experiences they provided.
Throughout my whole academic career, I have excelled in one area: adaptability. Since I was nine years old, I have moved environments every three to four years to further my schooling. I’ve learned how to speak up for myself, to find resources and communities when I know I am struggling, and to seek mentorship. I have learned independence because, yes, even though it has taken a village to get here, when I initiated the interviews, essays, applications, and tests, it was me who started and me who finished it. I have learned to find the people I need. Looking back, I wouldn’t change a thing about my journey, but I yearn to hug my nine-year-old self, as well as every child who has faced, or will face the “turbulent and precarious” battle for the best possible literacy education.
References
Brandt, D. (1998, May). Sponsors of Literacy.
Melix, B. (n.d.). From Outside, In.
New York City Department of Education. (n.d.) Specialized High Schools. https://www.schools.nyc.gov/enrollment/enroll-grade-by-grade/specialized-high-schools
New York City Department of Education. (n.d.). Middle School Enrollment. https://www.schools.nyc.gov/enrollment/enroll-grade-by-grade/middle-school.
Williams, J. M. (1981). The Phenomenology of Error. College Composition and Communication, 32(2), 152–168. https://doi.org/10.2307/356689
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