Los colegas de PREAL han difundido unos materiales de gran interés sobre colegios (charter) exitosos en barrios pobres de Nueva York. A continuación la nota de PREAL y más abajo los materiales del caso.
Nos complace compartir con ustedes algunos materiales sobre un grupo de escuelas charter muy exitoso a cargo de Harlem Children’s Zone (HCZ), una organización sin fines de lucro comunitaria en uno de los barrios más pobres de la Ciudad de Nueva York. Paul Tough, que escribe sobre HCZ en su libro reciente Whatever it Takes, señala que el programa se distingue por su “enfoque holístico, que sigue a los niños desde la cuna hasta la universidad,” y por proveer el mismo tipo de estímulo y apoyo al que tienen acceso los niños de clase media. El Presidente Obama recientemente propuso replicar el modelo de HCZ en 20 ciudades en Estados Unidos a través de nuevas alianzas público-privadas. Aquí abajo incluimos un resumen de una reciente evaluación de las escuelas HCZ, realizada por investigadores de la Universidad de Harvard; una columna de David Brooks del New York Times que evalúa positivamente al programa; y un artículo en un blog escrito por Aaron Pallas, criticando el análisis de Brooks. También incluimos un enlace a tres tours virtuales de las escuelas de HCZ en Harlem. En su conjunto, estos materiales sugieren que más allá de si uno considera que las escuelas de HCZ son un “milagro,” como señala Brooks, es claro que estas escuelas charter—que por definición son auto-gestionadas y libres de experimentar con nuevos enfoques—están ampliando los horizontes de lo que puede mejorar el desempeño de niños pobres.

Are High-Quality Schools Enough to Close the Achievement Gap?
R. Fryer and W. Dobbie, Harvard University
Abstract: Harlem Children’s Zone® (HCZ) is arguably the most ambitious social experiment to alleviate poverty of our time. We provide the first empirical test of the causal impact of HCZ on educational outcomes, with an eye toward informing the long-standing debate whether schools alone can eliminate the achievement gap or whether the issues that poor children bring to school are too much for educators to overcome. We implement two identification strategies. First, we exploit the fact that HCZ charter schools are required to select students by lottery when the demand for slots exceeds supply. Second, we use the interaction between a student’s home address and cohort year as an instrumental variable. Both approaches lead us to the same story: Harlem Children’s Zone is enormously effective at increasing the achievement of the poorest minority children. Taken at face value, the effects in middle school are enough to reverse the black-white achievement gap in mathematics and reduce it in English Language Arts. The effects in elementary school close the racial achievement gap in both subjects. Harlem Gems and The Baby College®, the only two community programs in HCZ that keep detailed administrative data, show mixed success. We conclude by presenting three pieces of evidence that high-quality schools or high-quality schools coupled with community investments generate the achievement gains. Community investments alone cannot explain the results.
http://www.economics.harvard.edu/faculty/fryer/files/hcz%204.15.2009.pdf
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The Harlem Miracle
David Brooks, New York Times
The fight against poverty produces great programs but disappointing results. You go visit an inner-city school, job-training program or community youth center and you meet incredible people doing wonderful things. Then you look at the results from the serious evaluations and you find that these inspiring places are only producing incremental gains.
That’s why I was startled when I received an e-mail message from Roland Fryer, a meticulous Harvard economist. It included this sentence: “The attached study has changed my life as a scientist.”
Fryer and his colleague Will Dobbie have just finished a rigorous assessment of the charter schools operated by the Harlem Children’s Zone. They compared students in these schools to students in New York City as a whole and to comparable students who entered the lottery to get into the Harlem Children’s Zone schools, but weren’t selected.
They found that the Harlem Children’s Zone schools produced “enormous” gains. The typical student entered the charter middle school, Promise Academy, in sixth grade and scored in the 39th percentile among New York City students in math. By the eighth grade, the typical student in the school was in the 74th percentile. The typical student entered the school scoring in the 39th percentile in English Language Arts (verbal ability). By eighth grade, the typical student was in the 53rd percentile.
Forgive some academic jargon, but the most common education reform ideas — reducing class size, raising teacher pay, enrolling kids in Head Start — produce gains of about 0.1 or 0.2 or 0.3 standard deviations. If you study policy, those are the sorts of improvements you live with every day. Promise Academy produced gains of 1.3 and 1.4 standard deviations. That’s off the charts. In math, Promise Academy eliminated the achievement gap between its black students and the city average for white students.
Let me repeat that. It eliminated the black-white achievement gap. “The results changed my life as a researcher because I am no longer interested in marginal changes,” Fryer wrote in a subsequent e-mail. What Geoffrey Canada, Harlem Children’s Zone’s founder and president, has done is “the equivalent of curing cancer for these kids. It’s amazing. It should be celebrated. But it almost doesn’t matter if we stop there. We don’t have a way to replicate his cure, and we need one since so many of our kids are dying — literally and figuratively.”
These results are powerful evidence in a long-running debate. Some experts, mostly surrounding the education establishment, argue that schools alone can’t produce big changes. The problems are in society, and you have to work on broader issues like economic inequality. Reformers, on the other hand, have argued that school-based approaches can produce big results. The Harlem Children’s Zone results suggest the reformers are right. The Promise Academy does provide health and psychological services, but it helps kids who aren’t even involved in the other programs the organization offers.
To my mind, the results also vindicate an emerging model for low-income students. Over the past decade, dozens of charter and independent schools, like Promise Academy, have become no excuses schools. The basic theory is that middle-class kids enter adolescence with certain working models in their heads: what I can achieve; how to control impulses; how to work hard. Many kids from poorer, disorganized homes don’t have these internalized models. The schools create a disciplined, orderly and demanding counterculture to inculcate middle-class values.
To understand the culture in these schools, I’d recommend “Whatever It Takes,” a gripping account of Harlem Children’s Zone by my Times colleague Paul Tough, and “Sweating the Small Stuff,” a superb survey of these sorts of schools by David Whitman. Basically, the no excuses schools pay meticulous attention to behavior and attitudes. They teach students how to look at the person who is talking, how to shake hands. These schools are academically rigorous and college-focused. Promise Academy students who are performing below grade level spent twice as much time in school as other students in New York City. Students who are performing at grade level spend 50 percent more time in school.
They also smash the normal bureaucratic strictures that bind leaders in regular schools. Promise Academy went through a tumultuous period as Canada searched for the right teachers. Nearly half of the teachers did not return for the 2005-2006 school year. A third didn’t return for the 2006-2007 year. Assessments are rigorous. Standardized tests are woven into the fabric of school life.
The approach works. Ever since welfare reform, we have had success with intrusive government programs that combine paternalistic leadership, sufficient funding and a ferocious commitment to traditional, middle-class values. We may have found a remedy for the achievement gap. Which city is going to take up the challenge? Omaha? Chicago? Yours?

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Just How Gullible Is David Brooks?
Aaron Pallas (Columbia University-Teachers’ College), Gotham Schools Blog
Gotham Schools Blog: Just How Gullible Is David Brooks? (by Dr. Aaron Pallas, Columbia University Teachers’ College).
Now that I have your attention … Today’s New York Times column by David Brooks touts a new study by Roland Fryer and Will Dobbie of the Harlem Children’s Zone (HCZ) Promise Academy charter schools, two celebrated schools in Harlem. Fryer and Dobbie’s finding that the typical eighth-grader was in the 74th percentile among New York City students in mathematics leads Brooks to state that HCZ Promise Academy eliminated the black-white achievement gap. He’s so dumbstruck by this that he says it twice. Brooks takes this evidence as support for the “no excuses” model of charter schools, and, claiming that “the approach works,” challenges all cities to adopt this “remedy for the achievement gap.”
Coming on the heels of yesterday’s release of the 2009 New York State English Language Arts (ELA) results, in which the HCZ schools outperformed the citywide white average in grade 3, but were well behind the white average in grades 4, 5 and 8, skoolboy decided to drink a bit more deeply from the datastream. The figure below shows the gap between the average performance in HCZ Promise Academy and white students in New York City in ELA and math, expressed as a fraction of the standard deviation of overall performance in a given grade and year. The left side of the figure shows math performance, and the right side shows ELA performance.
It’s true that eighth-graders in 2008 scored .20 standard deviations above the citywide average for white students. But it may also be apparent that this is a very unusual pattern relative to the other data represented in this figure, all of which show continuing and sizeable advantages for white students in New York City over HCZ students. The fact that HCZ seventh-graders in 2008 were only .3 standard deviations behind white students citywide in math is a real accomplishment, and represents a shrinkage of the gap of .42 standard deviations for these students in the preceding year. However, Fryer and Dobbie, and Brooks in turn, are putting an awful lot of faith in a single data point — the remarkable increase in math scores between seventh and eighth grade for the students at HCZ who entered sixth grade in 2006. If what HCZ is doing can routinely produce a .67 standard deviation shift in math test scores in the eighth grade, that would be great. But we’re certainly not seeing an effect of that magnitude in the seventh grade. And, of course, none of this speaks to the continuing large gaps in English performance.
But here’s the kicker. In the HCZ Annual Report for the 2007-08 school year submitted to the State Education Department, data are presented on not just the state ELA and math assessments, but also the Iowa Test of Basic Skills. Those eighth-graders who kicked ass on the state math test? They didn’t do so well on the low-stakes Iowa Tests. Curiously, only 2 of the 77 eighth-graders were absent on the ITBS reading test day in June, 2008, but 20 of these 77 were absent for the ITBS math test. For the 57 students who did take the ITBS math test, HCZ reported an average Normal Curve Equivalent (NCE) score of 41, which failed to meet the school’s objective of an average NCE of 50 for a cohort of students who have completed at least two consecutive years at HCZ Promise Academy. In fact, this same cohort had a slightly higher average NCE of 42 in June, 2007.
Normal Curve Equivalents (NCE’s) range from 1 to 99, and are scaled to have a mean of 50 and a standard deviation of 21.06. An NCE of 41 corresponds to roughly the 33rd percentile of the reference distribution, which for the ITBS would likely be a national sample of on-grade test-takers. Scoring at the 33rd percentile is no great success story.
How are we to make sense of this? One possibility is that the HCZ students didn’t take the Iowa tests seriously, and that their performance on that test doesn’t reflect their true mastery of eighth-grade mathematics. The HCZ Annual Report doesn’t offer this as a possibility, perhaps because it would be embarrassing to admit that students didn’t take some aspect of their schoolwork and school accountability plan seriously. But the three explanations that are offered are not compelling: the Iowa test skills were not consistently aligned with the New York State Standards and the Harcourt Curriculum used in the school; the linkage of classroom instruction to the skills tested on the Iowa test wasn’t consistent across the school year, and Iowa test prep began in February, 2008; and school staff didn’t use 2007 Iowa test results to identify areas of weaknesses for individual students and design appropriate intervention.
If proficiency in English and math are to mean anything, these skills have to be able to generalize to contexts other than a particular high-stakes state test. No college or employer is ever going to look at the New York State ELA and math exams in making judgments about who has the skills to be successful in their school or workplace. I’m going to hold off labeling the HCZ schools as the “Harlem Miracle” until there’s some additional evidence supporting the claim that these schools have placed their students on a level academic playing field with white students in New York City.
http://gothamschools.org/2009/05/08/just-how-gullible-is-david-brooks/
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Video Tour of Promise Academy Charter Schools
Harlem Children Zone
http://www.hcz.org/programs/promise-academy-charter-schools