If PS 72 were transplanted into almost any other major city in the country, what is occurring here could be considered rebellious. Instead of following the traditional methods of teaching, the teachers at this school are more likely to engage in discussions about popular children’s books rather than using a teachers’ guide. They are often immersed in discussions and lessons about literature and the writing process, starting from kindergarten. Phonics drills are only occasionally used, with a focus on emphasizing concepts and real-world applications in math lessons for grades K-6, rather than memorizing multiplication tables and algorithms. The fundamental skills of reading and math, which are central to school curricula in cities like Baltimore and Los Angeles, take a backseat here in East Harlem. Instead, they are integrated into lessons throughout the day and taught more directly when students demonstrate a need for them.
However, Public School 72 is not an outlier when it comes to this unconventional approach to teaching. Similar scenes can be found across the New York City school system, which serves 1.1 million students. In contrast to other large city school systems, the decision by Schools Chancellor Joel I. Klein to enforce "progressive" teaching methods in all but the top performing schools in the city has set it apart. This move has made New York City a focal point in the ongoing debate on the best way to teach reading and math. The adoption of these progressive instructional strategies has drawn criticism from scholars, policymakers, and teachers, who perceive the curriculum as vague and lacking definition.
Critics have questioned whether there is evidence to support the effectiveness of this approach. The teachers’ union has objected, viewing it as a standardized approach that interferes with even minor decisions, from the arrangement of furniture to the allocation of time for each activity. Additionally, a federal adviser has raised concerns that this decision could put the district’s access to millions of dollars in federal funding at risk, as the use of "research based" programs is a requirement. Despite the backlash, district leaders remain undeterred. Diana Lam, the district’s deputy chancellor for teaching and learning, argues that critics believe the curriculum is too rigorous and that disadvantaged children may struggle with it. However, the district is committed to providing a rich and challenging curriculum for all students.
This approach taken by the New York City school district is regarded as a bold step in the current educational policy landscape. The federal No Child Left Behind Act mandates the use of research-proven methods and materials. G. Reid Lyon, an influential adviser on President Bush’s reading policy, added fuel to the debate when he expressed doubts about whether New York’s curriculum would meet the standards for over $68 million in federal funding allocated to enhance reading instruction in the city’s most disadvantaged schools. Ultimately, it will be up to the state to decide which schools qualify for the federal grant. State officials have stated that they are working with the New York City Department of Education to ensure that the academic program aligns with federal guidelines.
‘No More Uptown versus Downtown’
On a pleasant autumn day, the young students at PS 72 gathered around their small, circular desks and engaged in animated conversations about their vibrant drawings of farm animals. Meanwhile, the second graders sat closely together on a soft carpet, analyzing the different elements of a memoir in preparation for writing their own. In another part of the school, fifth graders formed small groups and furrowed their brows as they searched for words to describe specific emotions. They were also trying to grasp the literary techniques used in a popular children’s book they had been reading. Principal Maria Diaz believes that the new curriculum brings these children closer to the educational opportunities enjoyed by their more privileged peers in different communities.
"This year, the message resonates throughout the city: it is crucial that we all move in this new direction together," expressed Ms. Diaz. "It’s not about dividing Brooklyn and Queens, or establishing a distinction between uptown and downtown." She is hopeful that the new curriculum, along with the additional resources and teacher professional development programs, will help her students reach proficiency in their learning. "It will provide them with equal access to educational experiences," Ms. Diaz explained. "Close your eyes," she advised during a lesson taught by one of her exceptional teachers, "and you won’t be able to tell that you’re not at PS 59."
At Public School 59, a school located in another neighborhood across town, but worlds apart, many similarities exist. Cozy book corners invite students to immerse themselves in reading or engage in discussions with their peers about the texts. Writing guidelines and techniques are prominently displayed on large sheets of paper hanging from the ceiling. Desks are arranged in groups of four. The teachers at PS 59 are also committed to improving their teaching practices.
"It is more difficult to find research that proves the effectiveness of a specific program compared to studies that demonstrate how professional development and teacher knowledge make a difference," argued Adele Schroeter, the principal of PS 59, which predominantly serves a middle-class community. "What struggling readers need is quality time spent reading books with the support of skilled teachers." However, not everyone agrees with this viewpoint.
"Without specificity and a systematic development of skills and understanding, there is a significant risk that students will not acquire the necessary knowledge and skills," cautioned Elizabeth Carson, the founder of Honest Open Logical Debate About Mathematics Education Reform, a watchdog group that has criticized the city’s choices in math and reading. "This seems too vague and uncertain." Nevertheless, supporters of the city’s plan defend the programs as rigorous. "Our teaching approach is highly structured and predictable," affirmed Lucy McCormack Calkins, the director of the Reading and Writing Project at Teachers College, Columbia University. She and her colleagues have been actively involved in training approximately 8,000 teachers across the city in reading and writing instruction. "We explicitly teach students the skills that proficient readers and writers utilize." While the city does not mandate a step-by-step approach to instruction, administrators strongly urge teachers to follow key components of the program. For instance, teachers are expected to design classroom environments that foster reading and deep discussions. This principle, known as the "rocking chair rule" in the local media, has received some criticism for suggesting that specific furniture is required. School officials reject this interpretation.
Each day, writing sessions and "read alouds" are included to encourage students to engage in profound discussions of texts. These activities serve as tools for developing understanding and critical thinking skills. All these requirements serve a specific purpose, according to Leslie Zackman, an instructional superintendent who supports teachers in 11 elementary schools as they study and implement the curriculum.
"This is not just about implementing a mandated curriculum," she clarified. "It is about giving teachers the knowledge and skills to implement it with a deep understanding."
Some critics have found satisfaction with these efforts.
Ms. Uhry mentioned that they are embracing the finest aspects of "whole language" methodology, such as emphasizing the writing process and adopting a student-centered approach. Additionally, they are incorporating the most effective techniques from phonics instruction.
