[What you need to know to start the day: Get New York Today in your inbox.]
Mayor Bill de Blasio’s proposal to overhaul admissions for New York City’s elite high schools has proved highly divisive, leaving some Asian-American students feeling that they are being pitted against their black and Hispanic neighbors.
His idea has also made the city a national focal point in the debate over race, class and fairness in education.
If his plan — which would scrap the admissions exam and instead reserve seats at the eight specialized high schools for the top students at every city middle school — is approved by the Legislature, the selective schools’ racial makeup would change practically overnight.
Offers to Asian-American students would fall by about half, according to a recent report, but would increase fivefold for black students.
Last year, only 10 percent of the students in the city’s specialized high schools were black and Hispanic, though nearly 70 percent of the school system as a whole is black and Hispanic.
And of 900 incoming freshman admitted to Stuyvesant — the most competitive of the schools — in 2018, only 10 were black. “There is not a single Asian-American I have spoken with who doesn’t think it’s a problem,” said John Liu, a Bronx High School of Science graduate and New York state senator.
Though Mr. de Blasio’s proposal has sparked intense opposition from some Asian-American groups, interviews with eight alumni from four of the schools show that Asian-Americans are torn about the plan, and are grappling with the big questions it raises about how elite schools should select students in New York City and the rest of the country.
Ms. Rahman grew up in Bedford-Stuyvesant, Brooklyn, and graduated from Binghamton University. She thinks the mayor’s plan is a “first but limited step” toward integration.
“We used to joke that whoever had the most money to spend on test prep would probably go to Stuyvesant.” That was how Ms. Rahman was introduced to the specialized school debate as a young Bangladeshi immigrant living in Brooklyn.
In high school, she came to believe that the admissions process was about money, not merit. Now, she said, “I feel like that system shouldn’t really exist.”
That was partially because of how the high-stakes culture affected students. Ms. Rahman, who graduated high school in 2010, remembered that a boy in her year almost drowned in the school’s swimming pool after staying up all night to study.
Ms. Rahman said she was sympathetic to the Asian-American families who want to keep the test — to a point.
“I understand for them they feel they have little social capital in this country, one of the few things they have is being taken away,” she said.
“But one thing I can’t accept is when they say things like, ‘Our kids have worked hard. We deserve this.’ The unspoken thing is that other kids in other families don’t deserve this.”
Mr. Kim grew up in Elmhurst, Queens, and graduated from Princeton University. He strongly opposes the mayor’s plan.
“The school is defined by the way students are selected,” said Mr. Kim, who moved from South Korea to Queens when he was 5. “If you change that, you change it all.”
For Mr. Kim, a mediocre middle school student who was often in trouble, Stuyvesant, from which he graduated in 1993, was a life raft. Now, as the president of Stuyvesant’s alumni organization, an advocacy group with deep ties to politicians, he has one of the most powerful voices in the debate about specialized school admissions.
And he believes that in order for future students to have the kind of experience he had, they have to gain admission the same way he did.
The arguments for nixing the test have surprised and offended him. “How is this possible, that people are saying we’re segregated, we’re Jim Crow,” Mr. Kim said. “These words are too harsh. It makes me feel like I’m a bad person.”
Mr. Kwan grew up in Chinatown, Manhattan, and graduated from Hunter College. He mostly backs the plan, but understands the misgivings.
“The schools are a hope, a mythology, a dream,” said Mr. Kwan, who does not believe that going to a specialized school will help Asian-Americans get to the highest levels of business and government in America.
“Getting into the school is not a guaranteed ticket to success, and being in another school shouldn’t be a guaranteed failure,” he said.
Mr. Kwan, who graduated high school in 1999, can’t remember a time before he knew about the specialized high school exam — referred to as simply “the test” — when he was growing up. “It was a scary time in Chinatown,” he said of the week admissions offers went out.
Two decades later, he is frustrated that the mayor did not consult Asian-American leaders before announcing the plan. “There’s a general sense that the larger Asian-American community is underrepresented and ignored,” Mr. Kwan said.
Ms. Ahmad grew up in Fresh Meadows, Queens, and graduated from New York University. She is in favor of the mayor’s proposal.
Ms. Ahmad, who moved to Queens from Pakistan when she was an infant and graduated from high school in 2012, believes Asian families who do not support the city’s plan are ignoring a crucial point.
“I think what people are missing when they say we are being punished, what they are neglecting to see is, the Asian-American community by and large has a lot of privilege that the black and Latinx community does not,” she said, referring to an “elaborate system of networks, test prep and social capital.”
“We aren’t dealing with the generational trauma of slavery, Jim Crow and redlining,” said Ms. Ahmad, noting that her father is a taxi driver and her family is far from wealthy. Still, she said, “People discount the fact that we have more resources, we are more privileged, and because of that, white Americans tend to hold us up as a model minority.”
“A lot of people think we’re a monolith, and this is not just the case,” Ms. Ahmad said, referring to Asian-American specialized school alumni.
Mr. Rapatalo grew up in East Flatbush, Brooklyn, and graduated from New York University. He supports the admissions reform plan.
Mr. Rapatalo’s voice cracked when he explained why he is such a forceful supporter of change at his alma mater. “I’m fighting for my friends,” said Mr. Rapatalo, who grew up in a mostly black part of Brooklyn.
Well over two decades after he graduated in 1993, Mr. Rapatalo can still name all of the black students in his class, along with the other Filipino-American students. He said that showed just how segregated the school was — and still is.
When he sees comments on alumni Facebook groups suggesting that black and Hispanic students do not work hard, Mr. Rapatalo thinks, “How dare you? How many black and brown people do you know?”
Mr. Rapatalo said he worried that Asian-American families who support the test were playing a losing game of specialized school admissions chess.
“Just because we’ve gamed the system, does that mean we’re in the right?” Mr. Rapatalo asked. “The folks at the bottom fight for scraps.” But all the while, he added, “white families have it figured out.”
Mr. Fung grew up in Bensonhurst, Brooklyn, and graduated from Stanford University. He supports affirmative action policies, but opposes the mayor’s plan.
“It’s all related.” That is the message Mr. Fung took from his run-in with Mark Zuckerberg in a Stanford University computer lab shortly after Facebook launched. Mr. Fung, who was later hired to be Facebook’s 15th engineer, said his chance encounter was not luck. He was there, he said, because of the opportunities Stuyvesant gave him.
Mr. Fung, who graduated from the school in 1998, has spent the last few months wrestling with competing, deeply held beliefs: that elite schools everywhere should be more racially diverse, and that New York’s Asian-American families have a great deal to lose if specialized school admissions are changed.
He wants change that would enroll more black and Hispanic students in the schools. But he opposes Mr. de Blasio’s approach, calling it “an experiment.”
“If you go to either extreme, some group is losing out,” he said. “If we go with de Blasio’s proposal, people like me maybe wouldn’t have been able to get into a specialized high school,” he said. “That’s our only avenue to a good college.”
Ms. Tan grew up in Chinatown, Manhattan, and graduated from Columbia University. She backs the specialized high school plan, but wants the city to release a broader school integration plan as well.
“I know what it does to kids, when you don’t see anyone except for one race,” said Ms. Tan, who has spent her teaching career in low-income public schools in Chicago and Brooklyn. Ms. Tan, who graduated from high school in 2007, recalled talking to a Stuyvesant graduate who had only met five black people before he went to college. “That really doesn’t do much for students who are trying to be in a more diverse world,” she added.
As a teacher, she has learned what selective admissions processes do to vulnerable students left behind.
“Creaming of the crop harms schools and neighborhoods,” she said. “It pushes kids to say, ‘I can get out of this neighborhood, I don’t have to give back.’”
Mr. Liu grew up in Bayside, Queens, and graduated from Binghamton University. He is keeping “an open mind” about the proposal.
“These schools have been a very central part of my life,” Mr. Liu, the former city comptroller and mayoral candidate, said. He and his brother each commuted four hours round-trip to Bronx Science; his wife graduated from Brooklyn Tech; and their son went to Stuyvesant.
As the newly appointed chair of the State Senate’s New York City education committee, he will now help determine the fate of the admissions exam.
“Asian-Americans are just as concerned about the seeming lack of diversity” as the rest of the city, Mr. Liu said. But he is furious with Mr. de Blasio and the schools chancellor, Richard A. Carranza, over how they presented their proposal.
“The way de Blasio rolled this out, he turned it in a zero-sum race based on race,” he said. “That’s an absolute nonstarter from the get-go.” The mayor, Mr. Liu added, “pitted people against each other.”
The chancellor last year said, “I just don’t buy into the narrative that any one ethnic group owns admission to these schools.” Mr. Liu said it was a comment “that nobody will forget or forgive him for.”B:
吉快三开奖直播【九】【歌】【扫】【了】【这】【群】【人】【一】【眼】。 【眨】【眨】【眼】，【脑】【海】【里】【忽】【而】【闪】【过】【一】【个】【大】【胆】【的】【想】【法】。 【不】【过】【现】【在】【不】【是】【想】【这】【些】【的】【时】【候】。 【九】【歌】【一】【边】【朝】【捆】【起】【来】【的】【同】【学】【走】【去】，【一】【边】【护】【着】【文】【淑】，【有】【阳】【炎】【弓】【在】，【倒】【是】【让】【九】【歌】【轻】【松】【了】【不】【少】。 【？！】【呸】！ 【这】【女】【人】【做】【任】【务】【就】【跟】【玩】【儿】【似】【的】。 【哪】【次】【不】【轻】【松】？ 【九】【歌】【在】【心】【里】【计】【算】【出】【同】【学】【们】【大】【概】【的】【视】【线】【距】【离】
【所】【以】，【这】【就】【是】【真】【相】【吗】？ 【幸】【村】【有】【些】【不】【敢】【相】【信】【自】【己】【的】【这】【个】【推】【论】，【但】【是】【他】【又】【不】【得】【不】【承】【认】，【这】【是】【唯】【一】【能】【够】【解】【释】【自】【己】【目】【前】【状】【态】【的】【方】【法】。 【可】【是】，【他】【又】【实】【在】【是】【不】【敢】【接】【受】【这】【样】【一】【个】【匪】【夷】【所】【思】【的】【事】【实】。 【他】【当】【天】【晚】【上】【一】【整】【夜】【都】【没】【有】【睡】【着】，【一】【直】【在】【思】【索】【着】【其】【中】【的】【可】【能】【性】。 【终】【究】，【在】【经】【历】【了】【一】【整】【夜】【的】【思】【想】【纠】【葛】【之】【后】，【在】【第】【二】【天】【清】【早】
【过】【了】【两】【个】【小】【时】【后】，【所】【有】【的】【有】【时】【间】【的】【明】【星】，【名】【人】，【都】【到】【达】【杜】【园】。 【而】【由】【于】【这】【次】【晚】【会】【的】【特】【殊】【性】，【所】【以】【宫】【家】【也】【是】【让】【海】【城】【的】【五】【大】【娱】【乐】【媒】【体】【的】【代】【表】【人】【进】【入】【到】【了】【场】【所】【里】。 “【欢】【迎】【各】【位】【来】【到】【我】【们】【宫】【家】【的】【晚】【宴】【现】【场】，【很】【高】【兴】【各】【位】【可】【以】【来】【捧】【场】，【在】【这】【里】，【我】【先】【谢】【谢】【在】【座】【的】【各】【位】【了】。” 【宫】【家】【明】【穿】【着】【一】【套】【自】【己】【最】【喜】【欢】【的】【深】【蓝】【色】【西】【装】，【拿】
【陈】【美】【雪】【摇】【头】【起】【来】，【秦】【明】【文】【看】【来】【这】【一】【次】【是】【买】【到】【假】【货】【了】，【有】【这】【么】【多】【不】【一】【样】【的】【地】【方】，【应】【该】【不】【是】【正】【品】。 “【看】【来】【你】【也】【有】【失】【手】【的】【时】【候】【啊】，【我】【还】【以】【为】【你】【什】【么】【都】【能】【够】【鉴】【定】【真】【假】，【你】【在】【佛】【山】【有】【这】【么】【多】【的】【问】【题】，30【万】【看】【来】【买】【亏】【了】【呀】。” “【这】【个】【佛】【像】【有】【点】【与】【众】【不】【同】【啊】。” 【听】【到】【这】【话】【他】【以】【为】【是】【假】【的】【了】，【秦】【明】【文】【皱】【眉】【头】【起】【来】，【难】【道】【他】【也】吉快三开奖直播11【月】【了】，【扬】【帆】，【策】【马】，【远】【行】；【离】【于】【杂】【乱】，【看】【繁】【华】【锦】【簇】；【绚】【烂】【霓】【虹】，【归】【于】【何】【处】？【浅】【展】【眉】【梢】，【雾】【霭】【雨】【过】【万】【物】【新】。【每】【天】【柔】【和】【的】【阳】【光】【透】【过】【窗】【台】【撒】【向】【教】【室】【书】【桌】，【每】【天】【朗】【朗】【读】【书】【声】【从】【窗】【内】【飘】【向】【四】【面】【八】【方】，【银】【河】【学】【子】【已】【然】【开】【始】【了】【新】【的】【一】【天】【的】【拼】【搏】，【他】【们】【在】【柔】【和】【的】【光】【影】【下】【端】【坐】【着】，【认】【真】【的】【汲】【取】【着】【知】【识】。【对】【于】【他】【们】，【每】【一】【个】【文】【字】【都】【是】【一】【个】【个】【跳】【动】【的】【音】【符】，【伴】【随】【着】【激】【昂】【的】【旋】【律】，【弹】【奏】【着】【诗】【和】【远】【方】。“【爱】【的】【教】【育】”，【在】【此】【刻】【带】【他】【们】【起】【航】！
【轩】【辕】【杰】【道】：“【如】【果】【你】【想】【跟】【着】【我】【的】【话】，【那】【就】【要】【让】【岳】【恒】【帮】【你】【换】【一】【张】【脸】。” “【好】！【我】【愿】【意】！” 【岳】【恒】【给】【轩】【辕】【金】【铃】【换】【了】【一】【张】【比】【较】【普】【通】【的】【脸】，【又】【给】【她】【取】【了】【一】【个】【名】【字】【叫】【岳】【灵】，【身】【份】【是】【岳】【恒】【的】【妹】【妹】。 【岳】【灵】【还】【很】【喜】【欢】【这】【个】【名】【字】。 【郑】【熬】【带】【着】【自】【己】【的】【亲】【信】【杨】【耀】【来】【到】【了】【岳】【恒】【的】【客】【厅】【以】【后】，【开】【门】【见】【山】【的】【问】【他】【道】：“【岳】【神】【医】，【轩】【辕】【杰】【的】
【已】【知】【宇】【宙】【的】【浩】【瀚】【绝】【对】【超】【乎】【人】【们】【的】【想】【象】，【而】【且】【存】【在】【了】【不】【知】【数】【以】【万】【计】【的】【文】【明】，【而】【恶】【魔】【文】【明】【绝】【对】【处】【于】【顶】【尖】【之】【列】，【只】【因】【为】【他】【们】【强】【大】【的】【女】【王】-【莫】【甘】【娜】。 【可】【是】【此】【时】【的】【莫】【甘】【娜】【却】【有】【着】【不】【曾】【有】【过】【的】【烦】【恼】。 【坤】【萨】【星】【云】【的】【恶】【魔】【双】【翼】【战】【舰】【之】【内】，【莫】【甘】【娜】【看】【着】【即】【将】【成】【功】【的】【蔷】【薇】，【内】【心】【充】【满】【了】【犹】【豫】【不】【决】【的】【矛】【盾】【的】【情】【绪】。 【这】【让】【她】【有】【些】【不】【知】【所】