PTECH- Percentage of Black Students, Males, Black Teachers and Why the CUNY/ Urban Assembly Network Is No Longer The Right Fit

Pathways in Technology Early College High School (P-TECH) has some unique history. P-TECH is the only New York school mentioned in a President of the United States of America State of the Union Address. Additionally, P-TECH is the only New York school to have the first elected Black President of the United States of America visit the school after having mentioned it in the State of the Union Address. The building 150 Albany Avenue should have a special designation by the New York Historical Society. P-TECH is by geography a District 17 school but is part of the CUNY/Urban Assembly Schools Network. Enrollment trends could be improved for P-TECH and District 17 with P-TECH working directly under a District 17 Superintendent.

Currently, P-TECH is 1 of 41 schools in the CUNY/Urban Assembly Schools Network. Of the 41 schools, based on New York City Department of Education (NYCDOE) School Quality Snapshots the average percentage of Black students is 32%, the average percentage of males is 50% and the average percentage of Black teachers is 28%. P-TECH's Black student percentage is 81%, the percentage of males is 72% and the percentage of Black teachers is 65%. Of the 41 schools, P-TECH has the highest percentage of Black teachers in the CUNY/Urban Assembly Schools Network. A recent article, "Why are so few Black men teachers in New York City?" revealed that Black educators are only 19% and Black males only 4%. I have more than 25 years of work experience in the NYCDOE and so unfortunately, I can remember when the Black male percentage was less than 4%. Does the relationship between student achievement and teacher demographics matter?

Student achievement and teacher demographics are definitely related. Research has shown that students tend to perform better when they have teachers who share their racial or ethnic background. This is because teachers who share a similar background with their students are often better able to understand and relate to their experiences, which can lead to stronger relationships and more effective teaching. However, it's important to note that teacher demographics are just one factor that can impact student achievement. Another important factor is deficit thinking by administrators.

Deficit thinking is a mindset that focuses on the perceived weaknesses or deficits of students, rather than their strength and potential. This type of thinking can have a negative impact on student achievement in several ways.

First, deficit thinking can lead to low expectations for students, which can limit their opportunities for growth and success. When teachers and other educators believe that certain students are inherently less capable or intelligent, they may not provide them with the same level of support, resources, or challenging coursework as their peers.

Second, deficit thinking can create a self-fulfilling prophecy, where students internalize negative stereotypes and begin to believe that they are not capable of achieving at high levels. This can lead to lack of motivation, disengagement from school, and ultimately, lower academic performance.

To combat deficit thinking, it's important for educators to adopt a strengths-based approach that focuses on the unique talents, interests, and abilities of each student. This approach can help to build students' confidence, motivation, and sense of belonging, which can lead to improved academic outcomes. When I was principal of Bronx Engineering and Technology Academy (BETA) I studied research on deficit thinking. Below are some citations that I found helpful. In

In October of 2010, I did a presentation at College Board and cited the above research. I didn't know at the time how important that research would be for my future. In the reading, it was revealed that when teachers were trained to avoid deficit thinking, the academic achievement of Maori students increased within months. Maori students are found in New Zealand. I left BETA on March 8, 2011, to become the founding principal of P-TECH. In 2018, I was asked by IBM to visit New Zealand to explain the P-TECH model to business leaders, heads of colleges, and universities and educators. Now in 2023, New Zealand is one of the 28 countries that is replicating P-TECH.

In closing, there was a writer, Jamaal Abdul-Alim who wrote about my 2010 presentation in Diverse Issues in Higher Education. In August 2022, for the Washington Monthly, A Job and A College Degree Before You Graduate High School was written by Jamaal wherein, he focused on the P-TECH movement in Dallas, Texas where P-TECH can be found in every high school. There are now more than 200 P-TECHs in the United States of America. I should not still be fighting this hard-to-get NYCDOE to trust my leadership.