http://www.nytimes.com/2012/10/27/education/a-grueling-admissions-test-highlights-a-racial-divide.html?pagewanted=all
For Asians, School Tests Are Vital Steppingstones
For Asians, School Tests Are Vital Steppingstones
Ting Shi, at his parents' laundromat, spent years studying for the admissions test to Stuyvesant High School, where he was accepted.
By KYLE SPENCER
Published: October 26, 2012 666 Comments
Ting Shi said his first two years in the United States were wretched. He slept in a bunk bed in the same room with his grandparents and a cousin in Chinatown, while his parents lived on East 89th Street, near a laundromat where they endured 12-hour shifts. He saw them only on Sundays.
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Charges of Bias in Admission Test Policy at Eight Elite Public High Schools (September 28, 2012)
A System Divided: To Be Black at Stuyvesant High (February 26, 2012)
Michael Kirby Smith for The New York Times
Kassidi Cheng, 12, is in test-prep classes that cost her mother $2,000 this year alone. Some say that the admissions test for the city’s eight elite high schools is unfair to those students who cannot afford prep courses.
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Even after they found an apartment together, his father often talked about taking the family back to China. So, following the advice of friends and relatives from Fuzhou, where he is from, Ting spent more than two years poring over dog-eared test prep books, attending summer and after-school classes, even going over math formulas on the walk home from school.
The afternoon his acceptance letter to Stuyvesant High School arrived in the mail, he and his parents gathered at the laundromat, the smell of detergent and the whirl of the washing machines filling the air. “Everyone was excited,” Ting recalled.
Ting’s father said he felt rejuvenated, and now dismissed the idea of returning: “I thought: the next generation will have a good future,” he said.
On Saturday, more than 15,000 students are expected to file into classrooms to take a grueling 95-question test for admission to New York City’s elite public high schools. (The exam on Sunday, for about 14,000 students, was postponed until Nov. 18 because of Hurricane Sandy.)
No one will be surprised if Asian students, who make up 14 percent of the city’s public school students, once again win most of the seats, and if black and Hispanic students win few. Last school year, of the 14,415 students enrolled in the eight specialized high schools that require a test for admissions, 8,549 were Asian.
Because of the disparity, some have begun calling for an end to the policy of using the test as the sole basis of admission to the schools, and last month, civil rights groups filed a complaint with the federal government, contending that the policy discriminated against students, many of whom are black or Hispanic, who cannot afford the score-raising tutoring that other students can. The Shis, like other Asian families who spoke about the exam in interviews in the past month, did not deny engaging in extensive test preparation. To the contrary, they seemed to discuss their efforts with pride.
They also said they were puzzled about having to defend a process they viewed as a vital steppingstone for immigrants. And more than a few saw the criticism of the test as an attack on their cultures, as troubling to them as grumblings about the growing Asian presence in these schools and the prestigious colleges they feed into. “You know: ‘You’re Asian, you must be smart,’ ” said Jan Michael Vicencio, an immigrant from Manila and a junior at Brooklyn Tech, one of the eight schools that use the test for admission. “And you’re not sure it’s a compliment or an insult. We get that a lot.”
Almost universally, the Asian students described themselves on one edge of a deep cultural chasm.
They cited their parents’ observance of ancient belief systems like Confucianism, a set of moral principles that emphasizes scholarship and reverence for elders, as well as their rejection of child-rearing philosophies more common in the United States that emphasize confidence and general well-being.
Several students said their parents did not shy away from corporal punishment as a means of motivating them. And they said that rigorous testing was generally an accepted practice in their home countries, with the tests viewed not so much as measures of intelligence, but of industriousness.
“Most of our parents don’t believe in ‘gifted,’ ” said Riyan Iqbal, 15, the son of Bangladeshi immigrants, as he and his friends — of Bengali, Korean and Indian descent — meandered toward the subway from the Bronx High School of Science one recent afternoon. “It’s all about hard work.”
No student, they said, was off the hook. Riyan, the son of a taxi driver and a Duane Reade cashier, and his schoolmates said their parents routinely plied them with motivational tales about the trials they endured back home, walking to school barefoot, struggling with hunger, being set back by floods and political unrest. “You try to make up for their hardships,” Riyan said.
The summer after sixth grade, Riyan spent most days at a small storefront “cram school,” memorizing surface area and volume formulas. In seventh grade, he was back there on Saturday and Sundays, unscrambling paragraphs and plowing through reading passages. The classes cost his parents $200 a month.
“I knew my parents would still love me if I didn’t get into Bronx Science,” he said. “But they would be very disappointed.”
Jerome Krase, a professor emeritus in sociology at Brooklyn College, and one of the editors of “Race and Ethnicity in New York City,” said that a growing number of Asian immigrants in recent years had experienced serious adversity in their home countries. “The children hold the honor of the family in their hands,” Professor Krase said. “If they succeed, the family succeeds.”
Complaints about the test and its effect on the racial makeup of the top schools date back at least to the civil rights era. When school officials began openly discussing changing the admissions policy in the early 1970s, white parents persuaded the State Legislature to pass a law cementing the test as the only basis of admission to the specialized high schools. At the time, according to an article in The New York Times in 1971, Stuyvesant High School was mostly white, 10 percent black, 4 percent Puerto Rican or “other Spanish surnamed,” and 6 percent Asian.
This year at Stuyvesant, 72 percent are Asian and less than 4 percent are black or Hispanic.
Melissa Potter, a spokeswoman for the NAACP Legal Defense and Educational Fund, one of the groups that filed the complaint with the United States Department of Education in September, said that though some of the city’s poorest Asian immigrants had found their way into these schools, many were still being left out, for the same reason that poor blacks and Hispanics were: they do not have access to the grueling, expensive and time-consuming test preparation for the exam. The complaint argued that other factors, like school grades, teacher recommendations and personal experience should also be taken into account.
City education officials, as well as Mayor Michael R. Bloomberg, have rejected the idea that the one-test entry system should be rethought. “You pass the test,” the mayor said last month, “you get the highest score, you get into the school — no matter what your ethnicity, no matter what your economic background is.”
The city began offering a free test-prep program several years ago for black and Hispanic students, but after a legal challenge, other ethnic groups were granted the same access to the course. Today, 43 percent of the students in the program are Asian. Three years ago, Ting Shi was one of them.
The filing of the complaint has led to some uncomfortable discussions about race, aided by the anonymity of the Internet. On the elite schools’ alumni Web sites, discussions can veer into “dangerous territory,” as one commenter from Brooklyn Tech recently noted during a heated exchange. The discussion included a post about how the N.A.A.C.P. ought to be pushing parents to get “more involved in their children’s education.”
Meanwhile, a parent on a popular education e-mail list referred to the “Asian-ification” of the elite schools, and a post on Urban Baby grumbled about “Asian kids taking all the spots because they prep excessively.”
Criticizing Asians’ success on the test is “like a defense mechanism,” said Faria Kabir, a sophomore at Brooklyn Tech, who emigrated from Bangladesh when she was 6. “It’s like someone is blaming you for something that isn’t actually your fault.”
Beyond issues of race, those who favor a broader admissions policy say the reliance on one test for admission, one that has spawned an industry of tutoring programs, has distorted what it means to be a top student.
Sharon Chambers, the owner of a karate studio in Queens, whose son, Kyle, was scheduled to take the test on Saturday, said students should be able to demonstrate their abilities in a more well-rounded way, one that might not cost so much. “A test like this is not a full indicator of a child’s potential,” Ms. Chambers, who is black, said.
Others take issue with the exam on philosophical grounds. “You shouldn’t have to prep Sunday to Sunday, to get into a good high school,” said Melissa Santana, a legal secretary whose daughter Dejanellie Falette has been prepping this fall for the exam. “That’s extreme.”
But a Bensonhurst resident, Emmie Cheng, who is of Chinese descent but emigrated here as a child from Cambodia, was not sure she agreed.
This fall, her daughter Kassidi has spent every Tuesday afternoon and all of Saturday at the Horizon Program, a tutoring program near her house, reviewing work she has done over the past three years. Kassidi also takes a prep class on Sundays.
Still, Ms. Cheng, a director at a shoe importing company, said guiding her daughter through this process — which cost her about $2,000 this year alone — paled in comparison to what she had experienced earlier in her life. Her father and four brothers died of starvation during Cambodia’s civil war. And once here, she said, she watched her mother struggle in a garment factory.
“This is the easy part,” Ms. Cheng said.
