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| Hoboken Opens 2-Acre Public Park at Seventh Jackson & Monroe Sts June 2019 |
One phenomena described in the book is the enrollment of students in the public school system. I have updated some of the data to include the most recent Hoboken Public School enrollment data for the 2018-19 school year and have created 3 charts of K-12 district enrollment by gender for three subgroups of students- specifically, subgroups that the district identifies as white, black, and hispanic. I have also created a fourth chart which attempts to look at socio-economic trends in the district.
The 2018-19 data indicate some interesting trends-- most obvious is the consistent decline of white students from the Hoboken Public Schools beginning in late elementary school as opposed to the fairly stable black and hispanic populations. How pronounced is this phonemena? In kindergarten there are a total of 195 white students (86 of which were identified as female by the district) but by senior year (12th grade) in Hoboken High School there are only 9 white students (1 of which was identified as female by the district).
Students the district identified as black or hispanic actually show a slight increase during the high school years. I suspect this is due to the over 158 students the district brings into town for the "Choice" program (see also this post for additional information about the CHOICE program on district and high school enrollment).
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| Figure 1: 2018-19 White Enrollment by Grade and Gender Hoboken Public School District CLICK TO ENLARGE |
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| Figure 2: 2018-19 Black Enrollment by Grade and Gender Hoboken Public School District CLICK TO ENLARGE |
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| Figure 3: 2018-19 Hispanic Enrollment by Grade and Gender Hoboken Public School District CLICK TO ENLARGE |
Questions to reflect upon....
What factors might be contributing to the K-12 enrollment trend for white students?
What factors might be contributing to the K-12 enrollment trend for black students?
What factors might be contributing to the K-12 enrollment trend for hispanic students?
Finally, here is a chart (Figure 4) that contains a fair amount of information concerning percentage "free or reduced lunch" status, enrollment by grade, and additional trend lines as of October 2018 (latest data available).
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| Figure 4: Enrollment and FRL Percentages Hoboken School District Data: NJDOE - ASSA Report October 2018 |
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| Hoboken Opens 2-Acre Public Park at Seventh Jackson & Monroe Sts |
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| Hoboken Opens 2-Acre Public Park at Seventh Jackson & Monroe Sts |
22 comments:
I have updated some data on the Hoboken Public Schools. The data is similar to the type of data presented in the book but more current (2018, 2019). I have created charts on white, black and hispanic enrollment by grade and by gender (New Jersey Department of Education data as reported by the Hoboken School District) and results from the 2019 ASSA Report (Application for State School Aid). I STRONGLY suggest you construct your response on a word processor and then cut/paste your reflection into the text box rather than constructing your response in the text box itself.
Makris’ book “Public Housing and School Choice in a Gentrified City” does a fantastic job of highlighting the complex web of factors influencing school choice within Hoboken, NJ. Traditional public schools, open enrollment charter schools, and private schools all play a role in shaping the ecosystem of education in the city. Families are not making decisions about school choice in a void, and there are many things that can influence where parents decide to send their children. The enrollment trends for white students in Hoboken may be the result of white parents having a greater ability (or willingness) to move out of the city and into the suburbs. As Markris’ book highlighted, white parents also had more knowledge in how to navigate the system of charter schools in Hoboken. Charter confusion was common in lower income communities within Hoboken, with many families holding the incorrect belief that charter schools require tuition. The free Pre-K in Hoboken may be one reason advantaged families come and stay into the time their children are in elementary school, but then leave soon after. The statistics released by the New Jersey Department of Education show enrollment in traditional public schools declining for white students as the grade level increases, but holding relatively steady for black and hispanic students. The statistics surrounding Hoboken High School offer a window into why families who have the means may be choosing not to send their children to that school. On GreatSchools, a popular online school rating platform, Hoboken High school is ranked only a 3 out of 10 (https://www.greatschools.org/new-jersey/hoboken/807-Hoboken-High-School/#Race_ethnicity*Test_scores*Overview). GreatSchools shows that Hoboken High School falls below the state average in a variety of measures, such as Algebra I participation and pass rates, Enlglish proficiency, and average SAT and ACT scores.
Makris’ book “Public Housing and School Choice in a Gentrified City” does a fantastic job of highlighting the complex web of factors influencing school choice within Hoboken, NJ. Traditional public schools, open enrollment charter schools, and private schools all play a role in shaping the ecosystem of education in the city. Families are not making decisions about school choice in a void, and there are many things that can influence where parents decide to send their children. The enrollment trends for white students in Hoboken may be the result of white parents having a greater ability (or willingness) to move out of the city and into the suburbs. As Markris’ book highlighted, white parents also had more knowledge in how to navigate the system of charter schools in Hoboken. Charter confusion was common in lower income communities within Hoboken, with many families holding the incorrect belief that charter schools require tuition. The free Pre-K in Hoboken may be one reason advantaged families come and stay into the time their children are in elementary school, but then leave soon after. The statistics released by the New Jersey Department of Education show enrollment in traditional public schools declining for white students as the grade level increases, but holding relatively steady for black and hispanic students. The statistics surrounding Hoboken High School offer a window into why families who have the means may be choosing not to send their children to that school. On GreatSchools, a popular online school rating platform, Hoboken High school is ranked only a 3 out of 10 (https://www.greatschools.org/new-jersey/hoboken/807-Hoboken-High-School/#Race_ethnicity*Test_scores*Overview). GreatSchools shows that Hoboken High School falls below the state average in a variety of measures, such as Algebra I participation and pass rates, Enlglish proficiency, and average SAT and ACT scores.
“Public Housing and School Choice in a Gentrified City” by Molly Makris is a powerful book that shows the other side of gentrification. Many middle class and affluent families see gentrification as a process of improving neighborhoods, or returning them to their former glory. Poor and disadvantaged families are either stuck at schools nearby which affluent families won’t engage in or are forced to move to less desirable areas. This is just another example of how policies and systems further limit opportunities and create inequity.
Living in a large urban city over the last 20 years, I have observed much change and have seen gentrification from many different perspectives. From being a young married couple looking for affordable housing options while living on a public school teacher salary to becoming parents considering where to send our kids to school, I have felt the effects of gentrification. However, there are stark differences between how gentrification impacted us compared to its impact on others. My children attended a low-socioeconomic school and still do today. And my taxes have skyrocketed along with housing prices in my neighborhood. The difference is I had choices and options. Many people living in or around neighborhoods like mine don’t.
Like the parents that begin moving their children into charters or private schools in Hoboken, many parents in my neighborhood with the means to do so send their children to private or prestigious magnet schools, opting not to send their children to neighborhood schools. Although Hoboken’s trends mirror the trends from when the book was published in 2015, some communities are finding solutions to overcome inequalities in access to quality housing and education, including mixed-income housing policies, assigning the best teachers to the most at-risk schools, providing real choice options, and more. Makris’ book provides valuable insight for policy makers and school leaders who continue to strive for equity within our systems.
“Public Housing and School Choice in a Gentrified City” by Molly Makris is a powerful book that shows the other side of gentrification. Many middle class and affluent families see gentrification as a process of improving neighborhoods, or returning them to their former glory. Poor and disadvantaged families are either stuck at schools nearby which affluent families won’t engage in or are forced to move to less desirable areas. This is just another example of how policies and systems further limit opportunities and create inequity.
Living in a large urban city over the last 20 years, I have observed much change and have seen gentrification from many different perspectives. From being a young married couple looking for affordable housing options while living on a public school teacher salary to becoming parents considering where to send our kids to school, I have felt the effects of gentrification. However, there are stark differences between how gentrification impacted us compared to its impact on others. My children attended a low-socioeconomic school and still do today. And my taxes have skyrocketed along with housing prices in my neighborhood. The difference is I had choices and options. Many people living in or around neighborhoods like mine don’t.
Like the parents that begin moving their children into charters or private schools in Hoboken, many parents in my neighborhood with the means to do so send their children to private or prestigious magnet schools, opting not to send their children to neighborhood schools. Although Hoboken’s trends mirror the trends from when the book was published in 2015, some communities are finding solutions to overcome inequalities in access to quality housing and education, including mixed-income housing policies, assigning the best teachers to the most at-risk schools, providing real choice options, and more. Makris’ book provides valuable insight for policy makers and school leaders who continue to strive for equity within our systems.
When reviewing the ‘18-‘19 Hoboken School District enrollment data shared on this blog, I wondered how these percentages of enrollment by race align with the overall population. ACS ‘17 data reviewed on Social Explorer reveals the following demographic data for ZIP code 07030–
White: 70.55%
Hispanic: 16.22%
Black: 1.79%
Looking at kindergarten enrollment alone, there are 195 white students (Ss), 12 black Ss, & 47 Hispanic Ss for a total of 254 Ss. In Hoboken public kindergarten, each racial demographic is overrepresented when compared with the community as whole–
White: 77.6%
Black: 4.72%
Hispanic: 18.5%
This caused me to wonder about the population of potential Ss. Using the same data set, I found that 13.55%, or 7,334 individuals, are 18 years old or younger; however, in the ‘18-‘19 school year, only 1,698 were enrolled in the Hoboken City Schools.
From Public Housing and School Choice in a Gentrified City, we learn that charter confusion has a significant impact on the accessibility of educational options for Hoboken’s lower income residents, who are also more likely to be people of color. Throughout the text, we learn that the more affluent members of the community, who are predominately white, view the navigation of school choice options as the key driver in their desire to maintain a life in Hoboken or give up convenience of location for what they consider to be “better” schools in the suburbs. A white mother interviewee shared that they’d move by 3rd grade if their daughter didn’t get into a charter. The current data support declining enrollment of white Ss throughout elementary school, suggesting that many white residents take advantage of free preschool offered by the public schools, only to abandon the system that helped to set their children up for success.
Black residents are the minority in Hoboken, but black Ss outnumber white Ss in HS. Field notes from the text provide a glimpse into how some black mothers view charters. These women feel that the charters promote segregation via recruitment practices; there is also a feeling that Ss of color aren’t treated equally within the charter school if accepted. Certainly, the absence of targeted recruitment strategies is impacting low AA enrollment in Hoboken’s charters.
Hispanic residents represent the second largest demographic group, explored in this post, in Hoboken. While white residents make up a super majority, I wonder about the racial make-up of children ages 4-18. With a history of strong ties to Puerto Rico within the community (though not today), assuming individuals of Puerto Rican descent identify as Hispanic, the fact that Hispanic residents don’t exert strong social capital within the community displays what Dr. Makris terms “super-gentrification”. Readers are provided with a glimpse into the insights of one Hispanic mother, Juan’s mom. As a babysitter for white families in the community, she is exposed to the world of competitive school choice. Her words suggest that if she did not have knowledge of the charter processes from the families she works for, she would never have attempted to access the charter schools. Even though there is a dual language charter in the community, there is the belief that the school does not desire to enroll the Hispanic Ss who live in public housing. Even if this is not the school’s intent, this perception exists in the community. This contributes to charter confusion, access, & the absence of a strong social investment in the city’s public system.
In closing, it would be interesting to see the demographics of enrollment for Hoboken’s charters. While the available data on public schools strongly suggests that the charter student population is overwhelmingly white, this data could be useful in examining the true divide between charters & the public schools. If this divide is a problem that the residents of Hoboken wish to resolve, a coalition could be created to actively educate all families on all options, while attempting to combat the racial divide that exists.
Dr. Makris did a masterful job describing the school choice experience for Hoboken residents. Advantaged parents had choices - their children could attend free and well-funded pre-K, parents understood the school system, parents supported the creation of charter schools, parents could consider private schools, and families could consider moving to other districts. By comparison, parents in the housing authority had limited choices - their children could also attend free and well-funded pre-K, parents understood the traditional public school system, but confusion existed about the cost of charter schools, private school tuition was out of reach, and gentrification made moving an impossibility for many families.
Housing authority parents experienced charter confusion - Makris describes how limited recruitment to the housing authority by charter school leaders coupled with middle-class norms in the charter school programs allowed the perceived affluence of the charter schools to grow. As a result, more white children entered and won spots in the lottery, and earned spots for their siblings. White families that did not earn a charter school position either attended private schools or moved to another district to avoid the traditional public schools. Over time, school choice exercised by white families led to the skewed demographics in the traditional public schools reported in this post.
Targeted charter school recruitment in the Hoboken housing authority could support a more representative student population in charter schools over time given the sibling rules in place now. It is clear from Makris’s work that all parents - advantaged or otherwise - want the best for their children. However, it is not clear from Makris’s work that all parents in the housing authority see charter schools as beneficial to their children. Many parents wondered if their children would fit in and recognized the charter schools did not operate with the same cultural norms as the hispanic and black community members. Also, is not clear that shifting demographics in charter schools over time would have any effect on white parents' choice to send their students to the traditional public schools. There seems to be problems with the traditional schools not addressed in Makris’s work.
Dr. Makris’s analysis of post-gentrification schooling is food for thought for other regions undergoing gentrification. How can school leaders provide equitable opportunity to support all children with public education?
“Public Housing and School Choice in a Gentrified City” by Molly Makris discusses education in a city that has already been gentrified. Makris discusses experiences of a few different groups, most notably white, black, and Hispanic families.
White parents tend to enroll their students in Hoboken public school pre-k (which were designed for minority students who were likely to be behind in kindergarten), but have reservations as students advance through the educational system. White student enrollment trends, which continue to go down as students advance through grades today, show that white parents are continuing to exercise their willingness to move to the suburbs for better schools if they fail to get the “Golden Ticket”.
Black student enrollment trends seem to not change much over different grade levels. It is mentioned throughout the book that the charters in Hoboken can be intimidating for their children, as parents want them to fit in. They also prefer to have their students attend a close school instead of having them cross town out of convenience.
Hispanic students make up the majority of Hoboken public schools. It is mentioned that some parents like the discipline at the schools and also that they are close by to where they live. Luis’ mother mentions that she did not even know that charters are an option, but wants her child to attend there. It is mentioned in the book that many parents have misconceptions about the charter schools—especially in terms of them providing a free education. This contributes to steady enrollment in Hoboken public schools over time.
Trends are similar in 2018 to when the book was published in 2015. This shows that despite the charter schools doing more to try to engage families, not much has changed. It is mentioned in the book that the public schools in the area need to learn from the charters and to offer aspects of charter education. Time will tell if the system will change or if schools will stay in their segregated ways.
“Public Housing and School Choice in a Gentrified City” by Molly Makris discusses education in a city that has already been gentrified. Makris discusses experiences of a few different groups, most notably white, black, and Hispanic families.
White parents tend to enroll their students in Hoboken public school pre-k (which were designed for minority students who were likely to be behind in kindergarten), but have reservations as students advance through the educational system. White student enrollment trends, which continue to go down as students advance through grades today, show that white parents are continuing to exercise their willingness to move to the suburbs for better schools if they fail to get the “Golden Ticket”.
Black student enrollment trends seem to not change much over different grade levels. It is mentioned throughout the book that the charters in Hoboken can be intimidating for their children, as parents want them to fit in. They also prefer to have their students attend a close school instead of having them cross town out of convenience.
Hispanic students make up the majority of Hoboken public schools. It is mentioned that some parents like the discipline at the schools and also that they are close by to where they live. Luis’ mother mentions that she did not even know that charters are an option, but wants her child to attend there. It is mentioned in the book that many parents have misconceptions about the charter schools—especially in terms of them providing a free education. This contributes to steady enrollment in Hoboken public schools over time.
Trends are similar in 2018 to when the book was published in 2015. This shows that despite the charter schools doing more to try to engage families, not much has changed. It is mentioned in the book that the public schools in the area need to learn from the charters and to offer aspects of charter education. Time will tell if the system will change or if schools will stay in their segregated ways.
- Amber C.
Ray Prentice
July 8, 2019
Current enrollment data from Hoboken public schools indicates that the Black and Hispanic student population is remaining steady or in some cases increasing from kindergarten to twelfth grade. Simultaneously, the number of White students is declining with each grade level as students move toward high-school graduation. Based on the Makris book, outlining student experiences in Hoboken, this does not seem surprising.
Much of the White population moved to Hoboken as part of a gentrification that began decades ago. Makris highlights the fact that most of these residents do not consider public school an option after the fifth grade. The affluent parents enter the lottery for the charter schools every year and they are very familiar with the process. Once the win the lottery for one child, they have guaranteed admittance for all children in the family. If students are not admitted to a charter school, or if the parents do not choose one of the private schools, parents who have the financial resources move to the suburbs. Many of the White residents do not believe the secondary schools are suitable due to violence, drugs and other issues.
The journey for Hispanic and Black students is very different. Many of these residents live in the Hoboken Housing Projects that are rent controlled. They have lived in this location for generations in some cases. Many of the residents are not familiar with the charter school system and they do not have the resources to move to the suburbs or send their children to private school. In some cases, they prefer the public schools because they are familiar with them.
The percentage of students on free and reduced lunch shows a similar trend. In the primary grades, affluent families dominate the public schools. As children matriculate into secondary schools, the affluent students have moved to charter schools, private schools or have moved to the suburbs. The data for students in secondary schools is skewed due to the migration of students out of the public-school system.
The charter system in Hoboken, New Jersey has resulted in increased segregation of the community. According to Makris, the white population as a whole has increased in the city due to the gentrification process. Yet, white families consider the public-school system to be inadequate and strive to move their children out of the Hoboken School District by fifth grade. A greater number of white families, who have a better understanding of the lottery system, complete the lottery application for their children to attend charter schools. Consequently, a greater number of white children are selected to attend the three main charter schools in the area resulting in decreased enrollment of white students in the Hoboken School District.
This decrease in enrollment of middle-class white students from the public-school system creates an educational environment consisting of minority students who come from low-socioeconomic households in the Hoboken School District. Thus, a viscous cycle has been created similar to those in many urban areas. White families continue to leave areas where black and Hispanic families live thus creating an imbalance of minority children in the school system. While white families are not leaving Hoboken, they are leaving the Hoboken Public-School System. In order to resolve this imbalance, minority families must be educated on the admission process for charter schools. Greater efforts must be put in place to engage parents and to educate them on how to access this system. Simultaneously, there must be efforts to improve the public-school system in order to ensure equal opportunities for all students.
Gentrification plays a vital role in the make-up of our school communities and the ability to access high-quality schools all rely on parents and/or a families’ ability to navigate the educational system. Hoboken Public Schools is an accurate depiction of the realities that face our families when seeking access to primer schools or school choice. Research has shown that the higher the socio-economic income for a family, the more they are willing to advocate for the better schools. Affluent parents will do “whatever it takes” to ensure that their children are not only surrounded by an excellent instructional program, are taught by highly qualified teachers and are in the presence of other children that not only look like them but have grown up in similar environments.
According to the New Jersey Department of Education, the Hoboken District’s demographics depict an enrollment trend that is similar to many districts across the United Staes. Hoboken enrollment of white students has declined while Hispanic and Black student enrollment has increased or maintained.
Some of the factors that are contributing to the K-12 enrollment trend for white students could include that the families are willing to pay for the private school, apply for school choice in other communities that have a similar demographics and lastly, the white families are getting older, and the birthrate is lower than other races. A trend often seen in White families is their willingness to take immediate action when they observing that their child is not receiving the highest quality of education. The will seek other educational environments that demonstrate instructional and social excellence and are willing to use all means possible.
Factors that might be contributing to the K-12 enrollment trend for Black and Hispanic students include a lack of resources and knowledge regarding school choice, transportation, and the inability for parents to advocate for excellent schools. It has been my experience that many families are too often on “survival mode” and trust that the educational process will give their children what is needed to graduate.
The issue of accessing a high-quality education for all is one that needs to be addressed by all school and community stakeholders. Parents, teachers, and administrators must have high expectations for hiring and retaining effective teachers, knowledgeable teachers must be willing to serve and teach diverse learners and administrators must be able to create systems where professional growth and development at the forefront of their mission
Gentrification, socioeconomic status, and race all play a vital role in the make-up of our school communities and the ability to access high-quality schools all rely on parents and/or a families’ ability to navigate the educational system. Hoboken Public Schools is an accurate depiction of the realities that face our families when seeking access to primer schools or school choice. Research has shown that the higher the socio-economic income for a family, the more they are willing to advocate for the better schools. Affluent parents will do “whatever it takes” to ensure that their children are not only surrounded by an excellent instructional program, are taught by highly qualified teachers and are in the presence of other children that not only look like them but have grown up in similar environments.
According to the New Jersey Department of Education, the Hoboken District’s demographics depict an enrollment trend that is similar to many districts across the United Staes. Hoboken enrollment of white students has declined while Hispanic and Black student enrollment has increased or maintained.
Some of the factors that are contributing to the K-12 enrollment trend for white students could include that the families are willing to pay for the private school, apply for school choice in other communities that have a similar demographics and lastly, the white families are getting older, and the birthrate is lower than other races. A trend often seen in White families is there willingness to take immediate action, when they observing that their child is not receiving the highest quality of education. The will seek other educational environments that demonstrate instructional and social excellence and are willing to use all means possible.
Factors that might be contributing to the K-12 enrollment trend for Black and Hispanic students include a lack of resources and knowledge regarding school choice, transportation, and the inability for parents to advocate for excellent schools. It has been my experience that many families are too often on “survival mode” and trust that the educational process will give their children what is needed to graduate.
The issue of accessing a high-quality education for all is one that needs to be addressed by all school and community stakeholders. Parents, teachers, and administrators must have high expectations for hiring and retaining effective teachers, knowledgeable teachers must be willing to serve and teach diverse learners and administrators must be able to create systems where professional growth and development at the forefront of their mission.
The book “Public Housing and School Choice in a Gentrified City” by Molly Makris is a remarkable story that reflects relevant issues impacting public education, not only in Hoboken, NJ, but across the country. Urban K-12 school districts are being challenged to rethink the strategies that they implore to attract families and students to traditionally over populated campuses. Over the last 20 years many urban areas have experienced gentrification of their historically minority populated neighborhoods. Gentrification is causing many neighborhoods to transition from middle-class and low-income families to upper middle-class and wealthy families who look at these neighborhoods as up and coming. The longtime residents are feeling the pains of rising property taxes, decreased affordable housing options, and a lose of tradition. As the issues surrounding gentrification spread from cities like Oakland, CA, Houston, TX, and Hoboken, NJ communities will need to address issues like those mentioned above.
I’ve experienced the change in communities because of gentrification first-hand over the last 11 years. Many of the traditionally working class African American and Hispanic communities in the inner loop of the city are becoming more gentrified each year. This trend has impacted a multitude of aspects throughout the neighborhood. One of the foundational aspects of these neighborhoods that are being impacted are the schools within the communities. Many of the same factors impacting the public schools in Hoboken, NJ are also impacting Houston, TX. I’ve heard from many of the new residents, young professionals, that move into these established neighborhoods. Similar to Hoboken, these new residents consider the public schools in the neighborhood as “not academically rigorous enough” for their children. They make familiar comments like those from Makris’s book like “I feel charter schools have more people like me” and “I like the makeup of the student body at the charters”.
In Hoboken many white families are choosing to send their children to charter schools or private schools because of the perceived academic standard disparity between the public-school options that their children of access to compared to the charter options in the neighborhood. As children ascend in school the middle and upper-middle class families lobby to get their children into one of the select charter schools. If they are not “lucky” enough to receive a “golden ticket”/slot into one of these schools, they decide to relocate to a surrounding community that has better performing schools. This directly impacts the white student enrollment, as reflected in the most recent data.
Both African American and Hispanic enrollment trends tend to stay flat until the 9th grade years when a slight increase in enrollment occurs with the African American students, and a large increase appears with the Hispanic students. This enrollment pattern is likely due to the limited options and lack of knowledge of navigating the charter school network among the families of the students who stay in the public-school system. It was also mentioned in the book that low to middle income minority parents from the neighborhood select public schools in the neighborhood because of location, appreciation of the neighborhood school, a desire for their children to fit in, and discipline. These noted factors contribute to the steady and even increased enrollment among Hispanic students in the Hoboken school district.
As Dr. Makris illustrates in her book, "Public Housing and School Choice: Youth Experiences of Uneven Opportunity," the educational outcomes and opportunities for children of color and low-income children would benefit from the middle-class schools. She also indicates that advantaged children would also benefit from this desegregated school model as well as the low-income children and children of color.
As the book indicates, the city of Hoboken is a gentrified city, not one going through gentrification, therefore, the more advantaged parents and students are not attending the public schools, as they do not deem them as acceptable options. While the data reflects that the white student enrollment is declining as the children reach high school age, it is due to the increased enrollment in the surrounding charter schools. These are the residents that have resided in Hoboken as part of the gentrification in the 1970s and on. The newer residents choose to send their kids to the public schools that are close so they can keep a closer eye on their children. As their circumstances are different, they are not afforded the luxury of travel and transportation as their white peers are. They need to be close to the children to ensure they can be picked up and taken care of due to work and outside demands. Parents want their children to attend the school that is closest to their home as this increases their sense of safety and security. I think the trends here are also reflective of private and charter school enrollment trends elsewhere across the country in areas where the neighborhood school does not compare based on data and performance in similar areas. Parents that understand the system and how to manipulate it, are at a greater advantage when it comes to providing for their children and this is reflected in the enrollment data.
Makris also indicates that the parents of advantage children are concerned with how involved they will be allowed to be in their children’s schooling, whereas the lower-income parents are often contacted more than they would like and have had to “tell them to do their jobs” so they would contact them less. I have witnessed the advantaged parents being upset for not getting daily updates on their children like they have been used to receiving while their children were in pre-school and day-care. Parents that are hyper-involved want more information and want it instantly in this time of instant gratification we live.
The enrollment trends reflected in “Public Housing and School Choice in a Gentrified City” provide a less explored perspective on challenges that are becoming the norm in public education. The benefits of school choice and gentrification are often highlighted without exploring the negative impacts on families that attend schools and districts before they experience gentrification.
As mentioned in the book, white families in Hoboken are more likely to evaluate and pursue alternatives other than the school district, such as charters and private schools. This is a result of parents seeking enrollment at a school that will provide their children with the best education and most optimal opportunities in the future. In cities such as Hoboken, this pursuit often begins after taking advantage of free early childhood education.
Black and Hispanic families are more likely to attend the schools most familiar to them and nearest their place of residence. In Hoboken, they are unlikely to seek out other options and sometimes refuse opportunities for choice when offered. I believe this is reflective of the trust that these families have in the public education system, which makes the achievement data in districts like Hoboken even more of an injustice.
Gentrification has become a constant force in conversations about urban neighborhoods across the country. As described in Molly Makris’s book “Public Housing and School Choice in a Gentrified City”, the gentrification phenomenon of Hoboken reflects a common narrative in cities and neighborhoods across the U.S.
Families with economic capital have accessibility to resources that allow their children to “get ahead” academically. With this capital the white parents of Hoboken establish social connections & networks that allow them to navigate the process of school choice through a different filter than the public housing residents. Tapping into their resources & networks shapes the white parents understanding & greatly influences what school they decide to send their children.
With early childhood school choices, the white families are clearly leveraging the Early Childhood Program & its minimal program requirements for state-funded full day preschool for their three & four-year-old residents. From the enrollment & free-reduced lunch data tables, the white/ higher socio-economic children stay for the early part of elementary; however, there begins a decline in the enrollment around second & third grades as white families explore school choice options with charter & suburban schools. For many of these parents, enrolling their children at the neighborhood elementary school is not an option because of its proximity to public housing & their children being in schools with a significant amount of economically disadvantaged students. This desire for “better” contributes to the declination trend that is reflected in the white enrollment data.
When looking at the enrollment data of black students, it is evident that neighborhood schools are the clear “choice” for public housing families outnumbering white students’ enrollment. But why & how, when they make up the smallest percentage of the Hoboken population? For the public housing residents, if your economic & social capital is “limited” (or not valued) & you do not possess the resources to investigate school choice programs & options, then the children are going to attend the neighborhood school. The manifestation of this is evident with the level of charter confusion that occurs among public housing families believing the charter schools were private schools or required tuition costs. The intangible resources of economic & social capital that exist within the family, school, & community significantly impact students’ access to school choice options as well as their success in school & outcomes. However, another factor that cannot be ignored that contributes to the fairly steady enrollment of black students in Hoboken is the public housing community’s connection and homage to the local, neighborhood schools in which their parents attended. I have seen this play out in Houston; where black parents and families are committed to their children attending their alma mater neighborhood schools - especially on the high school level – even despite of struggling achievement. There’s a social & cultural capital in which they possess with affiliation of their schools that is valued by the community.
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While Latinos represent the second largest demographic group in Hoboken and generally tend to have strong familial and kinship networks, they may have less access to social capital & funds of knowledge to navigate the school system and school choice process. Gentrification, residential segregation, and cultural & language barriers can hinder the establishment of trust & exchange that allows for the development and accumulation of additional knowledge and resources. Therefore, the Latino parents send their children to the schools that they know and are able to navigate. This account is also reflected in the enrollment and free & reduced lunch percentages.
The reality that many cities like Hoboken face is the combination of gentrification, residential displacement, residential segregation, and school choice policy that significantly hinders the ability to truly create socio-economically and/or racially diverse schools (may I add academically achieving). The existing political and economic policies relegate students and schools to “haves” & “have-nots” while creating significant advantages, opportunities, and power for white families & students.
Reading “Public Housing and School Choice: Youth Experiences of Uneven Opportunity”, opened my eyes to the complexities regarding education and the influence that gentrification can have on school choice and availability. As seen in the book and the graphs in this post, there is a significant disparity between the kindergarten demographics and the middle and high school demographics. This difference is exacerbated by the fact that the majority of parents of white students are advantaged and thus seek to provide as many resources as possible for their children’s education regardless of cost due to the money saved from the universal Pre-K. Therefore, many of the white students attend high performing charter or private schools that aren’t as readily available to the black or Hispanic students due to financial reasons or a lack of information regarding education choices. This unfortunately, probably leads to a vicious cycle where the public schools are depleted of white students while the charter and private schools are disproportionately comprised of white students (although data on the charter and private school demographics is needed to support this hypothesis still). Additionally, addressing the ideas brought up in the book, the phenomenon described in the previous sentences also contributes to the continuation of this imbalance of school demographics as the Hispanic and black students feel unwelcome or undesired in the charter/privates and thus remain in the public school system even if the opportunity is presented to them. Similarly, the white students congregate in the charter/private schools as there is a certain reputation associated with the public schools that are predominantly black and Hispanic students. Overall, the impact of a perceived school and community culture along with the inherent connection between education resources and financial wealth seem to have forced the Hoboken school system to have the demographics and trends as exhibited in this post and the book. What has happened in Hoboken though, can hopefully serve as an example as to what educators and policy makers should avoid and a potentially provide starting ground for change in the education system.
From looking at the data provided of enrollment trends as well as the background and detail provided in the Makris book, it seems that all of these trends are tied together through the Abbott school funding and Charter schools available in Hoboken. Looking at the number of students as well as the percentages, it seems as if Black and Hispanic students are staying in Hoboken while White students leave after elementary school. This is supported by data from the Makris case study where (mostly white) advantaged parents have children enrolled in Hoboken schools in order to send their child or children to the free Abbott pre-school. They then hope to get the “Golden Ticket” to send their child to the charter schools, which function as a free school equivalent to a private school. If they do not get into a charter, the advantaged parents send their children to a private school or move to a different district. It appears that the low income minority parents send their children to the neighborhood schools through high school. Non-advantaged parents do not frequently take part in the “school choice” and charter programs like the advantaged parents. This part of the story is the most interesting to me as an “outsider”. Why are mostly advantaged parents taking part in the charter schools? Makris suggests through her interviews with parents that it is a combination of these parents prioritizing the convenience of the neighborhood, their comfort level with the population of the neighborhood school compared to the other schools, and being unaware of the availability and application process of these schools. I wonder if this is something the district is interested in fixing or if the strong voice and influence of the advantaged parents keep the segregation of the schools as it is. Why are the advantaged parents so keen on “winning” entry to a charter school or moving instead of fixing the public schools so everyone can attend and be happy. As an outsider looking at the demographics of the city, it seems like the middle school and high school should look closer to a suburban school than an urban school.
Public Housing and School Choice in a Gentrified City by Molly Makris is a powerful text that sheds light on the shattering reality and effects of gentrification in the city of Hoboken. The 2018-2019 New Jersey Department of Education’s Enrollment District data provides context for the state of Hoboken. There has been a consistent decline of white students in Hoboken public schools as can be noted by the data below:
During the 2018-2019 school year, it was reported that approximately 109 white male students and 86 white female students were enrolled in Kindergarten. By the 4th grade, this number drops significantly to 30 white males and 20 white females. These numbers reach single digits as the grade-level progresses. In 7th grade there were only 5 white males and 11 white females enrolled. 12th grade hits us with a startling reality of only 8 white males and 1 white female enrolled in Hoboken School District.
Hispanic students represent the second largest population for enrollment by ethnicity in the Hoboken Public School District. Their numbers remain consistent from Kindergarten (26 males and 21 females) to 12th grade (24 males and 37 females). African American students are the least represented in this data comparison; yet, there numbers remain steady throughout (7 males and 5 females) enrolled in Kindergarten and (8 males and 10 females) in twelfth grade.
There are several factors that contribute to these very predictable trends. The basis of it all relies on opportunity and access. Many of the African American students and Hispanic students reside in government housing. Makris points out that many parents are pleased with the neighborhood schools their kids attend because they themselves attended those schools. They have near proximity to access the schools and they consider the other residents in the projects their family as they “look out for each other” in the school and neighborhood. African American and Hispanic parents are often unaware of how to apply and access the charter system There are several systemic barriers and entry points that block them from attaining a rightful education.
White residents of Hoboken access the Hoboken public schools for their children during the early childhood years as a monopoly on the system for free education; however, these same residents lose faith in the system after the fourth or fifth grade. Many also await their “golden ticket” into charter schools. Sadly, these charter schools are not as “diverse” as they market themselves to be. Makaris shares an account of a white resident driving by a charter school and noticing other white parents out on the lawn in their Louis Vuitton outfits. Exposure to shared spaces such as dining restaurants and public parks allows the more privileged residents access and information to school choice that is not as freely shared with their counterparts.
This system presented by Makris is a crisis that is evident throughout the country. Although gentrification has been stated to have positive effects such as diversity in public schools, it is important to understand that schools and black and brown children are still separate and unequal. This research contributes to a larger body of work that is much needed in public education in hopes that every child can access and obtain a quality education.
As I review the K-12 enrollment trends in Hoboken the impacts of gentrification are apparent specifically for our white students. The number of white students is the largest at prekindergarten and throughout elementary school. Later as the white students approach middle school the numbers significantly decrease, and this continues through high school. The number for black and Hispanic students is relatively consistent with numbers increases for Hispanic students in middle and high school specifically the Hispanic males. The black students have relatively small numbers throughout with increases for black males in sixth and ninth grades. I am unsure as to why there are inconsistencies and increases and decreases randomly throughout the data. Based upon references in the book I would infer that school choice and movement by some minority families to other communities due to housing concerns. Furthermore, the free and reduced lunch percentages are directly aligned with the large numbers of white affluent students that attend the elementary public schools and then a sharp increase occurs starting middle for students who qualify for free and reduced lunch.
The impacts of gentrification on our cities, communities, schools and various other areas is quite common and complicated. Due to system racism in our country the impacts of gentrification are not just racial in nature but also economic as these areas are both closely aligned. Over the course of five-years at my elementary campus my enrollment data for my black students increased from 36% to 52%; Hispanic students decreased slightly from 35% to 30%; the white population decreasing from about 20% to 13% and finally the economically disadvantaged population increased from 62% to 73%. These are drastic demographic shifts that have led to changes in campus funding, student needs, and parent perceptions specifically from my white middle-class families that have lived in the neighborhood for years. My team and I are having honest conversations with parents and staff about this demographic shift and how gentrification guided by race and economics is changing our school and community.
My school and surrounding community has not experienced gentrification at the rate of Hoboken, New Jersey but there are some similarities regarding the patterns and impacts made to the school. I have decided to align resources and supports to address the needs of the students to maintain the academic achievement and growth as well as focusing on the social emotional needs of my students and their families. As I reflect on the Makris text, the Hoboken Blog and my personal experiences at my campus, I have included three reflection questions for discussion and dialog amongst our professional learning community.
-What policy changes can be enacted at a local, state and federal level to support communities, schools and other entities with safeguards against the negative impacts of gentrification?
-What role do local leadership (school boards, city council, commissioners, etc.) play in developing systems that do not create vast inequities in our public schools specifically in school choice? The issues that Makris referenced in the text about white upper-class children and families benefitting from school choice and funding assistant that was meant for those in need is occurring in my school district and districts throughout the nation. How do we address this as a nation?
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