New York University’s Metropolitan Center for Urban Education will host an educational policy forum on New York City’s Black and Latino drop-out crisis on Tues. Nov. 24 from 9 a.m. to 11 a.m.
The Hon. Merryl H. Tisch to Appear on Panel on Black and Latino Drop Out Crisis
New York University’s Metropolitan Center for Urban Education will host an educational policy forum on New York City’s Black and Latino drop-out crisis on Tues. Nov. 24 from 9 a.m. to 11 a.m. The forum will take place in the Rosenthal Pavilion, 10th floor, Kimmel Center for University Life, 60 Washington Square South (at LaGuardia Place). [Subways: A, B, C, D, E, F, V (West 4th Street)]
Reporters interested in attending must RSVP to Tim Farrell in the Office of Public Affairs, NYU by calling 212.998.6797 or emailing email@example.com.
Pedro Noguera, Peter L. Agnew professor of education and executive director of the Metro Center, is the forum’s speaker and moderator. Panelists include Hon. Merryl H. Tisch, chancellor, NY State Education Department Board of Regents; Santiago Taveras, deputy chancellor, NYC Dept. of Education; David Banks; founder, Eagle Academy for Young Men; Juan Mendez, principal, Enterprise, Business, and Technology High School; and Roger Blissett, managing director, US Strategy RBC Capital Markets.
The forum will include a presentation by Ben Meade, a doctoral candidate in the Steinhardt School of Culture, Education, and Human Development, on a new research brief by the Black and Latino Male Advocacy Coalition. Among the brief’s findings are:
- Among the 2006-07 graduating cohort of public school students, 19 percent of Latino males and 14 percent of Black males dropped out.
- The majority of Black and Latino male students who dropped out failed core subjects their freshman year and repeated one or more grade levels
- Black and Latino male students are not accumulating sufficient credits to graduate on time.
The report finds that ninth grade is a critical point of intervention for Black and Latino males at risk for dropping out. The authors suggest a number of policy and practice recommendations for educators and policy makers, including establishing an early warning system for students at risk, intensive intervention services, and identifying effective strategies to help those students who are already behind in credit accumulation.