never been more high school choices in Philadelphia. Not even counting charters, the number of public high schools has doubled in the past decade. While some new schools long existed as programs within schools, most of the additional schools represent completely new opportunities.
Many students are never able to access those opportunities in what has become a complex application and admissions process. But interviews with eight valedictorians at non-elite high schools found that while choice eluded them, success did not.
Even at Kensington Business, a neighborhood high school where only 37 percent of students graduated on time in 2009, there are students like Rivera, who received a full scholarship to Connecticut College for this fall.
That success, however, does not mitigate the real problems with Philadelphia’s hierarchy of high school options, in which motivated, high-achieving students can get shortchanged educationally if they don’t have access to the right information and lack good advocates.
A series of policy briefs released this year by Research for Action showed that while 70 percent of students seek to go somewhere other than their neighborhood school, only 45 percent of those who apply ever enroll in one of their choices. Neighborhood schools, which must accept all students in their feeder area, are typically characterized by high teacher and student turnover, a large special needs enrollment, fewer challenging courses, and low graduation rates.
“High schools are selecting students rather than students choosing schools, robbing students and families of the agency that school choice is supposed to provide,” argued the first of these briefs, called Context, Conditions and Consequences: Freshman Year Transition in Philadelphia.
Of the students who entered high school in 2006, 57 percent graduated on time in 2010, the District reports. But graduation rates vary widely by school, from nearly 100 percent at some special admission high schools like Masterman to less than 30 percent at some neighborhood schools.
This means that the even the most diligent students who lose out in the choice process can enter an environment in which failure and dropping out, rather than excellence, represent the norm.
Many, like Rivera, learn to make the best of it.
“I had an internal motivation from the age of twelve,” she said. “Education became a refuge for me. Deep down, I knew education would take me far.”
Of the eight valedictorians interviewed, most had spent the majority of their academic career outside the District. Five of the eight were immigrants or first generation Americans.
One arrived in Philadelphia from West Africa in the middle of winter, and stepped out into the snowy city for the first time in a sundress. Two were limited in their choices because they needed to enroll in English for Speakers of Other Language (ESOL) programs.
Bruchette Myrtil emigrated from Haiti in 2006 and spent two years in high school in Tennessee before moving to Philadelphia. A month into classes, due to paperwork problems, she entered Olney High School as a junior.
As she walked through the metal detectors for the first time, she thought to herself, “Are we going to prison?”
By the time Myrtil discovered selective admission schools like Central, she was told they had no room.