Paper
Abstract
In predominantly Black and Hispanic neighborhoods in NYC, fewer than 1 in 10 SHSAT test takers receive an offer to a Specialized High School. These nine elite public schools are academically rigorous, receive more public funding, and are governed by the Hecht-Calandra Act of 1971. In lower-income public school districts, schools are underfunded and lack resources, limiting access for low-income and Black students to NYC’s top public high schools.
This paper examines how school-level policies and systemic disparities contribute to limited information, resources, and preparation for Specialized High School admissions in underserved communities. Using a sociological framework, this study considers racial residential segregation, zoning policies, and educational segregation history in the U.S. to better understand the racial disparities in SHSAT outcomes.
Taking a mixed-methods approach, this study conducts a quantitative analysis of middle schools in NYC using QGIS mapping software to study how Black and Hispanic school districts correlate with SHSAT success. This study also discusses open-ended interviews with students who went through the SHSAT admissions process to explore how the availability of free or low-cost test preparation, dissemination of information, and other factors shape the high school admissions process.
This study finds that Black students in low-income NYC neighborhoods face several barriers to Specialized High School access. Middle schools in majority Black and Hispanic areas often fail to advertise the SHSAT to their students, and even when students are aware, they are often deterred by the lack of Black representation in Specialized schools. Students who learn about the exam also face barriers to preparation, as it is often expensive, takes over six months to prepare, and the standard middle school curriculum is insufficient for the exam. Accessible external resources proved essential for students in their preparation for the exam. These findings suggest that the NYCDOE, Specialized High Schools, and middle schools should work in tandem to standardize earlier SHSAT information dissemination (by grade 6-7) and conduct targeted outreach in predominantly Black neighborhoods. The findings also suggest that the NYCDOE and Specialized Schools expand and advertise free and accessible preparation programs. The underrepresentation of Black students in Specialized High Schools demands urgent reform and action.