Another admissions cycle has come and gone, and once again, New York City’s specialized high schools have failed to reflect the diversity of the city they serve. The latest data released on July 31 by the NYC Department of Education paints a grim picture: just eight Black students were admitted to Stuyvesant High School, down from ten the previous year.
Across all eight specialized high schools, Black students—who make up 20 percent of the city’s public-school population—received only three percent of the seats, a drop from 4.5 percent last year. Latino students, who represent 42 percent of the system, accounted for just 6.9 percent of admissions, also down from 7.6 percent. These numbers are not just statistics. They are a stark indictment of an admissions policy that continues to reward privilege and punish potential.
The Specialized High School Admissions Test (SHSAT), the sole criterion for entry into these elite institutions, has long been criticized for favoring students whose families can afford expensive test prep courses. These courses, often costing hundreds or even thousands of dollars, give students a significant leg up — not because they are more capable, but because they are more prepared. And preparation, in this case, is a commodity not equally distributed.
Multiple studies have shown that standardized tests like the SHSAT are not reliable predictors of long-term academic success. They measure test-taking ability, not intellectual curiosity, resilience, or creativity—qualities that define great students and future leaders. Yet, the city clings to this outdated metric, perpetuating a system that filters out talent based on zip code and income level.
The consequences are profound. These specialized high schools—Stuyvesant, Bronx Science, Brooklyn Tech, Staten Island Tech, Brooklyn Latin School, The High School of American Studies at Lehman College, The High School for Math, Science and Engineering at City College and Queens High School for the Sciences at York College —are not just prestigious institutions; they are gateways to the nation’s top colleges and universities. To be excluded from them is to be denied access to a powerful ladder of opportunity. And when Black and Latino students are systematically shut out, it sends a dangerous and false message: that they are not worthy, not capable, not destined for greatness.
This narrative is not only wrong—it is harmful. It undermines the confidence of students who, despite their brilliance and drive, are told by the system that they don’t belong. It reinforces stereotypes and deepens the racial and socioeconomic divides that plague our city’s public education system.
What’s worse, this is happening at a time when the federal government is aggressively attacking diversity, equity, and inclusion in education. From rolling back affirmative action to defunding DEI programs, the national climate is increasingly hostile to efforts aimed at leveling the playing field. In this context, New York City’s refusal to reform its admissions policy is not just disappointing—it is a betrayal of its professed values of fairness and equality.
City leaders have had countless opportunities to act. Advocates have long called for a more holistic admissions process—one that considers grades, teacher recommendations, interviews, and other indicators of student potential. Yet, meaningful reform has stalled, often due to political cowardice and fear of backlash. Some opponents of change argue that altering the admissions process would unfairly target Asian American students, who currently make up 53.5 percent of those admitted.
But this is a false dichotomy. Equity is not a zero-sum game. We can — and must — build a system that honors the achievements of all students while expanding access to those who have been historically marginalized.
The city’s inaction speaks volumes. It suggests that maintaining the status quo is more important than ensuring every child has a fair shot at a quality education. It suggests that prestige and tradition matter more than justice and inclusion. And it suggests that, despite its progressive rhetoric, New York City is content to let its public school system remain one of the most segregated in the country.
This is not just a policy failure—it is a moral one. We owe it to our children to do better. We owe it to the Black and Latino students who dream of walking the halls of Stuyvesant and Bronx Science, not as exceptions, but as equals. And we owe it to the future of our city, which depends on nurturing the talents of all its young people, not just the privileged ones with resources.
The time for half-measures and empty promises is over. If New York City truly believes in equity, it must dismantle the barriers that keep its elite schools out of reach for so many qualified Black and brown students. It must replace the SHSAT with a fairer, more inclusive admissions process. And it must confront the uncomfortable truth that segregation, in all its forms, is still alive and well in our schools.
Until then, the ladder will remain broken—and the dreams of too many Black and brown students will remain deferred.
David R. Jones, Esq., is President and CEO of the Community Service Society of New York (CSS), the leading voice on behalf of low-income New Yorkers for more than 175 years. The views expressed in this column are solely those of the writer. The Urban Agenda is available on CSS’s website: www.cssny.org.
This commentary is quite puzzling.
FYI, the students at Specialized high schools are overwhelmingly immigrant and at a school like Brooklyn Tech they are also majority low income. Ironic that the President of the CSS “ a leading voice for low income New Yorker” is advocating to displace these students with Black students who are reaching historic lows in the rates of poverty according to the US Census.
It seems Jones can only see youth through a lens of color and race.
There is a descriptor to name such a person.
In all fairness, we Black parents must become much more involved in the standardized testing process of our children – from elementary school on. Additionally, WE must enrich them on weekends as I did. We’ve known for decades that these tests are culturally biased…. Why are we still whining about this…? It is incumbent upon US to ‘teach our children to the test’.
I was a divorced, custodial parent, raising my son and daughter alone in the 80s, 90s, and aughts. They are six years apart. I asked my son’s second-grade teacher where she bought her test prep workbooks – and made an annual trip to Sheepshead Bay every September. The Irish woman who owned the store loved me. The only question she would ask when I entered her store was, “What grade?”. He never tested below the 95th percentile on the reading or math tests; the same with my daughter. I began preparing him for the specialized high school test when he was in the fourth grade. He correctly answered three of four questions. Although I opted to send both of mine to boarding school (Deerfield), both gained admission to Stuyvesant.
It’s no secret that the Chinese send their children to additional educational sessions, both in China, Taiwan, and here, to prepare them for the specialized high school tests. It’s been documented and is a fact; I’m not fabricating this. Why don’t WE organize and do the same – rather than writing the same moaning essay annually…? WE are our childrens’ first educators. WE are responsible for properly educating and enriching them. So WE need to get off our a$$es and DO something about this appalling situation. My two Preciouses attended top colleges, are now 39 and 33, and are very gainfully employed in their professions. I personally know how effective my advice is…. Please heed it.
Feel free to land on me if anything I’ve written offends you; I have very thick skin…. Be forewarned: I don’t argue with those I do not know, though.