NYU/Poly Partnerships
Past partnerships and opportunities for High Schools
In 1975, The Polytechnic Institute of New York extended a generous offer of tuition-free classes to 15 students from Suffolk County. These bright scholars eagerly immersed themselves in their studies at the esteemed Farmingdale campus, where they gained invaluable knowledge and college credits. Aiming to attain academic excellence, each high school within the district was tasked with nominating two 'gifted students' to partake in this enriching opportunity. However, the selection criteria inadvertently excluded those residing near the Brooklyn campus, thereby limiting access to deserving students in the area. This oversight prompted discussions on the importance of equitable educational initiatives that could benefit all promising young minds across diverse communities.
The YES Program
To enhance access for students seeking college credit, the Polytechnic YES program, initiated in 1985, welcomed approximately 130 local high school students each year to engage in advanced scientific exploration. Hosting approximately seven annual events tailored for high schoolers, the Poly YES program featured an array of seminars, conferences, and lectures spanning science, technology, engineering, social sciences, mathematics, and computer science. Additionally, the University arranged regular tours of its cutting-edge laboratories and facilities.
The Polytechnic YES program goes beyond traditional classroom learning. It offers captivating demonstrations, enlightening discussions on engineering and science career pathways, and informative sessions on college planning and financial assistance. But that's not all. The program also provides a unique opportunity for high schoolers to access tutoring services delivered by Poly students specializing in computer science and electrical engineering, ensuring they have the support they need to succeed. This, coupled with the chance to undertake college-level courses at a reduced tuition rate, makes the program a truly valuable stepping stone towards higher education.
Enrolling in the YES program not only enriches your academic journey, but it also opens doors to prestigious opportunities. Upon choosing Poly for their higher education, students become eligible for the PROMISE scholarship, a testament to the program's commitment to academic excellence. For those seeking a deeper dive, the program enables participants to apply for and undertake college-level courses at a reduced tuition rate, leading to official credit and transcripts. This is just one of the many ways the Polytechnic YES program paves the way for your future success.
In 1996, the program experienced an incredible 80% increase in applications compared to the prior year. Most significantly, the bulk of the program's activities and classes shifted to the Farmingdale campus, potentially impacting the participation of students in proximity to the Brooklyn campus. This shift is evident in the fact that only two George Westinghouse High School students were part of the 1996 YES program cohort. Did the relocation of classes from Brooklyn to Farmingdale influence this change? And were students in Brooklyn still able to apply?
Since the closure and abandonment of the Farmingdale campuses in 2002, there has been no indication of the YES program being revived at either Poly or NYU.
Current partnerships and opportunities for High Schools
Currently, both Tandon and NYU do not offer the YES program or a sponsored higher educational program. However, George Westinghouse and similar high schools in the area have established a postsecondary articulation agreement. George Westinghouse High School, for instance, proudly showcases this partnership on its website, highlighting collaborations with several local colleges, including NYU.
Described on the Westinghouse website as "A formal partnership between the secondary and postsecondary institution(s)," this agreement outlines a range of direct benefits for students, such as college credit, advanced standing, and reduced tuition. While the exact involvement of NYU and Tandon in this agreement remains unclear, the historical precedent set by the former school, Polytechnic Institute, in providing such programs, coupled with the proximity of the high school, could suggest a robust and promising pathway to higher education at a more affordable cost for these high school students.
Although the specifics of the articulation agreement between Westinghouse and NYU remain undisclosed, drawing parallels from a case study conducted at the University of Maryland sheds light on potential benefits. The study focused on the Literacy Fellows Program (LFP) implemented by the University of Maryland in two Baltimore City public schools, highlighting various advantages observed among high school participants. According to the study, "Teachers and undergraduate volunteers described multiple benefits of LFP activities for students, including increased literacy learning opportunities, better classroom behavior, greater opportunities for bonding with other adults, and access to role models." (Galindo et al., 2021). Since its inception in 2018, the program has brought together two schools that share a comparable academic profile with Westinghouse. Within a relatively brief period, both participating schools have witnessed a significant enhancement in their student's learning capabilities and overall testing scores. Moreover, the program isn't just beneficial for students; it also positively impacts teachers. Through collaboration with the University of Maryland, educators at the participating schools now have a greater ability to engage more effectively with their students and leverage additional support, enriching the educational experience for all involved.
While the Literacy Fellows Program (LFP) and the articulation agreement share some similarities, they are not identical. The key distinction lies in undergraduate participation. LFP involves Maryland undergraduate students who actively assist and volunteer in classrooms, whereas the articulation agreement functions more as an unguided pathway. If NYU were to establish a partnership akin to the Literacy Fellows Program with Westinghouse, could Westinghouse expect comparable advantages? It's highly probable. A redesigned articulation agreement, modeled after LFP, has the potential to bring about substantial enhancements in critical areas such as testing scores, teacher workload, and student involvement, addressing weaknesses identified at Westinghouse. Why hasn't NYU pursued such an initiative, especially when other institutions like the University of Maryland and others have yet to do so? Unfortunately, this question lingers without resolution, casting us into an unsettling silence where the absence of an answer speaks volumes.