*New Video* February First Rally

February is a big day, much bigger than February First. The Panel for Educational Puppets will vote on this day, whether to close 25 schools (including Legacy School for Integrated Studies). We are working very hard to get our school off the list but that of course is a slim to none chance. The PEP has closed well over 117 schools a big percent of them, new schools under Bloomberg’s administration.

The PEP consists of 13 members 8 of which are hand picked by the mayor himself. Just by that you can tell that corruption is present. We need support we will be having a press conference before the pep meeting at 4:30 in front of Brooklyn Tech.

Join us and bring a friend!!!


Legacy Conducting Their Own Investigation

Legacy students are hard at work looking for new data to present to the public. The DOE has hid behind the numbers for years but we are going to use it against them. We have asked the DOE to do an investigation in legacy’s past statistics and see if they are actually accurate. We do believe some things are false. We are also conducting a peer-index investigation. The DOE messed with the wrong school this time around! The Save Legacy Coalition is going to give them a run for their money.

Letter From Elected Officials

We Thank Them Some Much for Taking The Time to Write A letter for Us!!!

Community Impact

Community Impact


The reality is that 21% of Legacy students receive ICT or SC services; 28% of Legacy students have an IEP, 8% are English Language Learners and 95% of Legacy students are eligible for free or reduced lunch according to the Educational Impact Statement.  We will be highly affected by this phase-out and closure.  As stated by the Educational Impact Statement: as total enrollment at the school declines throughout the course of the phase-out, the school will likely need to scale back its elective course offerings.  Our course electives are already dwindling and it is likely that we will have less choice as the school phases out.  [How will this make the educational program better? How would this improve our learning?]


In the Educational Impact Statement, the Department of Education included a list of schools that offer similar programming as Legacy and state that they are giving individuals a choice over their education.  Since it is likely that if a school receives a C, D, or F that they could be proposed for closure if conditions persist, incoming students would narrow their choices to schools that received an A or a B in their progress report.   From a list of 54 options, this is narrowed to 23 schools.  Only 43% of schools that are similar to Legacy are receiving an A or a B on their progress report.  From a historical viewpoint, students who have gone to Legacy have always been students with some of the highest needs in the city.  If this trend persists, it will be unlikely for them to get into a school that screens.  Therefore, from a list of 23, it goes down to 6 possible options.  From those 6 options, 3 of them (Unity Center for Urban Tech, High School for Environmental Studies and The Facing History School) are over capacity and will make it more difficult for students to enroll.  The three schools (Essex Street Academy, Pace High School and Vanguard) that remain already have percentages close to the citywide averages of special education and English Language Learners.  Therefore, it is likely that more high-needs students will be funneled to those schools and that these schools will meet the same fate as schools that have been phased-out.  From a list of 54 possible options, students that would have gone to Legacy only get 3 real choices.



The New York Times. Leaders of 4 ‘F’ Schools Are Now Up for Bonuses:  Gootman, Elissa. New York Times [New York, N.Y] 06 June 2008: B.

Student Performance and Student Progress

Student Performance and Student Progress

The Intersection between graduation rate and credit-accumulation rate

 According to the Educational Impact Statement, Legacy is being proposed for phase-out and closure due to the declining graduation rate.  For the year 2009-2010, our four-year graduation rate was 59% and then it decreased to 43% during Ms. Mosely’s first year.  However, Ms. Mosely’s 6-year graduation increased to 64% compared to 44% from the previous year.  Additionally, the students who were graduating with a Regent’s Diploma increased from 19% to 33%.  For the year 2009-2010, only 28% of students in the Class of 2010 (students who entered high school four years earlier) enrolled in a two- or four-year college by December 31, 2010.  If you include the citywide statistic that only 13% of Black and Latino students are college-ready, we begin to see a different picture.  It looks like more students were graduating under the previous administration, but that they were not necessarily prepared for college as so few of them actually graduated with a Regent’s Diploma. Additionally, teachers and students were surprised to see certain students graduate for the school year 2009-2010.  With reports from students and parents that academic rigor has increased under Ms. Mosely’s leadership and the data-driven nature of the administration, we can’t help but question the previous administration’s graduation and credit-accumulation rates.

We are calling on an investigation of the graduation rate and credit-accumulation rate.  Evidence shows that the past administration was not fully equipped to change this school and that they were not data-driven.  In the Quality Review of 2009-2010, many of items that Legacy needed to improve primarily focused on the principal and his capacity to be data-driven.  The chart below demonstrates the areas of improvement as stated by the Quality Review and categories.

Area of Improvement as stated in Quality Review 2009-2010 Categories
Consistently examine student achievement data to identify trends and subgroup

needs in order to apply strategic curricular and instructional adjustments across


Data and curriculum
Develop focused goals with specific actions in long-term planning, and a strategy

for measuring progress, so that the school community can fully understand and

support work toward interim and long-term goals.

Data and short-term and long-term goals
Promote greater consistency in using data to differentiate instruction so that

lesson planning reflects purposeful groupings, tasks accommodate different

learning styles and questioning extends thinking, thereby maximizing learning.

Data and differentiation
Refine action planning by developing interim goals and benchmarks for all plans

so that progress can be measured, adjustments made, and success evaluated.

Data and assessments
Implement a professional development plan, aligned with whole school and

teacher goals, develop leadership potential, and ensure that rigorous monitoring

procedures are introduced to evaluate the impact of actions on achievement.

Data and professional development


In comparison, in the Quality Review of 2010-2011, the first item under what the school does well was:


“A highly strategic new principal builds school-wide coherence through the development of data driven, multi-year goals with action plans, clearly linked to accelerating student learning.”


While there are areas that we need to improve, we believe that Ms. Mosely is deeply committed to data and correctly documenting it.  Therefore, if we are being closed because of data, it should be ACCURATE data.

In conclusion, we are calling on an investigation of the graduation rates and credit-accumulation rates under the past administration.  At the same time, we are not blaming the past administration exclusively for what happened at Legacy.  In fact, we believe that the blame should be placed on the Department of Education.  The past administration came from the Leadership Academy, a pilot program started under the Bloomberg Administration.  Though some analyses found that schools run by the program’s graduates underperformed those led by principals who had more experience or more traditional backgrounds, the city expanded the program, which began with private funds, and incorporated it into the budget.[1] Our past administration was a principal who underperformed.  In 2009-2010, the current administration did not meet expectations as set by the Superintendent according to NY1 Report on Principal Ratings, obtained from the DOE through a Freedom of Information Request. [2]  He was demoted and removed from Legacy.  He remains in the system as an assistant principal at John Bowne.  We are skeptical and call for an investigation as this same past administration was also up for a bonus the year before he left according to the New York Times and the website of the Council of School Supervisors and Administrators. [3]

Without an investigation and full disclosure of findings to the public, the Department of Education has no case for closing Legacy.