Last month, parents gathered at a public meeting in Manhattan to express their deep concerns about the state of special education at Beacon High School. The outpouring of frustration highlighted a troubling picture of what many felt was a school failing to adequately support students with disabilities.
One parent shared an emotional statement, saying, “Teachers at the Hell’s Kitchen school are sentencing my child to fail, and no one is able to fix the problem.” Another parent echoed similar sentiments, stating, “We are watching Beacon’s demise, and we feel trapped.”
Dan Bright, the father of a ninth grader with a disability, explained that he had no choice but to transfer his son to another school just two months into the year. He felt that Beacon was unable to meet his son’s needs, leaving him with no other option but to find a more supportive environment.
The crisis surrounding Beacon’s handling of students with disabilities is rooted in a combination of administrative failures, increased pressure from an evolving student body, and a history of shifting priorities within the school. With a growing number of students with disabilities, along with a more diverse population overall, Beacon has been struggling to accommodate its students in special education. The situation has reached a breaking point, leading to questions about who is responsible for the school’s current state of turmoil.
Beacon has long been considered one of the most prestigious public high schools in New York City, attracting thousands of applicants each year. Its reputation for progressive education — which emphasizes hands-on learning, student inquiry, and project-based assessments over traditional exams — has set it apart. However, as the student body has become more diverse, including more students with disabilities and from low-income backgrounds, the school has faced new challenges.
The influx of students with disabilities has put Beacon’s special education services under strain. In the past, students with disabilities were able to receive standard accommodations like extra time on exams and homework, but many students are now reporting that these services are not being consistently provided. As a result, students in special education are receiving failing grades at a much higher rate than their peers in general education. Interviews with over a dozen parents, educators, and students, as well as a review of academic records, paint a troubling picture of the disparities within the school’s special education services.
Some of the blame for the crisis has been directed at Beacon’s interim Principal Johnny Ventura and Assistant Principal Naisha Baidy, who has been overseeing special education since 2021. A group of parents and teachers submitted anonymous testimony to the city’s Panel for Educational Policy, calling for their removal and criticizing their leadership. The tension between the faculty, many of whom have been at Beacon for years, and the administration has led to dissatisfaction among teachers, with some considering leaving the school.
One veteran teacher, speaking under the condition of anonymity, explained, “I’ve never seen more people dissatisfied and looking for the door.” While some argue that Ventura inherited problems that were not of his making, others say his approach to managing the school has only compounded the difficulties.
“The student population changed at a pace that the school wasn’t ready for,” said Alberta Conteh, the parent of a senior at Beacon and president of the Parent Teacher Association. “Ventura is inheriting a lot of things that are not innately his fault, and then obviously he gets the blame.”
The issues at Beacon extend beyond the administration and into the realm of special education. Parents and educators have voiced concerns that some teachers are not adequately trained to support students with disabilities. One parent stated, “A lot of teachers have never taught kids with learning differences, and they’re totally out of their depth.” This lack of expertise in special education is exacerbated by the fact that many students have Individualized Education Programs (IEPs) that outline specific accommodations, which some teachers fail to honor.
Despite efforts to improve, such as placing more students with disabilities in classes with dedicated special education teachers, the school has struggled to meet the needs of its most vulnerable students. In fact, last year, over half of the students in special education failed 10th-grade Geometry, compared to just 18% of students in general education. In Algebra 1 and ninth-grade biology, more than 40% of students with disabilities received failing grades, compared to much lower failure rates for their peers in general education. These academic discrepancies raise serious concerns about the quality of special education services at the school.
Education Department spokesperson Chyann Tull pointed to Beacon’s long history of serving students with disabilities, including a partnership with a District 75 school that provides services for students with significant disabilities. Tull stated that the Education Department has provided training and coaching to improve special education practices and that Superintendent Alan Cheng is actively involved in working with the school to address its challenges.
Despite these efforts, many parents feel that the situation has not improved significantly. “We’re working every which way possible to fight against the same system that [parents] are fighting against,” said one teacher. “We’re just hitting the same brick wall.” Some parents have expressed their frustration over new policies, such as Ventura’s recent grading changes, which they feel were implemented without adequate consultation with teachers.
“The school needs a strong principal who can make the case to educators” to adopt new practices, one parent remarked, adding that Ventura’s inability to gain teachers’ support has contributed to the ongoing turmoil. This internal conflict and the difficulty in meeting the needs of special education students are putting Beacon at a crossroads, forcing the school to grapple with what its future holds.
The challenges Beacon faces could have broader implications for other selective schools in the city. The ongoing debates over admissions policies, diversity, and how best to support students with disabilities are part of a larger conversation about the role of special education in the city’s public schools. As Beacon navigates these issues, its ability to adapt to the changing needs of its students will likely serve as a model for other schools grappling with similar challenges.
At the heart of Beacon’s crisis is a question about its mission and identity. Originally founded as a school committed to progressive education, Beacon now finds itself struggling to balance its original ideals with the evolving realities of serving a diverse student population. As the city works to increase access to special education, schools like Beacon must find a way to live up to their founding ideals of providing high-quality education to all students, including those with disabilities.
If Beacon cannot rise to the occasion, it may lose the very essence of what made it a model for progressive education. This crisis not only affects the school’s students but may also influence broader discussions about special education in the city, raising questions about how best to support students with disabilities in a rapidly changing educational landscape. How Beacon handles this moment of crisis will undoubtedly have ripple effects on other schools and communities across New York City.
In this turbulent time, it is critical for Beacon and schools like it to reaffirm their commitment to meeting the needs of all students, especially those in special education. Only through a concerted effort to strengthen special education programs and improve administrative support can schools like Beacon provide the inclusive, equitable education that every student deserves.
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