on the street

In three boroughs, students and parents react to closure news

At 15 schools across the city today, administrators who had only just found out that their schools were slated to close broke the bad news to parents, teachers, and students. We stopped by schools in three boroughs to see how community members were responding.

Jane Addams High School for Academic Careers

Jane Addams High School for Academic Careers

Students at Jane Addams heard about the closure announcement either from their eighth-period teachers or from letters distributed by staff and DOE officials who were at the school before the 2:20 p.m. dismissal.

A school staff member said teachers were staying late to meet with administrators and union officials but that few were surprised by today’s news.

“We had a meeting a month earlier, so we were kind of expecting it.” she said, referring to the early engagement meetings the DOE has held at each of the 47 schools it considered for closure.

Since then, Jane Addams has been mired in a massive crediting scandal, first reported by the Daily News, that could threaten graduation for hundreds of students.

Students today said they were worried how the closure decision would affect their credits. But they were divided about whether the school deserved its fate.

“We don’t learn in our school. We barely do anything,” said ninth-grader Myasia Irons. “We don’t have Spanish classes, we don’t have health classes. I might transfer.”

But a sophomore said he thought Jane Addams’s problems wouldn’t be solved by closing its doors.

“I believe it’s only failing because when they closed the other big schools in the zone they started sending the kids here,” he said, echoing a frequent critique of school closures.

And students had good things to say about the school’s under-fire principal, Sharron Smalls. Senior Tanay Carr said Smalls let her stay in the principal’s office to avoid fights, even after she was suspended several times. Another student told GothamSchools, “She’s like a mother to me.” And a ninth-grader said emphatically, “She’s a good principal. Leave her alone!”

Manhattan Theatre Lab High School

Most students pouring out of the Martin Luther King campus near Lincoln Center had no idea that one of the six schools in the building had been slated for closure. But students from Manhattan Theatre Lab, housed in the basement, said they were told during an eighth-period, whole-school meeting that school might be closed and a final decision would be made in February.

“It’s kind of a shocker,” said a ninth-grader. “This is my first year at this school and it’s surprising that they’re talking about it being shut down.”

Under the watchful eye of a dean who asked us to leave the campus, a senior told GothamSchools that she thought the reason for closure might be that it’s hard for people to graduate on time.

“Everyone is doing what they’re supposed to be doing and it’s not fair,” the senior said.

Legacy Integrated High School

Long after school hours had ended, students continued to straggle out of Legacy’s building near Union Square in Manhattan. They reported that they had been called into an assembly and told that the school would close.

Alicia Solis, a ninth-grader, said she was happy with the school because she thought she was getting the classes she needed to advance and because there is little fighting.

“We’re all doing everything we’re supposed to,” she said, surprised that the school’s efforts had been identified as falling short.

P.S. 161, The Crown School

Once a top choice for Crown Heights families, P.S. 161 has had a rough patch in recent years, posting low progress report scores. Today, the DOE announced that it would cut the middle school grades but leave the elementary school open.

Parents of elementary school students said they didn’t know how the middle school performed.

“Since my children aren’t there yet, I’m not sure what kind school it is,” said Katherine Seward, who has children in kindergarten and third grade.

But she said she was aware that both schools had been struggling.

“We can do more to improve,” Seward said.

Another elementary school parent, who declined to give her name, said she was not concerned the middle school was closing.

“I doubt I’ll even be living in New York by the time he’s in middle school,” the mother said. She said she planned to move in part because the city is too expensive and in part because she was looking for better schools.

 

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.