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Dominican families balance schooling with extended trips home

Gregorio Luperon High School serves newcomer students, most of whom come from the Dominican Republic.

It begins in early December. Students pop into the attendance office at Gregorio Luperon High School for Science and Mathematics brandishing plane tickets like doctor’s notes. Then the absences start, weeks before the winter break begins. And then comes the rolling return of students, stretching to the waning days of January.

The annual ritual that takes place at Gregorio Luperon also plays out in other pockets of the city that, like Washington Heights, have many students from the Dominican Republic.

Extended mid-year absences are by no means limited to Dominican students: The New York Times reported this week about post-vacation enrollment flux at Chinatown schools. But educators and community organizations say the phenomenon is especially pronounced at schools with many families from the Dominican Republic — and that the impact can be significant.

About 15 Luperon students missed some amount of school this December and January because they were in the Dominican Republic, according to Luperon’s attendance teacher, and two still hadn’t returned last week.

“They want to see their families back home, especially if they haven’t seen them in a long time,” said Mireya De La Rosa, an assistant principal at Gregorio Luperon who immigrated from the Dominican Republic herself.

Gregorio Luperon — a bilingual school that accepts recent immigrants from Latin America, the majority of whom are Dominican — has made efforts to curb the practice. Teachers broach the issue with families during orientation by telling them that it is not an acceptable for students to miss chunks of school, then remind students in the weeks before winter break about the consequences of missing school. Teachers are discouraged from doling out make-up work to students, so there are real consequences for leaving the country.

Now, only a “micro-, micro-minority” of Luperon families pull their children from school to return home over the holiday season, De La Rosa said.

But, she added, “For us, even five kids is a problem, because those five kids won’t do well when they come back and take the finals.”

Younger children don’t have final exams to grapple with in January, but they still lose out by missing a few days of school, said David Grisevich, an assistant principal at P.S. 152 in Washington Heights.

At P.S. 152, the scattered extended absences during the winter are like “a nagging toothache” for teachers, Grisevich said.

De La Rosa and Grisevich both suggested that the long vacations happen because young, working-class families try to squeeze the most out of a plane ticket by booking outside of peak travel days.

But the explanation for the phenomenon is more complex than just finances.

Joshua Ceballos and Jeyco Consepcion, eighth-graders at the Mirabal Sisters Campus, a Washington Heights building with three middle schools, both missed several days of school this year to spend extended time with their families in the Dominican Republic, Ceballas returning mid-January, Consepcion returning last Monday.

The boys each said that spending time with family was the primary purpose of his trip. “Everybody is there,” Consepcion said. “It’s like home.”

“Over there, it’s better. It’s more active, kids spend their time outside,” Ceballos said. He added that the fresh food is another draw: “Over here the food is fake. Over there, I go with my grandpa to the farm and we get the beans and corn and then my grandma cooks it.”

The boys also explained that schools are different in the Dominican Republic. There, schools hold four-hour shifts in the morning, afternoon, and evening from which students can choose.

Shondel Nero, an associate professor at New York University who directs NYU’s program in multilingual and multicultural studies, explained that in part because of “shift” schooling, missing school is generally not seen as a major problem in the Dominican Republic.

Religion also plays a role, said Nero, who facilitates a study abroad program in the Dominican Republic. Because most Dominicans are “staunch Catholics,” they celebrate holidays well into the month of January, she said. After Christmas and New Years, there are El Dia de los Reyes on Jan. 6 and Our Lady of Altagracia Day Jan. 21.

“Culturally speaking, family and faith are two of the most important things to Dominicans. Sometimes to the detriment of education,” Nero wrote.

Vianca Caceras, a mother of three who works at Turissa Travel in Washington Heights, has pulled her two oldest children out of their Bronx elementary school in the past for a lengthy trip back home. Many of her family members – including her youngest child – live in the Dominican Republic, and she said that it was worth the money and time to travel home with her children.

“The children have 180 days in school, so five days with their family is not a big deal. The family makes sure that the child grows up healthy. It’s important,” Caceras said.

“It’s difficult because two things are important,” she added. “Seeing my other family and my country and making sure that my babies go to school.”

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at [email protected]

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”