Beyond the Basics

Schools that build summer "bridges" for students pay a price

Ninth-graders at PTECH work on algebra problems in May.

On a muggy August afternoon last year, nearly 75 Bronx students could be found playing orchestra instruments to the tune of Duke Ellington’s C Jam Blues in the auditorium of M.S. 223.

They were gathered to mark the close of three weeks of arts, music, and math instruction they received through the school’s first summer “bridge” program. M.S. 223 is one of dozens of city middle and high schools to invite to incoming students for summer classes meant to immerse them in school culture and prevent them from forgetting what they learned the previous year.

“Summer bridge is important because we think of our model as a year-round school,” said Rashid Davis, principal of Brooklyn’s nascent Pathways in Technology Early College High School. “That way we’re not dealing with that summer learning loss than can go from two to four months of material, especially for high-poverty students. We can’t expect them to magically come in here with the skills they need.”

Indeed, researchers have pegged students’ regression — known as the “summer slide” — at the equivalent of two months of school or more. City officials recognize the challenge: This summer, the Department of Education is piloting a small program in the South Bronx for students who are struggling but not failing.

But the funding for that program, Summer Quest, comes from private donors. Public funds, for the most part, are earmarked only for the thousands of students across the city who are required to attend summer school because of low test scores or poor grades.

That means schools that develop programs for incoming students who aren’t already in trouble are on their own to scrounge up funding.

Principals say they turn to outside help or struggle to find wiggle room in their annual budgets to finance the programs, which range from three-day-long orientations to six-week intensive geometry classes. The school leaders say the programs are invaluable for students who can make it, but most can’t afford to run a program large enough for every student to participate.

Prioritizing optional summer programming usually means cutting corners elsewhere.

“We absolutely have to make tradeoffs because there is no unique funding that comes in for summer bridge,” Davis said. “You have to decide to make that type of investment. [Tradeoffs] could be with supplies, or it could be half a person’s salary, it really depends.”

Davis has strongly encouraged PTECH’s rising ninth- and 10th-graders to enroll in a six-week geometry course starting this month. As the new school grows to its full size, Davis said he would like to offer six weeks of summer enrichment classes or college-level courses to every student. He also wants to give every incoming ninth-grader the chance to pass geometry before he or she even begin high school, thereby eliminating one hurdle on the course toward calculus.

Those plans will cost him. This summer’s program will cost about $30,000 in teacher wages and classroom materials for the 200 students, he said. Those funds come out of the school’s total budget of $1,005,000.

Davis said he is used to the budget wrangling. As principal of Bronx Engineering and Technology Academy, he sometimes had to pull funding from his school-year budget to pay for classes for students who were mandated to attend summer school. The city allocates funding to each school for summer remediation, but the budgets are based on estimates made before students take their final exams.

Sana Nasser, the principal of Harry S. Truman High School in the Bronx, said she usually has no money left over after meeting the needs of students who are required to attend summer school to fund enrichment. But she is still able to run a small bridge program for a quarter of her incoming students with the help of the community-based organization Sports and Arts.

Sports and Arts pays for four of Truman’s teachers to run the program, which Nasser estimates would cost about $35,000 if she funded it from the school’s budget.

“I have not been able to pay for it with the DOE funds. I couldn’t do it financially,” she said. “Yet it is so valuable. We give them teachers that we feel are very nurturing but also know how to set rules and boundaries, because that’s really what they’re going to face in September.”

Nasser sends each of her 600 incoming students a letter inviting them to attend the summer program, which will run July 19 to August 19, but can only accomodate about 150. If more than that number apply, she selects the students with the lowest test scores and attendance rates.

Nasser said she would prefer for the program to benefit everyone.

“We find those kids that come in, they’re transition when they come in in September is a much better adjustment,” she said. “We take them on tours. We teach them how to negotiate the building, the elevators, the gyms, lunch. And they get to know the teachers. They’re coming in with the leverage of having someone they can go to — and the kids need that.”

Philip Weinberg, principal of Brooklyn’s High School of Telecommunication Arts and Technology, another large high school, offers 12 days of summer enrichment classes and an orientation for ninth-graders. But only the first 112 students who sign up out of his incoming class of roughly 350 are allowed to attend.

He estimates that the 60 hour-long program led by four teachers will cost his school at least $10,000 this year.

“It’s definitely a budget hit,” Weinberg said.”It’s a game of priorities. We have made the decision that offering even one third of the class an opportunity to acculturate to the building is worthwhile.”

Students who make the cut will receive math and English lessons designed to close the gaps between what they learned in eighth grade and what they will need to know for the first weeks of high school. The students also get to meet school administrators and explore the school’s Gothic-style building in Bay Ridge, Brooklyn.

“One of the first projects they do in math is measure the school,” Weinberg said. “It causes them to go all over the building, so the first day in September, one out of three kids in every ninth grade class will know where the next room is. We want to alleviate a lot of that fear of the unknown.”

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.