parting words

Bloomberg lauds small schools on his final visit as mayor

Mayor Bloomberg spoke to students at Bard High School Early College Queens on his last school day as mayor.
Mayor Bloomberg spoke to students at Bard High School Early College Queens on his last school day as mayor.

On the last school day of Mayor Michael Bloomberg’s 12 years in office, an educator gave him an unexpected gift.

Bloomberg was speaking to students at Bard High School Early College Queens, a small selective school with a 96-percent graduation rate where students leave with associates’ degrees. He told them that “small, innovative schools like Bard” had helped drive up graduation rates across the city.

“You are some of the luckiest kids in the world,” Bloomberg said.

As he was leaving, Principal Valeri Thomson shook his hand.

“I want to thank you for the small-school movement,” she told the departing mayor in an unprompted endorsement of one of his signature education policies.

Then she scurried off to teach a class on the biology of non-infectious diseases, and he continued on his five-borough valedictory tour.

The more than 200 new small schools the administration created — part of a national small-school movement — reflected its commitment to school choice and competition. That approach had plenty of critics, not least because its flipside was the closure of many large high schools.

Repeated studies have found that the city’s small schools give students a better chance of graduating — a point that Chancellor Dennis Walcott, who accompanied the mayor to Bard, touted Friday.

“A lot of great small schools came into existence under this administration and they’re flourishing and students are getting a great education,” he said.

The most recent study, by the independent research group MDRC, found that students who were randomly chosen to attend one of the city’s nonselective small high schools graduated in four years 70.4 percent of the time, compared to 60.9 percent of the time for similar students in other schools. The 2013 study was funded by the Gates Foundation, which poured millions into the city’s small schools before ending its giving in 2008, citing lackluster college readiness rates.

An earlier study found that some of the small schools’ gains tapered off over time. That 2009 study, by the New School’s Center for New York City Affairs, said that the closure of large schools, which the small ones replaced, created “collateral damage” as an influx of students overburdened the remaining large schools.

Bard Queens student Omar Ferreira said he benefitted from the personal attention of a small school.
Bard Queens student Omar Ferreira said he benefitted from the personal attention of a small school.

David Allen, Bard’s assistant principal, said the city’s small school-drive had spurred many excellent schools, but that simply creating a small school is no “slam dunk.”

“I think it gives opportunities,” he said, “but it also gives some challenges.”

For instance, Bard Queens has thrived since it opened five years ago, largely because of its early-college program and its support from Bard College, Allen said. But it has also had to overcome obstacles in the building it shares with two public high schools and a community college, Allen said — namely, a shortage of space for gym class and science labs.

Omar Ferreira, 17, said he had entered Bard devoted to history, but became enthralled by the school’s math and science classes, where he said he received personal attention. After he finished two semesters of calculus-based physics at the school, a Bard professor agreed to add a third semester just for him and one other student.

Next fall, he will begin classes at the University of Chicago, where he plans to study physics.

“I feel definitely ready,” he said.

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

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.”