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How one New York City school handles eighth grade’s biggest drama: high school letter day

PHOTO: Stephanie Snyder
M.S. 244 Principal Eduardo Mora and guidance counselor Nancy Acosta handed out high school offer letters to eighth-graders on Friday.

The doors to the Bronx District 10 superintendent’s office had just parted Friday at 8 a.m. when Nancy Acosta arrived to collect her letters.

Acosta, the guidance counselor at M.S. 244 in the Kingsbridge section, was one of scores of staffers across the city who were responsible Friday for picking up boxes of high school offer letters and distributing them to some 76,500 anxious eighth-graders. The letters tell students which high school they have been matched with.

Few other days in the life of a 13-year-old New York City public school student can unleash such unbridled elation, or such crushing dejection. On that day, students find out whether they will attend a high school close to home or a distant train ride away, one whose arts or academic programs are renowned or unknown, one that helps catapult students toward college or struggles to get them to graduate.

Acosta, a former parent coordinator who went back to college to become a guidance counselor, had worked hard for this day. She’d taught students to decipher the 649-page high school directory, explained to parents how to help their children rank 12 schools on their applications from more than 700 options, and had hand delivered students’ work samples to the most competitive schools with the hope that doing so might give her students an edge.

Though she awoke early Friday to race to the letter pickup, she had stayed up late the night before checking an online database that allowed school employees to see whether any of her students had snagged spots in top schools. Around 11 p.m. Thursday she began texting M.S. 244’s principal, Eduardo Mora, with good news: Several students had won hotly desired seats.

But Friday was when Acosta and Mora would share the results with students, informing them where they were likely to spend their next four years — years that could steer the course of their lives.

“I get just as nervous as the kids,” Acosta said Friday morning. “Very nervous.”

Bad news first

Students and staff at M.S. 244 comfort an eighth-grader who did not get into the high school of her choice.
PHOTO: Stephanie Snyder
Students and staff at M.S. 244 comfort an eighth-grader who did not get into the high school of her choice.

A little after 10 a.m., Acosta led a small group of eighth-graders into Mora’s office. These were the unlucky ones.

“This happens every year. This is nothing to get crazy about,” Mora told the group, their eyes widening. “You’re going to get your letters. You did not get matched.”

This year, after applications were submitted in December and the education department ran its computerized matching algorithm, about 7 percent of students citywide were left without placements. Students who list the maximum 12 choices on their applications and who choose schools for which they are eligible can almost guarantee a match. Still, sometimes even students who submitted solid applications wind up without any offers.

“This is not your fault,” Mora said, as one student buried her head inside her folded arms on Mora’s conference table, and several girls standing behind her wiped tears from their eyes. “It’s not a reflection of you.”

Twenty-six out of more than 300 eighth-grade students at M.S. 244, also known as the New School for Leadership and the Arts, did not receive any offers. Now they must go through a second application round where they will choose from the leftover seats. Often, those spots are found at lower-performing schools that struggle to attract applicants, or they are at higher-performing schools but reserved for students with disabilities.

Acosta promised to stay late that afternoon to go through the list of “Round Two” seats with students, then she led them back to class. Mora began texting some of their parents, and one immediately called back.

“How’s it going?” Mora said, answering his cell phone. “This is a tough day here.”

A teachable moment

Mora talks to seventh-graders about the high school admissions process.
PHOTO: Patrick Wall
Mora talks to seventh-graders about the high school admissions process.

Around 11:30 a.m., Mora pulled open the door to a dimly lit seventh-grade classroom and stepped inside.

“Listen to me and listen to me good,” he said softly. The room went silent.

Students submit their high school applications in the winter of their eighth-grade year, but at M.S. 244, the process begins long before that.

Staffers start taking some students to visit private and Catholic high schools in sixth grade, explaining that many offer generous scholarships. In seventh grade, students learn to distinguish between screened and unscreened public high schools, start drafting the essays that some selective schools require, and compile tentative lists of choices.

This early start is crucial because, while the city’s massive high-school choice system lets any student apply to any school, many of the highest-performing and most sought-after schools screen their applicants. Aside from eight elite schools that accept students based on a single entrance exam, most selective schools review students’ grades, test scores, and attendance — from seventh grade.

“This afternoon, eighth period, keep your eyes and your ears open,” Mora told the class. “I want you to see what goes on with the eighth grade, because that will be you a year from now.”

He went on to explain that the older students would be receiving their high school placements that afternoon.

“Everything you do this year is going to have a direct impact on your high school admissions,” he told the 12-year-olds.

In another classroom where he gave this combined pep talk and cautionary tale, he reminded the seventh-graders that it was not too late to start showing up to school every day, getting better grades, and preparing for the state exams.

“There’s still time,” he said, heading toward the door. “Make sure you end this year on a high note.”

Letter time

Acosta spoke with a student after the letters were distributed Friday.
PHOTO: Stephanie Snyder
Acosta spoke with a student after the letters were distributed Friday.

Just before 2 p.m., Room 407 began rattling as dozens of fingers and pens played desktop drum rolls: Acosta and Mora were about to pass out the offer letters.

“It’s like Christmas sort of,” one boy said. “Can I use the bathroom?” another asked, hoping for some privacy when he read his letter.

In just a moment, many long months of poring over the high school directory, scouring school-review websites, and attending open houses — not to mention completing essays, interviews, and auditions for some ambitious students — would end with a dramatic finale.

It had been a taxing process for the students, but also for Mora and Acosta, who had to fill in for many parents who could not afford to take time off work, spoke little English, or were unfamiliar with the Byzantine application process.

Acosta had organized weekend application workshops for families, and sent home notes in Spanish with feedback on students’ school choices. She had reminded the students to plug important admissions dates into their smart-phone calendars, brought a dozen students whose parents were unavailable to an open house (which some schools require applicants to attend), and — with Mora — accompanied students to weekend auditions at faraway schools in Queens.

“If we don’t do that, we’re going to deny the kids an opportunity of actually having a shot,” Mora explained. “And we have some very talented kids.”

As the letters were handed out, students held their envelopes up to the fluorescent lights and tried to peer through. Finally, Acosta gave the order to open the envelopes and reveal their matches. There was frantic tearing, a moment of silence, then a girl’s piercing scream.

“I got into LaGuardia!” she shouted, referring to the famous performing arts schools in Manhattan where thousands of students audition for one of the coveted spots. The class erupted in cheers.

Then the emotions came flooding out: A girl sobbing with joy in Acosta’s arms; a different girl rushing into the hallway to unleash bitter tears. Students searched for classmates who had been matched with the same school, while teachers tried to reassure students who had been offered a third or fourth-ranked choice.

“These high schools make you feel like you’re a failure,” said Amy Carpio, who did not receive her top choice.

Yet when all the offers had been tallied, they reflected well on the arts-focused Bronx school, where 94 percent of students come from low-income families and one-fifth live in temporary housing. Four students had won spots at LaGuardia; five got offers to one of the elite “specialized” high schools; and several others won seats in extremely competitive selective schools such as Beacon High School in Manhattan, where more than 5,200 students applied for 320 spots last year.

In another eighth-grade classroom downstairs, Joel Lopez called his mother to let her know he’d received an offer at Bronx Theater High School. It wasn’t his first choice, but he said he still planned to celebrate.

“I’ll probably get myself some ice cream,” he said.

A little while later in the principal’s office, with the letters read and most tears dried, Acosta finally exhaled.

“It’s a sigh of relief,” she explained, “because these kids have worked very, very hard.”

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.