Delivering their speeches, the class of 2022 shined particularly bright at this year’s graduation.
Elira,* the class president from Albania, talked about “The breakfast club,” when her math teacher would open the classroom early and chat with the students over school muffins and yogurt.
Adam from Yemen joked about meeting “my first bald teacher,” who was demanding yet caring in pushing his students to write.
Christina, our valedictorian from Dominican Republic, reflected on the challenges of Calculus.
Oumou from Senegal was still glowing over getting a piece published in the New York Times, a Modern Love Story, “Sprinting in Senior Spring.”
On the day of our graduation, the Supreme Court was overturning Roe vs. Wade.
Continue reading →
It has been a surprisingly rich week for me to work in a public high school. I saw my staff’s dedication in a new light, and I saw what school means to kids with the very real possibility of schools being closed.
Let me say upfront that this is not a piece for or against closing schools. My school is in learning and preparation mode: we’re preparing for schools being open with low attendance, or schools being closed—and in both cases, the need for supporting students and families at home.
A week ago, as coronavirus awareness started to spread, a few students asked giddily, “Is school going to be closed?” Continue reading →
A class of 2019 graduate’s cap.
The High School of Language and Innovation was founded in 2011, and this year was our school’s fifth graduating class, the Class of 2019.
Each graduating class has been unique in its personality. They have different quirks and different gifts. As I planned my graduation speech, I thought, “What make this class special?”
Many answers came up, but one word kept rising above all others, a word I didn’t expect.
When I actually stood up to give my speech, I asked the graduates themselves: “What makes you unique as a class?” Continue reading →
Student artwork at the High School of Language and Innovation.
The path to graduation is different for every student, and so is our approach.
For some kids, we race to keep up with them: they excel in every course, so we look for new opportunities and train teachers to lead advanced courses.
For other kids, it’s a matter of holding their hand: we offer extra tutoring and pair them up with classmates who can support them. We encourage them. Sometimes, these students need a lot of support in 9th and 10th grade, and then turn into great students by 12th grade.
Finally, there are a few kids we drag towards graduation. Often, these are students who are academically ready to enter college, but find ways of failing courses at the last minute. It might be the fear of change and leaving high school forever, or maybe just needing some attention. For example, a student who has passed all required exams and courses might do everything they can to fail their last semester of gym.
Continue reading →