Harlem Academy Journal 2023

INSIDE

A Day in the Life of a Kindergartner

Making Their Mark in STEM

Keys to Impactful Learning

From the Head of School

Since opening the year in our new schoolhouse, our joy, engagement, and sense of community have continued to blossom. Students love curling up with a good book in the library, playing soccer and kickball in the yard, diving into challenging lessons in the sunfilled classrooms, and enjoying good, healthy meals with friends in the café.

This was also our first year welcoming a kindergarten class, and it’s wonderful to see our youngest students eagerly engaging in their work and building the habits described in our School Creed.

Over the next three years, we are poised to expand even further, adding 70 new seats as we double the size of our middle school. The response to our new openings has been incredible — we’ve already received more than double the number of applications as we did last year. This is a direct result of our newfound ability to admit students in kindergarten and sixth grade, the unique place we occupy in the education landscape, and our reputation for excellence.

This past fall, we held our inaugural high school fair, welcoming families from all over Harlem, the Bronx, and the greater New York area alongside our own students. Families met with representatives from 37 independent and Catholic schools and learned about quality options they might not have otherwise considered. We are proud to drive equity of opportunity for our own students while also seeking innovative ways to expand that impact to others who may be facing obstacles in realizing their full potential.

We still have much to do, but I hope you take time to reflect on the impact of your contributions as you read this journal.

Vincent A. Dotoli

More promising students will have the opportunity to realize their fullest potential as we expand our middle school over the next three years.

SCHOOL CREED

I am bold and creative. I take opportunities to lead. I seek help when I need it.

I am honest and reflective. I choose to do what is right, Even when it is hard or no one is watching.

I listen carefully. I speak kindly.

I care for my community.

I make the most of each day. I learn from my mistakes. I don't give up.

MAKING THEIR MARK IN STEM

From in-class experiments to independent lab work to the annual science fair, our rigorous and engaging science curriculum teaches students to understand and apply the scientific method while also drawing connections between concepts and different career paths. The result? Graduates who are well-equipped to read, write, and think like scientists — many of them with dreams of pursuing a career in a STEM-related field. We caught up with a few alumni to hear how they are making their mark in STEM.

Middle school students use our science labs to investigate their hypotheses and complete lab reports.

Jade Morton-Alexander ’16

Now in her junior year at Tufts University, biology major Jade Morton-Alexander ’16 is happily diving into more intensive courses. “Junior year is hard and hectic, but it’s really fun,” she says. “I’m starting to take smaller, more difficult classes for my major that go into depth on topics that interest me. Endocrinology was one of my favorites. I learned about hormones and the way they work in the body.”

Jade first discovered her love of science at Harlem Academy. “Going to school there made me more confident in myself as a learner and thinker,” says Jade. Class experiments, challenging lab work, and field trips that let her work alongside professional scientists piqued Jade’s interest and nurtured her innate curiosity.

It wasn’t surprising that she arrived at college ready to take on a variety of science-based roles. Jade has been a member of a Tufts lab team for two years and is currently working on an independent project

researching chemotherapy delivery systems. “The project tests silk microneedle patches intended to selfadminister cancer drugs, and I get to work on it on my own for the entire year,” she says.

In addition to her lab work, Jade volunteers at Tufts Medical Center, shadows doctors at Tufts Nephrology Center, and is a member of the Tufts Biology Research Club. She’s also a consultant with Project HEAR, a youth activism project that helps refugees and immigrants access healthcare. “Giving back is important to me because I have been given so many opportunities, and I want to do that for others.”

Jade’s goal of becoming a cardiovascular surgeon is still on track, but she plans to take a gap year before pursuing an M.D. “I think I’ll take a bit of a break and work as a medical scribe or in a lab before going to med school,” she says. In the meantime, she’s in prep mode, studying hard for the MCAT and researching different medical schools — with New York University at the top of her list. “There aren’t many African American cardiovascular surgeons. Even fewer are Black women. I want to add to those numbers.”

“There aren’t many African American cardiovascular surgeons. Even fewer are Black women. I want to add to those numbers.”

Jade presenting some of her work in eighth grade

Jade

Morton-

Alexander ’16 has no doubt about her future in medicine. “Harlem Academy made me confident in my myself.”

Joel Mentor ’13

Since graduating from Salve Regina University in 2021, Joel Mentor ’13 has been pursuing a master’s degree in applied behavior analysis (ABA) at his alma mater. ABA uses observation, data collection, and analysis to inform treatment. “The goal of ABA is to promote independence and autonomy for people with developmental disabilities,” says Joel. “It’s work that is necessary to change lives for the better. I’ve always felt a desire to help people, and this work does that.”

With his graduate studies coming to an end this summer, Joel is looking forward to what lies ahead: becoming licensed as a board-certified behavior analyst and helping children with developmental disabilities, such as autism and ADHD, lead productive lives.

He’s well on his way. In addition to attending graduate school, Joel is also a supervising ABA therapist at Manhattan Psychology Group, which provides services to children, adolescents, and adults in New York City. “Part of my job involves working one-on-one with clients in their homes,” says Joel, whose role also enables him to earn hours toward his state licensure. “I feel the most fulfilled when a client understands something they struggled with previously or when they are able to do something we’ve been working on without a prompt from me. The changes are often small, but they can be revolutionary for the client.”

Joel’s journey to a career in behavioral science is rooted in his experiences at Harlem Academy. Our challenging curriculum readied him for secondary school, college, and beyond, and the values he learned as a student here nurtured his empathetic nature. “Harlem Academy was a great base for me to continue building my education and my character,” says Joel. “The pillar of determination, especially, reminds me to keep going and to have grit in the face of life’s obstacles.” Now, he helps to foster that same resolve in others.

After earning a bachelor’s from Salve Regina University, Joel Mentor ’13 decided to pursue a master’s there in applied behavior analysis. His goal? To help children with developmental disabilities.

Joel in first grade

Malcolm Urena ’20

Last summer, Malcolm Urena ’20, a junior at Brookline High School, worked as a youth crew member at The Food Project, a nonprofit in Massachusetts that helps to alleviate hunger by growing and distributing produce. “Our current food system is failing lower-income communities, and I wanted to learn more about it,” says Malcolm, whose family moved to the state three years ago.

Malcolm spent most of his time weeding, planting seeds, and harvesting crops and got to see the science behind agriculture firsthand. He also experienced the rewards of helping his community. The combination of science and helping others is what spurred him to participate in the Boston Children’s Hospital STEM program.

Although held virtually due to COVID-19, the weeklong program offered a snapshot into STEM fields. “I joined the program because I wanted to learn about different careers in STEM, such as nursing and computer science,” says Malcolm, who was immediately drawn to nursing. “In that particular workshop, we learned what a normal

day looks like. Nurses can work 12-hour shifts taking care of patients, collecting blood, and much more. That aspect of taking care of people is what really interests me.”

With college right around the corner, Malcolm is focused on preparing for that next step. Front of mind now is continuing to excel in his current classes, serving as director of finance for his high school’s Black Student Union, and volunteering at Brookline Thrives, a nonprofit that provides food to children in need. “Harlem Academy prepared me to take on challenges, and the support I gained there allowed me to push myself in high school,” he says. He plans to do the same in college. And thanks to his experience in the STEM program, he’s now considering nursing as his career.

THANK YOU

Malcolm Urena ’20 became interested in nursing after participating in a local hospital’s STEM program. He is now researching the field as a future career.

Fourth grader Malcolm contemplates his next move.

A DAY IN THE LIFE OF A KINDERGARTNER

As you reach the top of the main staircase at Harlem Academy, you’re met with sounds of enthusiasm and joy. The source? Our kindergartners! Thanks to our new campus, we’ve been able to expand our impact and welcome a kindergarten class for the first time in �� years. Here’s a glimpse of the academic rigor and joyful engagement found in their class every day.

Some early-arriving students get ready for morning meeting.

Next up, small group work in reading and writing, with math and science saved for the afternoon.

Through a partnership with Harlem School of the Arts, students explore percussion, dance, and more.

Time for recess! Students head to the play yard for exercise, fresh air, and fun.

Kindergartners match wits in games of chess, with weekly instruction and time for free play.

Then it’s off to lunch — a good, nutritious meal with friends in the café.

The class makes almost daily use of our library, selecting books and reading independently.

TEAM SPOTLIGHT: JASMINE AHMED

Now in her fourth year at Harlem Academy, fourth grade teacher Jasmine Ahmed sets high expectations for her students — and for herself. And every achievement is worthy of celebration.

Fourth grade teacher Jasmine Ahmed’s goals for her classroom are simple: help students meet high expectations, celebrate every win, and have fun along the way.

Why did you want to become a teacher?

Growing up, I didn’t see any teachers who looked like me: a girl with brown skin. I didn’t have many connections to my teachers, and I wanted to be what I lacked in my childhood. I wanted to be a teacher of color teaching students of color.

Why did you decide to teach at Harlem Academy? I noticed the strong sense of community immediately when I visited the school. Teachers across the grades knew students from other classes, and students were valued as human beings with emotions. I knew it was the right place for me.

What makes Harlem Academy students so special? Our students are our foundation. They care for their peers and teachers and make this school an amazing place to teach. My students bring compassion and a sense of humor to class each and every day.

What’s happening in your fourth-grade classroom? Students find motivation in elevating their learning. They come into my class with third-grade skills they feel confident in, and we take it a step further — to the next level.

For example, fourth grade is all about building a reader’s life in literacy. So, one of the literacy units focuses on how different characters hold different points of view. In math, students take their preliminary multiplication skills and apply them to multi-digit multiplication and long division problems. In science, students learn about earth science, in particular landforms and how different types of soils can be identified.

How do you see your role?

My role as an educator goes far beyond just teaching. It also includes being a caregiver, nurturer, ally, friend, and role model.

How do you approach teaching?

I am a demanding teacher who sets the bar high for my students. At the same time, I celebrate each win and goal achieved. My class philosophy is to educate my students, make sure they feel safe and comfortable, and have fun. These are three things I want to live up to each day when I come to school, and I make sure to tell that to my students. Then I ask them, “What are three things you want to live up to in the classroom?”

What impact do you hope to have on your students?

I hope to teach my students gratitude and kindness. I want to teach them that words can make or break a person, so choose your words wisely. The academics will always be there, but I want my students to be good human beings in the world first, before they make any further decisions.

“My role as an educator goes far beyond just teaching. It also includes being a caregiver, nurturer, ally, friend, and role model.”

KEYS TO IMPACTFUL LEARNING

During a sixth-grade history discussion about the Mali Empire and the role of griots, a student questioned the accuracy of oral history. “If it wasn’t written down, it could have easily been changed,” he said. Another student raised her hand. “The stories we tell about events change over time for different reasons,” she said. “The fact that it’s not a fixed story doesn’t mean nothing in it is true.”

The exchange was a rewarding moment for middle school history teacher William Beller. “The first student made a valid point,” he says. “And the second student raised an equally valid and very important point — events are always the same, but the way they are remembered can change. People have passed information down orally for hundreds of years, and there is truth there worth studying.”

The conversation showed that his students were absorbing the classwork, asking tough questions, and probing for deeper insights. They were reading and thinking critically — skills that contribute to academic success throughout middle school and beyond. “Middle

school is building a foundation for what comes next, the same way elementary school builds a foundation for us,” he explains.

We Remember What We Think About

The approach a teacher uses in the classroom can make a critical difference in how well students learn. “Method matters a lot,” says Mr. Beller, whose own approach is informed by cognitive psychologist Daniel Willingham, Ph.D.’s principle that memory is the residue of thought — meaning, we remember what we think about. It’s the foundation of one of Mr. Beller’s strategies in the classroom: start by understanding what students think.

Often, before diving into a lesson, he will encourage students to share their thoughts on the topic first. It’s a way to determine how much they know, and how much help they will need to tackle the work ahead.

“I want to see what they come up with on their own before I provide critical information,” he says. Getting students thinking about the material upfront primes them to remember more and triggers the cognitive processes that help facilitate deeper learning.

Middle school history teacher William Beller reviews an assignment with eighth grader Kennedy.

A Diversity of Texts

Whether covering world history in sixth grade or U.S. history in seventh and eighth grade, Mr. Beller brings a diversity of new materials into the mix, including selections from Smithsonian magazine, excerpts from the book “The Warmth of Other Suns: The Epic Story of America’s Great Migration,” and various newspaper articles.

“This is a major approach in my class,” he says. “I’m trying to select really good texts for them to read that I think are important.” For the unit on labor movements of the 1800s, he’ll have students read a New York Times article covering a modern-day labor issue, then write about it as a homework assignment. “I love finding out what they have to say because it helps me to assess transferable learning.”

In other words, are students connecting the primary sources they read in class to today’s news coverage?

“This assignment asks them to think about what they have learned as it relates to what the journalist is writing.” Cues in the article “trip a wire,” as Mr. Beller puts it, causing students to remember what they learned in class.

For eighth grader Joshua, being exposed to additional materials informs his understanding. “Reading other people’s views on the topic helps me to better formulate my own ideas and thoughts about it,” he says.

Developing Strong Readers

Like all Harlem Academy teachers, Mr. Beller knows that strong reading comprehension is critical for student success no matter the subject — history, English, science, or math. That’s why he takes steps to ensure that his students fully comprehend what they are reading, and the new materials he provides are a major part of his assessments. “With every quiz, test, and homework assignment, I want to see how students do with new information that I’ve added in — that’s not in their textbook. How are they answering the questions? What are they writing? That’s how I keep a pulse on reading comprehension.”

He also makes it a point to talk to his students about doing a self-check as they read. “Every now and then, pause and ask yourself if you know what’s going on. It’s such an empowering thing to tell middle schoolers because we’ve all had those moments when we’ve zoned out while reading. What’s important is to recognize it. Notice when you’ve been tripped up, then go back and reread.”

It’s a technique that eighth grader Mariah has come to rely on. “Whenever I don’t understand something,

I reread it,” she says. As she’s going over the passage again, Mariah analyzes what she’s reading. “I try to break it down to understand what the author is saying. That has helped my comprehension and made me a better reader.”

Knowledge Builds Curiosity

The more students comprehend, the more they want to know. “Understanding a topic is what gets kids’ brains firing and boosts engagement,” says Mr. Beller. “Students have read about past events in elementary school, but middle school is the first time they’re diving into the history discipline in a formal way. Confusion breeds disinterest, so it’s all about knowledge-building.”

Eighth grader Mariah agrees: “The more you understand, the more intrigued you become. Questions start popping up in your mind. You might wonder about a certain group of people during that period in history and want to know more about how they were affected.”

Mr. Beller starts by being specific in how he teaches vocabulary and broader historical terms beginning in sixth grade. “I can’t teach a term like ‘economic causes’ once and think it will be enough. It won’t. I have to go over it a lot in order to build a knowledge that helps students understand the texts.” Therefore, he focuses on teaching “tier two” history vocabulary — words that aren’t commonly used in everyday conversation but are frequently found in academic texts.

Then, when students in sixth grade read phrases like “political upheaval” or “transfer of power” while studying the Haitian Revolution, they’ll fully understand what it means within a historical context, which prepares them for studying the American Revolution in seventh grade. “We don’t have to cover the same ground,” Mr. Beller explains. “Instead, we can use it as a launching pad to read more complex texts.” This type of knowledgebuilding makes middle schoolers more effective history students now and in high school because these terms will come up again and again.

Mariah cites one more aspect of Mr. Beller’s approach that will also help students in high school: encouraging independence. When she and her classmates are given articles to read, they don’t just answer questions on a test, they often pair off to discuss them. “Sometimes we talk about it with a partner to see what our classmate thinks,” she explains. “We’re not hand-held through the lessons. Mr. Beller gives us independence. That’s what I like best.”

SIXTH STREET’S COMMITMENT TO PARTNERSHIP

Joshua Easterly, co-founding partner and co-president of global investment firm Sixth Street, was immediately impressed when Kristofer Rodgers, one of his firm’s managing directors and a Harlem Academy junior board member, first introduced him to the school six years ago. Following a tour with Head of School Vinny Dotoli, Josh was convinced that Harlem Academy’s mission to drive equity of opportunity not only aligned with his personal values but with his company’s as well.

“Harlem Academy is exactly the type of organization companies like ours should seek to partner with,” says Josh, who joined the board of trustees in 2021 and currently chairs the school’s investment committee. “It is making an outsized impact on improving education and equity in our community.”

Harlem Academy’s success in driving student growth starting at an early age resonates with Sixth Street, as does the school’s excellent track record with secondary school placement and college admissions. “Harlem Academy is hitting the point of maximum leverage in a student’s educational trajectory by making an impact early — when it matters most,” says Kris.

Sixth Street employees are always eager to read books with our younger students when they host Personal Library Fairs.

It didn’t take long for Sixth Street’s partnership with Harlem Academy to deepen and grow, with the firm’s investment extending far beyond financial support. Employees’ investment of time is just as critical. “Our partnership with Harlem Academy has been as much about contributing intellectual and social capital as it has been financial resources, and that’s a credit to the Harlem Academy team treating us as a true partner,” says Josh.

Sixth Street employees eagerly volunteer for Interview Prep and Personal Library Fairs, programs that bring Harlem Academy supporters and students together in meaningful ways. “It has allowed our Sixth Street team members to get involved and share their talent and skills to help an incredible group of young people prepare for their future,” says Josh.

Through these programs, volunteers read books with our younger students and help our seventh and eighth graders prepare for the secondary school application process by conducting practice interviews. “The Library Fair is a fun event that demonstrates how Harlem Academy instills a love-of-reading culture at a young age,” says Kris. “And our employees leave Interview Prep sessions so impressed by the poise and maturity of Harlem Academy students. They tell me all the time how amazing and smart the kids are.”

It’s no surprise that Sixth Street foresees our alumni as part of their growing summer internship program. “It’s an investment for the future,” says Kris. “We’d love to have a Harlem Academy graduate as a college intern.”

It would be a natural progression of Sixth Street’s strong connection with the school — one Josh anticipates growing for years to come. “Our partnership has been very rewarding,” he says, “and my team and I look forward to continuing to build upon our relationship.”

Junior board member Kris Rodgers helps a middle schooler practice for secondary school interviews.

Students love being able to choose from a diverse collection of books.

“Harlem Academy is hitting the point of maximum leverage in a student’s educational trajectory by making an impact early — when it matters most.”

Where Are Alumni Now?

SECONDARY SCHOOL ENROLLMENT

INDEPENDENT DAY

Brearley

Calhoun

Chapin

Fieldston

Friends (2)

Grace Church (3)

Horace Mann (2)

Riverdale (4)

Rudolph Steiner

Sacred Heart

Spence (2)

Trevor

Trinity (2)

INDEPENDENT BOARDING

Church Farm (4)

Frederick Gunn (2)

George

Miss Hall’s

Miss Porter’s

Peddie (3)

Purnell

Rabun Gap (3)

Stoneleigh-Burnham

Westover (2)

Lists above include the four most recent graduating classes.

SELECTIVE PUBLIC & CATHOLIC

Academy of Mount St. Ursula

Cardinal Spellman (3)

Cristo Rey Brooklyn

Cristo Rey New York (3)

Frederick Douglass

Humanities Prep

Inwood Early College

NYC Museum School

St. Raymond

2022 Graduate Survey Results

96%

100%

96% REPORT CARRYING OUT THE SCHOOL CREED LINE, “I CARE FOR MY COMMUNITY.”

OF RECENT ALUMNI PARTICIPATE ACTIVELY IN CLUBS, SPORTS & VOLUNTEERING

REPORT INTENTIONALLY SETTING GOALS & REFLECTING ON THEIR PROGRESS

98%

of Harlem Academy graduates enroll in four-year colleges, far exceeding national college entry rates. Alumni colleges include:

COLLEGE ENROLLMENT

Carnegie Mellon University

Cornell University

Dartmouth College

DePauw University

Drexel University

George Washington University (2)

Georgetown University

Haverford College

Hobart & William Smith Colleges

Howard University

Morehouse College

New York University (2)

Northwestern University

Princeton University

Quinnipiac University

Rensselaer Polytechnic Institute (2)

Syracuse University

Tufts University (2)

Wesleyan University

Yale University (2)

Impact Beyond Our Walls

Harlem Academy is dedicated to sharing its best practices with the broader education community.

In January 2023, The Thomas B. Fordham Institute published our article “Driving equity in gifted policies: Insights from Harlem Academy in New York City.”

655 St. Nicholas Avenue

New York, NY 10030

harlemacademy.org

212.348.2600

Board of Trustees

David B. Peterson, Chair

Rodney Pope, Secretary

Carol B. Kenney, Treasurer

Tony Asnes

Avi Banyasz

W. Graham Cole

Will Cook

Vincent Dotoli, Ex-Officio

Joshua Easterly

Ty Elie

Mary Ganzenmuller

Robert L. Harteveldt

H. Dale Hemmerdinger

Valarie A. Hing

Thomas Klein

Ann MacRae

Elizabeth McHenry

Betsy S. Michel

Hank Prybylski

Tom Reycraft

Richard Schaps

Hillary Thomas

Melissa C. Thomas-Hunt

Alan Washington

Trustees Emeriti

Mark H. Johnston

Laura B. Sillerman

Advisory Council

John Belizaire

Jane Bierwirth

Doug Griebel

Shirley A. Jackson, Ph.D.

Ben Lavely

Michael Levine

Rashanna Lynch, M.D.

Lauren W. Marrus

William E. Mayer

Alice Quinn

Jeremy Raccio

David R. Salomon

Hunter Serenbetz

Printing and mailing generously donated by Benchmark Education.