DOCSLIB.ORG

Stuyvesant High School Alumni Association P.O

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Stuyvesant High School Alumni Association P.O Inside: Unveiling A New Campaign To Honor Principal Baumel’s Legacy! WINTER 2018 STUYVESANT ALUMNI SPECTATOR FLASHBACK FEATURE: STUYVESANT’S JOURNEY TO 345 CHAMBERS The old school on East 15th Street Principal Abraham Baumel 1983–1994 One of the rooms for shop class This school year marks the 25th The 15th Street Building school at its founding was that of anniversary of Stuyvesant’s move a manual training school, but long from the old building on East 15th The old building on 15th Street, before the time I became principal Street to its new campus in TriBeCa. which housed Stuyvesant students the focus had changed to math The Alumni Association would like to from 1907 to 1992, was emblematic and science.” Recalling the machine remember this important moment in of the Industrial Age. The facilities shops on the third floor, Principal Stuyvesant history and honor the man, included sawing machines, wood Baumel marveled that “you could Principal Abraham Baumel, who was shops, and metalworking shops. power a city with the control panels instrumental in making this happen. Even though the building was in those rooms. But the courses were advanced for its time, no one expected no longer part of the curriculum.” He Stuyvesant to remain there for the wanted to convert those rooms into next 85 years. Over the decades, IN THIS ISSUE more classrooms instead. numerous principals tried to improve In the 1980s, Principal Baumel, the facilities, including a significant along with a group of students, v Speech & Debate needs your renovation to expand the building’s faculty, parents, and alumni, formed help! capacity in 1957. However, no amount the Stuyvesant Coalition. Together, of renovations could change the v Meet Dr. Gene Jarrett, they went through numerous ideas fact that the building housed nearly Dean of NYU for improving the school’s physical double its 1,500-person capacity. facilities, but when they realized that v Alumni mentors teach When Abraham Baumel became none of those would work, the only students vital life skills! principal in 1983, he was well aware alternative was to move to a new site. of how outdated the facilities had v Stuy Love Stories become. “The general focus of the continued on page 3 The Alumni Spectator 1 The Stuyvesant High School Message from the President, Soo Kim ’93 Alumni Association is a 501(c)(3) not-for-profit organization. This year marks the 25th Anniversary So with that perspective in mind, Abe of Stuyvesant’s move from 345 East set out to make sure that Stuyvesant 15th to 345 Chambers. My Class of 1993 would always be considered #1. Our had the fortunate distinction of having current building is just one lasting Board Members spent three years in the old building element of his work. In retrospect, I and one in the new. We were the first cannot fathom the effort to navigate Soo Kim ’93, President graduating class in the new building. the politics and bureaucracy to plan, Eleonora Srugo ’04, 1st Vice President much less fulfill the vision of finding a Frankly, I found the shiny hallways of Dan Egers ’03, 2nd Vice President new location befitting the top school the new building disorienting. Just when Kent Kim ’05, Treasurer in the city. The beauty of his legacy our senior class had finally figured out Brett Lewis ’02, Secretary is that we take it for granted that we our favorite positions in Stuy Park and Shakil Ahmed ’98 are the top public school in the city, if the Auditorium, we were cast into a new Christina Alfonso ’01 not the country. We don’t question it. Edward Balaban ’69 environment where we were essentially Nicholas Bavaro ’85 all freshmen. I missed the Old Stuy. Abe helped us to believe. And that created the virtuous cycle where, due to Peter Boyce II ’08 There was something so authentically that belief, we succeeded, and due to our Harold Diamond ’78 New York about the hopelessly outdated success, the following generations wanted Jukay Hsu ’02 “technology” labs and the running track to exceed. All of what Stuyvesant is and that required something like 40 laps to Vanessa Liu ’92 represents today is due to this legacy. Harry Malakoff ’62 reach a mile. It was our badge of honor: it Anna Nikolayevsky ’88 made sense for Stuyvesant to be housed Given that the 25th Anniversary of the Bart Schwartz ’64 in an overcrowded building that was move to the new building is upon us, this Stuart Spodek ’88 amongst the oldest of NYC high schools. is a great time to celebrate Principal Abe Elina Tetelbaum ’03 Stuyvesant was defined by its students: Baumel’s legacy. We are announcing a Boaz Weinstein ’91 selected amongst the top test takers in campaign to raise funds to dedicate the the city to learn and grow together. Like pedestrian bridge over the West Side New York herself, we didn’t need fancy Highway in his honor and hang a plaque The Alumni Spectator optics to define ourselves as the best. at the school entrance to the bridge to memorialize all of Abe’s achievements. Abraham “Abe” Baumel was our Editor-in-Chief principal then. I didn’t know him, but I The fund will be used to help our Edward Balaban ‘69 grew up with the misguided notion that current principal, Eric Contreras, the only time you speak to the principal accomplish his own Baumelian mission Staff is when you were in trouble, so I spent to upgrade the current Stuyvesant Rachael A. Biscocho ‘12 my time avoiding him and the rest of technology curriculum (unchanged since YanJie Hou ‘06 the administration. Sadly, Abe passed before either principal) to be relevant to Sarita Prakash away in 2015, but we in the Alumni our times: replacing Mechanical Draft, Kofi Lee-Berman ’17 Association have been recently spending Metalshop, and Woodshop with Robotics, time catching up on his rich legacy with Nanotechnology, Renewable Energy, Contributors the help of his grandsons, Matthew Hydroponics, and CS Programming. Yes, Baumel ’09 and Aaron Ghitelman’09. gritty is cool and authentic, but let’s get Paulina Klubok ’19 real: our kids deserve better. So many Arpita Nag ’18 Abe Baumel became Stuyvesant’s come from families where public schools principal in 1983. He had previously are the only choice, and Stuyvesant as a chaired the Physics Department and school gets the same per capita funding been a teacher at that other high school as any other public high school in the The Alumni Spectator is in the Bronx. Now for some sacrilegious state. We know that Stuyvesant students trivia that many of us may not know: can achieve even in an outdated building funded entirely through Stuyvesant was not always considered from 1907, but what are the possibilities the top public school in NYC. Actually if we alumni can come together to help before the school went co-ed in 1969, membership dues and them achieve their potential? Stuy was not the consensus choice alumni giving. amongst those choosing between the specialized high schools. For decades, Thank you for your students with the highest test scores regularly chose to attend that other high continued support! school in the Bronx. 2 SThe Alumni Spectator Flashback Feature: Stuyvesant’s Journey to its New Campus continued from page 1 The Beginning of 345 Chambers Installing the TriBeCa Bridge With these agreements hashed out, the Coalition started planning for the building design. Two architecture firms - Cooper Robertson & Partners and Gruzen Samton First floor entrance of 345 Chambers Street Steinglass - collaborated on the design. Coincidentally, In the Coalition’s search for a new site, they came across one of the firm partners,Peter Samton ’52, happened the Battery Park City Authority, which offered Stuyvesant to be a Stuy grad himself. For months, architects came to a 1.5-acre lot on Chambers Street. Back then, Battery Park Stuyvesant to interview students and faculty and observe City, built on the landfill from the World Trade Center how the building was being used. Principal Baumel also construction site, was still relatively underdeveloped. The visited a number of schools in the city and throughout the offered space was generous, but the Coalition was worried country, including Thomas Jefferson in Virginia, to gather about the location of the site west of a busy, multilane ideas and designs for the new building. highway (West Street). The Coalition knew Stuyvesant students all too well and feared that some would foolishly run across a busy highway to avoid being late to class. Principal Baumel and the Coalition pressed Principal Baumel and the Coalition pressed hard for the construction of a pedestrian bridge over the highway hard for the construction of a pedestrian and only agreed to the move when the city authority bridge over the highway… and fought to promised to fund the construction of the TriBeCa Bridge. ensure that the bridge would be opened 24/7 The original plan also called for the bridge to only be open so that students leaving the school after a during school hours. But Principal Baumel knew that most Stuyvesant students’ days do not end with their last class. late practice or club meeting could still safely He fought to ensure that the bridge would be open 24/7 traverse West Street. so that students leaving the school after a late practice or club meeting could still safely traverse West Street. Construction began in 1989, took three years, and ended up costing $150 million. The new facilities included 65 classrooms, 12 labs, a theater to seat 866 people, and a dining hall for 700.
Load more

Recommended publications
  • PUBLIC SCHOOL 72, 1674 Lexington Avenue, Aka 1674-1686 Lexington Avenue and 129- 131 East 105Th Street, Borough of Manhattan
    Landmarks Preservation Commission June 25, 1996, Designation List 273 LP-1836 PUBLIC SCHOOL 72, 1674 Lexington Avenue, aka 1674-1686 Lexington Avenue and 129- 131 East 105th Street, Borough of Manhattan. Built 1879-82; Architect David I. Stagg, Superintendent of Public School Buildings, New York City Board of Education Landmark Site: Borough of Manhattan Tax Map Block 1633, Lot 13. On July 15, 1991 , the Landmarks Preservation Commission held a public hearing on the proposed designation as a Landmark of the Public School 72 and the proposed designation of the related Landmark Site (Item No. 3). The hearing had been duly advertised in accordance with the provisions of law. A total of eleven speakers testified in favor of the proposed designation; eight of those speakers were in favor of this as well as other items on the calendar at the hearing, but urged the Commission to continue its work in Harlem. Three speakers declined to take a position regarding this proposed designation until such time as that work continues. Summary Built in 1879-82, Public School 72 was the work of David I. Stagg, whose career in public school architecture spanned more than half a century and who was Superintendent of Public School Buildings for the New York City Board of Education from 1872 to 1886. A rare and almost completely intact example of a late nineteenth-century public school building in Manhattan, it was designed to meet the needs of a once-densely populated immigrant neighborhood in East Harlem. The school, which displays the range of sharply articulated detailing and angular ornament characteristic of the neo-Grec style, is an excellent example of that style as it was used in New York public school design during the late 1870s and 1880s.
    [Show full text]
  • New York City's Small Public Schools: Opportunities for Achievement. INSTITUTION New York Networks for School Renewal, NY
    DOCUMENT RESUME ED 430 767 RC 021 998 AUTHOR Brownell, Carol, Ed.; Libby, Joan TITLE New York City's Small Public Schools: Opportunities for Achievement. INSTITUTION New York Networks for School Renewal, NY. SPONS AGENCY Annenberg Foundation, St. Davids, PA. PUB DATE 1999-00-00 NOTE 24p.; Other funding by the New York City Board of Education; Time Warner, Inc.; Aaron Diamond Foundation; Charles Hayden Foundation; Ford Foundation; The Chase Manhattan Foundation; Carnegie Corporation of New York; Stella and Charles Guttman Foundation; Viacom, Inc.; and Nippon Steel U.S.A., Inc. Photographs and map may not reproduce adequately. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Academic Achievement; Diversity (Student); Educational Change; Educational Environment; Educational Practices; Elementary Secondary Education; *Outcomes of Education; Parent Participation; Participative Decision Making; Partnerships in Education; Public Schools; *School Community Relationship; *Small Schools; *Urban Schools IDENTIFIERS *New York City Board of Education; *New York Networks for School Renewal; Reform Efforts ABSTRACT In 1994, four New York City school reform organizations joined to form the New York Networks for School Renewal (NYNSR) and received the first Annenberg Challenge urban grant. NYNSR goals are to expandthe number of small, excellent public schools in New York City neighborhoods, particularly those with few educational options; encourage the spreadof practices that help students succeed; build supportive small school networks; and advocate for increased school autonomy. Whether as new schools or as large schools redesigned into small units, small scale has been the key. NYNSR schools average 300 students. Many schools utilize servicelearning and internships, and all have partnerships with local organizations and universities to connect students to the responsibilities of citizenship and work.
    [Show full text]
  • 2018–19 (Full PDF)
    Bulletin 2018–19 Bulletin The Graduate Center The City University of New York 2018–19 Volume Forty-One / NUMBER ONE 365 Fifth Avenue, New York, NY 10016-4309 www.gc.cuny.edu General: 1.212.817.7000 Admissions Office: 1.212.817.7470 (TDD users should call the New York Relay Center at 1.800.662.1220.) 2018–19 Bulletin, The Graduate Center, City University of New York NOTICE OF POSSIBLE CHANGES The City University of New York reserves the right, because of changing conditions, to make modifications of any nature in the academic programs and requirements of the University and its constituent colleges without advance notice. Tuition and fees set forth in this publication are similarly subject to change by the Board of Trustees of The City University of New York. The Uni- versity regrets any inconvenience this may cause. ACCREDITATION The City University of New York is registered by the New York State Department of Education: Office of Higher Education and the Professions, Cultural Education Center, Room 5B28, Albany, NY 12230; Telephone: 1.518.474.5851; http://www.nysed.gov/heds/IRPSL1.html. The Graduate Center has been accredited by the Commission on Higher Education of the Middle States As- sociation of Colleges and Schools since 1961, last reaffirmed in 2010. Seehttp://www.gc.cuny. edu/CUNY_GC/media/CUNY-Graduate-Center/PDF/Policies/General/Accreditation.pdf. 2 THE GRADUATE CENTER CALENDAR 2018–19 FALL 2018 August 1 (Wed.) ........................ Financial aid registration deadline. Last day for returning students to register full time in order to ensure fellowship payment during the first week of classes.
    [Show full text]
  • Educational Priorities Panel Capital Promises
    EDUCATIONAL PRIORITIES PANEL CAPITAL PROMISES: WHY NYC CHILDREN DON’T HAVE THE SCHOOL BUILDINGS THEY NEED July 2007 This report was made possible by grants to the Educational Priorities Panel from The New York Community Trust and The Scherman Foundation and additional funding from the Schott Foundation for Public Education. Printing assistance for review copies of this report was provided by the office of NYC Councilmember Robert Jackson. Author: Noreen Connell SUMMARY AND INTRODUCTION The objective of this report is to answer the big questions about whether in the foreseeable future most school overcrowding in New York City will be eliminated and all city children will have class sizes and access to school libraries, science labs, art/music rooms, and physical fitness activities that are the norm for students in the rest of the state. The short answer is maybe, but not within the next few years. The Educational Priorities Panel (EPP) tackled these questions in the wake of a state budget agreement in the spring of 2006 to provide more school facilities funding to New York City. Instead of adopting a more ambitious BRICKS facilities plan fashioned by plaintiffs in a 14- year Campaign for Fiscal Equity (CFE) lawsuit, the NYS Legislature and the Governor created an EXCEL plan. This plan essentially met the Mayor’s demand that the financing of the city’s $13.1 billion Children First 2005-09 capital plan be restructured to ensure that at least half the funding be provided by the state. If the BRICKS plan had prevailed, the state would have provided the city school system with an additional $9.2 billion above the state’s $6.5 billion commitment for half of the city’s capital plan funding.
    [Show full text]
  • CEP May 1 Notification for USDA
    40% and Sponsor LEA Recipient LEA Recipient Agency above Sponsor Name Recipient Name Program Enroll Cnt ISP % PROV Code Code Subtype 280201860934 Academy Charter School 280201860934 Academy Charter School School 435 61.15% CEP 280201860934 Academy Charter School 800000084303 Academy Charter School School 605 61.65% CEP 280201860934 Academy Charter School 280202861142 Academy Charter School-Uniondale Charter School 180 72.22% CEP 331400225751 Ach Tov V'Chesed 331400225751 Ach Tov V'Chesed School 91 90.11% CEP 333200860906 Achievement First Bushwick Charte 331300860902 Achievement First Endeavor Charter School 805 54.16% CEP 333200860906 Achievement First Bushwick Charte 800000086469 Achievement First University Prep Charter School 380 54.21% CEP 333200860906 Achievement First Bushwick Charte 332300860912 Achievement First Brownsville Charte Charter School 801 60.92% CEP 333200860906 Achievement First Bushwick Charte 333200860906 Achievement First Bushwick Charter School 393 62.34% CEP 570101040000 Addison CSD 570101040001 Tuscarora Elementary School School 455 46.37% CEP 410401060000 Adirondack CSD 410401060002 West Leyden Elementary School School 139 40.29% None 080101040000 Afton CSD 080101040002 Afton Elementary School School 545 41.65% CEP 332100227202 Ahi Ezer Yeshiva 332100227202 Ahi Ezer Yeshiva BJE Affiliated School 169 71.01% CEP 331500629812 Al Madrasa Al Islamiya 331500629812 Al Madrasa Al Islamiya School 140 68.57% None 010100010000 Albany City SD 010100010023 Albany School Of Humanities School 554 46.75% CEP 010100010000 Albany
    [Show full text]
  • PDF on the Website At
    THE NEW SCHOOL Continuing Education Spring 2014 Register online at www.newschool.edu/ceregistration THE NEW SCHOOL FOR PUBLIC ENGAGEMENT HOW TO REGISTER HOW TO USE THIS CATALOG This catalog lists course offerings for the Spring 2014 term. The catalog includes several features designed to help you Registration for spring courses opens December 9 and remains use it effectively. open throughout the term. Early registration online or by fax, telephone, or mail is strongly encouraged, as courses may fill or Finding a Subject be canceled because of insufficient enrollment. See pages 69–71 for more information about procedures and deadlines, or call General subjects are listed in the Table of Contents on page 81. 212.229.5690. The registrar is located at 72 Fifth Avenue For more information about any course, contact the department or (corner of 13th Street), lower level, for in-person registration. program; telephone numbers are found on the first page of each general subject area. Note: In person registration is closed September 2, November 28–29, and all Saturdays and Sundays. Register online or by fax Interpreting the Course Description when the office is closed; registrations will be processed the next A chart on page 82 breaks down the format of the course working day. descriptions and explains the different elements. Online You can register through a secure online connection with payment USEFUL CONTACT INFORMATION by credit card. Go to www.newschool.edu/ceregistration and follow the instructions. Register at least three days before your course General Information ..................... [email protected] begins. You will receive an email confirming that your registration has 212.229.5615 been received.
    [Show full text]
  • First Name Last Name Work Title Work Category Award School
    First Name Last Name Work Title Work Category Award School Omar Abdelhamid Skyscrapers Flash Fiction Honorable Mention Trinity School Adrian Aboyoun Driving Flash Fiction Honorable Mention Stuyvesant High School Edie Abraham-Macht Suspended Poetry Silver Key Saint Ann's School Grace Abrahams The Man on the Street Short Story Honorable Mention The Dalton School Etai Abramovich Sons and Daughters Short Story Silver Key The Salk School of Science Michelle Abramowitz Squid Poetry Honorable Mention Packer Collegiate Institute Diamond Abreu Social Networking Critical Essay Honorable Mention Millennium High School Lucy Ackman The Day of the Professor Short Story Silver Key The Dalton School max adelman Hamlet's Regeneration Critical Essay Gold Key Collegiate School Lebe Adelman They Say It’s What You Wear Poetry Honorable Mention Bay Ridge Preparatory School Sophia Africk Morphed Mercutio Critical Essay Silver Key Trinity School Sophia Africk Richard's Realizations Critical Essay Honorable Mention Trinity School Rohan Agarwal Friends Poetry Silver Key Hunter College High School The Whitmanic Spectrum of Ha Young Ahn Human Immortality Critical Essay Honorable Mention Stuyvesant High School The Agency Moment: Arthur Ha Young Ahn Miller Edition Critical Essay Honorable Mention Stuyvesant High School Hadassah Akinleye Second Air Personal Essay/Memoir Honorable Mention Packer Collegiate Institute How to Become a Romantic Serena Alagappan Cliché Personal Essay/Memoir Silver Key Trinity School Serena Alagappan Drugged and Dreamy Poetry Silver Key Trinity
    [Show full text]
  • LP2 Member Handbook 2020–21 Prepared by the Office of Academic Initiatives and Strategic Innovation for the Lifelong Peer Learning Program Dear LP2 Member
    LP2 Member Handbook 2020–21 Prepared by the Office of Academic Initiatives and Strategic Innovation for The Lifelong Peer Learning Program Dear LP2 Member: Welcome! We are so happy you are here. LP2: The Lifelong Peer Learning Program expresses The Graduate Center, CUNY’s motto: “the life of the mind in the heart of the city,” explicitly fulfilling the creed that education is lifelong. Extending the pulse of the University’s intellectual and cultural life to populations not consistently served in higher education, LP2 continues the legacy of a program that is widely recognized as a pioneer in peer learning for older adults, The Institute for Retired Professionals (IRP), founded at The New School in 1962. This unique learning program transitioned to a new institutional home in May 2020, in the midst of a global pandemic. Members of this program demonstrated their resilience as we shifted to remote learning, teaching, and working, and learned new vocabulary words like “social distancing,” “PPE,” incorporated Zoom into our daily lives and lexicon, and sang “Happy Birthday” (twice) while washing our hands. We have worked together, even if apart, to make for an engaging environment full of enriching experiences including Fridays@3 public talks; extending a volunteer voter registration drive to include students forced to relocate outside of New York for the 2020-2021 academic year due to the pandemic; re-engaging the conversation around systemic racism and the urgent and necessary work to dismantle structures of oppression; and developing new ways to see our city, such as virtual tours of the Metropolitan and Folk Art Museums and armchair travel experiences.
    [Show full text]
  • My Name Is Leonie Haimson
    This letter, written by Class Size Matters and Advocates for Children in Feb. 2004, protesting the Mayor’s proposal to hold back students on the basis of their test scores was signed by 107 eminent academics, researchers, and national experts on testing who say that such a policy is unfair and unreliable, and is likely to lead to lower achievement and higher drop out rates.1 The signers included four past presidents of the American Education Research Association, the nation’s premier organization of educational researchers, as well as the chair of the National Academy of Sciences Committee on the Appropriate Use of Educational Testing, and several members of the Board on Testing and Assessment of the National Research Council. Signers also included Dr. T. Berry Brazelton, renowned pediatrician and author of numerous works on child care and development, Robert Tobias, former head of Division of Assessment and Accountability for the Board of Education and now Director of the Center for Research on Teaching and Learning at NYU, and Dr. Ernest House, who did the independent evaluation of New York City’s failed “Gates” retention program in the 1980’s. Even the two companies that produce the third grade tests are on record that a decision to hold back a child should never be based upon test scores alone. February 11, 2004 Dear Mayor Bloomberg and Chancellor Klein: We ask that you reconsider and withdraw your proposal to retain 3rd grade students on the basis of test scores. All of the major educational research and testing organizations oppose using test results as the sole criterion for advancement or retention, since judging a particular student on the basis of a single exam is an inherently unreliable and an unfair measure of his or her actual level of achievement.
    [Show full text]
  • Application, Admission, and Matriculation to New York City's
    PATHWAYS TO AN ELITE EDUCATION: APPLICATION, ADMISSION, AND MATRICULATION TO NEW YORK CITY’S SPECIALIZED HIGH SCHOOLS Sean Patrick Corcoran Abstract (corresponding author) New York City’s public specialized high schools have a long Steinhardt School of Culture, history of offering a rigorous, college preparatory education Education, and Human to the city’s most academically talented students. Though im- Development mensely popular and highly selective, their policy of admitting New York University students using a single entrance exam has raised questions about New York, NY 10003 diversity and equity in access. In this paper, we provide a de- scriptive analysis of the “pipeline” from middle school to ma- [email protected] triculation at a specialized high school, identifying group-level differences in application, admission, and enrollment. In doing E. Christine Baker-Smith so, we highlight potential points of intervention to improve ac- Steinhardt School of Culture, cess for underrepresented groups. Controlling for other measures Education, and Human of prior achievement, we find black, Hispanic, low-income, and Development female students are significantly less likely to qualify for admis- New York University sion to a specialized high school. Differences in application and New York, NY 10003 matriculation rates also affect the diversity in these schools, and christine.baker-smith@nyu we find evidence of middle school “effects” on both application .edu and admission. Simulated policies that offer admissions using alternative measures, such as state test scores and grades, sug- gest many more girls, Hispanics, and white students would be admitted under these alternatives. They would not, however, ap- preciably increase the share of offers given to black or low-income students.
    [Show full text]
  • Stuyvesant High School Faculty Email Addresses
    STUYVESANT HIGH SCHOOL FACULTY EMAIL ADDRESSES FIRST LAST DEPARTMENT EMAIL ADDRESS Natalie Acevedo Secretary [email protected] Ulugbek Akhmedov Physics [email protected] Frida Ambia Language [email protected] Sushma Arora Chemistry [email protected] Marvin Autry Physical Education [email protected] John Avallone Physics [email protected] Deena Avigdor Mathematics [email protected] Perry Badgley Social Studies [email protected] Shangaza Banfield Biology [email protected] Howard Barbin Physical Education [email protected] Susan Barrow Art [email protected] Zachary Berman Social Studies [email protected] Leslie Bernstein Technology [email protected] Joseph Blay Technology [email protected] Harvey Blumm Internships Coord. [email protected] W illiam Boericke Social Studies [email protected] Peter Bologna Physical Education [email protected] Christopher Bowlin Librarian [email protected] Sandra Brandan Guidance [email protected] Lee Brando Social Studies [email protected] Carlos Bravo Language [email protected] Susan Brockman Language [email protected] Peter Brooks Computer Science [email protected] Christopher Brown Mykolyk Computer Science [email protected] Aurea Bullock Health Aide [email protected] Devon Butler Mathematics [email protected] Theresa Bynum Support [email protected] Stephen Cardella Lab Specilist [email protected] Carol Carrano Secretary [email protected]
    [Show full text]
  • Stuyvesant High School Parents' Association
    Stuyvesant High School Parents' Association Executive Board of the Stuyvesant High School Parents’ Association December 2018 Statement Regarding Proposed Changes to New York City Specialized High School Admissions 1) An intense debate has been taking place since the referral to the floor of the New York State Legislature in June 2018 of a bill (A10427A/S08503-A)1 that would change the admissions process for New York City’s specialized high schools by amending the section of the New York State Education Law (§2590G, Subdivision 12) that is commonly referred to as the “Hecht-Calandra Act.”2 Under the proposed legislation, for which the stated purpose is increased diversity in the specialized high schools, the Specialized High School Admissions Test (SHSAT) would be phased out entirely over a period of three years as the means of admitting applicants to the specialized high schools and would be replaced by an admissions process that would make offers to the top 7% of students from each New York City public middle school.3 2) The Executive Board of the Stuyvesant High School Parents’ Association recognizes and respects the strongly held opinions that accompany this debate on all sides of the discussion. We support the goal of expanded diversity at Stuyvesant and the other specialized high schools, including increasing Black and Latino/a enrollment. However, we oppose Bill A10427A/S08503-A as a means to accomplish that goal, based on concerns that have been raised as part of the public discussion. We support an admissions process for New York City’s specialized high schools that is fully objective and transparent, that ensures fair and equitable treatment of all New York City students, and that enables those schools to maintain the academic standards and successes that characterize them today.
    [Show full text]