Harlem Academy Journal 2018/19

HARLEM ACADEMY

JOU RNAL 2018-19

INSIDE

Neuroscientists in the Classroom Lessons of a Leader Making Their Mark 201 8 -1 9

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From the Head of School At Harlem Academy, we believe that each student who enters our doors is a leader in the making. Our charge is to ensure that they have every opportunity to reach that potential.

We set the bar higher every day, constantly encouraging students as they challenge themselves and strive for more. The results speak for themselves. Over the past three years, our students have averaged 16 percentile points of growth on their standardized tests, graduating in the 90th percentile. They are matriculating to some of the most selective schools in the country and are already beginning to make a mark on the world.

Each year, as graduating students walk across the stage to accept a diploma, I know I am seeing future scientists, CEOs, journalists, doctors, educators – perhaps even a future president.

During our most recent visit to Washington, D.C., our eighth-graders met with Congressman John Lewis, who told them: “You are the future and you have to be courageous enough to stand up for what you believe in.

You have to lead.” (Read one student’s moving essay about the experience on page 6.) I have no doubt that these students will live up to those expectations and forge their own paths to leadership and success.

This year, we will graduate our 100th student, adding to a thriving community of alumni whose record of academic success at top secondary schools and universities is matched only by their commitment to leadership and giving back. (Find out more about their accomplishments on page 26.)

I am proud and humbled to be part of the community of dedicated teachers, committed families, tireless volunteers, and future leaders that make Harlem Academy such an inspiring place. I hope you enjoy this window into their hard work and achievements.

Vincent A. Dotoli

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H A R L E M AC A D E M Y

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Welcome to the Board We are excited to welcome Betsy S. Michel to Harlem Academy’s board of trustees. Betsy is currently a trustee of Drew University, where she chairs the Academic Affairs Committee.

She was previously chair of the board of trustees at The Peck School in Morristown, New Jersey and St. George’s School in Newport, Rhode Island. She also served as a trustee of The Geraldine R. Dodge Foundation, the National Association of Independent Schools, and World Learning, Inc. From 1984-2008 Betsy served as a director of the Seligman Group of

Investment Companies in New York. She is a graduate of Smith College and Yale Law School.

Betsy is deeply invested in the success of Harlem Academy’s students. Since 2015, she has volunteered each week as a mentor to a Harlem Academy student, who is now in fifth grade. Over the past three years, the two have built a strong bond.

We are thrilled that Betsy will now bring her depth of experience and passion for academic excellence to our board.

Lasting Leadership We are pleased to announce that founding trustee Mark H. Johnston has been named Harlem Academy’s first trustee emeritus. Mark’s 15 years of dedicated board leadership played a pivotal role in Harlem Academy’s growth and impact. His long-standing commitment to the school’s mission has been a driving force at Harlem Academy, and we look forward to Mark’s continued counsel and support in the years to come.

Mark greeting friends at the 2017 Spring Benefit

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H A R L E M AC A D E M Y

CONTENTS

6

12

8

14

6

Lessons of a Leader

8

Making Their Mark

12 Neuroscientists in the Classroom

14

Coffee Connection

16

High School 101

20

Supporter Spotlight: In Conversation with Credit Suisse

22 Inspiring Future Scientists

24 Teacher Spotlight: Kia Turner

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20

26 Where are

Alumni Now?

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LESSONS OF A LEADER

By Malik Middleton ’18 6

H A R L E M AC A D E M Y

Every spring, Harlem Academy’s eighth-grade class visits Washington, D.C. to meet with some of our nation’s leaders.

The four-day trip gives our students a tangible way to reflect on our country’s past and present – and to consider their role in its future. Here, one eighth-grader shares his inspiring experience meeting Congressman John Lewis.

brought us into an interior room so that we could all have a more intimate conversation. The room was filled with memories. There were pictures of Dr. Martin Luther King, Jr., Rosa Parks, and other civil rights heroes, and meaningful items he’d collected throughout his life. I was overwhelmed by the realization that I was in the presence of an historical icon. I felt honored that he would take the time to talk to us.

“Are those your chickens?”

I blurted out. Here I was, in the presence of a civil rights leader

felt a powerful connection that I can’t really explain. It felt like he was looking into my soul.

The rest of the conversation went by so quickly, and I was hooked on every word Mr. Lewis said.

He spoke about the hardships he’s faced throughout his life and his experiences marching in Selma and fighting for social justice. Then he told us something that will stay with me forever: “You are the future and you have to be courageous enough to stand up for what you believe in. You have to lead.”

“Every morning, I look at his autograph as a reminder of what was sacrificed to give me the opportunities that I have today.”

Even before my classmates and I arrived at Congressman John Lewis’ office, I knew it would be an experience I’d never forget.

However, I didn’t realize the magnitude of the moment until he came out to greet us.

This is a man who embodies the civil rights movement. He has looked racism in the eye and has never averted his gaze. He has walked unflinchingly toward hate and terror to make life better for others. I shook his hand and instantly realized how fortunate I was to have this opportunity.

He led us into his office and the first thing I noticed was a poster of Nelson Mandela hanging on the wall. I remember thinking, “This is Black Excellence.” That feeling was amplified when Congressman Lewis

who changed the world and continues to do so today. And I asked him about chickens. The room went silent, waiting to see how Mr. Lewis would respond. He looked at me, and then turned to look at the painting of chickens behind him. “Yes, those are my chickens,” he said.

A few weeks before coming to Washington, D.C. I had read the first book in his series March, a retelling of his life story as a graphic novel. In it, he talks about how as a child growing up on a farm in segregated Alabama, he would care for and preach to the chickens. As he answered my question, he talked about those early childhood experiences, some of which I recognized from his book. The entire time he spoke he looked me in the eyes, and I

Before I knew it, it was time to go.

Mr. Lewis shook our hands and gave each of us a hug. Shaking his hand was incredible in itself. But the hug made me happier than I can even describe. I had just hugged a living legend.

He also took the time to sign his business card for me and each of my classmates. That business card sits on my dresser. Every morning, I look at his autograph as a reminder of what was sacrificed to give me the opportunities that I have today and how I should make the most of them. I also keep it as a reminder of who I can become – a leader who can change the world, too.

Malik Middleton, pictured at far right, wrote this essay during his eighth-grade year at Harlem Academy. He is now attending Trinity School.

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MAKING THEIR MARK Harlem Academy alumni continue to contribute and lead in their communities. We caught up with a few graduates to hear how they are making their mark.

BRANDON DAVIS ’15 This summer, Brandon Davis ’15 interned at Cornell-Weill’s Department of Medicine ENT-Surgery, where he observed patient care and surgeries while shadowing one of the residents.

“It was exciting to see tonsillectomies and other surgeries being performed,” he says. “I also did research on sleep apnea to help the doctors make meaningful discoveries.” Brandon, a senior at Riverdale, is grateful for the chance to experience the inner workings of a surgical unit as he looks ahead to future goals.

“Thanks to the internship, I know for sure that I want to pursue a medical career,” he says.

Brandon currently serves as co-president of Riverdale’s math team and was captain of one of the History Bowl teams. He has also volunteered with the lower school at Riverdale, helping to plant fruits and vegetables and build greenhouses and compost bins. “Whenever there is an opportunity for me to set an example, I take it,” Brandon says.

ARIANA PHILLIPS ’17 Ariana Phillips ’17 has taken Andover’s guiding principal to heart: Non Sibi. “It means ‘not for self,’ and it’s one of Andover’s founding beliefs,” says Ariana. “For me, the best way to embody that is to give back to the community.” During her freshman year, she volunteered at an organization that helps struggling families. “I wanted to do something to help kids and moms in need,” she says.

Ariana is an active member of several sports teams and affinity and diversity groups. This year, she’s taking her participation to the next level by turning her passion for photography into a new club at Andover. “My first year here was about adjusting to my new environment and getting involved on campus,” she says. “Now I’m focused on showing increased leadership.”

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YARELIS NUÑEZ ’16 Last summer, Yarelis Nuñez ’16 spent several weeks interning at a law firm. “I’m not sure if I want to be a lawyer, but I am interested in the field,” she says. “It was a good opportunity to learn, and I really enjoyed it.”

Currently a junior at Grace Church, Yarelis recently came back to Harlem Academy to share advice with our eighth-graders about life in high school. And that’s not the only time she has returned to her old stomping grounds. “I also helped the lower school students at Harlem Academy with their homework,” says Yarelis.

“I do the same with the middle schoolers at my school, too. I love giving back in this way because of the joy I see on the kids’ faces. You only get to see that by helping someone directly.”

This fall, she began leading Hola, her school’s Latinx affinity group, and plans to join the school’s diversity council. “I want to help my school continue to move in a forward direction – one that leads to even more diversity and inclusion,” says Yarelis.

MAYA LANGEVINE ’14 Maya Langevine ’14 just began the next leg of her academic journey as a freshman at the University of Albany. Last year, she volunteered for four weeks at Harlem Hospital. “I decided to do it because I’m interested in the healthcare field, and it gave me a chance to tour different departments within a hospital,” says Maya, who plans to study biology in college.

“It was especially gratifying to see community healthcare.

I want to be a dentist in the Bronx, where I’m from. People of color are underrepresented in the medical fields. We need more doctors of color, and I’m going to be one of them.”

This year, Maya returned to Harlem Academy to volunteer as a first-grade teaching assistant and as a tutor. “I was really focused on academics in high school, so I decided to put that to use at Harlem Academy. I really love this community and working with the students.”

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MALIK FIGARO ’16 Junior Malik Figaro ’16 is making sure that students have a voice at Friends Seminary. Last year, he served on a committee to find a replacement for the head of the upper school, who was leaving after many years at Friends. “We created questions that were necessary to select the right person, including how the candidates would integrate diversity programs into the school,” says Malik. His classmates took note of Malik’s commitment to represent them, electing him to the student/faculty committee that adjudicates student disciplinary cases. “I want to contribute to the community by ensuring that students’ voices are heard.”

In addition to making a difference on campus, Malik is pursuing his creative ambitions. This summer, he attended the Rhode Island School of Design Pre-College Art program. “I am very passionate about painting and drawing, and I learned so much at this intensive program,” says Malik. He’s currently using that experience as leader of his school’s art club. “I’m excited to have this position so I can encourage artists and non-artists alike to find their own style.”

MISA SMITH ’17 Sophomore Misa Smith ’17 is showcasing her leadership at Repertory Company High School for Theatre Arts both onstage and behind the scenes. She performs in plays, serves as stage manager, and designs sets. Her longtime love of theater and the performing arts was fueled at Harlem Academy – she won the Classic Stage Company’s “ShakeSmack” competition two years in a row – and last year she returned to share that passion with other students. “I was excited to come back and help with the Shakespeare elective and ShakeSmack competition,” says Misa, who plans to pursue an acting career. “I critiqued the students’ performances and gave them advice on ways to improve. I wanted to help them become the best actors they can be. I also wanted to set an example and show them the power of helping others.

When you give back, it has a domino effect.”

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H A R L E M AC A D E M Y

ALUMNI GIVE BACK TO HARLEM ACADEMY Harlem Academy graduates are making

outreach, support family partnership efforts,

their mark both outside – and inside – our

help plan upcoming school events, and provide

walls. Around two-thirds of them come

administrative support.

back year after year to volunteer at the school and engage with current students.

Mentors work directly with students as part

And it’s all by design.

of our Summer Drop-In Work Center, tutoring middle schoolers and helping them prep for

We stay in touch with every graduate

secondary school placement exams. Former

and provide many opportunities for them

students also volunteer as classroom teaching

to contribute in substantive ways. We offer

assistants, homework helpers, reading buddies,

internships and volunteer opportunities

and much more.

that enable graduates to connect with current students and help move the

We’re grateful that so many of our alumni stay

school’s mission forward. Interns assist

connected to Harlem Academy, a place where

with admissions-related community

they can continue to learn and grow.

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NEUROSCIENTISTS IN THE CLASSROOM 12

H A R L E M AC A D E M Y

Seventh-grader David Fabian recalls barely being able to contain his excitement when he looked down at the item on his desk. “I had been waiting for that moment for weeks,” he says about the longanticipated science class. “We were actually going to dissect a brain!” A sheep’s brain, to be exact.

It was the culminating assignment in Harlem Academy’s innovative partnership with the Columbia University Department of Neuroscience, which brings scientists into the classroom to lead a two-month study of the brain as part of the seventh-grade human biology curriculum.

“I had been considering science as a career, but I wasn’t really sure about it until now,” he says. David credits his time with the Columbia neuroscientists for helping make up his mind. “Working with them made me more interested in science. They made something as complex as the brain easy to understand.”

As part of our customized program, students design, conduct, and interpret a variety of weekly experiments that show the connection between the scientific method and making discoveries about the human body. “I did a knee-jerk test, a touch receptor experiment, a pupillary reflex test (where you shine a flashlight in someone’s eyes to see if the pupils constrict or dilate), and ultimately a full brain dissection,” says Nyah Williams, a seventhgrade student. “I learned that everything you do is connected to your brain.”

Like David and Nyah, many middle-schoolers would like to pursue a STEM-related career, but without access to advanced math and science classes they will be ill-prepared.

“I want to make sure there is a space in the STEM pipeline for everyone with a passion and appetite for this work,” says Head of School Vinny Dotoli. “It’s critical not just for their own futures, but for society as a whole – STEM is where future cures, inventions, and solutions lie. Today’s classes are tomorrow’s cures and innovations.

This program illuminates the path.”

Meaningful partnerships with outside professionals engage students, notes Mr. Dotoli. (See “Learning from the Pros,” page 23.) “In this case, working with

neuroscientists not only helps them to learn and remember more about how the brain works but also inspires them to take ownership of their learning,” he says. “Students are motivated when they can draw clear links between science concepts, future career paths, and the impact they can have on the world.”

Eight weeks together in the classroom enables seventh-graders to build real connections with the neuroscientists. Students eagerly pepper them with questions not just about the experiments, but also about their work and its impact. “It didn’t feel like I was being taught out of a book,” says Nyah.

“I got a more realistic view of science because the neuroscientists do this work to make discoveries that affect real people. Learning from them helped us to imagine ourselves in their role someday.”

Students also visited Columbia University’s medical campus to tour some of the labs and present to the scientists the topics they had studied. “I was continuously impressed with these seventh-graders – especially their retention of neuroscience concepts, their research presentations, and their ability to communicate about experiments and results, which is a vital part of the scientific process,” says Melina Tsitsiklis, a doctoral candidate in neurobiology at Columbia University who coordinated the program with Harlem Academy.

David finished up the unit thinking about next steps on his path to becoming a scientist – what he’ll study in high school and which colleges have top programs.

And Nyah is now pondering a future that combines two fields. “I would like to do something involving science, but I also like criminology,” she says. “Maybe I’ll bring those two things together by exploring forensic science.”

Whatever fields David, Nyah, and future Harlem Academy students ultimately pursue, working with Columbia neuroscientists opens their eyes to potential careers, demystifies an intimidating field of study, and serves as a vital gateway for the next generation.

THANK YOU We are grateful to the Columbia University Neuroscience Department for its partnership. Thank you to the Harry Winston Hope Foundation and Con Edison for supporting the development and implementation of our middle school science program.

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COFFEE CONNECTION

Harlem Academy parents and team members sharing a conversation about how to engage with children around difficult topics in the news.

As the lights dimmed, Nadine Hertzog closed her eyes and listened to the soft, soothing music. She inhaled deeply, then exhaled, and felt her body relax.

This must be how my son feels every morning in class, she thought to herself.

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In those few calming minutes, Ms. Hertzog experienced the same daily meditation that her third-grader, Kadin, enjoys at Harlem Academy – thanks to the “Coffee Connection” meeting she attended before heading to work. “I’ve been to several of these meetings, but the one about meditation was among my favorites,” she says. “I’m glad that Kadin does meditation in school because he needs to know how to center himself when things get hectic. Now I know what to do if he’s feeling stressed at home. I can remind him to take a breather, just like he does in school.”

Nurturing Communication to Reach Common Goals

Using Parent Input to Drive School Growth

Held monthly, Coffee Connection meetings give families regular opportunities to engage with Head of School Vinny Dotoli and other school leaders about what is happening at school and to offer their own insights and advice. “Each meeting is structured very intentionally to foster a two-way exchange of ideas,” says Jeremy Kallan, the family partnership director.

It’s no accident that the very existence of Coffee Connection is the result of family feedback. Three years ago, we heard directly from parents that they wanted more opportunities to connect, especially with the head of school. Meanwhile, we wanted a way to bolster real collaboration and benefit from the wisdom of our parents. From there, the vision for Coffee Connection was born.

“We typically begin with a brief presentation or overview of the topic,” says Mr. Kallan. “We then open it up for discussion, and everyone has a chance to speak. We also take follow-up very seriously.

After each meeting, we create a detailed summary of both the presented content and suggestions from parents to share with all Harlem Academy families, not just those who attended.”

“The meetings are designed to tap parents’ wisdom, solicit their input, and engage them in problem-solving,” notes Mr. Dotoli. “It’s great for me to know that I have consistent time to check in with our regular attendees and build a stronger connection with new participants who join each month.”

Driving meaningful interaction with parents is beneficial to everyone – including students.

“True engagement creates a collaborative culture,” says Mr. Dotoli, who attends every meeting.

“It’s an investment in building the goodwill, trust, and shared understanding needed to realize the ambitious goals educators and parents have for their children.”

Providing Tools to Support Children at Home Another benefit? Well-informed parents. Selema Moliga knows this firsthand. “It’s helpful to have a better understanding of what my child is doing in school and the purpose behind it,” says Ms. Moliga, whose daughter Luca is in fifth grade.

“During these discussions, families are able to ask questions and delve deeper. I walk away from every conversation having learned more, and that benefits my daughter.”

The meeting that stands out most for Ms. Moliga revolved around our Singapore Math program.

She gained an overview of the program’s key elements, learned tips for supporting her child’s math development at home, and tried the Singapore Math problem-solving method. “Being able to actually practice it with a teacher gave me a better understanding of how our kids are doing their math,” she says.

Mr. Kallan concurs: “These conversations are at the heart of our feedback loop, enabling families to play an integral role in improving our program.”

Since its inception, Coffee Connection has spurred many opportunities to help the school progress.

When parents at one meeting expressed an interest in taking leadership roles, we instituted class officers who work with our family partnership team to plan events and volunteer opportunities.

We also fine-tuned report cards because of feedback from another meeting. “Families told us that they’d like to see a breakdown of each course grade in categories and the inclusion of previous terms to show trends,” says Mr. Kallan. It was a great idea; their input helped us make the report cards a more useful tool for everyone.

“As parents, we talk to each other a lot,” says Ms. Hertzog. “But these meetings give us the opportunity to share our thoughts and ideas with the head of school and other school leaders.

I really appreciate that open dialogue.”

HA BEYOND ITS WALLS Harlem Academy is dedicated to sharing best practices to extend our impact beyond the school's walls. Principal Leadership magazine featured an article on our Coffee Connection program in its December 2016 issue, reaching 22,500 education leaders across the country.

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HIGH SCHOOL 101

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Transitions pose challenges, and the move from middle school to high school is no exception.

Navigating a new environment, managing a heavier workload, adjusting to more independence and less structure – it’s a lot to handle.

Held twice during the spring trimester of eighth grade, Harlem Academy’s High School Week serves as an entry to life in high school. “It’s an eye-opening experience for our students,” says Sean Robertson, history teacher and eighth-grade advisor. “They learn where they may struggle and develop strategies to overcome those challenges.”

“This experience has taught me that I’m going to have a lot more homework at my new school and I’ll need to manage my time better,” says eighth-grader Tolu Onanuga, who is headed to Columbia Grammar and Prep next year. “Even though I’ll have some free periods, I’m realizing that I may need to use them to get homework done, not just relax. It’s good that we’re learning this now.”

Ahead of High School Week, teachers hold several introductory sessions in which students learn about changes to their schedule – an increased workload, new privileges, and higher expectations. For the first time, eighth-graders are allowed to leave campus on their own during free periods.

“The teachers treat it like a normal week in high school,” says Yealie Ulaba-Samura, who is attending St. Jean Baptiste next year. “They give us the homework load that we will get in high school. The second week is even more challenging because we have to do individual projects on our own time outside of class, just like we will in high school.”

The goal is for students to jump right in and begin coming up with a game plan – a strategy that parent Michelle Middleton believes will be beneficial in the long run for her son, Malik, who is heading to Trinity. “He’s learning to use prioritization, goal setting, scheduling, and other key time-management skills,” she says.

Tolu agrees: “We have to figure out how to get it all done. That’s part of being more independent and taking responsibility. That’s how it is in high school and now we’ll know what to expect.”

Along the way, students are asked to reflect on their journey so far. What has been challenging? Where have they struggled? What strategies have helped?

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“Contemplating the ups and downs gives students an opportunity to pinpoint areas for improvement and take pride in successes,” explains Mr. Robertson.

Teachers step in to offer feedback and support students as they make adjustments and establish goals. “After trying, possibly failing, and learning from their missteps, students need an opportunity to try again,” he adds.

So the following week, they reflect further, asking themselves if they achieved the goals they’d set previously, if they showed improvement in certain areas, if they hit any stumbling blocks, and what routines they can build now to prepare for high school.

“In the past I’ve had trouble prioritizing,” says Yealie. “My goal was to look at everything I needed to do and figure out what’s most important. I’ve gotten better at it, and I’m going to keep doing it in ninth grade.”

Consistent practice has been key to helping Yealie triage tasks. It’s also the reason High School Week is so effective. The entire process of the first week repeats in the second week, giving students the chance to build muscle memory when it comes to working through challenges – habits that will boost their confidence and ability to succeed in high school.

Just ask Kyle Cuffe ’17 who is finishing his freshman year at Avon Old Farms.

“I’m so thankful that Harlem Academy had High School Week because it taught me time management. That’s the number one thing you need at boarding school because with classes, homework, sports, and other commitments, they throw a lot at you,” he says. “Harlem Academy definitely helped prepare me for the challenge; I was ready.”

During High School Week, eighth-graders have the option to travel independently throughout the neighborhood or spend time with younger classmates out at recess.

HA BEYOND ITS WALLS Harlem Academy is dedicated to sharing best practices to extend our impact beyond the school's walls. AMLE Magazine featured an article on our High School Week program in its April 2018 issue, reaching 30,000 educators across the country.

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H A R L E M AC A D E M Y

SUPPORTING THE TRANSITION TO SECONDARY SCHOOL LAY OF THE LAND. When recent graduates

Eighth-grader Muminatu Jalloh, who is

speak about their experiences in high school,

matriculating to Cristo Rey, was relieved to

everyone listens. That’s why one of the best

hear many of our graduates say the same.

ways to give current students and parents a

“I was a little worried about fitting in at high

realistic view of what secondary school is like

school, but after listening to the alumni

is to have our alumni share firsthand accounts.

I feel more comfortable and confident that

Alumni panels discuss a range of topics, from

I’ll acclimate easily and make friends – just

handling an increased workload to managing

like they did,” she says.

extracurricular activities to making friends.

FRESHMAN YEAR FOLLOW-UP. Head of During one panel, alumni spent a good

School Vinny Dotoli and Graduate Advisor

portion of time talking about diversity and

Marieme Diouf speak with every graduate in

the challenges and opportunities of adjusting

the fall of his or her freshman year to touch

to a new environment. Kira Brown ’14,

base and ask questions, such as: Academically,

who graduated from Stony Brook

what is going well for you and what has been

School and just started at

hard? How are you staying organized

Howard University this

and managing your time? What are

fall, participated in that

your relationships like with peers

panel. “I was nervous

of different backgrounds?

about attending boarding school,” she

Staying in close touch allows

admitted. “But I wanted

us to provide relevant,

to make the most of

targeted support during

my experience, so I

their secondary school years.

reached out to people

We connect graduates with

from all different

academic resources, summer

backgrounds. Within

opportunities,

a month, I’d made so

and more,

many friends.”

depending on their needs.

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SUPPORTER SPOTLIGHT:

IN CONVERSATION WITH CREDIT SUISSE Head of School Vinny Dotoli recently sat down with Eric Eckholdt, executive director of the Credit Suisse Americas Foundation, to talk about Credit Suisse’s partnership with Harlem Academy, its long-standing commitment to education, and the importance of providing opportunities for promising children from underserved communities.

creates opportunity. Credit Suisse’s desire to see more people from underserved communities thrive in society is what fuels our investment in education.

When we added a new strategic investment in education in 2009, we spent a great deal of time assessing opportunities. For us the answer was largely to invest in schools serving low-income children, especially those that had the potential to grow and serve more kids.

We ensured that we had exposure to schools serving a range of children, including high-potential ones.

Why are you invested in high-potential children?

What is Credit Suisse Americas Foundation’s overall focus and what is your role?

Credit Suisse and its employees have a long-standing commitment to strengthen our communities and increase the capacity of nonprofit organizations, and the Foundation serves to fulfill those commitments.

I oversee our philanthropic work throughout the Americas. Most of our employees are in New York, so naturally a lot of our philanthropy relates to New York.

Why is education so important to Credit Suisse?

Among the causes we support, education is by far the largest because we think it’s the best intervention for a life of upward mobility. Education opens doors. It

The education reform movement has been amazing in bringing change and opportunity for low-income children. Much of its focus has been on helping the lower performers reach proficiency. While that is critical work — and we’re proud that we’ve made substantial investments in schools serving these kids — highpotential children have been left out of the conversation.

There’s an assumption that high-potential kids will find their own way. Nothing could be further from the truth. That’s one of the reasons we’re grateful for the opportunity to support Harlem Academy.

Think about it this way: If your child is a promising athlete, do you just assume he’s going to excel? Or do you give him extra coaching and extra opportunities

“There’s an assumption that high-potential kids will find their own way. Nothing could be further from the truth.”

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H A R L E M AC A D E M Y

to develop and grow? He might get to a certain point without it, but he’s unlikely to become a great player.

It’s important to place focus and attention on children with promise.

That’s what it’s all about – helping each child find his unique gifts and talents and maximizing them, not to mention how important serving high-potential kids is to our future leadership pipelines.

How does Harlem Academy fit in, and what more needs to be done?

First and foremost, Harlem Academy is about access and serving highpotential, low-income students well.

It demonstrates excellence day in and day out, which is profoundly difficult.

Harlem Academy is a light to others.

Serving more kids is the next step, as well as joining with others to be a loud and unified voice for them.

What do you think is the most important message in the citywide – and national – conversation on this issue?

There needs to be a change in understanding around the issue of high-potential children. One of the fundamental challenges, as I

mentioned before, is the assumption that these kids will find their own way simply because they are so talented. We need to shift the narrative. Society isn’t focused on high-potential children and why it’s important to help them maximize their gifts. Many of these kids aren’t even being identified, much less served. We have to work with others who care about this issue to amplify the conversation and turn a lens on the problem. We also need to persuade new supporters and develop more solutions.

Credit Suisse employees invest their time with our students one-on-one. They read books together and play chess together. Why is volunteering with us important?

It’s important because of the meaningful relationships that develop, and it makes us a better donor. Harlem Academy has been exceptional in providing volunteer opportunities for our employees that are genuinely meaningful to the children and to us. I get feedback from our people all the time about the chess program, in particular.

They love it, and they keep going

back. That shows me that this volunteer program is really working.

Who wouldn’t want to spend time with young people like your students who are smart, energetic, and eager to meet others? It’s a thrill to meet a child that you can have a great conversation with and play a challenging game of chess with.

There is something very powerful about the one-on-one connection between an adult and a child.

How would you like to see your partnership with Harlem Academy evolve and grow over the coming years?

We would love to be a part of the school’s continued growth and success in whatever way you need us. And hopefully we can continue to build on the connectivity between our employees and Harlem Academy students. Bottom line: We want to grow what is already a great relationship.

THANK YOU We are grateful to Credit Suisse for supporting Harlem Academy and volunteering with our students.

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INSPIRING FUTURE SCIENTISTS

Alexandria Brown, second from right, with RPI President Dr. Shirley Jackson and other students.

Alexandria Brown ’14 and Anais Marston ’14 shared more than friendship when they were students at Harlem Academy – they also shared a love of science. As they begin their freshman year in college, Alexandria at Rensselaer Polytechnic Institute (RPI) and Anais at Northeastern, the two continue to follow a similar path.

Both plan to become engineers.

Early Influences

Alexandria and Anais credit Harlem Academy with spurring their interest in the field. “I love doing challenging science experiments and hands-on projects, and that was a big focus of our work in science at Harlem Academy,” says Anais.

One of her standout experiences was a building project she worked on in her eighth-grade applied science class.

Students had to engineer bridges made of Popsicle sticks that could 22

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hold a certain amount of weight.

“I’ve always liked constructing things. That project had aspects of physics, architecture, and design – a combination I’m drawn to,” Anais recalls. “Working on it helped to solidify my interest in engineering.”

For Alexandria, it was exposure to professionals that helped to fuel her scientific passion. Each year our middle-schoolers visit RPI to delve into a variety of applied science projects and work closely with professors. Fifth- and sixthgraders spend time in the labs, explore equipment, and learn about the professors’ work. Seventh- and eighth-graders test hypotheses to solve real-world scientific problems and present their findings to their younger schoolmates.

“I loved those trips!” says Alexandria.

“I still have all of my name tags.

I love chemistry and when I went to RPI in sixth grade, the professor did a cool liquid nitrogen magic show that I’ll never forget.”

The visits also put RPI on Alexandria’s college radar. “I added it to my list of colleges specifically because of those trips,” she says.

“That’s when I first learned what a good STEM school it is.” Plus, it gave her the chance to meet RPI President Shirley Ann Jackson. “Her journey showed me that with hard work and dedication, I can be successful in this field regardless of the odds stacked against me. Dr. Jackson is an incredible role model, and I can’t wait to learn from her at RPI.”

Pursuing Passions, Breaking Down Barriers

Now, as college freshmen, these two friends are fulfilling their dreams and breaking down barriers in the STEM field.

Alexandria is majoring in chemical engineering at RPI, a decision brought on by her own health.

“Every spring, I struggle with asthma,” she says. “Luckily, I’ve found that being physically active

LEARNING FROM THE PROS Harlem Academy takes a depth-over-breadth approach to working with outside professionals, generally targeting at least 20 hours of engagement during middle school. This allows students to immerse themselves in the material they are studying and encourages real learning.

Key collaborations include: • CLASSIC STAGE COMPANY: Actors work with students for one week each year of middle school to explore a play’s themes and the use of language to express character and plot.

• COLUMBIA UNIVERSITY NEUROSCIENCE DEPARTMENT: Neuroscientists lead a twomonth study of the brain as part of our seventh-grade human biology course (see – especially running track – helps me combat it.

By becoming a chemical engineer, I’ll be able to develop better ways to treat asthma beyond what’s currently available, and hopefully cure it one day.”

Anais isn’t certain which branch of engineering she will pursue at Northeastern, but she knows she has chosen the right field of study.

“Engineering is the perfect mix of my interests – science, art, and design,” she says. “I can use that combination to create anything. Right now, I’m taking general engineering courses. That will give me time to explore different aspects of the field before I decide my major.”

Another thing they both agree on is the need for more girls to follow in their footsteps. “It’s critical for women of color to enter STEM because we bring unique skills and perspectives to the field,” says Anais. “Diversity of thought and experience is important in any field, but particularly in STEM because of how quickly technological advancements are made.”

Alexandria agrees, adding, “As young girls grow up, it’s important that they don’t think their options are limited just because they don’t see many women – especially women of color – in STEM fields. They need to know that their futures are limitless.”

“Neuroscientists in the Classroom,” page 12).

• P OETRY SOCIETY OF AMERICA: Professional poets visit each middle school classroom to guide the drafting, writing, and revision process during a month-long unit.

•R AFAEL VIÑOLY ARCHITECTS: Eighth-graders collaborate with architects for six weeks, exploring architectural history, learning to make blueprints, developing concepts, and building models of their designs to present to a jury of professionals.

•R ENSSELAER POLYTECHNIC INSTITUTE: Dubbed “Collaboration for Innovation,” middle school students spend three days each year working in university labs and experiencing life on a college campus.

HA BEYOND ITS WALLS Harlem Academy is dedicated to sharing best practices to extend our impact beyond the school's walls. AMLE Newsletter featured an article on how we engage with outside professionals in its November 2018 issue, reaching 54,000 educators across the country.

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TEACHER SPOTLIGHT:

KIA TURNER Middle School English Teacher Kia Turner has made such an impact on her students in her first year at Harlem Academy that the 2018 eighth-grade class voted for her to join them onstage during graduation.

For Kia, teaching is about more than educating the mind. It’s also about nurturing the soul.

What inspired you to pursue teaching?

I went into college dreaming of being a corporate attorney. While in school I joined an afterschool program working with kids, and I loved it. That, and a few classes on social inequity in education at Harvard, helped me realize that my place was in the classroom.

Why is Harlem Academy the right place for you?

What I love most about Harlem Academy are the kids.

My students push me to be a better teacher and person every day that I step into our classroom.

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Small class sizes – which are hard to find in today’s education landscape – mean my students and I can grow deep relationships. It also allows them to exercise their voices boldly and often. They are incredible and have such a high level of passion. Once you tap into that, the sky’s the limit.

Do you see a lot of that passion come through in their writing?

Yes, their writing is so strong and insightful. I learn something new from them every day. I think that insightfulness is a direct result of Harlem Academy’s approach to education. The high level of preparation our students receive starting at age six is a testament to the work that my colleagues are doing in our lower school. Working here opened my eyes to the power in a school that starts and stays with students from the time they are in first grade. That’s when you can really begin to build and develop their skills.

It’s a game-changer in terms of what children are capable of by the time they become my students in sixth grade.

What is your approach to teaching literary analysis?

I take a student-centered approach. I ask them, “What are you going to add to the existing scholarship?” That’s what you do in college: find a topic you care about, research what other people have said about it, then make your own unique contribution. They grow the conversation. I try to position them as creators of knowledge, not just passive receptacles.

Of course, you can’t just tell a middle school student to write a publishable paper. You have to scaffold it and give them the skills. That’s what is great about Harlem Academy. By the time they get to me, the students have been well prepared and supported.

Our kids are ready to do this level of work – to approach literary analysis the way a college student would. It would be a disservice not to do this.

We want to push them because if they can do it here, they’ll be prepared for any English class they take in the future.

here to support them. It’s important for my students to know that I love them. If I don’t care about my students or what I am teaching, how can I expect my students to?

How do you hope to impact your students in the long run?

Most importantly, I want my students to know that their voices matter and can be used to transform our culture and make it more inclusive and celebratory of different backgrounds, languages, skin tones, stories, and hearts.

I teach my students to read well, write well, and share their unique perspectives because these are the skills they can use to effect change. I want them to know that they can change the world.

You don’t prompt your students when it comes to determining topics for their papers.

Why not?

To me, it’s inauthentic writing if you’re analyzing something you don’t care about. So rather than prompt my students, I push students to develop a relationship with the texts. I give them the tools to find what interests them about the book. I call it finding their “sticky.” What’s interesting to you?

What can you not figure out? What is the thing that you keep going back to? That’s your topic.

When the eighth-graders read To Kill a Mockingbird, we spent a few weeks on finding a topic. I had them read the book with an eye toward things that drew their attention, toward moments of connection and disconnection between the text and themselves.

Doing so helped them find their “sticky” and pushed them to write about incredibly sophisticated topics, from the role of masculinity to the hidden power of the black voice in the book’s supernatural elements.

How do you view your role as an educator?

My job doesn’t begin and end in English class.

Teaching is a human endeavor. It’s unlike any other profession. In order for students to learn as much as they can, they need to know that we’re invested in them, that we believe in them, and that we are 201 8 -1 9

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Where are Alumni Now? SECONDARY SCHOOL PLACEMENT INDEPENDENT DAY

INDEPENDENT BOARDING

SELECTIVE PUBLIC

SELECTIVE CATHOLIC

Brooklyn Friends

Andover

All Hallows (2)

Browning

Avon Old Farms

American Studies at Lehman

Chapin

Bard (2)

Beacon

Bishop Loughlin (2)

Columbia Grammar & Prep

Burr and Burton

Friends Seminary

Church Farm (2)

Grace Church (3) Horace Mann Marymount Nightingale Professional Children’s Riverdale (5) Spence (3) Trevor

Cardigan Mountain Holderness

UNIS (2) York Prep (2)

Manhattan Science & Math (3) Manhattan Village Repertory Theatre Arts

Hotchkiss

Special Music School

Kent Lawrenceville

Cardinal Hayes (2) Cristo Rey (2) Dominican Iona Prep La Salle Saint Jean Baptiste (6) St. Vincent (2)

Marvelwood

OTHER PUBLIC

Miss Porter’s (2)

Central Islip

Northfield Mt. Hermon

Lower Manhattan Arts (2)

Peddie (7)

Trinity

Humanities Prep

Aquinas

Software Engineering (2)

Purnell (3)

Stephen T. Mather

Putney Rabun Gap Stony Brook (3) Westover

93%

of students move on to selective secondary schools, a majority earning independent school scholarships averaging 26

H A R L E M AC A D E M Y

$45,084

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.

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1330 Fifth Avenue New York, NY 10026 harlemacademy.org 212.348.2600

Board of Trustees David B. Peterson, Chair Tony Asnes Jay D. Bargmann John Belizaire Bruno Bich W. Graham Cole Will Cook Vincent Dotoli, Ex-Officio Mary Ganzenmuller Doug Griebel H. Dale Hemmerdinger Valarie A. Hing Ann MacRae Betsy S. Michel Rodney Pope Tom Reycraft Richard Schaps Laura B. Sillerman Hillary Thomas Michael Toporek Alan Washington Advisory Council Shirley Ann Jackson, Ph.D. Robert Kissane Michael Levine Alice Quinn David R. Salomon Jill Toporek Trustee Emeritus Mark H. Johnston

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Printing and mailing generously donated by Benchmark Education.

H A R L E M AC A D E M Y