Harlem Academy Journal 2022

HARLEM ACADEMY

JOU RNAL 2022

INSIDE

New Building, Greater Impact Making Their Mark in D.C. Engaging Students in Science

From the Head of School With the completion of our permanent building, we have entered a new and exciting era for our school. As I see students entering the commons first thing in the morning, enthusiastically engaged in their classrooms, reading and studying in the library, or gathering in the café for lunch, I think about the next generation of students who will do the same years from now.

While there is much to celebrate, the challenges of the past two years underscore the importance of our mission to drive equity of opportunity for promising students. Our new building ensures a lasting pathway for many more children. Over the next five years, we will have an unmatched opportunity to strengthen our program as we double our enrollment.

This fall, we will welcome our first class of kindergartners. While their journey will be different from the students who came before them, I know they will share the same level of drive and determination.

Having a permanent space designed to nurture our students’ love of learning and support their overall wellness is only part of the equation. The other is the people – the dedicated students, teachers, families, and supporters all working together toward the strongest realization of our mission.

I’m so grateful to be part of a school community committed to ensuring that its students have every opportunity to reach their fullest potential – now and for years to come.

Vincent A. Dotoli

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Welcome To The Board We are excited to welcome Ty Elie and Carol B. Kenney to Harlem Academy’s board of trustees.

Their passion for educational opportunity and commitment to our mission will be invaluable in helping to move the school forward.

Ty Elie is a national director at Planned Parenthood Federation of America and the Planned Parenthood Action Fund. She is fiercely committed to the organization’s mission: providing and protecting access to health care as a basic human right.

During her 15-year tenure, Ty has served in numerous positions advancing to her current role where she is responsible for oversight of the president’s portfolio of strategic priorities and projects from concept through execution, as well as direct management of budget, operations, and administrative functions within the office of the president. Ty is a member of the organization's Top 100 leaders, former co-chair of the Diversity, Equity and Inclusion Council, and a mentor to junior staff.

Prior to Planned Parenthood, Ty had gained over 10 years of experience in the for-profit and nonprofit sectors, dedicating most of her career to advocating for equality and human rights.

Ty is a graduate of SUNY College at Old Westbury and holds a bachelor's in sociology. She is a native of Harlem and parent to Miles Williams, a sophomore at Carnegie Mellon and a graduate of Harlem Academy and The Lawrenceville School.

Carol B. Kenney began her career at the New York Federal Reserve, followed by more than a decade working for Wall Street firms, first at Loeb Rhoades and then with Shearson/American Express as well as Wertheim and Company.

Carol retired in 1986 to focus on her family and nonprofit work.

For more than a decade, she led classes for the Zero-to-Three program at the Early Childhood Development Center, a division of the Center for Comprehensive Health Practice located at Metropolitan Hospital in Harlem.

Carol serves on the board and a variety of committees of the Martha’s Vineyard Nonprofit Collaborative. She is vice president of the board of trustees at the Fifth Avenue Presbyterian Church and is slated to be its president in 2022-23. She has also served on the executive committee for her co-op for more than three decades.

Carol is a native of Missouri and a product of its public school system. She earned a full-tuition scholarship at Harvard/Radcliffe and has a Ph.D. in the science of natural health.

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CONTENTS 6 Making Their

Mark in Washington, D.C.

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10

10 New Building,

Greater Impact

12 The Power

of Writing Biographies

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14

14 Engaging

Students in Science

16 Team Spotlight:

Tara Eagan ’12 and Mariah Bell ’13

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18 Where Are

Alumni Now?

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The class of 2016 during their eighth-grade trip to Washington, D.C. Four of these students now attend college there.

MAKING THEIR MARK IN WASHINGTON, D.C. Every spring, Harlem Academy eighth graders visit Washington, D.C. for four days to meet with some of the nation’s leaders and their staff. The trip is an opportunity for students to learn about the inner workings of Capitol Hill, visit monuments and museums, and experience the great things the city has to offer.

Many of our graduates point to the visit as one of their most memorable moments at Harlem Academy, especially those who were fortunate to meet late civil rights hero Congressman John Lewis. He motivated 6

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them with his words and example and encouraged their leadership. Spending time with such leaders inspires our middle schoolers to reflect on our country’s past and present and spurs some of them to envision a place for themselves on the Hill.

Today, as Harlem Academy alumni strive for excellence in colleges across the country, several are making their mark in Washington, D.C. We have graduates at American, Catholic, Georgetown, George Washington, and Howard.

Recently, we caught up with three of them to find out what drew them back to the city and how college life is going in our nation’s capital.

Driven to Succeed Arielle Benjamin ’17, a freshman at Georgetown, first visited Washington, D.C. during her eighth-grade trip.

“I’ve loved it ever since,” she says. “It’s a very active and vibrant city, somewhat like New York City, and it has so many national treasures. There is always something new to explore.”

Arielle’s college tour played a major role in her decision to attend school there. “A variety of factors drew me to Georgetown but it didn't make it into my top five until I actually visited,” she shares. “I get to experience a quiet college campus while simultaneously living in close proximity to downtown, the monuments and museums, and neighboring colleges.”

Harlem Academy students constantly look for ways to push themselves, and that drive continues in

secondary school and beyond. Arielle is no exception.

“I expected to be overwhelmed with academic responsibilities and assignments in college, but I’ve done a good job at keeping track of everything,” she says.

Arielle has eagerly jumped into campus life as well.

She is a member of the Black Student Alliance and The Blaxa, two cultural clubs that host events for Black students. She’s also preparing for her future by participating in BUILD, a Georgetown program that provides leadership training and mentorship to business school students. “I’m planning to major in marketing because I love how it intertwines logical thinking and strategy with creativity. I can see myself working for a tech company in the future or starting my own marketing agency to support and uplift Black businesses.”

Georgetown freshman Arielle Benjamin ’17 is embracing college. She’s joined several clubs and plans to participate in her school’s Center for Social Justice this spring.

“I can see myself working for a tech company in the future or starting my own marketing agency to support and uplift Black businesses.”

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Kennedy Murray ’16, a senior at George Washington University, aspires to work in government, so she was thrilled to intern with Rep. Jamaal Bowman this fall.

The Seat of Power Like Arielle, Kennedy Murray ’16, a senior at George Washington University, appreciates being in a city teeming with colleges. Having a community of nearby schools has been a comfort for her. “It’s very tight-knit,” says Kennedy, who earned an associate degree from Bard College at age 17 before coming to GWU. “I know so many people at other colleges here. I have friends at American and Georgetown. My cousin goes to Howard. And I know a few Harlem Academy alumni who go to D.C. schools too. It’s nice having all those connections so close.”

Another benefit of her school’s location is the opportunity to build a professional political network. Kennedy is majoring in political science and aspires to be a congressional chief of staff. This fall, she landed a four-month congressional internship with Rep. Jamaal Bowman’s office. “It was such a great experience,” says Kennedy.

“I got to work inside the Capitol building, talk to constituents, and meet different representatives, including Ayanna Pressley, Cori Bush, and Alexandria Ocasio-Cortez.”

Kennedy spent most of her time writing proclamations, doing research, drafting memos, tracking media coverage, and answering phone calls. “The internship gave me a better understanding of politics because it immersed me in the culture.”

Up next for Kennedy? Studying for the LSATs. “I’m thinking of going to law school after college, and I’ll probably stay in D.C.,” she shares. “I’m interested in George Washington and Georgetown.” In the meantime, she’s focused on finishing her senior year strong for law school applications.

“It was a great experience. I got to work inside the Capitol building, talk to constituents, and meet different representatives.”

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American University sophomore RayJon Grayson ’16 served as an orientation leader at his school.

“The leadership skills I learned at Harlem Academy definitely helped me in that role.”

Living the Creed The middle school trip to Washington, D.C. certainly made an impression on RayJon Grayson ’16, a sophomore at American University. “I’m so grateful I had the opportunity to see this wonderful city when I was a child,” he says.

Years later, as RayJon contemplated college applications, he was drawn back to D.C. “I wanted to go to school here because my career goal is to work in government, specifically crisis management,” says RayJon, who is studying political science and public relations. “When I toured American University, I fell in love with the architecture, the size of the campus, and its location close to downtown.”

When he had the opportunity to share his enthusiasm for the school with new students, RayJon jumped at the chance. “I became an orientation leader and helped freshmen transition from high school to college,” he says. This fall, he worked with dozens of students, providing information and campus resources to help them acclimate to college life.

In addition to hosting weekly group meetings, RayJon also met with freshmen one-on-one. “I had individual meetings so I could get to know them and they could get to know me,” he explains. “There was a mentoring aspect to the role, and that was one of the most enjoyable parts.

They looked up to me as a leader.”

These days, RayJon is focused on excelling academically, especially after a bumpy start. “Time management was difficult for me and it showed in my grades,” he admits. But a turning point came when he received an email from one of his professors about his performance on an assignment. “I knew I needed to buckle down, so I set up a few meetings with her to talk about it,” says RayJon. “After that, I picked up my study habits and my grades improved. I looked at it as an opportunity to seek help, like the Harlem Academy Creed says.”

Arielle, Kennedy, and RayJon are all thriving in Washington, D.C. with aspirations to make a difference in the world. We can’t wait to see what they will accomplish after graduating.

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NEW BUILDING, GREATER IMPACT Joy, energy, and excitement greet you the moment you walk through the doors of Harlem Academy’s new building. After 17 years in rented storefronts, we now have a permanent home, and it’s making a tremendous difference for our students. The more they engage with the space, the more the benefits become clear.

ENTRYWAY The airy and inviting entry commons welcomes students with wide open space and lots of natural light – the perfect way to start their day.

PLAY YARD Off the commons, students enjoy a dedicated play yard where they can climb and play basketball, soccer, and other games. No more trekking to parks for exercise and fresh air – both are now mere steps from the building.

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CLASSROOMS Each of the large, sunlight-filled classrooms features a full wall of windows, strong technology, ample storage, and seating for 18 students. These big, bright classrooms will easily accommodate our growing student body in the coming years.

CAFÉ Instead of eating lunch at their desks, our students now head to the café, where our meal plan has been extended to include a full breakfast, in addition to a nutritious lunch and afternoon snacks. The café also does double duty as a performance space when tables are moved.

LIBRARY The expansive library serves as the heart of our school and a wonderful expression of our reading culture.

The library features more than 6,000 books and comfortable seating options for quiet reading and group study.

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Middle school English teacher Mohan Bell helps students understand the choices writers make as they draft and revise biographies.

THE POWER OF WRITING BIOGRAPHIES “My grandfather was an amazing writer and an extremely smart man. At the age of 17, he wrote an entire book of love poems. After receiving his visa, he came to the United States alone with practically nothing.”

When eighth grader Izabella began interviewing family members about her late grandfather’s journey from the Dominican Republic to citizenship in the United States, she wasn’t just sharing his story – she was discovering her own. “My grandfather passed away before I was born,” she says. “I learned that he was a writer. I write tons of poetry too, and now I know we have that in common.”

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Izabella’s essay was among the many moving pieces penned by our eighth graders for their narrative nonfiction unit on “Claudette Colvin: Twice Toward Justice” by Phillip Hoose. Students write in the style of the author, weaving in firsthand accounts and direct quotes obtained from interviews with family members or other adults in their community.

“I’ve noticed something that goes beyond literature and skills development,” says middle school English teacher Mohan Bell. “Learning about their heritage benefits students. They’re asking questions, having conversations, and hearing family stories they may have never heard before. I think they come away from the experience with a better understanding of themselves.”

The Power of Storytelling The unit challenges students to question why and how people’s stories are told. Colvin was arrested in 1955 at age 15 for refusing to give her bus seat to a white person. Although she was a civil rights pioneer, Colvin’s courageous act wasn’t recognized for years.

Hoose’s book sought to hand Colvin the microphone, so to speak – to let her share her story in her own words.

In reading this important book, students discover the power of letting people speak for themselves. “In class, we discuss how the book is structured, how the author is telling the story, and how he interjects Colvin’s voice,” says Mr. Bell. “Students learn that authors make choices when writing, and they have to do the same as they draft and revise.”

As they read the book, our eighth graders delve into the craft of writing. Prior to this unit, students focused on writing personal essays. “Now they take all the skills they developed writing about themselves and apply it to writing about someone else,” explains Mr. Bell.

Izabella credits the project with improving her writing skills. “This was one of our longer assignments, so I had to plan everything out. The more I wrote, the more I discovered about the process. I definitely grew as a writer.”

Eighth grader Izabella wrote a biography about her late grandfather based on interviews with relatives.

Students interview family members, making sure to think through questions ahead of time and ask followups during the course of their conversations. They also do relevant background research to give their essays more context. Izabella’s essay, for instance, not only included direct quotes from her mother, aunt, and uncle but also information about the politics of the Dominican Republic that impacted her grandfather’s early life.

Another student wrote about the segregation his grandmother experienced growing up in the Jim Crow South, while a different classmate detailed the discrimination his mother faced in the 1990s as she pursued her academic degrees.

At the end of the school year, students will have the opportunity to share these compelling stories of perseverance with a gathering of family and friends.

“We’re planning a Meet the Authors event where students will be able to choose their best piece of writing from the year to read aloud,” says Mr. Bell.

A Voice for Social Justice In addition to developing solid writing, interviewing, and research skills – all foundational abilities that they will need in secondary school and college – our eighth graders also explore the historical significance of Claudette Colvin, whose juvenile record was finally expunged last year. Their inquisitiveness is often the driving force that shapes class discussions as they dig into the text.

“The story resonates with students because Claudette was their age,” notes Mr. Bell. “They have a lot of questions, and sometimes our conversation diverts from the text to the social context of that time and how it relates to the time they are living in right now. Students are seeking more information to better understand what they are reading, and they come away learning that you’re never too young to stand up and have a voice.” This same ideal is reflected in many of their essays – powerful stories of family members who overcame obstacles as they strived to reach their goals.

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With guidance from middle school coordinator and science teacher Dr. Eric James, students apply the scientific method with increasing independence.

ENGAGING STUDENTS IN SCIENCE Will listening to a fast song make your pulse race?

Does following a structured morning routine increase productivity? Will using your phone in grayscale reduce screen time? These were just a few of the intriguing questions explored at recent Harlem Academy science fairs. (And for the record, the answer to all three is yes.)

Each year, as our eighth graders prepare for the annual science fair, they dive into their projects well-equipped to form hypotheses, conduct experiments, and analyze data. Micaela Gonzalez ’21, a freshman at Riverdale, remembers the experience well: “It was up to me to use what I’d learned to figure things out on my own, and the scientific method was my guide. I knew I could do it.”

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

The reason our students are confident in their ability is because our science program intentionally focuses on teaching them to understand and apply the scientific method to test their own hypotheses – a process they begin learning at a very early age. By the time they reach eighth grade, Harlem Academy students have developed the skills to read, write, think, and perform like scientists.

Building a Foundation In primary school, our students begin to develop the critical inquiry, investigation, and analytical skills that they will need throughout their years at Harlem Academy. Students are introduced to the scientific method and inquiry-based science in first grade.

As they move on to elementary school, the science curriculum expands to include nonfiction reading and writing, and more advanced scientific skills.

What doesn’t change, however, is the method used to hone students’ know-how: fun and engaging experiments.

Whether it’s blowing pinwheels to see how objects interact with air, learning how liquids turn to solids by making ice cream, growing hydroponic plants without soil, or using sponges to understand water mass and volume, hands-on learning helps to bring science to life and answers the age-old question: Why? “Students aren’t satisfied with being told ‘That’s just how it is,’” says Tara Eagan, elementary school science teacher. “Experiments definitely keep them interested.”

Inspiring Future Scientists Our middle school science program continues to build on students’ skills but now they dig deeper, applying what they have learned in more rigorous ways: performing labs with increasing independence, writing research papers, and tackling more challenging projects.

By elementary school, our students are taking on more intricate science experiments.

“Science projects require students to think critically, synthesize new information, enhance their analytical skills, and gain better command of data,” notes middle school coordinator and science teacher Dr. Eric James.

Middle schoolers also study a wide range of science disciplines, including geology, astronomy, biology, and emergency medicine. Along the way, they discover connections to future career paths. Guest lectures from neuroscientists, class trips to Rensselaer Polytechnic Institute, and the opportunity to design and present 3-D models to professional architects are all part of how those connections are made.

“Challenging science experiments and hands-on learning were a big focus at Harlem Academy,” recalls Anais Marston ’14, a senior at Northeastern University who is studying architecture. “A building project I worked on in eighth grade had aspects of physics, architecture, and design – a combination I’m drawn to.”

Jade Morton-Alexander ’16, a sophomore at Tufts University who plans to major in biology, adds: “I loved science when I was at Harlem Academy, and I still do. The RPI trips and class projects helped to spur my interest.”

Putting Hypotheses to the Test All the scientific skills our students develop over the years culminate in the eighth-grade science fair.

Whether virtual, as in recent years, or in-person, the fair showcases our students at their best. The quality of their work always meets the highest standards.

“When students are given the chance to explore on their own, it allows for depth of processing,” says Dr. James.

“Understanding science is all about learning to break things down, figure out bottlenecks, address problems, and find solutions. Plus, the science fair gives students the opportunity to make presentations – a skill that will serve them well in high school and beyond.”

Chaeli Campbell ’21, a freshman at Friends Seminary, agrees: “Conducting experiments and presenting your work makes you a better student. We had real ownership of our projects at Harlem Academy. That gave us a sense of independence – a feeling of ‘I can do this!’”

THANK YOU Thank you to the Harry Winston Hope Foundation, Con Edison, and Columbia Community Service for sponsoring our middle school science program.

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A special homecoming: Harlem Academy alumni Tara Eagan ’12 and Mariah Bell ’13 have returned to work at the school full time.

TEAM SPOTLIGHT:

TARA EAGAN ’12 AND MARIAH BELL ’13 We’re always happy when alumni come back to Harlem Academy to visit and volunteer. Now, we are especially thrilled that two of our graduates have returned to work at the school full time. Tara Eagan ’12, a graduate of University of Rochester, is our elementary school science teacher, and Mariah Bell ’13, a graduate of New York University, is our communications and development associate.

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I do. If we need to get a visual message across, I'm the person to come to. One of my biggest projects has been implementing a redesign of our website. I love any opportunity to push my creativity to the max in order to solve important problems or create valuable change.

Why is Harlem Academy the right place for you?

Tara in sixth grade

Why did you want to become a teacher?

Eagan: This is my second year teaching but my first at Harlem Academy. The motivation to be in education really stemmed from the amazing women of color who assisted in my journey to higher education. After graduating from Harlem Academy, I attended predominantly white institutions, which was a cultural shock for me.

Through mentorship, I was offered a safe haven. It made me feel like I could do anything. Being a teacher gives me the ability to offer that same feeling to children in my classroom. I want my students to see a reflection of themselves in me.

I want them to be able to look at me and say, "I can do that, too!"

Eagan: As a 2012 graduate, I already knew the mission and values of Harlem Academy, as well as the familial feeling that the school offered. Not much has changed, which is a great thing. It feels like I came back home. And I believe our new school building offers current and future students a place to grow – a place where they can envision themselves moving upstairs as they progress to middle school.

Bell: I've always been a very creative person, interested in art, music, dance, writing, etc., and I knew that I wanted to pursue a creative field. I believe in the mission of educational equity, and I'm ultimately interested in work that does social good, so working at a school like Harlem Academy has been very rewarding. I feel like I’m using my skills for good.

Eagan: My students are full of energy and are always longing for more. They teach me something new every day, and that feeling makes me enjoy coming to work.

Harlem Academy students are ambitious and highly capable of achieving whatever they want to.

Their motivation to be excellent is inspiring. They’re so inquisitive – always wondering how and why something is the way it is. I wish I had a little more of that when I was their age.

How do you make learning fun for your students?

Eagan: I try to make science as hands-on as possible to keep students interested. For example, we went to Central Park for our unit on the earth and sun to discover the length and direction of our shadows, and whether they change throughout the day. Students used chalk to trace each other's shadows, then compared their shadows from the morning to the ones made in the afternoon.

They loved that outdoor activity.

Rather than having to remember something from a textbook, they were able to refer to what they’d actually done.

What impact do you hope to have through your design work?

How would you describe your role at Harlem Academy?

Bell: I began interning at Harlem Academy while I was in college and started working here full time after graduating. I translate the school’s mission, goals, and successes into visual communications so we can share our story with the world through our website, social media, emails, and print material. Graphic design is my favorite part of what

Why do you love working with our students?

Mariah in seventh grade

Bell: Harlem Academy serves predominately Black children from New York City. We can't expect to tell the full story of what it means to provide educational equity for them unless we're telling it from the perspective of Black people. The best storytelling happens when the artist understands the subject, and I do see my work as "art" to a large degree. So, I'm happy to have such a specific insight into the people I represent every day.

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Where Are Alumni Now? SECONDARY SCHOOL ENROLLMENT INDEPENDENT DAY

INDEPENDENT BOARDING

Brearley

Church Farm (2)

SELECTIVE PUBLIC & CATHOLIC

Browning

Frederick Gunn

Academy of Mount St. Ursula

Calhoun

George

Beacon

Columbia Grammar & Prep

Marvelwood

Cardinal Spellman (2)

Fieldston

Miss Porter’s (2)

Cristo Rey Brooklyn

Friends (2)

Peddie (5)

Cristo Rey New York (4)

Grace Church (4)

Purnell (2)

Frederick Douglass

Horace Mann

Rabun Gap (3)

Humanities Prep

Nightingale

Stoneleigh-Burnham

Inwood Early College St. Jean Baptiste (2)

Riverdale (3) Rudolph Steiner Sacred Heart Spence (3) Trinity (2) Lists above include the four most recent graduating classes.

100%

of students in our last five graduating classes matriculated at selective secondary schools.

Alumni earned independent school scholarships averaging more than

$50,000 18

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COLLEGE ENROLLMENT

94%

American University Baruch College Binghamton University

of

Harlem Academy

Boston University Carnegie Mellon University Cornell University Dartmouth College Fordham University George Washington University (2)

graduates enroll in

Georgetown University

four-year colleges

New York University

and universities.

SUNY Purchase (2)

Hamilton College Howard University (2) Princeton University Rensselaer Polytechnic Institute (3) Tufts University (3) University of Kansas Wesleyan University Yale University

Our extraordinary reading culture is on display every day. Here, students enjoy a few good books in front of their classroom windows.

655 St. Nicholas Avenue New York, NY 10030 harlemacademy.org 212.348.2600

Board of Trustees

Trustees Emeriti

David B. Peterson, Chair

Mark H. Johnston

John Belizaire, Secretary

Laura B. Sillerman

Carol B. Kenney, Treasurer Tony Asnes Avi Banyasz W. Graham Cole Will Cook Vincent Dotoli, Ex-Officio Joshua Easterly Ty Elie Mary Ganzenmuller Doug Griebel Robert L. Harteveldt H. Dale Hemmerdinger Valarie A. Hing Thomas Klein Ann MacRae Elizabeth McHenry Betsy S. Michel Rodney Pope Hank Prybylski Tom Reycraft Richard Schaps Hillary Thomas Alan Washington

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Printing and mailing generously donated by Benchmark Education.

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

Advisory Council Shirley A. Jackson, Ph.D. Robert Kissane Michael Levine Rashanna Lynch, M.D. Lauren W. Marrus William E. Mayer Alice Quinn