JOURNAL
Rabi ’25 and his mom learning about boarding school options at our annual high school fair.
FROM THE HEAD OF SCHOOL
One of my greatest joys is sharing the stories of Harlem Academy’s talented students and the school’s transformational impact.
In this magazine, you’ll read about alumni who are forging paths to careers in law, medicine, public health, and nursing, and more recent graduates who might not have drafted a resume just yet but are impacting some of the nation’s top secondary schools with their scholarship and commitment to continue living our School Creed.
You’ll learn about the programs that make this extraordinary growth possible, such as team advisory (page 12) and our evidence-based approach to math (page 16), and the people who help drive the results, like dean of co-curricular programs Lamarc Wigfall (page 20). Mr. Wigfall is locally known for his takes on any sports team in America, but his true superpower is his connection and commitment to our kids!
Recently, my own work included meeting with each of our 32 seventh graders and their parents as part of the school’s very intentional secondary school placement process. The conversations are radically honest. Using current grades, holistic contributions, and baseline test scores, we share how a student’s overall performance is likely to translate into a set of school choices. Students have a chance to see not only the impact of all of their terrific contributions but also exactly what they need to do to expand their options. It is really empowering because they know they can set ambitious goals for themselves and that all of us – parents, school counselors, teachers, and volunteers – have their backs.
Harlem Academy has doubled in size over the past four years and will top out the capacity of our new building with over 200 students in fall 2025. It’s been quite a journey from 12 first graders in a church basement, but the one thing that has never wavered is our commitment to helping each student find their path to academic excellence and one day make a mark on the world.
Vinny Dotoli
SCHOOL CREED
I am bold and creative. I take opportunities to lead. I seek help when I need it.
I am honest and reflective. I choose to do what is right, Even when it is hard or no one is watching. I listen carefully. I speak kindly. I care for my community. I make the most of each day. I learn from my mistakes. I don't give up.
Making Their Mark
Ask
Harlem Academy students strive for excellence, meet challenges with determination, and care deeply for their community. No matter what path they choose after leaving our halls, our graduates take these same qualities into the wider world. We caught up with a few alumni to hear how they are making their mark.
Riverdale senior
Micaela Gonzalez what is most important to her, and she’ll say service.
“I’ve always had a passion for giving back to my community.” It’s the reason she will study nursing when she heads to University of Pennsylvania this fall. “Nursing is providing care. I’ve known for a while that it is the career I want to pursue.”
When she’s not in class, captaining the softball team, or participating in indoor track and field, Micaela spends a lot of her time at Riverdale helping others. “It’s how I show my gratitude for the opportunities granted to me.” Micaela leads Friendly Fridge, a club that educates students about food insecurity and helps provide food for people in need. She is a member of Best Buddies, which helps foster relationships between students and people with intellectual and developmental disabilities. She also mentors incoming freshmen as part of her school’s peer-assisted leadership
program and helms the Hispanic Organization for Latino Awareness affinity group.
Of Micaela’s many activities, one in particular is an investment in her future. “I’m also in the medicine club and have been able to practice suturing, learn about disease prevention and spread, and talk to public health workers and doctors about their experiences. I joined last year because I was interested in furthering my education in the sciences, specifically medicine.”
As she excitedly looks ahead to UPenn, Micaela is confident she’ll succeed. “The rigorous course load at Harlem Academy was fundamental to my preparation for Riverdale,” she says. “The analytical writing we did was particularly helpful, and I am so grateful for the close reading practice.” Now, those skills will transfer on to college. “Having faith in myself and my potential is the spark that keeps me going. When you push yourself and never give up, like the Creed says, the reward is big!”
Micaela Gonzalez ’21
Freshmen mentor Attending UPenn to study nursing Senior at Riverdale
Micaela in sixth grade, eager to take part in a class discussion.
Lexis Lokko, a senior at Tufts, is striving to make a difference in people’s lives. “I realized that I can have a bigger impact than I thought.”
That’s why she’s been ramping up her involvement in a variety of programs. Last year, she interned at Harvard T.H. Chan School of Public Health and at Brigham and Women’s Hospital. “As a community health major, those
Lexis Lokko ’17
Peer leader at the Africana Center at Tufts
Plans to pursue master’s in public health
Senior at Tufts
Matthew Centeno ’18
Even as a first grader, Matthew had a burgeoning love of science.
Amaya McCollough is excited to begin graduate school at Binghamton this fall.
She’s currently finishing up her senior year there and can’t wait to start the master’s program in health systems engineering.
Amaya’s interest in STEM began at Harlem Academy. “I really enjoyed all the science experiments, the depth of the classes, and especially our eighthgrade architecture unit,” she says. “It’s what drew me to engineering. In high school, I was very focused on math and science and wanted to explore STEM even more in college. So, I chose engineering as a major because it would challenge me and offer a lot of career flexibility.”
During her time in college, Amaya has been very intentional about gaining skills and experience that will serve her well in the future. She’s the public relations chair of her college’s chapter of the National Society of Black Engineers (NSBE) and a leader of C-STEP, a government-funded program at Binghamton for students of color in STEM. “As a part of NSBE’s executive board, I manage the chapter’s social media and give STEM presentations at local schools,” she says.
C-STEP has enabled her to conduct engineering research under a faculty member for the past two years. Areas
of research ranged from manufacturing techniques to disparities in maternal healthcare. “I’m happy that I joined C-STEP because it has helped me figure out what I want to do,” Amaya explains. “I learned that I’m more interested in the healthcare realm of engineering because I feel connected in a humanitarian way. Coming from a lower-income community, I know that access to quality hospitals is a key issue. I can see myself running a clinic in the future, providing people with the healthcare resources they need where they need them.”
Amaya in fourth grade, enjoying a book she selected at the library fair.
We’re so proud of the way our middle school science curriculum inspires students like Micaela, Lexis, Matthew, and Amaya to pursue STEM. Thank you to the Harry Winston Hope Foundation and Columbia Community Service for supporting our science program.
National Society of Black Engineers leader C-STEP researcher
Senior at Binghamton
Amaya McCollough ’17
Keith Nicholson ’22
Trevor Day junior Keith Nicholson
is charting a path toward a career in corporate law, starting with stand-out grades in high school.
“I’m getting all A’s, and I’m excited to begin looking at colleges,” he says. “The most challenging part of high school has been the independence. Teachers don’t hold your hand. However, since
freshman year, I’ve learned to use my time properly and efficiently, and finish assignments long before they’re due.”
Keith attributes his work ethic to his time as a student here. “Harlem Academy gives students an advanced workload that is challenging, and it really prepares you for high school. It definitely prepared me, and that’s what I’m most grateful for.”
The pillar of initiative and the School Creed have also been guideposts for Keith ever since coming to Trevor Day.
“I can still recite the Creed because it’s stuck with me since I enrolled at Harlem Academy in fourth grade. Seeking help when I need it, which is one of the lines, has been extremely beneficial to my high school career.
Taking initiative has been as well; we’re young adults now and are treated as such,” he says.
Jumping into leadership is part of how Keith is taking initiative. He leads his school’s Students of Color affinity group, serves as a peer leader and an admissions ambassador, manages girls’ varsity volleyball, and is a member of the varsity volleyball and track teams.
“As a peer leader, I help mentor about 20 freshmen and guide their introduction to high school. I remember being confused and scared when I was a freshman. Trevor Day was a big culture shock compared to Harlem Academy. That’s also why I became an admissions ambassador. I wanted to give a sense of comfort to incoming families.” The ambassador role, he adds, has also improved his public speaking and people skills – good preparation for a future in law.
Admissions ambassador and peer leader
Varsity volleyball player Junior at Trevor Day
Keith, here in fourth grade, still relies on Harlem Academy’s Creed today.
Caleb White came to Horace Mann intent on growth. “My goal every year is to do better than the year before, and I think I’ve been successful at that,” says Caleb, who is now a junior. “Harlem Academy’s curriculum
set me up quite well for high
school. I
realize that more and more as
time goes by.”
Caleb White ’22
Nine-year-old
The teachers, in particular, he notes, are what made the difference. “They taught me how to write great papers, use evidence to support my theses, write a lab report, and make good presentations. Even now, in my junior year, I still call upon things I learned when I was a student at Harlem Academy.”
Part of Caleb’s personal growth stems from taking on roles that are steeped in social connection. “Harlem Academy also taught me how to interact with different people and be more socially confident.” He’s been building on it ever since. As a member of Lion’s Report, his school’s sports broadcasting club, he interviews school athletes for various segments. “I love having conversations with the players and learning how they felt during the season.” He brings the same energy to
the photographs he takes for Horace Mann’s weekly newspaper, The Record. “I’m interested in photography and really enjoy it because I get to interact with lots of people I may not know.”
As a mentor to middle school students of color, Caleb also gets to connect with younger kids, answering their questions about high school and bonding over what’s happening in their lives. “Often, when they see me around campus, they’ll say to one of their friends, ‘Hey, that’s my mentor’ and give me a high five,” he says. “It’s a great feeling.”
Mentor to middle school students of color Photographer for school newspaper
Junior at Horace Mann
Caleb receiving a commendation at a community meeting.
ADVISORY
An Innovative Approach to Social and Emotional Learning TEAM
As seventh grader Miley listened to other middle schoolers talk about the emotions that come with being a pre-teen, she began to share her own feelings. She’s admittedly a little shy, so opening up doesn’t always come easily. But because of the new changes to Harlem Academy’s advisory program, Miley is connecting with other students – and herself – on a deeper level.
“Team advisory is a very open discussion and you don’t feel judged,” she says. “We’re vulnerable, talking about feelings and things going on in our lives. It really helps, because we’re going through a lot of changes at this age, and it can be difficult to guide yourself when you’re in the middle of it.”
The Benefits of a Multi-Age Class
Harlem Academy’s middle school advisory program, which occurs in six 30-minute blocks each week and helps students develop habits that live up to our School Creed, has traditionally been divided by grade. “This year, we decided to mix things up – literally.
Now, students meet three times a week in small, multi-age groups for team advisory,” explains Pablo Correa, middle school counselor.
The change of format gives middle schoolers the opportunity to connect beyond their own classrooms.
“Multi-age team blocks allow students to become comfortable interacting with each other outside of their grade and age range,” says Harlem Academy’s wellness and advisory consultant Ouriana Walker P’23.
“Team block creates community, builds stronger near-peer relationships, boosts younger students’ confidence because they now have older friends, and allows older students to be in leadership and mentor positions.”
As Mr. Correa points out, learning how to interact with people outside their grade is something they will need
“It’s important for students to know how to make friends and connections across set groups and in different contexts,” he explains.
Sixth grader David feels the same. “I like that the groups are mixed grades. It helps me get to know the other students better and understand how they think and feel.”
The effect is being felt throughout the school community. A teacher recently mentioned seeing students of different ages interacting much more now during recess and lunch. “She told me that she believes team advisory has played a role in them getting to know each other better because they’re connecting with their emotions and sharing their personal stories,” recalls Ms. Walker. “That’s how you build strong relationships and mutual respect.”
Adding a multi-age format to our advisory program enables students to share, bond, and build stronger relationships with near-peers.
team blocks allow students comfortable interacting with outside of their grade and age range.”
Ouriana Walker P’23, Wellness and Advisory Consultant
Bringing the School Creed to Life
Harlem Academy’s character development work has always been rooted in its School Creed and four
pillars: initiative, integrity, compassion, and determination. To help bring these aspirational ideas to life, Ms. Walker developed a three-year middle school curriculum that maps SEL topics –self-awareness, self-management, social awareness, relationship skills, and responsible decision-making – to the
compassion, students explore related SEL topics like social awareness, active listening, and teamwork. When the topic is determination, they focus on stress management, emotional
cultivating optimism, and more.
Students are feeling the impact and appreciate how well team advisory topics align with the Creed. Miley was particularly moved by a session on compassion and empathy. “I learned that there is a difference between caring for someone and showing the action,” she says. “I really liked that takeaway. There are lots of times when people tell me things, and I really feel for them.” Now she’s challenging herself to go further by lending a hand.
David was struck by a different session on compassion, which covered social
media and directly tied to lines from the Creed: I speak kindly. I care for my community.
“We talked about the hazards of the internet and the importance of being kind online,” he recalls. “It was all about being good online citizens, and that really stood out for me.”
A Skill Set that Lasts a Lifetime
Getting the SEL curriculum and format right for our students is important because sixth to eighth grade is a critical developmental time. “At this age, they are in between children and not-quite-teenagers,” says Ms. Walker.
Emotionally, a lot is happening, and they need to know how to manage it. “This is the moment when they are highly receptive to social-emotional learning. They’re like sponges, and we want to equip them with the tools they need now and in the future.”
Continued on next page
Meet Ouriana WalkerP’23
WELLNESS AND ADVISORY CONSULTANT
Ouriana Walker is a leadership coach, certified social-emotional learning facilitator, and certified yoga instructor with a bachelor’s degree in psychological counseling from Columbia University.
In her role, Ms. Walker advises on social-emotional learning programming, coaches teachers and staff, and supports all constituents in developing healthy habits. As an alumni parent, Ms. Walker is in a unique position to help strengthen the advisory program. Her son, Noah, who is a sophomore in high school, came to Harlem Academy in first grade. “He was so cared for here. I knew everyone had his best interest at heart,” she says. “As a parent, I’m grateful for the partnership I’ve been
lessons as needed. “I want to see what the students gravitate toward and what they don’t,” she says. “It’s really interesting and wonderful because I get an amazing amount of data.” After an observation with Mr. Correa and middle school director Will Beller, the three meet to talk through what’s going well and what can be adjusted.
A Sample Lesson Exploring Self-Awareness
I’m happy that I can help it be very
children better understand themselves and their emotions so they become
curriculum, Ms. Walker also serves as a leadership development coach. She meets weekly with the middle school counselor, Pablo Correa, to discuss
one sessions with teachers for their feedback about what they love and what’s challenging. I ask them a lot of questions. Those one-on-ones are
firsthand also gives Ms. Walker information she can use to tweak
We are helping children better themselves and their emotions so they become well-balanced human beings.”
Wellness
and Advisory Consultant
Mindful moment: Two minutes of guided deep breathing to help students focus and build a powerful skill that they can leverage whenever they need it
Mini-lesson: The teacher shares an introduction to the concept of self-awareness, drawing on research to explain the importance of knowing oneself, including likes and dislikes and recognizing thoughts and emotions, and how it all influences behavior.
Activity: Students draw or write down things they like, what makes them happy and upset, and their strengths.
Whole group discussion: Students dive into a conversation about how self-awareness can impact daily life. For instance, knowing what you’re good at can boost your confidence, which might remind you to step back when you’re in a group and let others take the lead.
Written reflection: Students respond to the prompt, “Write about a time when you felt happy or proud and why you felt that way.”
From En Garde to Match Point
We are thrilled to have recently launched four new sports.
In elementary school, we introduced tennis and fencing. Students were excited to learn proper racket grip and basic strokes, like forehand and backhand, during their tennis instruction and sword techniques and footwork in fencing. In middle school, Harlem Academy’s interscholastic sports program kicked off this fall with our cross-country team competing against other New York City independent schools during weekly meets in Van Cortlandt Park. For the spring season, our track team heads to Icahn Stadium on Randall’s Island to compete with many of the same schools in a range of disciplines, including sprints, distance running, hurdles, shot put, and long jump.
EVIDENCE-BASED MATH
Formula for Success
Much of what students learn in their early years can set them up for success in middle school. That is why Harlem Academy is so intentional about building foundational skills in arithmetic and problem solving, and the majority of our eighthgrade students advance to Algebra 1.
“For example, building patterns that children explore in kindergarten are revisited in eighth grade as linear and parabolic equations,” explains math specialist Susanna Brock, Ed.D. “And research shows that understanding fractions in third, fourth, and fifth grade is predictive of students’ success in math later on.”
Students also start building their academic identities at a young age. “It’s very important for all students to view themselves as capable
Embracing the Research
“There is a great deal of cognitive science research about how to teach math most effectively so that students can successfully retain and apply their mathematical knowledge. I’m really excited about translating this research into practical strategies and skills that teachers can use,” says Dr. Brock, whose master’s and doctoral research included the connection between neuroscience and mathematics and bringing evidence-based practices to schools. Her role at Harlem Academy includes coaching teachers, supporting them in class, and working with students.
Recently, as the second grade settled in for math class, their teacher, Melissa Lijo, asked them a question based on an earlier lesson, a tactic that helps students retain and apply what they learned previously and that she and Dr. Brock had discussed during one of their coaching sessions. “Part of my goal is to explain the ‘why’ behind teaching practices like this one because it can be motivating to the teacher and help them understand why even small changes in classroom routines can improve learning.”
A quick question from a lesson learned previously, whether three days ago or three months ago, jogs a student’s memory – a sort of muscle memory for academic knowledge rather than motor skills. It’s a technique based on research about frequent retrieval practice, a learning strategy rooted in repeated recall. “The point is to constantly retrieve knowledge and do it over and over to move knowledge into long-term memory and to make connections between different topics,” says Dr. Brock.
Building Academic Vocabulary
Building strong academic vocabulary is a focus across all subject areas, but is often treated as an afterthought in math. Dr. Brock has encouraged teachers to embed the language of
math intentionally into lessons at every grade level. “We used to talk about which ‘numbers’ were used to get an ‘answer,’ but now we are careful to use precise language, such as factors and products, sums and differences, and divisors, dividends, and quotients,” explains third grade teacher Jasmine Ahmed. She continues, “It’s been exciting to see how greater fluency with math vocabulary helps with problem solving. Students are looking for key phrases, such as ‘groups of,’ ‘combined with,’ or ‘difference between’ to decode what a problem is asking and translate the words into number sentences.”
Dr. Brock adds, “Everyone on the team is fully embracing a focus on teaching explicit mathematical vocabulary and using that vocabulary in class
conversations. Students are gaining much greater fluency using the language of mathematics to describe the world around them.”
Solving Problems with Bar Models
Ms. Lijo also leverages math vocabulary in her classroom, but word problems continued to be a challenge. “Our curriculum has lots of hard problems, and since my students are still developing reading comprehension skills, I was looking for additional tools to help students unpack them.” Dr. Brock commented, “It’s common for early elementary students to struggle with word problems as the complexity of the math concepts can outpace where they are in reading. That’s why it’s so important for our second graders to learn how to build visual representations – what we call bar models.”
While we accelerate other parts of the math curriculum to keep our students challenged, Dr. Brock has cautioned that this is a time to slow down and really dig into not just how to use the models, but also the when and why. After taking time to really work with her students on using bar models, Ms. Lijo shared the impact: “Recently, I gave one of my students a word problem that would have tripped him up the week before. He took one look
Our differentiated approach ensures that students who need extra math practice get it and that the most advanced students are challenged with more complex work.
and said, ‘Oh, that’s easy!’ and got right to work. It was definitely a proud moment for me as a teacher.”
Differentiating to Challenge All Students
The partnership between Dr. Brock and our teachers is helping to ensure that students who require extra practice in certain areas are getting it and that the most advanced students continue to be challenged with more complex work that pushes them further. “We meet weekly to discuss how the learning is going,” says Ms. Ahmed of her coaching sessions with Dr. Brock. “We review the data and differentiate the work to accommodate all learners.”
Adds Ms. Lijo, “Susanna and I talk about upcoming lessons and strategies to make them more engaging to help students grasp new concepts. We also review each student’s progress in math and plan differentiated work for those who need extra practice or a challenge. Thanks to our collaboration, all of my
students have developed a positive attitude toward math.”
Differentiation continues in middle school where Dr. Brock works with teachers to determine who is ready for the challenge of the school’s math club. Two dozen students meet for a weekly session where they focus on an advanced problem-solving technique, independently tackle a set of problems, and then work in groups to review and hone their solutions. “The citywide competition is pretty intense but not unlike the high expectations our students face when they matriculate to top secondary schools, so it’s good practice,” explains Coach Serena Cooper ’14. Plus, the future looks bright since plenty of our top finishers from this year’s competition are in seventh grade.
Thank you
A special thank you to Jeffrey Newman, a retired actuary who has been volunteering as Harlem Academy’s math coach for more than a decade, teaching students a variety of challenging applied math concepts and leading them in team math competitions. Thanks also to the Cat MacRae Fund for its early support of our math program.
Extended Day, Increased Opportunity
Harlem Academy is open from 7:15 a.m. to 6 p.m. to provide a full day of programming for our students and accommodate every family’s circumstances. With time built into the latter part of their day for clubs, quiet study time, mentoring, and more, our students get robust enrichment opportunities that complement our challenging academics.
Lena Amanquah, mom of fifth grader Andrew and fourth grader Ava, starts her workday at 7:45 a.m. “Being able to drop the kids off at school by 7:15 in the morning is an absolute lifesaver,” she says. “I truly appreciate that Harlem Academy accommodates parents in this way.”
Families new to the school are especially excited when our admissions team walks them through the schedule. “We talk about our extended day at open houses and admissions events, and it’s clearly a priority for parents,” says Vinya Agbor P’21 & P’23, dean of student and family life. “It takes the stress off.” Bailey Jeremie, mom of sixth grader Zoë agrees. “Harlem Academy’s schedule gives me peace of mind,” she says. “I love that there is continuity of care for my daughter.”
She also loves how much Zoë accomplishes during those later hours at school and how much she enjoys it. “Zoë is able to get all of her homework done, and she’s also in the STEM club. She’s always asking me to pick her up as late as possible,” says Ms. Jeremie. “She doesn’t see it as being a long day at all.” Ms. Amanquah adds, “My children also love STEM days for the great experiments they get to do and arts days when they can show off their creativity.”
EARLY ARRIVAL
Early arrivers can start the day with a healthy breakfast in the café, have fun with friends in the play yard, or read in the library until classes begin.
CHESS CLUB
Our chess team meets weekly for instruction and informal matches and competes in larger weekend competitions.
STUDY HALL
After 4 p.m., students have time to complete their homework independently in study hall, with their classroom teachers on hand if they need extra help.
SPANISH CLUB
The Spanish club gives students an opportunity to further expand the language skills they learned in Spanish class.
CHOICE BLOCK
During choice block after school, our youngest students can enjoy self-selected, educational play – from building blocks to chess and more. Picking their play encourages independence and cultivates creativity and curiosity.
STEM CLUB
Constructing a tall tower out of dry spaghetti and clay is just one of the fun activities students tackle in STEM club.
MENTORING
Students can also participate in our mentoring program, which matches volunteers with students for weekly meetings throughout the year.
Q: What inspired you to work in the field of education, and what drew you to Harlem Academy in particular?
A: I’ve always loved working with children and watching them grow and learn. I want to make a positive impact on their lives and help shape their futures, and working at Harlem Academy is an incredible opportunity to do so. I’m contributing to a supportive and inclusive learning environment that fosters student success. Plus, it fulfills my desire to make a difference in the community.
Q: There are many aspects to your role as dean of co-curricular programs. You oversee enrichment opportunities, collaborate with program partners, lead student advisory, and so much more. What do you enjoy most about such multifaceted work?
A: I love being able to interact with everyone in our community. My day-today work can be challenging at times, but I always try to lead by example and keep a positive mindset no matter what is going on in the moment.
I appreciate the opportunity to make a difference in what’s happening right now as well to help with what’s planned for the future.
Dean of Co-Curricular Programs Lamarc Wigfall is determined to go above and beyond for Harlem Academy students and families –no matter the need.
Q: Why are Harlem Academy’s enrichment and late-afternoon programs important?
A: The programs offer a safe and supportive environment for students to socialize, relax, and engage in activities outside of regular school hours. They help promote physical and mental wellbeing by providing opportunities for exercise, sports, and mindfulness. Lastly, they help students develop essential social skills, such as communication, teamwork, and conflict resolution, while also fostering positive relationships with peers and adults.
Q: Why do you love working with Harlem Academy students?
A: Our students inspire me to continue growing as an educator. Their questions, insights, and perspectives challenge me to think critically, reflect on my practice, and strive for excellence in all that I do. We have a School Creed that some people might think is just for students, but I try to follow it right alongside them.
Q: How does your work contribute to the strongest realization of Harlem Academy’s mission?
A: My role allows me to foster a positive and supportive school culture. By building strong relationships with students, colleagues, and parents, I help foster a sense of community and belonging that is essential to our school’s mission.
I aim to equip students with the essential communication and collaboration skills necessary to succeed in all areas of their lives –from personal relationships to professional pursuits.
The most gratifying moment for me happens on the final day of school
when I’m approached by families who thank me and the team for building positive relationships with them and their children. It makes coming to work every day a reward.
I appreciate the opportunity to make a difference happening right now as well to help with what’s planned for the
Lamarc Wigfall, Dean of Co-Curricular Programs
The cross-country team showing their appreciation for coach Lamarc.
Lamarc fixing a student’s tie before a meeting with senators in DC and offering a congratulatory handshake during a graduation dinner.
Where Are Alumni Now?
97% of students matriculate at four-year colleges
99% of students matriculate at selective secondary schools
Secondary School Enrollment College
Enrollment
INDEPENDENT DAY
Brearley
Chapin
Columbia Prep (2)
Dalton (2)
Fieldston (2)
Friends Seminary (2)
Grace Church (3)
Greenwich Country Day
Horace Mann (3)
Riverdale (3)
Rudolf Steiner
Sacred Heart
Spence (3)
Trevor Day (2)
Trinity (3)
INDEPENDENT BOARDING SELECTIVE PUBLIC & CATHOLIC
Church Farm (9)
Cardinal Spellman (3)
American (2)
Berry
B.U. (3)
Binghamton
Bowie State
Carnegie Mellon
Case Western
CUNY Baruch
DePauw
G.W. (3)
Georgetown
Hamilton Haverford
Hobart and William Smith
Holy Cross
Howard (2)
Pace
Penn State
Princeton
Purchase (2)
Quinnipiac
Rice
R.P.I.
Saint Anselm
Skidmore
St. John’s
Spelman
Stanford
Suffolk
Syracuse (3)
Tufts (2)
Union
Frederick Gunn (2)
Kent (2)
Lawrenceville
Miss Hall’s (3)
Miss Porter’s
Rabun Gap (2)
Stoneleigh-Burnham
Westover (3)
Cristo Rey
Dominican
Fordham Prep
Humanities Prep
Mount St. Ursula
Museum
St. Raymond
Lists include the five most recent classes.
Ithaca
Jackson State
Lafayette
Morehouse
Morgan State
N.Y.U. (2)
Northeastern
Northwestern Oberlin
University College London
Univ. of Albany
Univ. of Buffalo
Univ. of Miami
UNLV
Univ. of Rochester (2)
Wesleyan
Yale (2)
From Harlem with Love
Alumni returned to Harlem Academy to help prepare care packages for the class of 2024. Each box was filled with goodies and notes of advice and encouragement for our most recent graduates as they began their high school journey.
655 St. Nicholas Avenue
New York, NY 10030
harlemacademy.org
212.348.2600
Board of Trustees
David B. Peterson, Chair
Rodney Pope, Secretary
Carol B. Kenney, Treasurer
Tony Asnes
Richard A. Axilrod
Avi Banyasz
W.Graham Cole
Vincent Dotoli, Ex-Officio
Joshua Easterly
Ty Elie
Mary Ganzenmuller
Robert L. Harteveldt
Valarie A. Hing
Thomas Klein
Ann MacRae
Elizabeth McHenry
Betsy S. Michel
Hank Prybylski
Tom Reycraft
Richard Schaps
Hillary Thomas
Melissa C. Thomas-Hunt
Alan Washington
Advisory Council
John Belizaire
Jane Bierwirth
Will Cook
James V. Gemus
Doug Griebel
Shirley A. Jackson, Ph.D.
Ben Lavely
Michael Levine
Rashanna Lynch, M.D.
Lauren W. Marrus
William E. Mayer
Alice Quinn
Jeremy Raccio
David R. Salomon
Hunter Serenbetz