By Loretta Tuider (HSLA ‘20, Columbia University ‘24)

This summer, I’ve been accepted into Columbia Engineering’s Education Experience for Undergraduates (EEU) program, which means I get to spend six weeks working alongside a professor teaching computer science to high school students. I’m so excited about the opportunity to mentor other students, and learn more about my own interests in the process. 

In high school at Success Academy, I was in the honors STEM program, so I took mechanical and electrical engineering. Through those classes I started to learn what engineering was all about — and I loved it. I’ve always been geared toward STEM, but I especially liked how engineering involves math and even more teamwork and collaboration than other STEM fields. When I was applying to college, I focused on getting into an engineering school, and was so excited by my acceptance into Columbia’s. When I started at Columbia I felt pretty prepared; in the fall I took Intro to Electrical Engineering, and it was so nice to have a background in the subject from SA.

When I learned about the EEU program, I knew I wanted to do something that connected to my coursework over the summer, rather than a regular job. I thought “Why not?” and decided to apply. Plus, I did a program called Columbia Edge through SA HSLA, which gives high schoolers the chance to take courses at Columbia, so I felt qualified and knew I’d been in the shoes of the students I’d be mentoring.

Getting accepted into the EEU program is one of my first big achievements in college, and I think it will open additional doors for me. I’m applying to be a teacher’s assistant in computer science in the fall, and the experience I gain from the EEU will be really valuable. My TAs have been so helpful, especially in computer science classes. I want to be able to help other students think critically through their work like my TAs have helped me. I started thinking about becoming a TA as I became more passionate about computer science, and this program will be the perfect preparation.

As for my future, I’m taking it one semester at a time. Based on how this experience goes this summer, I think I want to do an internship with one of the big tech companies. I feel like that’s something I’m already building toward within the scope of my education, and potentially landing that kind of internship would be a great start for a potential job offer.

For any students considering computer science or engineering, my advice would be to form a good relationship with your TAs and don’t procrastinate. You really can’t get away with starting projects last minute, and having someone to talk to or advise you is useful. And the more work you do, the more you get used to it. Computer science in particular is like learning a whole new language, but after a few projects things just started clicking in my head and I get a real sense of accomplishment when I do well on an assignment now. 

Success sophomore Kiara Daniels explains what being on stage means to her: “The best word I can think of to describe the feeling of performing on stage in front of a crowd is “fulfilling.” The energy from the crowd is incredible and energetic.” The performing arts, she says, enables a person who might not be very outgoing to learn how to raise his or her voice with confidence. Fellow performer and SA Ditmas Park middle schooler Jaylen Wallace agrees that performing presents a special opportunity to connect to the audience: “Through the performing arts, I can de-stress by expressing my emotions. At the same time, I’m hoping that the audience understands the emotions I put into dance. I want the viewer to feel the choreography I’m trying to bring to life.”

The arts move us. A song plays, and we cry. A scene ends, and we laugh. A dancer lands and turns on his toes, and a chill runs down our spines. The arts belong to each of us so that we may bend and shape them to see the world in a new, magical light. We’re brought together by the arts — and our scholars are leading the way.

Relive this year’s Performing Arts Festival, below: 

SA Harlem East Afterburn 

Teacher: Jamie Scotto 

Afterburn is a piece for a young concert band depicting the excitement and the exuberant feeling of flight. This piece seeks to capture the many emotions a person may feel flying through the sky: excitement at takeoff, awe at the beauty of the earth, and a burst of joy when the afterburners hurtle through the sky. 

SA Network Rock Band Separate Ways (Worlds Apart) 

Teacher: Kenneth Hildebrandt
In its inaugural year, the Network Rock Band consists of scholars from across the Network who learn all the instruments of the modern band. These scholars are proud to perform the anthem to eighties arena rock, the Journey classic “Separate Ways (Worlds Apart).” 

SA Harlem North West Get Angry
Teacher: Julia Ferra
Get Angry is a contemporary dance piece performed by Harlem North West dance team scholars. The piece is an intro to our full length piece RIOT! which is based off the Detroit riot of 1967. In Get Angry, the dancers express their frustration with racial tension as they dance to Howard Beale’s “I’m Mad as Hell” speech.

SA Bensonhurst Silent Film 

Teacher: Elise Palma Scholars have been learning about slapstick comedy in Theatre Club. Joel cleverly devised this short scene by drawing inspiration from classical physical comedians like Donald O’Connor and Charlie Chaplin. His amazing ability to create a universal piece that everyone can identify with and polish it with his comedic timing really stood out! 

SA Washington Heights  It’s the Hard Knock Life 

Teachers: Edward Powers, Briana Hall, and Jordan Farr
This is a selection from Annie, our winter show. In this song, “It’s the Hard Knock Life,” Annie and the other orphans find joy and play in times of hardship. In our production, the Music, Dance, and Theatre Clubs collaborated to bring this classic story to life. 

SA Flatbush Soulstice 

Teachers: Caitlyn Kirby/Jamie Devine
Soulstice is a contemporary/lyrical piece performed by SA Flatbush’s grades 1-4 Advanced Dance Club scholars. 

SA Flatbush A Dream Deferred
Teacher: Blaire Hillman
This is an excerpt from last year’s Black History Month adaptation of “One Last Word” by Nikki Grimes. 

SA Bergen Beach Mufasa vs. Scar 

Teacher: Michelle Isaac
“Mufasa vs. Scar” is an Afro-Modern piece performed by the Advanced Dance Club scholars of SA Bergen Beach. In this piece, the dancers reenact the famous battle scene between Mufasa and his brother Scar. This song is from Beyonce’s recent album The Lion King: The Gift, which celebrates the recent remake of the classic film. 

SA Network Chorus We Will 

Teacher: Joanna Malaszczyk
Acclaimed choral composer Jim Papoulis wrote We Will during a children’s choir workshop in the months following 9/11. The SA Network Chorus performs this musical and poetic rendering of the real emotions, thoughts, and hopes felt by children during this difficult and uncertain time in our history. The text includes the Swahili phrase “si mama, wototo,” which translates to “stand tall, children,” offering inspiration to move forward from the fear and worry that afflicted our nation. 

SA Harlem 6 Who’s On First  

Teacher: Alyssa Castellano-Smith
Our scholars have been exploring iconic Hollywood performances throughout the decades, finding ways to make them their own. This scene focuses on the 1940s era with a cut from the skit titled, “Who’s On First?” Originally performed by the famous American comedy duo Bud Abbott and Lou Costello, the routine centers on a play on words and the comedy surrounding it.

SA Crown Heights Get Your Head in the Game 

Teacher: Jeff Cowens
Get Your Head in the Game is an upbeat hip hop piece performed by Crown Heights dance elective scholars. Scholars have been working hard to showcase both basketball and dance skills, and they can’t wait to show you how they get their heads in the game! 

SA Harlem North West An Absolutely True Story (As Told By a Bunch of Lying Liars)
Teacher: Michael Springthorpe
Someone broke dad’s precious vase, and he and mom demand to know who. The only problem is that no one’s version of the truth is 100 percent accurate. In this excerpt from Ian McWethy’s play, we see the first of many “truths,” this time from the perspective of Fred, the family’s son. Who really broke the vase? Well, they say there are multiple sides to every story: yours, mine, our friends’, the dog’s, and the truth. 

SA Fort Greene Willy Wonka Medley – Golden Ticket and I Want It Now 

Teachers: Nicole Carlson and Emily Winter
This is a musical mashup of two songs from our winter production of “Willy Wonka Kids.” The first song is right after Charlie Bucket finds the last golden ticket in Wonka’s contest to tour his magic chocolate factory. The second is a song sung by Veruca Salt, an ungrateful child who wants the whole world to be hers.

SA Harlem East You Are the Reason  

Teacher: Liz Gosselin 

You Are the Reason, a contemporary piece performed by the Harlem East Dance Club, focuses on holding tight to those who are important to you and who inspire you. 

SA Harlem West People Have the Power
Teacher: Brandon Dinklage
“Fred ‘Sonic’ Smith and I wrote this song with the great hope that it would inspire and incite people to action. We are moving into a new time and I look at our young people to lead us.” – Patti Smith (April 2018) 

SA Harlem 3 This Is Me  

Teacher: Kaylin Carlucci 

This is Me, a contemporary dance performed by Harlem 3’s Dance Club scholars, explores what it’s like to feel unaccepted and the journey of overcoming those feelings to stand confidently in your own skin. 

SA Harlem East Black History Is… 

Teacher: Ramon Guzman
Black History is… is a spoken word piece performed by the Beast Theater Company at Harlem East. The piece follows the trajectory of Black history in America. Beginning when slaves came from Africa and continuing to present day, the piece highlights events, figures, and sentiments that have contributed to Black history.

SA Ditmas Park Middle School Ballin Flossin  

Teacher: Michael Reyes
Ballin Flossin is an energetic piece performed by our Ditmas Park Club scholars. The piece highlights scholars’ footwork using influences from house dance and Chicago footwork styles. Now get ready to see Brooklyn scholars Ball & Floss it out! 

There are 227 fourth-grade scholars at risk of having to leave the Success Academy school system that they love, that their parents have chosen for them — simply because Mayor de Blasio has not designated an adequate space (out of the many available) for them to learn. After waiting three years, these scholars and their families recently learned that the building Mayor de Blasio had proposed was grossly inadequate.

 Ask their parents and they will tell you just how hard this has been for their children. Their kids don’t understand — they’re sad, confused, and angry. They don’t know where they will go to school next year, whether they can continue with Success or not. Below are some of the scholars whose education is at stake. 

Mariam Jimoh, Success Academy Rosedale

Nine-year-old Mariam Jimoh just started fourth grade as a new student at Success Academy Rosedale this year, and for the first time in her young life, she feels academically challenged. Mariam was always ahead of the curve, but this year she has found pleasure in pushing herself to reach new heights — stretching to a new reading level benchmark and mastering new math concepts. Mariam was at City Hall the day Mayor de Blasio ignored the 200 Success Academy students who had come to plead for space to learn. “I was really surprised, and I was a bit mad when he just walked past,” she recalled. “I thought he was going to stop and take into consideration the kids who need a school.”

“I thought he was going to stop and take into consideration the kids who need a school.”

One new discovery is a love of dance, an elective she chose this year. “Dance is a way to be free and do some exercise and move my body,” she said. “It’s nice to dance during the day to mix things up — it’s a different type of learning.”

Elijah Gilkes, Success Academy Rosedale

Elijah Gilkes used to be bored in school — until he won a place to attend Success Academy Rosedale. Now in his second year at Success, he never has a dull moment. When he’s not investigating algorithms in his favorite math class, Elijah’s cultivating his strategic thinking in chess. His best move? The Rook Roller, a checkmate using two rooks. His goal is to make it into the top three players at his school. 

“Being a Success Academy scholar makes me feel proud because I get to challenge myself in the things I love, like math and reading and chess,” Elijah said. “That’s why I want to stay here.”

Maliyah Salkey, Success Academy Springfield Gardens

Every morning, Maliyah Salkey walks her siblings, Kydon and Malani, to their kindergarten and second grade classrooms before heading upstairs to her own. Not only does she make sure they are on time, she looks after them to make sure they are doing the right thing in class. In addition to being the most protective big sister at Success Academy Springfield Gardens, Maliyah is well loved by school staff for the positive energy she brings into the school each morning and the hard work she puts in on anything asked of her. Last month, Maliyah was presented with the Best Effort Award at the school’s Community Circle event for her persistence on a recent English project.

In addition to being the most protective big sister at Success Academy Springfield Gardens, Maliyah is well loved by school staff for the positive energy she brings

Mekhi Creighton, Success Academy Springfield Gardens

Mekhi Creighton is Success Academy Springfield Gardens’ reigning math bee champion. He snagged first place this year after coming in second in the 2018 competition. This year’s winning math bee question required him to add two three-digit numbers in 10 seconds or less. “Math is my favorite subject, because the numbers have relationships and you can use them to get to the answers in different ways,” said Mekhi. “I like going to a school that has math bees and teaches us difficult math concepts.” 

In addition to exercising his quantitative chops, Mekhi serves as an assistant choreographer to SA SG’s dance teacher, Mr. Rousell. A performer through and through, Mekhi has been the star of many productions at SA Springfield Gardens, including the Black History Month open mic night and the winter and spring dance showcases. In his spare time, Mekhi competes on the SA SG basketball team.

“My sister goes to Success Academy Queens 1 Middle School. I want to have the same opportunities that she has,” said Mekhi.

Maya Inniss, Success Academy Far Rockaway

Maya Inniss thinks she might want to be an art teacher when she grows up. This comes as no surprise to her teachers at Success Academy Far Rockaway, who know her as an extremely hard worker who is always looking for ways to help her classmates. But now, Maya’s the one who could use help in convincing Mayor de Blasio to let her continue her education at Success Academy.

Maya loves school and excels in classes that allow her to immerse herself in hands-on and creative projects. Her chosen electives, art and dance, allow her to express herself through movement and her artistic medium of the day. “I like to blend colors together,” she said of her creative process. But when asked to pick her favorite class, she said, “Science! I love to do experiments, like the one we did with Mentos and Diet Coke.”

Pearl Paul, Success Academy Far Rockaway

Pearl Paul is poised beyond her years, her unflappable confidence always on display as she speaks in the classroom. Her principal, Jose Rosario, says she has already mastered the firm handshake, as displayed each morning when she greets him at the door at Success Academy Far Rockaway.

When she is not dazzling her teachers in the classroom, you can find her on the court as a member of SA Far Rockaway’s basketball team. She’s got big plans for her future – she wants to become a doctor or a biologist after college. Pearl was at City Hall the day Mayor de Blasio ignored the 200 Success Academy students who had come to plead for space to learn.

“I’m disappointed because I’ve been in this school for four years,” said Pearl. “We’ve already built a great foundation and I want to continue here. We don’t want to leave.”

We don’t want to leave.

Bryanna Harrison, Success Academy South Jamaica

Bryanna Harrison believes hard work is its own reward — her teachers at Success Academy South Jamaica love that she always gives 100 percent effort to the task at hand. She enjoys challenging herself and taking pride in everything she does — whether that’s playing basketball, expressing herself through art, or discovering chemical reactions in science lab. She’s funny and compassionate, always noticing when someone is upset and offering a shoulder to lean on until they feel better. 

“I think that Mayor de Blasio is being unfair. Success Academy is a nice school that pushes us to our limits! He is being unreasonable and stopping scholars when they still have so much to learn!” said Bryanna.

Ayden Brotherson, Success Academy South Jamaica

Ayden Brotherson knows exactly what to do when a friend needs help: lend a hand! This Success Academy South Jamaica scholar excels in math, ELA, science, and sports, but he’s especially good at encouraging and supporting others. Success Academy has proven a perfect fit for Ayden, whose team-oriented mindset has made him a favorite of coaches, teachers, and other scholars at his school. He’s shaping up to be a leader in the classroom and on the basketball court — but his academic future is in jeopardy. 

“I want to stay at SA for middle school because there will be new things to learn and it will be a better opportunity for me,” Ayden said. “Mayor de Blasio should give us a middle school because we deserve to learn at a good school.”

Now, with 8th grade graduation in the books and high school on the horizon, we are excited to share some special moments from the event — a reminder of everything that our 9th graders have to look forward to come August! We can’t wait to see what these bright scholars will do once they arrive at SA HSLA. What clubs will they join — or even start? What passions will they discover? There are endless possibilities, and we know that members of the Class of 2027 are going to make a big impression on the high school community. We’re ready for you!

Members of the exceptionally popular Afrobeats club gave an electric performance that captured everyone’s attention. There is a wide range of clubs at HSLA — from Afrobeats, to Theater Tech, to Tri-M Music Honor Society — and the opportunity for particularly passionate scholars to form their own clubs based on their interests.

Success Academy high schoolers are no strangers to grit and determination, and our track and field members manage to balance the demands of rigorous course loads with high-intensity training — resulting in outstanding wins at the national level. 

The well-established theater community at HSLA always keeps scholars on their toes with high-energy performances and exciting electives like Improv. Scholars have the chance to build their confidence and their skills — while making friends in this close-knit group. 

Photography is another especially popular subject at HSLA, with interested scholars progressing through beginner to advanced photography electives. Eighth graders had the chance to test their artistic eye during the photography session, experimenting with color and light. 

High school scholars have free periods to for studying, meeting with deans or teachers, and bonding with classmates. In the “get things done room,” scholars can find a comfy place to read, chat, or finish their homework. Rising 9th graders appreciated the chance to pose questions about high school life to current scholars. 

Scholars who love music and singing will find plenty of chances to raise their voices at HSLA, with multiple musical electives and clubs to choose from — and classmates and teachers always excited to listen! Current and incoming scholars had fun joining their voices in harmony! 

Scholars also enjoyed learning about coding, html, and web design. With a robust STEM program and a range of computer science classes, scholars can learn how to combine their creativity with essential skill sets for the future.

Regardless of the clubs, electives, and courses scholars will dive into this August, we’re certain that new friendships are sure to unfold! 

There was a problem, however. When we received our lottery results, we discovered Jericho was not accepted. Instead, he was given a seat at SA Hudson Yards, which we had ranked as our second choice school when we entered the lottery.

My wife and I were taken aback. We had our hearts set on SA Hell’s Kitchen — how could we put our son in a school we hadn’t visited and didn’t know as well? What were the academics and co-curriculars like there? To further complicate our decision, we’d moved to Queens. We’d rationalized that we wouldn’t have minded commuting for SA Hell’s Kitchen since we were aware of the quality of the school. Now would the long commute to SA Hudson Yards be worth it?

Troubled, we found ourselves reconsidering altogether.  

We thought back to the programs, curriculum, and results that we’d come across in our research: these standards were not specific to any SA school, but reflected SA as a whole. I remembered seeing SA scholars from all over NYC, and even overheard a few excitedly discuss the latest book they were reading. Many of our friends attended different locations, but still talked about how much their kids loved school. We decided that we would adjust our lifestyles to make sure Jericho experienced these learning opportunities. We took a chance and enrolled Jericho at SA Hudson Yards.

To say the decision has been worth it would be an understatement. SA really does implement the same school design and standards citywide: At family gatherings, I watch as Jericho and his cousin (also in the second grade but attending SA Hell’s Kitchen) excitedly discuss the books they’re reading and the projects they’re working on. And we’ve adjusted to the commute, and it’s been easier than expected: coordinating dinners, bedtime, and a morning schedule for the entire family.

Jericho blows me away — we can’t get enough of hearing him say that every subject in school is his “favorite” subject and seeing the astonished look on his older sister’s face when she sees the advanced subject material he’s grasping at such a young age. Not only does he come home every day excited about school, but he also received a little taste of YouTube fame for the videos he created for one his science projects on narwhals and the northern cardinal! It’s just one way that the school community we’ve found at Success encourages Jericho to express himself creatively and apply his interests to learning.

I understand why parents might be hesitant to enroll their child in their second choice school, whether it’s because they’re unsure of the school’s program or because it’s a longer commute from home. Success Academy designed its programs for all of its schools, however, not just some of them. I also can’t blame parents for making decisions about their child’s school based on their commute or work schedule. That’s up to each family to decide what’s best for them. For my family, however, the benefits of an education at SA outweighed the small adjustments we needed to make. A quality education is the greatest treasure I can give my child, and I’ll continue to do all I can to give him one.

Every Tuesday at 4:00PM, the scholars of the Ladies First Club put on their signature hair bows, personalized with their names, and gather in room 344. The Executive Board—President Najiba, Vice President Neriah, Secretary Amina, and Treasurer Makela—kicks off the meeting, leading the group through a welcome exercise, shout-outs, roll call, announcements, and check distribution. (Members are awarded “scholar dollars” for exemplary behavior and leadership throughout the week.)

At SA Harlem 1, being selected for the Ladies First club is an honor that scholars look forward to for years. “It’s like when you’re in high school,” club advisor Ms. Cousins explains, “and everybody’s looking forward to prom. To the fourth grade, this is the prom.” Scholars become eligible for the club during the first month of fourth grade. They submit resumes, personal statements, and teacher recommendations before being invited for interviews and ultimately selected by club advisors Ms. Cousins and Ms. Fox to participate. This year, the club has 25 members. “There’s this hype about getting into the club. The little ones see the Ladies and know they need to start being role models now, so that they have a chance to join. It creates a positive atmosphere in the school.”

The Ladies are each other’s loudest cheerleaders. “I know it’s a hard job,” one scholar says during shout-outs, “and I’m proud of you for being such a good president.” Najiba beams. Scholars praise each other for having integrity, showing respect, being kind, and asking for help when they’re struggling with hard math problems.

“All the ladies in this club work together to make sure that this community is good—in school and out of school,” one scholar tells me. In school, Ladies First members help younger scholars improve their reading during DEAR (Drop Everything and Read), and outside of SA Harlem 1, they do community service projects such as visiting homeless shelters. “I like that I can be around other ladies who want to become leaders,” one scholar explains. “We’re showing the little ones how to lead.”

“They take what they learn in here and they use it in their classrooms and outside,” Ms. Cousins tells me. “They don’t have to be watched to know to do the right thing. They’re automatically doing it because of the conversations they have in here. They truly want to be good people and be leaders.”

During a break, scholars talk to me about what they’ve learned in Ladies First. “In Ladies First, you learn how to be a very independent woman—proving that women don’t only cook and clean and take care of kids. You can also become a mathematician, an astronomer, a paleontologist.”

“I’m learning how to be more independent,” another scholar echoes, “how to be stronger, so if someone tells me I can’t do something, I think, ‘You don’t know what I can do. I’m a woman. I can do anything.’”

As fourth grade graduation approaches and the women of Ladies First get ready to start middle school, they sit down to write letters to their future selves—they’ll get the letters back on the first day of eighth grade. Before sealing their envelopes, they gather on the rug to share what they’ve written. “This is what you’re going to do as a leader,” one scholar reads. “You’re going to get good grades, follow through, and be responsible and mature—not only in school, but outside of school too, girl. By the way, what’s there to be nervous about? You already have friends beside you.”

Most people who know me know that I’m extremely picky, but the way I see it, why shouldn’t I be, especially with my daughter’s education? I wasn’t sure how Success would measure up to my standards, but I nevertheless set out to learn more about the school design. I grabbed a pamphlet off the table and spoke with the woman there. The more I learned, the more I loved. I admired SA’s K-12 education and commitment to setting high standards for their scholars.

Still, I applied to other charter schools, wanting to keep my options open. I was accepted to every single charter school I applied for — except Success Academy. My SA results read: “Waitlisted”

What does that even mean? I thought. How likely is it that we’ll get in? My mind raced. Should I accept a seat at another school, or wait it out? What if I choose another school and end up getting accepted to SA? It would be so much easier to just choose now, I thought. But I’d spent five years dreaming of a quality education for my child, so I didn’t want to rush the decision. I put my research hat back on and told myself I’d gather as much information as I could before making a final decision.  

At the SA Open House, I was struck with SA’s realistic approach to schooling. They were aware of the challenges scholars face, approaching these challenges with a whole-child curriculum and encouraging parents like me to partner with teachers on our kids’ educational journey. At my local Panera, I noticed current SA scholars in uniform and marveled at how excitedly they spoke to their parents about their latest science project.  

I began to immerse myself in SA and its resources. The deeper I dug, the more I knew this was the right choice for my daughter.

I began to immerse myself in SA and its resources. The deeper I dug, the more I knew this was the right choice for my daughter. I followed Success Academy on Facebook and Instagram and learned about SA’s rigorous STEM and chess programs. I avidly read SA’s newsletter to waitlisted parents, soaking up information on educational event opportunities in the city, spring learning activities, and books that I could read with my scholar. My parent engagement manager comforted me by sharing wisdom about the lottery process, telling me that I could be pulled from the waitlist all the way up until December. She and the other SA staff I’d spoken with along the way made me feel like a parent, rather than a piece of data on a waitlist. Though I had not been accepted yet, I felt like I was already a vital part of the SA community and that they truly cared about my daughter’s education, regardless of what school I attended.

About a month and a half later (and after countless calls to check my waitlist status), I received the news that I was accepted. Relief washed over me. My waiting had been worth it. Nearly a year later, my daughter dances, multiplies and divides, and reads miles above her grade level at Success. The best part? I don’t fight with her to get her to do homework, because she’s actually interested in school.

Being on the waitlist allowed me to take a step back and carefully evaluate what I wanted for my daughter’s education. I learned that it’s not about where you end up, whether that be a public school, private school, or any charter school. It’s about meditating on each school’s curriculum, offerings, results, and design, and deciding what’s best for your child. I was tempted, at first, to side with convenience and select the first school that accepted my daughter. But I realized that she deserved my patience and full dedication to finding the right fit for her. I urge you to invest time in learning about your options before making a decision. Whatever school you have your eye on — call them, visit them, research them, and understand them. Don’t give up on your child’s education — she deserves better.

Amanda Urcia, Bensonhurst, Growth

“I recently stepped back a moment to realize that my first year as a Kindergarten teacher was almost over. I was so proud to look around my room and see how much my scholars had grown, not just as people but as accomplished scholars.  They came in August, new to school, with new teachers, and new friends. And now, they’re like little, professional adults ready to take on the world! Everyday when one of them runs up for a hug or tells me I’m the ‘best teacher,’ it can make any stress, or ounce of doubt I had in myself go away instantly.”

Sharonda Taylor, SA Bronx 1, Academic Achievement

“My proudest moment at Success Academy is this present year. This is my first year being a lead teacher for an ICT classroom.  My class had 20% passing on the first Math IA, 70% passing on the second Math IA, and 90% passing on the third Math IA. Seeing the growth my class has made this year made me very proud.  I was feeling discouraged from the first IA, and questioned if I was good enough to teach. From that day, I knew I had to work harder and couldn’t give up. I had 30 precious little ones counting on me.  This job isn’t easy, but I wouldn’t have asked to be in any other profession or organization.”

Albert Nixon III, SA Bronx 2, Growth

“So far, my proudest moment was the time [my principal] Ms. Robtoy emailed my mom to let her know that my work is valued in the BX2 community. I’ve never felt that type of genuine love and respect from an employer, where she actually reached out to my mother to compliment my work!”

Chelsea Marone (Right), SA Lafayette Middle School, Academic Achievement

“It is difficult to name just one, but I would have to say watching my fourth graders walk across the stage at graduation last June. I was with them in third grade and looped with them to fourth grade. It was incredibly rewarding to watch them grow over those two years and extremely emotional to see all of their hard work come to fruition on graduation day. We definitely had some trying times in those two years, but the fact that they still reach out and update us on their middle school experiences make me even more proud to have been their teacher for two years.”

Carleigh Antico, SA Hudson Yards Elementary School, Rookie of the Year

“Although I have not been at Success for a complete school year yet, nothing compares to the feeling of appreciation and gratitude I have received from the parents within my class. It makes me feel proud every day to know that I am positively impacting these young minds and being recognized for it. One of my parents wrote to me, “My scholar has grown so much under your teaching. We are so lucky to have you as her teacher.” It is small gestures like that, that make me proud to be Ms. Antico.”

Ashley Richards, SA Harlem 5, Academic Achievement

“After thinking about this question for a while, I truly cannot say I have one proudest moment. Throughout the day, every day, my happiest and proudest moments are when I get to see a scholar who may have been struggling with a concept, finally get it. The smile on their face when they get it is filled with pride. Being able to give them the tools to be able to struggle and eventually succeed makes me proud every day.”

Kazmira Thomas, SA Bed-Stuy Middle School, Rookie of the Year

“It may seem small, but as a teacher you would hope that someone in the student audience appreciates the hard work, preparation, and love you put into a class. So, when one of my students (who wasn’t doing the best academically) told me my class was his favorite, I was ecstatic. When I asked why, he said it was because it’s fun and he learns something at the same time. All I wanted was to be able to instill a love of English and reading in my kids, and it’s working!”

Brandon Ward, SA Harlem North West, Growth

“I was most proud to see my scholars come together and work collaboratively in the Science Exploratorium. More than any academic successes I have seen from my scholars, I was truly impressed by the initiative, independence, and drive of my scholars as they attempted truly innovative projects.”

Makeda Southerland, SA Harlem West, ETHOS

“My proudest moment at SA would have to be when I got a call that a scholar was having a rough morning, and said that she only wanted to talk to me because I am always positive and a light in her life. I didn’t know that a simple hug and a smile in the morning when I see her could have such an impact.”

Sophie Herzing, SA Springfield Gardens, Rookie of the Year

“One of my kids came up to me — I can’t remember when or why — and said that he was so happy that I was his teacher. That almost made me cry on the spot. How lucky am I to be HIS teacher.”

Joshua Gerstein, SA Rosedale, Growth

“One of my newer transfer students came up to me recently and said, ‘Mr. Gerstein, I like your class.’ I asked him why and he said, ’You don’t get upset when we make mistakes. You allow us to make them and you teach us how fix it while having fun all at the same time.” That really opened my eyes on what I’m actually doing — sometimes we are blind to it all.”

Amanda Levy, High School of the Liberal Arts, Academic Achievement

“My proudest moment at Success Academy has been watching my students grow into kind, intellectually curious and talented young adults! The fifth-grade students that I started with, in 2012, are now juniors in high school. I was a founding teacher at Harlem East Middle School and after five amazing years there, I decided to come to the High School to reunite with my original students. As an AP World History teacher and this past year, a Verbal SAT coach, I have been pushed to increase my intellectual preparation. Nonetheless, every ounce of work I put into the classroom is for the students’ benefit.  I am so grateful I have had the privilege to grow as a teacher alongside them. I can’t wait to see where college and beyond takes them!

Carolyn Konopka, SA Washington Heights, Academic Achievement

“I let my scholars lead a number story discourse as part of a Friday effort party and they knew exactly what to do — one of them shared, another scholar charted the sharer’s work with precision, and another scholar made sure all the scholars were at 100%. They ended up leading a rigorous debate with the class about the answer — and they reached the lesson goal — I was so proud!”

Isabella Kundu, Bronx 3 Middle School, Growth

“For a year and a half, I worked with a scholar who had been held over and was working to be promoted back to the grade that the rest of his peers were in. Though it took months, together we worked on reading skills, study habits, and self-advocacy until he was able to not only move up to 6th grade with the rest of his friends, but also thrive both academically and socially. My proudest moment at Success is the moment I got to tell this scholar that he was going to be a sixth grader.”

Caitlin Flaherty, SA Rosedale, Growth

“Last year, I was in a 12:1:1. This year, I was able to see one of my scholars move to 4th grade in an ICT class and succeed academically and emotionally. Moments and stories like these make me proud because my co-teacher and I were able to provide him with the necessary tools to be successful this year and the years to come!”

Wendy Diaz, SA Bronx 4, Academic Achievement

“I’ve had so many proud moments at Success Academy that it is hard to express just one. Every time one of my scholars moves up a reading level or does well on an exam she was nervous about is a proud moment. Seeing how much my scholars grow each year, seeing them moving onto the next grade, seeing my scholars happy, smiling and excited to come to school every day or having parents thank me years after teaching their scholars are proud moments. Knowing that I am making a difference in my scholars lives every day are proud moments.”

Collectively, our 26 seniors received offers from over 50 selective colleges. They are engineering enthusiasts, passionate musicians, talented athletes, and thoughtful leaders — and we cannot wait to see what they achieve. Class of 2023, every single one of you has fully earned the incredible opportunities that await you. Congratulations!

Class of 2023 Acceptances & Decisions

Alfred University

Arizona State University

Bard College

Beloit College

Boston College

Brown University

Carnegie Mellon University

CUNY City College

CUNY Lehman College

CUNY John Jay College of Criminal Justice

Hunter College*

Howard University*

Iona College

Ithaca College*

Kent State University

Kenyon College*

Lafayette College*

Lehigh University*

LeMoyne College

Lincoln University

Mount Holyoke College*

Northeastern University

Nova Southeastern University

Ohio Wesleyan University

Olin College of Engineering

Pitzer College*

Siena College

Skidmore College*

Spelman College

Stony Brook University

Swarthmore College

University of Albany*

Binghamton University

University at Buffalo

Buffalo State College*

University of Fredonia*

SUNY Oneonta

Oswego State*

SUNY Potsdam

SUNY Canton

SUNY Cobleskill

SUNY Geneseo

Seton Hall University

Purchase College

Tufts University*

Tulane University*

University of Maine – Farmington

University of Pennsylvania*

University of Rochester

University of Wisconsin (POSSE)*

Wittenberg University

*Bolded names indicate the colleges and universities that our scholars will attend next fall.

Next to Ms. Ortiz, Fiordaliza Morel, parent of two SA Bronx 3 scholars — and the impetus behind this special day — wore a similar blue shirt with a puzzle piece.  The message on her shirt was different: “So there’s this boy who has a piece of my heart. He calls me mom.”

Ms. Morel’s third son, Devin, a junior at Bard High School Early College, was diagnosed with Autism Spectrum Disorder (ASD) at age 3. The days following his diagnosis were tough. “I didn’t know anything about autism,” Ms. Morel said, “and neither did his classmates. When my son stopped speaking and had trouble connecting with his peers, they’d call him weird because they didn’t understand that his brain worked a little bit differently than theirs.”

Her personal experience prompted her to approach SA Bronx 3’s school leadership to plan its first-ever Autism Awareness Day. “By teaching kids about ASD, we can prepare them to not only appreciate, but celebrate those differences, and to treat them with kindness and respect,” Ms. Morel said. “When I brought the idea to Melanie, she didn’t hesitate to jump on board. The first time we met to discuss, we basically planned everything we wanted to do because we were both so excited. School leadership was on board too, approving our ideas quickly and scheduling a dress-down day for the scholars so that they could wear blue.”

Ms. Ortiz saw Ms. Morel’s suggestion as a learning opportunity for the entire school community. “It’s important to remember that SA focuses on the whole-child, not just academics,” she said, “so this felt like the perfect opportunity to help develop our scholars’ character and compassion toward others. At the same time, as a school psychologist, I feel that I have a responsibility to teach scholars that not everyone experiences the world like they do, and that’s perfectly okay.”

I have a responsibility to teach scholars that not everyone experiences the world like they do, and that’s perfectly okay.

Together, they planned read-alouds, videos, and activities for SA Bronx 3 scholars to learn about ASD. The challenge, as Ms. Ortiz explained, was selecting age-appropriate resources, since ASD can be quite complicated and manifests in each person differently. “That’s why it’s a spectrum,” she said. “Some kids may have trouble showing empathy or handling loud noises, bright lights, or busy hallways. They may find it difficult to read social cues like facial expressions, and they might struggle to speak or learn the meaning of new words. But each person on the spectrum has different skills, challenges, and needs.”

In choosing books and videos for the day, Ms. Ortiz selected titles that focused on being a friend or family member to someone with ASD, rather than the fluid characteristics of ASD itself. For kindergarteners, Ms. Ortiz played “Meet Ned,” a video about a middle school boy with ASD. Ned, the video explained, lives with his mother, brother, and aunt. He loves the color green and telling knock-knock jokes. Ned also loves playing with his toy car with his friend Jack. Sometimes, though, when Ned’s friend Jack tries to get his attention when they’re playing, Ned won’t look him in the eye. Oftentimes, Ned prefers to play with only one specific toy car, or might become very upset over loud noises.

When Ms. Ortiz asked the class what they had in common with Ned, fifteen small kindergarten hands shot up in earnest. “Green is my favorite color!” one said. And another, whispered to a classmate, “Want to hear a knock-knock joke?”

“See,” she said, “we have a lot in common with Ned. So if we don’t understand why Ned won’t look at us when we speak sometimes, or gets upset over a loud noise, it’s okay. We just have to have patience, like Jack, because Ned’s brain works a little differently than ours. Would you still want to be Ned’s friend?”

SA Bronx 3 scholars answered with a resounding “YES!”

“I don’t expect our scholars to be experts in ASD,” said Ms. Ortiz. “But I do expect them to leave Success Academy being willing and open to accept someone with differences, no matter what that means to them.”