senior portrait

Schooled in activism, Grover Cleveland grad aims for law school

Grover Cleveland High School student Diana Rodriguez spearheaded student protest against her school's closure.

Less than two weeks after graduating from high school, Diana Rodriguez is staying busy. The Queens teenager is up at 6 a.m. to go for a morning run, work her two summer jobs, and take driving lessons a few months before she is set to start college.

It’s a heavy workload — but it’s not the biggest responsibility the 17-year-old has taken on. This spring, she led classmates at Grover Cleveland High School in a fight for the school’s life.

The school was one of 33 the city planned to close and reopen using an overhaul process, known as “turnaround,” that included changing the school’s name and replacing half of the school staff.

Rodriguez was enraged. Already the senior class president, she sprang into action galvanizing her classmates to protest the turnaround plans.

“I wouldn’t stand for it,” said Rodriguez. “You can’t mess with my education – education is a right.”

That was Rodriguez’s rallying cry as she joined other students in schools facing closure across the city in a group called Student Activists United. The group turned out students for public hearings, called Panel for Educational Policy members who would vote on the closures, and even held an early-morning rally outside Mayor Bloomberg’s Upper East Side home.

“We weren’t an aggressive activist group. We were just trying to spread awareness,” Rodriguez said.

After months of rallying, including calling Panel for Educational Policy members, Rodriguez’s work paid off: Grover Cleveland was taken off the turnaround roster in April, although most schools remained on the list.

Her leadership caught the attention of Assemblywoman Catherine Nolan, a Cleveland alum who also advocated to keep the school open. Nolan hired her as an intern, and Rodriguez is spending the summer asking Ridgewood residents about their concerns and canvassing the neighborhood for problems that need fixing.

“The only good thing that comes out of these crazy school closings is that we meet great young people,” Nolan said.

Rodriguez grew up in Queens but moved to her mother’s house in Florida when she was 12 years old. Three years later, she missed living in a city and chose to move back with her dad, who still lived in the borough.

Even though she didn’t enter Cleveland until she was a junior, Rodriguez quickly became one of the school’s biggest fans. But as a senior busy with student government, four Advanced Placement classes, competing on the track team, and working as a lifeguard, Rodriguez said she didn’t set out to become her high school’s leading student activist.

She just can’t help voicing her opinion.

“I’m never one to stay quiet,” added Rodriguez, who hopes to become a lawyer. Her first step is college, at John Jay College of Criminal Justice, where she will study political science.

“Sometimes she answers back to me,” said Luis Rodriguez, Diana’s father, who said he initially worried that the activism could land her in legal trouble. “But when I talked to her teachers, they said she’s the most respectful girl in school.”

Nick Ortiz, Rodriguez’s boyfriend, joked, “She’s so short, she has to feel very imposing and tell her side no matter what.” They’ve been in a relationship for three years.

Nolan said Rodriguez’s passion reminded her of her own stint protesting school budget cuts in the 1970s. That passion was infectious, the politician said.

“Ridgewood can be a very apathetic neighborhood. The school closing kind of awakened the community,” Nolan said.

Rodriguez’s commitment to the protests also impressed the other student activists.

“It was really a joint effort. Everyone had a role but she definitely had a leadership role,” said Justin Watson, who joined the student protests after learning that his school, Legacy for Integrated Studies, was being phased out.

“Diana has the confidence to go out there and speak,” Watson added. “I need to be more like that.”

Rodriguez is set to start political science classes at John Jay this fall. For now, she is working multiple jobs with the goal of buying a car to ease her commute — and to take a break.

“If I get my car in July, I want to go on a road trip somewhere,” she said. “I told my friends it doesn’t matter where, we’re just going.”

Rodriguez said she even though she expects her college courses to be tough, she will make time to keep a watchful eye on her alma mater. Even though the school will remain open next year, it could land on the chopping block again if its student performance data doesn’t improve.

“If the education fight continues, I will definitely be there next year,” she said.

red carpet

#PublicSchoolProud has its Oscar moment as ‘La La Land’ songwriter shouts out his schools

Songwriter Justin Paul at the 2017 Academy Awards, where he credited his public school education in his acceptance speech for best song.

The recent movement to praise public schools made it all the way to the Academy Awards stage Sunday night.

Justin Paul, one of the songwriters for the movie “La La Land,” credited his public school education during his acceptance speech.

“I was educated in public schools, where arts and culture were valued and recognized and resourced,” Paul said after winning the Oscar for best song. “And I’m so grateful for all my teachers, who taught so much and gave so much to us.”

Paul attended public schools in Westport, Connecticut, where he graduated from Staples High School. The school was also recognized in a recent documentary about its history as a rock venue in the late 1960s. Students recruited The Doors, the Yardbirds, and several other bands to play in the school’s auditorium.

The Oscars stage shoutout comes as people across the country have begun praising their own public schools on social media. The #PublicSchoolProud movement is a response to new U.S. Education Secretary Betsy DeVos, who has advocated for policies that let students leave public schools for private and charter schools.

survey says

How accessible are New York City’s high schools? Students with physical disabilities are about to find out

PHOTO: Cassi Feldman
Midwood High School is considered inaccessible to students with physical disabilities.

Michelle Noris began her son’s high school search the way many parents of children with physical disabilities do: by throwing out most of the high school directory.

She knew her son Abraham would only have access to a few dozen of the city’s 400-plus high schools because of significant health needs, despite being a bright student with a knack for writing.

“I tore out every page that didn’t work in advance of showing [the directory] to him,” Noris recalls.

Even once they narrowed the list of potential schools, they still couldn’t be sure which schools Abraham — who has cerebral palsy and uses a wheelchair — would be physically able to enter. The directory lists whether a school is considered partially or fully accessible, which, in theory, means that students should have access to “all relevant programs and services.”

In practice, however, the situation is much more complicated. “We had schools that are listed as partially accessible, but there’s no accessible bathroom,” said Noris, who is a member of the Citywide Council on Special Education. Some “accessible” schools might not have water fountains or cafeteria tables that accommodate students with mobility needs. A school’s auditorium could have a ramp, but no way for a wheelchair-bound student to get up on the stage.

Most of that information is not publicly available without calling a school or showing up for a visit — a process that can be time-consuming and demoralizing. But now, thanks in part by lobbying from Noris and other advocates, the city has pledged to begin filling the information gap. The education department will soon release more detailed information about exactly how accessible its high schools are.

Based on a 58-question survey, the city is collecting more granular data: if music rooms or computer labs are accessible, for instance, or whether there’s a slight step in a library that could act as a barrier. The survey also tracks whether a student in a wheelchair would have to use a side or back entrance to make it into the building.

“Sometimes, [parents] actually have to visit four or five of our schools to see if their child could get to every area of the school that’s important to them,” said Tom Taratko, who heads the education department’s space management division. “We didn’t think that was right.”

Virtually every physical amenity will be documented, Taratko said, down to whether a school has braille signage or technology for students with hearing impairments.

Education department officials are still fine-tuning exactly how to translate the city’s new accessibility inventory into a user-friendly dataset families can use. Some of the new information will be made available in the high school directory, and the results of each school’s survey will be available online.

Officials said the new data would be provided in “the coming weeks” for all high schools in Manhattan and Staten Island. The rest of the city’s high schools should be included before the next admissions cycle.

The survey will help identify which schools could be made accessible with relatively few changes, Taratko explained. “Everything — our shortcomings, our strengths — everything will be out there.”

The decision to release more high school accessibility data comes less than two years after a scathing U.S. Department of Justice investigation revealed “inexcusable” accommodations in elementary schools.

Many of the city’s school buildings were built before the Americans with Disabilities Act became law, and despite committing $100 million in its current five-year capital budget to upgrades, many schools are still not accessible. According to 2016 data, the most recent available, just 13 percent of district and charter schools that serve high school grades are fully accessible. About 62 percent are partially accessible, and 25 percent are considered inaccessible.

Making accessibility data public could help change those numbers, said Maggie Moroff, a disability policy expert at Advocates for Children who has pushed for greater transparency and praised the initiative.

“Once it’s out there, there’s so much more self-advocacy a parent can do,” Moroff said. “Then they can make requests about specific accommodations.”

Greater transparency is just one step in the process. Moroff hopes the city will consider taking students’ physical disabilities into account during the admissions process so that academically qualified students get preference for accessible schools. Once students arrive, she added, they must be welcomed by the school community.

“There needs to be much more work to hold the schools accountable to actually welcoming those students,” Moroff said. “It has to go hand in hand with making renovations and making accommodations.”

Even though the data comes too late for Noris, whose son submitted applications to just two high schools out of a possible twelve due to accessibility constraints, she is optimistic future families will have an easier time navigating the process.

“They didn’t say, ‘We’re going to do this over the next ten years.’ They said, ‘We’re going to do this in two years,’” Noris said, noting that she hopes more funding is allocated to upgrade buildings. “I think it’s a real example of the Department of Education hearing the needs and being willing to act on it.”