seeking a match

Voices from the 2013 high school search: Roselyn Jimenez

Roselyn Jimenez

Roselyn Jimenez, 12, was on the verge of tears when she entered the cafeteria packed with students and school booths for the Manhattan high school fair. “I don’t want to be here,” she said.

Jimenez said she was overwhelmed partly at the chaos in the room but also, in a larger sense, at the thought of growing up. “I’m not ready for high school,” she said. “It’s scary.”

Jimenez said that most of her friends at M.S. 319 want to go to George Washington High School, but she doesn’t.  “They think it’s going to be like middle school,” she said. But she thinks George Washington would be much different from middle school. “It has a lot of gangs,” she said.

Before the fair, Jimenez said, she didn’t know what high school she wanted to go to, or even what questions to ask to find out. Her mother, Ingrid Mota, pulled her from Inwood Academy Charter School this year and moved her to M.S. 319 because she didn’t think her daughter was learning enough. “She was having problems with other girls, like gossip, he-said, she-said,” said Mota.

Because of the change in middle schools, Jimenez said, she still hadn’t met her counselor at M.S. 319, and hadn’t received any guidance at school for how to apply to high schools.

Jimenez said her favorite school activity is drawing, but she had not kept any of her drawings to put into a portfolio required for the schools specializing in art.

Jimenez saw the “uniform school” sign taped above the New York Lab’s School’s booth and stepped backward. She shook her head and said, “No.” But her mom approached the booth anyway, even as her daughter — with four earrings in one ear, color added to her hair, stretch pants and a black sports jacket — refused to come any closer.

At the booth for the Urban Assembly Gateway School for Technology, student Alec Cruz, a junior, immediately read Jimenez’s body language and said, “You’re not that into this, are you?” Cruz ended up chatting with Jimenez, offering stories about how the school offers bonfires, games, and other programs to help ninth graders acclimate.

“It sounds cool. They take the new kids and help them bond with each other,” said Jimenez.

Socializing is something Jimenez prides herself on. She sent text messages frequently during the fair and said she has more than 6,000 friends and followers on Facebook. “They call me Facebook famous,” Jimenez said.

A social connection finally drew Jimenez’s interest in a school. When she saw the booth for the Global Language Collaborative, a high school on the Upper West Side, she remembered that a friend had attended the school and gone on a trip with teachers and students to China.

“I love traveling. It’s exciting because you’re in a new place,” said Jimenez. She has already visited the Dominican Republic with her family and toured the American South with her sister and cousin, where she got to see Dolly Parton. Based on that, she said she liked Global Language Collaborative. Maybe, she said, she’d go on some cool trips in high school.

Mota looked up, as if thanking the heavens, and said, “At least she likes one school.”

Oliver Morrison is a student at CUNY Graduate School of Journalism.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”