New York

Sloan Foundation honors seven city math and science teachers

For the fifth straight year, the Fund for the City of New York and the Alfred P. Sloan Foundation gave city teachers awards for excellence in teaching science and mathematics.

The honorees were nominated by students, parents, colleagues, and administrators and then selected by a committee made up of representatives from local science museums and universities, based on their students’ achievement, their involvement in extracurricular activities, and their efforts to promote math and science inside and outside the classroom. Schools with winning teachers each received $2,500 to support their math and science programs, and the teachers took home $5,000.

Here are this year’s recipients, along with a highlight about each that we pulled from longer biographies compiled by the Sloan Awards. (Here are last year’s winners, and 2011’s.)


Teacher: Eloise Thompson
Subject: College Algebra/Pre-Calculus, AP Statistics
School: DeWitt Clinton High School, Bedford Park, Bronx

Why her school thinks she’s great: Thompson, the youngest of 14 children, attended Bronx schools herself and now has developed a reputation at a struggling school for connecting personally with her students.


Teacher: Eleanor Terry
Subject: Math A, Math B, Integrated Algebra, Geometry, Algebra 2/Trigonometry, Numeracy, Calculus, AP Statistics, CUNY Mathematics
School: High School of Telecommunication Arts and Technology, Sunset Park, Brooklyn

Why her school thinks she’s great: Terry strives to help her students connect math lessons to everyday life, by conducting exit polling for city elections, analyzing baseball players’ salaries, and calculating the future impact of college loans.


Teacher: Thomas Sangiorgi
Subject: Regents Chemistry, Advanced Topics in Science
School: Townsend Harris High School, Flushing, Queens

Why his school thinks he’s great: Sangiorgi coaches the Science Olymiad team at Townsend Harris, an ultra-selective high school; the team now includes a tenth of the school’s students.


Teacher: Y.S. Kim
Subject: Integrated Algebra, Integrated Algebra ICT
School: Francis Lewis High School, Fresh Meadows, Queens

Why her school thinks she’s great: Originally a Teaching Fellow, Kim has a special knack for reaching low-performing students. When she taught an algebra class to students who had all failed the same course in the past, two thirds passed last year.


Teacher: Dorina Cheregi
Subject: Algebra/Trigonometry, Pre-Calculus
AP Calculus
School: Newcomers High School, Long Island City, Queens

Why her school thinks she’s great: An immigrant herself, Cheregi has propelled her students, all recent arrivals to the country, to compete successfully against city students from highly selective schools.


Teacher: Elisabeth Jaffe
Subject: Algebra/Trigonometry, Algebra I, Computer Science, Math as a Language
School: Baruch College Campus High School, Manhattan

Why her school thinks she’s great: Jaffe’s math classes include not only practical projects but literary assignments, such as the novel “Einstein’s Dreams.”


Teacher: Charlene Chan
Subject: Advanced Science Research, Living Environment
School: Manhattan Center for Science and Mathematics, East Harlem

Why her school thinks she’s great: Chan’s science research class has led her students to present research in Taiwan, Singapore, and Vietnam, while schools in Mexico and China are replicating her curriculum.

defensor escolar

Memphis parent advocacy group trains first Spanish-speaking cohort

PHOTO: Caroline Bauman
Manuela Martinez (center left) and Lidia Sauceda (center right) are among 19 parents in the first Spanish-speaking class of Memphis Lift’s Public Advocate Fellowship.

Manuela Martinez doesn’t want Spanish-speaking families to get lost in the fast-changing education landscape in Memphis as the city’s Hispanic population continues to grow.

The mother of two students is among 19 parents in the first Spanish-speaking class of Memphis Lift’s Public Advocate Fellowship, a program that trains parents on local education issues.

“We want to be more informed,” said Martinez, whose children attend Shelby County Schools. “I didn’t know I had much of voice or could change things at my child’s school. But I’m learning a lot about schools in Memphis, and how I can be a bigger part.”

More than 200 Memphians have gone through the 10-week fellowship program since the parent advocacy group launched two years ago. The vast majority have been African-Americans.

The first Spanish-speaking cohort is completing a five-week program this month and marks a concerted effort to bridge racial barriers, said Sarah Carpenter, the organization’s executive director.

“Our mission is to make the powerless parent powerful …,” she said.

The city’s mostly black public schools have experienced a steady growth in Hispanic students since 1992 when only 286 attended the former Memphis City Schools. In 2015, the consolidated Shelby County Schools had 13,816 Hispanic children and teens, or 12.3 percent of the student population.

Lidia Sauceda came to Memphis from Mexico as a child; now she has two children who attend Shelby County Schools. Through Memphis Lift, she is learning about how to navigate Tennessee’s largest district in behalf of her family.

PHOTO: Caroline Bauman
Hispanic parents attend a training with the Memphis Lift fellowship program.

“Latinos are afraid of talking, of standing up,” Sauceda said. “They’re so afraid they’re not going to be heard because of their legal status. But I will recommend this (fellowship) to parents. How do we want our kids to have a better education if we can’t dedicate time?”

The training includes lessons on local school options, how to speak publicly at a school board meeting, and how to advocate for your children if you believe they are being treated unfairly.

The first fellowship was led by Ian Buchanan, former director of community partnership for the state-run Achievement School District. Now the program is taught in-house, and the Spanish-speaking class is being led this month by Carmelita Hernandez, an alumna.

“No matter what language we speak, we want a high-quality education for our kids just like any other parent,” Hernandez said. “A good education leads to better opportunities.”

Stopping summer slide

On National Summer Learning Day, Memphis takes stock of programs for kids

PHOTO: Helen Carefoot
Torrence Echols, a rising first-grader in Memphis, builds a tower with giant legos at the Benjamin L. Hooks Library on National Summer Learning Day.

When it comes to summer learning, it’s been a better year for Memphis, where a range of new programs have helped to stem learning loss that hits hard in communities with a high number of low-income students.

On Thursday, Mayor Jim Strickland celebrated that work in conjunction with National Summer Learning Day and against the backdrop of the children’s reading room of the city’s main library.

He estimated that 10,000 children and teens are being reached this summer through learning programs spearheaded through Shelby County Schools, Literacy Mid-South, Memphis Public Libraries, churches and nonprofit organizations across the community.

That’s a record-breaking number, Strickland says, in a city with a lot of students struggling to meet state and local reading targets.

Summer learning loss, also known as summer slide, is the tendency for students to lose some of the knowledge and skills they gained during the school year. It’s a large contributor to the achievement gap, since children from low-income families usually don’t get the same summer enrichment opportunities as their more affluent peers. Compounded year after year, the gap widens to the point that, by fifth grade, many students can be up to three years behind in math and reading.

But this summer for the first time, Shelby County Schools offered summer learning academies across the city for students most in need of intervention. And Memphis also received a slice of an $8.5 million state grant to provide summer literacy camps at nine Memphis schools through Tennessee’s Read to be Ready initiative.

Literacy Mid-South used Thursday’s event to encourage Memphians to “drop everything and read!”

The nonprofit, which is providing resources this summer through about 15 organizations in Greater Memphis, is challenging students to log 1,400 minutes of summertime reading, an amount that research shows can mitigate learning loss and even increase test scores.

Reading is a problem for many students in Memphis and across Tennessee. Less than a third of third-graders in Shelby County Schools read on grade level, and the district is working to boost that rate to 90 percent by 2025 under its Destination 2025 plan.

The city of Memphis, which does not fund local schools, has made Memphis Public Libraries the focal point of its education work. This summer, the library is offering programs on everything from STEM and robotics to art and test prep.

Parents are a critical component, helping their kids to take advantage of books, programs and services that counter the doldrums of summer learning.

Soon after the mayor left the Benjamin L. Hooks Library on Thursday, Tammy Echols arrived with her son, Torrence, a rising first-grader at Levi Elementary School. Echols said they visit regularly to read books and do computer and math games.

“We always do a lot of reading and we’re working on learning sight words,” Echols said as she watched her son build a tower out of giant Lego blocks. “Torrence is a learning child and it’s easy to forget what you just learned if you’re not constantly reinforcing.”

You can find summer learning resources for families from the National Summer Learning Association.