Archive: Around Town

Former ICSD Board of Education member Henry Kramer's opinion editorial deriding New Roots Charter School has sparked an outpouring of evidence of the school's success from parents, students, staff, and alumni.

"New Roots wins the numbers game," stakeholders claim, citing examples of life-changing impacts on students.  "Each teenager is more than just counted, they matter.  Their presence, their contributions matter," says Katie Quinn-Jacobs, mother of a current 10th grade student.

Mandy Economos' daughter is a fifth year senior at New Roots.  Economos describes her as "academically gifted with some disabilities," and says they "struggled to find a school that was a fit" in their previous home city, Cleveland, OH.

"I have nothing but the highest praise for the teachers, counselors, social workers, staff and fellow students (at New Roots) who embraced my daughter," Economos says.  "Before she was only surviving and is now thriving in an atmosphere of diversity, creativity, community connection and environmental responsibility. . . My daughter opted for more time before graduation and is steadily working on her goals. This strategy has allowed a huge turn around in self-image, focus and academics."

New Roots alum and Syracuse University student Rachel Mitchell, quoting Kramer tongue in cheek, says she "abandoned [her] successful home district" because she felt unchallenged and unaccepted. Ms. Mitchell, who received a scholarship to attend Syracuse University's Maxwell School in Citizenship and Civic Engagement, contends that "without New Roots I would not have graduated from high school, and I would not be the person I am proud to be today."

Similarly, Chrissy Askew, a New Roots parent wrote: "The irony is that our children chose to go there because, in some form or another, their home school district failed them." Another parent suggests that "rather than criticize New Roots for picking up where other schools have failed, the school should be thanked and supported."

The school's success at creating an environment where students do not tolerate bullying makes it is a life-saving option for many. One parent reports that her son was taking maximum doses of medication for anxiety and talking about suicide due to bullying in his district school.  She reports that her son is now earning high grades, participating in a full range of extracurricular activities, and planning for college.

New Roots school nurse Mitch Schaff, speaking from 18 years of experience as a mental health nurse, notes that "what is not reported in the (Mr. Kramer's) letter is how many kids attend New Roots because they were constantly bullied at their home district school. Where they were once struggling socially, they are now blooming."

Katie Quinn-Jacobs, parent of a 10th grade student, describes what she calls 'a greater story beyond the numbers.'

"Already this academic year, I have seen New Roots students taking a stand in Albany; bringing youthful voices and insights to the debate about the local power plant; practicing rescue simulations and earning CPR, AED and Wilderness First Aid certifications; working as a team to prepare for a national competition in International Humanitarian Law and playing a spirited game of soccer against the faculty and staff…"

Quinn-Jacobs and others cite experiences that build confidence, character, and social skills as learning that will support success in college and the work place.

Additionally, Marty Hiller, parent of a ninth-grade student identifies "a critical need that the school was chartered for: to provide an education that prepares students to meet the sustainability challenges of the 21st century."  Citing New Roots as "uniquely designed to provide this foundation," Ms. Hiller contends that New Roots "occupies a unique and essential place in the educational opportunities available to youth in our community."

Parent David Quinn-Jacobs shares in his letter to the editor, "The school has a vibrancy and spirit that transcends the numbers frequently tossed around.  Students feel secure and welcome at the school, and they are integrated into the community. They are learning, but the focus is not on passing standardized tests.  I know other families at New Roots have a variety of background stories, but we all share the need for an alternative.  Collectively, our kids have been drawn to the school because of a number of excellent qualities that are not measured well by boilerplate standards. "

In conclusion Quinn–Jacobs writes, "Parents that don't approve of the model can and do choose not to send their children there. Reducing our community's choices benefits no one. As parents, it is our right to make up our own minds about our own children's lives.  We choose New Roots."

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