Market Data
Without the Pandemic
In New York City, two years ago, 13-year-old Liam Seminara faced a significant challenge in his educational journey. While a struggling student in school, Liam decided to take a leap of faith and transfer to the robotics team at St. Joseph the Worker Catholic Academy, aiming for a change in his educational path. By doing so, Liam sought to pivot from a routine classroom setup to a more dynamic and interactive environment, where he could thrive academically. Despite his proactive decision, Liam proceeded through the transfer process with prejudice, being unaware of the immense changes he might face.
Making Up Ground
Upon arrival at St. Joseph, Liam proved that these changes could be both beneficial and challenging. In eighth grade, he demonstrated a significant leap in academic performance, exceeding his previous grade level. His ability to read more than he did two years prior was notable, and his passion for literature became evident. However, this same leap in reading ability coincided with a profound decline in reading proficiency among eighth graders across the U.S., as measured by the National Assessment of Educational Progress (NAEP) in 2021.
Subsidized Support
Deacon Kevin McCormack, the Superintendent of Catholic Schools of Brooklyn and Queens, recognized the need for innovative solutions to address the challenges posed by Liam and his peers. He decided to reevaluate the district’s approach to instruction, recognizing that eighth-grade students were underperforming and seeing no improvement from the previous academic year. To address this, McCormack implemented a multifaceted approach that prioritized equity and differentiation.
He introduced specialized coaches, such as Sophia DeMartino, a middle school English teacher at St. Joseph, who played a pivotal role in rekindling Liam’s interest in reading. De Martino shared her philosophy with the students, encouraging them to consult her for guidance on their studies and requesting her continued support during his work on a reading-related project. The district also streamlined instruction by dividing students into smaller, more focused groups, which helped many, particularly middle school students, to grasp concepts more effectively.
Sentimental Focus on Reading
Despite the improved academic performance among eighth graders, one of the most concerning aspects was the lack of motivation to engage with reading. A third of the students in St. Joseph demonstrated a deep need for a love and excitement for reading, which can have far-reaching emotional and practical implications. This sentiment is particularly problematic in the context of an ongoing global pandemic, where accessing reading materials became a challenge.
clusters of students often felt disconnected from the content they were trying to absorb. struggles to retain information and had difficulty connecting thetext to their personal experiences, leading to dis dissatisfaction. Journalistic skills were particularly underdeveloped in some students, capable of reading contracts and interpreting nuanced language.
Implications and an improved Dolphin
When coerced to work alongside the district’s solutions, students showed resilience and took academic challenges with them, striving to breathe differently in the process. Internationally, this model has been replicated across the United States, inspiring educators to adopt a similar approach during uncertain times. While the pandemic brought significant challenges to some, the lessons learned have opened doors to new possibilities for student growth and success in education.
[The future of reading education]
In summary, Liam Seminara and his peers, as well as other eighth graders across the district, have proven that rethinking what it means to be a reader can lead to meaningful triumphs in education. The district’s approach to support, new coaches, and smaller group instruction have unlocked potential for students who were once녜’];
district knowledge. As the world grapples with challenges like the pandemic, inspires a renewed focus on inclusivity and teacher support, proving that we can overcome obstacles together.
