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Written by: Adam Katcher

Published: 05 May 2022

Created: 05 May 2022

Last Updated: 03 August 2022

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Most high schools offer Advanced Placement courses that are effectively year-long preparations for the AP exams, administered by the College Board, which can help students place out of introductory classes in college depending on their test performances. Scarsdale offers Advanced Topics (AT courses), which are similar lto AP courses in rigor, but tend to go more in-depth and encourage critical thinking beyond the standard fact-based AP curriculum. Not all AT classes directly prepare students for AP examinations at the end of the year.

SHS Principal Ken Bonamo clarified the current relationship between the AT and AP program saying, “There was a requirement…which said teachers had to prepare their students for AP courses, whether it be during classes or via review sessions during senior options.”

The Tri-State Consortium, an organization of over 50 schools in our area was invited by Scarsdale to evaluate and provide feedback on the progress of the AT curriculum.

The AT programs replaced AP programs in Scarsdale in the 2007-2008 school year. There was virtually unanimous support from the high school faculty at the time in favor of AT programs – a notion still widely shared – as AP courses were often considered too restrictive and it was a challenge to cram in the material for the sole purpose of test preparation in May. Superintendent Michael McGill said the shift “will better prepare our students for college study,” including improving research and writing skills, analyzing, evaluating, and judging subject content as opposed to just accepting the facts.

At the time, Principal John Klemme explained, “students will enjoy a level of distinction as a result of the faculty initiative to refine courses for depth of understanding, a fact confirmed by the enthusiastic support of college admissions officers.” This too remains the consensus today among administrators and the vast majority of Scarsdale High School graduates surveyed.

The 20-page report, which was discussed in detail at the 4/25/2022 Board of Education Business Meeting, discussed a series of key indicators in evaluating the success, and continued necessity, of the school’s AT program. The three following questions were the focal points of the report:

1) To what extent are there clear expectations for success in AT courses?
2) To what extent do our AT courses promote critical and creative thinking, creativity, and deep learning?
3) To what extent is our AT approach preparing our students for post-secondary education?

For the most part, the answers to the questions were resoundingly positive. There were some recommendations and concerns, but the reported found the AT program was meeting its objectives.

The report concludes there are indeed clear expectations for success in AT courses, with college admissions staff viewing the program with high regard. New AT courses are designed with input from experts in the fields, typically professors from notable universities. The report suggests the high school should annually address concerns to parents about how the deviation from standard AP programs can be beneficial.

In terms of creative thinking, creativity, and deep learning, the report sees the program as a positive, transformative, and authentic success. The report explains, “One staff member with whom we spoke said, ‘Advanced Placement courses are a promise to students – we will do all we can to help you excel on the AP exam…AT courses also are a promise – we will teach you to think like a person in the discipline.’”

The switch from AP to AT programs in the 2007-2008 school year has not led to any notable change in acceptance rate/viability for college applicants. The Scarsdale AT courses align with freshman college courses. The report states how “students and alumni [said] that AT courses expose them to a ‘philosophy of problem-solving,’” potentially a huge advantage when considering post-secondary education preparation.

Alumni from the classes of 2014, 2016 and 2018 were surveyed and 100 students responded. Overall, they responded positively about the AT Program.

They were asked:

How important it was that their AT courses prepared them for corresponding AP exams:

41% indicated it was very important, 39% said it was somewhat important, and 21% said that it was unimportant.

How well AT courses prepared them for their college introductory courses:

53% said that AT courses provided excellent preparation, 30% said the preparation was good; 16% responded neutral, and 2% said their preparation was poor or unsatisfactory. The mean rating for AT course preparation for college on a scale of 1 to 5 was 4.33.

How they perceived their preparation for college compared to their college classmates who had taken AP courses:

40% said they were better prepared, 46% said that they were prepared about the same, and 14% said they were not as well prepared as their classmates from other high schools.

Overall, the Tri-State Consortium found that some of the AT assessment forms were conducive to the AT vision, promoting student-driven, creative, innovative work. However, as mentioned, some courses still run closely – and perhaps too closely – to that of a typical AP course. The lack of interdisciplinary work is also something that could be reevaluated in the near future. Nonetheless, the AT program is viewed as successful.

When the findings of the report were presented to the Scarsdale Board of Education, some questions were raised.

The first centered around whether Diversity, Equity, and Inclusion goals were considered in the evaluation of the AT courses, to which Bonamo admitted it was not a factor actively considered during the survey. When the suggestion of having both AP and AT programs was brought up, Bonamo mentioned how having both programs on offer could be problematic for both students and admissions officers. He also mentioned how the report’s findings are for a long-term view, and that no huge differences will be observable immediately as a result.

Even with the report indicating the AT program has been successful, some had questions. The shift away from the AP curriculum has posed issues for students preparing for the AP tests. In addition, Scarsdale’s rankings have fallen. US News and World Report uses the percentage of people taking/passing AP tests when rating high schools. So even though Scarsdale is often considered one of the best, if not the best, high school in the state, it ranks as 61st best high school in New York in their rankings due to the relative lack of AP participation/success as a percentage of student participation/success rate.

In the question-and-answer session, Principal Bonamo responded to questions concerning the AP success rate at Scarsdale. Some suggested that not teaching to the AP exams could lead to a disadvantage for students in the future: if they are unable to place out of classes in college because they were not amply prepared for their AP exams, this could lead to a potential disadvantage during freshman year. Also, if students do well in enough AP exams, they may be able to finish college in 3.5 years instead of 4 years, potentially saving families tens of thousands of dollars in tuition. Is Scarsdale’s AT program causing students to pay more for college?

Most other schools in Westchester offer plenty of AP programs before senior year, whereas the majority of Scarsdale’s AT programs come in senior year. Some parents believe the AT program makes it more difficult for students to get a head start on AP examinations; not only do their classes not teach to the test; there also are not many classes prior to senior year which prepare students for AP exams. In an era where SAT Subject Tests are obsolete in the admissions process, some parents wonder whether offering typical AP programs – and more before senior year – could help students in the admissions process show their proficiency in certain subjects. Some fear that Scarsdale students may be less viable applicants when other schools have more AP test participation and students are better prepared for specialized tests.

Even though the report concluded heavily in favor of the continuation of the AT program there is still some backlash against the AT program’s viability through numerous lenses. If the report is to be believed it showed there is always room to improve, but that the unique AT program has greatly assisted students for many years after high-school graduation. External pressures may cause Scarsdale to reevaluate the program’s viability, so the AP versus AT debate is not going anywhere.

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Written by: Joanne Wallenstein

Published: 28 April 2022

Created: 28 April 2022

Last Updated: 29 April 2022

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(Updated April 29, 2022) One Scarsdale tradition has fallen victim to political correctness. A long-standing annual event at Scarsdale’s elementary schools was the fourth grade Colonial Fair. These fairs celebrated life in the Colonial era. Students dressed in Colonial era costumes and participated in games and dances and activities like churning butter and spinning wool. These fairs supported the study of Colonial times, which is a part of the fourth grade curriculum, and also allowed children, parents and teachers to enjoy an activity which recreates life in the era that Scarsdale was founded.

However, this year, parents were told that the fairs were finished, and informed that the colonial era would be studied in the classroom, without parent or PTA involvement.

A fourth grade parent at Edgewood received this email from the fourth grade teachers at the school. It said:

“This Friday, April 29th, the fourth-grade teachers will lead the students in the final activities related to our Colonial America unit. This day will be different from previous years in that the students will not be wearing costumes, and there will be no food.

However, many activities will be the same, and some new ones have been added. The students have been preparing for the day by researching daily life, map making, diary writing, tea staining, making quill pens, and tinsmithing (completed in art class). On Friday, the students will continue with additional hands-on experiential learning activities like:

Dame School
Weaving
Quill Pen Writing
Colonial Toys and Games
Colonial Spices
Stenciling
Colonial Music-Will be done with music teacher
Paper Dolls

The students will have choices in activities and may complete some or all of the above. As a team, we feel that this year's approach has been aligned with district goals and has allowed us to go deeper with the content and experiences. We are looking forward to this culminating event and are excited to share photos from the day with you.

Best,
The Fourth Grade Team

Commenting on the news, Edgewood mom Moira Crouch Bandsma said, "The Edgewood Colonial Fair Committee was told in January that the event was happening this year. Four months of emails went between the Committee and the teachers and the Edgewood administration. Some were confusing but the gist was that everyone was excited, the event was being redesigned by the teachers with DEI in mind and they look forward to the support of the PTA and parent volunteers, and would get back to us. Monday, the PTA president emailed that teachers were working on the event, using their curriculum expertise to adjust it with DEI in mind and get back to us in 1-2 weeks. My concern that the year was getting close to the end and we need a date was responded to by a phone call from Principal Brown informing us that the Colonial Fair has been canceled for a while because colonialism should not be celebrated and that the colonial era would only be taught in the classroom because it is required by NY State law. Then the email was sent out from teachers the next day providing 2-days notice of what activities are being done in the classroom as part of colonial era curriculum and that they would take pictures for the parents.

The Colonial Day Fair committee was really shocked. We were sad and frustrated that our children would be deprived of yet another wonderful fun tradition at Edgewood after missing out on so much during the last two years.

We were really disappointed that a clear transparent communication had not come from the principal or district even though the decision had been made a while ago."

Scarsdale10583 inquired about the change in the curriculum and received this notice from Assistant Superintendent Edgar McIntosh:

"Scarsdale prioritizes purposeful and meaningful learning for students, while striving to be inclusive and sensitive to our diverse learners. It is also important to know that we are in a continuous process of reflecting on and editing our curriculum, this includes the trips, projects, and grade-wide activities. In our social studies learning units, we place high value on historical accuracy, critical thinking and cultural sensitivity.

Colonial studies is a part of the fourth grade curriculum, and one that has undergone changes throughout the years. The focus on costumes and food centered on one historical perspective, while excluding the experiences of others. Schools began phasing out the costumed activity portions of Colonial study, while continuing to engage in a robust and enriching curriculum about Colonial America. These decisions were made over a period of time on the individual school level, largely prior to the pandemic. Students still enjoy a variety of fun, age appropriate, and hands-on activities.

While Edgewood School was the most recent of our elementary schools to eliminate the costumed portion of the day’s events (while adding others), the purposeful and meaningful learning about this time period continues across the District."

The news spurred much discussion among parents about whether or not the event should have been cancelled. Edgewood parent Frank Murtha said, “There are ways to do this inclusively. We need to talk to one another.”

Commenting on social media, some parents asked why colonization should not be studied, saying that it is a part of US history and the history of so many countries around the world. One parent wrote, “History is the sum of it all: the joyous and the sad and the horrific and the great. It is understanding that yes, a conqueror came through, and killed people, and captured slaves - but there were celebrations, and religions and food and culture, too. There were victors who were happy just as there were victims who were not. We are the sum of it all. Not just the parts that people want to tell.”

Other parents noted that there are fewer and fewer events in which parents are invited into the schools to participate. They felt that cancelling these popular fairs was just another way of closing the doors of the schools to parents and the community.

Still others felt that the day showcased the history of Scarsdale and the U.S. and recommended adding more diverse elements of this era to reflect the total picture rather than cancelling it. Sadly most who commented were just sorry that this joyous tradition was stopped, without any input from or notice to the community. As parents and students they remembered the day fondly and looked forward to sharing this tradition with future generations in Scarsdale.

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Written by: Joanne Wallenstein

Published: 21 April 2022

Created: 21 April 2022

Last Updated: 21 April 2022

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Anthony J. Brock has been hired to conduct an investigation of the Scarsdale School's tax issue.About 45 people waited over two hours on Zoom on the night of April 20 to hear the outcome of an executive session of the Scarsdale School Board. It was presumed that the Board was meeting to discuss the school district’s tax issue with the IRS and the failure of the administration to report the problem to the Board for over nine months.

The meeting began at 6 pm and screens were black until 8:19 pm when the Board emerged to announce the outcome of the meeting which was to pass a resolution to retain an attorney to conduct an investigation.

The resolution read as follows:

RESOLVED, that the Board of Education of the Scarsdale Union Free School District appoints Anthony J. Brock, Esq. as special counsel/investigator to investigate matters related to the IRS tax lien; and

BE IT FURTHER RESOLVED, that the Board of Education approves the Investigative Services Agreement with Anthony J. Brock, dated April 20, 2022, and authorizes the President to execute such Agreement.

Explaining their decision in an email to the community on the morning of April 21, the Board said, “The Scarsdale Board of Education has appointed Anthony J. Brock, Esq. to conduct an investigation of the IRS payroll tax issue beginning Monday, April 25th. As part of his practice, Mr. Brock regularly conducts internal investigations on a wide variety of school related issues. His experience includes serving as labor relations and general counsel to school districts, labor relations specialist with Capital Region BOCES, and Senior Counsel at the NYSUT Office of General Counsel, in addition to serving as a litigator and hearing officer.

The Board is committed to confirming the facts of the IRS payroll tax matter and discovering any additional pertinent information. The scope of this investigation will focus on timeline and communication. This investigation will also assist the Board in determining appropriate next steps.”

Several board members spoke before voting on the resolution.

Jessica Resnick-Ault said, “All of the members of the Board of Education are private citizens. I have been impressed with our diligence. There are no other six people that I would be prouder to work with …. I know some want us to address this issue with more alacrity. I have seen people working through vacation and around difficult jobs. The group has shown calm in the face of extraordinary circumstances…. We will address the facts that have resulted in the tax fines and penalties and we are determined to act with the utmost urgency to address the facts. Not everything can be done in the public eye. Some of the work will be done behind closed doors.

About the attorney she said, “Brock has never done business in the Scarsdale Schools and will recommend more robust actions that we can take. I have great confidence in him and I will vote for Mr. Brock’s appointment.”

Ron Schulhof said, “These last few weeks have been incredibly upsetting. There were financial issues as far back as 2020. The district received notice in 2021. We were not told. I share your frustration… We have been working very hard to address the issue from the moment we found out about it….I look forward to receiving the findings.”

Bob Klein said, “The teamwork and diligence has been impressive – I feel confident with the direction we are taking. We have taken this incredibly seriously and are trying to be transparent under difficult circumstances.”

Amber Yusuf said, “We are committed to the process outlined by this investigation with the ultimate goal in improving our district’s processes.”

Speaking remotely, Carl Finger said “In the 25 days since we learned about this, we have worked diligently so we can proceed with full information of what happened. Though it may feel like we are not taking action, we are not being hasty in taking action. This will allow us to take appropriate action if necessary. I hope people will give us time to do the proper job – and not the reactionary job. Our actions will be well informed because we exercised diligence and patience.”

Karen Ceske said, “I support the appointment of an investigator and echo the sentiments of my fellow board members this evening.”

Neither his contract or the timeline for the investigation are available as yet.

Here is information on Anthony J. Brock as shown on his website:

Anthony Brock began his career as a prosecutor in the Orange County District Attorney’s Office from 1990-1994. In this role he gained extensive trial experience and earned a reputation as an aggressive prosecutor who zealously advocated for victims and held criminals accountable for their actions. From there, Anthony took a position with the civil litigation firm of Friedman, Hirschen, Miller, Coughlin and Campito, where he defended individuals and organizations in a wide variety of civil litigation matters.

In 1996 Anthony joined the Office of General Counsel for New York State United Teachers, where he would spend the next 22 years of his career representing individuals and unions in a wide array of labor law and education law matters. This included handling matters before State Courts (trial and appellate), Federal Courts (trial and appellate), the NYS Commissioner of Education, the NYS Public Employment Relations Board, and numerous arbitrators and hearing officers.

In March 2018 Anthony retired from NYSUT and took a position with Capital Region BOCES where he began his career representing school districts in labor relations matters. This has included collective bargaining, contract interpretation, grievance processing, investigating and prosecuting discipline and discharge cases, providing guidance and advice on labor and education law issues, and providing training to school district staff.

In July 2019 Anthony opened The Law Office of Anthony J. Brock with the goal of building a practice focused on high quality representation of employers while simultaneously building positive employer-employee relations. Zealous advocacy can and should be handled with respect and courtesy for your employees and labor partners. Maintaining a high degree of professionalism in all matters is a cornerstone of the practice.

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Written by: Joanne Wallenstein

Published: 13 April 2022

Created: 13 April 2022

Last Updated: 13 April 2022

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(This is the opinion of Scarsdale10583 site founder Joanne Wallenstein) This week there’s a moment of calm in the storm engulfing the Scarsdale Schools due to the school vacation and the celebration of Passover and Easter. However, the revelation that the school administration withheld information from the school board about their payroll tax trouble and a $1.3 million tax lien against the district remains top of mind.

After an editorial in the Scarsdale Inquirer calling for the Board of Education to show Scarsdale School Superintendent Dr. Thomas Hagerman the door, speculation is rife about what action the Board might take when they return after the April break.

To Board observers, the fact that the Superintendent kept this information from the Board for nine months should come as no surprise. His tenure was marked by secrecy, silencing of opposition and fear. He concealed information from the public, minimized parental involvement in the schools, and hid controversial Board business by enveloping it in the Board’s consent agenda so that there would be no vote and no discussion. He exercised coercion rather than consensus-building. Parents who spoke out or questioned the administration were often afraid that their children would suffer for their parents’ actions.

However at this point, his tactics may have failed him. The cover-up of the IRS issue and his secretive nature might prove to be his undoing. More troubling than the $1.7 million in erroneous payments and penalties is the fact that the administration kept this under wraps for so long.

The superintendent’s contract clearly outlines his obligation to inform the Board of Education about the district’s finances. It says, “The SUPERINTENDENT shall keep the BOARD properly advised of all matters concerning the administration of the DISTRICT that should reasonably be brought to the attention of the BOARD, including, but not limited to, employee discipline, labor relations and finances.”

The contract also required him to give the district twelve months notice of his resignation, another provision he violated in January 2022 when he unexpectedly announced his plans to leave for a new job in Chicago in June, leaving the district without adequate time to search for a new leader.

It says, “The SUPERINTENDENT shall give the BOARD OF EDUCATION notice of resignation twelve (12) months prior to the effective date of resignation. The resignation date shall not fall within the academic school year.”

The news of his resignation came as another big surprise to the Board who had agreed to extend his contract in June 2021, without any input from the community. Looking back, many are questioning whether the superintendent pushed for the contract extension after he realized his job might be imperiled by the tax error. When he resigned in January, no one on the Board challenged him in public about breaking the terms of the contract. Perhaps they saw his resignation as a blessing in disguise.

Dr. Hagerman has broken two provisions of his contract. With this double whammy, the Board can no longer make excuses for inaction. It is their job to exercise oversight to defend our finances, our laws and the public trust. They can’t let this slide. It’s not going away. The superintendent has silenced and co-opted the Board and the community for long enough.

It is time for the Board to do their duty and appoint new leadership.