stuyvesant high school homework policy

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Homework Policy

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If at any point, you or your classmates feel that these policies are not being followed, we encourage you to follow the Spiral of Communication to resolve the issue. We understand that it can be difficult to email teachers, so we’ve created an email template for you to use.

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stuyvesant high school homework policy

Resources for Parents

Here are some useful tools to help you and your student navigate your time at Stuyvesant High School.

PA newsletter

Subscribe to our email news to keep up with parent programs, college information, special outreach events, volunteer opportunities, and more .

Director of Family Engagement Weekly News Updates and Student Opportunities Bulletin

Read the PDF newsletter that our Director of Family Engagement sends out each week. It goes straight to your email inbox. Just click on the PDF file and read. The Student Opportunities Bulletin lists internships, research opportunities, volunteer activities and more. The SOB also published weekly in Talos and as a link in the newsletter.

Parent-Teacher Conference Tips

Parent-Teacher Conference Tips  – Learn how to navigate parent-teacher conferences at Stuy.

Tips for Freshman Parents

Here is our tip sheet for parents of freshman .

Support For Students

Support for students  – Information about tutoring, guidance, and other support at Stuy.

The Spectator

The Spectator  – Stuy’s student-run newspaper – read it to understand what is happening in Stuy.

TALOS – Our base for student course selection, schedule, transcript, report cards, textbook loans, course directory, course requirements, graduation requirements, attendance, Parent Coordinator news blog, and more. Get to know TALOS.

Stuyvesant High School website  – Check for the latest information on schedules, events, sports, clubs, and meeting dates.

School Forms  – Visit the Stuyvesant High School site for absence, lateness, or early dismissal forms; for working papers, new Metrocards, teacher comment sheets,  extracurricular sheets, and more.

School policy  – This section of the Stuyvesant High School site explains policies related to homework, code of conduct, cell phones, academic honesty, dress code, AP classes, attendance, lunch, lockers, extracurriculars, and more.

eSchoolData  – Replaced by TALOS

NYC DOE Schools Account (MyStudent)  – This DOE account contains your student’s grades, assessments, schedule, attendance, and health records maintained by the NYC Department of Education. If you have children in a different NYC public school you can view the records for all of your children in various schools. Contact the parent coordinator, Dina Ingram ( [email protected] ), with your students’ full name and OSIS number to get the access codes to view your child’s records.

Naviance  – Log in to Naviance to view the Student Opportunities Bulletin, scholarship information, SLT minutes, as well as college information. Check the “document library” link on the top right of the page beneath the green banner. Naviance is now available to all grades. Click here for more information about how to access your account .

College Office  – College information for seniors and their parents.

The Stuyvesant student union  – Information and calendar for SU events

The Stuyvesant Parents’ Association Facebook page  – “Like” the page to receive reminders for events and information.

Stuyvesant Alumni Association  – The Stuyvesant Alumni Association is a 501(3)(C) not-for-profit organization that maintains the relationship of alumni to Stuyvesant High School.

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Stuyvesant’s Homework Policy Three Months Later

After concerns about stuyvesant’s workload were brought to light during virtual learning, the administration passed a new homework policy for the 2021-2022 school year., reading time: 4 minute s, by  sakura yamanaka , sofia allouche , liana wu , pulindu weerasekara , james lee, issue 7 , volume 112.

After concerns regarding Stuyvesant’s workload were brought to light during remote learning in the 2020-2021 school year, the administration passed a new homework policy, which limits daily homework to 30 minutes per class. While some teachers, the Student Union members, and a great number of other students at Stuyvesant support this change, the effects of the homework policy after its implementation have garnered a variety of responses from teachers and students alike.

Many teachers understand the stress that comes with a large workload and believe that this homework policy benefits students. “I kept hearing the phrases ‘the grind never stops’ and ‘Stuy or Die,’” art teacher William Wrigley said. “Giving students the opportunity to reflect on their learning in ways other than intense six hours of homework every night benefits them more than the ‘grind.’”

In addition to relieving stress, the policy change is intended to encourage homework that is more conducive to learning. “One of the goals of the new policy was to promote a more thoughtful, intentional approach to assigning homework,” Assistant Principal of Math and Computer Science Eric Smith said in an e-mail interview.

On the other hand, others expressed concerns with the number of topics that must be taught within the time constraints. “[My AP chemistry teacher said] that he can’t expect [students] to learn with only half an hour of homework,” an anonymous student said.

Additionally, the amount of time spent on homework varies depending on a student’s pacing, convoluting what constitutes 30 minutes of homework. “What’s tricky, not just in English, is that some people are faster readers, [and] some people are slower readers,” Assistant Principal of English Eric Grossman said. “It is impossible that there is always going to be exactly 30 minutes of homework for everyone.”

In teaching art classes, especially one that is project-based like AP Art and Design, Wrigley feels that he has more freedom when assigning homework and that the homework policy has had little effect on his class. “I myself am very on board with a lower level homework policy, but I also recognize that my particular example is not one that a calculus instructor or Mandarin instructor might agree with,” he said.

Math teacher Patrick Honner, who teaches AP Calculus BC, believes that homework is a necessity for students to improve in math but also makes an effort to accommodate students who have difficulty completing it. “I’ve always offered students flexibility when it comes to homework, so my approach hasn’t changed much as a result of the new policy,” Honner said in an e-mail interview. “I expect students to use their time as they best see fit, and if they find themselves working for 30 minutes and not making progress, that’s a sign they should see me to talk about it.”

At the same time, many teachers who teach core subjects at the AP level are reluctant to talk about the homework policy, possibly due to a fear of being placed in a difficult position. “[My teacher is] very serious about not giving the administration or parents anything to complain about. He does complain [...] but also [adds] that students always complain and he doesn’t want to take the fall for that,” the anonymous student said.. Several teachers who teach AP STEM courses declined an interview from The Spectator.

English teacher Mark Henderson, who teaches AP English Literature & Composition: Society & Self, believes that the most efficient way to follow the homework policy is to facilitate daily communication with students, which he ensures through ways such as posting daily Google Classroom questions for students to assess how long the homework takes. “The most important thing for students to know about homework is that teachers do not have any way of knowing how long it takes you to do unless you tell us,” he said in an e-mail interview. “If you don’t tell us how long homework takes you to do or if you cheat rather than telling us because you’re afraid that we will punish you, nothing will ever get better and your learning will suffer.”

Similarly, Smith emphasizes the importance of open communication between students and teachers. “The question is: does it appear that the assignment is designed to take more than 30 minutes, or is there a situation where some students are taking longer than the intended 30 minutes?” Smith said. “If the assignment itself looks to be too lengthy, then I think a simple conversation with the teacher should be sufficient. If it is taking a student longer than 30 minutes, then I think some form of academic intervention may be necessary.”

However, certain students are hesitant in reaching out when their teachers are violating the homework policy because they are worried about potential repercussions. “It really depends on the teacher,” freshman Tam Shafiq said. “Some teachers, like my biology teachers, are so nice, and I’d totally feel comfortable talking to them. However, for most teachers, I most likely would never ever talk to them, unless it’s anonymous, if they violate the policy, either because I don’t want to ruin their impression of me or I know they won’t be reasonable and will just be pissed off at me.”

Despite this sentiment, many teachers encourage their students to reach out regardless of whether or not they are having trouble with the subject. “In most cases, I don’t think it is reasonable to be intimidated by teachers,” Grossman said. “Most teachers want their students to be happy and successful, and very few people get into teaching if they don’t like and support their students.”

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Grading Policy Updates for Remote Learning

The Department of Education released the new Grading Policy or remote learning last week. It will mean NUMERIC GRADES as per usual for transcripts for Stuyvesant High School for the final marking period. If you have not done so already, please read the policy HERE . It is also posted on the school website. There is a family guide you can read here. The DOE Family site has many languages available in addition to Chinese , Bengali , Korean , Russian and Spanish .

Our Departments at Stuyvesant have reviewed their own grading policies and updated them for remote learning. Please note that there are some departments with NO CHANGE to their grading policies. You may view their policies on the school website under the “Academics” tab by choosing the corresponding department.

Math - Please note the following change to what you see in the policy online:

All math classes will be 75% Assessments and 25% Classwork/Homework/Participation for MP3. This is a change for geometry, algebra 2, and pre-calculus , which used to have 20% as Regents or Final exam.

Physical Education & Health created a grading rubric for remote learning posted here .

Social Studies – The policies have changes. View them here.

Chemistry – Please note the following change to what you see online:

Modern Chemistry is the only course that included the Regents Exam as part of the Marking Period 3 grade. The Chemistry teachers will be using the Marking Period 2 grade breakdown to determine the MP3 grades (i.e. 10% for Participation, 10% for Homework, 10% for Lab and 70% for Tests/Quizzes).

Chorus - MP1 (while in school)  class participation = 30%  MP2 (online)  singing projects = 20%3 opera projects = 20%  MP3 (online) end-of-year virtual choir participation = 30%

Honors Modern Biology : 60% for class participation and assignments/homework = 30% for class participation + 30% for homework; 30% for examinations and quizzes and 10% for virtual lab work

Modern Biology (SLS44) and the Freshmen Research class (SBS22HJ) - 50% - (30% class participation/engagement, 20% homework); 30% - exams and quizzes; 10% - labs and 10% - final project (in lieu of Regents Living Environment Exam for Remote Learning).

Drafting - 70% Projects; 10% Maker Site and Notebook; 10% Teacher Evaluation based on participation and attendance and 10% Exams

stuyvesant high school homework policy

News/Announcements

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Stuyvesant students say the crushing workload is hurting their mental health. Here’s what they’re doing about it.

TR to BL: Julian Giordano (Senior, SU President), Shivali Korgaonkar (Junior, SU Vice President), Maria-Sarai Pridgen (Senior, SLT Representative), Ayala Sela (Senior Caucus Co-President), Katerina Corr (Senior Caucus Co-President), Cynthia Tan (Junior Caucus President), Elio Torres (Junior Caucus Vice President), Daniel Jung (Sophomore Caucus Co-President), Ryan Lee (Sophomore Caucus Co-President), Aleksey Olkhovenko (Freshman Caucus Co-President), Unique Zhang (Freshman Caucus Co-President).

When a sophomore at Stuyvesant High School commented recently in a student Facebook group about feeling demoralized, burned out, and unsure if they could keep going, about 500 peers at the elite public school responded that they felt the same way.

“We’ve always been aware of these mental health issues, but there’s been a cone of silence around them,” said Julian Giordano, a Stuyvesant senior and student union president. “That post broke a lot of that silence.”

After the Facebook post opened the floodgates, the student union took action to assess the needs of their classmates and to confront the pressure cooker environment that drives so many of them to overwhelm — even despair. Students are now acknowledging that the famously challenging school is not always a healthy environment, and they’re demanding a culture shift.

Like many New York City high school students who have been learning exclusively from home the past four months, Stuy students are feeling isolated , according to a mental health survey the student union conducted in January. Students’ No. 1 complaint, though, is the massive amount of homework — sometimes six or eight hours of it a night. 

At the same time, only half of students surveyed reported having one adult they feel comfortable going to with their challenges. That matters, because students who had a trusted adult at school were three times more likely to rate their current mental health positively than those who lacked that connection. 

Among the other findings: Roughly 43% of students felt their teachers didn’t follow academic policies, like caps on homework. 

“Stuy is obviously rigorous and really prestigious, but it doesn’t have to be cruel,” student union senior caucus leader Ayala Sela said during a January presentation of the student mental health survey. Some 1,100 — about one-third of the student body — responded to the questions.

High schools across the nation have seen mental health challenges heightened amid the loss and disorientation the pandemic has brought. But one major shift among many young people is the willingness to expose their personal struggles and confront the toxic structures that allow them to fester.

The school’s principal, Seung Yu, says he’s listening. 

“Fortunately we have very proactive students who are more than willing to convey what’s happening,” said Yu, who has led Stuyvesant since August. “We’re trying to find the balance of academic excellence and rigor and also ensuring that young people have a positive experience at a time when it’s hard.” 

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Focus on ‘better’ not ‘more’

Previous concerns about mental health pushed the school leadership team previously to set limits on homework, Giordano said. The pandemic, however, threw things off kilter. Instead of having 10 periods a day this year, the day is split in half, with periods one through five on a given day and six through 10 on alternating days. Homework for regular classes is supposed to be capped at an hour over two days, or two hours for Advanced Placement classes, Giordano explained. 

Much of the discussion about the path forward has often been mired in the debate over academic standards.

“It often comes down to this zero sum game, that in order to support students’ mental health that we need to give a little on the academics,” he said. “I think they’re both possible. They both need to be possible.”

But they haven’t always felt possible. When English teacher Mark Henderson started working at Stuyvesant about 15 years ago, the principal at the time would tell students they could only choose two of the following: friends, sleep, or grades. Though the administration no longer espouses that “macho motto,” Henderson said, the students still say it to each other.

The culture needs to shift from its ethic of “more” to one focusing on “better,” Henderson believes, but that’s not an easy feat.

“For teachers and many in general, how do we balance the desire for excellence from our students, the desire for more, and frankly, the stress and the damage we can see sometimes being done to our students,” he said. “There’s so much ingrained into the culture, and for all of us — teachers, students, and parents — it’s difficult to see our way out of it.”

Henderson has started asking his students each day how long their homework takes to better understand their experience.

The school can no longer shrug off its mental health crisis, said Amy Chazkel, a mom of a Stuyvesant junior and a professor at Columbia University. 

“The cumulative workload is just unbearable,” she said. “There are so many layers of suffering because students are under intense pressure to succeed. There’s a sink or swim mentality: You’re at Stuyvesant because you’re superior. If you’re not hacking it, you’re in the wrong place. And many teachers and the school’s administration, if they’re not actively promoting that, they’re not doing much to diffuse it.”

Commitment to student wellbeing

The student union is also trying to bridge the gulf between students and staff, sharing their survey findings with the counseling department as well as the school’s various academic departments. 

“We realized  there’s been a lack of communication and understanding between the students and teachers,” Giordano explained. “I think teachers are struggling with a lot of the same mental health issues.”

Many teachers felt overwhelmed with the late start of the school year and having to cram in material, especially for the AP tests typically administered in May.

In talking with school staff, the student union learned that many teachers felt unsupported during the transition to remote learning and said they were ill-prepared to incorporate social emotional learning online. The vast majority of Stuyvesant students opted to learn exclusively from home, mirroring citywide high school trends, and when some students return to their Lower Manhattan campus on March 22 , they will be taking classes online with teachers who are not in the same room as them.

On the heels of the survey, the school prioritized a professional development session for the teachers that included a mental health component and a socialization and engagement one.

Giordano has seen the fruits of these conversations in his math class, where his teacher recently started off a class showing the students graphs with various slopes and asked them to compare the slopes to their mental state. It got the teens talking about their feelings — and thinking about math concepts.

The counseling department is also administering a student survey and doing follow ups with individual students, as well as adding office hours, Giordano explained. Questions remain, however, about how to engage the students who need help but don’t show up. 

When the campus reopens later this month, Principal Yu said the school plans to be more “intentional” about finding free periods in students schedules where they can do small group community-building activities. Many students were most excited about sports starting up again, and Giordano was looking forward to the school’s annual Sing performance, a revered New York City tradition where grades compete with their own mini musicals.

Yu promised the school would be transparent about steps the school plans to take. 

A working draft of the “Commitment to Student Wellbeing” plan, which initially only mentioned “mental health” once and focused on “maximizing productivity” — much to the dismay of some students and parents — has already been tweaked.

“These are hard conversations. It’s emotional,” Yu told the school leadership team last month. “ It’s not always easy hearing that things are not going very well.” 

He added: “We take this very seriously, and we’ll continue to improve on it both short and longer term.”

Christina Veiga contributed reporting.

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Stuyvesant Students Describe the How and the Why of Cheating

stuyvesant high school homework policy

By Vivian Yee

  • Sept. 25, 2012

The night before one of the “5 to 10” times he has cheated on a test, a senior at Stuyvesant High School said, he copied a table of chemical reactions onto a scrap of paper he would peek at in his chemistry exam. He had decided that memorizing the table was a waste of time — time he could spend completing other assignments or catching up on sleep.

“It’s like, ‘I’ll keep my integrity and fail this test’ — no. No one wants to fail a test,” he said, explaining how he and others persuaded themselves to cheat. “You could study for two hours and get an 80, or you could take a risk and get a 90.”

A recent alumnus said that by the time he took his French final exam one year, he, along with his classmates, had lost all respect for the teacher. He framed the decision to cheat as a choice between pursuing the computer science and politics projects he loved or studying for a class he believed was a joke.

“When it came to French class, where the teacher had literally taught me nothing all year, and during the final the students around me were openly discussing the answers, should I not listen?” he said.

These are the sorts of calculations many students at Stuyvesant, New York City’s flagship public school, learn to make by the middle of their freshman year: weighing two classes against each other, the possibility of getting an A against the possibility of getting caught, keeping their integrity against making it to a dream college. By the time they graduate, many have internalized a moral and academic math: Copying homework is fine, but cheating on a test is less so; cheating to get by in a required class is more acceptable than cheating on an Advanced Placement exam; anything less than a grade of 85 is “failing”; achieve anything more than a grade-point average of 95, and you might be bound for the Massachusetts Institute of Technology or Yale.

In interviews this month, more than three dozen students, alumni and teachers said that large-scale cheating, like an episode in June when 71 juniors were caught exchanging answers to state Regents exams through text messages, was rare at Stuyvesant. But lower-level cheating, they said, occurs every day.

Most often, it takes the form of a few math homework answers copied wholesale from a shared note on Facebook, or the form of tip-offs from classmates who took a history exam a few hours earlier. Some go further, hiding formulas in a sleeve or in a bathroom stall, Googling facts on an iPhone or snapping a photo of test questions to send to a smart friend for help.

Survival at All Costs

At Stuyvesant, the alma mater of four Nobel laureates, students say the social currency is academic achievement.

Although students enter the school knowing they are among the best in the city, they must compete with hundreds just like them. And, they say, the pressures only grow: they are convinced that they are bound for bright futures, yet not all are equipped for the work that entails. They are trained to hand in every assignment without always believing in its value. They described teachers as being relatively sympathetic, discouraging cheating, but not always punishing it as severely as school policy dictates.

All this makes for a culture in which many students band together, sharing homework and test advice in a common understanding that they simply have to survive until they reach their goals: dream colleges and dream jobs.

“I’m sure everybody understood it was wrong to take other people’s work, but they had ways of rationalizing it,” said Karina Moy, a 2010 graduate of the school. “Everyone took it as a necessary evil to get through.”

It is not clear how common academic dishonesty is at Stuyvesant or other large, competitive schools, and several of those interviewed said that they had never cheated. When the school’s newspaper, The Spectator , conducted a survey of 2,045 students in March, 80 percent said they had cheated in one way or another.

Michael Josephson, the president of the Josephson Institute , which researches ethics in society, said a 2010 survey of 40,000 high-school students found that 59 percent had cheated on a test during the previous year, with one in three admitting they had used the Internet to plagiarize — and one in four admitting they had lied on the survey itself.

For Stuyvesant freshmen, who are admitted based on a citywide exam, receiving their first test score can be a moment of reckoning, said Josina Dunkel, who teaches global studies and Advanced Placement European history. She said she began seeing so many freshmen submit the same answers to homework that she stopped allowing them to type their assignments, reasoning that if they had to write them by hand, they might be less likely to copy answers online.

“It’s a major eye-opener,” Ms. Dunkel said. “Suddenly, they’re in an environment where every single kid is really just as smart as they are. How do you distinguish yourself as being a top student, which is where their identity has always been?”

By the time they reach junior year — when it is not uncommon to have three tests in a week and when May and June bring a cascade of Advanced Placement, Regents and final exams, along with the SAT — many students have become adept at beating the system.

One pair developed a tapping system for multiple-choice tests — once for A, twice for B and so on, recalled Nils Axen, a 2011 graduate now at Cornell. Others wrote formulas on their forearms or on the insides of water bottles.

The New Methods

There are newer methods, too, despite the school’s longstanding ban on using cellphones during the day, students said. (The new interim principal, Jie Zhang, has announced that students will no longer be able to use laptops or iPads during the day, and she has redoubled enforcement of the cellphone ban.)

“Writing on your hand, that’s kiddie stuff,” said Melissa, a senior who, like some current and former students, spoke only on the condition that her full name not be used for fear of repercussions. “The way we do it is to take a picture, and then it’s the domino effect. One person has it, then the whole class has it.”

By junior year, almost everyone has seen the statistics posted on the college office’s Web site listing the grade-point averages and SAT scores of those who were rejected or accepted to dozens of colleges. “It becomes kind of a number game,” said Elias Weinraub, 18, who is now a freshman at Washington University in St. Louis. “It was kind of addictive, in a bad way, in a sick way. People will assume, well, I have a 92, most kids who got into that school got a 94, so there’s no way I can get in.”

Although Stuyvesant has a reputation for being cutthroat, students say collaboration, not competition, is the norm. Several framed the collaboration as banding together against a system designed to grind them down. Many classes have private Facebook groups that students use to exchange advice or, sometimes, to post full sets of answers for classmates to copy. Take-home exams are seen as an invitation to work together.

A recent graduate now at Williams College described the year she spent giving out her physics homework for classmates to copy — first, one or two students; then, much of the class — because she wanted to be helpful. At one point, a girl who regularly borrowed her homework arranged an exchange the day before an assignment was due, and at that point, she realized her classmates were simply relying on her to do their work.

Still, she said of her classmates, “I respect them and think they have integrity.”

“They’re proud of their achievements in college,” she added, “and sometimes the only way you could’ve gotten there is to kind of botch your ethics for a couple things.”

Most common of all, those who take exams in earlier class periods are expected to help their friends who take the same tests in later periods, several students said. And though most appear to understand that they are violating the rules, some students seem unsure about where helping ends and cheating begins.

“The lines did get a little blurry,” Alison Reed, 17, a senior, said.

“It’s seen as helping your friend out,” Daniel Kanovich, 17, a senior, said. “If you ask people, they’d say it’s not cheating. I have your back, you have mine.”

The Regents cheating ring was exposed when the principal, Stanley Teitel, was tipped off about a student who had used his phone to share answers with other students. The student, Nayeem Ahsan, told New York magazine that for the physics Regents exam, one of his strongest subjects, he had finished early and had sent answers to several dozen classmates; in exchange, he got help on the American history Regents exam and a city Spanish exam, two of his weaker subjects.

Nayeem and 11 other students were given 10-day suspensions, and more than 50 others are facing suspension of up to five days, according to the Education Department. Connie Pankratz, a department spokeswoman, said privacy laws prevented the city from disclosing Nayeem’s status at Stuyvesant, but she said that “no student was involuntarily transferred from the school.”

Light Punishment

Yet in general, students said that harsh discipline was not the norm and that many teachers were so understanding of the pressure students faced that they would hand out lighter punishments for cheating. Anticheating measures, like running essays through the antiplagiarism Web site turnitin.com and checking for cellphones, were common, students said. But so were steps like telling students who were copying homework simply to put it away and allowing those cheats to retake tests, despite policies that prescribe a range of punishments, from giving a zero on the assignment up to suspending the student.

A recent graduate said that near the end of her senior year, a teacher caught one of the student’s friends taking a math test with a sheet of formulas held in her lap. But knowing that the girl had been accepted into an Ivy League school, the teacher let the student off with a warning because he did not want to jeopardize her enrollment.

“Everyone is aligned that Stuy is a difficult place, but people are much more forgiving than people think they are,” the alumna said.

Mr. Teitel retired over the summer; like Ms. Zhang, he declined to be interviewed. But Ms. Zhang has promised to alter Stuyvesant’s culture. She announced that all students would have to review and sign an honor policy that promises punishment for those who fail to turn in cheats, as well as for the cheats themselves, students said. Teachers were directed to talk about the policy on academic honesty at the beginning of every class on the first day of school. English teachers were instructed to discuss the policy in depth, emphasizing that students should work to reclaim Stuyvesant’s formerly sterling reputation.

“We all want to prove that Stuy is one of the top schools in the city,” said Rachel Makombo, a freshman. “We don’t want to be looked at as a cheating school.”

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Stuyvesant High School

The city’s most prestigious high school has barred teachers from lowering scores for kids who miss tests and take them later, The Post has learned.

New Stuyvesant High School principal  Seung Yu issued a memo telling staffers that kids who blow off a test “for any reason” must be given a makeup date – and that they can’t have their exam grade dinged.

When they do get around to taking the exam or turning in their work, teachers at Stuyvesant can only deduct “homework/preparation” points, which are a marginal component of overall grades.

The Department of Education defended the new policy.

“Stuyvesant is more focused than ever on students mastering rigorous academic content, and this updated grading framework aligns with NYCDOE academic policy,” said spokeswoman Danielle Filson.

“Teachers are still permitted to penalize students for tardiness, this just makes sure there is more consistency and transparency across all departments.”

Roughly 100 teachers signed a letter objecting to the dictate last week, arguing that administrators were undermining their authority and diluting student responsibility.

“These are our city’s best and brightest kids and we’re weakening their accountability on purpose,” said one Stuyvesant source. “It’s baffling.”

Yu took the  reins at Stuyvesant  from Eric Contreras,  who left the school  at the end of the last academic year for a new position on Long Island.

Other city schools have introduced similar policies that have drawn backlash from both parents and teachers.

Staffers at Marie Curie MS 158 in Bayside were incensed last year after a former principal told them to accept late work from kids without consequence.

In addition, several Stuyvesant parents said they were disquieted by Yu’s introductory letter earlier this year because it made no specific mention of the school’s vaunted science, technology, engineering and math (STEM) focus and instead highlighted student social and emotional needs.

“Yu’s use of Tweed-speak is deeply alarming,” wrote one parent in response last month. “What Stuyvesant parents want to hear from Yu is commitment to advanced Math and Science courses despite the lockdown, commitment to ever more rigorous and challenging STEM offerings, and commitment to a Stuyvesant that remains world-class competitive in STEM.”

The city’s specialized high schools have become political powder kegs in recent years, with critics arguing that their single-test entry system has produced minimal black and Latinx enrollment.

Objectors to the current admissions process contend that the exam is an arbitrary measure of student talent and favors those with the resources to prepare for it.

They favor scrapping the exam altogether and using multiple admissions metrics.

Backers counter that the test is inherently color-blind and has forged some of the most academically renowned public schools in the country.

Stuyvesant is currently 73 percent Asian, 19 percent white, 3 percent Latinx and 1 percent black, according to DOE figures.

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COMMENTS

  1. PDF Stuyvesant High School Homework Policy

    Stuyvesant High School 345 Chambers Street, New York, NY 10282-1099 Telephone: (212) 312-4800 Facsimile: (212) 587-3874 Stuyvesant High School Homework Policy 1. Posting of Homework Assignment • Homework may not be posted any later than 3:30 p.m. for any assignment that is due the following school day. 2. Length of Homework Assignments and ...

  2. Stuyvesant Student Union

    Policies & Forms Policies Homework Policy Grading Policy Instructional Expectations Testing Calendar Academic Integrity Policy Electronic Devices Policy Code of Conduct, Cafeteria Code of Conduct, and Hallway Code of Conduct

  3. Tips for Freshman Parents

    You will get information about class schedules, homework policy, details about TALOS, our student record system, the gradebooks used by teachers (i.e. Jupiter Grades), Naviance (a college tool), and much more. You can buy Stuy T-shirts, hoodies, and other Spirit Wear.

  4. PDF Stuyvesant High School

    Stuyvesant High School 345 Chambers Street, New York, NY 10282 ... focused on Stuyvesant's educational policies and issues composed of teachers, students, administrators and parents. SLTs are mandated by New York State and ... homework guidelines and dress code. It has been instrumental in introducing English composition courses,

  5. Stuyvesant Implements 30-Minute Homework Policy

    To address this concern, the administration established a 30-minute homework policy for all regular, honors, and Advanced Placement (AP) classes for the 2021-2022 school year. This decision, spurred on by Student Union leaders and students, is a response to the major push to address the mental health issues exacerbated during remote learning ...

  6. Resources for Parents

    Spirit Wear Resources for Parents Here are some useful tools to help you and your student navigate your time at Stuyvesant High School. PA newsletter Subscribe to our email news to keep up with parent programs, college information, special outreach events, volunteer opportunities, and more.

  7. Homework Policy and Spiral of Communication are still in effect during

    April 6, 2020 By Dina Ingram ACADEMIC HELP The Homework Policy and Spiral of Communication is still in effect during distance learning. Please follow the testing calendar to understand when online quizzes and tests are allowed. Stuyvesant High School's Homework Policy is HERE on the school website.

  8. Stuyvesant's Homework Policy Three Months Later

    After concerns regarding Stuyvesant's workload were brought to light during remote learning in the 2020-2021 school year, the administration passed a new homework policy, which limits daily homework to 30 minutes per class.

  9. Talos

    The Department of Education released the new Grading Policy or remote learning last week. It will mean NUMERIC GRADES as per usual for transcripts for Stuyvesant High School for the final marking period. If you have not done so already, please read the policy HERE. It is also posted on the school website. There is a family guide you can read here.

  10. Stuyvesant students are demanding a culture shift to address mental

    Homework for regular classes is supposed to be capped at an hour over two days, or two hours for Advanced Placement classes, Giordano explained. Much of the discussion about the path forward has...

  11. Stuyvesant Students Describe the How and the Why of Cheating

    749. Stuyvesant High School in Manhattan. In June, 71 students at the public school were caught exchanging answers on an exam. Michael Appleton for The New York Times. By Vivian Yee. Sept. 25 ...

  12. Stuyvesant High School Test Scores and Academics

    How challenging are academics at this school? Based on 186 responses. This school is nationally recognized. 80%. This school is the best in the area. 18%. This school doesn't challenge anyone. 2%.

  13. Teachers at Stuyvesant High School revolt amid softened academic policy

    The Department of Education defended the new policy. "Stuyvesant is more focused than ever on students mastering rigorous academic content, and this updated grading framework aligns with NYCDOE ...

  14. What's it like at Stuyvesant, Bronx Science, or Queen High School for

    For homework I spend up to 2 hours doing it on days where I don't have free periods. On days where I do have a free, I bang the homework so I don't have anything left to do at home and can just socialize, relax, study, do other shit. However many people think the workload is shit in this school, the journey is worth the 4 years.

  15. What is Stuyvesant like? : r/Stuyvesant

    Hey. I am debating between Stuy and Regis High School, two prestigious schools that aren't too far from my house. I'm wondering what Stuyvesant is like (classes, social atmosphere, clubs, etc.). I know that Stuyvesant has a very challenging curriculum and homework policy, but besides that, I am left blank.

  16. Stuyvesant High School Homework Policy

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