NORTHAMPTON The School Committee will study the feasibility of expanding the before- and after-school program at Leeds Elementary School to the city’s other three elementary schools but the move comes with an added cost for Leeds parents.For the.
Guest columnists Nykole Roche and others: Urges Northampton schools to offer equal child care services >Published: 7/18/2021 7:00:33 PM
Let’s do a quick comparison. According to the Department of Early and Secondary Education, Leeds Elementary School has the second-lowest percentage of students of color, compared to Bridge Street, where Black, Indigenious and people of color students represent 43% of our community, and Jackson Street School, where they represent 36.3%.
Non-native English speakers and English learners are a combined 28% of the Bridge Street population and 20.3% of the Jackson Street population, but just 12% of Leeds students. High-needs and low-income students are 57.1% and 44.2%, respectively, of the Bridge Street student body, far larger percentages than at Leeds (42%; 29.7%). Ryan Road has more economically disadvantaged students than Leeds. And a disproportionate number of children with disabilities are Bridge Street students.
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By Nathan Prewett
LEEDS – Six Leeds High School (LHS) students who scored a 30 or higher on the ACT were recognized at a meeting of the Leeds Board of Education on Tuesday, May 11, 2021.
Leeds High School tennis coach Jeff Thomas brought his team to the meeting where he thanked the board for their help in expenses for a trip to Mobile. In addition to playing tennis games there, the team spent time at the beaches and toured the U.S.S. Alabama.
From left to right: Joseph Whitcomb, Emma Terry, Hannah Stone, Josie McGuire, and Zachary Flowers.
Afterward, the board recognized the six LHS students. These were: Zachary Flowers, Josie McGuire, Hannah Stone, Emma Terry, Joseph Whitcomb and Jonathan Robbins. Each student was given a plaque and a certificate. Robbins was not in attendance at the meeting.
Published: 4/29/2021 12:24:22 PM
Back before the plague, I used to volunteer in my son’s first-grade class at Leeds Elementary School on Fridays. This was a strenuous proposition a roomful of high-spirited 6- and 7-year-olds bursting with end-of-the-week energy meant that I often went home and had to lie down for a while in a dark room.
The very best Fridays, however, were the ones when the Grow Food Kids program arrived with its cooking lesson cart, complete with kale and apples and knives for all. Then there was no question of trying to make kids sit on the rug or pay attention to the reading lesson on the smart screen; all the kids were automatically riveted by the prospect of making something edible, and learning something applied.