18 Mar High School Placement: Process & Outcomes

Over the last few weeks high school placement results came in and I am so proud of our 8th grade students. Members of the class of 2016 were accepted to an array of competitive NYC high schools, including Jewish day schools, independent schools, selective public schools, specialized public schools, and performing arts audition schools. Click here to see the full list of high schools that offered acceptances to Schechter Manhattan students. Many of the students are choosing between great options and in the coming weeks we will hear where they will finally choose to attend.

For all middle school students in New York City – home to the widest possible selection of Jewish, private, and public schools – the high school placement process is an important one. At Schechter Manhattan we take a comprehensive, systematic approach to the high school advisement and placement process, which takes place over a 16-month period beginning in the spring of seventh grade. Guided by Janet Barzilay, our talented Director of Placement, each middle school student and family will follow a personal path toward defining their needs, goals, and values. Key milestones in the process include choosing high schools to apply to that meet a student’s unique profile, applying to them, being admitted to some or all of them, and deciding which of them to attend. At each step, our team  offers support and guidance to each student, each family, and the class as a whole.

While the process can feel daunting at times, we approach it as an opportunity for growth and learning. Students develop skills, such as writing essays and preparing for interviews. They think deeply about who they are as young people and Jews and what they aspire to for their futures. In the end of the process we hope that our students not only find the right high school match but also find themselves better prepared to succeed in high school and in life.

We are coming to the end of the process for the Class of 2016, which is bittersweet for me. I am so excited for all they have ahead of them, and also sad that soon they will graduate and leave Schechter Manhattan. We are also beginning the high school process for the Class of 2017, who will gather with their parents for the kickoff meeting at the beginning of April. I am confident that they will go through the process with the same growth and success as their predecessors in the previous eleven graduating classes of Schechter Manhattan.

Mazal Tov to the students of the Class of 2016.

Benjamin Mann

Author’s Chair



The Gan students edited their fiction writing by using lower case letters and adding spaces 


Oan day a Brd gat stac in a tree and cadint get out. (One day a bird got stuck in a tree and couldn’t get out)



A prinsas did not hav parans. (A princess did not have parents)



As a culminating project for Kitah Bet’s unit on Bereshit 1, the 2nd grade students painted the different days of creation. They then reflected on why it was important that their day was created when it was.


I pianted Day 5. Berds and fish were created on Day 5. It’s interesting because I know a lot about fish and berds. Day for was created befor Day 5 because the fish would’t have eny plase to swim.



I painted Day 4. Stars, moon and sun was created on Day 4. I like Day 4 becuase it is located in owter space. It is important that it was created on that day because living things will not have lite and it will be so cold that living thing will die.



I painted Day 1. Light and dark were created on my day. I like it because you could see. I think it was the first day because you can’t see and if it didn’t be first and pepole were first they cowndint see.



I painted Day 4. Sun-moon and stars were created on my day. I like my day because without it you would not have sun and moon. If my day was not created befor animals and peole then they would not have sun, moon and stars.