east middle school tour

Welcome To East Middle School!

Dear Students and Parents,

As the principal of East Middle School, I welcome you to visit our website and learn more about our students, our programs, our community, and our values. East Middle School is a community committed to academic excellence and the principles of mutual respect, integrity, and pride. 

On these pages you will find a brief glimpse at the many wonderful learning opportunities that our students are provided each and every day. We hope that you find information quickly and clearly, and use this site as a resource to understand the focus of our work at the middle school.

Please do not hesitate to reach out by phone, email, or in person with any questions. We look forward to partnering with families as they navigate the next  four years. I hope that you take great pride in your school and become involved in the many programs and activities that we offer.

John J. Sheehan

Quick Links

ParentSquare

ASPEN Portal

East Drop Off / Pickup Diagram

East Middle School Pledge

I Pledge to take Pride in my education,

to build Empathy and understanding in our school.

to Accept and value all Abilities, identities, and backgrounds.

I pledge to lift others up, creating a strong Community.

When Everyone acts with kindness and respect, together we make East a place of PEACE.

East Middle School Renovation

Learn more about our East Middle School building project here!

A Tour of East Middle School

Our Students

Learn more about our Newsletters, Clubs & Activities, Late Buses, School Supply Lists. 

Our Departments

View our school department contact information and current class descriptions.

School Supply List

View the school supply list for the current school year.

Facts about our school and information about our PTO.

781 380-0170

781 848-4522

305 River Street

Braintree, MA 02184

John Sheehan

Andrew Curran

Assistant Principal

Allison Mezzetti

Administrative Assistants

Shelley Devane

Administrative Assistant X3011

Susan Gaughan 

Administrative Assistant X3010

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Upcoming Events

Fall Break - Students/Teacher Holiday

Featured News

Back-to-School Transportation Checklist for 2024-2025

Back-to-School Health Services and Clinic Checklist for 2024-2025

Back-to-School Food and Nutrition Checklist for 2024-2025

Cobb Students Outperform Their Metro Peers!!

Seal of Approval for Six More Years! Cobb Excels in Cognia Accreditation Review

How to Opt-In for a County-issued Laptop

The electronic translation service is hosted by Google Translate. The quality of the translation will vary in some of the languages offered by Google. Google Translate is a free service and currently offers translation in over 50 languages, although an impressive number, this does not capture all languages or dialects. The basic translation’s goal is to capture the general intention of the original English material.

The Cobb County School District does not guarantee the quality, accuracy or completeness of any translated information. Before you act on translated information, the District encourages you to confirm any facts that are important to you and affect any decisions you may make.

The Cobb County School District is committed to parent, family and community engagement, and it is our hope that by providing this tool on our website that we are making our information more accessible to families whose first language is not English and thereby enabling better engagement in public education.

• Diehl Elementary School
• Edison Elementary School
• Grover Cleveland Elementary School
• Harding Elementary School
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• Lincoln Elementary School
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• Perry Elementary School
• Pfeiffer-Burleigh Elementary School

East Middle School

• Strong Vincent Middle School
• Woodrow Wilson Middle School
• Erie High School
• Northwest Pennsylvania Collegiate Academy
• Patrick J. DiPaolo Student Success Center at Emerson-Gridley
• Eagle's Nest Program of Academic Distinction

EAST MIDDLE SCHOOL

Home of the Warriors

Welcome to East Middle School!

Parents: Please take Title I Survey

Survey results help our school team develop priorities and school improvement plans. Click above to take the survey.

Open House: Aug. 21

Tour the school, meet our teachers, and find answers to your questions at our upcoming open houses.

How to Reach Us

• Principal: Matthew Koval   Assistant Principals: Ashton Barnes Allison Brower Kristin Zboyovski   East Middle School 1001 Atkins Street Erie, PA 16503 Phone : (814)874-6400 Fax: (814)874-6407  

Bell Schedule

• Opening Bell: 8:40 a.m.   Closing Bell:  3:10 p.m.

Announcements

EPS families and students: As part of the district’s ongoing efforts to ensure that our staff, students, families and guests have a safe experience at district events, Erie’s Public Schools is instituting a new policy outlining the size and type of bags that may be brought into district events held on district property. The policy mirrors policies already in place at many sporting and entertainment venues.

Effective Thursday, Dec. 1, 2022, all bags must be clear, plastic, vinyl or PVC, and must be no larger than 12 inches by 6 inches by 12 inches. Bags cannot have buckles, hardware or décor that conceals any part of the bag. Purses must be no longer than a small clutch bag, approximately the size of hand. Small clutch bags may be brought into an event with no more than one clear plastic bag.

Fans and audience members may bring binoculars, cameras, smart phones, blankets, and stadium seats and cushions. Stadium seats and cushions must not be larger than 18 inches and must not have pockets, zippers or concealable areas. Coolers, briefcases, backpacks, fanny packs, cinch bags, camera bags and illegal items are not permitted. All bags will be searched.

This policy applies to all district events held on district property, including Erie Veterans Memorial Stadium, Ainsworth Field, and district gyms and auditoriums.

Thank you in advance for your cooperation in ensuring the safety for staff, students, families and guests.

East Middle School Online Library

ALEKS- Online Math Curriculum

Frequently Asked Questions

Chromebooks.

There are no upcoming events to display.

School Performance Profile

Mission Statement

East Middle School staff with the Erie community will create a culture of high expectation, collaboration, respect, and accountability. We will actively engage students and faculty in their learning through a high quality curriculum and researched based strategies. We are committed to provide each student with a well-rounded educational program.

2022-23 Goals

We will be focusing on students following the district's dress code as we have in years past.  We will continue to be checking every day to make sure that students are dressed according to the district's dress code policy. Students may be sent home to change and/or be assigned an appropriate consequence. For clarification on the dress code please click on the following link.  6-12 Dress Code

We expect students to arrive at school in the morning early enough to get to their lockers and be in homeroom by 8:40. We also expect students to move between classes quickly and be in their next class before the bell rings.  We will be providing incentives for students who can follow this expectation. 

Electronics

Cell phones and other electronic devices need to be used only at approved times.  Students are permitted to use them during their lunch period.  During the rest of the day these devices need to be secured in the student's lockers. 

To view the Erie's Public Schools Acceptable Use Policy for Technology and the Bring Your Own Devices Polices please click on the following link:  Acceptable Use & Bring Your Own Device Policies (Students)

Erie's Public Schools has 3 broad goals for which East Middle School has written specific, distinct goals to enact them.

District Goal #2: Continuous improvement of culture and climate

East Middle's Goal: Continue to improve our school's climate by using the school wide positive support and our Check & Connect A-Team

District Goal #3: Continuous improvement of organizational effectiveness

East Middle's Goal: Continue to improve our interrater reliability with collaboration amongst staff and working together as a team.

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East Side Middle School (MS 114)

Fall Afterschool Registration is now open!

Register online now with this link

Information and schedule can be found on the After-School Page.

ESMS wins funding through Participatory Budgeting!

Thank you to all that voted - and to Council Member Julie Menin for her support!

From this article on Patch :

This project, costing $400,000, aims to enhance accessibility at East Side Middle School by installing a wheelchair-accessible exterior entrance and providing accessible lunch tables in the cafeteria for both students and faculty.

"East Side Middle School is thrilled—and incredibly grateful—to have been awarded this funding, which will benefit both our own school as well as P.S. 138, with which we are co-located," said Jesse Kupferman, Interim-Acting Principal, East Side Middle School.

"Responding to a real need, our community rallied for the participatory budgeting vote when they realized that alterations to the ESMS building could make it safer, more welcoming, and more accessible for students in wheelchairs," Kupferman added.

Tiger Times - Latest Issue Available!

Check out Issue 36 from the Tiger Times!

• Tiger Times 36 - Final.pdf

NYC Teenspace provides free online support!

NYC Teenspace  is a new initiative offered through the city’s Health Department providing 13- to 17-year-olds with free, online mental health support, provided by licensed therapists in over 30 languages. Once paired with a therapist, teens can connect with them via unlimited texts and monthly video calls.

Donate to the Annual Fund!

Add your donation today to help us meet our fundraising goal and to complete our Participation Contest! Any donation is helpful.

Donate today to support our students!

Student privacy notice

The DOE takes the confidentiality of information about students very seriously. There are several federal and state laws, such as the Family Educational Rights and Privacy Act (FERPA) and New York State Education Law 2-d, and local regulations, such as  Chancellor’s Regulation A-820 , that protect students’ “personally identifiable information” (PII). Please read the following annual notices that the DOE is mandated to send home:   

• Annual FERPA Notification  (scroll to the bottom of the page for translations); and
• Parent Bill of Rights for Data Privacy and Security .

General PTA Meeting

The first PTA meeting of the 2024-25 school year.

Curriculum Night - Virtual

Details and Zoom info TBA

PTA Executive Board Meeting

Meeting #1 for the 2024-25 school year

SLT Meeting

All meetings are open to the public as observers. More information about the PTA and SLT is here.

7th Grade Parent Breakfast

Meet other parents and learn more about 7th grade at ESMS!

Rosh Hashanah - Schools Closed

6th grade parent's night out.

Location to be announced

Italian Heritage/Indigenous Peoples' Day - Schools Closed

Meeting #2 of the 2024-25 school year

Parent's Night Out

Attendance reporting.

If your child will be absent or is arriving late, please alert the school first thing in the morning, by completing THIS SHORT GOOGLE FORM

There is no need to call or email teachers if you complete this form - all staff will have access to it. When we process homeroom attendance at 11am, you will still receive a DOE notification that your child is not in the building, even if you complete our form. 

RELATED ATTENDANCE REMINDERS:

• Students must be in homeroom at 9am to be marked present/on time.
• You may view your child's attendance in NYCSA ( schoolsaccount.nyc - updated weekly)
• Our athletes are aware that repeated unexcused late arrivals will impact their ability to practice, start or or play in games.
• Doctor notes or other absence letters can be attached to the Google form or submitted to Chris in the main office ( [email protected] ).
• Students are not allowed to self-dismiss ; if they need to leave before the end of the school day, you or an adult you designate on their emergency form must come to the lobby and sign them out. Change your authorized pickup adults online any time at Operoo.com . (Click the eforms button to see and/or edit any of your form responses.) 
• Manhattan Youth handles all attendance matters for afterschool: Nick Lacativa [email protected] / (917) 565-7472

Applying to private high school?

Please read the items under our ' For 8th Graders ' tab to get a sense of timing and procedures. As you make your school list, enter each school into this form: https://forms.gle/8Hy8qji1X4t7tDse9

OPEROO - DIGITAL FORMS IN ANY LANGUAGE

Go to Operoo if you need to update your child's Emergency Card Authorized Student Pickup List. The school can only release your child during the school day to names on this list and will be able to see your changes in real time. The PTA is proud to help support the school's use of Operoo.

Health Information

Current NY State Immunization Requirements Applicable for all, but incoming 6th grade families should please note #3 on p.2

Pediatrician Exam Form Submit each year or after any new immunization to [email protected] Medication Administration Forms (MAF) All students with a diagnosis such as asthma, allergies or diabetes should submit a Medication Administration Form (MAF) to the school nurse; a new MAF must be submitted each year. Links to forms can be found on this page.

Pursuant to Section 613  of the New York State Public Health Law, all schools are now required to post flu educational material in plain view throughout the school building. 

Fight Flu at Home and School:  English ,  Spanish ,  Bengali ,  Chinese ,  Haitian Creole ,  Korean , and  Russian

NYC CARE Available citywide at NYC Health + Hospitals locations!

NYC Care is a health care access program that guarantees services at little or no-cost to New Yorkers who do not qualify for or cannot afford health insurance. Unlock your right to affordable health care with dignity and respect, regardless of your immigration status or ability to pay.

Call: 212-709-3222

Text: "PLC" to 43961 Monday-Friday: 8:30 a.m. to 12 midnight Saturday: 9 a.m. to 2 p.m. Open throughout the holiday season

Wellness Information

NAMI Basics

 (Courtesy of Guest Speaker, Clara S. Kiely, MSW @ NAMI-NYC Metro)

ESMS is collaborating with Making Caring Common, a project of the Harvard Graduate School of Education, to build a more caring, inclusive school community where students feel safe, supported, and connected. As a member of the Caring Schools Network, we will work to better understand how students, staff, and parents experience our school community.

ESMS in the Community

A few recent examples of how our students are helping in their community!

Free Homework Help - Dial-a-Teacher

Parent University helps to educate families from early childhood through adulthood. It offers free courses, resources, events, and activities. Check it out and sign in with your  NYC School Account.

Student Opportunities

There are low & no-cost programs, events and opportunities, for middle school students around the city.

Statement of Accessibility

We are working to make this website easier to access for people with disabilities and will follow the Web Content Accessibility Guidelines 2.0 . If you need assistance with a particular page or document on our current site, please contact [email protected] or call (212) 360-0114 to request assistance.

Middle School Tours, Town Halls Planned Amid District 200 Referendum

W HEATON, IL — Community Unit School District 200 will host a series of middle school tours and town halls to give residents a chance to learn more about the $151.5 million bond referendum question that will be presented on the November ballot.

The board of education approved the bond referendum question in August, with the aim of addressing "significant infrastructure needs" at Edison, Franklin and Monroe Middle Schools, per a letter from Superintendent Dr. Jeff Schuler.

The following town halls and tours have been scheduled:

• Sept 10 at 6:30 p.m.: Town hall and tour of Edison Middle School, 1125 S. Wheaton, Ave., Wheaton
• Sept. 16 at 6:30 p.m.: Town hall and tour of Monroe Middle School, 1855 Manchester Rd., Wheaton
• Sept. 23 at 6:30 p.m.: Virtual town hall
• Sept. 24 at 6:30 p.m.: Town hall and tour of Franklin Middle School, 211 E. Franklin St., Wheaton

Below is how the bond referendum question will appear for voters:

Shall the Board of Education of Wheaton Warrenville Community Unit School District Number 200, DuPage County, Illinois, construct additions to, alter, repair, equip and improve the sites of the Franklin, Edison and Monroe middle school buildings, including constructing safety and security improvements, updating infrastructure and mechanical systems to improve efficiency, improving special education spaces and accessibility, updating science lab classrooms, improving music spaces, completing technology improvements and renovating instructional spaces, and issue bonds of said School District to the amount of $151,500,000 for the purpose of paying the costs thereof?

Among these infrastructure needs, CUSD 200 listed:

Safety and security upgrades

• More secure entrances
• Upgraded surveillance systems
• Improved sight lines in hallways

Accessibility improvements

• Increased ADA compliance
• Safety improvements

Modernized learning environments

• More contemporary science labs
• Larger classroom spaces
• Renovated music, library, gym spaces

Improved utilities

• Upgrades to roofing, plumbing, HVAC systems
• Improved lighting
• More energy efficient electrical systems

If the bond referendum question is approved, the average taxpayer will see a $71 annual decrease in their bond and interest payments, per CUSD 200.

The school district aims to pay off the $151.5 in bonds within 15 years.

The article Middle School Tours, Town Halls Planned Amid District 200 Referendum appeared first on Wheaton Patch .

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Meet the new Global Studies Middle School principal: Edward Lavoie excited to be in Norwich

A new face leads a school in Norwich.

Principal Edward Lavoie started at Teachers’ Memorial Global Studies Magnet Middle School this year. Lavoie looks forward to working with everyone and aims to return the school to its place as one of the best middle schools in Eastern Connecticut, he said.

Lavoie’s prior educational experience includes an elementary school in Hartford, and middle and high school in East Hartford. His prior job was as an assistant principal, and he was looking to run “my own building; put my own mark on things.”

Working for the Norwich Public Schools is the “perfect opportunity” for Lavoie, as his uncle went to school in the area, and his family lives in the area. His own children are currently attending Norwich Free Academy.

“I wanted to get back to high school or middle school, since I like secondary (schools) a lot,” he said. “This came up over the summertime and I made a couple calls, and they said I should think about it, so I put my name in the hat.”

Lavoie is the best fit for Global Studies because he was the most experienced candidate, with six years as an assistant principal, and his co-workers from East Hartford had lots of praise for him, Acting Superintendent Susan Lessard said. As East Hartford is similar to Norwich, Lessard noted that Lavoie was a logical choice.

“The entire committee feels he is right for the position,” she said.

More: Norwich school buildings project: Is the price going up or down? It depends on who you ask

How it's going so far

Lavoie has had a great start to his time at Global Studies, thanks to his staff that’s dedicated to the kids, including district Teacher of the Year Julie Tamborra.

“We have a lot of amazing people, and the kids have a lot of positive energy,” he said.

Lavoie also has a different perspective talking to students now. Instead of a disciplinarian as assistant principal, he’s now a different type of leader for the school, supporting everyone, he said.

Lavoie wants students to know that they’ve got to be in school every day, and the school will care for and support them to chase their dreams. He also wants to keep an open door for parents and families.

This article originally appeared on The Bulletin: Global Studies Middle School in Norwich CT has a new principal

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Remembering Westminster High School, tours of…

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Remembering Westminster High School, tours of East Middle available Saturday

Now East Middle School, the last high schoolers to graduate from the Longwell Avenue facility did so in ’71, said local historian Don Warner. It’s been a middle school since then and was renovated significantly to better serve its middle school function in 1975, he said.

Warner, who was president of Westminster High’s Class of 1953, said he and some of his peers want to make sure the building’s rich history isn’t forgotten.

So Warner, with the help of others, arranged public walking and virtual tours of the facility on Saturday, Sept. 8.

Virtual and walking tours are available at 1:30 and 2:30 p.m. Saturday. The on-foot edition requires a lot of walking, Warner said, so those who don’t want or are unable to do that can watch the virtual tour in a first-floor classroom.

But it’s not just any old classroom — it’s Room 106, that of former English and drama teacher William Granville “Mike” Eaton.

Kevin Dayhoff, a Times columnist, wrote in June that Eaton had a profound effect in shaping the Carroll County community.

“His dedication, hard work, wit and wisdom became an inextricable part of the social and intellectual personality of our community,” Dayhoff wrote.

Warner said many remnants of the old high school, like “the old balcony,” remain in the building despite the fact that it’s been home to the middle school for more than three decades.

“The original seats that were in the auditorium are upstairs now,” said Carol Dehne, financial secretary at East Middle. Dehne has coordinated many similar tours for other alumni of the old high school.

“They love [the tours],” she said, adding that she tries to stay out of the way to let the alums experience their old stomping grounds to the fullest. “They need to feel like they were back in high school. … It brings back lots of memories.”

Dehne has orchestrated walking tours often, but this is the maiden voyage for the virtual tour — a 45-minute video.

She solicited the help of Michael Stencil, an East Middle media specialist. Stencil is an “amazing videographer,” she said, and agreed instantly to take on the project. She’s yet to see the video because, she said, “I want to see it when they do — to see their reaction.”

The Westminster High Class of 1953 is celebrating its 65th anniversary, Warner said, and will be taking part in the 2:30 p.m. walking tour.

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Find the best country for you: », kremlin says it disagrees with turkey's erdogan that crimea should return to kyiv's control.

Kremlin Says It Disagrees With Turkey's Erdogan That Crimea Should Return to Kyiv's Control

FILE PHOTO: Turkish President Tayyip Erdogan speaks after a signing ceremony in Ankara, Turkey September 4, 2024. REUTERS/Murad Sezer/File Photo

MOSCOW (Reuters) -Russia completely disagrees with comments from Turkish President Tayyip Erdogan that Crimea should return to Ukrainian control, Kremlin spokesman Dmitry Peskov said on Friday.

Erdogan said this week that Turkish support for Ukraine's territorial integrity, sovereignty and independence was unwavering, and that the return of Crimea - which Russia seized from Ukraine and annexed in 2014 - was a requirement of international law.

Asked about Erdogan's comments, Peskov said the topic of Crimea "falls under the category of disagreements between us and our Turkish friends.

"Here we have completely divergent opinions. At the same time, we do not abandon our deliberate attempts to explain to our Turkish friends and colleagues our point of view, our position".

Peskov said that Erdogan was under pressure from the United States over its traditionally close economic ties with Moscow

"As for Turkey's attempts to mitigate U.S. pressure, indeed, the U.S. is exerting undisguised pressure on the Turkish Republic, not shying away from intimidation, with consequences for the Turkish economy," said Peskov.

The Kremlin said this week that President Vladimir Putin may visit Turkey for talks with Erdogan once preparations are completed.

Turkey, a NATO member, has played a key role as a go-between for Russia and Ukraine during their 2-1/2-year-old conflict, including arranging an export deal for Ukrainian grain.

Erdogan told Putin at a summit in Kazakhstan in July that Ankara could help end the conflict, but the Kremlin has not taken the Turkish leader up on his offer.

(Reporting by Dmitry Antonov; Writing by Lucy Papachristou; Editing by Andrew Osborn)

Copyright 2024 Thomson Reuters .

Photos You Should See - July 2024

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The First Post-Affirmative Action Class Enters College

A supreme court ruling upended more than four decades of admissions practices. the extent of the change is now beginning to become clear..

This transcript was created using speech recognition software. While it has been reviewed by human transcribers, it may contain errors. Please review the episode audio before quoting from this transcript and email [email protected] with any questions.

From “The New York Times.” I’m Katrin Bennhold, and this is “The Daily.”

[MUSIC PLAYING]

The Supreme Court’s decision to ban affirmative action last summer was expected to drastically change the demographics of college campuses around the country. Now we are starting to understand the extent of that change. Today, my colleague David Leonhardt explains.

It’s Friday, September 6.

David, welcome back to the show.

Thank you, Katrin.

So in the past few weeks, elite colleges around the US have started to release their enrollment numbers for this academic year, which is the first academic year since the Supreme Court banned affirmative action. It’s a moment you and a lot of other people have been eagerly awaiting because we’re all curious what the effects of this decision will actually be. So what have you seen so far?

It’s been fascinating. So, as you said, this is the first year of students who are coming after the Supreme Court decision in 2023 that said colleges cannot continue to use the kind of race-based affirmative action that they used before.

And really, what that meant is that students were checking a box about their race. And in order to make up for underrepresentation, in the past, colleges were basically giving what they call a tip to Black applicants, Hispanic applicants, and Native applicants. And the Supreme Court said can’t do that anymore. You can take into account student’s life experiences, including race, on an individual level, but you can’t give these broad advantages to different groups in the process.

And people care about this, even though it’s at a relatively small number of schools, because these schools confer big economic advantages on the people who go there, according to recent economic research. And they disproportionately create the American elite senators and Supreme Court justices and CEOs disproportionately come from these several dozen schools.

And so the first of these schools to report the demographics for the new freshman class, these are the classes that have just arrived on college campuses in the last few weeks, was MIT. And they reported this really big decline in the number of Black students. It had been 15 percent last year. It’s 5 percent this year in the first-year class.

And a decline in the number of Hispanic students from 16 percent down to 11 percent. The number of Asian students went up significantly, and the number of white students remained roughly constant.

So this is basically a scenario that a lot of different people predicted, right? Defenders of affirmative action said, after the decision came down, that the share of Black and Latino students would likely plummet. And critics of affirmative action predicted that the share of Asian students would likely rise because affirmative action had suppressed their numbers.

That’s exactly right. And so it looked like, oh, my goodness, we’re going to have this result that fits this neat story that we’re going to see Black and Hispanic enrollment plummeting at all of these elite schools and potentially, Asian enrollment surging because that was the picture at the first school to report.

And there was at least one other school that had results that resembled MIT’s. Amherst College, which is a highly selective college in Massachusetts, also reported meaningful declines. The share of Black students went from 15 percent last year to 6 percent this year.

Their percentage of Hispanic students went from 12 percent last year to 8 percent this year. But it turns out, as we’ve gotten more schools reporting numbers, and even as we’ve dug a little bit into MIT’s and Amherst’s numbers, the picture has gotten a lot more complicated.

Complicated how?

Well, there are several schools where the share of Black students remained almost exactly the same.

So at Duke, the share of Black students this year, held steady at 13 percent, same as last year. At Yale, it held steady at 14 percent. At Princeton, it also held steady in the same range. And even at some of the schools that have reported big declines in the number of Black and Hispanic students, like MIT, the numbers may exaggerate how big the decline actually was.

And that’s because at several of these schools, at MIT, a student who is multiracial counts in more than one category. So when you see the share of both Black and Hispanic students falling, there might be a single student who counts in both of those declines.

And look, at several of these schools, including MIT, the Black and Hispanic share definitely did fall. It just may not have fallen as much in real human terms as some of those numbers suggested that it did.

And I want to emphasize that we’re still really early in this reporting cycle. And I’m confident, from talking to people, that schools are going to be all over the map. They’re not all going to be like MIT, or they’re not all going to be like Duke. But I don’t think we yet the mix of how many schools are going to remain roughly similar and how many are going to have big declines. And we’re just going to need more time to find that out.

OK, so clearly, there is quite a lot of variation in this data. But just from what you’re telling me, it seems like the share of Black students, at least overall, is down. It sounds like at best, it’s kind of stable for now, but in some places it actually dropped. So is that a pattern you’re seeing here?

I think that is a pattern. And once more schools report, I think that’s what we’re going to end up seeing. The trends with Hispanic students, though, are a little different. Hispanic students are even more all over the map in terms of the trends.

So there are schools like MIT where the share of Hispanic students fell. There are schools like Princeton and Yale, where the share held roughly steady. But we even have an example so far, among just a very few schools that have reported, of a school where the percentage of Hispanic students Rose, which is UVA, it’s gone from 8 percent to 10 percent in one year. That’s a meaningful increase.

And so one of the things I will be watching going forward, as more schools report, is the Hispanic share overall kind of holding steady, which seems plausible, or is it declining, which also seems plausible?

But there’s another point to think about here. So far, Katherine, we’ve been talking about race, but if you look at economic data, it looks like the number of lower-income students at many of these colleges, is actually going up.

So I’ll give you two interesting examples, Duke and UVA. Duke is private. UVA is public. These are historically two of the least economically diverse colleges in America. I wrote a whole story for our magazine about how dominated Duke was by upper-income students.

And UVA, the University of Virginia, has long been, arguably, the least diverse public college in America, and yet we’ve really seen increases in economic diversity. So UVA reported that the percentage of students who received the Pell Grant, which is the largest financial aid program in the country, basically goes to people in the bottom half of the income distribution. The Pell share at UVA rose from 16 to 24 over the last year. At Duke, it rose from 17 to 22.

And we’re going to need more information to figure out exactly what’s going on here because the federal government did expand eligibility for the Pell Grant, which might explain a couple ticks of that increase. But it really seems like that a lot of these places, economic diversity has risen over the past year.

I mean, it’s really fascinating. What you’re basically saying is that one year after the Supreme Court banned affirmative action, broadly speaking, we’re seeing racial diversity decreasing, but economic diversity actually seems to have gone up.

That’s exactly right.

And that’s not a pattern that many people would necessarily have expected. And it’s a fascinating pattern. And that, of course, raises the question of why is that happening?

We’ll be right back.

So, David, I want to dig a little deeper into this, frankly, surprising finding that we discussed in the first half. Why is it that post affirmative action, economic diversity has gone up at these schools?

Well, one thing that seems to be happening is that the number of upper-income, Black and Hispanic and multiracial students at some of these schools, like MIT, has declined.

To some extent, at some of these schools, they have been replaced by lower-income students of many races, potentially including lower-income Black students and lower-income Asian and white students. And the reason that would be is that the Supreme Court said you can no longer take into account simply a student’s race.

But the Supreme Court also said that colleges can very much continue to take into account student’s life experiences. And so the main way that they would hear about student’s experiences would be the essays.

So if a student wrote about how they grew up in a neighborhood that was lower income, maybe an overwhelmingly Black or overwhelmingly Hispanic neighborhood, and they faced racial discrimination, or maybe they grew up in a lower-income, overwhelmingly Asian neighborhood, and faced racial discrimination. The colleges can take all those into account.

And so in this more subjective process, in which students have to talk about themselves as individuals, rather than checking a box, you can imagine why these highly selective colleges, who can choose among incredibly large numbers of fantastically talented students, why some of them might be admitting more low-income kids who can talk about their experiences with disadvantage and discrimination and admitting fewer kids who benefited from the old version of affirmative action, but who also come from higher-income neighborhoods and more advantaged high schools.

And if that is what colleges are doing, you could understand why the number of low-income students may be going up, even as the number of Black and Hispanic students might be either holding steady or going down.

So in other words, the sort of stronger focus on these application essays which surface these stories of overcoming, have kind of helped to lead to more socioeconomic diversity in these classes because overcoming adversity isn’t necessarily a racial issue.

Overcoming adversity absolutely can include race in the United States, given our racial inequities and given racial discrimination. But it’s not only race.

David, I just want to gut check here. Now that affirmative action is no longer on the table, can we just assume that colleges are still trying to maintain the same degree of racial diversity. In other words, are students still encouraged to share their stories of growing up as a minority in these essays?

Well, that’s a fascinating question. If you ask colleges, they would have to say, by the letter of the law, that racial diversity for its own sake, is not something that we are emphasizing or considering in our application process.

But we know that these colleges, and they’ve said this, they believe deeply in the value of racial diversity. They think it produces better education for their students. They think it means that the students who are on campus, who are not from one of the largest groups, don’t feel alone. So they care a lot about it.

But your question is also scraping at something interesting here, which is there are certainly conservatives and opponents of affirmative action, who are worried that schools are going to cheat, who are worried that schools are going to say, we are taking into account the student’s individual experience. But actually, the schools often have ways of knowing a student’s race, whether it’s from the essay or from other information in an application. And there are certainly conservatives who are worried that schools are basically going to try to hit their exact diversity targets as before for the sake of it.

Schools, meanwhile, are very worried about being sued. And so I think that we can expect conservative legal activists, the same folks who brought the lawsuits that led to the Supreme Court decision, to be scouring this data and potentially filing suit against schools that report very similar numbers as in the past and accusing them of still taking into account race, while pretending not to. We are almost certainly going to see more legal fights over this issue.

But one of the interesting things here, David, is that in order to comply with the ban on race-based affirmative action, it seems that some of these colleges might actually be looking at class as a proxy for race, presumably in the hope that selecting for a more economically diverse class would also lead to more racial diversity. But that doesn’t totally seem to be working out.

Yes, I think they are using class, in part, as a proxy for race. But you’re absolutely right. There is no perfect proxy for race in the United States of America. Our racial gaps are just too big.

So even if colleges leaned heavily into economic affirmative action, they really might not be able to replicate the percentage, particularly of Black and Native students, that they had before affirmative action was outlawed by the Supreme Court. Now, even if they can’t absolutely replicate the shares that they had before, I do think the evidence suggests that colleges can be significantly more broad minded about economic affirmative action in a way that has a very strong argument that it is fair and may also lift racial diversity.

And what I mean by that is that when people think of economic diversity, sometimes they think of it just narrowly by income. But colleges can take into account many factors besides income. They can take into account many of the factors that we know have huge racial gaps in this society.

They can take into account wealth, and the wealth gap by race, in our country, is bigger than the income gap. They can take into account neighborhood poverty. They can take into account the kind of high schools that students go to.

And I think there’s a very strong argument that they should be taking these factors into account. I mean, if a student is growing up in a high-poverty high school with a family that has a very low net worth, those factors really do affect the student’s ability to do schoolwork. That student is running with wind in her face.

And so one of the things we hear from colleges, is that are trying to think about disadvantage in this broader way, than they were before the affirmative action decision.

So are there any concrete examples of schools doing what you’re saying, looking at socioeconomic factors in this broader way?

Yeah, there are a few. So one thing that multiple schools are using is a tool from the College Board. The College Board is the organization that gives the SAT and gives the AP exams. And the College Board gives colleges a dashboard so that the colleges can see, not only what are a student’s scores, but what is the context in which that student is coming from?

So these AP tests, for example, the top score you can get is 5. Now, if you get a 4 coming from a top high school, that means one thing. But if you come from a high school where you’re the only student who managed to get a 4 on a given AP exam, that’s really impressive.

And colleges are then able to take into account, look, it looks like this student can do the work at our college, and this student is one of the very, very best students in his or her community. That’s one example.

A second example is recruitment. A bunch of these colleges are doing more to go to neighborhoods and high schools that have historically not sent many kids to those colleges and try to do more to encourage students to apply. UVA, the University of Virginia, is a specific example. They have launched this program called All Virginia, and it seems like it may have made a difference. The Black share at UVA fell but not much. It fell from 11 percent to 9 percent. And some of the other schools that have seen their Black share hold steady are also doing these recruitment efforts.

And then a third thing is money. A whole bunch of schools are out there trying to raise money from their alumni and others, specifically to pay for financial aid. And they’re often being very upfront about this. They are saying, hey, give us money, so we can afford to enroll more students who don’t pay tuition or who don’t pay much tuition. And that can also help with racial diversity.

So if schools are really committed, that’s what I’m hearing you say. And they put in a lot of intentional effort and a lot of money, they can potentially achieve a level of both economic diversity and racial diversity, without necessarily violating the affirmative action ban.

Yes, And we do have some history here. In several states, race-based affirmative action has been illegal for a long time, more than 20 years. California, Texas, these are big states. And the state law said race-based affirmative action is not OK.

And so if you look at what the selective colleges in those states did, one of the things you notice is, this isn’t a simple before and after. Colleges need time to figure out what kind of programs they want to put in place that might make a difference.

And so if you look at California, for example, it is absolutely the case that the number of Black students, in particular, at the most selective University of California campuses, which are Berkeley and UCLA, fell a lot right after California banned affirmative action. And it is true that Berkeley has really struggled to recover the share of Black students that it had before the law changed.

But UCLA, which is essentially, as selective as Berkeley, has made much more progress. 25 years ago, the share of Black students at UCLA was about 3 percent. Today, it’s closer to 7 percent, which isn’t that different from the share of Black residents of California.

And so what you see is we are going to have variation. There are some schools that are going to be able to maintain diversity better than others. And it isn’t the case that these first year of numbers we see are necessarily going to be the new reality that lasts forever. There are going to be new versions of UCLA, schools where diversity initially falls, but then starts to rebound as they figure out ways to recruit a wide variety of students.

OK, so there seems to be a model of what schools need to do in order to maintain or at least raise diversity from the kind of plummeting after a ban has happened. But what happens if schools won’t or can’t put in these resources?

I think it really depends on what group we’re talking about. I think if you’re talking about Hispanic students, there is real reason to be optimistic over the long term.

So let’s look at UCLA again. In 1999, the share of Hispanic students at UCLA was 13 percent. Today, the share of Hispanic students entering UCLA is 24 percent. It has risen really quickly, even without affirmative action in California, and that’s because of much broader trends.

There’s been a whole lot of research tracking the outcomes of immigrants. It’s been part of this recent big data revolution in economics, in which researchers can study millions of tax records and census records and get a sense for families trajectories over time. And what it shows is that, not only Asian families, but also Hispanic families, immigrant families, are doing extremely well.

When you look at measures like education and income, the recent immigrants, both Asian and Hispanic, are very much following the trajectory of earlier generations of immigrants, the Italian families and Irish families and Jewish families from a century ago. Immigrants themselves, often remain poor for their lives, but their children do so much better.

They become more educated, they make more money, and their grandchildren do even better yet. And that’s the trajectory that so many Asian and Hispanic families are on in this country. And so when you think about that larger reality, it means that perhaps colleges need to worry a little bit less about what their enrollment of Hispanic students are going forward, even with this decision,

I think the story starts to become very different when you’re talking about groups that have experienced centuries of discrimination and oppression in this country. And that is specifically Black Americans and Native Americans.

And of course, the whole point of affirmative action, from the outset, was to correct for racial injustice in America, basically to help right those historic wrongs like slavery. So how should we be thinking about that original goal now?

That’s a vital point, Katrin. When affirmative action started, basically in the Kennedy and then LBJ administrations in the 1960s, it was not a broad program to help all racial minorities, so much as it was a program specifically to help Black Americans. The population, at the time, was less diverse. The American population was overwhelmingly either white or Black.

And the idea of affirmative action was to deal not only with the legacy of slavery, but also the legacy of the racially discriminatory laws that we had well into the 20th century, into the second half of the 20th century, that helped white people buy homes but wouldn’t help Black people buy homes.

These are legacies we still live with today. One of the reasons that Black families are less wealthy than white families is because we have had government policies that have specifically tried to lift the net worth of white families and excluded Black families. And so given this incredible legacy of discrimination, and given the fact that immigrants of all groups traditionally have all kinds of advantages for a complicated mix of reasons, the thing that I particularly will be looking at is what happens to the share of Black students and Native students at many of these schools.

I think those are the areas, given the legacies of racial discrimination in this country, particularly for Native and Black people, that are much more worrisome than what happens over the long term through the share of Hispanic or Asian or white students at these schools.

And is there room, in the light of this sort of ruling that came down a year ago, to design a more targeted remedy, specifically addressing this particular historic injustice?

I don’t know, and I think it’s a great question. There was a fascinating discussion during the Supreme Court arguments over this case about whether, for example, a college could consider whether an applicant came from a family that had been enslaved.

And Justice Kavanaugh, who, of course, is a Republican appointee, suggested that he might be open to such a policy. Now, it was a brief conversation. And I don’t know whether you could, but that’s a really tricky question because the notion of did you have an ancestor who was enslaved is not a question about race?

But of course, in the United States, we know that that is referring to only one race. And so you can imagine, particularly if the numbers of Black students look really worrisome in coming years, that colleges might try to get more aggressive about those kinds of questions. But it is certainly something that would have to be the subject of future legal cases.

So David, as we’re coming to the end of this episode, it just strikes me that race-based affirmative action, which was supposed to address racial injustice, actually kind of failed on the economic piece of that inequity. And now, in this post affirmative action world, we’re seeing some progress on the economic injustice front, but on the racial component, these colleges may actually be going backwards.

Yes, that is right. And it’s a sign of how complicated this entire subject is. And I think one thing to keep in mind is, it’s not as if the system before the Supreme Court’s decision was working particularly well from anyone’s perspective.

So conservatives, of course, were unhappy with this system with racial categories. That’s how we got the case, and it’s how we got a conservative Supreme Court saying you can’t use these racial boxes. But the old system was also not that easy to defend on progressive values.

I mean, several years ago, multiple elite colleges had more students coming from the top 1 percent of families based on income, than the entire bottom 60 percent.

So kind of affirmative action for the rich, actually,

Yes, and the idea that these colleges that are supposed to be meritocracies, had more students from the top 1 percent, than from the entire bottom 60 percent, is very hard to defend with any set of progressive values. And now we have a new system. And it seems as if this new system may increase economic diversity, just as you were saying. It also has the potential to decrease racial diversity and aggravate racial inequality in a country where racial inequality is a deep and abiding problem.

And so as we think about this going forward, I think we’re likely to end up with a set of changes that aren’t simply good or simply bad from the perspective of any political ideology. I think we’re instead likely to end up with a mix in which whatever your views are, you’re probably going to look at this system a few years from now, and say, hmm, it changed in some ways that are problematic, and it changed in some ways that are positive. And over time, the colleges are going to try to increase the positives and decrease the problematic aspects of it.

Well, David, thank you very much.

Here’s what else you need to know today. On Thursday, Hunter Biden pleaded guilty to nine federal tax charges in Los Angeles, signaling the final stages of a five-year investigation into the president’s son. Hunter Biden, had been bankrolling his drug and alcohol addiction by leveraging his name to win overseas consulting contracts, while not paying his taxes.

His guilty plea was not part of a plea deal. He now faces a prison sentence of up to 17 years, or a fine of up to $1.3 million, on top of the possible sentence of 25 years after being convicted of lying on a firearms application in Delaware, in June.

And President Vladimir Putin of Russia amplified his threats against Ukraine’s Eastern Donbas region, calling Moscow’s offensive in the area his military’s, quote, “first priority goal.” Speaking at an international conference in Vladivostok, Putin tried to portray his army’s grueling push into Eastern Ukraine, as evidence of a failed Ukrainian military strategy. He dismissed Ukraine’s capture of hundreds of square miles of Russian territory in the Kursk region, as little more than a distraction that would be dealt with over time.

Remember to catch a new episode of “The Interview” right here tomorrow. This week, David Marchese interviews Will Ferrell and his friend and fellow comedian Harper Steele. Not long ago, Steele came out as trans, and the two have now released a documentary about that.

I said to Harper, what if we went on a road trip, I went with you, and we film it? And I’ll be like your offensive lineman, so to speak.

Today’s episode was produced by Stella Tan and Alex Sturm with help from Asthaa Chaturvedi. It was edited by Liz O. Baylen and Michael Benoist, with help from Chris Haxel and research help by Susan Lee, contains original music by Dan Powell and Marion Lozano, and was engineered by Chris Wood.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly.

That’s it for “The Daily.” I’m Katrin Bennhold. See you Monday.

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Hosted by Katrin Bennhold

Featuring David Leonhardt

Produced by Stella Tan Alex Stern and Asthaa Chaturvedi

Edited by Liz O. Baylen Michael Benoist and Chris Haxel

Original music by Dan Powell Marion Lozano and Rowan Niemisto

Engineered by Chris Wood

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The Supreme Court’s decision to ban affirmative action last summer was expected to drastically change the demographics of college campuses around the country.

David Leonhardt, who has written about affirmative action for The Times, explains the extent and nature of that change as the new academic year gets underway.

On today’s episode

David Leonhardt , a senior writer who runs The Morning , The Times’s flagship daily newsletter.

Background reading

Two elite colleges have seen shifts in racial makeup after the affirmative action ban.

The Supreme Court decision last year rejected affirmative action programs at Harvard and North Carolina.

There are a lot of ways to listen to The Daily. Here’s how.

We aim to make transcripts available the next workday after an episode’s publication. You can find them at the top of the page.

Research help by Susan Lee.

The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Michael Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly. Special thanks to Sam Dolnick, Paula Szuchman, Lisa Tobin, Larissa Anderson, Julia Simon, Sofia Milan, Mahima Chablani, Elizabeth Davis-Moorer, Jeffrey Miranda, Maddy Masiello, Isabella Anderson, Nina Lassam and Nick Pitman.

Katrin Bennhold is the Berlin bureau chief. A former Nieman fellow at Harvard University, she previously reported from London and Paris, covering a range of topics from the rise of populism to gender. More about Katrin Bennhold

David Leonhardt runs The Morning , The Times’s flagship daily newsletter. Since joining The Times in 1999, he has been an economics columnist, opinion columnist, head of the Washington bureau and founding editor of the Upshot section. He is the author of “Ours Was the Shining Future: The Story of the American Dream." More about David Leonhardt

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