{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Bard High School Early College Manhattan","outOfStateSupporters":21.7,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":5930903,"projectId":9412606,"letterContent":"Thanks to your generous support, our 9th grade Conceptual Physics students now have the materials they need to fully engage in their learning. Your contribution allowed us to provide each student with high-quality journals, pens, and note-taking supplies — resources that have already transformed the way they participate in class. Because many families face economic challenges, having these materials readily available for everyone has removed barriers and created a more equitable and focused learning environment. Every student now comes to class prepared and confident, ready to dive into challenging physics concepts.\r\n\r\nThe impact on classroom engagement has been remarkable. Students are taking pride in their journals, using them not only for notes but also for sketches, reflections, and problem-solving steps that deepen their understanding. We emphasize strong note-taking and reflective habits as part of our rigorous, college-preparatory curriculum, and having these resources in hand has made those skills come alive. Research supports that handwriting notes enhances learning and retention — and we're seeing that first-hand as students use their journals to review and make connections between lessons.\r\n\r\nBeyond academics, this project has also given students a sense of ownership and creativity. The variety of journals and pens allowed them to choose materials that reflect their personalities, helping them feel more connected to their work. Thank you for giving our students not just supplies, but tools for curiosity, reflection, and success. Your generosity has truly made a lasting difference in how they learn and engage every day.","fullyFundedDate":1758823174310,"projectUrl":"project/inclusive-team-teaching-physics-classroo/9412606/","projectTitle":"Inclusive Team Teaching Physics Classroom","teacherDisplayName":"Dr. Weber","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp5930903_orig.jpg?crop=1077,1077,x538,y0&width=272&height=272&fit=bounds&auto=webp&t=1687529270228","teacherClassroomUrl":"classroom/classoflearning"},{"teacherId":4230546,"projectId":9422563,"letterContent":"This morning, one of our seniors came to the library to use the Tea Station. He had just taken a challenging Calculus test and was feeling completely drained. He told me that whenever he was feeling stressed during the test, he pictured coming to the library to get a cup of tea afterwards. That thought helped him push through to the end of the exam. \"This is the greatest contribution to our school ever,\" he said to me. He's not he only student to express such sentiments.\r\n\r\nSince setting the Tea Station back up, I have had tons of students stopping by for a nice cup of tea. Some, like the student from this morning, having been using the Tea Station since last year and were thrilled to see it restocked. Others are just discovering it for the first time. The 9th graders are particularly excited by it. Many of them didn't even have a library in middle school, let alone a resource like this. The Tea Station makes them feel welcome in the library, which allows them to be more comfortable with the space. Feeling comfortable here makes it more likely that they'll discover and use other library resources.\r\n\r\nI am so grateful to all of you for making this project happen. It really brings joy, comfort, and relaxation to my students. As early college students, their days are filled with rigor, and having the opportunity to take a moment for themselves and rest is so necessary. Your donations make those moments happen! Thank you!","fullyFundedDate":1752751429734,"projectUrl":"project/tea-in-the-library-restocking-our-tea-s/9422563/","projectTitle":"Tea in the Library: Restocking Our Tea Station","teacherDisplayName":"Ms. Nolan","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/272x272/tp4230546_272x272.jpg?width=272&height=272&fit=bounds&auto=webp&t=1505408382225","teacherClassroomUrl":"classroom/bhseclibrary"},{"teacherId":8264963,"projectId":9339346,"letterContent":"When the new guitar amp arrived, the students were immediately curious and excited. For many of them, it was the first time they had seen professional-quality equipment like this available in their school. Even though we haven't had the chance to use it yet, the anticipation has already boosted morale. Students often ask when they'll get to plug in their guitars, and they've started making plans for what songs to rehearse and how to organize themselves into groups. Just having the amp in the room has sparked new conversations about music, collaboration, and performance.\r\n\r\nLooking ahead, we are preparing to use the amp in rehearsals that will eventually lead to performances and even recordings. The students are motivated by the idea of sounding like a real band, and I can see how this resource will help transform their learning experience once we begin. Thanks to your generosity, they now have the tools they need to bring their creativity to life — building community, confidence, and joy as they take their first steps toward performing together.","fullyFundedDate":1752586538822,"projectUrl":"project/exploring-and-sharing-our-musical-gifts/9339346/","projectTitle":"Exploring and Sharing Our Musical Gifts!","teacherDisplayName":"Dr. D","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8264963_orig.jpg?crop=1075,1075,x780,y0&width=272&height=272&fit=bounds&auto=webp&t=1703616406616","teacherClassroomUrl":"classroom/8264963"},{"teacherId":9786802,"projectId":9175143,"letterContent":"To be honest, it is important to me that these headphones are only one of many tools that allow students to be productive and to learn in different ways. In the photographs that I've attached, you'll see two students using their headphones in two very different ways. One of them is watching a pre-recorded lecture about the suburbanization of America in the mid 20th century. The other is listening to music so she can focus on her writing for an upcoming essay. Around the room, these headphones enable students to get what they need on any given day.\r\n\r\nThough I firmly believe that sharing, discussing, and interacting are central to learning, there is an important place for technology to deliver different things to different students and to foster a level of self-directed focus. That's what I use these headphones for. It is far from an everyday thing, but neither is it infrequent. Thank you for helping me to give my students what they need.","fullyFundedDate":1745522735145,"projectUrl":"project/headphones-for-focus-headphones-for-lea/9175143/","projectTitle":"Headphones for Focus; Headphones for Learning","teacherDisplayName":"Dr. Freund","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-2_272.png?auto=webp","teacherClassroomUrl":"classroom/9786802"},{"teacherId":5930903,"projectId":9152377,"letterContent":"We extend our deepest thanks to you for your generous donation to our \"Interpreting Literature Through Art\" project. Your support has given our students the unique opportunity to explore literature not just through reading and writing, but through the visual language of art. The supplies you funded—sketchbooks, watercolor sets, pencils, pastels, and more—have opened a new dimension of creative engagement in our classroom.\r\n\r\n\r\nWith these materials, students are responding to powerful texts by translating their emotional and intellectual reactions into artistic expression. Whether illustrating a scene from a novel, symbolizing a theme through abstract color work, or creating visual metaphors for a character's internal conflict, they are learning to see literature as a living, dynamic form. Your contribution has empowered them to take ownership of their interpretations and express their voices in new and powerful ways.\r\n\r\n\r\nThank you for making this possible. Your belief in the value of creativity, reflection, and interdisciplinary learning is helping shape thoughtful, expressive, and inspired readers and artists. We are truly grateful for your support.","fullyFundedDate":1741697592173,"projectUrl":"project/interpreting-literature-through-art/9152377/","projectTitle":"Interpreting Literature Through Art","teacherDisplayName":"Dr. Weber","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp5930903_orig.jpg?crop=1077,1077,x538,y0&width=272&height=272&fit=bounds&auto=webp&t=1687529270228","teacherClassroomUrl":"classroom/classoflearning"},{"teacherId":7098551,"projectId":9106502,"letterContent":"Thank you for helping me bring cardio drumming to Bard High School Early College Manhattan. Your contribution enabled every student to have a pair of drumsticks for this unit. I would not have been able to do this without your support!\r\n\r\nCardio drumming was new to just about all of my students. They learned how to read and write music with a simplified notation, play a variety of rudiments, and lead a workout. Cardio drumming is now one of the few indoor activities safely done inside our tiny school PE spaces.","fullyFundedDate":1739152799951,"projectUrl":"project/help-make-cardio-drumming-a-big-hit/9106502/","projectTitle":"Help Make Cardio Drumming a Big Hit!!","teacherDisplayName":"Mr. Karelis","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp7098551_orig.jpg?crop=500,500,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1580273377938","teacherClassroomUrl":"classroom/karelis"},{"teacherId":5930903,"projectId":8931033,"letterContent":"We are so grateful for your generous support of our classroom through DonorsChoose. Your donations have made a profound impact on our students' engagement with Night by Elie Wiesel—an essential, harrowing, and transformative text. The ability to place this book directly into students' hands has made all the difference, allowing them to interact with Wiesel's story not as distant history, but as a deeply human experience that demands reflection, empathy, and awareness.\r\n\r\n\r\nThe notebooks and supplies you helped fund have elevated our approach to this unit in powerful ways. Students are using their new materials to annotate, reflect, and respond with both written and artistic expression. From visual journaling to literary analysis, they are building a personal relationship with the text—and the tools you've provided have given them the freedom and space to explore it meaningfully. These materials are not just functional—they are formative.\r\n\r\n\r\nThank you for believing in our students and their capacity to grow, question, and imagine a better future. Your donation is more than a gift—it's a partnership in learning, justice, and remembrance. We are sincerely grateful.","fullyFundedDate":1741391998725,"projectUrl":"project/holocaust-education-journal-project/8931033/","projectTitle":"Holocaust Education Journal Project","teacherDisplayName":"Dr. Weber","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp5930903_orig.jpg?crop=1077,1077,x538,y0&width=272&height=272&fit=bounds&auto=webp&t=1687529270228","teacherClassroomUrl":"classroom/classoflearning"},{"teacherId":9375533,"projectId":9028013,"letterContent":"We have been having a lot of fun reading and discussing the book.\r\nBelow are reflection pieces from a few students, following the reading of chapter 4 and 5. Thank you again for offering this wonderful opportunity to my students.\r\n\r\n \" Reflection on \"Flowers He Loved\" and \"A Certain Mendel\" \r\n\tIn the chapter \"Flowers He Loved\" one thing that stuck with me was Mendel's perseverance. Although he failed the teachers exam numerous times, he was still able to make monumental discoveries about science, and more specifically heredity. Mendel did not let his failure in one quadrant dominate his ability to succeed; although he may not have been able to test well, he was able to use his knowledge of the garden, which he gained from the abbey, to make a hugely successful experiment. The reason this stood out to me so much is because I too often struggle in certain areas or situations at school, and Mendel's success serves as an example of why you should never let failure in one area stop you from succeeding on a larger scale. Although I might not be able to score perfectly on my tests, this does not stop me from being able to gain a well rounded understanding of the course. As for \"A Certain Mendel\", I found it interesting that there was so much overlap between the scientists studying heredity (Mendel, de Vries, and Benson among others). It seemed that people could not study heredity, or create experiments around it, without running into Mendel's work. But this made me wonder, if his work was so important to heredity, why was it not more well known? If his discovery of the dominant versus recessive gene was so monumental, why were other scientists not immediately familiar with it? Was this study, the study of heredity, not very major at the time? Additionally, I found it interesting how at the end of the chapter Mukherjee foreshadows eugenics. I think his choice to do this really highlights how powerful science is, and how we need to approach the study of genetics and human existence carefully, and not exploit the knowledge we gain. \" Student A.B\r\n\r\n\"The first thing that came to mind while reading was how much of the scientific process we have all been taught is captured in Mendel's initial experiment. His whole concept of curiosity, resulting in recording of information until a pattern is found, then forming a hypothesis and continuing is a display of the ideal scientific process. Something that stood out to me though, is Mendel's idea \"small thoughts bloom into large principles.\" (Mukherjee 52) This kind of reminds me of how my grandpa was an engineer who for a short time worked with nasa. He was a part of a team helping to design a satellite or probe of sorts. With the help of his whole team, they successfully designed a tiny part of the whole machine. With hundreds of other engineers the whole probe was designed, yet he and his team only played a tiny role. This concept is evident in any natural science, being that large complex human systems can always be observed in their smaller primal forms. Mendel's method of using plants is this exactly. Being able to observe a scientific phenomenon that may pertain to humans outside of our own bodies is the best way to explore, plants providing the most ethical vessel. Yet what I wonder is the limits of this plant research. As much as plants emulate some human functions, their cell structure and energy generation is different. Mendel, wanting to experiment on mice, was shut down by the monks. In modern science experimentation on mice is very common, but the ethics on that are debatable.\" Student L.B\r\n\r\n\"I found it very interesting how in chapter one the author goes into detail about Mendels's experiments on hereditary traits and inheritance in genes. It was fascinating to observe and read how Mendel managed to experiment and figure all of this information out on his own, when he had failed the qualifications to be a professor and was just a substitute teacher. He didn't come to these findings because he was amazing at biology, but because he was a gardener and plants are what he knew. I'm upset that his work was never appreciated during his time alive. In chapter two Darwin died and people were using his work to build off of, which is actually pretty cool. I think it would be more effective if multiple people worked on the same ideas than just one guy. Science is a scary and intimidating concept that explains literally EVERYTHING that we know and don't know, it's terrifying. \" Student Z.U","fullyFundedDate":1737398399810,"projectUrl":"project/we-are-researchers-in-the-making/9028013/","projectTitle":"We Are Researchers in the Making!","teacherDisplayName":"Dr. Ilboudo","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-7_272.png?auto=webp","teacherClassroomUrl":"classroom/9375533"},{"teacherId":4230546,"projectId":8974318,"letterContent":"Thank you so much for your generous donations that made this project possible. Thanks to you, this project will make the library a more welcoming space and will allow students to find moments of peace during their busy days. The tea station is fully set up and many students already make regular use of it. Some students like to sit quietly with their tea while they work, some like to make tea with their friends, and some take advantage of the cups with lids to take their tea on the go, using it to fuel them through their next class. A cup of tea is such a simple thing, but many students comment on how it makes their day so much better and how excited they are to see the tea station. The tea station gives them a moment to rest, recharge, and feel supported by their school library. \r\n\r\nMy hope is that my students will be inspired by this project, like I was by my own tea-providing professor, to extend kindness, care, and support to the people they encounter, both at our school and beyond. I hope that they remember the comfort they found here in the library and pay it forward, building community and making other people's days brighter as they move through life. There is no doubt in my mind that my students will change the world in big, incredible ways, but I hope that they also remember that little gestures of kindness can make a difference as well. And I hope you remember that too, as your donations to this project were their own gestures of kindness and mean so much. \r\n\r\nThank you for supporting our library, our school, and, most importantly, our students!","fullyFundedDate":1733256721173,"projectUrl":"project/tea-time-creating-a-tea-station-in-the/8974318/","projectTitle":"Tea Time: Creating a Tea Station in the Library","teacherDisplayName":"Ms. Nolan","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/272x272/tp4230546_272x272.jpg?width=272&height=272&fit=bounds&auto=webp&t=1505408382225","teacherClassroomUrl":"classroom/bhseclibrary"},{"teacherId":2388433,"projectId":8820613,"letterContent":"It is always great to see my students light up for Fun Thursdays and candy and snacks definitely play a role.\r\nOne of the many positive comments I received in my beginning of the semester reflections were that those days of an investigative task with snacks was the highlight of their weeks!\r\nI literally ran out of money in November and I would have hated to disappoint my students. I am so grateful for your support! My students have benefited over the 4 weeks that you supported my Fun Thursday initiative!\r\nIn addition. my statistics students used the bags of Skittles to estimate a proportion and to make a Chi-Square analysis!","fullyFundedDate":1727466371743,"projectUrl":"project/fun-thursdays/8820613/","projectTitle":"Fun Thursdays","teacherDisplayName":"Ms. Pflaum","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-7_272.png?auto=webp","teacherClassroomUrl":"classroom/2388433"},{"teacherId":9468864,"projectId":8937020,"letterContent":"Thank you very much for your kind support. For this project, we bought a set of speed sensors that allow us to accurately measure the instantaneous speed of a small object traveling through the sensor. Students were very excited when they first started experimenting with these \"cool\" gadgets.\r\nOur first project consisted in the students using these sensors to study the kinematics of accelerating objects. Students had some freedom to choose the object and the means of acceleration. Some students used inclined planes and other students selected free fall. For the objects selected, some students chose marbles or small hard plastic balls, while other students used toy cars. Students measured the speed of their chosen objects as a function of inclined plane angle, drop-point position, or, in the case of free fall, height. \r\nStudents then compared their measurement results with predictions using Newton's laws of motion. In many cases, the experimental measurements and theoretical predictions agreed to within 5% or better.\r\nIn future experiments we plan to use these devices to study the conservation of energy. Gravitational potential energy will be determined from the height, and these devices will be used to measure the speed necessary to determine kinetic energy. Our students are looking forward to these experiments.","fullyFundedDate":1731521872571,"projectUrl":"project/physics-of-motion-measuring-speed-and-a/8937020/","projectTitle":"Physics of Motion: Measuring Speed and Acceleration","teacherDisplayName":"Dr. Hale","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-3_272.png?auto=webp","teacherClassroomUrl":"classroom/9468864"},{"teacherId":9753800,"projectId":8826628,"letterContent":"Thank you so much for providing delicious and healthy to snacks to my students! This helps students feel supported, cared for and energized. Often times, they skip breakfast and need a snack to get them through the school day. Students have shared with me how grateful they are to DonorsChoose! Moreover, having snacks in my office helps foster a supportive Guidance Counselor space.\r\n\r\nThe bookcase for college references and educational material has also made a huge impact because it is accessible and user friendly. My students walk inside my office during their free periods, pick up snacks and stand in front of the bookcase to peruse the college guidebooks.","fullyFundedDate":1727568151523,"projectUrl":"project/healthy-snacks-access-to-college-refer/8826628/","projectTitle":"Healthy Snacks & Access to College Reference Guide Books Bookcase","teacherDisplayName":"Ms. M. Azeglio-Stranahan","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-1_272.png?auto=webp","teacherClassroomUrl":"classroom/9753800"}],"pageName":"schoolpage_836","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":571,"numTeachers":34,"percentFrplEligible":74,"percentAsian":18,"percentBlack":16,"percentWhite":36,"percentIndigenous":0,"percentLatinx":22,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"9 - 12","studentTeacherRatio":"16.8:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":false,"metroType":"URBAN","ncesMetroType":"CITY_LARGE"},"inStateSupporters":78.3,"schoolId":836,"financialInfo":null,"twitterShareText":"Learn more about Bard High School Early College Manhattan on @DonorsChoose:","schoolName":"Bard High School Early College Manhattan","canonicalPageUrl":"schools/new-york/new-york-city-dept-of-ed/bard-high-school-early-college-i/836"}