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Ms. Davlin's Classroom

  • Junior High School 98 Herman Ridder
  • Bronx, NY
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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show projects from all time

Past projects 4

  • Children of the Dust Bowl

    Funded Jun 17, 2013

    The students have just completed the their history unit on the Great Depression using the books you have all so generously contributed. The students were first drawn in by the stunning images, and then captivated by the amazing story of one group of Okies struggling to make a life in California.

    I have rarely seen the students take such an interest in history. Several times in the past few weeks after finishing an assignment early students have asked me if it would be ok if they read the next chapter "in that Okie book". I have the students write essays at the end of each unit. Usually it is a struggle to get them to write five paragraphs; however on this unit I had a few students ask me if it would be alright if they wrote six or seven paragraphs, "because I know a lot about this one!"

    Thank you again for helping to finance this project. It is through these "extra" materials that school and learning becomes enjoyable.”

    With gratitude,

    Ms. Davlin

  • Anne Frank

    Funded Apr 16, 2013

    Thank you so much for your generous donations to our classroom. Because of your support a class of eighth graders will be exposed to The Diary of Anne Frank.

    You may have heard of the struggles New York City schools are having with low test scores. Fewer than 1/3 of our students were able to pass a standardized English test last year. Unfortunately, very few teachers were shocked by this. I can attest that a sizable number of the students in my school are functionally illiterate. As teachers we try to encourage reading as much as possible; however we are limited by budget constraints that don't allow us to send books home with the kids. Thanks to Donor's Choose and your wonderful support we can send change that for 35 children.

    Thank you again.”

    With gratitude,

    Ms. Davlin

  • Up From Slavery

    Funded Apr 10, 2013

    Thank you so much for your generous donations to our classroom. Because of your support over 100 eighth graders will be exposed to Booker T. Washington's wonderful autobiography.

    You may have heard of the struggles New York City schools are having with low test scores. Fewer than 1/3 of our students were able to pass a standardized English test last year. Unfortunately, very few teachers were shocked by this. I can attest that a sizable number of the students in my school are functionally illiterate. As teachers we try to encourage reading as much as possible; however we are limited by budget constraints that don't allow us to send books home with the kids. Thanks to Donor's Choose and your wonderful support we can send change that for 100 children.

    Thank you again.”

    With gratitude,

    Ms. Davlin

  • Projecting Success!

    Funded Dec 31, 2010

    Thank you so much for your generous donations to our school. We have received the projector and have used it to show Powerpoint presentations and video clips from World War One and the 1920s. There is a world of difference between explaining to students about how airplanes changed warfare and being able to show them 30 seconds of an actual WWI airplane dogfight. It is always a struggle to capture the imagination of middle school students and to get them interested in their education. With your help, our students have become more engaged and are gaining knowledge they will take with them throughout their lives.”

    With gratitude,

    Ms. Davlin

    This classroom project was brought to life by American Express Members Project and 5 other donors.
I teach 8th graders in an urban school in New York. The student body is about 50 percent black and 50 percent Hispanic. 98 percent of the students in our school are on free or reduced lunches. Beyond the regular traumas associated with middle school, many of my students have had to contend with situations of crime, gang violence, homelessness, and drug abuse. In the school neighborhood, 7 out of 10 students drop out before graduating from high school. Many of my students do not have access to computers on a regular basis, and their computer skills are far below those of students I've worked with in suburban settings.

About my class

I teach 8th graders in an urban school in New York. The student body is about 50 percent black and 50 percent Hispanic. 98 percent of the students in our school are on free or reduced lunches. Beyond the regular traumas associated with middle school, many of my students have had to contend with situations of crime, gang violence, homelessness, and drug abuse. In the school neighborhood, 7 out of 10 students drop out before graduating from high school. Many of my students do not have access to computers on a regular basis, and their computer skills are far below those of students I've worked with in suburban settings.

About my class

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