First Person

Parent blog: School Halloween parties

In this Confessions of a Partially Proficient Parent blog post, Julie Poppen admits her classroom Halloween party weaknesses but offers hope for more organized parents.

I admit it. I’m the mom bringing juice boxes to the classroom Halloween party.

No fancy games.

No organic treats shaped like witch’s hands or a vampire’s fangs.

But alas, I’ll be there. It is my daughter’s final classroom party after all. I have no idea what they do in middle school, but from what I understand parents don’t mill around taking photos of their cute, dressed-up youngsters and handing out treats.

For those parents able and willing to put just a tiny bit more thought into the classroom party, I’ve collected some tips. Furthermore, many schools now have guidelines asking parents to bring healthy snacks or consider no treats at all. So what do you do if you can’t bring candy or frosting-smothered cupcakes?

EdNews Parent healthy schools expert Cathy Schmelter says “anything creative with fruit would be a great idea for a Halloween party.”

  • For example, consider carving a mini Jack-o-lantern out of an orange, stuffing fruit salad inside the rind then replacing the top. Students can also decorate the orange with a black marker like a pumpkin.
  • Another idea is to slice open an apple or sugar pea so that it looks like a mouth and add almond slivers as teeth. Add strategically placed red jelly or red pepper near the almonds to make them look like vampire teeth poking out of a bloody mouth.
  • Grapes are always good to use as bloody eyeballs (strip the skin, roll in powder sugar and natural red food coloring).

Halloween parties are also a great opportunity to add more activity to the day. For example, a “monster bash music party” will encourage kids to actively showcase their most ghoulish dance moves, LiveWell Colorado suggests.

Think about creating other fun activities that do not revolve around candy. Pumpkin-carving contests and Halloween arts-and-crafts provide fun alternatives to massive candy consumption. How ’bout enlisting parents to do some face painting?

If you can’t handle too much brain damage over the classroom Halloween party, consider these very easy ideas.

Non-food treats

  • Play dough
  • Halloween pencils, erasers and stickers
  • Gift certificates
  • Books
  • Plastic spiders
  • Miniature skeletons
  • Bracelets
  • Face paint
  • Bookmarks
  • Barrettes and hair bows
  • Yo-yos
  • Balls
  • Silly Bandz
  • Temporary tattoos
  • Glow sticks

More healthy food treats

  • Energy or granola bars
  • Honey sticks
  • Sugarless gum
  • Small lollipops
  • Fresh or dried fruit
  • Trail mix
  • Mini cereal boxes
  • Bagels
  • Hot chocolate mixes
  • Mini bags of pretzels
  • Sugar-free gum
  • Juice boxes
  • Popcorn

Candy, candy, candy

OK, now that you’ve made it through the party and Halloween itself, what next? Well, even the experts say it’s OK to hang on to some of the candy. But keep it out of sight and think of creative ways to keep the candy intake to a minimum the following days.

  • Set a limit on how long to keep candy in the house.
  • Find a “candy buy-back” program.
  • Have kids “sell” their candy back to you in exchange for a special outing, sleepover, mystery “prize” or other fun option. Just be sure you don’t eat all the candy.

What about a morning Halloween party?

And think about this idea for next year: Inquire about holding the party in the morning. It may be too late to switch up the party time this year, but it’s a good time to plant the seed for next year.

Emily O’Winter, healthy schools coordinator in Jeffco and an EdNews Parent expert, says kids arrive at school dressed up, which helps decrease time spent on party prepping and the party itself. Plus, kids are excited when they come to school on Halloween party day, so they can dive right in to the party and then move on to academics.

“This not only gets the exciting event done early (reducing all day jitters and distractions) but healthy treats are quite easy in the morning: green eggs and ham, fruit (peeled grapes = eyeballs) “breakfast booritos” etc.,” O’Winter says. “Additionally, everyone gets breakfast, which, as we unfortunately know, doesn’t happen for all children on a regular basis.”

For additional ideas about having a healthy Halloween, check out LiveWell Colorado’s new Healthy Halloween page or this Action for Healthy Kids page.

Share more of your ideas by making a comment on this post.

First Person

I’ve spent years studying the link between SHSAT scores and student success. The test doesn’t tell you as much as you might think.

PHOTO: Photo by Robert Nickelsberg/Getty Images

Proponents of New York City’s specialized high school exam, the test the mayor wants to scrap in favor of a new admissions system, defend it as meritocratic. Opponents contend that when used without consideration of school grades or other factors, it’s an inappropriate metric.

One thing that’s been clear for decades about the exam, now used to admit students to eight top high schools, is that it matters a great deal.

Students admitted may not only receive a superior education, but also access to elite colleges and eventually to better employment. That system has also led to an under-representation of Hispanic students, black students, and girls.

As a doctoral student at The Graduate Center of the City University of New York in 2015, and in the years after I received my Ph.D., I have tried to understand how meritocratic the process really is.

First, that requires defining merit. Only New York City defines it as the score on a single test — other cities’ selective high schools use multiple measures, as do top colleges. There are certainly other potential criteria, such as artistic achievement or citizenship.

However, when merit is defined as achievement in school, the question of whether the test is meritocratic is an empirical question that can be answered with data.

To do that, I used SHSAT scores for nearly 28,000 students and school grades for all public school students in the city. (To be clear, the city changed the SHSAT itself somewhat last year; my analysis used scores on the earlier version.)

My analysis makes clear that the SHSAT does measure an ability that contributes to some extent to success in high school. Specifically, a SHSAT score predicts 20 percent of the variability in freshman grade-point average among all public school students who took the exam. Students with extremely high SHSAT scores (greater than 650) generally also had high grades when they reached a specialized school.

However, for the vast majority of students who were admitted with lower SHSAT scores, from 486 to 600, freshman grade point averages ranged widely — from around 50 to 100. That indicates that the SHSAT was a very imprecise predictor of future success for students who scored near the cutoffs.

Course grades earned in the seventh grade, in contrast, predicted 44 percent of the variability in freshman year grades, making it a far better admissions criterion than SHSAT score, at least for students near the score cutoffs.

It’s not surprising that a standardized test does not predict as well as past school performance. The SHSAT represents a two and a half hour sample of a limited range of skills and knowledge. In contrast, middle-school grades reflect a full year of student performance across the full range of academic subjects.

Furthermore, an exam which relies almost exclusively on one method of assessment, multiple choice questions, may fail to measure abilities that are revealed by the variety of assessment methods that go into course grades. Additionally, middle school grades may capture something important that the SHSAT fails to capture: long-term motivation.

Based on his current plan, Mayor de Blasio seems to be pointed in the right direction. His focus on middle school grades and the Discovery Program, which admits students with scores below the cutoff, is well supported by the data.

In the cohort I looked at, five of the eight schools admitted some students with scores below the cutoff. The sample sizes were too small at four of them to make meaningful comparisons with regularly admitted students. But at Brooklyn Technical High School, the performance of the 35 Discovery Program students was equal to that of other students. Freshman year grade point averages for the two groups were essentially identical: 86.6 versus 86.7.

My research leads me to believe that it might be reasonable to admit a certain percentage of the students with extremely high SHSAT scores — over 600, where the exam is a good predictor —and admit the remainder using a combined index of seventh grade GPA and SHSAT scores.

When I used that formula to simulate admissions, diversity increased, somewhat. An additional 40 black students, 209 Hispanic students, and 205 white students would have been admitted, as well as an additional 716 girls. It’s worth pointing out that in my simulation, Asian students would still constitute the largest segment of students (49 percent) and would be admitted in numbers far exceeding their proportion of applicants.

Because middle school grades are better than test scores at predicting high school achievement, their use in the admissions process should not in any way dilute the quality of the admitted class, and could not be seen as discriminating against Asian students.

The success of the Discovery students should allay some of the concerns about the ability of students with SHSAT scores below the cutoffs. There is no guarantee that similar results would be achieved in an expanded Discovery Program. But this finding certainly warrants larger-scale trials.

With consideration of additional criteria, it may be possible to select a group of students who will be more representative of the community the school system serves — and the pool of students who apply — without sacrificing the quality for which New York City’s specialized high schools are so justifiably famous.

Jon Taylor is a research analyst at Hunter College analyzing student success and retention. 

First Person

With roots in Cuba and Spain, Newark student came to America to ‘shine bright’

PHOTO: Patrick Wall
Layla Gonzalez

This is my story of how we came to America and why.

I am from Mallorca, Spain. I am also from Cuba, because of my dad. My dad is from Cuba and my grandmother, grandfather, uncle, aunt, and so on. That is what makes our family special — we are different.

We came to America when my sister and I were little girls. My sister was three and I was one.

The first reason why we came here to America was for a better life. My parents wanted to raise us in a better place. We also came for better jobs and better pay so we can keep this family together.

We also came here to have more opportunities — they do call this country the “Land Of Opportunities.” We came to make our dreams come true.

In addition, my family and I came to America for adventure. We came to discover new things, to be ourselves, and to be free.

Moreover, we also came here to learn new things like English. When we came here we didn’t know any English at all. It was really hard to learn a language that we didn’t know, but we learned.

Thank God that my sister and I learned quickly so we can go to school. I had a lot of fun learning and throughout the years we do learn something new each day. My sister and I got smarter and smarter and we made our family proud.

When my sister Amira and I first walked into Hawkins Street School I had the feeling that we were going to be well taught.

We have always been taught by the best even when we don’t realize. Like in the times when we think we are in trouble because our parents are mad. Well we are not in trouble, they are just trying to teach us something so that we don’t make the same mistake.

And that is why we are here to learn something new each day.

Sometimes I feel like I belong here and that I will be alright. Because this is the land where you can feel free to trust your first instinct and to be who you want to be and smile bright and look up and say, “Thank you.”

As you can see, this is why we came to America and why we can shine bright.

Layla Gonzalez is a fourth-grader at Hawkins Street School. This essay is adapted from “The Hispanic American Dreams of Hawkins Street School,” a self-published book by the school’s students and staff that was compiled by teacher Ana Couto.