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York Prep Principal Strives for Inclusive, Family Atmosphere

By Emily Frost | January 11, 2015 6:19pm
 Headmaster Ronald Stewart started York Prep with his wife in 1969.
York Prep's Headmaster Still Leading After 45 Years
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UPPER WEST SIDE — When he turned 25, Ronald Stewart made what he describes as a "bizarre decision." He left his home and career as a lawyer in England to found York Prep, a new private school in New York City, with his wife, Jayme. 

The massive pivot in his life is still something at which he marvels, never regretting the choice to give up defending "ruthless clients" for educating young people.

Forty-five years later, Stewart, 70, still heads the school and doesn't have plans to step down anytime soon. Though he looks back on the mistakes of his early years as headmaster with mild chagrin — like taking a class to the Guggenheim only to realize it's closed on Mondays — he's proud of the school's longevity and consistency.

"We are blessed that we’ve stayed the same," Stewart said.

Today, the school has 350 students and costs between $42,000 and $43,000 a year and $12,000 extra for special education. When the Stewarts started the 6-12 school, they decided to track students according to their performance in each subject. A student might be in a high-level math class and a lower-level English class, or vice versa, for example. 

The system worked because though it wasn't "chic" at the time, it "was popular among the students," Stewart said. Students were motivated by knowing they could succeed within their level, he added. 

As a result, a mix of students with different abilities were attracted to York Prep, Stewart said

DNAinfo New York sat down with Stewart to find out more about why he believes a small, inclusive school is the best education model.  

York Prep describes itself as "intimate" in its marketing materials. What does that mean?
We try to say good morning to every student. There is a sort of family atmosphere, I hope. Teachers are like big uncles. I strive to be down to earth. 

We have a school psychologist and a school social worker. The therapist meets with every class every week. She meets them as a class of 15 to talk about peer relations. Part of the goal is to prevent bullying. But it also is to [teach them] empathy and that they should cover each other’s backs.

The reality is that at large schools students are looked at more as a resume than as who they are. At a small school, you can get to know each student individually. Each has qualities and challenges. 

The scheduling is almost identical for all students. Why?
We have mid-morning break. I think a break is very healthy. The seniors can go out. The rest of the school just mingles for 18 minutes. It’s important to have that break.

Everyone has lunch at the same time. During lunch, there are lots of clubs that meet. We have 70 clubs and 25 sports teams. You want the students to do something that they’re interested in and be engaged in the school. We have a ukulele club, a candle-making club. If a student shows interest, we’ll make a club for them. 

How have you strengthened the school's inclusiveness when it comes to learning differences?
For children who are bright, but may have a specific [learning] disability, it’s better to be in a regular school than to be isolated. We have an inclusive program called Jump Start. [Program participants] see their Jump Start teacher 12 times a week — in two 45-minute sessions before and after school each day and during two extra classes each week. Usually at the end of the day [meeting,] they’re encouraged to start the most difficult homework. 

The disadvantage of having a [private] tutor is you have a set time slot. If you have Jump Start and you have basketball, [the teachers] say I’ll see the student during school instead. You can be in a club and an athletic opportunity and Jump Start. 

It’s total inclusion. [Jump Start students] have the same day as everyone else. There’s no difference. It’s obviously very popular. 

You also have a program for students who want more academic challenges. How does that work?
We decided that for those who needed more challenges, we’d have a Scholars program. The Scholars have two extra classes on topics [ranging] from the substance of bubbles to medieval jousting that meet either before school at 8 a.m. or at lunch. They finish up with a thesis. 

How do parents stay involved in their children's academics?
Through an online platform called Ed Line. Every week a parent has an open grade book. They log in and they get every grade, every quiz, what homework they’re missing. The idea is that if they check it on a Friday, the missing homework will be in by Monday. If you get a report at the end of the term, what can you do? We really want the parents as part of the team. 

Does the school fundraise?
We don’t fundraise. People who give to us have to do it anonymously. I’m a total maverick. I don’t spend one nanosecond fundraising. I don’t have to take people to lunch ... I actually think fundraising at private schools has gotten out of hand. The difficulty is everyone looks at who is giving what. Trustees' children may be treated differently.

My typical day is meeting new parents, having meetings on students, teaching, going home with my wife.