Oral History Interviews
Five Current (2003-2004) teachers who have taught at Northeast High School since the mid to late 1970s agreed to meet with us and share their memories. Many of the teachers addressed the School District of Philadelphia's "racial balance" policy for teachers which began in the mid/late 1970s. Specifically, we asked them:
1. How long have you taught at Northeast HS? Why did you stay at Northeast High School (NEHS)?
2. How has NEHS change din the last 25 years? (school hours, demographics of staff and students, security, extra curricular activities, academics, fashion, student behavior)
3. How did the NEHS community respond to the desegregation policy of the School District of Philadelphia? How did the NEHS community respond to the influx of immigrants?
4. What images / special memories do you have of the NEHS staff and students 20 - 25 years ago? What was NEHS's reputation? Do you remember any racial incidents?
5. Were clubs, sports, classes and the cafeteria segregated? Did students interact with students of other ethnicities? Were classes tracked? Was the magnet program integrated?
6. What else do we need to know to understand and appreciate the School District's desegregation policy 20 - 25 years ago? What else do we need to understand or appreciate about NEHS?
Ms. Harrell
Summary by Jose Colon and Devin DeJoie
Ms. Harrell, a math teacher, has been at Northeast High School since 1975. She was "forced" here because of the School District's desegregation policy for staff; Northeast needed more African American teachers. When she first came to Northeast, parents would give orders but once parents understood she helped the students, parents help her with things like painting her classroom. She has stayed at NEHS because she things she can help people.
When she first came to Northeast, it was like a large family with about 2300 - 2500 students. There was one female NTA on the 2nd floor and there weren't fights. There were no school police. Students remembered late and absent notes. Students were well dressed; they had style. A lot of students went to college and received grants and scholarships. When students graduated, the alumni helped.
Northeast's magnet program was the first special program. There were some minority students because they were told they had to include minority students. Students had to work hard to stay in the program. The School District brought in "charters" and she was picked for the Liberal Arts Charter. It took a lot of work to make it work, including working on weekends, but teachers didn't mind.
There was racial tension and conflicts at Northeast. In 1976, there was an incident when the police came on horseback and surrounded the school. There was a Black History Month assembly in February. Supposedly, in the assembly, some white students refused to stand for the Black National Anthem. Some people said it was a black/white fight.
There was also an African American science teacher who wanted to start a Black student group. The principal didn't want the club but the teacher could organize a Black History Month program. The program was scheduled for a Friday and on the Thursday after school before the program, the principal canceled the program. The teacher went ahead with it because the students had prepared and it was too late to cancel. The principal called in police and three police walked on stage during the program. They told the teacher if he didn't leave, he would be arrested. The principal said "this is my school." Both Black and white teachers were upset. The principal transferred the teacher out of Northeast HS.
As part of the School District voluntary desegregation program, many students were bused to Northeast. There were also some problems in the community because students were bused. Some people in the community near the school were not accustom to seeing African Americans at certain times of the day. African American students couldn't play at Jardel playground after school. (Jardel is a Philadelphia Recreation Center 2 blocks from the school.)
There was also discrimination from some staff towards African American teachers. Some assumed I went to a poor school and lived in a poor neighborhood. One person knew I had two degrees and wouldn't talk to me. I was the only woman in the math department for two years. At meetings I was told to take minutes. I was asked where I went to college. One teacher stood outside my door and listened to me teach. He told me "go back to college and go to a good college this time." "Go back to school to learn math. I go by your room all the time and listen to you." I then spoke with him and his attitude changed.
It is important to appreciate that people paved the way for you to be at Northeast HS. We can walk the halls without looking left and right. Teachers and students need to work together.
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Ms. Pavalko
Summary by Malik Bostic-Smith and Alex Stokes
Ms. Pavalko has taught in four Philadelphia schools. most of her time has been at Northeast. She is a Family and Consumer Science teacher and runs the child care lab. She taught at Olney, Northeast, Gratz and West Philly high schools. She came to northeast in 1975 but had to leave in 1979 because Northeast had too many white teachers. She returned in 1984. The School District had a staff desegregation policy and Northeast had too many white teachers. The School District couldn't encourage students to integrate schools but could force the staff to integrate.
Ms. Pavalko said Northeast had a detention room (141) and two people, one man and one woman, in the Dean's Office. There were two security officers in 1975. Northeast was considered a "good school" - many students went to college. Northeast had many traditions. Black and white students did interact with each other. They sat together in class and some knew each other since kindergarden. Nevertheless, she didn't always feel accepted because some male teachers were sexist. One told her "you're not so hot."
She remembers a race riot in 1975. Police on horseback surrounded the school in 1976. There was disagreement over what started the fight. Some people said it was because white students refused to stand during the Black National Anthem during a Black History Month Assembly. She thought the police response was overblown.
Northeast also had a lot of gang fights. The fights were "white" on "white" neighborhood versus neighborhood fights. Students identified with the street they lived on and they formed gangs.
Northeast students used to "dress to kill" - fashion was important. Students didn't wear sloppy or ripped clothing. Today students dress is more casual.
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Mr. Hecht
Summary by Victoria Collins
Mr. Hecht has been a teacher at Northeast High School since September 1975. He was one of the white teachers that was able to stay. He has stayed because he has great luck with students. Northeast has changed a lot since 1975. It used to have 3 grades (10 - 12) and 1134 students graduated in 1978. In 1975, 80 - 90% of the students were Jewish and maybe 1% were African American. There were a couple Hispanic and Asian students. Today there are students from over 47 countries.
Northeast had an "incredible" reputation. Students were into achievement and were very competitive. Northeast had Merit Scholarship finalist and semi-finalist. The school was academically more difficult. Teachers expected more from students and students did assignments. Today the students are less competitive. We will have students doing well - more AP History student passed last year than since 1990. Nevertheless, we can't mistake competitiveness for accomplishment. There are many accomplishments today.
There was no real security in the school until about 1990. Teachers and students got along better. Students were more respectful and didn't challenge teachers. Students were on time. Everyone dressed more formally because it was a School District rule. Chewing gum was a serious offense. There were also more clubs like gymnastics and bowling.
He doesn't remember anything negative in response to the School District's desegregation policy. There was an influx of immigrants and NEHS was accepting of new students. There may have been some negative reactions from some faculty when more African American students came. there was one Vice Principal who was a bigot. he said there may have been 1 - 2 racial incidents. Today there are more fights because the school is crowded.
Students may segregate themselves in the cafeteria but students cross racial lines. The Yearbook has African American, Asian, and white students who work well together and hang out together. Clubs and sports have always been integrated.
Classes used to be tracked (separated by academic ability). The differences in classes today are more difficult classes are voluntary. The exception is the magnet program which was started to help integrate the school. Twenty five years ago the School District's desegregation policy was voluntary for students. Since 1976, the School District has had a policy of faculty integration. The faculty is suppose to be racially balanced.
Northeast High School is fortunate to have a strong and supportive Alumni Association. It sponsors scholarships and tirelessly works for the school. The Home and School Association is also active.
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Mr. Swaby
Summary by Lauren McQuaid
Northeast High School ha changed in some ways over the past 25 years. Today there are many more students. 25 years agot here were perhaps about 2500 students and most were Caucasian. The behavior of the students has also changed. Students were better behaved 25 years ago. Today, the school day is longer and there are many more school policy and aids. The reputation of the school hasn't changed too much. It has always been a good school with many college bound students.
When the school desegregation process started in the late 1960s, there wasn't really a negative repsponse. The school was already in the proces of itnegrating. The beginning of the annex and Magnet program was in place. One purpose was to promote integration.
He likes the School District's voluntary desegregation policy; parents have choices and since it is not forced ti is a good model. Some epople might disagree, but overall it wasn't really a problem.
There were already some African American teachers when he arrived. There weren't many racial conflicts and if there were, they were outside of the school. There may have been problems at other schools. There may have been very few incidents in the lunchroom. There was never really segregation in clubs or sports. The cafeteria might look segregated but students just sit with their friends. The school and students integrate nicely. A few individuals may have had attitudes but they were not noticed.
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Mrs. Wendy Davis
Summary by Sean McGregor and Nicole Robinson
Mrs. Davis was transferred to Northeast high School in 1979 because Northeast needed more African American teachers. She stayed because she liked the job and other teachers and students liked her. Before the late 1970s, Northeast was primarily a Caucasian, Jewish school. Today it is a mini metropolis with students of many different backgrounds. There is also a larger population which leads to more safety issues. There are also more behavior problems including the use of profanity.
Northeast always had a good academic reputation. Nevertheless, there were a few racial incidents. There was controversy over the election of an African American class officer.
School sports and clubs have always been integrated. Today there are more diverse groups such as the Haitian Club, IndoPak and Asian Club. The Magnet program was integrated because magnet programs were created to encourage integration.
Northeast has proud traditions. The Alumni Association is very supportive. People come back each year because of the traditions like the Northeast / Central football game played every Thanksgiving.
Summary by Jose Colon and Devin DeJoie
Ms. Harrell, a math teacher, has been at Northeast High School since 1975. She was "forced" here because of the School District's desegregation policy for staff; Northeast needed more African American teachers. When she first came to Northeast, parents would give orders but once parents understood she helped the students, parents help her with things like painting her classroom. She has stayed at NEHS because she things she can help people.
When she first came to Northeast, it was like a large family with about 2300 - 2500 students. There was one female NTA on the 2nd floor and there weren't fights. There were no school police. Students remembered late and absent notes. Students were well dressed; they had style. A lot of students went to college and received grants and scholarships. When students graduated, the alumni helped.
Northeast's magnet program was the first special program. There were some minority students because they were told they had to include minority students. Students had to work hard to stay in the program. The School District brought in "charters" and she was picked for the Liberal Arts Charter. It took a lot of work to make it work, including working on weekends, but teachers didn't mind.
There was racial tension and conflicts at Northeast. In 1976, there was an incident when the police came on horseback and surrounded the school. There was a Black History Month assembly in February. Supposedly, in the assembly, some white students refused to stand for the Black National Anthem. Some people said it was a black/white fight.
There was also an African American science teacher who wanted to start a Black student group. The principal didn't want the club but the teacher could organize a Black History Month program. The program was scheduled for a Friday and on the Thursday after school before the program, the principal canceled the program. The teacher went ahead with it because the students had prepared and it was too late to cancel. The principal called in police and three police walked on stage during the program. They told the teacher if he didn't leave, he would be arrested. The principal said "this is my school." Both Black and white teachers were upset. The principal transferred the teacher out of Northeast HS.
As part of the School District voluntary desegregation program, many students were bused to Northeast. There were also some problems in the community because students were bused. Some people in the community near the school were not accustom to seeing African Americans at certain times of the day. African American students couldn't play at Jardel playground after school. (Jardel is a Philadelphia Recreation Center 2 blocks from the school.)
There was also discrimination from some staff towards African American teachers. Some assumed I went to a poor school and lived in a poor neighborhood. One person knew I had two degrees and wouldn't talk to me. I was the only woman in the math department for two years. At meetings I was told to take minutes. I was asked where I went to college. One teacher stood outside my door and listened to me teach. He told me "go back to college and go to a good college this time." "Go back to school to learn math. I go by your room all the time and listen to you." I then spoke with him and his attitude changed.
It is important to appreciate that people paved the way for you to be at Northeast HS. We can walk the halls without looking left and right. Teachers and students need to work together.
-------------------------------------------------------------------------------------------------C-
Ms. Pavalko
Summary by Malik Bostic-Smith and Alex Stokes
Ms. Pavalko has taught in four Philadelphia schools. most of her time has been at Northeast. She is a Family and Consumer Science teacher and runs the child care lab. She taught at Olney, Northeast, Gratz and West Philly high schools. She came to northeast in 1975 but had to leave in 1979 because Northeast had too many white teachers. She returned in 1984. The School District had a staff desegregation policy and Northeast had too many white teachers. The School District couldn't encourage students to integrate schools but could force the staff to integrate.
Ms. Pavalko said Northeast had a detention room (141) and two people, one man and one woman, in the Dean's Office. There were two security officers in 1975. Northeast was considered a "good school" - many students went to college. Northeast had many traditions. Black and white students did interact with each other. They sat together in class and some knew each other since kindergarden. Nevertheless, she didn't always feel accepted because some male teachers were sexist. One told her "you're not so hot."
She remembers a race riot in 1975. Police on horseback surrounded the school in 1976. There was disagreement over what started the fight. Some people said it was because white students refused to stand during the Black National Anthem during a Black History Month Assembly. She thought the police response was overblown.
Northeast also had a lot of gang fights. The fights were "white" on "white" neighborhood versus neighborhood fights. Students identified with the street they lived on and they formed gangs.
Northeast students used to "dress to kill" - fashion was important. Students didn't wear sloppy or ripped clothing. Today students dress is more casual.
---------------------------------------------------------------------------------------------------
Mr. Hecht
Summary by Victoria Collins
Mr. Hecht has been a teacher at Northeast High School since September 1975. He was one of the white teachers that was able to stay. He has stayed because he has great luck with students. Northeast has changed a lot since 1975. It used to have 3 grades (10 - 12) and 1134 students graduated in 1978. In 1975, 80 - 90% of the students were Jewish and maybe 1% were African American. There were a couple Hispanic and Asian students. Today there are students from over 47 countries.
Northeast had an "incredible" reputation. Students were into achievement and were very competitive. Northeast had Merit Scholarship finalist and semi-finalist. The school was academically more difficult. Teachers expected more from students and students did assignments. Today the students are less competitive. We will have students doing well - more AP History student passed last year than since 1990. Nevertheless, we can't mistake competitiveness for accomplishment. There are many accomplishments today.
There was no real security in the school until about 1990. Teachers and students got along better. Students were more respectful and didn't challenge teachers. Students were on time. Everyone dressed more formally because it was a School District rule. Chewing gum was a serious offense. There were also more clubs like gymnastics and bowling.
He doesn't remember anything negative in response to the School District's desegregation policy. There was an influx of immigrants and NEHS was accepting of new students. There may have been some negative reactions from some faculty when more African American students came. there was one Vice Principal who was a bigot. he said there may have been 1 - 2 racial incidents. Today there are more fights because the school is crowded.
Students may segregate themselves in the cafeteria but students cross racial lines. The Yearbook has African American, Asian, and white students who work well together and hang out together. Clubs and sports have always been integrated.
Classes used to be tracked (separated by academic ability). The differences in classes today are more difficult classes are voluntary. The exception is the magnet program which was started to help integrate the school. Twenty five years ago the School District's desegregation policy was voluntary for students. Since 1976, the School District has had a policy of faculty integration. The faculty is suppose to be racially balanced.
Northeast High School is fortunate to have a strong and supportive Alumni Association. It sponsors scholarships and tirelessly works for the school. The Home and School Association is also active.
------------------------------------------------------------------------------------------------------
Mr. Swaby
Summary by Lauren McQuaid
Northeast High School ha changed in some ways over the past 25 years. Today there are many more students. 25 years agot here were perhaps about 2500 students and most were Caucasian. The behavior of the students has also changed. Students were better behaved 25 years ago. Today, the school day is longer and there are many more school policy and aids. The reputation of the school hasn't changed too much. It has always been a good school with many college bound students.
When the school desegregation process started in the late 1960s, there wasn't really a negative repsponse. The school was already in the proces of itnegrating. The beginning of the annex and Magnet program was in place. One purpose was to promote integration.
He likes the School District's voluntary desegregation policy; parents have choices and since it is not forced ti is a good model. Some epople might disagree, but overall it wasn't really a problem.
There were already some African American teachers when he arrived. There weren't many racial conflicts and if there were, they were outside of the school. There may have been problems at other schools. There may have been very few incidents in the lunchroom. There was never really segregation in clubs or sports. The cafeteria might look segregated but students just sit with their friends. The school and students integrate nicely. A few individuals may have had attitudes but they were not noticed.
-------------------------------------------------------------------------------------------------------
Mrs. Wendy Davis
Summary by Sean McGregor and Nicole Robinson
Mrs. Davis was transferred to Northeast high School in 1979 because Northeast needed more African American teachers. She stayed because she liked the job and other teachers and students liked her. Before the late 1970s, Northeast was primarily a Caucasian, Jewish school. Today it is a mini metropolis with students of many different backgrounds. There is also a larger population which leads to more safety issues. There are also more behavior problems including the use of profanity.
Northeast always had a good academic reputation. Nevertheless, there were a few racial incidents. There was controversy over the election of an African American class officer.
School sports and clubs have always been integrated. Today there are more diverse groups such as the Haitian Club, IndoPak and Asian Club. The Magnet program was integrated because magnet programs were created to encourage integration.
Northeast has proud traditions. The Alumni Association is very supportive. People come back each year because of the traditions like the Northeast / Central football game played every Thanksgiving.