Graduation at Columbia Secondary, Harlem’s top 6th through 12th grade school, is scheduled for Friday, June 20. Its seniors are taking advantage of their last few weeks on campus to beg District’s 5 Superintendent Dr. Sean Davenport to step in and keep the school they love from being systematically dismantled.
“Since the fourth grade, CSS was a dream,” Enzo Martinez, a member of the Senior Committee, recalls. “Whenever my family would drive by the school, my dad (the “stem-inclined” parent) would joke that I would end up there. I had fallen in love with the project-based engineering, the possibility to take Columbia University classes, and the notion of combining this with philosophy. CSS felt like home. It wasn’t a selfless feeder machine, nor was it a slacker school. It was a diverse community built over seven years, one that interacts with its past and present, and one that uses every possible resource to achieve a maximum outcome for its students.”
“At the very first CSS open house I went to in 5th grade, the Robotics classroom caught my attention,” Lisa Reinaudi-Monzier, president of the CSS National Honor Society, confirms. “I listened in awe as the seniors of the graduating class told me about how fun and elaborate their engineering classes were. Today, this engineering curriculum is almost entirely gone, along with other crucial parts of our school. This is due to the new administration’s push to fundamentally change CSS in ways that do not represent our school’s core values of diversity and openness of curriculum.”
Principal Vikram Arora was appointed to the position in March 2023, moving from an Assistant Principal role at Bronx High School of Science. He brought with him Assistant Principal Zach Lynn. Students began to see changes immediately.
“I stayed at CSS for high school because me and my parents were excited that a CSS education would go beyond what is offered at other schools,” Susan Leites, editor of school newspaper CSS Pride, explains. “The engineering capstone and rigorous philosophy curriculum were the primary qualities of CSS that drew me to apply in the first place. Unfortunately, in recent years these programs have been devalued and slowly withered both by neglect and intentional dismantling. The current principal has told students not to take the Global History class that challenges them to write a research paper. This is a class which has been foundational to the CSS education and is cited by many alumni as the aspect of their high school education that has most prepared them for college. The reasoning behind this advice, he said, was that students going into science or technology fields would not need to know how to write research papers. This goes against the core values of many CSS science classes, where teachers have emphasized long lab reports with quality writing and research. Students are no longer required to take engineering all seven years, and many philosophy classes are delegated to teachers who end up with so many students they are unable to assign and give feedback to any significant writing assignments.”
Reinaudi-Monzier has witnessed the same. “The lack of staff has been felt across the entirety of the school. The new administration is adding courses that CSS does not have enough staff for. This results in very capable teachers being overworked and not being able to put their passion and dedication into classes like they used to when they had time. Multiple of my classes this year are taught by teachers that just cannot give their students the same attention as before due to being overworked and burnt out.”
“They want to turn our philosophy sequence into a STEM philosophy one, against teacher and student recommendations,” accused Guadalupe Mejia. “There’s no one to teach those classes well and we’ve told them as much. In our conversations with admin, we’ve stressed that to make philosophy education good, the top priority is having teachers that are passionate about philosophy and know about philosophy. Ethics and political philosophy are far more important classes with more direct implications for people’s lives than is number theory. Replacing those classes is a disservice to students’ education. The disregard they have for our teachers has had a marked and negative affect on my education. Some of my best teachers have been lost to their ineptitude and most of my existing favorite teachers are struggling with the obscene burden they’re given.”
“I joined CSS for its liberal arts structure, favoring an advanced honors curriculum, access to Columbia University classes, and strong relationships with professors and peers. I appreciated the school’s mission to produce well-rounded students in STEM, philosophy, English, and history,” a student fearful of retribution chimes in anonymously. “However, with the new administration, I’ve seen that belief fade. Humanities professors have been overwhelmed, and the addition of more APs (Advanced Placement) has strained students. The administration’s disregard for the well-being of both students and faculty is alarming, leading to mass resignations and rising mental health concerns.”
The graduating seniors are not alone in their concerns. Counselor Anna Martinez stresses that they are not exaggerating the current climate. “Students do not feel safe advocating for something as simple as course changes, knowing that they will have to endure AP Lynn threatening to kill himself, or hear him spew hateful rhetoric toward their teachers. The changes that AP Lynn has made with his pseudo-principal powers have eroded any trust between teachers and administration, which ultimately, affects the student experience.”
Teachers and staff who have attempted to stand up for their students – and for themselves – were subjected to punitive retribution. A guidance counselor who asked not to be named, reports that AP Lynn’s response to her advocating for student interests was to say, “She cannot grieve it, and if she doesn’t like it she can go look elsewhere. The “reorganization” (of the counseling department) was retaliatory in nature as I’ve been vocal against his appointment given that his personality and approach is not conducive to the CSS culture. Unfortunately, this only hurts the students and has not, and will not achieve their goal of pushing me out.”
Roxana Harris, who graduated in 2024 and currently attends Vassar College, stands with this year’s seniors. “Following Principal Arora’s appointment, I witnessed the school become a shadow of its former self. Esteemed teachers departed in droves. Erin Flaherty, a deeply respected educator and administrator, resigned from her position as Assistant Principal in May 2025. Students and staff held her in high regard as a pillar of the CSS community. Her resignation is not an isolated incident. It is part of a broader and troubling pattern. The school has seen a number of beloved faculty and staff leave under similarly disheartening circumstances. These departures, along with abrupt curricular changes, a breakdown in communication, and an increasingly alienating administrative approach, reflect the unsettling trajectory CSS is currently on.”
CSS Class of 2025 is desperate to make their voices heard before it is too late and to save the school they love for future classes.
“This is the theme with the new administration,” sighs Enzo Martinez. “That which made CSS special, enriching, and familiar will be gutted, and replaced with a feel of monotony reminiscent of Arora’s origins at Bronx Science. Given the direction and the changes the school is heading toward, it is unclear to me that CSS would be my first choice today – let alone if I would even apply, leaving my fourth grade self with a hole and a new first-choice school to find.”
“I cherished my time at CSS, but I’m relieved to leave,” comes another anonymous confession. “I refuse to see the school turn into a poor imitation of Bronx Science and support the removal of the new administration.”
Reinaudi-Monzier speaks for many in her class when she says, “The shift in CSS administration has been chipping away at the sense of community that we have all cherished for so long. I hope that whoever has the power to make changes will act.”
In response to the students’ concerns, every CSS Senior received an email from Superintendent Sean Davenport which read, in part:
Thank you for your heartfelt messages. It’s clear that you care deeply about your school and the experiences that have shaped your time at CSS. Your voices matter; I want you to know that you’ve been heard.
While the messages came from a small group of students, not the entire senior class, they raised significant concerns and showed a strong desire to be a part of the conversation….
I’ve spoken directly to the principal and in response to what’s been shared, he’ll begin visiting classrooms starting this Friday…. His goal is to engage students in meaningful dialogue, listen firsthand, and work together to move forward in a way that reflects the best of what CSS has to offer…
Thank you for showing up, speaking up, and reminding us what student voice looks like in action.
“That’s not what we asked for,” pointed out Aries Wickham, Director of Theater Tech. “The problems we called out were not something that could be addressed by the principal, seeing as he was the root of the problem. The students have no trust that him coming in and listening to what we have to say will actually lead to anything. Every time we’ve brought our concerns to his attention, he strongly defended what he already believes. That’s not really a conversation.”
If the classroom visits from the principal were supposed to put students’ minds at ease in theory, in practice, they had the opposite effect. Students reported that Principal Arora managed to both call one teacher by the wrong name three times, and that he interrupted those students who tried to speak up, telling them not to get emotional.
Having failed to be heard by Superintendent Davenport, the CSS community felt they had no choice but to take their concerns to a broader audience by launching a Change.org petition at: https://www.change.org/p/save-columbia-secondary-school-we-need-new-leadership-now
Please read and consider supporting the students, teachers, administrators and families of CSS as they fight to save the school they love!