Veronica Gomez, 20, walks through the halls of Immaculate Conception Academy on a chilly day in September. Wind blows in her hair as Gomez finds herself gazing at the Immaculate Conception sign. All of this was too familiar for Gomez but different in every possible way. At 7:35 AM, Gomez takes a deep breath and turns her keys to open the door. Walking through the hallway, the lights flicker as Gomez takes a step closer to the classroom where she was assigned as a teacher’s aide. Step by step, Gomez notices the unfamiliar teacher’s names in each classroom. Teachers such as Mr. Torre and Mrs. Christou, Gomez came to admire when she first came here, as a student were nothing but fond memories.
“The change was coming, we all saw it”, said Veronica Gomez, “I just didn’t realize that this was going to be how things were going to be from now on.”
Immaculate Conception Academy previously named Immaculate Conception School is a Catholic Elementary-Middle school that was conjoined with the Immaculate Conception Church. In recent years, renovations have been made to the school. In the 2016 school year, Ms. Eileen Harnischfeger, Principal of Immaculate Conception, diversified Immaculate Conception School by separating the Church from the school and redefining the school as an academy. Harnischfeger like most principals of catholic schools faced the problem of funds being insufficient and such transference of the school to an academy and adoption of a board of directors was imminent.
Statistical research done by the National Center for Educational Statistics discovered that “Private school enrollment in prekindergarten (preK) through grade 12 increased from 5.9 million in 1995–96 to 6.3 million in 2001–02, and then declined to 5.4 million in 2013–14. More recently, total private school enrollment decreased by 12 percent between 2003–04 and 2013–14; enrollment is projected to decrease by 6 percent to 5.1 million students in 2025–26.” The decline in Catholic school enrollment majorly impacts the success of the school. The impact of increase or decrease in enrollment gives grounds to whether or not the school will re-open its doors the next year. Some schools merge with one another to fight off the declining doom hoping the combined attendance can maintain the education. Many times, the outcome is for the worst. Due to switching schools and transitions, enrollment drops.
The transition into a academy comes not as a shock but a time of panic and job uncertainty. Conversations can be heard through the halls about Mr. Louis Torre, a retired faculty member that was a beloved teacher for 35 years. Torre’s departure from the school was bittersweet as he recollected the role he played that got accreditation into The Middle States as well as being chair of committees that would overlook grammatical and wording of statements including the school’s mission statement. “I really enjoyed being with the students especially when we spoke about life issues. I never realized that I made a positive impact on my students until after I retired when many former students have complimented me on my teaching and my willingness to just listen to them, said Torre.” “When I hear my relatives and friends tell me I was such a good influence on my students, I still find that a bit difficult to believe, but I am slowly beginning to accept the fact that maybe I did a pretty good job, and that has impacted my life in such a beneficial way.” Torre retired as Immaculate Conception shifted the educational usage to a more technological usage.
When asked about the effect of transitioning to an academy would have on everyone in Immaculate Conception Academy, Torre rubbed his eyebrows and commented: “Honestly, we knew it was bound to happen even when I was still a teacher there, but we rarely spoke about what the ramifications would be to the school, the students or the teachers and stuff, said Torre.” “So I don’t think I would like the school becoming an academy.”
Gomez hears comments and justifications for reasons not to switch to an academy. The laments and vents of many teachers lost in the communication to the staff. Unlike most teachers of the uncertainty, Mrs Joanne Christou decided to leave and teach elsewhere before the new academy system were to be in place. “As soon as my kids were old enough to go to school, I started teaching at Immac again, said Christou.” “It is my family. I even was a student at Immac when I was a kid! Leaving was the hardest thing I’ve ever done. I owe everything I have kearned and have become to the nurturing, support, friendships, and open-ness that I have gotten from immac.” The family resemblance in Christou’s sorrowful eyes depicted the scene of many teachers in Immaculate Conception Academy. Unaware of the future and terrified of the separation were thoughts in the minds of many in the academy.
“The change in number of students was significant in the switch to being an academy. When I started teaching there were two classes on every level,” said Christou gazing up at the three-story school. “Now there is only one, except for the Pre-K, a government program that doesn’t incorporate Catholic teachings nor tuition. Everyone, including the principal, will have to re-apply and interview for his or her jobs. There will be a school board in place making decisions for the school. Many schools lost great teachers and became a totally new school or in this case academy.”
Gomez sits in the middle of the classroom and stares at the projector where a chalkboard has been. “Everything is going to be different now, said Gomez.” “It’s either fight or flight now for all of us.”
