In a Class of Its Own: My Return to Josiah Quincy Elementary

Walking back into Josiah Quincy Elementary School in mid-November felt familiar at first, but it took only a few steps to see how much had changed.

I’ve returned many times over the years to my old school: to visit teachers, volunteer as a Big Sister, attend Chinatown Resident Association meetings, and, most recently, to listen to a panel honoring the Chinese immigrant mothers who organized and advocated for their children during the 1975 busing era. But this visit was different. This time, I was there to shadow Principal Cynthia Soo Hoo — who, like me, is a JQES alum — through the Greater Boston Chamber of Commerce Foundation’s Principal Partners initiative.

The initiative offers business and civic leaders a candid look at daily school life, recognizing the hard work happening in classrooms and the teachers and principals who make sure every student is seen and cared for. It also aims to inspire new ideas and potential partnerships.

When I arrived at the main office, Principal Soo Hoo was already in morning meetings. Once she finished, we settled in briefly and then began a tour of the building. The changes were impossible to miss.

Writer Anita Yip poses with students at the Josiah Quincy Elementary School. Photo courtesy of Anita Yip.

A School That Looks—and Sounds—Different

The morning lineups and crowded corridors of my childhood were gone, as was the rolling school store cart stocked with stickers and supplies. Instead, small groups of student orchestras rehearsed throughout the building — in the hallways, the auditorium and the cafeteria. Thanks to the Boston Music Project, students from kindergarten through grade five can begin their days with ensemble instruction, before the school day starts.

Down in the gym, early risers were already moving. Rather than waiting outside until the gates opened — playing tag when we could, in my day — they participate in the Active Kids & Minds program, a global initiative promoting physical activity in schools. At JQES, that means two mornings of running club and two mornings of pickle ball, routines that help students step into class feeling less stressed and ready to learn.

In the cafeteria, Principal Soo Hoo pointed out the newly constructed enclosed kitchen, where staff now prepare meals on-site rather than reheating food shipped from elsewhere.

Mid-sentence, a boy approached her, crying — his water bottle had broken. With calm and care, she guided him to her office, helped him collect himself as she looked for a replacement, and then sent him off smiling. It was a brief moment, but one that captured the constant juggling required of school leaders responding to the needs of their students.

A classroom at the Josiah Quincy Elementary School. Photo by Anita Yip.

Thinking Globally, Acting Locally

As we resumed, our conversation turned to how the school has changed since our own days there. Most notably, JQES is now the first Boston Public Schools elementary school to earn International Baccalaureate Primary Years Program accreditation. In practice, that means “think global, act local” is built directly into the curriculum and school culture, encouraging students — even the youngest — to consider their place in the world and how their actions can shape it.

The IB curriculum introduces students to the United Nations Sustainable Development Goals in age-appropriate ways. Learning about the world starts with the world around them, with students delving into sustainable development goals by asking questions about their communities, researching real-world issues, and figuring out how they can make a difference. So as early as their first year of kindergarten, students observe their neighborhood firsthand, exploring maps and the buildings around them. In their second year of kindergarten, they imagine what their community could look like in the future. By fifth grade, students have the opportunity to serve on a school council, taking on projects that connect leadership and civic responsibility. Fifth graders also participate in the official Model United Nations program, an opportunity typically offered to middle and high school students. The students research global challenges such as child labor and water sanitation and draft resolutions outlining problems and proposed solutions, all while learning the foundations of diplomacy.

This focus on global awareness also shapes both what students read and what they do. In the classroom, books like The Breadwinner by Deborah Ellis introduce students to the struggles of children and women in conflict zones, exploring courage, resilience, and the realities of poverty, displacement, and human rights. During “Socktober,” students collect socks for people who are homelessness and see firsthand how small efforts, multiplied across the school, can make a real difference in their own community.

Principal Soo Hoo, left, with Anita Yip. Courtesy photo.

Principal Soo Hoo went on to describe how she adapts the Multi-Tiered Systems of Support framework to meet the academic and emotional needs of every student, including newcomers whose families may have limited English proficiency. A key part of this approach is language access, where every student at JQES now receives Mandarin instruction, reflecting both the school’s cultural roots and its commitment to supporting home languages. The school’s Chinese language offerings began with former principal Suzanne Lee, who established specialty Mandarin classes — treated much like art or physical education — to give all students structured exposure to the language. Lee, Soo Hoo, and Simon Ho, who served as principal for six years between the other two administrations, have continued to support and expand these programs. Soo Hoo is now working to teach math entirely in Mandarin through the Massachusetts Department of Elementary and Secondary Education (DESE)-approved Mandarin Bilingual program, a step that introduces the challenge of teaching content in one language while students are assessed in another. Over the years, these principals have made Mandarin instruction a central part of JQES’s educational and cultural mission, while also connecting students to the broader world, as Mandarin is the third most spoken language globally.

KPop, Hugs and Magnifying Glasses

By this point, the school day was officially starting, so we headed down to the gym. There, I saw students walking around in one big circle, with teachers in the mix and music in the background. Some students greeted their teachers with big hugs, while others waved or called out to Principal Soo Hoo as they passed by. One teacher stepped out of the circle for a quick chat with the principal. Here, students hang out with friends, and they’re just as relaxed talking and laughing with teachers. In the circle, it feels easy to connect with anyone. Then, shouts and squeals erupted the moment the first notes of Golden from KPop Demon Hunters played —perhaps a reaction to the kindergartners’ class anthem, whereby each class puts their own spin on a popular song. It was orderly chaos — lively, and nothing like the packed halls I knew as a student.

Continuing the tour, we passed through the library, which was set up for an annual book fair organized by Holland & Knight, who generously donated books so each student can pick one to take home. In addition to the fair, students also receive 10 books each year through the “United States of Readers”, a new program at the school supported by Scholastic in partnership with the governor and state legislature. Books aren’t limited to the library either; bookcases in the cafeteria—one of the Legacy gifts from the 5th grade class of 2024—offer plenty to browse while students wait for their bus. As new titles are added each year and students help decide what fills the shelves, with manga-style books proving especially popular, the school works to ensure every child has access to books and the opportunity to grow into a lifelong reader.

Next, I saw firsthand how their classrooms centered learning on conversation and curiosity. In one lesson, a teacher introduced K1 students to some of the tools scientists use to explore the world. Using a magnifying glass, he showed how moving either the lens or the object closer changed what they could see and then demonstrated the same idea with a microscope. Afterward, he invited the students to play at their tables, each set up as a different environment, from oceans to outer space. As they explored, it was clear how much children were encouraged to imagine, experiment, and play while learning. In the process, they begin to think like scientists, not only considering how a scientist behaves, but also noticing how others approached the materials and learning to explore alongside one another.

That same curiosity and eagerness to engage carried over when I spent time with several 5th graders for an ask-me-anything conversation. They wanted to know what had changed since I was a student here and, naturally, asked about the food — hands down, it’s better now. When they asked what advice I’d give them, I told them to cherish the caring adults around them — the people who show up for them every day. At JQES, they’re surrounded by teachers and staff who genuinely care about who they are and who they’re becoming. If they carry with them this feeling of being supported, they will have the grounding they need to take risks, explore, and grow with confidence.

Supporting a Future of Growth

JQES has grown in so many exciting ways — even launching a nonprofit arm that has done everything from raising funds to bring back swimming lessons to organizing a fundraiser honoring community heroes they call Humble Dragons. With schools across the country facing budget shortfalls, these efforts make a real difference in enriching students’ experiences.

I made my first donation to the school this year, and it felt deeply meaningful to give back to a place that gave me a solid head start. I’m committed to staying connected and supporting JQES where I can, and I would be proud to help launch an alumni association. Walking these halls again through the Principal Partners initiative reminded me why these connections matter. For me, it wasn’t just a visit; it was a homecoming, a chance to appreciate my alma mater and to step into the next chapter of being part of its community.

If you’re an alum, please fill out the contact form on https://www.jqes.org/ to stay informed about school news, events, and opportunities to get involved.