For the third consecutive century, this is the time of year when American schoolchildren put away their schoolbooks and begin a ten-week vacation of fun and frolic, just as their parents and grandparents did.
The 180-day school year has been a part of American life for well over 100 years. Students begin the school year in September and end it in June. In days gone by, there were very good reasons for this schedule. The current school calendar is a remnant of when America was an agrarian nation, and schoolchildren were needed during the summer to work the family farm.
Yet even as farming was replaced first by factories and now by technology-driven industries as the country’s major job-providers, schoolchildren are still available to work the fields.
Sounds silly, doesn’t it?
What isn’t so silly is that the United States is no longer renowned by all as having the greatest educational system on the planet. A few years ago Microsoft founder Bill Gates asked Congress to allow an unlimited amount of highly skilled workers into the country to meet our needs for more technically-skilled workers. Why? Because America’s schools were not meeting the needs of companies like Microsoft for skilled workers, specifically engineers with enhanced skills in science and mathematics.
Is it a coincidence that some of the nations where these highly skilled workers come from have a school year of approximately 220 days per year (China, South Korea and Taiwan) to approximately 230 days (India)?
Probably not. As Thomas Jefferson was reported to have said, “I’m a great believer in luck, and I find the harder I work the more I have of it.”
Not all schools in the United States are stuck in that 180-day rut. Many communities have begun innovative programs, often schools of choice, featuring a longer school day, a longer school year, or a specialized curricular focus.
The Rochester School Board has authorized the exploration of opening a Magnet School at the elementary level. This school, in my opinion/research, should feature the following hallmarks:
— A school year of at least 200 days
— Have students from Kindergarten through Grade 5
— Have a specific curricular focus (to supplement the existing curriculum)
— ave enhanced technology available to students
— Require significant parental involvement
A number of interesting ideas for the Magnet School surfaced at the two public forums held this past spring, including a science/math/technology focus, starting foreign language instruction earlier, a focus on the environment, and many others.
This school, tentatively planned for the Maple Street School building (which has the available capacity to accept additional students), would be the first Magnet School in the state and the first traditional district public school of choice in New Hampshire. (‘school of choice’ meaning that if a parent likes the idea of the longer school year and/or the curricular focal areas, they could choose to enroll their child, on a space-available basis. If they are opposed to the idea, their child could remain in their current district public school.)
Preliminary ideas call for the existing Maple Street School building to retain its neighborhood school atmosphere, with existing students and their siblings to have preference in enrolling in the new Magnet School, while still leaving space for other Rochester schoolchildren. If there is no or not enough parental interest, then this Magnet School idea likely won’t come to fruition. If there is too much parent interest and there is a waiting list for the school? This may indicate that since demand is exceeding supply, then increasing the supply would need to be considered.
As one who has studied Magnet Schools and other innovative education concepts for years, this idea is just good old-fashioned common sense. But having a good idea, or being on the right track, isn’t enough. You need to do something. Over the next few months there will be a number of opportunities for parents, other community members, School Board members and other city officials to meet and discuss this concept.
As noted American cowboy, comedian, social commentator, and actor Will Rogers once said, “Even if you’re on the right track, you’ll get run over if you just sit there”
Dr. Anthony Pastelis is a member of the Rochester School Board, a member of the New Hampshire School Boards Association’s board of directors, and a teacher education professor at Endicott College.
I come from a city that had magnet schools 20+ years ago. This is also a city that bused students as well. The opportunities that a magnet school offers are immense, but I hope something will be done to offer programming to our K-5 gifted and talented students.
I know of at least several families who have taken their students out of Rochester schools because their children aren’t getting what they need in school and they are Rochester taxpayers! I have a child who would fall into the talented arena. He’s attending SHS, so it’s too late for him to benefit at the elementary level. However, he spent several years being alternately bored in many subjects, but also needing help in one specific area. It never had anything to do with his teachers. His teachers were wonderful.
Additionally, in the herculean task of making sure our students have what all people need and meeting state requirements for AYP, I firmly believe, along with other parents, that some of students are not being challenged in a meaningful way for them. If we do have a magnet school, and the time IS right, then this is something that should be addressed. If students from other neighborhoods are going to be arriving by bus, then such curriculum planning should be included.
The idea of a magnet school is an idea whose time has come. I am from a city that offered magnet schools over 20 years ago. While these were offered for high school students, they still offered something to the students looking for more than what was available in the conventional high schools.
The opportunities that could be available to our K-5 students are worth considering. In that same vein, a certain group of students could get what they need from elementary school.
I have a student, now 15, who could be considered talented. I remember some years ago meeting with his teachers and talking to his guidance counselors because in some areas, he was clearly ahead of his classmates. My son’s teachers were fabulous, but in a time when we are focusing on making sure all students reach proficient on NECAP testing for AYP designation, he and other students were lost in the shuffle.
It isn’t that his teachers didn’t care, but more that time was an issue. I know of tax-paying families who have taken their elementary students out of Rochester schools, at their own expense, because their students aren’t getting the challenges they need in Rochester. I have an issue because we want to keep our gifted and talented students in Rochester.
I strongly believe that all Rochester students deserve an education that meets their needs, whatever those may be. While I understand that elementary teachers have been learning more about, and some teachers already do, differentiated learning, I still see it as issue that meeting AYP could be difficult since some students need more help and the ones in the middle need to stay on track. The ones who have the skills and need different challenges seem to lose out despite teacher’s absolutely best efforts.
New Hampshire does not mandate the identification of gifted and talented students. However, these students fall under special education as special education runs the gamut from the intellectually delayed to learning disabled in some way, to autism, and yes, to gifted and talented students. All of these students need and deserve an appropriate education. Why isn’t the G&T population getting what they need?
I offer this website as an example of what can be available. This particular school district is huge considered to Rochester, but why can’t we offer something in a small model?
http://www.jefferson.k12.ky.us/departments/OptMagAdvProg/index.html
My hope in envisioning a magnet elementary school for Rochester is that our gifted and talented students will be considered in this process.
Testing to see if comments are posting and staying posted.