Horace Greeley

Carolina Flores has had an extraordinary experience at Casco Bay High School. She had a passionate smile as she said, “I would redo my four years here again.” Her journey before a CBHS was different. Her 8th grade year everyone kept telling her only weird go to CBHS or it's a hard school. But her mother didn't wanted her to go to Deering High school because her older sister had a horrible experience at DHS. “My older sister didn't want me to same experience as she did in high school,” Carolina said. But right now she is so grateful and thankful for mother forcing her to go Casco. She learned how to come out of her comfort zone, for example, her biggest millstone was being a dj at her 10th grade year for the Halloween dance.

Lincoln High School, which is located in a low-income neighborhood in San Diego, was a rebuilt after 50 years of failing to educate children. Rebuilding the high school was the answer the community had been looking for they were hopeful. Before the rebuild most students who attended Lincoln did not meet the standards for their grade-level, few graduated and even fewer went go on to college. After years of suffering and neglect there was little doubt That Lincoln High School deserved the $129 million it received from the city to rebuild. But was rebuilding the school the solution for Lincoln High School 's education problem? First we’ll examine, How the problem started, the decision making steps and if the plan was successful.

“The financial strain Valley Forge brought on my mother was lessened significantly after the first year, when the school gave me academic, and later athletic, scholarships.” He changed so much that stress relieved from his mom because she did not have to pay for school anymore. Education played a big role in the Other Wes Moore. The author shows the reader hoe education can influence a child to become a product of their environment. “How ya’ll like it up there in that white school?”

For the past 17 years, Elk Mound has been my home. When most people drive through the village on highway 12, they glance ahead, not noticing the community around them. The people living, working, or attending school here are not only my friends, but in a way, my family. I have grown up with people who have more in common with my rather than just where we live. There are 66 young adults in my class today, and I have known everyone’s name since first grade. Attending a small high school has given me multiple opportunities to join a variety of clubs. If I am playing a basketball game, running in a meet, or participating at the State Academic Decathlon meet, I see familiar faces from my community. The support of a small community is personal. Since

To be a part of the Choctaw Nation’s vision for summer school is nothing but honoring. Every helping hand deserves a special ounce of gratitude. Durant Schools provided excellent teachers to guide our experience. Mrs. Henning showcased a true example of a caring and driven educator. The students shared their stories, laughter, and smiles that I will always cherish. From the Choctaw Nation to the school staff, each individual worked together for the success of the students and interns. Thank you, OSU-COE for my education and thank you, POSSE for guiding my experience.

San Pasqual Academy (SPA) and Carlisle school residential had many similarities even though they are separated by over 100 years. One major similarity in both school is that the students lived away from their families. For example the students in Carlisle were taken far away from home to keep the students away from their families’

Carrizo springs, a small town that I call home, I’ve lived here all my life, since 1999. I have one word to describe about Carrizo Springs: challenging. I illustrate my hometown as challenging since theirs about 6,000 people living in Carrizo Springs. Therefore, each class gets about 140 or less kids. My class has around 120 students, some people may think it’s really easy to be in the top 10 or 20, in reality, it’s a challenge to rank high in your class, everybody is always trying to take someone’s spot. Since my freshman year and now to my senior year, I’ve worked so hard to get where I’m at, I believe that’s why I say this lovely town is challenging because it makes you want to achieve the big goals you planned since you were little. People around you want to see you fail; actually, they believe you are going to

Growing up in Chicago, I attended a neighborhood school from preschool through first grade. Although it was an exceptional school for elementary kids, the education for middle school and high school students was not as adequate. Seeking a better place to raise their children, my parents were faced with a tough choice. When I was in 2nd grade, our family made the decision to move to the suburbs. On July 3rd, we all packed into our Honda minivan and drove 45 minutes to a new home in the town of Winnetka. Within my first year at Crow Island, my new school, I learned so many new things. I started playing the violin and speaking Spanish, neither of which were offered at my old school. I met my best friends that I'm still close with now. Over the

Manzo Elementary School in the west Tucson neighborhood of Barrio Hollywood is not only my field study location but also the school that my little host brother and sister attend, which makes my connection to the school a daily part of my life. Every morning, I eat breakfast with my host brother and sister, and on interning days I will sometimes walk home with them. Aside from witnessing the daily comings and goings, I see their homework and I hear the stories about their day at school. Moreover, my host mom is close friends with Moses Thompson, the school counselor and mastermind behind Manzo’s ecology program, which allows me to understand a parent’s opinion of the program and Moses. Living with a Manzo family has jumpstarted my pondering about how I fit into the Manzo community, my privileged expectations on education and children, how I personally impact Manzo, and how I envision a better public education system based on my experiences.

The Far West Elementary School is a school that is dedicated to a certain subset of learners that often face challenges with learning and living in the United States due to things such as cultural and language barriers. The Far West school seeks to address that while not concerning itself with making a profit. This report will cover seven major facets of the Far West program. These are, in order, an overview of the program, an assessment of the program, the needs/problem statement, the program's planning, the alternative funding streams that may exist, implementation of the program and evaluation of the program.

I began New Mexico School for the Arts afraid of myself. It was a new school, thrust in the chaos of just trying to stay open. I walked into the gym to meet a man with white hair, blue jeans, and a bursting laugh that seemed to settle everyone’s anxiety. Mr. Chavez had embarked on establishing a school where New Mexico’s youth- so often overlooked and disregarded- could learn and master theatrical craft. He had left the large public high school, where the theater bore his own name, to found an opportunity for us. I sit here at my desk writing to you what potentially hundreds, maybe thousands, of people could say. Mr. Chavez changed my life. I say this without melodramatic intent, rather as a statement of fact.

This experience has influenced my view of St. Louis stereotypes and residents. This was the first extended amount of time I had spent north of Delmar. As a freshman, I remember hearing, “don’t go north of Delmar” and “never cross the river”; however, this experience has changed my stereotypical view of St. Louis. When I arrived at Walbridge elementary school, I did not know what to expect. The streets were quiet and the neighborhood looked rundown, but I found the school seemed to be an escape from what was going on outside. The school was not only a safe haven for its students, but also their families, and I realized that Walbridge elementary school is so much more than a school. Walbridge

When I first started high school, I thought it would be like High School Musical. The hallways and the cafeteria would be full of students full of energy, just singing and dancing. Uniquely, Cypress Lakes did reflect off that hyperactive kind of energy with the morning announcements spreading our contagious school spirit which lead me to join red poet society and TAFE (Texas Association for Future Educators,) and FFA. Out of the three

In “Where the Heart is,” Mara Casey Tieken recalls her experience in a predominately-white town located in Delight, Arkansas. Tieken explains that Delight is at risk of losing its school due to state legislation favoring consolidation. Consolidating Delight’s schools with the neighboring town of Murfreesboro school would be detrimental to their economic and social success. The schools serve as a primary source of income and entertainment. The community and school systems share a connection that bared a symbiotic relationship, in which one’s survival is vital to the survival of the other. Moreover, the school is the community itself (Tieken 2014, 51-65). The author’s account informs the reader about how and why the school systems in Delight are of essence in maintaining sustainability in Delight.

Ever since I was a preschooler and took my first trip out of my hometown, I have been hooked on the idea of journeying to new places and learning there. For me, Hotchkiss is a school that can make the idea a reality. Hotchkiss offers everything I am passionate in-- arts, academics, healthy lifestyles; what I value in my high school career-- academic challenges, fruitful opportunities, new possibilities to discover and gain from; and beyond. I also believe that I could positively impact the school with my own qualities of leadership, diligence, creativity, and more. Furthermore, the experiences at Hotchkiss that I have observed are truly unique and constructive, and it is a new, beloved dream of mine to take part in them someday.