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.
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
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.
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
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
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.
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.
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.
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.
Becoming a part of the student body at my high school, Middletown South, gave me many academic opportunities, a few examples being AP art history, AP psychology, college level english classes, and many more. The sense of community led to my great appreciation of Middletown. Football games are a rite of passage when going to high school, and I am so glad I got to experience those events. Also, joining of my school’s choir and field team made me immensely grateful for the camaraderie everyone takes part of, in and out of school. Living in Middletown and attending Middletown South has not only given me great joy, but a new perspective on life. As far as I was concerned, I believed my entire life would be spent in New York, and would never know anything else. Instead, I had the chance to branch out and live an unfamiliar lifestyle. The ability to pick and choose from such a wide range of courses and activities to participate in seemed to be something exclusive to suburbs only. If I had stayed in New York, I do not believe I would be the person I am today. There is such a widespread selection of topics, and I found myself falling in love with all of them once the move
Consider the experience of Daniel Lopez, a fifth-grade student in Houston, Texas. Daniel and his family live on the south side of Houston, near William P. Hobby Airport. The public school nearest Daniel is an old, dilapidated building. When Daniel arrives
Although growing up in Las Vegas was interesting, the schools I attended where not comparable to the schools I attended in Michigan. When I moved to Plymouth, Michigan in 2009, my fourth grade teacher, Mr. Nordbeck, realized I was
The decision to leave the large public high school in Montclair, New Jersey, where I grew up was, in one sense, an unanticipated change of direction. I recognized by the latter part of my sophomore year that I needed to find a new setting where I could better realize my academic potential. I had studied at Columbia University's Gifted and Talented program the summer after my freshman year and was ready for something more. And thus I enrolled at Simon's Rock: a small, academically intense environment with a strong core curriculum. The