CINDY KRANZ, CINCINNATI ENQUIRER - Never before has the first day of
school at West Clermont School District been so nerve-wracking. Then
again, never before has it been so monumental. After three
labor-intensive years, West Clermont last week opened the doors to its
restructured high schools, believed to be the first attempt by a
suburban district to convert both its large high schools into smaller
schools of interest. Educators nationwide are watching the bold
initiative, which could very well change the landscape of American
suburban education. Its two primary goals:
o Greater academic achievement for all.
o More personalized schools where every student is known well by at
least one adult.
Reasons behind restructuring of West Clermont high schools West
Clermont's small schools:
o The district's graduation rate is 80.9 percent.
o 36 percent of the freshman class failed one or more classes.
o 30 percent of the total high school population failed 2,100 courses.
o 1,075 suspendable incidents resulted in high school students missing
2,012 days.
o 56 percent of the district's students feel they are not treated with
respect by their teachers.
o 55 percent of the students feel students who get high grades are not
respected.
o 73 percent of the teachers do not feel that students treat each other
respectfully.
o 60 percent of teachers do not feel that students treat them
respectfully and are subject to verbal abuse.
o 58 percent of parents reported teachers do not contact them with news
about their child's progress.
o 290 students took the ACT; average score was 21.3 (slightly below the
state average of 21.4).
"West Clermont is absolutely in the lead of suburban districts in the
United States in recognizing they're doing some things very well, but
also that some things need to improve," said Joe Nathan, director for
the Center for School Change, a program at the University of Minnesota
that helps educators to increase student achievement. "As an educator in
public schools for more than 30 years, I'm deeply impressed by what
they're doing there. They are courageous people." And admittedly nervous
. . .
The two high schools, Glen Este and Amelia, are each home to five small
schools that include core curriculum and specific classes centered on a
theme. For example, Glen Este has the School for Scientific Studies and
the School for American Studies. Amelia has the Business & Technology
School and the International Baccalaureate program. (Seniors at both
schools will finish in the traditional program.)
Among ways small schools will differ from traditional schools:
o One team of teachers will teach the same students throughout high
school.
o Work will involve more hands-on projects, although lectures won't
disappear.
o Students will see more integration of subjects. For example, they'll
do an experiment for science class, but will write about the experiment
in English class.
o Students have to make some hard choices. No longer will they be able
to take just any class or extracurricular activity.
o Students will have fewer classmates - less than 300 in each small
school.
"They won't find themselves one of 1,400 kids," said Michael Ward, a
33-year educator and West Clermont's superintendent since 1999. "One of
our goals is to have more involvement in a personal way."