A high school can be a gateway to Boston schools

The college model was designed in the 1970s and implemented in the 70s and 80s across the country. Colleges were thought to be a stimulating bridge between the beginning of primary school and high school. Unfortunately, many education experts now consider the experience a failure because of their poor performance and the uprooting of children twice during their turbulent and difficult adolescence. Colleges are now considered by many to be the weak link in the education chain.

Prior to the establishment of colleges, these grades were part of the elementary school experience or an expanded high school environment. Now, education officials across the country (including Boston schools) are looking to return to these earlier models.

Kindergarten to Grade 8 model

With this model, the District of Boston would expand its elementary levels to include Kindergarten to Grade 8. Many educators believe that this would be a supportive structure that would foster long-term relationships between teachers and their students. The idea is to use the previous school experience to extend the education that the college model was supposed to provide but did not do.

Efforts to integrate elementary colleges are gaining momentum. Parents are particularly supportive of the K-8 model, fearing to send their children to the current college – especially in urban areas.

Many educators are aware of the difficulties colleges face in improving their results. They believe that the K-8 model will keep students and their families not only in Boston District, but at a more positive level.

Model of higher notes

Others support the upper class model of integrating colleges into secondary levels. The biggest supporters of this model are high school teachers, especially those who teach grade nine students. These Boston school teachers are now scrambling to ensure that new Grade 9 students, who are unprepared, live up to the high school experience. They would like to have these students sooner.

Many educators believe that the higher class model creates a cohesive environment for Grades 7 to 12 and strengthens accountability for student achievement. This potential model for Boston schools mimics some of the private and public elite schools, offering the best opportunity for students from low-income families where a college is not generally presumed. With a rigorous six-year program and encouragement, more of these students must go on to college or university.

The upper class model is gaining more weight than the K-8 model in Boston schools, with some schools looking to expand their schools to include middle and high school classes. Two of Boston's top performing high schools would like to include college grades under their roof and under their control. In addition, a middle school in Boston has also shown interest in extending its curriculum to high school students.

The upper-class model is not new to Boston schools, which has operated two of these successful schools for several years. In addition, three schools in Boston, using this model, offer a preparatory graduate program for the best students in Boston. One of them is the renovated Boston School, where students are waiting to continue their studies at college or other higher education institution after graduation. .

This only reinforces the promoters & # 39; The belief that it's good to focus on grades six to twelfth grades for Boston's elite school students, educators and parents should have the same high expectations for all students.

Whichever model is chosen by Boston schools, the city is ready for discussion. Last fall, Boston schools appointed a 17-member working group. Their recommendations should be forwarded to Boston school officials in the spring.

College years are very difficult for students in Boston schools who are at such a difficult age to pass children to young adults. Whatever model educators, leaders, and parents who are back in Boston schools? students, they all agree that any transition should take place before or after these years – not both.