How Starting School At 3 p.m. is Improving Some Teens' Lives and Grades
Trying Not To Break Down — A Homeless Teen Navigates Middle School
Can a Truly Student-Centered Education Be Available to All?
Is School For Everyone? Some Say 'No'
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Her workday is just ramping up.\u003c/p>\n\u003cp>\"This is my classroom on wheels,\" Halstead said. \"It's my laptop and all of the papers I need to give the students and my flash drive so I can print off this exam.\"\u003c/p>\n\u003cp>Halstead coordinates an experimental program called Eastern Flex Academy, where a handful of students attend school from 3 p.m. to 8 p.m. They start off with English and math classes, break for dinner and then finish their remaining courses online.\u003c/p>\n\u003cp>The motivation for this was two-pronged. The district wanted to make better use of its building during off-hours. And the school board wanted to find out how a mobile, digital 21st-century workflow could supplant an agrarian-based 19th-century school day. Eastern Flex Academy was designed to accommodate part-time job schedules, internships and even family responsibilities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Senior Taylor Burford taps away at her English term paper: a review of a historical fiction on the life of Malcolm X, who lived in Lansing in his youth. She's dual enrolled in college, works at a child care center and takes dance classes. Burford says going to school late in the day has really helped her.\u003c/p>\n\u003cp>\"Here, I don't really have to worry about socializing or being performative,\" she says. \"I can just stay chill, do my work. It's easier.\"\u003c/p>\n\u003cfigure id=\"attachment_55242\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55242\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/01/flex-4_wide-7df09f76aee8b3a43d443563417d22c2a8d21421-e1580282797176.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Eastern Flex Academy is an experimental program in Lansing, Mich. \u003ccite>(Kevin Lavery/WKAR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>High school evening classes are not completely unheard of. But they're not usually built around lifestyle demands.\u003c/p>\n\u003cp>\"I think what you're seeing in Lansing is a response to the needs of young people,\" says Monika Kincheloe, a senior director with America's Promise Alliance. While some schools provide evening classes to help students recover lost credit hours or help working adults earn their GED diploma, Kincheloe says the Lansing model is different. Here, flex students are on a parallel course with their daytime peers.\u003c/p>\n\u003cp>\"That gives me great comfort in knowing that they aren't getting lost, because they're part of the school,\" Kincheloe says. \"So when the school reports a graduation rate or a testing outcome, it's going to include those young people in the evening classes. And that's a good thing.\"\u003c/p>\n\u003cfigure id=\"attachment_55243\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55243\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/01/flex-2_wide-88ca0ba16e3aa0014efb79746e67627a26ec3e14-e1580283970268.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The students start off with English and math classes, break for dinner and then finish their remaining courses online. \u003ccite>(Kevin Lavery/WKAR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But there's a more basic — and popular — reason for flex classes: catching up on your rest.\u003c/p>\n\u003cp>\"I'm able to sleep in as long as I need to, so I always get like a good night's rest,\" says junior Jerome Tiel. \"I'm able to just do more things with my day. I feel like this is one of the best changes in my life.\"\u003c/p>\n\u003cp>Jerome's father, James Brains, likes what he's seeing so far.\u003c/p>\n\u003cp>\"Before he was failing class here and there and his top grades would be in the C or B range, and now he's getting A's,\" Brains says. \"Also, he was having some behavioral issues as well, and those have decreased quite a bit.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The program is already planning to grow. This semester, the Lansing School District will offer it to juniors and seniors in the city's two other high schools and even to neighboring schools in the suburbs.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 WKAR Public Media. To see more, visit \u003ca href=\"http://wkar.org\">WKAR Public Media\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=High+School+Starts+At+3+p.m.+For+These+Michigan+Students+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A small group of students attends Eastern Flex Academy in Lansing, Mich., which is designed to accommodate part-time job schedules, internships and even family responsibilities.","status":"publish","parent":0,"modified":1580284096,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":614},"headData":{"title":"How Starting School At 3 p.m. is Improving Some Teens' Lives and Grades | KQED","description":"A small group of students attends Eastern Flex Academy in Lansing, Mich., which is designed to accommodate part-time job schedules, internships and even family responsibilities.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Starting School At 3 p.m. is Improving Some Teens' Lives and Grades","datePublished":"2020-01-29T07:48:16.000Z","dateModified":"2020-01-29T07:48:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55241 https://ww2.kqed.org/mindshift/?p=55241","disqusUrl":"https://ww2.kqed.org/mindshift/2020/01/28/how-starting-school-at-3-p-m-is-improving-some-teens-lives-and-grades/","disqusTitle":"How Starting School At 3 p.m. is Improving Some Teens' Lives and Grades","nprImageCredit":"Kevin Lavery","nprByline":"Kevin Lavery, WKAR","nprImageAgency":"WKAR","nprStoryId":"799342925","nprApiLink":"http://api.npr.org/query?id=799342925&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/01/28/799342925/high-school-starts-at-3-p-m-for-these-michigan-students?ft=nprml&f=799342925","nprRetrievedStory":"1","nprPubDate":"Tue, 28 Jan 2020 05:16:00 -0500","nprStoryDate":"Tue, 28 Jan 2020 05:16:00 -0500","nprLastModifiedDate":"Tue, 28 Jan 2020 05:16:52 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2020/01/20200123_me_michigan_high_school_alternative_classes_from_3-8_pm.mp3?orgId=461&topicId=1003&d=227&story=799342925&ft=nprml&f=799342925","nprAudioM3u":"http://api.npr.org/m3u/1799342963-a3539b.m3u?orgId=461&topicId=1003&d=227&story=799342925&ft=nprml&f=799342925","path":"/mindshift/55241/how-starting-school-at-3-p-m-is-improving-some-teens-lives-and-grades","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2020/01/20200123_me_michigan_high_school_alternative_classes_from_3-8_pm.mp3?orgId=461&topicId=1003&d=227&story=799342925&ft=nprml&f=799342925","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The final moments of Friday afternoon are slipping away at Eastern High School in Lansing, Mich., as announcements echo through the halls.\u003c/p>\n\u003cp>As students stream through the doors, teacher Dee Halstead is rolling her supply cart to the library. Her workday is just ramping up.\u003c/p>\n\u003cp>\"This is my classroom on wheels,\" Halstead said. \"It's my laptop and all of the papers I need to give the students and my flash drive so I can print off this exam.\"\u003c/p>\n\u003cp>Halstead coordinates an experimental program called Eastern Flex Academy, where a handful of students attend school from 3 p.m. to 8 p.m. They start off with English and math classes, break for dinner and then finish their remaining courses online.\u003c/p>\n\u003cp>The motivation for this was two-pronged. The district wanted to make better use of its building during off-hours. And the school board wanted to find out how a mobile, digital 21st-century workflow could supplant an agrarian-based 19th-century school day. Eastern Flex Academy was designed to accommodate part-time job schedules, internships and even family responsibilities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Senior Taylor Burford taps away at her English term paper: a review of a historical fiction on the life of Malcolm X, who lived in Lansing in his youth. She's dual enrolled in college, works at a child care center and takes dance classes. Burford says going to school late in the day has really helped her.\u003c/p>\n\u003cp>\"Here, I don't really have to worry about socializing or being performative,\" she says. \"I can just stay chill, do my work. It's easier.\"\u003c/p>\n\u003cfigure id=\"attachment_55242\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55242\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/01/flex-4_wide-7df09f76aee8b3a43d443563417d22c2a8d21421-e1580282797176.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Eastern Flex Academy is an experimental program in Lansing, Mich. \u003ccite>(Kevin Lavery/WKAR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>High school evening classes are not completely unheard of. But they're not usually built around lifestyle demands.\u003c/p>\n\u003cp>\"I think what you're seeing in Lansing is a response to the needs of young people,\" says Monika Kincheloe, a senior director with America's Promise Alliance. While some schools provide evening classes to help students recover lost credit hours or help working adults earn their GED diploma, Kincheloe says the Lansing model is different. Here, flex students are on a parallel course with their daytime peers.\u003c/p>\n\u003cp>\"That gives me great comfort in knowing that they aren't getting lost, because they're part of the school,\" Kincheloe says. \"So when the school reports a graduation rate or a testing outcome, it's going to include those young people in the evening classes. And that's a good thing.\"\u003c/p>\n\u003cfigure id=\"attachment_55243\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55243\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/01/flex-2_wide-88ca0ba16e3aa0014efb79746e67627a26ec3e14-e1580283970268.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">The students start off with English and math classes, break for dinner and then finish their remaining courses online. \u003ccite>(Kevin Lavery/WKAR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But there's a more basic — and popular — reason for flex classes: catching up on your rest.\u003c/p>\n\u003cp>\"I'm able to sleep in as long as I need to, so I always get like a good night's rest,\" says junior Jerome Tiel. \"I'm able to just do more things with my day. I feel like this is one of the best changes in my life.\"\u003c/p>\n\u003cp>Jerome's father, James Brains, likes what he's seeing so far.\u003c/p>\n\u003cp>\"Before he was failing class here and there and his top grades would be in the C or B range, and now he's getting A's,\" Brains says. \"Also, he was having some behavioral issues as well, and those have decreased quite a bit.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The program is already planning to grow. This semester, the Lansing School District will offer it to juniors and seniors in the city's two other high schools and even to neighboring schools in the suburbs.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 WKAR Public Media. To see more, visit \u003ca href=\"http://wkar.org\">WKAR Public Media\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=High+School+Starts+At+3+p.m.+For+These+Michigan+Students+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55241/how-starting-school-at-3-p-m-is-improving-some-teens-lives-and-grades","authors":["byline_mindshift_55241"],"categories":["mindshift_192"],"tags":["mindshift_20889","mindshift_20784","mindshift_21328","mindshift_1040","mindshift_21329","mindshift_990"],"featImg":"mindshift_55248","label":"mindshift"},"mindshift_52319":{"type":"posts","id":"mindshift_52319","meta":{"index":"posts_1591205157","site":"mindshift","id":"52319","score":null,"sort":[1539098031000]},"guestAuthors":[],"slug":"trying-not-to-break-down-a-homeless-teen-navigates-middle-school","title":"Trying Not To Break Down — A Homeless Teen Navigates Middle School","publishDate":1539098031,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Fourteen-year-old Caydden Zimmerman's school days start early and end late.\u003c/p>\n\u003cp>He has a 90-minute bus ride to get from the homeless shelter where he is staying in Boise, Idaho, to his middle school. He wakes up at 5:45 a.m., quickly brushes his teeth and smooths some gel in his hair, and then he dashes downstairs to catch his school bus.\u003c/p>\n\u003cp>About 2.5 million children in the U.S. \u003ca href=\"https://www.air.org/center/national-center-family-homelessness\">currently are homeless\u003c/a>, according to the National Center on Family Homelessness. That number is rising as house prices and rental costs continue to grow in cities large and small, and the trend is clearly visible in Boise — \u003ca href=\"http://www.boisestatepublicradio.org/post/boise-fastest-growing-city-2018-according-forbes#stream/0\">the fastest-growing city\u003c/a> in the nation.\u003c/p>\n\u003cp>Caydden has been living at City Light Home For Women and Children for a couple of months now with his 11-year-old brother, Keston, and his grandma, Pam Cantrell. Cantrell says they moved there after getting an eviction notice at their former duplex.\u003c/p>\n\u003cp>\"The landlord decided to sell the property, and we just could not find a place we could afford,\" Cantrell says. \"The more I looked, the more depressed I got. I just, I didn't know what to do.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Like Cantrell and her grandsons, many low-income families in Boise \u003ca href=\"http://www.boisestatepublicradio.org/post/child-homelessness-rise-idaho-region#stream/0\">struggle to find housing\u003c/a> they can afford. Cantrell gets a small disability stipend from the government, but that's nowhere near enough to cover rent and other expenses.\u003c/p>\n\u003cp>The boys' mother is addicted to drugs and struggles with mental illness, Cantrell says, which is why grandma is the boys' full-time caretaker now.\u003c/p>\n\u003cp>\"I grew up being alone, raised by my older brother and my grandma,\" Caydden says. \"She means everything. Without her I wouldn't be here. I'd probably be dead somewhere.\"\u003c/p>\n\u003cp>After three months of searching, the shelter became their only option. Cantrell is grateful to have a place to stay but says not having a permanent home is really hard on her grandsons.\u003c/p>\n\u003cp>\"My youngest one, he can be a little terror, because he's upset by it,\" Cantrell says. \"He gets angry, and he'll sit in the corner and say, 'I hate this place, I hate this place.' \"\u003c/p>\n\u003cp>\u003cstrong>\"It's just an effort to try not to break down\"\u003c/strong>\u003c/p>\n\u003cp>It's difficult for Caydden too, but you wouldn't know it. Caydden is a social 14-year-old with a big smile. One of his favorite things about school is seeing his friends.\u003c/p>\n\u003cp>\"My friends know about it — me being homeless — they don't tease me on it,\" Caydden says. \"They just know that I'm doing it, I'm trying to work hard. And it's just an effort to try not to break down.\"\u003c/p>\n\u003cp>Homeless kids tend to score lower on standardized tests and have lower graduation rates. It's harder to concentrate when you're anxious and worried. And sometimes Caydden does break down with his friends.\u003c/p>\n\u003cp>\"They always bring me up when I'm feeling down,\" he says. \"They make me smile when I'm sad.\"\u003c/p>\n\u003cp>Caydden's grades have improved since he started at this alternative middle school for students who struggle in traditional academic settings. The school district received a grant to pay for a bus to transport homeless students who are scattered across the Boise area.\u003c/p>\n\u003cp>Homeless students often bounce around to different schools as their living situations change. That can make it nearly impossible to keep up, so Pathways Middle School Principal Eric Eschen wants to do everything he can to keep tabs on students like Caydden.\u003c/p>\n\u003cp>\"He's a very positive student, very giving, a very good friend,\" Eschen says. He points to a recent time when Caydden approached him to alert him that another student was making a mess with mustard in the bathroom. He took it as a sign that Caydden cares about the community and the school. For homeless kids, sometimes school can be a place of refuge and consistency in an otherwise hectic and messy world.\u003c/p>\n\u003cp>Eschen keeps an eye on Caydden because, \u003ca href=\"https://nche.ed.gov/downloads/briefs/chron-absent.pdf\">like a lot of students in his situation\u003c/a>, he struggled with absences last year.\u003c/p>\n\u003cp>\"That really affected him and affected his progress, so we've got some catch-up to do this year,\" Eschen says.\u003c/p>\n\u003cp>At the end of the school day, it's another 90-minute bus ride before Caydden meets his grandma on the steps of the homeless shelter. They wait outside for Caydden's brother to arrive on another bus. Meanwhile, Caydden checks in with Cantrell about the week's schedule.\u003c/p>\n\u003cp>\"Grandma, on Friday are you just going to go in and wait for me and Keston?\" he says. \"Cause you've got laundry.\"\u003c/p>\n\u003cp>\"Yeah, I probably will,\" Cantrell says. She has to keep Caydden apprised of her comings and goings at the shelter so that he won't worry.\u003c/p>\n\u003cp>\u003cstrong>Growing up fast\u003c/strong>\u003c/p>\n\u003cp>Caydden has had to grow up faster than your typical 14-year-old. With his dad out of the picture and his mom's drug addiction, he often had to be responsible for his little brother.\u003c/p>\n\u003cp>\"Help get him ready for school, I had to make sure Mom wasn't ... gone,\" Caydden says. \"I had to feed Keston when Mom was passed out for days. There was one time when we only had cereal for, like, two weeks.\"\u003c/p>\n\u003cp>Caydden has been trying to convince his grandma that she should let him get a job so he can help with rent. He'd like to earn money at a fast-food restaurant or, at the least, raking leaves and shoveling snow.\u003c/p>\n\u003cp>\"It's like something I want to do,\" Caydden says. \"I just want to help out.\"\u003c/p>\n\u003cp>But Cantrell, aware that her grandson has already been through more than most teenagers, won't have it.\u003c/p>\n\u003cp>\"You are not getting a job. You need to be a child as long as possible, Caydden,\" she says, patting his knee. \"You don't want to be in a big hurry to grow up, honey.\"\u003c/p>\n\u003cfigure id=\"attachment_52321\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52321\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/caydden-in-new-house-1-dfe5c6e1aca9b2a3e1d4f044c5df90ea4aa0bb25-1020x766.jpg\" alt=\"\" width=\"640\" height=\"481\">\u003cfigcaption class=\"wp-caption-text\">Caydden wakes up at 5:45 a.m., quickly brushes his teeth and smooths some gel in his hair, and then he dashes downstairs to ride 90 minutes in a school bus to get to class. \u003ccite>(Amanda Peacher/Boise State Public Radio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"This is home!\"\u003c/strong>\u003c/p>\n\u003cp>A few weeks later, there's good news in Caydden's world — they found a house. It's about 700 square feet that they share with another woman from the shelter. Caydden sleeps in the basement, in a tiny room with concrete walls and a small window. Cantrell and Keston sleep on inflatable mattresses in the living room.\u003c/p>\n\u003cp>\"It's not the greatest, but it's not the worst,\" Cantrell says. She's been working on sprucing up the place. She plans to brighten up the living room with fresh paint.\u003c/p>\n\u003cp>But for Caydden, it's a huge improvement.\u003c/p>\n\u003cp>\"I feel much more comfortable and safe,\" he says. He loves that the house is near Boise State University and has a weed-filled backyard that backs up to an alley. On football game days, he figured out that he can sell parking spots in the yard to game-goers.\u003c/p>\n\u003cp>\"Last weekend we made 90 bucks!\" Caydden says. He's scheming about trying to sell sodas on game day, too.\u003c/p>\n\u003cp>But probably most importantly, he can claim something he hasn't been able to for quite some time:\u003c/p>\n\u003cp>\"This is home!\" he says, smiling.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by the \u003c/em>\u003ca href=\"http://www.boisestatepublicradio.org/programs/mountain-west-news-bureau?page=12#stream/0\">\u003cem>Mountain West News Bureau.\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 Boise State Public Radio. To see more, visit \u003ca href=\"http://www.boisestatepublicradio.org\">Boise State Public Radio\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Trying+Not+To+Break+Down+%E2%80%94+A+Homeless+Teen+Navigates+Middle+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"About 2.5 million children in America are homeless. In Boise, Idaho, 14-year-old Caydden Zimmerman struggles with the anxieties of middle school while living in a homeless shelter.","status":"publish","parent":0,"modified":1539357945,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":1270},"headData":{"title":"Trying Not To Break Down — A Homeless Teen Navigates Middle School | KQED","description":"About 2.5 million children in America are homeless. In Boise, Idaho, 14-year-old Caydden Zimmerman struggles with the anxieties of middle school while living in a homeless shelter.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Trying Not To Break Down — A Homeless Teen Navigates Middle School","datePublished":"2018-10-09T15:13:51.000Z","dateModified":"2018-10-12T15:25:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52319 https://ww2.kqed.org/mindshift/?p=52319","disqusUrl":"https://ww2.kqed.org/mindshift/2018/10/09/trying-not-to-break-down-a-homeless-teen-navigates-middle-school/","disqusTitle":"Trying Not To Break Down — A Homeless Teen Navigates Middle School","nprImageCredit":"Amanda Peacher","nprByline":"Amanda Peacher","nprImageAgency":"Boise State Public Radio","nprStoryId":"653386388","nprApiLink":"http://api.npr.org/query?id=653386388&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2018/10/09/653386388/trying-not-to-break-down-a-homeless-teen-navigates-middle-school?ft=nprml&f=653386388","nprRetrievedStory":"1","nprPubDate":"Tue, 09 Oct 2018 14:49:00 -0400","nprStoryDate":"Tue, 09 Oct 2018 04:56:00 -0400","nprLastModifiedDate":"Tue, 09 Oct 2018 15:48:36 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2018/10/20181009_me_trying_not_to_break_down_a_homeless_teen_navigates_middle_school.mp3?orgId=20&topicId=1003&d=213&p=3&story=653386388&ft=nprml&f=653386388","nprAudioM3u":"http://api.npr.org/m3u/1655732013-d47442.m3u?orgId=20&topicId=1003&d=213&p=3&story=653386388&ft=nprml&f=653386388","audioTrackLength":213,"path":"/mindshift/52319/trying-not-to-break-down-a-homeless-teen-navigates-middle-school","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2018/10/20181009_me_trying_not_to_break_down_a_homeless_teen_navigates_middle_school.mp3?orgId=20&topicId=1003&d=213&p=3&story=653386388&ft=nprml&f=653386388","parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Fourteen-year-old Caydden Zimmerman's school days start early and end late.\u003c/p>\n\u003cp>He has a 90-minute bus ride to get from the homeless shelter where he is staying in Boise, Idaho, to his middle school. He wakes up at 5:45 a.m., quickly brushes his teeth and smooths some gel in his hair, and then he dashes downstairs to catch his school bus.\u003c/p>\n\u003cp>About 2.5 million children in the U.S. \u003ca href=\"https://www.air.org/center/national-center-family-homelessness\">currently are homeless\u003c/a>, according to the National Center on Family Homelessness. That number is rising as house prices and rental costs continue to grow in cities large and small, and the trend is clearly visible in Boise — \u003ca href=\"http://www.boisestatepublicradio.org/post/boise-fastest-growing-city-2018-according-forbes#stream/0\">the fastest-growing city\u003c/a> in the nation.\u003c/p>\n\u003cp>Caydden has been living at City Light Home For Women and Children for a couple of months now with his 11-year-old brother, Keston, and his grandma, Pam Cantrell. Cantrell says they moved there after getting an eviction notice at their former duplex.\u003c/p>\n\u003cp>\"The landlord decided to sell the property, and we just could not find a place we could afford,\" Cantrell says. \"The more I looked, the more depressed I got. I just, I didn't know what to do.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Like Cantrell and her grandsons, many low-income families in Boise \u003ca href=\"http://www.boisestatepublicradio.org/post/child-homelessness-rise-idaho-region#stream/0\">struggle to find housing\u003c/a> they can afford. Cantrell gets a small disability stipend from the government, but that's nowhere near enough to cover rent and other expenses.\u003c/p>\n\u003cp>The boys' mother is addicted to drugs and struggles with mental illness, Cantrell says, which is why grandma is the boys' full-time caretaker now.\u003c/p>\n\u003cp>\"I grew up being alone, raised by my older brother and my grandma,\" Caydden says. \"She means everything. Without her I wouldn't be here. I'd probably be dead somewhere.\"\u003c/p>\n\u003cp>After three months of searching, the shelter became their only option. Cantrell is grateful to have a place to stay but says not having a permanent home is really hard on her grandsons.\u003c/p>\n\u003cp>\"My youngest one, he can be a little terror, because he's upset by it,\" Cantrell says. \"He gets angry, and he'll sit in the corner and say, 'I hate this place, I hate this place.' \"\u003c/p>\n\u003cp>\u003cstrong>\"It's just an effort to try not to break down\"\u003c/strong>\u003c/p>\n\u003cp>It's difficult for Caydden too, but you wouldn't know it. Caydden is a social 14-year-old with a big smile. One of his favorite things about school is seeing his friends.\u003c/p>\n\u003cp>\"My friends know about it — me being homeless — they don't tease me on it,\" Caydden says. \"They just know that I'm doing it, I'm trying to work hard. And it's just an effort to try not to break down.\"\u003c/p>\n\u003cp>Homeless kids tend to score lower on standardized tests and have lower graduation rates. It's harder to concentrate when you're anxious and worried. And sometimes Caydden does break down with his friends.\u003c/p>\n\u003cp>\"They always bring me up when I'm feeling down,\" he says. \"They make me smile when I'm sad.\"\u003c/p>\n\u003cp>Caydden's grades have improved since he started at this alternative middle school for students who struggle in traditional academic settings. The school district received a grant to pay for a bus to transport homeless students who are scattered across the Boise area.\u003c/p>\n\u003cp>Homeless students often bounce around to different schools as their living situations change. That can make it nearly impossible to keep up, so Pathways Middle School Principal Eric Eschen wants to do everything he can to keep tabs on students like Caydden.\u003c/p>\n\u003cp>\"He's a very positive student, very giving, a very good friend,\" Eschen says. He points to a recent time when Caydden approached him to alert him that another student was making a mess with mustard in the bathroom. He took it as a sign that Caydden cares about the community and the school. For homeless kids, sometimes school can be a place of refuge and consistency in an otherwise hectic and messy world.\u003c/p>\n\u003cp>Eschen keeps an eye on Caydden because, \u003ca href=\"https://nche.ed.gov/downloads/briefs/chron-absent.pdf\">like a lot of students in his situation\u003c/a>, he struggled with absences last year.\u003c/p>\n\u003cp>\"That really affected him and affected his progress, so we've got some catch-up to do this year,\" Eschen says.\u003c/p>\n\u003cp>At the end of the school day, it's another 90-minute bus ride before Caydden meets his grandma on the steps of the homeless shelter. They wait outside for Caydden's brother to arrive on another bus. Meanwhile, Caydden checks in with Cantrell about the week's schedule.\u003c/p>\n\u003cp>\"Grandma, on Friday are you just going to go in and wait for me and Keston?\" he says. \"Cause you've got laundry.\"\u003c/p>\n\u003cp>\"Yeah, I probably will,\" Cantrell says. She has to keep Caydden apprised of her comings and goings at the shelter so that he won't worry.\u003c/p>\n\u003cp>\u003cstrong>Growing up fast\u003c/strong>\u003c/p>\n\u003cp>Caydden has had to grow up faster than your typical 14-year-old. With his dad out of the picture and his mom's drug addiction, he often had to be responsible for his little brother.\u003c/p>\n\u003cp>\"Help get him ready for school, I had to make sure Mom wasn't ... gone,\" Caydden says. \"I had to feed Keston when Mom was passed out for days. There was one time when we only had cereal for, like, two weeks.\"\u003c/p>\n\u003cp>Caydden has been trying to convince his grandma that she should let him get a job so he can help with rent. He'd like to earn money at a fast-food restaurant or, at the least, raking leaves and shoveling snow.\u003c/p>\n\u003cp>\"It's like something I want to do,\" Caydden says. \"I just want to help out.\"\u003c/p>\n\u003cp>But Cantrell, aware that her grandson has already been through more than most teenagers, won't have it.\u003c/p>\n\u003cp>\"You are not getting a job. You need to be a child as long as possible, Caydden,\" she says, patting his knee. \"You don't want to be in a big hurry to grow up, honey.\"\u003c/p>\n\u003cfigure id=\"attachment_52321\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52321\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/caydden-in-new-house-1-dfe5c6e1aca9b2a3e1d4f044c5df90ea4aa0bb25-1020x766.jpg\" alt=\"\" width=\"640\" height=\"481\">\u003cfigcaption class=\"wp-caption-text\">Caydden wakes up at 5:45 a.m., quickly brushes his teeth and smooths some gel in his hair, and then he dashes downstairs to ride 90 minutes in a school bus to get to class. \u003ccite>(Amanda Peacher/Boise State Public Radio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\"This is home!\"\u003c/strong>\u003c/p>\n\u003cp>A few weeks later, there's good news in Caydden's world — they found a house. It's about 700 square feet that they share with another woman from the shelter. Caydden sleeps in the basement, in a tiny room with concrete walls and a small window. Cantrell and Keston sleep on inflatable mattresses in the living room.\u003c/p>\n\u003cp>\"It's not the greatest, but it's not the worst,\" Cantrell says. She's been working on sprucing up the place. She plans to brighten up the living room with fresh paint.\u003c/p>\n\u003cp>But for Caydden, it's a huge improvement.\u003c/p>\n\u003cp>\"I feel much more comfortable and safe,\" he says. He loves that the house is near Boise State University and has a weed-filled backyard that backs up to an alley. On football game days, he figured out that he can sell parking spots in the yard to game-goers.\u003c/p>\n\u003cp>\"Last weekend we made 90 bucks!\" Caydden says. He's scheming about trying to sell sodas on game day, too.\u003c/p>\n\u003cp>But probably most importantly, he can claim something he hasn't been able to for quite some time:\u003c/p>\n\u003cp>\"This is home!\" he says, smiling.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by the \u003c/em>\u003ca href=\"http://www.boisestatepublicradio.org/programs/mountain-west-news-bureau?page=12#stream/0\">\u003cem>Mountain West News Bureau.\u003c/em>\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 Boise State Public Radio. To see more, visit \u003ca href=\"http://www.boisestatepublicradio.org\">Boise State Public Radio\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Trying+Not+To+Break+Down+%E2%80%94+A+Homeless+Teen+Navigates+Middle+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52319/trying-not-to-break-down-a-homeless-teen-navigates-middle-school","authors":["byline_mindshift_52319"],"categories":["mindshift_194"],"tags":["mindshift_21143","mindshift_20889","mindshift_21228"],"featImg":"mindshift_52320","label":"mindshift"},"mindshift_41562":{"type":"posts","id":"mindshift_41562","meta":{"index":"posts_1591205157","site":"mindshift","id":"41562","score":null,"sort":[1449561600000]},"guestAuthors":[],"slug":"is-the-public-system-scared-to-put-students-at-the-center-of-education","title":"Can a Truly Student-Centered Education Be Available to All?","publishDate":1449561600,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Unschooling is a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/02/how-do-unschoolers-turn-out/\" target=\"_blank\">hotly debated topic\u003c/a> on MindShift. This subset of home schooling, which doesn’t use any set curriculum and is instead directed by the child’s interests, is vastly different from traditional public and private schools. While the freedom inherent in the model excites some readers, others question whether young people educated this way will learn the important information and skills they need to become productive adults in our society.\u003c/p>\n\u003cp>Some readers object to unschooling because its proponents have opted out of the public system. They argue that a student-centered teaching approach like unschooling could never exist in a public system governed by standardized tests. But in reality there have been public schools modeled after unschooling, and a few still operate programs that hold self-direction at their core.\u003c/p>\n\u003cp>\u003cstrong>BIG PICTURE SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Picture Learning\u003c/a> network started with the \u003ca href=\"http://metcenter.org/\" target=\"_blank\">Metropolitan Regional Career and Technical Center (MET)\u003c/a> in Providence, Rhode Island, and has expanded to almost 100 schools around the world, with 55 in the U.S. alone. The majority of the U.S.-based schools are traditional in-district public schools, although about 25 percent are public charter schools. Many are located in tough urban environments and serve challenging populations.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">longitudinal study\u003c/a> of 23 U.S.-based Big Picture schools, 56 percent of the students identified a language other than English as their first language, 18 percent were certified special needs and 62-74 percent were low income. All the Big Picture Learning schools use the learner and his or her interests and passions as the organizing principle of school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The focus is on each and every student, not on courses and classes,” said Elliot Washor, co-founder of Big Picture Learning. “We changed the lowest common denominator from the course to the student.”\u003c/p>\n\u003cp>This model relies on small learning communities, about 150 kids per high school, although the model can be used in a larger high school that is broken down into smaller communities. Within that, each student gets \u003ca href=\"http://www.bigpicture.org/2008/10/advisory-structure/\" target=\"_blank\">an adviser \u003c/a>who stays consistent for at least two years, but often as many as four years. The adviser’s job is a complex mix of getting to know the student and his family and setting learning plans quarterly that include academic and social goals, as well as independent learning and internships outside of school. Each adviser has between 15-20 students.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We changed the lowest common denominator from the course to the student.'\u003c/aside>\n\u003cp>“It’s a design that’s malleable and always evolving,” Washor said.\u003c/p>\n\u003cp>Students may change their interests, but their advisers, who are also credentialed teachers, are keeping in mind the standards required by the state and fitting those into the interests of the students. The combination of internship, independent projects and teacher-led projects help cover the learning goals of the school, which are broadly: empirical reasoning, quantitative reasoning, communication, social reasoning and the personal qualities necessary for success in any endeavor.\u003c/p>\n\u003cp>While the adviser plays a big role in pulling these strands together and helping to shape independent projects, she also brings in other community resources when necessary to support a student's individual academic, social or home-life needs.\u003c/p>\n\u003cp>If a student wants to dig into a specific subject, he or she will often take a class at a nearby community college. Big Picture schools bring in mentors and tutors from the community, and two days a week students are \u003ca href=\"http://www.bigpicture.org/2008/11/learning-in-the-real-world-lti/\" target=\"_blank\">learning in the community through internships\u003c/a>.\u003c/p>\n\u003cp>“Application is a very important part of knowing and it’s not a very important part of school,” Washor said. “How you use the things you learn outside of school in your daily life and how you manage yourself socially, emotionally and personally are all important. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">You can’t separate all these things\u003c/a>.”\u003c/p>\n\u003cp>A big part of the Big Picture Learning approach is to make the learner accountable for his own education. When a student sits down with his adviser and guardian to set quarterly learning goals, he has much more power than in a traditional school when the same student might receive a schedule of required classes. The adviser works with students to scaffold skills like time management, goal setting and interest discovery, which are crucial to an independent learner.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/0N1OP6VeL4c?list=PL62E2379E99A3FA16\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>At Big Picture schools, those quarterly meetings result in a spreadsheet of learning goals that the student is working toward, with deadlines and resources to help him accomplish them. Then, throughout the quarter, the adviser guides that student to meet the goals, teaching when that’s appropriate, finding experts if necessary and providing emotional support as well.\u003c/p>\n\u003cp>Students are studying different things at different times and the focus is not on “mastery,” as it often is in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/14/how-teachers-mix-online-math-with-classroom-instruction/\" target=\"_blank\">other asynchronous learning models\u003c/a>. There are still classes, but they aren't necessarily attended by every student in a grade.\u003c/p>\n\u003cp>“We think you’re on a journey, and when you really learn how to do something well you realize how little mastery you have over something,” Washor said.\u003c/p>\n\u003cp>He admits teaching in this way is time-consuming and it takes trust between the student and her adviser, but Washor says learning takes time and is based in relationships. Big Picture schools honor the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/26/what-would-a-slow-education-movement-look-like/\" target=\"_blank\">slow process of learning\u003c/a>, trying hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/12/how-to-teach-the-standards-without-becoming-standardized/\" target=\"_blank\">meet required standards in non-standardized\u003c/a> ways without sacrificing depth.\u003c/p>\n\u003cp>Despite the unconventional approach and structure, Big Picture schools generally \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">perform better than the district average\u003c/a> on state tests, Washor said. He doesn’t believe those tests measure much about students, but good scores allow his staff to maintain their commitment to student interests, while still having a voice in the public system.\u003c/p>\n\u003cp>Big Picture Learning has made sure that outside evaluators are monitoring its work, including a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/Post-secondary-Outcomes-of-Innovative-High-Schools-The-Big-Picture-Longitudinal-Study-.pdf\" target=\"_blank\">longitudinal study on post-secondary activities\u003c/a> of its graduates that shows that the vast majority are either in college or employed in meaningful work.\u003c/p>\n\u003cp>\u003cstrong>DO FAMILIES WANT STUDENT-CENTERED LEARNING?\u003c/strong>\u003c/p>\n\u003cp>Critics of home schooling and unschooling often say only affluent alternative families choose this path. While it’s true that home-schooling families tend to be at least middle class, there are also families who choose it despite economic hardship.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them.'\u003c/aside>\n\u003cp>When student-directed, choice-filled education was offered free to public school families in New Orleans, a wide array of families chose to attend the school, according to Bob Ferris, a founding teacher and onetime principal of the New Orleans Free School before it shut down in 2005. They had many low-income families and by the time the school closed the school was about 95 percent African-American.\u003c/p>\n\u003cp>“Black and Latino parents would come to us. Some were quite desperate,” said \u003ca href=\"http://www.chrismercogliano.com/\" target=\"_blank\">Chris Mercogliano\u003c/a>, the former principal of the \u003ca href=\"http://www.albanyfreeschool.org/\" target=\"_blank\">Albany Free School\u003c/a>, an independent school operating on a sliding-scale model. “Their kid has already flunked out of five schools and they had nowhere else to turn.” Those parents were often skeptical of the model, which allowed students to choose what they studied, had mixed-age groups and looked very little like the schools they themselves had attended.\u003c/p>\n\u003cp>But over time, Mercogliano said parents couldn’t deny the change in their kids. Students who had been kicked out of multiple schools were suddenly begging to go to school. Staff members were saying positive things about students’ intelligence and unique ways of looking at the world, not calling with the newest problem. All of these things helped parents see beyond the traditional model and appreciate what Albany Free School offered their kids.\u003c/p>\n\u003cp>Still, very few people are ever exposed to this model, and those who are often find it threatening.\u003c/p>\n\u003cp>“The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them,” Mercogliano said. “School districts and school boards and school people don’t want them.”\u003c/p>\n\u003cp>But is that the same thing as families not wanting them? If some kids find success in a more open, choice-based, free environment, isn’t it worth having that option for families that want it? Perhaps the real answer is not to turn all public schools into free schools, but to allow for a bit more variety within the public system so there is something for every kind of learner.\u003c/p>\n\u003cp>\u003cem>Still curious about the Free School movement? Check out this admittedly long (55-minute) documentary on the New Orleans Free School.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/16116168?title=0&byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Radically student-centered public schools do exist, often producing students that perform well on standardized tests without focusing on them at all.","status":"publish","parent":0,"modified":1449643188,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/0N1OP6VeL4c","https://player.vimeo.com/video/16116168"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1458},"headData":{"title":"Can a Truly Student-Centered Education Be Available to All? | KQED","description":"Radically student-centered public schools do exist, often producing students that perform well on standardized tests without focusing on them at all.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can a Truly Student-Centered Education Be Available to All?","datePublished":"2015-12-08T08:00:00.000Z","dateModified":"2015-12-09T06:39:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41562 http://ww2.kqed.org/mindshift/?p=41562","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/","disqusTitle":"Can a Truly Student-Centered Education Be Available to All?","path":"/mindshift/41562/is-the-public-system-scared-to-put-students-at-the-center-of-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Unschooling is a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/02/how-do-unschoolers-turn-out/\" target=\"_blank\">hotly debated topic\u003c/a> on MindShift. This subset of home schooling, which doesn’t use any set curriculum and is instead directed by the child’s interests, is vastly different from traditional public and private schools. While the freedom inherent in the model excites some readers, others question whether young people educated this way will learn the important information and skills they need to become productive adults in our society.\u003c/p>\n\u003cp>Some readers object to unschooling because its proponents have opted out of the public system. They argue that a student-centered teaching approach like unschooling could never exist in a public system governed by standardized tests. But in reality there have been public schools modeled after unschooling, and a few still operate programs that hold self-direction at their core.\u003c/p>\n\u003cp>\u003cstrong>BIG PICTURE SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.bigpicture.org/\" target=\"_blank\">Big Picture Learning\u003c/a> network started with the \u003ca href=\"http://metcenter.org/\" target=\"_blank\">Metropolitan Regional Career and Technical Center (MET)\u003c/a> in Providence, Rhode Island, and has expanded to almost 100 schools around the world, with 55 in the U.S. alone. The majority of the U.S.-based schools are traditional in-district public schools, although about 25 percent are public charter schools. Many are located in tough urban environments and serve challenging populations.\u003c/p>\n\u003cp>In a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">longitudinal study\u003c/a> of 23 U.S.-based Big Picture schools, 56 percent of the students identified a language other than English as their first language, 18 percent were certified special needs and 62-74 percent were low income. All the Big Picture Learning schools use the learner and his or her interests and passions as the organizing principle of school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The focus is on each and every student, not on courses and classes,” said Elliot Washor, co-founder of Big Picture Learning. “We changed the lowest common denominator from the course to the student.”\u003c/p>\n\u003cp>This model relies on small learning communities, about 150 kids per high school, although the model can be used in a larger high school that is broken down into smaller communities. Within that, each student gets \u003ca href=\"http://www.bigpicture.org/2008/10/advisory-structure/\" target=\"_blank\">an adviser \u003c/a>who stays consistent for at least two years, but often as many as four years. The adviser’s job is a complex mix of getting to know the student and his family and setting learning plans quarterly that include academic and social goals, as well as independent learning and internships outside of school. Each adviser has between 15-20 students.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We changed the lowest common denominator from the course to the student.'\u003c/aside>\n\u003cp>“It’s a design that’s malleable and always evolving,” Washor said.\u003c/p>\n\u003cp>Students may change their interests, but their advisers, who are also credentialed teachers, are keeping in mind the standards required by the state and fitting those into the interests of the students. The combination of internship, independent projects and teacher-led projects help cover the learning goals of the school, which are broadly: empirical reasoning, quantitative reasoning, communication, social reasoning and the personal qualities necessary for success in any endeavor.\u003c/p>\n\u003cp>While the adviser plays a big role in pulling these strands together and helping to shape independent projects, she also brings in other community resources when necessary to support a student's individual academic, social or home-life needs.\u003c/p>\n\u003cp>If a student wants to dig into a specific subject, he or she will often take a class at a nearby community college. Big Picture schools bring in mentors and tutors from the community, and two days a week students are \u003ca href=\"http://www.bigpicture.org/2008/11/learning-in-the-real-world-lti/\" target=\"_blank\">learning in the community through internships\u003c/a>.\u003c/p>\n\u003cp>“Application is a very important part of knowing and it’s not a very important part of school,” Washor said. “How you use the things you learn outside of school in your daily life and how you manage yourself socially, emotionally and personally are all important. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">You can’t separate all these things\u003c/a>.”\u003c/p>\n\u003cp>A big part of the Big Picture Learning approach is to make the learner accountable for his own education. When a student sits down with his adviser and guardian to set quarterly learning goals, he has much more power than in a traditional school when the same student might receive a schedule of required classes. The adviser works with students to scaffold skills like time management, goal setting and interest discovery, which are crucial to an independent learner.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/0N1OP6VeL4c?list=PL62E2379E99A3FA16\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>At Big Picture schools, those quarterly meetings result in a spreadsheet of learning goals that the student is working toward, with deadlines and resources to help him accomplish them. Then, throughout the quarter, the adviser guides that student to meet the goals, teaching when that’s appropriate, finding experts if necessary and providing emotional support as well.\u003c/p>\n\u003cp>Students are studying different things at different times and the focus is not on “mastery,” as it often is in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/14/how-teachers-mix-online-math-with-classroom-instruction/\" target=\"_blank\">other asynchronous learning models\u003c/a>. There are still classes, but they aren't necessarily attended by every student in a grade.\u003c/p>\n\u003cp>“We think you’re on a journey, and when you really learn how to do something well you realize how little mastery you have over something,” Washor said.\u003c/p>\n\u003cp>He admits teaching in this way is time-consuming and it takes trust between the student and her adviser, but Washor says learning takes time and is based in relationships. Big Picture schools honor the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/26/what-would-a-slow-education-movement-look-like/\" target=\"_blank\">slow process of learning\u003c/a>, trying hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/12/how-to-teach-the-standards-without-becoming-standardized/\" target=\"_blank\">meet required standards in non-standardized\u003c/a> ways without sacrificing depth.\u003c/p>\n\u003cp>Despite the unconventional approach and structure, Big Picture schools generally \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/bplinfograph.pdf\" target=\"_blank\">perform better than the district average\u003c/a> on state tests, Washor said. He doesn’t believe those tests measure much about students, but good scores allow his staff to maintain their commitment to student interests, while still having a voice in the public system.\u003c/p>\n\u003cp>Big Picture Learning has made sure that outside evaluators are monitoring its work, including a \u003ca href=\"http://www.bigpicture.org/wp-content/uploads/2015/04/Post-secondary-Outcomes-of-Innovative-High-Schools-The-Big-Picture-Longitudinal-Study-.pdf\" target=\"_blank\">longitudinal study on post-secondary activities\u003c/a> of its graduates that shows that the vast majority are either in college or employed in meaningful work.\u003c/p>\n\u003cp>\u003cstrong>DO FAMILIES WANT STUDENT-CENTERED LEARNING?\u003c/strong>\u003c/p>\n\u003cp>Critics of home schooling and unschooling often say only affluent alternative families choose this path. While it’s true that home-schooling families tend to be at least middle class, there are also families who choose it despite economic hardship.\u003c/p>\n\u003caside class=\"pullquote alignright\">'The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them.'\u003c/aside>\n\u003cp>When student-directed, choice-filled education was offered free to public school families in New Orleans, a wide array of families chose to attend the school, according to Bob Ferris, a founding teacher and onetime principal of the New Orleans Free School before it shut down in 2005. They had many low-income families and by the time the school closed the school was about 95 percent African-American.\u003c/p>\n\u003cp>“Black and Latino parents would come to us. Some were quite desperate,” said \u003ca href=\"http://www.chrismercogliano.com/\" target=\"_blank\">Chris Mercogliano\u003c/a>, the former principal of the \u003ca href=\"http://www.albanyfreeschool.org/\" target=\"_blank\">Albany Free School\u003c/a>, an independent school operating on a sliding-scale model. “Their kid has already flunked out of five schools and they had nowhere else to turn.” Those parents were often skeptical of the model, which allowed students to choose what they studied, had mixed-age groups and looked very little like the schools they themselves had attended.\u003c/p>\n\u003cp>But over time, Mercogliano said parents couldn’t deny the change in their kids. Students who had been kicked out of multiple schools were suddenly begging to go to school. Staff members were saying positive things about students’ intelligence and unique ways of looking at the world, not calling with the newest problem. All of these things helped parents see beyond the traditional model and appreciate what Albany Free School offered their kids.\u003c/p>\n\u003cp>Still, very few people are ever exposed to this model, and those who are often find it threatening.\u003c/p>\n\u003cp>“The reason there are so few truly unconventional publicly funded schools is that society doesn’t want them,” Mercogliano said. “School districts and school boards and school people don’t want them.”\u003c/p>\n\u003cp>But is that the same thing as families not wanting them? If some kids find success in a more open, choice-based, free environment, isn’t it worth having that option for families that want it? Perhaps the real answer is not to turn all public schools into free schools, but to allow for a bit more variety within the public system so there is something for every kind of learner.\u003c/p>\n\u003cp>\u003cem>Still curious about the Free School movement? Check out this admittedly long (55-minute) documentary on the New Orleans Free School.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/16116168?title=0&byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41562/is-the-public-system-scared-to-put-students-at-the-center-of-education","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20879","mindshift_20889","mindshift_20891","mindshift_20763","mindshift_20784","mindshift_1040","mindshift_20718"],"featImg":"mindshift_43011","label":"mindshift"},"mindshift_41476":{"type":"posts","id":"mindshift_41476","meta":{"index":"posts_1591205157","site":"mindshift","id":"41476","score":null,"sort":[1441348498000]},"guestAuthors":[],"slug":"is-school-for-everyone-some-say-no","title":"Is School For Everyone? Some Say 'No'","publishDate":1441348498,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Several years ago, few people who knew Hannah Noblewolf would have thought that she would turn out to be an outgoing, articulate, self-assured young woman who has successfully completed her first year at her top-choice college.\u003c/p>\n\u003cp>For years, she struggled with social anxiety, depression and, as a result, school. She had always been bright -- she even skipped fourth grade -- but her intellectual acuity, paired with being younger than her classmates, made her school life deeply unpleasant. Noblewolf comes from a highly educated, upper-middle-class family where academic success was not up for discussion. Neither she nor her parents would ever have believed that dropping out of school would be what was best for her.\u003c/p>\n\u003cp>“I couldn’t get out of bed,” Noblewolf said of her junior year in high school. “I made it to school for a full day maybe twice every two weeks.”\u003c/p>\n\u003cp>Skipping fourth grade because of her academic prowess had put Noblewolf in a toxic social situation. She was bullied for being smart and admits she would intentionally fail advanced placement tests so her classmates wouldn’t make fun of her. By the time she was halfway through high school she had developed Tourette Syndrome and obsessive compulsive disorder. She was extremely unhappy. Then she found \u003ca href=\"http://northstarteens.org/about/how-it-works/\" target=\"_blank\">North Star\u003c/a>, an alternative learning center in Massachusetts that lets teens direct their own learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Choosing not to go to school is a big deal; it’s terrifying.'\u003c/aside>\n\u003cp>“My parents were really nervous; they thought I was ruining my future,” Noblewolf said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>North Star is one of several learning centers around the country that don’t mandate any curriculum and lets teens pick and choose how to spend their time. Each student has an individual mentor and, once a year, each kid gives a presentation on something she’s been working on. But that’s pretty much where the requirements stop. The program doesn’t give out diplomas, so if a student wants to go on to college, which many do, he or she takes the GED and can use a portfolio to demonstrate learning to colleges.\u003c/p>\n\u003cfigure id=\"attachment_41549\" class=\"wp-caption aligncenter\" style=\"max-width: 1065px\">\u003cimg class=\"wp-image-41549 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/photography.jpg\" alt=\"North Star teens in a photography class.\" width=\"1065\" height=\"710\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography.jpg 1065w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-960x640.jpg 960w\" sizes=\"(max-width: 1065px) 100vw, 1065px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens in a photography class. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Noblewolf, this freedom reignited her academic self. Far from doing nothing with her days (a common fear when discussing free choice for high school students), she dove into classes on everything from French to drama.\u003c/p>\n\u003cp>“My time was occupied in a way I was comfortable with, but at the same time, I had more time to explore my interests,” she said.\u003c/p>\n\u003cp>She spent more time outside, her relationship with her family improved and she started taking community college classes. She became interested with linguistics and wrote a long research paper on language roots and etymology. No formal paper was required, but she got excited about what she was discovering.\u003c/p>\n\u003cp>Noblewolf isn’t the only one with a story like this. \u003ca href=\"http://northstarteens.org/about/testimonials/\" target=\"_blank\">Teens like her across the country\u003c/a> are struggling to get through school, unaware that there are other options, believing that school is a shared but hated experience that everyone must get through until their real lives can start. Of course, there are also teens who love school and thrive there. Other kids don’t get much out of school academically, but enjoy the social interactions, sports and the feeling of being a “normal kid.”\u003c/p>\n\u003cp>But how many, like Noblewolf, are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/\" target=\"_blank\">suffering through at the expense of their mental health\u003c/a>?\u003c/p>\n\u003cp>“Choosing not to go to school is a big deal; it’s terrifying,” said Ken Danford, executive director of North Star. “Something like North Star helps them embrace it.”\u003c/p>\n\u003cp>Danford started the center almost 20 years ago after a short career as a public middle school teacher. The history he taught just didn’t seem important next to the apparent unhappiness of the students he saw. So he quit and started North Star. He sees it as the helping hand that some parents need to choose a different path from traditional school.\u003c/p>\n\u003cp>“Everyone wants their kids to succeed in school; everyone is trying to make it work,” Danford said.\u003c/p>\n\u003cp>Often it takes years for parents and their kids to give up on the system, and along the way there can be a lot of blame and pain. Families worry that kids can’t learn without school telling them to. New students often worry that when given freedom, they will do nothing, learn nothing. Danford says that almost never happens.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I feel like school can work for people, but it's not a universal fit. There's this mold, and whether you fit or not they're going to try to push you through it.'\u003c/aside>\n\u003cp>It is common, however, for a kid who has been in traditional school for most of his life to show up and do very little for a month or two. He might play video games or sit on his own, refusing to join in activities. That’s fine with Danford. Taking “no” as a legitimate answer from a student is a big part of letting kids take ownership over their own lives. Eventually, though, most kids get bored with playing video games and decide to join something.\u003c/p>\n\u003cp>“The real work is adult relationships with kids,” Danford said. Each North Star teen has a mentor who checks in weekly and helps think through the things he or she wants to achieve. “What’s really happening is that we’re helping kids reorient themselves to the world, to learning in general as a practice, and we’re reorienting them towards adults that are cool, interesting people,” he said.\u003c/p>\n\u003cp>Mentors help kids think of internships or outside resources they might tap for further learning or suggest existing classes or tutorials being offered. North Star operates on a sliding scale membership fee based on need. Some families pay $7,500 for a full membership, meaning their child attends every day. Other kids mix North Star with homeschooling and pay only a partial membership. Danford says they've never turned a kid away who couldn't pay.\u003c/p>\n\u003cfigure id=\"attachment_41550\" class=\"wp-caption aligncenter\" style=\"max-width: 1129px\">\u003cimg class=\"size-full wp-image-41550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/northstar.jpg\" alt=\"North Star teens work on a project in the common area.\" width=\"1129\" height=\"753\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar.jpg 1129w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-960x640.jpg 960w\" sizes=\"(max-width: 1129px) 100vw, 1129px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens work on a project in the common area. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>North Star is not for everyone. Plenty of students have left, deciding they wanted a more “normal” school experience. Others can’t take advantage of what the center offers because they are so distrustful of adults that the mentoring relationship never takes off, according to Danford.\u003c/p>\n\u003cp>“I’m describing a kid who has become so distrustful of adults at school that they can’t get over it and they can’t adjust to the possibility that we want to treat them differently than every other adult has,” Danford said.\u003c/p>\n\u003cp>Below, Jonah Meyer speaks about how and why he acted out in traditional school. He also discusses his path at North Star and his discovery of chemistry as a passion to pursue into college. There's a moment around 9:20 when he describes realizing he could \"do school\" under the right conditions.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/122923022?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Danford’s own two children went to traditional public schools, despite having parents who would have been more than happy to embrace an alternative route. “Even though they like going to school, they don’t see learning as valuable or meaningful,” Danford said. “They like going to school because everyone is there.” He’s willing to let them make that choice for themselves, but thinks they’ve learned a lot more at summer camp than they have in school.\u003c/p>\n\u003cp>“I feel like school can work for people, but it’s not a universal fit,” Noblewolf said. “There’s this mold, and whether you fit or not they’re going to try to push you through it.”\u003c/p>\n\u003cp>In the video below, hear from Ramon Elinevsky, who was among the first members of North Star (then called Pathfinder) when it began in 1996. Now an adult finishing his Ph.D., Elinevsky reflects on his choice to leave school after eighth grade to pursue self-directed learning. Recorded at North Star's Celebration of Self-Directed Learning in April 2011.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/56493224?byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Teens at North Star and other alternative learning centers speak insightfully about how reflection is a bigger part of their learning experience when they choose what to pursue.\u003c/p>\n\u003cp>“A big problem of mine was that high school was seven hours a day, class after class after class, and you have no say in it,” said Sara Webber, a teen now attending the \u003ca href=\"http://princetonlearningcooperative.org/\" target=\"_blank\">Princeton Learning Cooperative\u003c/a>, another center in the \u003ca href=\"http://northstarteens.org/about/a-flagship-for-the-movement/\" target=\"_blank\">Liberated Learners network\u003c/a>.\u003c/p>\n\u003cp>Sara found that in traditional school, her learning didn’t reflect her grade. She learned a lot in some classes where she didn’t do the work and got poor grades, but often had good grades in classes where she hadn’t learned much, which made her doubt the system. She, like Noblewolf, was suffering from social anxiety and was often missing most of her classes while she tried to calm down in the nurse’s office. She’s much happier at Princeton Learning Cooperative.\u003c/p>\n\u003cp>At the cooperative, Sara took an evolutionary biology class that rekindled a middle school interest in marine biology and was able to meet two prominent biologists at Princeton University. She’s discovered a passion for sustainability and started a recycling program that takes almost any waste, from plastic baggies to granola bar wrappers. She’s reading \"Harry Potter\" in French and writing a 30-page paper rhetorically analyzing Chimamanda Ngozi Adichie’s TED talk, \u003ca href=\"https://www.youtube.com/watch?v=hg3umXU_qWc\" target=\"_blank\">“We Should All Be Feminists.”\u003c/a>\u003c/p>\n\u003cp>All these passions are documented and collected in a learning portfolio, similar to what homeschoolers do. Students can use these artifacts to demonstrate work they have done to prospective employers and college admissions officers. And many of these learners have gone on to college if that’s what they wanted. To Danford, allowing teens to start figuring out early on who they are and what makes them tick is the most important thing a center like North Star offers.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Eq1rXdDWXrM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"A network of learning centers is helping families make the difficult decision to remove a struggling child from school in favor of a radically different, self-directed type of education.","status":"publish","parent":0,"modified":1441348498,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/122923022","https://player.vimeo.com/video/56493224","https://www.youtube.com/embed/Eq1rXdDWXrM"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1753},"headData":{"title":"Is School For Everyone? Some Say 'No' | KQED","description":"A network of learning centers is helping families make the difficult decision to remove a struggling child from school in favor of a radically different, self-directed type of education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is School For Everyone? Some Say 'No'","datePublished":"2015-09-04T06:34:58.000Z","dateModified":"2015-09-04T06:34:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41476 http://ww2.kqed.org/mindshift/?p=41476","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/03/is-school-for-everyone-some-say-no/","disqusTitle":"Is School For Everyone? Some Say 'No'","path":"/mindshift/41476/is-school-for-everyone-some-say-no","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Several years ago, few people who knew Hannah Noblewolf would have thought that she would turn out to be an outgoing, articulate, self-assured young woman who has successfully completed her first year at her top-choice college.\u003c/p>\n\u003cp>For years, she struggled with social anxiety, depression and, as a result, school. She had always been bright -- she even skipped fourth grade -- but her intellectual acuity, paired with being younger than her classmates, made her school life deeply unpleasant. Noblewolf comes from a highly educated, upper-middle-class family where academic success was not up for discussion. Neither she nor her parents would ever have believed that dropping out of school would be what was best for her.\u003c/p>\n\u003cp>“I couldn’t get out of bed,” Noblewolf said of her junior year in high school. “I made it to school for a full day maybe twice every two weeks.”\u003c/p>\n\u003cp>Skipping fourth grade because of her academic prowess had put Noblewolf in a toxic social situation. She was bullied for being smart and admits she would intentionally fail advanced placement tests so her classmates wouldn’t make fun of her. By the time she was halfway through high school she had developed Tourette Syndrome and obsessive compulsive disorder. She was extremely unhappy. Then she found \u003ca href=\"http://northstarteens.org/about/how-it-works/\" target=\"_blank\">North Star\u003c/a>, an alternative learning center in Massachusetts that lets teens direct their own learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Choosing not to go to school is a big deal; it’s terrifying.'\u003c/aside>\n\u003cp>“My parents were really nervous; they thought I was ruining my future,” Noblewolf said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>North Star is one of several learning centers around the country that don’t mandate any curriculum and lets teens pick and choose how to spend their time. Each student has an individual mentor and, once a year, each kid gives a presentation on something she’s been working on. But that’s pretty much where the requirements stop. The program doesn’t give out diplomas, so if a student wants to go on to college, which many do, he or she takes the GED and can use a portfolio to demonstrate learning to colleges.\u003c/p>\n\u003cfigure id=\"attachment_41549\" class=\"wp-caption aligncenter\" style=\"max-width: 1065px\">\u003cimg class=\"wp-image-41549 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/photography.jpg\" alt=\"North Star teens in a photography class.\" width=\"1065\" height=\"710\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography.jpg 1065w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/photography-960x640.jpg 960w\" sizes=\"(max-width: 1065px) 100vw, 1065px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens in a photography class. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For Noblewolf, this freedom reignited her academic self. Far from doing nothing with her days (a common fear when discussing free choice for high school students), she dove into classes on everything from French to drama.\u003c/p>\n\u003cp>“My time was occupied in a way I was comfortable with, but at the same time, I had more time to explore my interests,” she said.\u003c/p>\n\u003cp>She spent more time outside, her relationship with her family improved and she started taking community college classes. She became interested with linguistics and wrote a long research paper on language roots and etymology. No formal paper was required, but she got excited about what she was discovering.\u003c/p>\n\u003cp>Noblewolf isn’t the only one with a story like this. \u003ca href=\"http://northstarteens.org/about/testimonials/\" target=\"_blank\">Teens like her across the country\u003c/a> are struggling to get through school, unaware that there are other options, believing that school is a shared but hated experience that everyone must get through until their real lives can start. Of course, there are also teens who love school and thrive there. Other kids don’t get much out of school academically, but enjoy the social interactions, sports and the feeling of being a “normal kid.”\u003c/p>\n\u003cp>But how many, like Noblewolf, are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/05/22/how-schools-can-help-nurture-students-mental-health/\" target=\"_blank\">suffering through at the expense of their mental health\u003c/a>?\u003c/p>\n\u003cp>“Choosing not to go to school is a big deal; it’s terrifying,” said Ken Danford, executive director of North Star. “Something like North Star helps them embrace it.”\u003c/p>\n\u003cp>Danford started the center almost 20 years ago after a short career as a public middle school teacher. The history he taught just didn’t seem important next to the apparent unhappiness of the students he saw. So he quit and started North Star. He sees it as the helping hand that some parents need to choose a different path from traditional school.\u003c/p>\n\u003cp>“Everyone wants their kids to succeed in school; everyone is trying to make it work,” Danford said.\u003c/p>\n\u003cp>Often it takes years for parents and their kids to give up on the system, and along the way there can be a lot of blame and pain. Families worry that kids can’t learn without school telling them to. New students often worry that when given freedom, they will do nothing, learn nothing. Danford says that almost never happens.\u003c/p>\n\u003caside class=\"pullquote alignright\">'I feel like school can work for people, but it's not a universal fit. There's this mold, and whether you fit or not they're going to try to push you through it.'\u003c/aside>\n\u003cp>It is common, however, for a kid who has been in traditional school for most of his life to show up and do very little for a month or two. He might play video games or sit on his own, refusing to join in activities. That’s fine with Danford. Taking “no” as a legitimate answer from a student is a big part of letting kids take ownership over their own lives. Eventually, though, most kids get bored with playing video games and decide to join something.\u003c/p>\n\u003cp>“The real work is adult relationships with kids,” Danford said. Each North Star teen has a mentor who checks in weekly and helps think through the things he or she wants to achieve. “What’s really happening is that we’re helping kids reorient themselves to the world, to learning in general as a practice, and we’re reorienting them towards adults that are cool, interesting people,” he said.\u003c/p>\n\u003cp>Mentors help kids think of internships or outside resources they might tap for further learning or suggest existing classes or tutorials being offered. North Star operates on a sliding scale membership fee based on need. Some families pay $7,500 for a full membership, meaning their child attends every day. Other kids mix North Star with homeschooling and pay only a partial membership. Danford says they've never turned a kid away who couldn't pay.\u003c/p>\n\u003cfigure id=\"attachment_41550\" class=\"wp-caption aligncenter\" style=\"max-width: 1129px\">\u003cimg class=\"size-full wp-image-41550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/08/northstar.jpg\" alt=\"North Star teens work on a project in the common area.\" width=\"1129\" height=\"753\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar.jpg 1129w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/08/northstar-960x640.jpg 960w\" sizes=\"(max-width: 1129px) 100vw, 1129px\">\u003cfigcaption class=\"wp-caption-text\">North Star teens work on a project in the common area. \u003ccite>(Mauricio Abascal/Courtesy North Star)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>North Star is not for everyone. Plenty of students have left, deciding they wanted a more “normal” school experience. Others can’t take advantage of what the center offers because they are so distrustful of adults that the mentoring relationship never takes off, according to Danford.\u003c/p>\n\u003cp>“I’m describing a kid who has become so distrustful of adults at school that they can’t get over it and they can’t adjust to the possibility that we want to treat them differently than every other adult has,” Danford said.\u003c/p>\n\u003cp>Below, Jonah Meyer speaks about how and why he acted out in traditional school. He also discusses his path at North Star and his discovery of chemistry as a passion to pursue into college. There's a moment around 9:20 when he describes realizing he could \"do school\" under the right conditions.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/122923022?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Danford’s own two children went to traditional public schools, despite having parents who would have been more than happy to embrace an alternative route. “Even though they like going to school, they don’t see learning as valuable or meaningful,” Danford said. “They like going to school because everyone is there.” He’s willing to let them make that choice for themselves, but thinks they’ve learned a lot more at summer camp than they have in school.\u003c/p>\n\u003cp>“I feel like school can work for people, but it’s not a universal fit,” Noblewolf said. “There’s this mold, and whether you fit or not they’re going to try to push you through it.”\u003c/p>\n\u003cp>In the video below, hear from Ramon Elinevsky, who was among the first members of North Star (then called Pathfinder) when it began in 1996. Now an adult finishing his Ph.D., Elinevsky reflects on his choice to leave school after eighth grade to pursue self-directed learning. Recorded at North Star's Celebration of Self-Directed Learning in April 2011.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/56493224?byline=0&portrait=0\" width=\"640\" height=\"480\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Teens at North Star and other alternative learning centers speak insightfully about how reflection is a bigger part of their learning experience when they choose what to pursue.\u003c/p>\n\u003cp>“A big problem of mine was that high school was seven hours a day, class after class after class, and you have no say in it,” said Sara Webber, a teen now attending the \u003ca href=\"http://princetonlearningcooperative.org/\" target=\"_blank\">Princeton Learning Cooperative\u003c/a>, another center in the \u003ca href=\"http://northstarteens.org/about/a-flagship-for-the-movement/\" target=\"_blank\">Liberated Learners network\u003c/a>.\u003c/p>\n\u003cp>Sara found that in traditional school, her learning didn’t reflect her grade. She learned a lot in some classes where she didn’t do the work and got poor grades, but often had good grades in classes where she hadn’t learned much, which made her doubt the system. She, like Noblewolf, was suffering from social anxiety and was often missing most of her classes while she tried to calm down in the nurse’s office. She’s much happier at Princeton Learning Cooperative.\u003c/p>\n\u003cp>At the cooperative, Sara took an evolutionary biology class that rekindled a middle school interest in marine biology and was able to meet two prominent biologists at Princeton University. She’s discovered a passion for sustainability and started a recycling program that takes almost any waste, from plastic baggies to granola bar wrappers. She’s reading \"Harry Potter\" in French and writing a 30-page paper rhetorically analyzing Chimamanda Ngozi Adichie’s TED talk, \u003ca href=\"https://www.youtube.com/watch?v=hg3umXU_qWc\" target=\"_blank\">“We Should All Be Feminists.”\u003c/a>\u003c/p>\n\u003cp>All these passions are documented and collected in a learning portfolio, similar to what homeschoolers do. Students can use these artifacts to demonstrate work they have done to prospective employers and college admissions officers. And many of these learners have gone on to college if that’s what they wanted. To Danford, allowing teens to start figuring out early on who they are and what makes them tick is the most important thing a center like North Star offers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Eq1rXdDWXrM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41476/is-school-for-everyone-some-say-no","authors":["234"],"categories":["mindshift_192","mindshift_193","mindshift_20874"],"tags":["mindshift_20879","mindshift_20889","mindshift_20784","mindshift_1040","mindshift_289","mindshift_20865","mindshift_20718"],"featImg":"mindshift_41494","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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