FACULTY AND ADMINISTRATOR INTERVIEWS

Interview Summary

What makes ASMSA special?

§ “Beyond academics – children that come here find their people, find their community that they identify with, that they can grow into, that helps them mature, that allows them to be themselves. That’s the most lasting impact.”

§ “Scale helps make us special in that we can get bigger, but we are at the point where each faculty can get to know the students individually beyond the surface level. This allows them to go above and beyond. This is seen as the norm – not an anomaly. The same can be said about the staff. It’s a wonderful place to work because of its size, we can work closely together to administer positive impacts across campus to all our students.

§ High percentage of students that go on to get Master’s degrees

§ Cross connections in curriculum, including research that is often at the Master’s level

§ It’s not uncommon for students to thank the teachers for preparing them for college in a level that they would not have gotten elsewhere.

§ Students learn time management, emotional maturity, academic capacity, and general preparedness

§ Unique student body from all over the state, different backgrounds and POV.

§ Different classes that one might not get at a normal high school experience (ex: Infectious Diseases Throughout History, which is an interdisciplinary history and biology course)

§ Residential and college prep aspects

§ Kids often say “you’re so much better than my teacher back home ”

§ Research projects, not science projects

§ Kids know and understand that learning is so important

§ Faculty. Teachers love the idea of working with students for the STEM Pathways program

§ An environment where faculty is encouraged to bounce ideas off each other

§ They learn to thrive as human beings and no matter the vehicle, these students grow and thrive here

Why do you choose to work here?

§ “I came from a university setting, and this school has ruined me for any other regular public school. I don’t have to deal with the typical public-school stuff. I’m surrounded by people that want to be here – both students and staff. The support staff are wonderful. You’re not going to get this in another public school.”

§ Faculty autonomy: Teachers are free to teach how they see fit.

§ “It feels like community college again. Being in contact with students and staff constantly, we’re able to collaborate and build relationships in a strong way. This makes for a great environment for students. Creative and new ways to train our students are encouraged.”

§ “I have nightmares about teaching anywhere else.”

§ While working at another public school, at the end of the year, this instructor would realize that his students hadn’t learned anything because he was too busy dealing with discipline and breaking up fights. Students had to be corralled before they could be taught. Students here are focused on learning. He is able to actually teach and deliver learning materials. They want to learn, so it makes his job much more enjoyable. “It’s spoiled me.”

§ “I feel respected here, not like a babysitter.”

§ “A student’s phone went off in class the other day – he quickly looked at it, silenced, and put it away. This would not have happened in other schools. I hear from teachers that phone management is a huge part of their days.”

§ Students, parents, and teachers all have perfect buy-in.

How are ASMSA students different from other Arkansas high school students?

§ They typically have very accepting and tolerable personalities.

§ The kids want to be at ASMSA.

§ Not dealing with weapons or fights or general bad stuff

§ “We’ve created a culture where it is not a competition to them. We don’t even rank our students. They tend to pull each other forward and pull each other up. They come here with a seriousness of purpose that is uncommon. They aspire. They’re ambitious and they want to be challenged and discover the best version of themselves.”

§ “The college prep for academics, but also for the living and learning aspect. They have to live with someone on campus. They go to college better prepared for those interpersonal relationships that most kids struggle with their first year in college. They go in better prepared to deal with conflict, personalities. They generally have a very accepting personality anyway. They give people a chance.”

§ “I came from a university setting, so ASMSA was my first foray into a public high school. I won’t be willing to go to another public high school. The kids want to be here. We have few behavioral issues. We deal with stuff like being late to class or not cleaning their room. We don’t deal with weapons or fights. I get to make a difference in their lives on a very personal level. I’m surrounded by people who want to help. It’s not just collaborative for the kids but also for the staff.”

§ “Kids who were bullied at their home school are often the most popular kids here. Students are very accepting of each other. Personality differences are simply accepted, and as a result, kids that come to our school don’t get bullied and are free to be themselves.”

Beyond students and families, who is impacted by ASMSA?

§ Central Avenue historic district businesses

§ Dominos – students spend a lot of money on pizza. General food industry in Hot Springs because dinner is served at 5:30. So between the hours of 7 pm and 10 pm students want additional food. Doesn’t matter how good the food is, the kids will want something else.

§ Outside organizations we work with, such as Hot Springs National Park.

§ Students inspire other people.

What is the nature of the relationship with the City of Hot Springs?

§ Community is generally mixed about ASMSA. Many on historic row offer 10% discount on their retail. The further out you go, the less likely people even know they exist. The Greater Hot Springs Chamber of Commerce is happy knowing the financial impact of ASMSA. Same with high-ranking city officials. It’s yet another attraction for Hot Springs.

§ “Despite our marketing efforts, it’s amazing that many in the state don’t even know the school exists.”

§ Several staff members are involved in city-wide service organizations – like Rotary Club and Leadership Hot Springs – and nobody has anything bad to say. Most times people are interested and asking questions.

Where do you see ASMSA five years from now?

§ “Broadly speaking, continuously considering different types of programming and how to reach students. We just started admitting sophomores.”

§ Discussions of possible virtual program.

§ Would like to have another 50 or 60 students on campus, with current capacity at 250.

§ With the hospital coming down soon, we will be constantly thinking about more housing and facilities planning. We see the school being able to expand current offerings, as well as increase student enrollment, with expansion of the campus.

§ “I hope it continues to grow, touch lives, and create amazing opportunities for all the various groups it serves. In my nine years the school has expanded and added programs, moving from an old digital learning model to a new teacher training model. We will continue to rise and find needs and meet them.”

How do students contribute to the Hot Springs community?

§ Before COVID, ASMSA had senior work service with non-profits, museums, etc. Haven’t started it up again, but there are student groups that volunteer: National Honor Society, Beta Club, etc.

§ MLK Day of Service

§ Lots of impact to teachers across the state – STEM Pathways

§ Computer science program that Gov. Hutchinson developed would not have been possible without the teaching staff at ASMSA.

§ Working with Hot Springs High School on athletics

§ Training institute for research for undergrads

§ Many students make a club to follow their interests, and do the volunteer work without being required

Why were the arts added to the school’s curriculum several years ago?

§ Was informally part of the school prior to an official change made by then Governor Mike Huckabee

§ Hired music instructors and as a result the music program has become the envy of music directors statewide

§ “So many of our students have immense art talent. So many carry around sketch books. All the teachers seem to be very enthused about the addition of the arts curricula.”

§ “We’ve lost quite a few kids in the past by not having a robust band or art program, but now we’re starting to see a positive change in the type of student we’re getting.”

Parent Interviews

Interview Summary

What makes ASMSA special?

§ Difference in the culture of their home school and ASMSA At ASMSA everybody cares and so does he. A niece who also attended ASMSA said, looking back, the graduates from her home school are in difficult situations while her classmates from ASMSA are in great situations.

§ Daughter was bored. She skipped a couple grades because she was too smart and bored. One of her teachers in 3rd grade told the parent that the only place for her was ASMSA.

§ “You are the five people you’re with the most.” This is one of the most important things for your kids in their formative years. It springboards them into life.

Why did you choose ASMSA for your child?

§ It’s seen as the smart school. Only academically inclined students go there. Totally different mindset.

§ Son was ADD and dyslexic and wondered whether he could handle the rigor of the school. For him it was a lot more transformative than the daughter, who was already on a high achievement path.

§ When son was in 2nd grade and having so many problems, parents would cry at PTO meetings, but when he was able to perform right alongside the highest achieving students in the entire state, it’s really a great experience for them. Totally blew them away. Didn’t expect them to be set up to deal with disability to the level in which they did. Completely changed his life.

What do they get at ASMSA that they couldn't get at their home high school?

§ Uninterrupted classes and an environment that everyone wants to learn. Now the child has to do work that challenges her and she’s earning towards something bigger (college).

§ “It’s all about environment. Everyone wants to learn and that’s what makes the difference.”

§ Daughter went to one of the top elementary schools in the country (in Hot Springs) and when she got to middle school, kids were throwing chairs and having discipline problems constantly. Very surprised by this given the school is one of the top performers in the state.

How are ASMSA students different from other AR high school students?

§ Prepares the students in a way that they can be independent. ASMSA is like training to succeed beyond high school. Diverse in skills.

§ “Kids have an unlimited future at ASMSA. But when she got out of ASMSA, she went straight to university and was seeing a whole different world. She took a gap year in Germany with another ASMSA student as juniors with all expenses paid. Now she’s in Fayetteville with a fullride scholarship ”

§ A real springboard. ASMSA is geared toward college. The school expects that.

§ One student in the daughter’s class went to the Peace Corps right after graduation.

How did you feel about the boarding aspect when considering ASMSA?

§ “It was easy for us. My daughter was always like a little adult.”

§ “My daughter started at 13 so it was a little harder for us. ”

Who is impacted by ASMSA?

§ Brings a lifeblood to downtown. The community is considered by some to be a retirement community, so ASMSA brings a real youthfulness to Hot Springs

§ Most teachers here are from other cities, almost more like a college professor type model. New people all the time coming in.

Do you have other children? Will/Did they attend ASMSA?

§ Has 5th grader and wants him to go to ASMSA, but he currently wants to do his own thing.

§ When they’re interviewing for acceptance, one of the questions administration is trying to determine is whether it’s the student who wants to go or is it the parents wanting them to go.

Were either of your students particularly drawn to the arts piece?

§ “Yes, that’s the only thing my daughter was interested in. She’s always loved to write. She wants to be an author or journalist. She’s into Spanish even though she is French. So, she is bi-literate and bi-lingual. That’s her main focus.”

§ Son was an engineering type, daughter is an artist. She’s also fluent in four languages and learning a couple more. Art was never seen as a career path, but it is seen as an intellectual path. She took computer components – took some chicken wire and built a person-like robot that ended up being on display in the Governor’s mansion.

Impact Analysis Glossary of Terms

1. Capital

Capital is expenses paid by industries and establishments to obtain capital equipment and complete construction.

2. Commodity

A commodity is a product or service. It may be produced by one or by many industries. Commodity output represents the total output of the product or service, regardless of the industry that produced it. If an industry and the commodity produced by the industry have the same name, the commodity is considered to be the primary product of that industry. Any other commodity produced by that industry is a secondary product of that industry.

3. Direct Effects

Direct effects measure the change in final demand of directly impacted industries. It is a series (or single) of production changes or expenses made by producers/consumers as a result of an activity or policy.

4. Economic Impact Modeling

Economic Impact Modeling is software, data or a technique that allows for tracing spending through an economy and measuring the collective effects of that spending. The need for an economic impact analysis is normally triggered by an economic event, catastrophe, change in government policy, justification for funding, or as needed for planning.

5. Employee Compensation

Employee Compensation in IMPLAN is the total payroll cost of the employee paid by the employer. This includes wage and salary, all benefits (e.g., health, retirement) and payroll taxes (both sides of social security, unemployment taxes, etc.).

6.

Event Year

The year that changes in Final Demand occur.

7.

Gross Domestic Product

GDP by industry is the contribution of each private industry and of government to the national output, or GDP. An industry's GDP, or its "value added," is equal to its gross output (which consists of sales or receipts and other operating income, commodity taxes, and inventory change) minus its intermediate inputs (which consist of energy, raw materials, semi-finished goods, and services that are purchased from domestic industries or from foreign sources). It can also be measured as the sum of incomes related to production, such as wages and salary accruals and gross operating surplus. GRP measures the same components at the regional, rather than the national, level.

8. General Sales Tax

General sales taxes consist of all general taxes levied at one stage only (e.g. manufacturing or wholesale or retail) plus multi-stage cumulative taxes (also known as cascade taxes) where tax is levied each time a transaction takes place without any deduction for tax paid on inputs.

9. IMPLAN Sector

IMPLAN’s current sector scheme includes 536 sectors based on the Bureau of Economic Analysis’ latest Benchmark Input-Output Study. This scheme is similar to a six-digit NAICS for manufacturing sectors, but is more aggregated for service sectors.

10. Input-Output Analysis

A type of applied economic analysis that tracks the interdependence among various producing and consuming sectors of an economy. It measures the relationship between a given set of demands for final goods and services and the inputs required to satisfy those demands.

11. Indirect Effects

The impact of business-to-business spending that occurs when local industries buy goods and services from other local industries.

12. Induced Effects

The response by an economy to an initial change (direct effect) that occurs through consumer spending of employment income. This recognizes that labor income (employee compensation and proprietor income components of value added) is recirculated through household spending, causing further local economic activity.

13. Intermediate Expenditures

Purchases of non-durable goods and services such as energy, materials, and purchased services that are used for the production of other goods and services rather than for final consumption. These inputs are sometimes referred to as current-account expenditures. They do not include any capital-account purchases, nor do they include the inputs from the primary factors of production (capital and labor) that are components of value added.

14. Labor Income

All forms of employment income, including Employee Compensation (wages and benefits) and Proprietor Income.

15. Local Purchase Percentage

The amount purchases of goods and services that are made within the defined analysis geography (Study Area).

16. Multipliers

Total production requirements within the Study Area for every unit of production sold to Final Demand. Multipliers may be constructed for output, employment, and every component of Value Added.

17. NAICS

North American Industry Classification System. A system of industrial classification developed and used by the United States, Canada, and Mexico for grouping establishments by similarity of production process.

18. Output

Output represents the value of industry production. These are annual production estimates for the year of the data set and are in producer prices. For manufacturers this would be sales plus/minus change in inventory. For service sectors production = sales. For Retail and wholesale trade, output = gross margin and not gross sales. For further detail, please see the Output Illustration at the end of this glossary.

19. Personal Consumption Expenditures

National income and product accounts final-demand component for purchases by the household sector. In addition to showing what households spend, it also includes the current operating expenses of nonprofits that primarily serve households.

20. Sales Taxes

Taxes that are generally imposed by state and local governments as a percentage of the commodity's price. General sales taxes are typically shown separately on sales receipts and are typically levied as a standard percentage of the commodity's price. They include sales taxes collected by retail establishments, by wholesalers, and by service establishments. Selective sales taxes are imposed on a specific commodity at a percentage that differs from that of the general sales tax. They include taxes on motor fuels, tobacco products, alcoholic beverages, public utilities, meals, hotel occupancy, and amusements.

21. Social Accounts

A set of annually derived values for a Study Area that show its non-industry transactions (payments made between households and households, households and governments, etc.).

22. Taxes on Production & Imports

This component includes sales and excise taxes, customs duties, property taxes, motor vehicle licenses, severance taxes, other taxes, and special assessments. It excludes most non-tax payments, and as the name indicates, subsidies are netted out.

23. Value Added

The difference between an industry's or an establishment's total output and the cost of its intermediate inputs, value added consists of compensation of employees, taxes on production and imports less subsidies and gross operating surplus. Gross value added is the value of output less the value of intermediate consumption and is a measure of the contribution to GDP/GRP made by an individual producer, industry or sector.

Employee Compensation: Total income to the labor factor of production. Total cost of labor including wages & salaries, other labor related income like health and retirement benefits and both employee and employer contributions to social insurance.

Proprietor Income: Total income to a sole proprietor or self-employed “employee”.

Other Property Income: A.K.A. Gross Operational Surplus. All money collected by an industry that isn’t paid into the operations of the company. This would include profits, capital consumption allowance, payments for rent, royalties & interest income.

Tax on Production & Imports: (Sales tax, property tax, custom duties, and other taxes and fees) less government subsidies.

Intermediate Expenditures: Repeating everyday materials required to make a final product.