Getting a Head Start

First sophomore cohort admitted to ASMSA

Each August brings new faces to ASMSA’s campus as the next class of students moves into the residence hall to begin another academic year. August 2019 was similar except in one way — ASMSA welcomed its first class of sophomores to campus in addition to the incoming juniors.

The inaugural cohort of 20 sophomores is part of a five-year pilot program to grow overall enrollment and expand admission to a small group of students in need of accelerated learning opportunities. The ability to add students beyond high school juniors and seniors was included in updates to ASMSA’s enabling legislation by the Arkansas General Assembly in 2017. The goal in exploring this pathway was to ensure those students were able to receive appropriate academic challenges.

“For years, we’ve had profoundly gifted applicants in a ‘holding pattern’ through their sophomore year as they waited for this opportunity,” said ASMSA Director Corey Alderdice. “For a school such as ASMSA, we believe the emphasis should be placed on student ability and need more so than traditional timelines for learning.”

There were 33 candidates for the 20 early admission spots in the pilot cohort. Early admission requirements included a minimum unweighted GPA of 3.75 and a composite score of 27 or higher on the ACT with a minimum 24 subscore on the English, Math and Reading sections.

From discussions with peer schools in Illinois, Louisiana and Alabama, admitting students as sophomores has several advantages. A three-year experience allows the students to focus on their first year of transition into the school and establish connections with the campus community.

“This helps place a focus on the junior year in which they really begin to access the special parts of the curriculum and research. By senior year, they have an even more robust profile for college admission and scholarships,” Alderdice said.

To help the sophomore class adjust to the rigors of ASMSA, students participated in an eight-week class called “Transitions,” which was created by the Office of Student Success. Bret Vallun, one of the school’s three student success coordinators, led the course.

“The class was developed to increase their academic, career, personal and social growth as well as to get them acclimated to their new environment both academically and residentially,” Vallun said.

Vallun met with the students once a week during a lunch period. The programs covered items such as study skills, selecting a college, financial aid, scholarships, oncampus resources and daily living skills.

The meetings allowed the students to bond with each other as a group. Emma Cavanaugh (’22) said between Transitions and the classes like Sophomore English and Sophomore Chemistry in which they were the only students brought the group closer tougher.

“That really helped strengthen our bonds,” she said. “We were able to help each other out in the classes. Being so close to everyone we held each other accountable and pushed each other. We knew who to go to for help. We knew we had resources that helped us fit together and it wasn’t as intense environment.”

Shawn Chen (’22) said that process began before the students had even made it to campus. They started a group chat on Instagram during the summer to introduce themselves to each other. Getting to know each other so well made it easy to seek help from each other when needed.

“It’s good when you don’t know something that you can ask some of them for help,” he said.

Vallun said he was pleased to see the sophomores build those relationships throughout the Transitions course and the remainder of the school year.

“I think that it was a strong thing to not divide them. We wanted to build a sense of camaraderie and unity amongst them. This was the first class to get through this together. I’m glad to see that happen,” he said.

The way the students built that camaraderie carried through to more than just their classroom experience. They made new friends with junior and senior students. Several became involved in student groups across campus or found other ways to contribute.

“They have a volunteer spirit,” said Stuart Flynn, dean of academic affairs. “They were always interested in helping out. They practiced good attitudes. I use that word purposely as a verb. It’s something that you have to consciously do every day. They were very consistent in their work habits.

“They made positive contributions in every aspect to campus.”

Dr. Rheo Morris, dean of students, said much of the group’s successful first year can be attributed to their character. While some people may have questioned whether sophomores would be able to handle the academic rigors and the social pressures of living away from home a year earlier, the first sophomore cohort proved they could.

“They came in with a different determination from regular incoming juniors,” Morris said. “They came in with a mind-set that they could do this. They transformed their whole attitude. They generally were very positive.

“Even though some may have been concerned that sophomores may not be mature enough, their level of maturity was through the roof. This was something they were waiting for, and they were not going to do anything

to mess it up.” well-positioned to succeed in the classroom. It’s really

That included all of them making through a spring about the discipline that they have developed. From the semester they could not have anticipated. Students very beginning we were hearing from teachers that as a were sent home for remote instruction because of the group they seemed to demonstrate a maturity beyond COVID-19 pandemic in mid-March. The entire cohort their years, and it remained consistent. They showed each maintained their coursework, and all 20 decided to return other empathy, support and kindness.” for their junior year at ASMSA. As returning juniors, they will be able to share their

Kinsey Garofalo (’22) first learned about the school experiences and knowledge with the incoming juniors and from her grandparents who live in Hot Springs. She began the next cohort of sophomores. It will be an opportunity thinking about attending ASMSA while in middle school. for them to serve as leaders and mentors, even if it’s not Once her freshman year arrived, she took a more serious officially a campus leadership position. look at the school with the thought it would better prepare That knowledge will be an important resource for her for college. incoming students, Director Alderdice said.

“A lot of my decision was about college readiness and “The most significant contribution the cohort will classes and seeing what it feels like to live on campus,” make in the coming semester is bringing along the rest Garofalo said. “I also like the community aspect of it and of the Class of 2022 and building a cohesive community. having teachers who are passionate about what they are While the group has built strong relationships among teaching.” themselves, they also understand how critical it is to lay

One of the most important advantages of attending the foundation and guide their peers,” he said. during their Members of this sophomore year at first sophomore ASMSA is that it provides students ‘This group in particular have plugged cohort recognize that as well. an extra year of coursework. The first in so much and are so invested in “Socially, we’ll know the ropes, sophomore cohort worked on finishing ASMSA. These are the kids who are and we’ll be able to communicate with core classes required going to apply to be student leaders, other members of our by the state and ASMSA. The extra and even if they don’t, they will be class,” Cavanaugh said. “They’ll be able year will eventually allow them to take the ones who try to pull everybody to use us a resource. Maybe they will be a broader set of electives in their else along.’ less intimated asking us (than first-year junior and senior students might be years. Dr. Rheo Morris, with seniors). “It will allow them to focus on their Dean of Students, on the spirt of the first “I would have liked to have someone on personal interests,” sophomore cohort to be admitted to ASMSA our level to rely on. It Flynn said. “By the can be intimidating, time they get to be and it will be nice seniors, the hope is to be able to talk to that most of the classes they take will be courses that everyone who will be in our spot — both our fellow juniors inspire their imagination and lay down a foundation for and the new sophomores in the Class of 2023.” future pursuits and aspirations.” Morris said she is proud to see this initial cohort adapt

Chen said he is looking forward to get to take electives so well. that his sending school doesn’t have, such as pottery and “This group in particular have plugged in so much and modern design. Cavanaugh said she is planning to take are so invested in ASMSA. These are the kids who are classes such Infectious Diseases and other biology and going to apply for student leaders, and even if they don’t, science electives she wouldn’t have been able to take they will be the ones who try to pull everybody else along,” before her senior year if at all at her sending school. she said.

“I’m very interested in math and science, especially Flynn agreed saying the will serve as good guides and biology,” she said. “I want to be a doctor, so it’s good to be mentors that they will be reassuring for both groups of able to knock out those prerequisites so I can take courses incoming students. I’m really interested in.” “They won’t offer just vague reassurances but specific

Flynn said one of the personal advantages it will provide information on what to do and not to do. They will be able the cohort is developing good habits such as consistent to instill optimism. They have a community spirit that is discipline, time management and workload management. contagious. If years two through five go as well as year

“They have experienced a full year that included a one, the program would obviously be an unqualified transition to remote instruction” he said. “They are really success,” Flynn said.