Berkshire Eagle Making the Grade 2024

Making

the Grade An annual look at the state of education in Berkshire County

A special publication Saturday, February 24, 2024

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BEN GARVER – THE BERKSHIRE EAGLE

Morningside Community School is one of three outdated West Side schools that have prompted officials to look at a districtwide grade realignment that could result in a new school building project.

PITTSFIELD PUBLIC SCHOOLS

The Berkshire Eagle | BerkshireEagle.com

District building for the future

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By Matt Martinez The Berkshire Eagle

PITTSFIELD – As enrollment fluctuates,

the Pittsfield Public School system asks: what should be done with the city’s schools?

The district is in the midst of a school facilities and district structure study that could result in a shift of grade levels in some buildings, a realignment that will veer away from the current “neighborhood” model and add a whole new facility for the West Side.

The expected changes could take years to materialize, but the process to gather community feedback is currently underway.

A CALL FOR CHANGE ON THE WEST SIDE Administrators began analyzing school buildings after a request from community members to replace Conte Community School and Morningside Community School, two elementary buildings that are considered to be outdated due to their design and a historic lack of maintenance. Crosby Elementary School was soon added into the mix.

The stage was set for an updated building on the West Side.

It soon blossomed into a districtwide analysis and a discussion of how best to use existing resources, Superintendent Joseph Curtis said.

The district alignment has been in place for roughly half a century, he said, and a number of improvements could help enhance the student expe-

rience around the city.

“As the conversation evolved, we really said this is a once in a lifetime opportunity to really do a comprehensive study of our school district,” Curitis said.

The process began this time last year, when the district contracted with DRA Architects in Waltham to conduct the study. Since then, the consultants have assessed each school building to determine its needs, and surveyed staff, students and families about what changes they would like to see.

REALIGNING THE GRADES The survey led to discussions of a reconfiguration of grade levels in pre-existing school buildings to make the best use of available space, as

the district prepares for a decline in enrollment over the next five years, followed by a gradual increase in the subsequent five years.

One of the current proposals would spread the grade levels out evenly so there are about 400 students at each school at the early elementary level, then enrollments of 750 each for grades 5 and 6 and grades 7 and 8.

The reconfigurations will allow the schools to eventually get everyone moved into newer facilities – but it isn’t as easy as just closing the older buildings.

“We can’t just close three buildings … and disperse the students to the five remaining buildings,” Curtis said. “It’s just not possible. And it’s particularly not possible if we want to offer universal pre-K, which is an-

other question on the table.”

RECONFIGURING ATTENDANCE DISTRICTS Another proposal meant to help guide children to new schools would dismantle the system’s current attendance districts.

The current structure basically sends students to the closest place to where they live, split into eight attendance districts across the city.

“I’m going to argue that [has] kept our city very segregated,” Curtis said. “Which I will also argue is not best for our students.”

The newly proposed system would cut the city into thirds, and accordingly send children to larger, more diverse attendance districts.

There would be three districts in total. Each attendance district would

have elementary schools that were partnering with each other, moving away from what has historically been a neighborhood model.

A NEW SCHOOL IN THE SHADOW OF CROSBY One of the key possibilities is construction of a new elementary school for students on the West Side. Curtis estimates that the project will likely cost somewhere between $100 million and $110 million, but said that estimate is likely subject to change.

The recent presentation by district leadership indicates that the proposal will be for a new elementary school built on the campus where Crosby Elementary School is currently located.

This would provide for minimal disruption and could house a wide range

ADMINISTRATORS STILL WANT FEEDBACK In the meantime, Brendan Sheran, project facilitator for the study, said that he is trying to “cast as wide a net as (he) can” to get feedback from people in the school community. Sheran

is currently going to open houses at the district’s middle and high schools to engage visiting families.

He said there would be more community engagement sessions in early March, and Curtis noted that the redistricting study will be a weekly agenda item at upcoming School Committee meetings.

While these proposals are solidifying for the near future, Sheran said that there will be more to come as part of the restructure, and that anyone who has ideas they feel passionately about should reach out.

“There’s a lot of things we’re thinking about as we develop this timeline for this immediate part of the restructure,” Sheran said. “But it’s really a much longer adventure.”

STEPHANIE ZOLLSHAN – THE BERKSHIRE EAGLE

Lidia White sets up her classroom in 2016 at Crosby Elementary School in Pittsfield. Crosby Elementary School is one of three outdated West Side schools that have prompted officials to look at a districtwide grade realignment that could result in a new school building project.

The Berkshire Eagle | BerkshireEagle.com

EAGLE FILE PHOTO

Fifth graders at Morningside Community School work on a science lesson in 2019. Morningside is one of three outdated West Side schools that have prompted officials to look at a districtwide grade realignment that could result in a new school building project.

of grades depending on its size.

The shortest timeline for the new school would see construction begin in 2027 and open in 2028; the longest timeline would delay that process by a year.

Before any project could begin, the district would first need to conduct a feasibility study, assess financing options and sign off on a design for a new building. It needs to submit a Statement of Intent for the new school by April 12 to operate on those timelines.

Making The Grade 2024 | Saturday, February 24, 2024

STEPHANIE ZOLLSHAN – THE BERKSHIRE EAGLE

Classrooms at Morningside Community School, a building that is considered to be outdated due to its design and a historic lack of maintenance.

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Saturday, February 24, 2024 | Making The Grade 2024

EAGLE FILE PHOTO

Monument Mountain Regional High School, built in 1968, will receive a long-overdue rehabilitation or replacement — district officials recently chose an architect and designer for the project.

SCHOOL CONSOLIDATION PROPOSAL

After merger fails, Monument goes it alone

By Heather Bellow

The Berkshire Eagle | BerkshireEagle.com

The Berkshire Eagle

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It appeared a hopeful breakthrough four years ago when two neighboring school districts began merger talks after decades of more informal and sporadic discussions.

But after three years of research and number-crunching – and much hot debating – the talks frayed and voters shot down a consolidation plan.

Now, the Berkshire Hills and Southern Berkshire regional school districts are continuing as they were before. The idea of an eight-town school district was laid to rest, at least, after the effort was made.

Here’s what happened. In 2019 those merger talks were made official with the birth of the 8 Town Regional School District Planning Board. The 24-member panel did a deep-dive into every aspect of both districts and the schools.

With the expertise of educator and consultant Jake Eberwein, the board studied population and economic

trends, transportation routes and costs, as well as a host of other data, and found that student headcounts had been declining and would continue to fall.

With flat state aid and bigger school budgets, the board said, continuing on the same path would further burden rural towns with higher school costs and taxes – the primary driver of merger talks to begin with.

Over time, rural schools hollowed out by shrinking populations would also limit student access to educational programs, according to the board’s research.

The data, the board concluded, pointed to a merger as the best way forward for financial and educational health of the schools, students and South County towns.

The plan placed before voters in all eight towns was to merge the two districts and the two high schools – Mount Everett in Sheffield, and Monument Mountain in Great Barrington. All high school students would attend a freshly overhauled Monument High, under the plan, and

the elementary and middle schools would remain as they are.

Such a move would, the panel said, save at least $1.2 million a year in education costs.

But voters didn’t bite.

Opposition was fierce among residents, parents and officials in the Southern Berkshire towns. Some poked holes in the board’s research and disagreed with their assessments and findings. They feared the loss of what they said is a unique and cherished school culture, particularly at Mount Everett high.

“Our high school is alive,” said Ellen Maggio, a longtime resident whose three adult daughters attended Mount Everett and district schools, speaking at Egremont’s special town meeting before the vote. “We don’t need a new high school. We have a high school.”

Parents also pointed to the benefits of smaller class size. The school community fretted over a loss of control, worrying that education and culture would become Berkshire Hills-centric — wiping out their own.

And they accused those favoring the plan of trying to railroad it in.

Some also alleged that Berkshire Hills only wanted a merger because it would result in more state money for the coming overhaul of Monument Mountain High.

When eight special town meetings came around in October, voters from only one of the Southern Berkshire district’s five towns — Alford — agreed to merge.

After the votes, 8 Town Board Chair Lucy Prashker painted a bleak picture for the future.

“The challenges remain unsolved,” she said. “The challenges of low and declining enrollment, the increasing burdens those declines place on our taxpayers, and, most importantly, the limiting of choices and opportunities for our children.”

Prashker said leaders who opposed the plan should come forward with alternatives.

Alford subsequently flirted with the possibility of joining the Berkshire Hills district, which also includes the towns of Stockbridge and

schools is moving through the Statehouse. Will the state throw some extra money at its struggling schools?

If it does, it might cost at least $60 million a year. That’s the amount needed to plug the spending gap between rural and nonrural school districts — the latter of which get over 12 percent more per student, according to a 2022 report by the state Commission on the Financial Health of Rural School Districts.

That commission’s recommendations include financial incentives for merging schools, as well as an infusion annually of that $60 million plus for a rural school aid fund.

EAGLE FILE PHOTO

Lucy Prashker, chair of the 8 Town Regional School District Planning Board, speaks during the informational forum about the proposed merger between the Southern Berkshire and Berkshire Hills regional school districts. Residents, mostly from Southern Berkshire towns, shot down the plan.

Making The Grade 2024 | Saturday, February 24, 2024

West Stockbridge. Superintendent Peter Dillon said recently that there haven’t been any more discussions with Alford since.

Dillon also said that the plan to renovate or rebuild Monument High is still in motion — district officials recently chose an architect and designer for the Monument project.

Monument, built in 1968, is longoverdue for a rehab.

But the school will be sized only for the district’s three towns — or four, had Alford joined the district — instead of eight.

Once again, rural eyes are turning east to Beacon Hill, where a bill for financial sustainability of rural

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EAGLE FILE PHOTO

Music desks are stored in a hallway at Monument Mountain Regional HIgh School in Great Barrington. Voters last year shot down a proposed merger of Southern Berkshire and Berkshire Hills regional school districts that would have brought Mount Everett High School students to a renovated or rebuilt Monument.

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She found her place in a world of music

By Jane Kaufman The Berkshire Eagle

As a child with a July birthday, Kathryn Andersen Day’s presents were tickets to Tanglewood to see violin soloists.

Among them were Itzhak Perlman, Midori and Joshua Bell. She herself took up the instrument in the third grade at Allendale Elementary School. Her first teacher was Alla Zernitskaya.

By the time she was a senior at Pittsfield High School in 2003, she knew she wanted to pursue a life in music but wasn’t exactly sure of how it would take shape.

Partly inspired by its generous award, she applied for the Daniel Pearl Berkshire Scholarship.

“I don’t think I could have predicted all of the incredible opportunities and memories that would come from the education that I received as made possible by the Daniel Pearl Scholarship,” Day said. It allowed her to

“think bigger, beyond our wonderful life in Pittsfield, to what else was possible.”

Pearl was a reporter for The Transcript and The Berkshire Eagle. He went on to The Wall Street Journal. In 2002, as chief of its South Asia bureau in Bombay, while working on a story about terrorism, he was kidnapped and killed in Pakistan. The scholarship was established the following year, and Day was its first recipient.

In addition to being a journalist, Pearl was trained as a classical violin-

ist. He played guitar and mandolin.

While living in the Berkshires, he performed in a Bluegrass band.

Day was inspired by Pearl’s passion for his work.

“I knew I wanted to find something that made me excited to work and live every day,” she said.

Today, at 38, Day is The Juilliard School’s associate director of K-12 music programs. With a team, she writes and prepares curriculum, traveling globally to work with music teachers and provide professional de-

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Saturday, February 24, 2024 | Making The Grade 2024

DANIEL PEARL BERKSHIRE SCHOLARSHIP

PHOTO BY SCOTT ROTZOLL

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Kathryn Andersen plays for children in Phnom Penh, Cambodia in 2016, at the Cambodian Children’s Fund in her first of three visits.

Kathryn Andersen Day draws on her experience as a young violinist in the Berkshires in her work with music teachers from across the globe today. velopment.

In her work, she frequently draws upon her experience in the Berkshires, starting with Zernitskaya, who imparted a poise and ease in her technique that has allowed her to pursue her passion for the instrument without injury.

bqlp.simons-rock.edu

in Thailand associated with Juilliard, and Day was asked to liaise that engagement.

“And he took a liking as did I,” Day said. “I found myself dressing up on the days when I would meet with him.

And about a year after we first met, he asked me out. A year and a half after that we were engaged.”

On Oct. 26, 2019, Liam Day and Kathryn Andersen married at Mass MoCA with his father officiating. A New York band played.

Now residents of New York City, they are the parents of Hudson, a 3-year-old, whom they bring to Tanglewood, and they’re expecting a second boy in May. Today, as a teacher, Day has certain goals in mind.

“I’m always trying in my work to infuse this curiosity and creativity in students to know more, and to express themselves to their full capacity through music,” Day said.

“And I think it’s certainly something that started with Alla,” she said, referring to her first teacher. “But it’s something that teachers and my experience has continued to develop in me as a musician.”

“If I can help someone plant that seed for younger students who maybe otherwise wouldn’t have access to it, then I’ve been successful in my work.”

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“I wasn’t quite sure what I was going to do,” she said. Her visit included a tour of what she called “the last safety net for children and families of Phnom Penh, the least fortunate of the least fortunate.”

The charity was founded on an old garbage dump, Day said, and “many of these children and families were first found and identified as being in need because they were scavenging.”

She played violin while the children and families had their meal of rice and remembers the kindness among teenagers there as well. Speaking about the experience, Day’s voice catches with emotion.

“The trust and love that these children had for me as a stranger just blew me away,” she said.

That visit imparted a certain perspective on her life.

“I can’t tell you how often I think about that experience, and how fortunate I feel for the life I have and what I’m able to do, mostly through my music, but through all the opportunities I’ve had,” she said. “And I think it really goes back to experiences growing up with the education I’ve had and the work I’ve been able to do through music.”

In 2017, Day met a trumpeter living in Kuala Lumpar, Malaysia. He was invited to play a concert at a school

Making The Grade 2024 | Saturday, February 24, 2024

PHOTO PROVIDED BY KATHRYN ANDERSEN DAY

In her middle school years, Day played with the Pittsfield High School Chamber Orchestra, a commitment that forced her to rehearse prior to starting her own school day.

And in high school, she was named concertmaster of the Empire State Youth Orchestra in Albany, which she took on with some trepidation, “wondering whether you can lead the orchestra the way you think you should and the way you hope you can.” She grew to love the role.

After receiving her bachelor’s degree in music at Harvard College and her master’s in music at The Juilliard School, Day returned to the Berkshires as a Tanglewood Music Fellow for three summers. Performing on those stages, she said, “where I’d grown up envying those who were there, was just an incredible feeling.”

Daytime at Tanglewood was also inspiring: walking across campus, talking and rehearsing with musicians from the Boston Symphony Orchestra, faculty and other fellows.

“I just was so motivated to keep learning and learning more,” she said.

In 2016, Day was in Phnom Penh, Cambodia visiting a Juilliard collaborating school. While there, she was invited to visit the Cambodian Children’s Fund.

G R E AT B A R R I N G T O N , M A S S A C H U S E T T S 9

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Fundraising a lifeline for independent schools

By Clarence Fanto The Berkshire Eagle

As some of the area’s independent schools emerge from severe financial challenges, the role of philanthropy is especially crucial.

Beyond tuition, fundraising remains an increasingly important stimulant for the schools’ operating budgets.

Here are snapshots of the region’s schools that responded to The Eagle’s questions.

GILLIAN JONES — THE BERKSHIRE EAGLE

Current enrollment at Buxton School, a college-prep boarding and day school in Williamstown for grades 9-12, is 52 students, reflecting a decline primarily caused by the COVID-19 pandemic impact and other factors.

MISS HALL’S SCHOOL Founded in 1898 as one of the first girls-only boarding schools in Massachusetts, the Pittsfield has just raised $75.9 million to support female leadership, teaching excellence as well as new programs and buildings on the historic Holmes Road campus.

The “Be Bold” campaign was supported by more than 2,250 donors.

According to an announcement from the school, the funds enable significant investment “in reimagining its academic and student life programs, while also preserving and re-shaping its Frederick Law Olmsted-designed 80-acre campus.”

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THE BUXTON SCHOOL The Williamstown school has successfully resolved recent financial challenges, including a potential land sale to the nearby Clark Art Institute, said Rebecca Wehry, director of development and alumni affairs. Just over $1.8 million was raised in a six-week period last spring. Overall for the fiscal year ending June 30, 2023, the total

was slightly above $2 million.

“A dedicated group of alumni organized a significant percentage of their peers and came together to raise funds to take the place of the Clark partnership offer,” she told The Eagle. “Those alumni continue to be committed to ongoing collaborative fundraising efforts as we build enrollment and ensure long-term financial stability for Buxton.”

Current enrollment at the collegeprep boarding and day school for grades 9-12 is 52 students, reflecting a decline primarily caused by the COVID-19 pandemic impact and “certain policy changes during the previous administration,” Wehry noted. “However, we anticipate a slow but steady increase in enrollment over the next few years as we implement strategies to attract and retain students.”

Last year’s record-breaking fundraising was “largely driven by heightened engagement from our alumni community in response to news regarding the potential land sale to the Clark,” Wehry said. “We are currently in a unique position with our alumni base highly engaged, which has greatly contributed to our fundraising success. The support and involvement of our revamped board will also play a crucial role in developing effective fundraising plans and strategies.”

STEPHANIE ZOLLSHAN — THE BERKSHIRE EAGLE

The Darrow School in New Lebanon, N.Y., was facing a shutdown at the end of the school year due to financial struggles. But supporters rallied to meet a $5 million fundraising target set by the trustees, keeping the school open for at least another year.

“Contributions contribute significantly to our bottom line, providing essential operating funds,” Wehry commented. “As we continue to build upon enrollment, this will continue to hold true.”

Making The Grade 2024 | Saturday, February 24, 2024

“The campaign has empowered us, marking an extraordinary moment in Miss Hall’s School’s collective history,” Head of School Julia Heaton said.

“We have achieved an audacious goal and elevated women’s philanthropy along the way. We have committed to making a life-changing Miss Hall’s education available to more students and to building a truly inclusive, global community.”

The school currently has 192 students in grades 9-12 from 10 U.S. states and 24 countries. Applications are up 11 percent over last year, said David Smith, communications director.

Annual contributions are growing.

“Miss Hall’s is extremely fortunate to have dedicated alums, families, and friends who believe in the school’s mission and who donate generously in support of personalized family tuition, outstanding faculty and the life-changing student experiences,” he said.

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JOIN US ON CAMPUS FOR THESE UPCOMING EVENTS!

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Come see photographs taken across the U.S. and in Wales and Italy in “Beyond Berkshire: Photography by Alex Barnosky ’19.”

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VOCAL CABARET Solos and duets featuring selections from the Great American Songbook.

Through March 2. Monday–Saturday, 8:30 am–5 pm The Warren Family Gallery, The Kennard Visual Arts Center

April 19 at 7:30 pm The Berkshire Hall Atrium

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Showcasing a range of styles from hip-hop and jazz to contemporary, step, and ballet.

Berkshire’s chamber music ensemble performs various classical pieces.

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Instilling a love of learning … for life.

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FROM PAGE 13

BERKSHIRE WALDORF HIGH SCHOOL Outgrowing its cramped quarters in downtown Stockbridge, the school has purchased for renovation and preservation the historic Old Town Hall on the Village Green — a $6.25 million project. At least $4.7 million has been raised so far and a new campaign to close the gap is being launched.

Currently serving 45 students with an average class size of 11, the school is expected to be in its new home in September 2025.

“We are meeting our revenue goals with respect to our operating costs,” said Patrick White, the chief financial officer. “I’ve been struck by the outpouring of support, financial and otherwise, from the community of parents, friends and alumni, as well as from the people of Stockbridge,” said White, also a member of the Select Board.

A record number of applications for this time of year have come in for next fall’s ninth grade, according to Stephen Sagarin, the executive director and faculty chair.

“Fundraising has increased significantly in the past few years,” he noted. “This is partly due to having families that recognize our need

independent high school founded in 1932 now has 102 enrolled students — including about 30 from the Berkshires.

But last month, the board of trustees voted to shut it down after commencement this May because of persistent financial red ink.

An outpouring of donor support yielded $4.1 million in pledges, with an additional $1 million pledged by the end of 2025 or in early 2026, meeting the $5 million target set by the trustees. In a new vote, they approved a reprieve through the 2025-26 school year.

In all, 645 donations came from parents, alumni and friends. The largest gifts came from former students: $2 million from an anonymous donor in two phases, a $500,000 gift and a $150,000 donation.

Head of School Andy Vadnais acknowledged that “sometimes it takes a near-death experience to awaken folks. The fundraising absolutely contributes to our bottom line.”

Future enrollment trends are hard to predict, he said. “Most small tuition-driven schools like Darrow have moved to rolling admissions, which means the admissions cycle never ends. We will be admitting quali-

while enrollment is lower and partly, I believe, because ‘a rising tide floats all boats.’ ” Overall, annual fundraising covers about 10 percent of the school’s operating costs, Sagarin said.

MONTESSORI SCHOOL OF THE BERKSHIRES Currently serving 124 pre-K through eighth grade students, Meagan Ledendecker, the co-founder and director of education, reports that enrollment is growing. “Our Toddler and Children’s House classrooms continue to be full, allowing us to maintain a rolling waiting pool,” she said. “Post-pandemic, we are rebuild-

ing our elementary and adolescent programs, and are seeing a steady increase in inquiries and enrollment in those two programs.”

On average, philanthropy contributes about 10 percent of the operating budget. After hiring a dedicated director of advancement last year, Ledendecker noted, “we have seen growth in fundraising in both participation and giving levels.”

“Maintaining a healthy bottom line is always a challenge for small independent schools,” Ledendecker said.

“We are always appreciative of how alumni, parents and friends are involved in ensuring the school’s financial stability.”

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METRO CREATIVE GRAPHICS

How to Choose a Private School The Berkshire Eagle | BerkshireEagle.com

GREEN SHOOT MEDIA — Selecting the

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ideal educational environment for your child is one of the most significant decisions parents make. While many opt for public schools, others seek a school that aligns with their educational philosophy, boasts smaller class sizes, and offers increased academic rigor.

Private schools often fulfill these demands, with statistics indicating higher success rates and collegeenrollment figures. Additionally, private schools cater to specific religious beliefs and cherished family values.

However, not all private schools are created equal. They may vary in facilities, teacher qualifications, and tuition costs. To aid you in your search for the perfect private school for your child, here are some essential considerations: VALUES Private schools often emphasize instilling a set of values, both through educators and faculty and among the student body. Shared values can be a powerful influence on a child’s development. Begin by identifying a

private school that values the same principles you hold dear.

While it’s crucial to consider whether the school is affiliated with a specific religion or denomination, delve deeper into the extent of religious instruction offered. Some private schools incorporate religious classes and worship services into the curriculum, while others prioritize providing a high-quality secular education with less focus on a particular faith. Some private schools may have no religious affiliation at all.

Remember that values extend beyond written statements. Observe how the school’s employees and students embody these values, and take into account the school’s reputation within the community when making your decision.

STAFF Private schools can have varying staff qualifications. Some may impose stringent credential requirements that exceed those of public schools, while others may have more relaxed education and training prerequisites. Inquire about the teach-

ing staff’s credentials, including their alma maters, degrees, certificates, and ongoing training relevant to the courses they teach.

The school’s reputation can be a valuable indicator of the quality of its teachers and administrators. Seek opinions and feedback from your community to gain insight into the school’s educational staff.

STUDENTS Before finalizing your choice, arrange at least one in-person visit to the private school. Attend classes to observe student behavior and how the school addresses disciplinary matters. Seek input from parents of current or former students to gain insights into any existing student-related concerns.

While no school has perfect students, it’s important to assess how the school handles disciplinary issues, whether through a strict approach or a more relaxed one. Ultimately, you want to ensure your child’s safety and comfort in their learning environment.

OPPORTUNITIES Private school enrollment is often driven by the desire to provide children with enhanced opportunities in life. The specific school you select can significantly influence the opportunities available to your child, from college admissions to extracurricular activities like music and sports.

Inquire about the school’s college acceptance rates and track record in preparing students for prestigious universities. Pay close attention to the current and future extracurricular offerings, such as arts programs, language clubs, and service clubs.

A well-rounded private school with a range of extracurricular activities can expand your child’s options during their middle school and high school years.

By thoroughly evaluating the school’s values, staff, student environment, and opportunities, you’ll be better equipped to make an informed decision about the private school that best suits your child’s needs and aspirations.

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