Making the Grade
A special publication • Saturday, March 1, 2025
Confidence, character and endless possibilities The
If you want a school where your child can explore their passions with confidence, Berkshire School might be the perfect fit.
REALIZING PASSIONS
With students from 30 states and 35 countries, Berkshire unites unique backgrounds and perspectives under one roof. “We have students from around the world, and that sets the stage for some of the magic that happens at Berkshire” says Allison Letourneau, Director of Admission, Assistant Coach for Varsity Track & Field and a proud Berkshire alum.
This environment helps Berkshire students find their place in the community and understand what excites them most — whether that’s trying a new sport, stepping onto the stage or tackling a challenging academic subject, Berkshire students explore an expanse of opportunities and evolve in ways they never imagined.
“Berkshire students have the support to take risks and grow,” Letourneau explains. “When I arrived at Berkshire, I wasn’t the big fish in a small pond anymore, but by senior year, I had completely changed how I saw myself.”
Berkshire School experience
CHARACTER-DRIVEN FOCUS
Families often ask what matters most in applications; however, Berkshire looks at a multitude of ways to learn about a student and their potential.
“One of the biggest things we look for is character. We look for students who are genuine and excited,” Letourneau shares. “It’s not just about grades or test scores. We seek students eager to contribute, challenge themselves and support peers in any environment.”
COMMITTED FACULTY
Another aspect of Berkshire is the close relationships between students and faculty. “It’s not unusual for teachers to eat with students in the cafeteria or see them cheering on the sidelines at a game,” said Letourneau. Teachers at Berkshire are more than educators — they’re mentors, coaches and advocates, creating a network of support that lasts far beyond graduation.
EASING FINANCIAL BARRIERS
Berkshire ensures finances never block a great education for families.
“We offer need-based financial aid, so every student has the resources they need to succeed,” Letourneau explains. With $6.2 million in aid annually, Berkshire provides opportunities like weekly stipends, laptops, and travel support, so students can fully immerse themselves.
REAL WORLD LEARNING
For students looking to go beyond traditional learning, Berkshire offers some unique programs. One standout is the advanced math and science research program, where students design their own research projects and work with on-staff scientists. “The results from these students often rival college-level work,” Letourneau notes.
ARTS, ATHLETICS AND BEYOND
Opportunities at Berkshire extend beyond the classroom. The performing arts program puts on incredible theater productions and musical performances, while the campus art gallery regularly showcases student artwork. And for sports enthusiasts, the athletics program offers 17 sports at the varsity, junior varsity
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and thirds level. These extracurriculars help foster self-confidence, leadership skills and a commitment to others.
And these experiences aren’t limited to the Berkshire community, they are open to the general public. “The local community is always welcome to come out and support our students at games and performances,” Letourneau adds.
LIMITLESS EDUCATION
The best part about Berkshire? There are no limits to what students can achieve.
“At Berkshire, students don’t feel like they have to pick just one thing. They can explore everything they’re interested in and really go for it,” Letourneau explains. Whether stepping into leadership roles, pursuing creative passions or pushing athletic boundaries, students at Berkshire are empowered to become the best versions of themselves.
Ready to discover how Berkshire can help your child explore their full potential? Visit berkshireschool.org to learn more about the incredible opportunities that await. SPONSORED CONTENT
Come see a wide variety of artwork by a member of Berkshire’s fac ulty in “Palimpsest: Works by Glen Seelenbrandt.”
T hrough March 8. Monday–Sa tur day, 8:30 am–5 pm The Warr en Family G allery, The Kennar d Visual Arts C ent er
S
A more intima te production, our spring play often f ea tures one-acts or shows perf ormed in a black box thea ter space
May 9 & 10 a t 7:30 pm Allen Thea t er
Sh owca si
Berkshire’s chamber music ensemble p e r fo r m s various clas sical pieces.
May 2 a t 7:30 pm The Berk shir e Hall Atrium
Instilling a love of learning … for life.
Berkshire School is a co-ed, college preparatory boarding and day school for 430 ninth–12th graders and post-graduates. Advanced sections and AP offerings in all disciplines with an average size of 12 and a student-to-faculty ratio of 4:1. Students are encouraged to learn, in the words of the School motto, “not just for school, but for life ”
Pittsfield’s school construction project gains state eligibility
By GreG Sukiennik
The Berkshire Eagle
Pittsfield’s proposal for a new elementary school on the West Street campus of John C. Crosby Elementary School was among 22 projects recently approved for eligibility by the Massachusetts School Building Authority board of directors.
The proposed school would replace Crosby Elementary, built 62 years ago as a junior high school, and Silvio O. Conte Community School, a facility with outdated infrastructure. If completed, it would mark the first new elementary school in Pittsfield in half a century.
The next step is a feasibility study, with costs shared by the city and MSBA, to assess the project’s scope and financial feasibility. The process
Superintendent Joseph Curtis said the project could serve as a catalyst for a broader reconfiguration of Pittsfield’s schools. Under the proposed plan, the district would establish:
• Elementary schools (grades K-4)
• A lower middle school (grades 5-6)
• An upper middle school (grades 7-8)
Curtis highlighted the importance of modern facilities in enhancing student learning, calling the MSBA’s approval a “critical step” in the city’s efforts to provide a better educational environment.
OUTDATED SCHOOL BUILDINGS
Both Crosby and Conte have signifi-
cant infrastructure issues that make learning challenging. Crosby, originally built for grades 7-9 during the baby boom, has deteriorating features, including asbestos-lined window casements that cannot be repaired. Meanwhile, Conte, like Morning-
side Community School, was constructed with an open floor plan — a concept that has since proven problematic due to excessive classroom noise and lack of privacy.
Mayor Peter Marchetti acknowledged the long road ahead but praised the MSBA’s decision as a crucial first step in shaping the future of Pittsfield’s public schools.
COMMUNITY SUPPORT, HISTORICAL CONTEXT
State Rep. Tricia Farley-Bouvier called the project personally important, noting that the Crosby school district serves some of the highestneeds students in the state. She assured the MSBA board that city leaders are committed to addressing not only infrastructure concerns but also the district’s evolving educational needs.
Unlike Reid and Herberg middle schools and five elementary schools
— which received state-funded upgrades in the 1990s and early 2000s — Crosby, Conte, and Morningside were left out of that renovation effort.
The Crosby school site carries historical significance, as it was donated to the city by John C. Crosby, a former U.S. Congressman and Pittsfield mayor, under the condition that it remain an educational facility.
NEXT STEPS, ADDITIONAL PROJECTS
While Pittsfield moves forward with its feasibility study, Lenox Memorial Middle and High School also received MSBA eligibility for an addition, signaling continued regional efforts to modernize educational infrastructure.
With broad community support, Pittsfield officials see this project as a pivotal moment for reshaping the city’s public school system, ensuring students have access to a modern, effective learning environment for years to come.
STEPHANIE ZOLLSHAN — THE BERKSHIRE EAGLE
John C. Crosby Elementary School opened as a junior high school 62 years ago. The Massachusetts School Building Authority has approved Pittsfield’s eligibility to move forward with plans to replace the school and Conte Community School with a new building.
Monument Mountain Regional High School project moves forward with three-story building plan
By HeatHer Bellow
The Berkshire Eagle
The School Building Subcommittee for Monument Mountain Regional High School voted recently to move forward with constructing a new three-story building at the same location.
Here’s what you need to know:
THE CONSIDERATIONS
The decision follows months of deliberation and eliminates the possibilities of a two-story new build or a renovation/addition.
A renovation option was ruled out due to the disruption a projected fouryear construction phase would cause, and it would yield minimal cost savings.
The three-story plan was chosen for its cost-effectiveness compared to the two-story alternative. Also, the threestory plan received support from faculty in a straw poll.
Voters in the three towns — Great Barrington, Stockbridge and West Stockbridge — will ultimately decide the project’s fate in a referendum this fall. If approved, construction would begin in 2027, with completion targeted for 2029.
DOLLARS AND CENTS
The estimated cost of the project stands at approximately $99.3 million if a general contractor is hired or $109.5 million if the district opts for a construction manager. State reimbursement is expected to cover around $53.5 million of the total cost. However, project costs are subject to change as planning continues.
The estimated tax impact is significant. Great Barrington homeowners would see an increase of about $800 annually ($67 per month), Stockbridge taxpayers would pay an additional $1,000 per year, and West Stockbridge residents would face around $923 in yearly increases.
SCHOOL BUILDING UPDATE
A rendering presented by DiNisco Designs shows the new, three-story option for Monument Mountain Regional High School. Route 7 is in the foreground.
Pittsfield Middle School Restructuring Committee proposes grade-level split to improve education
By Maryjane williaMS
The Berkshire Eagle
After months of research, discussion and community input, the Pittsfield Public Schools Middle School Restructuring Committee recommends a restructuring plan that would divide the district’s middle schools into two distinct grade-level programs. One school would serve fifth and sixth graders, while the other would house seventh and eighth graders.
The goal of this restructuring is to create a more cohesive and intentional learning environment while also allowing the district to introduce universal pre-K programming by the 2026-27 school year. “The restructuring should result in a cohesive, forward-thinking middle school experience that supports both academic and personal growth,” said committee member and district parent Sarah Muil.
The recommendation does not specify which middle school — Herberg or Reid — should house each grade span. However, it is part of a broader effort to address concerns
about academic performance, as both schools currently require state intervention due to low standardized test scores and participation rates.
Here’s what you need to know:
GRADE-LEVEL RESTRUCTURING
The proposed shift aims to be fully implemented by 2026-27, but the committee also suggested a phased approach, potentially keeping fifth graders in elementary schools for an additional year while moving sixth graders to one middle school and seventh and eighth graders to another by 2025-26.
“This phased approach allows for careful implementation, providing time to assess progress and make necessary adjustments,” Muil explained.
Additionally, the fifth and sixthgrade program will follow a more elementary-style model, providing younger students with a supportive transition into middle school.
ENHANCED ACADEMIC PROGRAMMING
The plan emphasizes innovation in education, with recommendations to refine and expand personalized learn-
ing models such as co-teaching, project-based learning, and restorative practices.
“Whether we move kids in schools or not, if we don’t address the academic rigor and what’s happening in the school system, currently, it’s not going to matter,” Muil said.
The restructuring would also introduce nontraditional scheduling, allowing for more flexible time blocks and deeper dives into subject material. Personal instructional blocks would be incorporated to provide tailored support and enrichment, ensuring students receive individualized learning experiences.
EARLY COLLEGE AND CAREER READINESS
The committee proposes offering seventh and eighth-grade students credit-bearing courses and handson career exploration opportunities. These experiences would help students develop essential skills and see the relevance of their education before transitioning into high school.
“Early exposure to credit-bearing and career-oriented coursework will not only help students see the rele-
vance of their education, but will also better prepare them for their transition into high school,” Muil said.
ACADEMIC SUPPORT AND RETENTION POLICIES
The committee also calls for a revision of the district’s retention policies, shifting the focus to academic mastery rather than social promotion. The plan includes timely interventions to help struggling students catch up before moving to the next grade level.
“By integrating co-teaching, project-based learning, and nontraditional schedules, we can create a more dynamic and responsive educational system,” Muil said.
NEXT STEPS
The Pittsfield School Committee was expected to review the proposal on February 12, with public hearings scheduled to gather community input. Superintendent Joseph Curtis emphasized that the restructuring plan will be subject to further deliberation before a final decision is made.
STEPHANIE ZOLLSHAN — THE BERKSHIRE EAGLE
John T. Reid Middle School is one of two middle schools in the Pittsfield Public Schools; the other middle school is Herberg.
State education board weighs cellphone restrictions in schools, citing local authority and student needs
SaM DrySDale State House News Service
Massachusetts Attorney General Andrea Campbell has a plan to restrict cellphone use in schools, but state education officials are struggling with how far such regulations should go. At a recent Board of Education meeting, the officials emphasized that while limiting cellphone access could reduce classroom distractions, the ultimate decision lies with local school districts.
Campbell’s initiative includes a “Cell Phones and Social Media in Schools Toolkit” designed to help districts create policies that minimize student phone use. She has also cofiled a bill with state lawmakers that seeks to implement “bell-to-bell” restrictions — keeping phones stored or locked away throughout the school day. A number of Berkshire County schools have a version of the “bell-tobell” policy along with some limited windows of cellphone use in place.
PROPOSED MODELS FOR CELLPHONE USE
Campbell’s toolkit outlines three approaches schools could take:
1. Bell-to-bell restriction: Phones are stored or locked away when students arrive and remain inaccessible until the end of the day.
2. Off and away: Students turn off phones and store them out of sight in backpacks, lockers, or designated classroom areas.
3. Limited use: Students may use phones only during specific times, such as lunch.
Interim Education Commissioner Russell Johnston expressed support for reducing phone distractions but repeatedly emphasized that local school districts should have final say in developing policies. He noted that many educators had asked for clearer guidelines, saying, “A cellphone-free classroom allows students to focus on learning in a less distracted manner.”
However, Johnston also acknowledged concerns about student safety and accessibility, particularly in emergencies.
CONCERNS OVER IMPLEMENTATION AND EQUITY
Board members raised concerns about how strict cellphone restrictions might affect vulnerable student populations. Vice Chair Matt Hills and member Dálida Rocha pointed out that immigrant students may rely on phones for safety, especially in light of federal immigration policies.
“In this moment where immigrant children are feeling unsafe, and if they want to keep their phone with them in case of ICE … that disciplinary action can also lead them to this school-to-deportation pipeline,” Rocha warned.
Additionally, some students require phones for medical reasons, such as monitoring diabetes with mobile apps. Board member Ericka Fisher voiced privacy concerns, arguing that allowing only certain students to keep phones could publicly disclose medical conditions.
Johnston acknowledged these issues but reiterated that districts must tailor policies to their unique student
populations. He also noted that a consistent school-wide policy could help educators avoid power struggles with students.
EMERGENCY COMMUNICATION AND PARENTAL CONCERNS
The AG’s toolkit addresses parental concerns about reaching students by recommending that families contact the school office rather than texting their children during the school day. It also argues that student phone use during emergencies could spread misinformation, disrupt safety instructions, and interfere with emergency response efforts.
NEXT STEPS FOR SCHOOLS
As the discussion continues, school districts will decide whether to adopt Campbell’s recommendations or modify them to fit local needs. The debate highlights the tension between reducing distractions and maintaining student accessibility, safety, and equity.
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School districts prepare to protect immigrant, refugee students in federal crackdown
By GreG Sukiennik The Berkshire Eagle
Public school leaders across Massachusetts, including in Berkshire County, are taking proactive steps to reassure families that immigrant and refugee children will remain safe at school, even as the federal government intensifies deportation efforts.
This includes the implementation of clear protocols for handling Immigration and Customs Enforcement (ICE) visits, ensuring that school personnel understand their legal obligations and how to protect student privacy.
PITTSFIELD SCHOOLS ESTABLISH ICE PROTOCOLS
Pittsfield Superintendent Joseph Curtis informed district families that all school administrators, secretaries, counselors and bus personnel have received detailed guidance on responding to ICE officers who may arrive at schools or approach buses.
While no ICE presence has been reported at Pittsfield schools as of early February, Curtis said that the procedures are in place as a precaution.
The district’s response plan is based on guidance issued by Massachusetts Attorney General Andrea Joy Campbell, which advises districts on both responding to an ICE visit and planning for students who may be unable to return home safely.
The guidance encourages schools to:
• Protect student privacy and handle all inquiries in accordance with legal requirements
• Ensure that enrollment policies do not discourage immigrant families from enrolling their children
• Provide emotional and logistical support for students experiencing increased anxiety
• Prepare for cases where a parent or guardian is detained, ensuring students have updated emergency contact and pick-up information
OTHER DISTRICTS FOLLOW SUIT
North Adams Public Schools and the Central Berkshire Regional School District have also taken steps to reassure families, publishing statements on their websites affirming their commitment to student safety.
North Adams Superintendent Barbara Malkas stated that if ICE visits a
school, staff are required to immediately contact the superintendent’s office, which will then seek legal counsel to review any warrant.
Additionally, Malkas stressed that no student information will be released without explicit parental consent or a detailed, judge-signed warrant. School personnel have been instructed to remain respectful when interacting with law enforcement but to strictly follow legal protocols.
Central Berkshire Superintendent Leslie Blake-Davis reported receiving multiple inquiries from concerned families and assured them that the district would adhere to all state recommendations and communicate directly with families if a situation arises.
PROTECTING ENROLLMENT RIGHTS
The Massachusetts Attorney General’s office reiterated that federal and state laws require schools to enroll all school-aged children, regardless of immigration status.
To ensure immigrant families are not discouraged from enrolling, districts have been advised to:
• Limit the type of documents collected to verify age and residence, avoiding unnecessary requests for passports, visas or Social Security numbers
• Provide multiple ways to verify residency rather than requiring a narrow set of documents
• Update emergency contact policies so that students have authorized caretakers in case a parent or guardian is detained
The AG’s office also warned that collecting certain immigration-related documents could create data security risks and unintentionally deter enrollment.
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How students can prepare for standardized tests
Standardized tests remain a significant part of the academic experience for millions of students at all grade levels. Though many colleges and universities no longer require the SAT or ACT for admission, experts note that many of those schools still value such tests and how applicants who choose to take them perform. Students who want to take standardized tests can take various steps to ensure they do their best and make the decision to take the tests work to their advantage.
• Prepare as if you’re taking the test early. It’s never too early for high school students to begin thinking about college. Students who plan to take standardized tests like the SAT and ACT are often urged to do so in their junior year of high school. Such a timeline affords students ample time to retest if they feel they can improve their scores. Though sophomore year might seem early to start preparing for the SAT and ACT, it’s the perfect time to do so for students who plan to take the test in the first half of their junior year. This gives them ample time to find a tutor or test preparation program so they can perform their best.
• Utilize preparation services. Standardized tests carry a lot of weight, even at schools that no longer require them, so professional test preparation services can be a good investment. Parents can work with their children to find a tutor or preparation program in advance of their scheduled testing date. Some programs are lengthier and more intensive than others, but fami-
lies can identify which type of program can most benefit the student. Some students may just need a post-summer refresher, while others may benefit from a more intensive program.
• Look for free programs and resources. A student’s school may offer a free test preparation program as testing season draws closer. In addition, books on preparing for tests may be available for free at your local library. In the latter example, parents and students should confirm that any preparation guidebooks are up-to-date. Testing has changed significantly over the years, so students won’t want to be looking over prep materials that no longer reflect modern tests.
• Take practice tests. Practice tests can be invaluable. Such tests can indicate where students are strong and any areas they should seek to improve. Students who have a tutor or are enrolled in a test prep program can go over their practice test results with their tutor or instructor to identify areas for improvement and strategies to perform better when the tests count.
• Time your practice tests. Standardized tests like the SAT and ACT are timed. Students can prepare for that by taking timed practice tests. The more acclimated students become to testing situations, the better they’re likely to perform. Standardized tests can put pressure on students. One of the ways students can alleviate that pressure is to prepare for tests in advance so they’re as comfortable as possible on the day of the test.
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Key caveats color Massachusetts’ bestin-nation test scores
SaM DrySDale State House News Service
Massachusetts students performed the best in the nation in 2024 on a test known as “the nation’s report card” — though they still remain far behind their pre-pandemic peers.
Bay State students received the highest numeric score of any state on all four National Assessment of Education Progress tests, fourth and eighth grade math and reading. But both here and across the nation, the scores show students are still struggling with pandemic-related learning losses, especially in reading.
Average math scores for Massachusetts fourth graders are almost back to what fourth graders scored in 2019, before COVID-19, and are significantly higher than the average for the rest of the country. There’s still a lot of ground to make up in 8th grade math scores, however, before they’re back to pre-pandemic levels.
National assessment of educational progress scores 2024
Here’s how Massachusetts and comparable states performed on the National Assessment of Education Progress in 2019, 2022 and 2024:
Fourth and eighth graders both trailed pre-pandemic classes in reading scores, though they lead among their peers in other states in 2024.
The scores show a continued gap in scores between more affluent white students and Black and Latino students, low-income learners, and those with disabilities.
“While today’s results are not quite where we want them to be, we want to be number one for all students, there is a recognition of the work to get there,” Education Secretary Patrick Tutwiler said on Wednesday. He added, “Progress is slow, but with with administration’s investments... prioritization of early literacy learning and strengthening of our public schools, we’re building a foundation to go fast. Our fourth grade math scores are back to pre-pandemic levels, while nationally, gaps have increased, they did not here. And we have work to do, but they are not getting worse.”
How reading affects children
Early childhood is a critical time for personal development. During this period, many intellectual, physical and emotional changes are taking place in a child’s body at a rapid pace. Parents want to give their children the best opportunities for success in life, and encouraging children to read is one of the ways they can help youngsters develop intellectual and emotional maturity.
Data from the Adolescent Brain and Cognitive Development project, an American national cohort study with more than 10,000 participants across different ethnicities and varying socioeconomic statuses, found that reading for pleasure in early childhood was linked with better scores on comprehension cognition assessments and better educational attainment in young adolescence. It also correlated to fewer mental health problems and less time spent on electronic devices.
Reading is a learned activity, and reading early on with a child is a bonding activity between caregiver and child. The Arnold Palmer Hospital for Children says reading has the potential to increase academic achievement by improving vocabulary and learning comprehension. Interactive
reading also helps increase mental imagery and language processing.
It’s important to note that reading can positively affect the body physically as well. Children may experience less stress by reading, as reading is thought to be even more calming than listening to music or even taking a walk.
In a study published in the journal Psychological Medicine, researchers in the UK and China found that 12 hours of reading a week was the optimal time linked to improved brain structure and good brain health. When researchers examined brain scans from those who had been reading from an early age, the scans showed moderately larger total brain areas and volumes, including in regions of the brain responsible for roles in critical cognitive functions.
“It’s widely accepted that [reading] inspires creativity, increases empathy and reduces stress,” says professor Barbara Sahakian from the University of Cambridge. Reading is a skill that children should begin to enjoy at an early age. Parents can introduce reading to their children by reading to them, and then supporting children’s efforts at independent reading.
Tips to help students choose a college major
Millions of students attend college after high school. The Education Data Initiative says there were 18,939,568 people enrolled in colleges in the United States in 2023.
At some point in their pursuit of post-secondary education, students will need to choose a major. Choosing a major can be challenging for students who have various interests and/or did well in multiple subjects in high school. The good news is that once a major is chosen, it isn’t set in stone. Many students change their majors as they are exposed to different coursework in college. Here are a few ideas for choosing a major.
• Don’t be pressured by family. Some students simply choose “the family business” route and select the same school and major as one or both of their parents. Make this a well-informed choice that considers various aspects and not just what Mom or Dad do for a living.
• Select a subject you enjoy. You do not want to be slugging through the next four or more years of school studying topics that bore you. Avoid potential burnout by choosing a major that interests you and offers a future.
• Research a related industry. Investigate which jobs have higher rates of openings and compare other factors like earning potential. While the goal is not simply to select the major that will lead to a job with the highest earning potential, you should consider majors that will lead to jobs that are stable and offer growth potential.
The U.S. Bureau of Labor Statistics is a good start for data. It currently
lists wind turbine service technicians and nurse practitioners as the fastestgrowing occupations.
• Determine how rigorous coursework will be. Some majors feature more rigorous coursework than others. If you know that marathon study sessions and lots of research or writing projects are going to lead to extensive stress, it is probably best to consider another course of study. Indiana University Bloomington determined the most difficult majors based on the average time students spent per week preparing included architecture, chemical engineering and aeronautical engineering. Public relations, communications and criminal justice were among the less demanding majors, though it’s important to note that excelling in any course of study requires hard work and commitment.
• Check in with your academic advisor. Academic advisors can guide you by offering career assessment quizzes and going over your grades. Such assessments may reveal skills that align well with certain fields of study.
• Delay the decision. If you truly do not know what you want to study, enroll in school undeclared. This will give you a chance to explore some general education “core” classes and feel out a school before making a larger commitment. Typically colleges will require a declaration of major by the end of sophomore year to allow enough time for completing that major’s required courses. When choosing a major, students should weigh various factors to find a course of study that suits their interests and career goals.
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Parental involvment is a key factor in students’ performance
Success in school can carry over to successful experiences later in life. That underscores the benefits of developing skills in the classroom. Students learn in their own way, and at times there may need to overcome various obstacles.
The job of education does not fully fall on educators and administrators. Education begins at home. Research has found that kids benefit significantly when parents and other caregivers are strongly involved in a child’s education. A 2020 study published in the Journal of Prevention and Intervention in the Community found that parental involvement in a child’s education is associated with improved academic performance. Specifically, children whose parents are more involved in their educations have higher levels of academic performance than children whose parents were not as involved.
A 2005 study from researchers at the Johns Hopkins University Center of School, Family and Community Partnerships showed that school practices that encourage families to
support their students’ math learning at home led to higher percentages of students scoring at or above proficiency on standardized math tests. Additional research indicates the benefits also extend to other subjects and areas of learning, including language comprehension and expressive language skills. With so much to gain from parental involvement in students’ educations, parents can embrace these strategies to get more involved. • Develop a partnership with the teacher. Open communication with the teacher(s) can help parents stay up-to-date on what is going on in the classroom and learn early on where a student may need extra support. Then parents can offer extra guidance if it is feasible, or look into an experienced tutor.
• Be firm but supportive. Too much academic pressure may cause a child to pull back or even test boundaries, and that can lead to students falling behind in school. Parents must find the right level of involvement and guide their kids without sounding like good grades are “make or break” the relationship.
• Attend school functions. Parents can go to open houses, back-to-school nights, conferences, and other events held at school to show support and interest in their children’s education. Involved parents also build schoolbased networks this way, which can be called upon if their student needs additional support in the future.
• Establish a schedule at home. Students can benefit from a schedule, with regular bedtime, homework time and opportunities to relax. Knowing what to expect and when to expect it can take some of the stress out of learning and studying, according to Nemours health. Parents working in concert with schools and their children can lead to better academic outcomes.
Master the college essay
Aspiring college students can expect to do a lot of writing as they travel down the path to college admissions. Many schools require applicants to submit an essay or personal statement. Some schools may have an entire list of separate writing prompts that need to be answered. For example, Princeton University requires five supplemental pieces of writing: one of up to 500 words, one that is up to 250 words, and three short responses of up to 50 words, in addition to an essay that is a mandatory component of the standard application. Princeton also requires applicants submit a graded written paper.
It is never too early for high school students to begin thinking about the college essay experience and start formulating ideas about topics they would like to cover. A vast array of schools utilize the Common Application to receive student applications.
The Common Application offers a full set of essay prompts (which remained unchanged for the 2023-2024 academic year) to spark thought. An example of one prompt was: “Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?”
Students also have the option to share an essay of their choice.
Essay writing is important. The essay should be original and genuine, and applicants can use it to share their voice. Some additional essaywriting tips also can help students stand out.
• Choose a topic that is consistent
with your authentic self. Select a topic that is consequential and shares much about who you are as a person.
• Avoid line after line that seems pulled out of a thesaurus. Rather, choose words you might use in general conversation.
• Write about something that is important to you that had a meaningful impact on your life.
• Making an admissions officer laugh is a rare feat, and it’s generally best to avoid using one-liners or clichés when writing an admissions essay. However, those who feel that levity is needed and humor indicates who they are as a person can weave it in carefully.
• The essay is not a place to list your awards and accomplishments, particularly if they are mentioned elsewhere on the application.
• Write a strong opening that draws in the reader. Many admissions personnel are reading scores of essays per day. To ensure they get through yours, you’ll need to command their attention.
• Answer the prompt accordingly. Avoid incorporating previously written pieces into what the essay prompt is asking. Start fresh on each prompt.
• Always proofread and edit, then do it again. Colleges want to see that you can write and that you have command of spelling and grammar.
• Make sure you stick to the recommended length. Essay writing is something that high school students will do with greater frequency as they begin applying to college.
METRO CREATIVE GRAPHICS
METRO CREATIVE GRAPHICS
New England High School Journalism Collaborative accepting applications for summer journalism program
The New England High School Journalism Collaborative will host an all-expense-paid summer workshop, from June 21 to 28, for students interested in journalism.
The program is intended for students who are from traditionally underserved populations. Some preference is given to current juniors and seniors in high school.
Students will work out of a newsroom at Simmons University in Boston and learn to report, write, edit for a newspaper and produce multimedia projects for a website. They will be assigned stories, do interviews, and will be exposed to working on a deadline to create their own newspaper.
The New England Newspaper and Press Association will be assisting with the application process. Application guidelines are as follows:
• Only students who attend high school in the New England states are eligible.
• Only students currently in high school may apply, including grad-
uating seniors. The program is not accepting students who have already taken part in the program.
• Students must be recommended by a teacher.
• A letter of recommendation from the sponsoring teacher must accompany the application.
• A transcript from the school with
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*In person or vir tual
MA State-C ertified, Spanish TEFL C ertified, ESL www.polyglotprose.com amy@polyglotprose.com 413.281.0310
the student’s most recent grades must accompany the application.
• An essay of no more than 500 words must accompany the application. The applicant can write about why they should be selected to participate in this program or how writing has helped the applicant explore and understand a problem in their life.
• Students will need to upload a headshot.
• Applicants will receive an email confirming the receipt of their application with a link to a Dropbox folder to upload the required documents (letter of recommendation, transcript, personal essay, and headshot).
To apply, visit nehsjc.org/summerworkshop.
If you have problems using the form or uploading documents, you should email students@nenpa.com.
The deadline for applications is Friday, April 4. Students will be notified of their status by the end of April.
This program was established by the late Carole C. Remick more than 38 years ago. For more information, visit caroleremickfoundation.org.
If there are additional questions or if the applicant needs special accommodations to submit information, email Leah Lamson, NEHSJC managing director, at leah@nehsjc.org.
branchesschooloftheberkshires.org branchesschooloftheberkshires@gmail.com
OUR MISSION
To use the evidence-based practice of Applied Behavior Analysis to teach new skills, decrease challenging behaviors, and promote an increase of independence to improve the overall quality of life for each and every one of our students.
OUR VISION
To provide scientifically validated interventions for individuals with Autism Spectrum Disorder in order to enhance their quality of life, help them reach their fullpotential, and become valuable members of society WHY CHOOSE US?
Evidence-based Dedicated Educators
Individualized Programming Parent Involvement FOR MORE INFORMATION
413-842-5300
10 Lyman Street, Pittsfield
Daniel Pearl Berkshire Scholarship now open to regional applicants
The Daniel Pearl Berkshire Scholarship was established in 2003, with major support from The Berkshire Eagle, the North Adams Transcript and friends of Daniel Pearl, to benefit Berkshire-area students who intend to major in journalism or music. The award program is administered by the Daniel Pearl Berkshire Scholarship Committee.
Daniel Pearl was a reporter for The Wall Street Journal who was kidnapped and killed, at the age of 38, by terrorists in Pakistan early in 2002. He began his career with stints as a reporter at both the Transcript and The Eagle between 1986 and 1990, after graduating from Stanford University. He joined The Wall Street Journal in 1990, and worked in its Atlanta, Washington, London and Paris bureaus.
In 2000, he was appointed chief of The Journal’s South Asia Bureau in Bombay, India. At the time of his death, Pearl had been seeking an interview with a shadowy Islamic leader to obtain information about terrorist organizations in Pakistan. Those who promised to arrange the interview instead kidnapped and killed him.
While Pearl’s career was in journalism, he was a gifted musician, trained as a classical violinist. He also played guitar and mandolin, and while living in the Berkshires he performed in a bluegrass band.
ELIGIBILITY
To be eligible for the 2025 award, you must meet one of the following educational qualifications, and the Berkshire area residence requirement below.
• You will graduate from high school in 2025 and plan to enter your first year of higher education in the fall of 2025.
• You graduated from high school in 2023 or 2024 and deferred college enrollment for one or two “gap” years, but plan to enter your first year of college in the fall of 2025.
• You plan to enter college in the fall of 2025 following a period of active military service.
Graduates of any public or private high school may qualify, as long as they meet the following residence requirement: The applicant must have maintained home residence during his or her entire senior year in high school within the circulation and news coverage area of The Berkshire Eagle. That area is defined as and limited to:
• All towns in Berkshire County, Massachusetts;
• Canaan, Conn.;
• Pownal, Readsboro and Stamford, Vt.; and
• Canaan, New Lebanon, Berlin, Stephentown, N.Y.
Residents of this geographic area who attended a school elsewhere (for example, a private school) also qualify.
AWARDS
The award is competitive, and will be given at the discretion of the committee to a single student who exhibits a strong interest in the pursuit of education and a career either in music or journalism, and has a meritorious record of academic and community achievement while in high school. Applications will be reviewed by the committee with those criteria in mind.
The fund makes an annual award of $2,000. Note: The scholarship award may be subject to revocation if the recipient substantially alters his or her intent to study and pursue a career in journalism or music prior to firstyear enrollment. In addition to the college scholarship, the fund donates $500 to the Berkshire Music School to assist in tuition for a student with financial need.
DEADLINE
All applications must be received by the Committee by midnight, Monday, April 21, 2025.
TO APPLY
Complete and submit the online application form and all attachments. Visit qrs.ly/foginyz or berkshireeagle.com/site/daniel_pearl_berkshire_scholarship.html to apply. One may also scan the QR code associated with this news article.
It is the applicant’s responsibility to ensure that the online application form and all attachments are completed by the deadline date — the committee will send no notification of missing materials. Please be sure
to upload the following attachments:
• A certified transcript of high school grades
• Two letters of recommendation, one from a recent teacher and one from a counselor, community leader or employer
• A typed or printed essay, the requirements for which are described in the application form
• Evidence of acceptance to an accredited college or university offering a course of study focused on journalism or music.
REVIEW PROCESS
Applications will be reviewed by the Daniel Pearl Berkshire Scholarship Advisory Committee, which is composed of Berkshire residents with journalism backgrounds: Ruth Bass, Daniel Bellow, William Densmore, Deborah DiMassimo and Judith Storie.
PAST WINNERS
2003: Kathryn E. Anderson, Pittsfield, Mass. (Pittsfield High School, Harvard University)
2004: Luke C. Massery, Pittsfield, Mass. (Pittsfield High School, Eastman School of Music)
2005: Thomas J. Buchte, Sheffield, Mass. (Mt. Everett Regional, University of Southern California)
2006: Linnéa K. Clark, Washington, Mass. (Miss Hall’s School, Yale University)
2007: Brian F. Mastroianni, Adams, Mass. (Hoosac Valley High School, Brown University)
2008: Samantha deManbey, Sandisfield, Mass. (Monument Mountain Re-
gional High School; Fitchburg State College)
2009: Elizabeth Murray, Adams, Mass. (Hoosac Valley High School, St. Michael’s College)
2010: Patrick W. Madden, Williamstown, Mass. (Mt. Greylock Regional High School, Brown University
2011: Zachary S. Robarge, Pittsfield, Mass. (Pittsfield High School, University of Massachusetts)
2012: Naomi LaChance, Williamstown, Mass. (Mount Greylock Regional High School, Bard College)
2013: Kate Robarge, Pittsfield, Mass. (Pittsfield High School, University of Massachusetts, Amherst)
2014: Connor Wotkowicz, Adams, Mass. (Hoosac Valley High School, Boston College
2015: Hannah Lynn Cohen, Lee, Mass. (Monument Mountain Regional High School, Boston University)
2016: Sydney Claire King, Lenox Dale, Mass. (Lenox Memorial High School, McGill University)
2017: Carli Scolforo, Pittsfield, Mass. (Taconic High School, Sienna College)
2018: Noah Hochfelder, Pittsfield, Mass. (Lenox Memorial High School, Middlebury College)
2019: Brierley Lloyd, Falls Village, Conn. (Housatonic Valley Regional High School, Endicott College)
2020: Owen Tucker-Smith, Williamstown, Mass. (Mount Greylock Regional High School, Yale University)
2021: Emma Kostyun, Pittsfield, Mass. (Pittsfield High School, University of New Hampshire)
2022: Joseph Weinbert, Richmond, Mass. (Pittsfield High School, The Juilliard School, New York)
2023: Geivens Dextra, Pittsfield, Mass. (Pittsfield High School, University of Massachusetts)
2024: Benjamin Gross, West Stockbridge, Mass. (Monument Mountain Regional High School, Syracuse University)
QUESTIONS
Contact Adrianna Fox at 413-496-6226 or afox@berkshireeagle.com with questions.
If you would like to make a donation to the fund, please make your check payable to Daniel Pearl Berkshire Scholarship and send it to Adrianna Fox, The Berkshire Eagle, 75 South Church Street, Pittsfield, MA 01201. Donations are tax deductible; the fund is operated under the fiscal umbrella of The Eagle Santa Fund, a qualified 501(c)3 charitable foundation.
DANIEL PEARL FOUNDATION PHOTO Journalist and musician Daniel Pearl
What are the key functions of the Education Department, which Trump is moving to dismantle
SCHOOL FUNDING PROVIDED BY DOE
The Trump administration is hoping to drastically shrink the Education Department, using an executive order now in the works.
Here’s what to know about the Education Department and its potential future:
WHAT THE DEPARTMENT DOES
The department has 4,400 employees, according to a federal grants website. It is responsible for the $1.6 trillion federal student loan program and a range of grants for K-12 schools.
In addition, the department runs achievement tests dubbed the Nation’s Report Card and collects statistics on enrollment, staffing and crime in schools. It enforces civil rights laws that bar discrimination in federally funded schools on the basis of race, sex and other factors.
States and school districts, not the federal Education Department, set curriculums. That runs counter to Trump’s repeated call to send education “back to the states,” as it already mostly resides there. Since the department was created in 1979, Republicans have periodically advocated abolishing it, starting with President Ronald Reagan. Taking office in 1981, he immediately sought to eliminate the department established during the tenure of his Democratic predecessor, and tried again after his first attempt failed.
The department does not run the Head Start preschool program, which is housed at the Department of Health and Human Services.
The Food and Nutrition Service at the U.S. Department of Agriculture — not Education — handles school meals.
Education administers federal education grant programs. The biggest programs for K-12 schools are:
• The $18.4 billion Title I program that provides supplemental funding to high-poverty K-12 schools.
• The $15.5 billion program that helps cover the cost of education for students with disabilities.
WHY TRUMP NEEDS CONGRESS TO ELIMINATE IT
Trump’s expected executive order would not shut down the department. The Education Department was created by Congress, and only Congress can eliminate it.
Such congressional action is unlikely, people in both parties say. Legislation would require a supermajority of 60 votes to pass in the Senate, meaning at least seven Democrats would need to support the plan, which observers say is inconceivable.
IMPACT ON STUDENT LOANS
The Education Department runs the $1.6 trillion student loan program — its single biggest mission. Theoretically, the federal government could drastically reduce the department’s role in student borrowing.
More likely, another governmental or quasi-governmental agency would take on the responsibility if the Education Department were eliminated.
CREATION OF THE DEPARTMENT
The federal government’s role in education grew after World War II, when it increased spending. One of the ways spending increased was through the GI Bill, which provided millions of military veterans with educational benefits such as free college
tuition. The passage of civil rights legislation gave the federal government new powers to ensure schools do not discriminate against students on the basis of race or sex.
The Education Department was created by an act of Congress in 1979, under President Jimmy Carter.
Initially, Education was part of the Department of Health, Education and Welfare. That department was then
divided into the Department of Education and the Department of Health and Human Services.
The new Education Department began operations in May 1980, tasked by Congress with “ensuring access to equal educational opportunity for every individual,” supporting states’ education efforts, and funding research to improve “the quality and usefulness of education,” among other mandates.
The Washington Post
