|
| Adoption Resources |
|
Advertisers |
|
| Back to Schools & Adoption Home Page
| |
 | Choosing Schools - Know Your Child
by Nancy Dashcund |
Know your child. If you can repeat that simple command as you face the decision that places your child in an elementary school, you will be successful.
I was surprised to discover this was a decision at all. When my daughter turned 4, people started asking me whether she would go to public school or not. “Or not?” I asked, “Why wouldn’t she?” My husband and I attended public schools — we realized during our college years that these were particularly “good” schools as we competed successfully with students from different parts of the country, who came from independent and public schools. We purchased our home in a town reputed to have “good” schools. Our daughter had been in preschool and daycare, since both of us worked full time. We were moving ahead — actually looking forward to a time when we wouldn’t have tuition payments, and could start saving for her college tuition. We were naive.
In today’s education arena, there are as many choices as there are flavors of ice cream. Moreover, as adoptive parents, we must realize that our families aren’t “vanilla.” Therein lies the reason making the best choice for our children’s primary education can be daunting, but it is a decision we can make comfortably by focusing on each child — recognizing that those first years of learning are a critical foundation for middle and secondary school success, making the choice important. Even if you are products of independent or public schools and assume, as we did, that your child will go the same route, I encourage you to take the time to peruse the options around you, and make the choice armed with your mantra, “Know your child,” and a logical assessment of what is available.
Having been through this wringer — or almost, I’ve learned a lot about public and independent schools, and sincerely believe one alternative is not better than the other. The choice depends on whom we are educating and what we expect from the process. Recognizing that our children may be best served by a structured, traditional classroom; or a school that has diversity; an alternative approach to learning, such as Montessori, Charter or Waldorf; or adequate special education or talented programs, all depends on what a child needs. Know your child.
For a child with a learning disability or developmental delays, or for a recently adopted older child who may be absorbing English for the first time, public education may have the staff and the programs to mitigate delays or support rapid language acquisition. Often independent schools contract public schools to provide these support services, or they may suggest you hire additional expertise — which can be expensive and literally be the same people used by the public system. If your child has benefited from early intervention, ask the therapists or teachers what they recommend — they typically know a lot about local schools.
On the other hand, if you have a child who is “kindergarten ready” or precocious and talented, you may wonder whether a public school can open those doors to higher learning and challenge. With children like these, independent schools may offer more than a public system can, but not always. Ask parents of your child’s preschool classmates, parents of older children in your neighborhood, or parents in your adoption groups. Remember, however, to listen and apply your mantra. It is easy to be influenced by opinions of others, but they come from other children’s parents — not your child’s.
Independent schools’ tuition is another important factor — public schools will cost far less, but more are depending on fees for enrichment programs and before-and-after school childcare — these costs are often part of a private school’s tuition. So, hold off making a decision based primarily on income and cost. Also, independent schools are likely to have financial aide, especially to encourage diversity in their student populations, and adoptive families may find these excellent opportunities for their children.
Independent schools can be selective and typically have open houses, provide opportunities to visit, and will “screen” or test children whose parents apply for admission. When applying or investigating independent schools, visit more than once, and try to observe the school in action. Visualize your child in that environment — consider the admission process, and the school’s philosophy and expectations — not for one year, but for the span of the school’s curriculum. Recognize your expectations, as well. Can you afford this option, and if so, is it the best one for your child? Compare the programs to your public schools. Are there significant differences or are you paying for the selected population? Will that make a positive difference in your child’s experience? If it will, go for it.
Alternatives found in independent schools are nontraditional educational approaches such as Montessori, which facilitates learning through active exploration and Montessori materials in mixed grade classrooms. This is but one alternative that works for children who need activity or hands-on stimulation, who are independent and self-motivated, or who need to progress at an individual pace. Similarly Waldorf schools have an approach that focuses on the humanities and holistic education — both use a founder’s name but can be different in the way the school implements the method. This is true for charter schools, which are public alternatives in many areas and use lotteries to select students, plus have more stringent requirements and flexibility to use alternative approaches. So here again, research is important and so is the mantra.
Schools operated by religious groups are also “independent” schools and typically accept students who are not of the same faith. Christian and Catholic schools are alternatives in many communities and are less costly than private schools. As with all education, each school is different — some may have strong religious curriculum, others mild.
On the public school option, the diversity in approach depends on location, state, and how strongly the district has embraced recent federal mandates in the “No Child Left Behind” congressional act. I learned by experience that public schools vary as much as independent schools do — even in a district. Knowing your child is as important — just because it’s “the system” doesn’t mean you have to accept what appears to be the general practice. Schools today are focusing much more on individuals, and parents, as a result, are expected to be involved and advocate for their children. As in any situation, squeaky wheels often get attention, and many parents do not realize how important this is in public education. I was astounded to discover in the district where I live that many parents lobby for particular teachers, based on knowing their children and the teaching styles of various teachers.
There are two keys to comparing and contrasting schools: how the school determines grade level or placement and class size. These two factors are two of the three parts to making a sound decision; by now you know the third. Age is often the primary determiner in public education, whereas private or independent schools often group by ability, even in traditional curricula. Screening and testing is considered part of independent schools’ entrance requirements, although many public schools also screen for kindergarten readiness. Many schools stress social and emotional readiness in early years, while some will place a child based on academic achievement. This is a tricky determination, and one that you need to think about long term. Think about how old your child will be when he or she is in middle school. Will she be a year or two younger and at puberty, will that be as positive as being able to say she is already in third grade and is only 6 or 7? Would he or she be more comfortable as one of the older children? Age may not matter, but many schools place a major weight on a child’s age.
The other critical factor that affects education is class size. Most independent schools have small class sizes, typically one teacher for 10 or fewer students. Parochial or public schools typically, but not always, have larger class sizes, but often with aides or special education teachers dedicated to working with individual students. Do not assume that your local school has large classes — find out. Also, see if the district has been able to sustain a decade or more of consistent class sizes — preferably small classes, which have fewer than 15 and not more than 20 students. Recent budget constraints in many states have forced schools to increase class size. As a parent, and as a recently reborn teacher, I am convinced beyond all other characteristics that large class sizes degrade learning. Quiet children can be overlooked, intense children can be misunderstood as belligerent, and teachers cannot hope to approach the wide range of learning patterns children bring with them to a classroom. It is also true that certain children will thrive in a large class, especially a confident, bright, vocal child. However, most lose, and even those who do thrive, would do as well in a smaller class.
The choice becomes one made with knowledge of your child and the educational options available to you. I chose the option I least expected for my daughter, and I learned a lot about preconceptions and the importance of separating my expectations from what my daughter needed. I also learned that the choice, once made, needs to be revisited annually, and as a parent, I need to be vigilant and flexible so my knowledge and dreams are helpful, but do not supplant my daughter’s individuality.
Nancy Dashcund became the mother of Meagan Lianna Shao Feng in 1996. Dashcund returned to teaching after more than 20 years of corporate communications and public relations because she wanted to teach children in public schools. She currently teaches English, writing and commercial/graphic arts business at North Shore Technical High School in Middleton, Mass. Dashcund lives in Hamilton, Mass., with her husband David and daughter Meagan.
|
Back to Schools & Adoption Home Page |
| |
|
