By: Gordon Beinstein
I had the pleasure of attending the parent meeting on ‘Middle School Advanced Studies’ this past week. To a packed house in the Town Hall, school administrators presented the criteria for placement. They went into detail about the selection process, how to appeal if not satisfied with the school’s recommendation and the timelines. The audience was attentive and the questions asked were respectful and appropriate. It was very obvious to me that all of those in attendance simply wanted what is best for their child and were there to learn how the system placed children into our leveled classes. I want to pose a question of caution: Is loading your child up with every advanced class really what is ‘best’ for your child? I am not suggesting that was the goal of those in attendance. I simply ask that we remember we are talking about 10-11 year olds. They are going from 1-2 teachers in grade five to 7-9 in grade six. There is so much they will have to navigate for the first time – staff with varying expectations, new friendships, rotating schedules, a variety of after school opportunities, where to sit on the school bus and in the cafeteria, and most anxiety-producing of all…a locker! Perhaps finding the right balance between academic challenge and social-emotional comfort should be the goal. I’m not suggesting that your child cannot handle the academic rigors of four advanced classes but, for some, that will come at a price. Middle school can be challenging enough without the added burden of struggling to keep your head above water academically.
For school personnel, it is our job to place your child in the most appropriate level class; not the class his brother was in, not the class your neighbor’s daughter took, not the class that makes you look like the ‘parent of the year’ at a cocktail party, but the class that provides the right amount of struggle and support for your child right now. Placements are fluid in the sense that we look at the data and your child’s performance, and make an educated decision. If we find we missed the mark we can always revisit, and often do. This is also necessary because your child’s pubescent brain is changing as much as his/her body. The child you sent us in 6th grade is not the one we promote after 8th grade. In the end, it is about the learning, and our growth numbers suggest we do a pretty good job placing and moving students as needed. I also want to emphasize as I did at the aforementioned meeting that, with the exception of math, middle school placement has ZERO bearing on the classes your child can take at Greenwich High School. One does not have to be in an advanced class in middle school to enter the advanced levels as a freshman. I can attest to this on a personal level as my oldest son never saw the inside of an ALP classroom in middle school yet was able to take as many AP classes as he desired, and did well enough to attend one of our Federal Service Academies (on your tax dollars by the way!). So, thanks for sending Jake to college!
I will close by reminding you that Harvard could care less about what 6th-grade science class your child is taking and ‘ALP’ appears nowhere on a child’s high school transcript. Work with the schools as we collectively decide the best path for your child as they enter and navigate their middle school years. Let the good times roll!
