Moving to a New Place and Searching for the Right Learning Environment
Introduction
As parents, Deborah* and Wilhelm* understood the value of quality education, but they also understood the complexities of learning. Both educators themselves, Deborah and Wilhelm simply wanted to find the best possible learning environment for their daughter Sylvia* who was about to begin high school. Previously, they had lived in New York City and then the San Francisco Bay Area. After moving to San Diego, they were completely unfamiliar with the academic landscape, and they knew it would be foolish to rely upon the school recommendations of friends, coworkers, or neighbors. Also, they had witnessed the importance of community in their daughter’s development. In New York City, Sylvia had attended a school that rarely held school events, and their athletics program did not offer Sylvia’s choice of synchronized swimming. After New York City, Sylvia went on to attend a school in the Bay Area that held school events every week for students, teachers, and parents alike. Her Bay Area school got involved in the local community with outreach projects and holiday parties, not to mention professional development. It was there that Sylvia thrived, and she was even able to participate in her school’s synchronized swimming shows. Unfortunately, Deborah’s work shifted to southern California, and the family was now looking for a new school of similar quality for Sylvia.
*(names have been changed for confidentiality purposes)
Methodology
First, we evaluated Sylvia’s needs and prioritized them. First and foremost, she needed a school that provided community. Second, Sylvia needed a school that could provide academic rigor because it was clear that Sylvia would get bored if she wasn’t being challenged. Third, Sylvia needed a place where she could practice her synchronized swimming, preferably with a team.
Solution
Together, we looked at all the schools that provided options for Sylvia’s needs. Since they were moving to San Diego, there were quite a few options. Deborah and Wilhelm and I discussed their concerns, and we carefully weighed the options at each school. Ultimately, they were able to narrow their choices down to three schools, but they also realized the value of Sylvia’s comfort level. We showed all the schools to Sylvia, and asked her which ones SHE wanted to check out. After that, Sylvia and her parents went to tour the schools. Sylvia was excited, and they were amazed at which schools Sylvia liked the best, because they weren’t the schools that Sylvia picked out initially. Deborah and Wilhelm admitted that it is impossible to imagine what a school experience is really like unless you visit the school itself.
After touring the schools and choosing two, we began to go over the application process and the necessary testing required for applicants. There was a short standardized test that needed to be completed, and Sylvia’s parents immediately hired a tutor to familiarize their daughter with the test. While the schools made it clear that their application processes are holistic, and the test scores are not a deciding factor in admission, Sylvia still wanted to perform well on the test.
Results
After applying to 2 schools, Sylvia was offered admission at both. It was hard for her decide which school to choose, especially since both schools had Olympic-sized pools where she could practice her synchronized swimming. Both schools offered Japanese and Journalism, two classes she was looking forward to taking. However, one school clearly had more clubs and events for students. This particular school had a club for Leadership and Future Entrepreneurs, and that really spoke to Sylvia. They even had a study abroad program for the students during the summer! It was clear to both Sylvia and her parents that this was the school for her. In addition, Sylvia’s efforts on her standardized admissions test helped her school accurately place her in the level of coursework that would challenge her the most.
