Chch principal finds U.S. high school ‘remarkable’

Press, 22 June 1989, Page 4

Chch principal finds U.S. high school ‘remarkable’

Stuyvesant High School, for very able pupils, is a State school in New York which Mr Ward Clarke visited on his study tour.

He described it as a “remarkable” school, but questioned whether it was the type of school or society which New Zealanders wanted. A number of authorities in Britain and the United States believe in enhancement programmes for very able students, in special State-controlled schools. Mr Clarke said most of the pupils came from wealthy suburbs, and at Stuyvesant, 40 per cent were of Asian descent. ’

“I found that a disproportionate number of students in these sorts of schools were the children of migrants (especially Asian), or first generation migrants’ children. “They are strivers with a clear yearning to ‘make it,’ and so become the power-holders of the

future.” Stuyvesant High School specialised in science and technology, and had a roll of 2700. Of the 12,000 students who applied last year, only 600 were accepted. The school day, from 8 a.m. to 4.30 p.m., had 10 40-minute periods. Each pupils was timetabled into eight periods a day.

There were extensive sports, cultural and community involvement programmes, and a pupil who failed history was not allowed to graduate. The prime function for all teachers was to "point to the door of learning,” not to spoonfeed the pupils; It was not only teachers who must be accountable, the Stuyvesant principal told Mr Clarke. Parents and students must be accountable also.

Parents must be prepared to make sacrifices to pay for their children’s education, and the students must be ambi-

tious. Unlike the usual pattern among senior American students, few of those at Stuyvesant had paid part-time jobs, which usually reduced time to study. The negative side is that 100 students were considered at risk, of suicide or breakdowns, from the pressures. Mr Clarke said the school claimed high racial tolerance and harmony. Discipline, drug-taking and vandalism were not great problems. One impression that Mr Clarke brought back from his visits to American schools, was that truancy was one of their main disciplinary concerns. “At age 17 or 18, several of the students have their own apartments, and schools worry about this.” Mr Clarke said that his impressions were highly selective because he did not visit any rough schools.

He noticed that facilities for students were markedly better than in New Zealand schools. Students had their own lockable metal locker, and there were comfortable common rooms for most students (not just seniors, as in New Zealand). “However, the presence of uniformed and armed guards, with two-way radios, and heavy security screens, did grate with me.”

The American schools were markedly better equipped, with for example, large numbers of computers, paid for by State grants. Ancillary assistance to teachers was often better there and in Britain than in New Zealand. “Over all, New Zealand teachers work very hard in comparison with their American counterparts. “American teachers receive far more lesson preparation and marking time.”