Student perspectives help shape school reform at Freeport High
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Russ Quaglia

Long interested in the concept of aspirations and effective interventions, leaders at Freeport High School in Maine have worked with the National Center for Student Aspirations (NCSA) for five years.

Freeport is the only high school that has administered the "Students Speak: My Education and My Future" survey three times. Students in grades 8-12 take the survey in two-year intervals, which allows the school to gauge progress and identify new themes of concern to address.

The first survey in 1996 revealed that the senior class registered more negative perceptions of themselves and their learning environment than other students. Educators talked with the seniors, who confirmed that they felt stereotyped as a difficult class and they perceived themselves as second-class citizens.

Further communication revealed that, as a group, the students never effectively dealt with the tragic death of a classmate.

Yet, teachers pointed out that this was a particularly kind class of students who were good caregivers to one another. So why not highlight this positive ability?

The seniors rose to the occasion, establishing Freeport High's successful mentoring program between 12th graders and incoming ninth graders. The students experienced a greater sense of belonging and community in their school, and felt better about themselves and their class.

"It was a great, proud year," says Freeport Principal Tom Edwards. "Because the program was so good and positive for the entire school, we have continued it."

In 1998, Freeport High, like hundreds of Maine schools, administered a survey as part of the Maine Aspirations Benchmarking Initiative. Levels of feeling positive about learning went up about 30 percent, with significant gains in other categories. But other data presented a red flag.

Almost a third of the students noted that they had been harassed verbally or physically by another student; they often had difficulty learning because of disruptive students in class; and their teachers didn't always handle these situations appropriately.

The school immediately implemented ongoing interventions.

The March 2001 survey showed some progress in those areas. In addition, the results reflected increased awareness. Overall, the school continues to hear good progress reports from students, teachers, parents and the community.