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The Tide

Features

Home-Schooling Program Allows Girl To Design Her Own Education By Dalvin Goodridge Home schooling is a legal option for parents in all fifty United States and some countries to provide their children with a learning environment as an alternative to public or private schools, or what some would call “regular” schools. Home schooled students are taught by parents but sometimes by tutors or paid teachers who come to the homes to teach. Parents cite numerous reasons as motivations to home school, including better academic test results, poor public school environment, improved character/morality development, the expense of private education, and objections to what is

taught locally in public school. Senior Emily Scaglione, who has been home schooled for years has had a much broader and cultured life than one would have in a regular public environment. “I chose to be homeschooled because I wanted more academic freedom in my course of study and homeschooling allowed that.” Scaglione says, “I wanted to get out into the world more, travel, have an education that went beyond the classroom and I wasn’t about to wait four years until college do that.” Scaglione is able to design her life, especially in New York where there’s such a wide spectrum of cultural, political, social and educational opportunities. Scaglione quotes Emerson saying, “do not go

where the path may lead. Go instead where there is no path and leave a trail.” Though Scaglione does tell of negatives of homeschooled life; “Everything in life is a trade off and this was no exception. When you leave school, the entire structure of your life is gone.” Scaglione says that having to cobble together your education and your life is really difficult. “I struggled to find the discipline that was required to make this work. And there is no one handing out awards; all awards are intrinsic.” Scaglione does miss having her life handed to her, as she exclaims that it is hard to live

outside the box and then try to fit back into it. But fortunately for her, the scariness and difficulty is all worth it and has “allowed me to grow like no other experience could have done.” Scaglione fits her academic requirement around all other activities in her life. Her day to day experience varied from taking classes to the city, to studying abroad, to working on an organic farm at a chateau outside of Paris, to campaigning in the 2008 elections. “But the best part of all has really been the simplest: I’ve learned that when you don’t understand someone, you must simply set aside all that you know and listen.”

BOCES Offers A New Way to Learn Many Students Enroll In Private School

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Many people choose private school as an alternative to public school. There are many differences between the two types of schools, from the way they run, to the amount of people that attend

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With education being such an important thing in society, students are realizing that there is more than just one choice of where they can learn. In this issue, The Tide explores alternative school settings.

Harriet Eisman Alternative School By Danielle Stapelton Harriet Eisman Community School is a tuition-free, alternative high school for youth between the ages of fourteen and twenty one. Harriet Eisman is registered by the New York State Education Department and grants Regents Diplomas. In this school, attention is given according to the needs of the individual as well as development of essential “life skills” for today’s world. The classes at Harriet Eisman are small with about 12-15 students. If a student is having trouble in a subject, the staff and faculty can arrange extra help specifically for that individual. Harriet Eisman is a part of the Long Beach Reach program. The staff consists of licensed and certified teachers, counselors, social workers, psychiatrists, psychologists, and multi-media specialists. They provide psychiatric evaluations, psychological testing, educational testing,

By Shannon Spada

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BOCES is an alternative school that has instructional programs to benefit children’s learning. The students have an enriched learning experience with expert staff members. Students get to experience hands on learning. BOCES serves 56 schools in Nassau County; it not only serves students but also adults who are looking for career training. Michael Vitale, Long Beach High School guidance counselor said, “It’s not for students that want to try something, it’s for students that know what they want to do in the future.” If students aren’t sure about what they want to do they should try it out in high school their freshman or sophomore years. Students can start BOCES during their junior year and it’s a good thing for students that know what kind of profession they want to get into. It gives students a head start and it keeps them focused. BOCES is a half day program. Most juniors go for the first half of the day and come back fifth period as seniors would go the second half of the day. Junior Jonathan Rubin attends BOCES for the first half of the day where he takes a police science class. Rubin feels that students should only go to BOCES if they are 110% sure on what they want to do. “BOCES is very different from high school it’s more about focusing on one topic rather than everything else that you would do in high school.” After high school Rubin plans on using his police science class for the future, he wants to make a career out of everything that he has learned, by applying these skills to join a SWAT team or something along those lines. BOCES offers many programs to choose from. Some of these programs

include Aircraft Maintenance Technology, Arts in Education, Children’s Readiness Preschool, Early Childhood Center, Foreign Language, Law Related Education, Parent-Child Home, Sports Leadership Institute, Technology Planning and Development, Teenage Parenting and others.

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By Crystle Wenz

comprehensive intakes and evaluations, chemical dependency prevention, assessment and treatment, adolescent pregnancy prevention services, individual family and group counseling, court liaison for youth, case management, anger management workshops, and a crisis hotline. Harriet Eisman is a school for students who may have a variety of educational and/or personal concerns. Special Education Services may be arranged if needed. Some services which Harriet Eisman Community School is able to provide are N.Y.S. Registered High School Diploma, Academic Courses, Basic Skills Instruction, Small-teacher-to-student ratio, Computer Instruction, Testing Modifications and Accommodations, Individual Tutoring, Individual and Group Counseling, College Placement Assistance, Vocational/Career Counseling, and Affordable Services. Harriet Eisman is ideal for students who need some extra attention in a classroom environment.

each school. According to the U.S. Department of Education Institute of Education Sciences in the fall of 2007, there were 33,740 private elementary and secondary schools with over four million students and four hundred and fifty thousand full time equivalent teachers in the United States alone. Sixty-eight percent of those schools emphasized a regular educational program. Other categories included a special emphasis on special education, alternative and early childhood education. Those programs were contained in less than 14% of private schools. The largest number of private schools is found in suburban areas followed by cities and while 96% of all private schools are co-educational approximately two percent were segregated to either boys or girls. The average private school contains an average of 196 students. Sixty-five percent of all private high school graduates attended four year colleges. In contrast to private schools. There were 98,916 operating public elementary/secondary schools in the 2007–08 school year. Across all regular public schools with membership, the student/teacher ratio in 2007-08 was 15.8. The student/teacher ratio differed among school instructional levels: it was 15.6 in primary; 15.5 in middle; and 16.5 in high schools. The overall student/ teacher ratio was smaller than the ratio of 16.6 in 2006-07. Τhe school size differed by instructional level in 2007–08. On the average, primary schools had 445 students in membership, middle schools had 582 students, and high schools had 881 students. More schools (28,205) were in rural locations than in any other locale in 200708. An additional 24,553 schools were in suburban areas; 22,232 were in large or mid-size cities; and 12,406 were in towns In contrast, the largest percentage of students attended suburban schools, followed by schools in cities, followed by ruralareas, and towns. These distributions were unchanged from 2006-07.

NIKE Offers Different Setting To Traditional High School By Shilani Guitterez Students at Long Beach High have heard of NIKE in one way or another, but do we really know what NIKE really offers? NIKE is an alternative school program designed to meet the needs of students who have not met with academic success in the High School. This can be for a variety of reasons such as attendance issues, conflict with authority, weak academic skills, and difficulty with the high school structure. It is proven that some students perform better in a smaller setting. Long Beach High School has about 1400 students enrolled, while NIKE only needs to cater to 60 students. The day at NIKE begins later than the high school; therefore it allows students who have a hard time getting to school early, a little leeway. NIKE also offers a more

flexible and less structured environment than the High School. Course credit for classes previously failed can be made up in less time at NIKE. The NIKE program is not designed to handle serious behavioral issues, therefore there are no deans. Many students who might not have been able to graduate on time, have found success and eventually received a diploma. Even though NIKE has a different setting than Long Beach High School, it offers many programs Long Beach High School offers including studio in art, gym, music, and all of the mandatory classes (Math, English, Social Studies, and Science). NIKE has a great support staff including the school psychiatrist Dr. Matthew Morand, guidance counselor Mrs. Lynette Genovese, and social worker Mrs. Maria Yaker.


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