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Charter School Promotes High Expectations

According to Evans, 20 percent of the students at the school are enrolled in its special education program.

“It was more of a commitment than working at a normal public or private school,” teacher Sherelle S. Ferguson ’08 says. “But if you let it, you can let it consume your life because you want the students so badly to achieve.”

While students are admitted on a first-come, first-serve basis, staff hiring is much more selective, according to Evans.

YOUNG VETERANS

According to Evans, both teachers and students are held to higher standards. And because the school itself is young and boasts a young teaching staff, teachers become leaders early in their careers. Katherine E. Rieser ’07, who has only taught for four years, is already considered a veteran among her peers.

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According to Evans, CCSC teachers are told they should expect to put in 60-65 hours of work every week.

“We are building a strong academic culture of the school. We are continuing to bring new teachers. We have high expectations for academics and behaviors,” she says.

Several teachers agree that their experience at Harvard helped prepare them for their tough teaching schedule.

“My days at Harvard translated to a highly structured program,” Rieser says.

“A Harvard experience give you a sense of the skills you need in school,” Ferguson says. “Charter schools are hardcore.”

For Ferguson, who was involved with several activities at Phillips Brooks House that prepared her for this position, it was easy to translate her “training of doing so many different things” to the class room setting.

GREAT EXPECTATIONS

While the rigourous curriculum and behavioral standards of CSCC have had tangible benefits, some students still find the strictness difficult to handle.

“It was hard to have a dress code for me,” recalls Steven Rodenas, now a sophomore at Boston College.

“Those that were able to stay enjoyed it, [but] some could not handle the workload,” Rodenas said, noting that some of his peers at CCSC transferred to other schools. The majority of students lost have been male, Connell notes.

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