Spotlight on an Odds-Beater: Aligning Curriculum to College Standards at Freeport
By Catherine Kramer, Research Assistant for NYKids (Edited by Kristen C. Wilcox, Director NYKids)
At Freeport High School the accomplishments of students are celebrated everywhere you look. Displays of student artwork and projects line the hallway at the entrance of the school. Other display cases contain pictures of students in the National Honor Society and the names of colleges they will attend, as well as student club activities. Near the gymnasium, pictures of outstanding student athletes dating back to the 1970s line the walls, ceiling to floor.
Many employees from the district and school describe Freeport as a “gem.” Th school is situated among many affluent communities in western Long Island’s Nassau County. The median household income is $60,043 in Freeport Union Free School District compared to $102,044 across Nassau County and over 65% of Freeport HS students are identified as economically disadvantaged.
While multiple generations of families have attended Freeport HS, the school and community increasingly welcome youth and families arriving from countries predominately in the Caribbean and Central America.
Despite the additional needs of some of these youth, Freeport educators maintain an academically competitive and rigorous program to ensure students are prepared for college or career. How do they do it? They provide pathways for earning college credit while in high school with a focus on science, technology, engineering and mathematics; and complement this with opportunities for trade and technical training and experience.
Educators at Freeport High School consistently describe striving to ensure that their curriculum exceeds the minimum requirements for graduation. To achieve this aim, each year, leaders and teachers collectively review their local goals, state standards, state assessments, and college requirements and adjust the curriculum accordingly
Read more about Freeport in the Freeport High School case study.
