Academic Pressure

Expectations. What are the school's academic, athletic and social expectations for students in the grade your child is entering?

Individuality. Is learning individualized? That is, are each child's individual skills and needs considered by the teachers, or is the entire class taught the same material at the same pace at the same time? Some children simply do not fare well in a high-pressure, highly organized atmosphere, while others thrive in it. You need to assess what environment is best for your child. Keep her out of classroom situations that may lead to frustration, poor performance, and a dislike of school and learning.

Disabilities and Special Needs. Is the school able to meet the special needs of your child and in compliance with the federal statutes protecting individuals with disabilities? Are special education services available? Most important, do you feel your school is welcoming of those with different physical, educational and emotional needs?

"Grouping." Are children grouped by ability, or do all classes have children at different levels?

"Climate." What is the climate at the school? If you visit the school during the academic year, you will learn a lot. Do students and teachers treat one another with respect? Do teachers communicate a love for and an excitement about teaching and learning? Is the school an orderly, but not repressive, environment? Are the children well behaved but still allowed to be playful individuals? Is the work of students displayed on the classroom walls and bulletin boards, showing that their efforts are valued? Is praise from teachers commonplace? Do you sense a positive relationship between the school and the surrounding community?

Cultural Variety. What is the school's racial, ethnic and socioeconomic composition? There are many lessons that a child can learn from developing friendships with youngsters of different backgrounds and cultures. Does the school consider differences in race, religion and culture to be assets of which everyone is proud? Does the school handle holidays with religious significance sensitively?

Do programs exist for meaningful study of different cultures (curriculum units, appropriate educational trips)? Are students provided with opportunities to interact with students from different backgrounds, through visits, school-to-school pen pals and the like? Are parents from the school interested in working together to provide their children with these experiences?

Are children treated equally regardless of their family's income? For example, do all children go on field trips regardless of their ability to pay? Are children who receive free or reduced-cost lunch made to stand in separate lines?

The Principal. Is the principal a visible presence at the school? Do you see him or her welcoming children in the morning, visiting classrooms or walking through the halls? The principal's leadership is one of the most important factors in contributing to a school's effectiveness and sets the tone and standards for the school.

Student-Teacher Ratio. What is the student-teacher ratio? Most educators believe that, from kindergarten through the fifth grade, a ratio of 25-1 or less is adequate. When the ratio exceeds 30-1, the ability to teach can be seriously impaired. Even so, there is more to the story than these numbers: In a classroom with many children who need a significant amount of individualized attention to help them control their behavior, a ratio as low as 15-1 may still be too high and might be improved by, for example, the presence of a teacher's aide. Conversely, if the majority of children are capable of independent work, then a higher ratio might be acceptable.

Teachers. How do teachers and children interact? Do teachers spend most of the classroom time lecturing? Or does the teacher coach the students' learning, and does the school day consist of a mixture of talking to and with the students, and include lots of student i