Saunders Trades and Technical High School, Yonkers, NY and
Marine Academy of Science and Technology, Sandy Hook, NJ

An American Youth Policy Forum Field Trip — June 1-2, 2000

The purpose of the field trip was to visit two New American High Schools (NAHS), schools that have been recognized by the Office of Vocational and Adult Education, U.S. Department of Education for their outstanding performance in raising student achievement and preparing students for careers and postsecondary education.

The Office of Vocational and Adult Education, using information from leading schools across the country, developed 12 key elements of a New American High School. They are:

1. All the core activities of the school concentrate on student learning and achievement.
2. All students are expected to master the same rigorous academic material. High expectations are established for student achievement.
3. Staff development and planning emphasize student learning and achievement.
4. The curriculum is challenging, relevant and covers material in depth.
5. Schools are using new forms of assessment.
6. Students get extra support from adults.
7. Students learn about careers and college opportunities through real-life experiences.
8. Schools create small, highly personalized and safe learning environments.
9. Technology is integrated into the classroom to provide high-quality instruction, and students have opportunities to gain computer and other technical skills.
10. Periods of instruction are longer and more flexible.
11. Strong partnerships are forged with middle schools and colleges.
12. Schools form active alliances with parents, employers, community members and policymakers to promote student learning and ensure accountability for results.

As of October 2000, 30 schools have been recognized as New American High Schools, and a new round of schools will be announced in November 2000. These schools serve as examples to others of the various and innovative ways that school leaders can design effective schools that promote high achievement. Some schools are comprehensive high schools, some are restructured vocational-technical schools, some are magnet schools, and some are small pilot schools. The American Youth Policy Forum (AYPF) visited a magnet high school (Saunders) and a career academy (Marine Academy of Science and Technology).

Saunders Trades and Technical High School, (6/1)

Yonkers, where Saunders is located, is the fourth most populated city in New York State and has wide diversity both in income levels and racial/ethnic backgrounds. Saunders Trades and Technical High Schools was the first public trades school established in New York. As a magnet, students come from all sections of Yonkers. Students in grades nine through twelve are required to complete college preparatory courses along with a three-year major selected from among thirteen technical and trades programs.

Saunders Trades and Technical High School showcased the use of alternative assessments that were integrated into the curricula and fully embraced by students and teachers. While students are required to take the New York Regents (the state test required for a high school diploma) and other traditional tests and assessments, it is clear that the students and teachers strongly believe in the value of alternative assessments as a way to increase learning and demonstrate competency.

Upon our arrival at Saunders, the AYPF group was immediately engaged in direct communication with students as they participated in the school’s "Alternate Student Assessment Activities," a demonstration of a major end-of-year project. The projects are cross-curricular and often involve students in more than one grade. Examples of projects included hydroponics (which won the New York State VICA contest), architectural design of a new board of education building, sophisticated fashion design including wedding gowns, and art portfolios. Normally by June, most students lose their motivation for learning, making it an uneventful time for school visits. This was not the impression at Saunders. The students of mixed race, gender, age, and socioeconomic background engaged in substantive conversations and impressive demonstrations of their projects with members of the AYPF group.

Students were very comfortable speaking with adults and were eager to share the details of projects. Several students described the assessment tool (rubrics) used for grading their projects, and they seemed acutely aware of the quality of work expected of them. Students also enthusiastically talked about their teachers and how they helped them with special projects. It was clear from the conversation that strong bonds were built between students and teachers as they worked on the projects. The group learned that teachers occasionally would help finance the costs of material for some of the projects if a student could not afford them.

Following the presentation of the projects, the group enjoyed another example of the students’ skill – a gourmet brunch planned and prepared by the students in the Food Service/Restaurant Management program. The meal was excellent, and the students were obviously proud of their efforts to plan, prepare, and serve the meal to restaurant quality standards.

During the brunch, Bernard Pierorazio, Principal, provided an in-depth description of what makes Saunders Trades and Technical High School the highly successful, academic learning environment it is. We were also joined by teachers, students, and a business community partner who shared information on the programs of the school. Pierorazio said they have created a paradigm shift to encourage all students to achieve at the very highest levels. "We do not take mediocrity lightly. If the students don’t do well, they do it again," he stated.

Pierorazio indicated that the school day at Saunders is longer than at other public high schools, and that they have had this schedule for twenty years, so labor contracts are not a problem. He said the attitude of teachers at Saunders is that they do whatever it takes to help kids succeed. "It is a commitment that comes with the territory," he said, continuing, "it’s not about contracts, it’s about commitment, and the students know that."

Saunders calls itself a "dedicated school," which means that freshmen must enter the school’s Exploratory Magnet Program, allowing them to explore the various career options. When one visitor asked, "Who guides undecided students on what area of study to go into?" a student responded that "every teacher and guidance counselor helps you find your way – from principal to the secretaries." Another student said, "They help you answer your own questions, no one else makes those decisions for you."

Students then "dedicate" themselves to a focused field of study for the remaining three years in one of three areas: Technological Sciences (Architecture, Bio/Environmental Technology, Chemical Technology, Computerized Industrial Design or Electronic and Computer Circuitry), Vocational Sciences (Heating and Air Conditioning, Automotive Mechanics, or Carpentry), or Occupational Sciences (Cosmetology, Fashion Design, Food Service and Restaurant Management, Graphics/Printing, or Visual Communications). Students are in smaller learning environments, and the teachers stay with the students for the three years of the career major. There is little room for flexibility to move between programs, yet Pierorazio indicated that the large majority of students are happy with their decisions. There is no formal commitment to work-based learning, but students do participate in internships, mentoring, and co-op education programs.

Funding from the Perkins Act, approximately $80,000 - $120,000 a year, has been used mostly for updating of equipment, such as a new car lift and auto emissions testing. Funds from the Tech Prep program have been used to develop articulation of curricula with the community college, updating technology, professional development, VICA leadership activities, and student tutorials.

This is the first year that Saunders begin pre-testing 9th graders for English, math, and earth science. Many are found to be deficient in basic skills, so teachers set up tutorials in the afternoons to help raise skill levels. The school also provides double periods in math and science every third day, which gives much more time for basic academics. "What happens to students who don’t meet the standards?" asked one visitor. "Eighty percent of juniors passed the New York Regents Exam in January," replied Pierorazio, continuing, "and any student below 65 percent must retake the test. Those who have trouble on the test may enroll in an enrichment program where they are teamed with a tutor. We’ll divide up the resources and provide enrichment to those students who need it." Students are also encouraged to take courses at community colleges during the summer. Ninety-five percent of the students ultimately go onto postsecondary education. The average SAT math score is 464 and the verbal score is 440. Because of the success of the school, there are now 800 ballots for 350 placements.

Careful thought has gone into the academic plan, giving academics top billing at the school. Teachers collaborate as needed to help create interesting and challenging integrated units of study. Standards have been woven into the curriculum and rubrics are used by students and teachers to judge the quality of activities and projects. Students are included in the development of some rubrics which allows them to gain ownership in the outcome of their work and a better understanding of how they will be graded. It is no longer a mystery about what it takes to make an "A" or a "B."

At the end of senior year, students prepare an "Exit Portfolio." Over four years, students gather their best work; by the end of their high school career, they have a collection of it to share. On "Tech-Prep Day," final projects are presented to outside evaluators. The AYPF group was present to see a number of these senior presentations, which were made to business and community members, parents, teachers, and other students. Outside evaluators are given a rubric so they can judge the projects fairly, and again, students know what counts to get a high score.

Visitors learned that Saunders’ students enjoy the full attention of engaged, caring, and talented teachers. Openings in teaching positions at Saunders are rare, and those who are hired are committed to high quality teaching. With a tradition of a highly motivated faculty, Saunders has created an elite education club irresistible to professionals who love to teach. Several teachers did indicate that they are increasingly being pulled in two directions, however – towards project based learning, which they enjoy and use, and teaching to the test.

Pride gleamed in Principal Pierorazio’s eyes as he showcased his students – many of whom are graduating as merit scholars. It is clear that the teachers have worked hard to develop a school in which everyone has a direction and goal, and everyone is held to the same high standard of achievement. The system of education, career, and youth development at Saunders demonstrates that there can be a successful marriage of distinctive career-training and strong academics. Saunders will continue to look ahead to see how it can improve its education program for students. According to Pierorazio, the school is looking into the fiber-optics industry so that they can develop a program to train interested students in that productive and prosperous career. They are also looking at forming partnerships with international industry leaders such as Kawasaki, which is desperately seeking technically trained students. These actions exemplify the progressive planning of an award-winning school.

Asked how to replicate Saunders, Pierorazio replied it takes dedicated staff, a motivated student body, and a leader who is accessible, who has high expectations, and who acts like a cheerleader and tells students they can do well and achieve. Principal Pierorazio has certainly done that and more.

Dinner Meeting with Superintendent of Monmouth County Vocational School District, (6/1)

Brian McAndrew, Superintendent of the Monmouth County Vocational School District (MCVSD), New Jersey, provided an overview of this unique school district, as a context for the next day’s visit to the Marine Academy of Science and Technology. Monmouth County is located along the Atlantic Ocean and includes Gateway National Recreation Area. MCVSD is a parallel school district to the regular Monmouth County public school system and oversees the career and vocational schools in the county. These include high school programs at a number of specialized schools (e.g. Marine Academy of Science and Technology and High Tech High School), adult programs (e.g. nursing, adult basic education), and specialty programs (e.g. summer youth employment, apprenticeships). Funds for the district come from county levies, state aid, tuition (from students from other districts) and state and federal grants including money from the Perkins Act, Tech Prep, School to Work, and Goals 2000.

The district has been very successful in building high quality learning experiences for youth in certain careers and gives the schools a great deal of freedom to innovate and manage themselves. The members of the Board and staff have served together for many years and have developed a sense of trust and a desire to focus on the "big picture, not meddlesome micromanagement." McAndrew said that the regular schools are learning from the vocational magnets and beginning to change the way they do business.

The vocational/career schools are schools of choice within the county. Students are recruited and selected in 7th and 8th grades based on their grades and entrance tests. Students can only apply to one school, as an indication of their interest in that career field. McAndrew indicated that the students who attend the vocational schools tend to be middle-ranked students because the schools are not able to offer activities such as sports, arts, and music, which attract many high-ranked students. While the MCVSD magnets select students from around the state, there have generally not been problems with their admission criteria and exclusion of local students. "However," McAndrew said, "there will always be an issue of selection of students if schools don’t meet the needs of all youth. Good schools must be in place to meet the needs of all students."

McAndrew indicated that most of the Perkins funds the school district receives are used for updating equipment at the schools. Principals keep a list of priorities and the district determines what to fund. He said that having funding to support the purchase and updating of equipment helps maintain the high quality of their programs, and the Perkins Act is a vital source of funds.

Marine Academy of Science and Technology, (6/2)

The Marine Academy of Science and Technology (M.A.S.T.) is a small career academy serving 263 students in grades 9-12 from around the State of New Jersey. M.A.S.T. was originally created through state legislation, then it was formally transferred to MCVSD to manage. Because of the state legislation, the local Board of Freeholders (i.e. county government) began providing significant funding for the school and seeking long-term leases with Gateway National Park and the Park Service. Over the past ten years, M.A.S.T. has received approximately $15 million in addition to the regular per capita student expenditure, allowing it to provide state-of-the-art equipment and material to its students. Funds from Carl Perkins, Goals 2000, and other government sources have been used to obtain the most up-to-date computer and lab equipment for every classroom.

With its small enrollment and a high teacher-to-student ratio, M.A.S.T. is able to devote a great deal of individual attention to each student. The smaller learning environment at M.A.S.T. supports a sense of community and citizenship. Mandatory participation in the Naval Junior Reserve Officer Training Corps (NJROTC) strengthens the sense of community, civic duty, and service. Classes at M.A.S.T. are held inside renovated Army barracks located adjacent to Sandy Hook Lighthouse within Gateway National Recreation Park.

Students apply to M.A.S.T. for 9th grade enrollment and are accepted based on their academic grades in 7th and 8th grades, performance on standardized tests, and performance on a math and writing admissions exam. Students who are accepted tend to have average grades of C+/B or better in middle school, and all students must pass a swimming test to be accepted.

During the first three years at M.A.S.T., all students enroll in college preparatory courses which include marine biology, marine chemistry, and marine physics. Lecture, laboratory experiences and vessel related activities are incorporated into each marine science course. Each student also takes four years of college prep math along with English, social studies, and naval science. Students are offered the choice of Spanish, French or Latin to fulfill their language requirement. For senior year, students will select oceanography or systems engineering II. AP physics, AP calculus are offered as well. Senior year studies also include internships and college-level research projects.

M.A.S.T. is very successful at blurring the lines between learning in the classroom and the real world. Students participate in learning activities directed in part by partners of the school, including: the U.S. Coast Guard, the National Oceanic and Atmospheric Administration (NOAA), the National Park Service, Clean Ocean Action, James J. Howard Marine Science Laboratory, and various private firms. With these partners, the faculty at M.A.S.T., managed by a highly supportive principal, Paul Christopher, have taken learning beyond the classroom.

By adding a dimension that links learning with the workforce, teachers are able to provide opportunities that help youth find meaning and purpose in classroom assignments. Students are required to have a work-based learning experience in their senior year. Seniors have engaged in a hands-on scientific research project using professional equipment aboard the school-owned research vessel, the Blue Sea. All students use the "floating classroom" in the marine sciences, naval science, and in cooperation with the school’s postsecondary education partners, Richard Stockton College, Rider University, New Jersey Institute of Technology, NOAA and others.

Responding to a request for help from anxious commercial fishing companies, M.A.S.T. students conducted and analyzed data on the best locations within the bay to place populations of baby clams for re-seeding. Ocean bottom samples and water temperature and depth were analyzed to determine the best locations for young clam populations. By linking a real-life need to the research project, students were able to see the value of their work and the importance of quality data.

Each year, about 25 students work with NOAA to help them carry out their routine work. Students catch and sort fish, measure and classify them, and report and track the information. Students have also collected and analyzed data to check damage to the St. George’s fishing banks. Because work is a key component of their operation, NOAA has had to cancel several routine cruises when M.A.S.T. students are unavailable (e.g. at exam time). Similarly, Clean Ocean Action says it could not conduct its beach sweeps (debris is collected from the County’s shoreline and categorized) without the participation of the M.A.S.T. students, who participate as part of their service commitment. Students are also able to use the resources and work with professionals at the James J. Howard Marine Science Laboratory, a world-class lab with sophisticated breeding tanks, televised observation tanks, and computer analysis capabilities.

During our visit to M.A.S.T., it was difficult to detect a delineation of importance between vocational, technical or academic studies. Academics are used extensively in the vocational and technology classes to support other studies and to solve real world problems. Block scheduling allows students to stay in one class subject for 80 minutes, increasing the time spent in each subject and reducing the time spent moving from one class to the next. All students are engaged in course work that includes four years of math, starting with algebra, four years of science and marine science, foreign language and computer classes. All students are enrolled in a program called the Marine Environmental Technology (MET) that integrates biology, computer applications and technology. Students at M.A.S.T. graduate with more laboratory sciences than other high school students in New Jersey.

Visitors saw students engaged in learning throughout the tour, many projects were displayed on the walls, computers were humming, teachers worked closely with students, and groups of students were working in teams on projects. As an end of the year project, teams of students had designed and were in the process of building a "boat" from heavy cardboard for a race in a nearby pond, under the close supervision of the U.S. Coast Guard, who certify whether the boat is seaworthy and able to hold team members without sinking. Students employed elaborate design schemes, physics and mathematical formulas, and innovative use of materials to create their boats, some of which looked sleek and seaworthy; others perhaps less stable.

No loud announcements or class pull-outs interfere with classroom learning. Instead of loud bells, the sounds of students shouting in hallways, or jarring intercom announcements, a low buzz indicated the end of the class period, and television monitors in every classroom quietly displayed important announcements throughout the day.

The average SAT score for the class of 2000 is 1229. Nearly all of the seniors of the Class of 2000 have applied for college admission, some will enter the armed forces, and others will go directly into the workforce. Students are much more than their test scores. There are over 23 different student activities for youth to join and students work to acquire awards for good performance in academics as well as in student activities and leadership. Student activities include: Color Guard, Creative Arts Club, Drill Team, Student Council, Spanish Club, Scuba Club, Physics Olympics, Vocational Industrial Clubs of America, three different Honor Societies, and others.

M.A.S.T.’s location near the water and its close connection to partners mentioned earlier allows students to take advantage of non-traditional education found in some cases through hands-on, scientific research on the beach, in a world-class marine science laboratory, or aboard the Blue Sea. Exposure to non-traditional learning environments; demanding, engaging and practical hands-on courses; rigorous academics; considerable faculty support; tutoring; up-to-date computer and lab equipment; training in civic responsibility; and opportunities to help build a community, promote students’ growth into well educated young adults.

Observations

Both schools are excellent examples of what inspired leadership, commitment to high standards, creativity and flexibility, and partnerships within the community can accomplish to provide high quality learning experiences to youth. Leadership and staff at both schools worked hard to create small learning environments to help students find a place and fit in: Saunders created career majors with a team of teachers working with students for three years, and M.A.S.T. chose to remain a very small, intimate community. The principals at both schools operate in a manner to empower their staffs and students and encourage risk-taking, while expecting the highest performance from everyone. Both schools work very consciously to create partnerships and a broader sense of community with employers and other organizations that can provide learning opportunities for their students, and they expand the places of learning to include the workplace and community. Saunders and M.A.S.T. have created a culture to ensure success for every student, regardless of their abilities, and provide extra help and attention so students succeed. Finally, both schools recognize the importance of adults in the lives and development of youth and ensure that students have many opportunities to develop relationships with mentors and role models (e.g. NJROTC and work-based learning at M.A.S.T. and Saunders’ clustering of students in career majors with a small group of teachers for extended time).

A last note is that both schools said the process of applying to be a New American High School and going through the review helped them to see their strengths and weaknesses and to develop strategies for continuous improvement.

Contact Information

Bernard P. Pierorazio
Principal
Saunders Trades and Technical High School
183 Palmer Road
Yonkers, NY 10701
914-376-8149
Bpierorazio@juno.com

Brian McAndrew, Ed.D.
Superintendent
Monmouth County Vocational School District
41 Highway 34 South
Colts Neck, NJ 07722
732-431-6291

Paul J. Christopher, Ed.D.
Principal
Marine Academy of Science and Technology
Building 305
Sandy Hook, NJ 07732
732-291-0995
732-291-9367- fax
pjc@mast.mcvsd.k12.nj.us

American Youth Policy Forum   1836 Jefferson Place NW,  Washington DC 20036
Telephone 202-775-9731      |      Fax 202-775-9733      |     Email aypf@aypf.org