activity and consider how they might do “I’ve seen how hungry these students are for
it differently to deepen learning.
As DiIulio observes,
more—more stories, more critical thinking.”
I’ve seen how hungry they are for more—
more stories, more critical thinking.
Whether we use fairy tales, fables, classic
novels, or popular books like the Percy
especially when he realized his reactions beyond her comfort zone. From trying
Jackson series, we’re sparking their cre-
were slowing the team down. But as he Egyptian food to participating in lit-
ative juices. . . . They now understand
how to think outside of the box instead
spent more time in team building and
erature circles to borrowing higher-level
of just regurgitating information.
cooperative learning, he learned new
books to reread at home, she blos-
strategies to deal with group dynamics
somed. Today she is no longer the quiet
Watching Them Thrive
and differing personalities. By the
one in the group.
Although we haven’t yet quantitatively
measured the program, we clearly see
second summer, he was excited to be
there, showing up early and asking to
We’ve seen many other low-income
students develop greater self-confidence
students thrive, thanks to Youngest
take books home; by the third summer, and discover new experiences and
Scholars. Derrick, a 5th grade boy
he had become an animated leader.
learning possibilities—through solving
who has been with the program since
Caitlin, a rising 3rd grader, was ini-
problems, analyzing data, sharing
its inception, is highly intelligent but
tially very timid, had limited knowledge impressions, and connecting ideas. At
was more comfortable approaching
and life experiences, and was wary of
problems independently. At first, he
public speaking. Once she connected
was frustrated with group projects, with the topics, however, she moved CEHS Fast Track 4.6875x4.75_CEHS Fast Track 4.6875x4.75 12/10/10 10: 50 AM Page 1
a Fast track TO A TRADITIONAL ED.D.
Gesu, we try to help all students realize
their potential by targeting programs to
every level of intelligence and ability.
But we realize that it’s crucial to make
sure the intellectual needs of bright,
economically deprived students are not
neglected—at Gesu or elsewhere. As the
Achievement Trap authors say, educators
Seton Hall University’s nationally recognized, accelerated doctoral
program will allow you to complete your studies in just 10 weekends and
two, four-week sessions over two years. In fact, more than 300 K- 12
administrators in 28 states and six foreign countries have already
successfully earned their degrees and achieved career advancement.
Now accepting applications for the April 2012 cohort.
Loans are available to cover the entire cost of the program
regardless of financial need.
“Combined with superior teaching, strong curriculum, and an emphasis on
contemporary issues, the Seton Hall experience will permit you to forge ties with
a premier institution and create lasting personal and professional
relationships with colleagues from all over the world.”
Sandra DeLuca, Ed.D. ’09
Director of Guidance
Metuchen Schools, NJ
For more information, call 1-800-313-9833, e-mail
firstname.lastname@example.org or go to www.shu.edu/go/execedd
400 South Orange Avenue
South Orange, NJ 07079
can—and must—do better.
We plan to carry out an impact study
of Youngest Scholars. Once we document outcomes and make needed
improvements in how we reach students
like Derrick and Caitlin, we hope that
other schools will look to our program
as a model—and that many educators
will join us in making sure no child falls
into the achievement trap. EL
1 Wyner, J. S., Bridgeland, J. M., &
DiIulio, J .J. (2007). Achievement trap: How
America is failing millions of high-achieving
students from lower-income families. Lands-
downe, VA: Jack Kent Cooke Foundation.
2 Swanson, C. (2009). Cities in crisis 2009:
Closing the graduation gap. Bethesda, MD:
Editorial Projects in Education Research
Christine S. Beck is president and CEO
of Gesu School in Philadelphia, Pennsylvania; 215-763-3660; chris.beck@gesu