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Bright
minds, big curriculum
BU Academy celebrates 10 years as model for improving secondary education
By Tim Stoddard
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This fall the BU Academy celebrates 10 years of educating high
school students. Photo by Kalman Zabarsky
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In the 10 years since the Boston University Academy (BUA) first opened
its doors to talented high school students, it has earned a reputation
as an academic powerhouse, with what Boston magazine has called “the
most impressive intellectual offerings in Boston.” To mark its
10-year anniversary, the BUA hosts a symposium celebrating alumni and
faculty on October 10 at 4 p.m. in Jacob Sleeper Auditorium at CGS.
In
his opening remarks at the event, Chancellor John Silber will reflect
on the school he founded in 1993 as a model for improving American secondary
education. BUA headmaster James Tracy will give a retrospective of the
academy 10 years out, describing its unique curriculum and some of the
stunning achievements of BUA students and alumni. BU trustee Elaine Kirshenbaum
(CAS’71, SED’72, SPH’79), chair of the BUA Trustees
Committee, will also discuss the school’s meteoric rise and future
growth.
Four BUA faculty will then present original research they’ve
completed through Metcalf fellowships, which include a 50 percent course
reduction
to allow teachers more time for research in their fields. The purpose
of the fellowship, Tracy says, is not just to keep teachers on the cutting
edge. “It’s also about developing pedagogies that can be
used elsewhere,” he says. “We’d like to share these
lessons with schools around the country to help them further innovations
that are substantive and engaging.”
Since admitting 43 ninth and
tenth graders in the fall of 1993, the BUA has been a model for other
high schools seeking alternatives to the standard
curricula, which funnel students into advanced placement courses. “Our
mission is to be the best secondary school in New England, and possibly
the nation,” Tracy says. “At the same time we’d like
to use that excellence as a means of improving education for all students.” Unlike
many laboratory high schools around the country, which are usually run
through a university school of education, the BUA is an independent private
school within BU.
The BUA’s talented students eat lunch in the
GSU, do research at Mugar Memorial Library, and sit next to many BU freshmen
in the classroom.
After two years of Latin or classical Greek, academy juniors have the
option of taking a modern foreign language at the University, along with
an introductory BU biology course. Seniors are able to take four BU classes
each semester, allowing them to graduate from high school with up to
40 college credits.
Every month for the past three years, a member of
the BU faculty has given a lecture to the student body on some aspect
of his or her research.
Seniors engage BU professors one-on-one when they begin their mandatory
8,000-word thesis. Selecting a topic in September, students work closely
with their BU advisor for the next seven months, reworking their papers
until they meet college standards. “The professors who serve as
advisors have been enormously generous,” Tracy says, “because
they don’t get any kudos for doing this. It doesn’t count
as an extra course for them; they don’t get extra pay; it doesn’t
go into their tenure decisions. But most of them tell us that it’s
been one of the most rewarding teaching experiences of their lives.”
The
BUA is broadening its link to the University in other ways, too. The
Huntington Theatre Company and the College of Fine Arts have recently
awarded two BUA students a yearlong appointment in stage managing. The
academy has also launched a pilot program that sends students to BU’s
study abroad program in London for a few weeks over the summer to immerse
themselves in Tudor history and Shakespeare. In a few years, the program
may expand and become open to students from high schools around the country.
Omnivorous minds
While the BUA curriculum carries seniors
upward to academic peaks, it starts with a broad foundation spread out
over the humanities and sciences. “The
idea of the school was to be classically based and content-rich,” says
Tracy, “to buck the trend toward process-oriented education and
to emphasize teaching large quanta of information, so that students
come out with a broad base of knowledge.”
The 156 BUA students,
and 154 alumni, embrace the academic challenges with unusual fervor. “Our
kids are extraordinarily capable, and they’re very well trained,
too,” he says. “It’s
that combination that I think distinguishes us. They bring an enormous
amount of ability, but for the first time in their lives, they find themselves
taught by teachers who bring them to the cusp of their ability.”
The “crackling
intellectual ferment” that Tracy senses in
the hallways of the school is also reflected on national standardized
tests. The average combined SAT score for BUA seniors last year was 1430
out of a maximum 1600 (the national average was 1019), and the students
taking University courses regularly perform as well as their BU peers.
Yet despite their precocity, he says, the BUA students are also just
nice kids who love to learn. “I don’t think of our students
as nerds. I think of them as young people who have very high intelligence,
but who love to learn. The students who fit here are the ones who come
alive when given work that’s continually engaging.”
“The common element that our students bring is intellectual
curiosity,” adds
Nancy Goldsmith-Caruso, BUA assistant head of school. “One of the
distinguishing features of the academy is that it allows our students
to become whomever they’re going to develop into without the typical
constraints that a high school environment can impose.”
According
to Tracy, the rigorous academics do not encourage cutthroat competition. “Many
of our students find for the first time in their lives that this is an
environment where it’s safe to be intellectually
curious,” he says. “I heard one student in the hallway last
year saying to a group of students, ‘Oh don’t stop at the
Inferno! You have to read Purgatorio and Paradiso too! Dante’s
so great!”
The next decade
As the BUA continues to move ahead academically,
it’s also going
to be physically moving from its current home next to the BU Bridge to
make room for the new School of Law building, slated for construction
in 2005. It’s not clear yet where the school will move to, but
Tracy says that it will likely be on the Charles River Campus. “We’re
very pleased that the University is proud of the academy and wants to
have a facility that is consonant with its role as one of the showcases
of the excellence of Boston University,” he says.
Once relocated,
the BUA plans to expand its eighth grade into an entire middle school
program. “We’re really hoping to be able to
attract, prepare, and retain students who come from economically and
educationally disadvantaged backgrounds,” Goldsmith-Caruso says. “We
feel that the middle school will provide the proper place for the additional
work that they might need to do before tackling the upper school curriculum.”
Efforts
are also ongoing to increase the amount of scholarship funding available
to students. “We’re moving quite deliberately in
the direction of increasing our scholarships to be able to be a completely
need-blind meritocracy,” Tracy says. “We’re increasing
the diversity of our student body, so that we can reach out to communities
and constituencies that are more at risk in terms of their educational
training before arriving here.”
When the BUA begins accepting younger
students, Tracy says, the ideal candidates will not be just precocious. “For
the high school, we have three admissions criteria: the kids have to
be extraordinarily bright,
they have to be students who love to learn, and they have to be nice
kids. We want a school of bright kids who are good to each other and
have fun together, kids whom we can trust. And I think we’re remarkably
successful at that.”
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