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Proposals For Cory Merrill DPS Campus Need Community-At-Large Scrutiny
by Eileen Abbattista
Half a century ago a crush of baby boom children compelled Denver Public Schools to construct two new schools in southeast Denver north of the nascent “Valley Highway” (I-25) and just west of Colorado Blvd. Today this neighborhood - Cory-Merrill - is known by the names bestowed on the schools: Cory Elementary, 1550 S. Steele St., and Merrill Middle School, 1151 S. Monroe St.; the schools share a verdant, welcoming 17-acre campus. The surrounding residential area has experienced vast changes in the past decade as modest houses on large lots have been scraped off in quick succession, many replaced by luxury homes five times bigger.
Cory has flourished in recent years as an ECE-5 neighborhood and Highly Gifted Magnet school, but Merrill’s attraction as a choice for neighborhood 6th-8th graders has been much less substantial. Reports Cory Merrill parent Lori Hampton, as a way to tackle this inequity head-on, “Since Sept. 2007, a group of concerned parents, community members and teachers have banded together to form the Cory Merrill Campus Coalition, to address the decreasing enrollment at Merrill. Consultant Bill Fulton of Civil Conversations (civil conversations@msn.com) is guiding this effort. In Nov. 2007, CMC was awarded a $60,000 planning grant from DPS to explore how to best improve Merrill.
“What has emerged are two configuration options to bring Merrill and Cory into one unified and cohesive school, beginning in the 2009-10 school year. Both options include an Early Childhood Education program now partially funded by the Denver Preschool Program. The final school configuration model will be the basis for a Beacon/School Improvement Grant application that will be submitted to DPS in October 2008 for approval. The options on the table are an ECE-8 or an ECE-12 school (two configurations of this model are being considered).”
The initial phase of this school improvement effort has occurred within a rather parochial structure, but the long-term implications for the wider community – including other elementaries which currently feed into Merrill – are complex and will require a broad, and yet highly detailed, perspective to adequately address them. The Cory Merrill Campus Coalition has determined that a public meeting is essential to get the facts as currently known out to the broader community.
The Profile invited CMC members supporting each option to present substantive thoughts articulating the strengths of their preferred model. These positions follow; all citizens are invited to attend the public meeting and vote on Thur., June 12, at the Marriott Courtyard Hotel, 1475 S. Colorado Blvd. Doors open and refreshments will be served at 6p.m., the meeting begins at 6:30p.m. For background and information on the two models, and to RSVP for the June 12 meeting, visit www.cmccoalition.org.
Proposed
ECE-8 Model
by Kerry Ziller
On June 12, the Steele, Cory, University Park, and Ellis Elementary communities will have the opportunity to vote on models that will vastly change the face of Merrill Middle School by changing the configuration of the school and possibly who would be able to feed into Merrill. Three options are proposed. One, an ECE-8 model, would reconfigure the grades at Cory and Merrill to address the overcrowding at Cory, yet allow Merrill to continue to accept students from the three other elementary schools. The other two options involve creating a small high school at either Merrill or at Cory. These two options would most likely mean less space available at Merrill for schools other than Cory Elementary. My first response to a high school at Cory or Merrill was, “Why?”
Cory has been my neighborhood school for the past 11 years. I have three daughters; my youngest will be in 4th grade next year. The two oldest attended Cory from K-5th grade, but like many of our neighborhood families, we looked at, but did not attend, Merrill.
I like what I see happening at Merrill this past year, and the thought of having a true neighborhood middle school that my child could walk to is exciting to me. Yes, it is under enrolled, but projected enrollment figures for the 2008-2009 school year show an increase of 129 students. Merrill is one of only two designated Springboard AP prep middle schools. Why are we not celebrating these positive changes, instead of possibly compromising Merrill by adding a high school? How would the addition of a high school make Merrill a better middle school?
My oldest daughter chose South High over East, where all her friends went. I was sure she would regret her decision, but she never has, and we have been very happy. South is one of 27 schools in the nation to have the EXCELerator Program offered by the College Board and offers 17 Advanced Placement classes. She has been challenged academically, yet has been able to participate and have fun in extracurricular activities and clubs.
Why are we compromising our neighborhood high school by creating a small high school at Cory/Merrill when one is not needed? Our middle daughter will be a freshman at South next year. She chose to leave Denver School of the Arts because she wanted a traditional high school experience.
I am not saying that a 400-student high school is a bad idea. They can be small, inclusive and sheltered, and there will be kids who thrive in that type of environment. The downside is, that they can be small, inclusive and sheltered, and there are kids who will be stifled at the idea of going to a high school that does not have options to explore the various electives and extracurricular activities a larger high school can offer.
The nice thing about Denver Public Schools is that we do have choice, and there are small high schools to choose from, but when it comes to creating a small high school at Cory or Merrill, I again ask, “Why?” Why spend money on creating a new school in an existing neighborhood school when there is a great neighborhood high school a mile away? Why potentially disrupt the flow of neighborhood elementary school students into Merrill? Who would decide who attends Merrill?
The original focus of the Cory Merrill Campus Coalition was to look at ways to make Merrill a desirable choice for middle school. Why have the issues that have made Merrill an overlooked middle school not been addressed? Why rush to create a new high school without the proper planning it takes to make it successful? Why do those who advocate a new small high school not use one of the many schools closed by DPS so they could have a free-standing school of their own to do with as they wish? Why do we not have more information about this proposed school? Would this school have a particular focus and philosophy (highly gifted, arts, sciences, academic fundamentals)?
These are all questions that have not been adequately answered, yet we are asked to vote on creating a new high school. Not a good use of taxpayer money or school space, in my opinion.
Whether or not you have school-age children, or for that matter, children at all, I encourage you to come on Thur., June 12 to the Courtyard Marriott, 1475 S. Colorado Blvd. at 6p.m. to hear more about, and vote on, the three models that have been proposed. You can RSVP at www.cmccoalition.org. This is not a Cory Elementary issue, this is a community issue that ultimately could affect six different schools. Thank you.
Proposed
ECE-12 Model
by Michelle Hayden
Schools are bigger than ever. Between 1940 and 1990, the total number of public schools declined 69 percent, despite a 70 percent increase in population (Walberg 1992/Howley 1994). This translates to school enrollments having risen more than five-fold. Parents and educators are starting to question whether bigger is necessarily better. Extensive research has been done recently that makes a compelling case for rethinking school size.
The Cory Merrill community – with a 17-acre campus and two buildings that can seat 1200 to 1500 students – is in an incredibly unique position today. One of the models being considered for the campus is an ECE-12 school (approximately 72/grade at the elementary level, 100-120/grade at the middle and high school levels). Those in support of creating this smaller school option believe there is a need and a market for this type of public school in Denver.
Since college, I’ve taught middle and high schoolers in a variety of settings. As a product of big public schools, I “came out just fine.” However, I spent several years teaching at a small K-12 school, and that experience influenced my opinions on this topic. The most obvious difference in small schools is they operate on a much more personal level. There are no strangers. Studies show that kids at smaller schools develop stronger personal bonds, are more actively engaged in the life of their school, have a sense of belonging and personal responsibility.
If we want our kids truly invested in their school, we need to provide a place where they are known, where their voices can be heard. At a small school, I couldn’t help but know my students well. I knew when their dog died, when they had won a big game or when I should encourage them to sit with me to study for a test. I knew these things not because I was an exceptional teacher, but because the system – the structure of the place – made this kind of effective care possible.
Some argue a small school can’t offer sports and clubs like bigger schools. But the single best-supported finding in the school size research is that levels of participation in extracurriculars are significantly higher in smaller schools. Participation is also much more varied. It is true that a big school may offer 50 different clubs. But if we hope to convey the life lesson, “You get out of it what you put in to it,” isn’t it meaningful participation that we’re hoping for? If this community came together and supported an ECE-12 campus – we’d have a soccer team ... a good one. We’d have an orchestra, a choir, a newspaper ... and AP classes too.
Those of us who went to traditionally organized schools often question putting ECE-12 together on one campus. Again, I’ve come to appreciate the value of kids of all ages contributing to a strong, cohesive community. Wouldn’t it be great if children actually had real-life role models instead of all the really unimpressive people our culture glorifies? One school here in Denver has its seniors take their kindergarten “buddies” on a field trip every fall. Another puts on an all-school musical with kids from 5 to 18. Older students can be tutors, mentors and coaches. There is endless opportunity for meaningful interaction.
Finally, we all know what it means to have an inspiring teacher. So how do we attract and keep the very best teachers? Things that hold for kids also hold for teachers in small schools. Individual voices can be heard. You can dare to try something different, because changes aren’t so irreversible. Communication and collaboration are realistic and happen naturally. You can really get to know your students’ work and the way they think. I believe it’s a more sane and rewarding way for teachers to work.
What’s happening at Cory Merrill is taking place within a bigger context. DPS loses thousands of kids every year to independent and charter schools – schools that are intentionally designed and almost always small. Creating an ECE-12 school will mean changes for the community and the campus, but many would argue those changes are long overdue. Large “comprehensive” schools will always be an option in Denver, but we have an opportunity here to create something different. Hopefully those who are stakeholders in this process will read the research, look at what successful schools are doing and ultimately contribute an informed voice to the dialogue.
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