Frequently Asked Questions about PACE

*1. A student who has withdrawn from Pinkerton Academy or withdrawn from another school and is now registering at Pinkerton Academy.

*2. A student who is at risk of dropping out.

*3. A student who needs an alternative learning environment.

4. A student who is a junior or a senior and is at least 16 years old.

5. A student whose parents approve of and support the program, or a student who has two sponsors who will pledge to be supportive.

6. A student who demonstrates average writing and reading skills.

7. A student who does not routinely disrupt the learning of others.

Pinkerton day students who want to be part of this program in order to "recover" credit because they have failed a course, may do so on a space available basis. Seating will be limited.

How is enrollment in PACE paid for?

Most tuition costs are paid for by the sending districts, however, students who are over 21 years of age or who reside outside the district must pay a fee. Seniors who are "recovering" English credit for their first semester course will also pay a fee. Detailed information about tuition and financial aid can be found on the Tuition/Financial Assistance page.

Who is in charge of PACE and where can I find him?

During the 2005-2006 school year the PACE program was developed by Bill Foye. Before working to develop PACE Mr. Foye worked as a school principal, in Massachusetts, at Beverly High School and the Parker Middle School in Reading. His office is located on the second floor of the Low Vocational building in the Department of Technology and Applied Science office. Students and parents are encouraged to contact him about any questions they may have about enrollment or course selection.

Why was PACE developed?

Over the last four years, Pinkerton Academy has had a dropout rate which has ranged from 3.9% to 5.6%. While these percentages are consistent with the state average dropout rate, a large number of students are not graduating from high school, which will severely limit their success in the future. A committee studying the problem in 1999 concluded that "the traditional high school environment at Pinkerton Academy is not working for this group of students."

Goals of the PACE Program

The alternative school program could help students in the following ways:

t Reduce any alienation they feel

t Improve the self-concept of at-risk students

t Provide at-risk students with increased access to academic classes in a smaller environment and at a more desirable time of day

t Increase community and parental participation in the education of at-risk students.

t Provide a flexible and integrated academic program which includes a GED component that emphasizes the importance of school in preparing for later life

t Fosters student responsibility

How are classes in PACE different from Pinkerton day classes?

Classes in PACE are different from traditional day classes because they are held once a week in the afternoon or evening, and they offer a different environment than traditional day classes. PACE classes will be smaller, so that students can get the individual attention they need. Highly qualified teachers will use a variety of methods, so that every student understands the material. The class schedule will require a higher level of independence and maturity for students.

Candidates may be referred to the program by the Student Support Team or a Guidance Counselor or an Assistant Principal. Students and parents should work with the student's counselor to have them make the referral if it is an appropriate option.

Students will then apply for the limited number of openings in the program. Students will complete an application including a written essay and provide other information as needed. Students are selected by the Director based on the recommendation of their counselor, meeting the eligibility criteria, and the advocacy of parents. Waiting lists are established once classes are at maximum enrollment.

Most classes meet once a week from 5:00-8:15 PM for 16 weeks beginning the week after the day-time classes begin. Some classes meet from 2:30-4:00 PM twice a week.

The idea is to have a smaller, more personal, more flexible team of people who can better serve students who are capable, but not being successful. Evening classes will feature small class sizes, individual attention, longer periods that meet once or twice a week, innovative teaching.

Special Education students who meet the criteria for eligibility are welcome. However, no support services are available in the evening program at this time.