This article was originally published in The Notebook. In August 2020, The Notebook became Chalkbeat Philadelphia.
Sayre High School was fortunate to work with the Princeton Review during the 2004-2005 and 2005-2006 school years [“Budget crunch, evaluation spell downfall for four managers,” Fall 2006].
Princeton Review worked with administrators, teachers, and support staff in developing a plan to transition Sayre from the existing middle school to a full, comprehensive high school. The team that was brought into our school was energetic, enthusiastic, and extremely competent. They were involved with every facet of the school. Academics, high-stakes testing, student analysis, school climate, parental involvement, and grant writing were all areas for which Princeton Review provided support.
The team was very accommodating to all staff members. Teachers were informed of the visitations and were provided additional educational materials to enhance their lessons. The Princeton Review team also presented demonstration lessons in the classrooms with the teacher of record present for observation. Teachers were given an opportunity to critique the Princeton Review strategies along with their own strategies.
A Princeton Review consultant worked with students in helping them analyze their benchmark test data. Students had the opportunity to review the questions and the appropriate responses. They were also given an opportunity to indicate why they responded in the manner that they did.
Although the Princeton Review contract did not include parental involvement, strategies to increase the numbers of parents participating in our Home and School activities were discussed with our Home and School president. In addition, strategies were proposed to increase student attendance.
Our school’s partnership with Princeton Review was favorable. If it had been continued, it would have enhanced our position in making Adequate Yearly Progress this school year.
-Joseph M. Starinieri
The writer is principal of William L. Sayre High School.