[Pages H8441-H8443]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

THREE CHEERS FOR UNIVERSITY PARK CAMPUS SCHOOL

Mr. McGOVERN. Mr. Speaker, I wish to share with my colleagues the
history of a remarkable school that has just come into being in the
Third Congressional District of Massachusetts. It is called the
University Park Campus School.
This school, which opened its doors this fall to its first class of
seventh graders, is a collaboration between Worcester Public Schools
and Clark University, located in the Main South neighborhood of
Worcester. Over the next 5 years, the school will expand to cover
students in grades 7 through 12 by enrolling a new class of seventh
graders each year.
What makes this school so very special? First, Clark University has
guaranteed every student who enters and completes University Park
Campus School and then passes Clark University's entrance requirement
will be able to attend Clark University for 4 years tuition free. That
is right, tuition free. Clark University is promising these seventh
graders a college education if they study hard and complete the 5-year
program of University Park Campus School.
The University Park Campus School is a college preparatory school for
neighborhood students, predominantly at-risk, underprepared students.
Many had the dream of going to college, but never thought that dream
could be achieved. Several other students and their families never even
began to dream until Worcester Public Schools and Clark University
presented them with this magnificent opportunity.
This year, 35 students were chosen from 60 applicants. Academic
standing was not considered in the application process. What mattered
most was a commitment to learning, judged from an essay written by the
students, letters of recommendation from teachers, and promises from
parents or guardians to be closely involved. Students also had to
commit themselves to putting in a longer school day and more homework
time 4 days a week. On the fifth day students will be involved in
community service and special seminars.
The small student-teacher ratio and the involvement of Clark
University faculty and students will provide these young people with
the very best of quality education.
Now, I have visited University Park Campus School and I am here to
tell you that these kids, who are entering the first seventh-grade
class, are really excited about going to college and achieving the
American dream of a good education and good job. They are committed to
this program, their families are committed to becoming active and
involved in this school, and the community is committed to the success
of each and every one of these students.
Recently I met with Donna Rodrigues, the school coordinator, and the
school's two teachers, Dermot Shea and June Eressy. After talking with
them, I have no doubt about the abilities of these educators to help
make these children's dreams come true. Clark University faculty, who
come from a host of different disciplines, may be involved in these
students' education for as long as 10 years, from seventh grade through
college, providing

[[Page H8442]]

academic and professional support and mentoring that few students
receive.
University Park Campus School, however, was once only a dream, a
dream in the mind and heart of Clark University President Richard
Traina. President Traina found an able partner in Jim Garvey,
superintendent of Worcester public schools, and together they turned
this dream into a reality. Planning for this school was made possible
as part of a Federal grant from the U.S. Department of Housing and
Urban Development to promote the redevelopment of the Main South
neighborhood. Enthusiastic support from Worcester Public School
Committee, the neighborhood surrounding the university, and the campus
community, have brought all the pieces together.
Perhaps we should never have doubted that this innovative school
could be built and operated in Worcester inner-city. After all, 87
percent of all kids eligible to attend Worcester public schools do
attend public schools. That is because Superintendent Garvey has made a
commitment to bring quality education to all Worcester's children.
I hope others will follow the model of University Park Campus School.
Here is a university that is giving back to the community that supports
it. Here is a public school system committed to bring quality education
to all Worcester's children, and here are students and parents who are
encouraged to set their expectations at the very highest level.
Can you imagine walking into an innercity seventh-grade classroom
where every single student is talking to you about how they are going
to college and what they are going to choose as their major?
Mr. Speaker, I wish every one of my colleagues could meet these
students and faculty members. I invite my colleagues to visit Worcester
and University Park Campus School, truly a model for public education
that we can all praise and support.
Mr. Speaker, I include the following materials on the University Park
Campus School.

University Park Campus School--The School With a Promise

(By Donna Rodrigues)

After phone calls, brochures, visits to elementary feeder
schools, family informational meetings, and personal
interviews with 35 families and children, I proudly present
University Park Campus School's Class of 2003 to you. You
will find quotes from family members and children that I
found irresistible on the sides of each page.

the process

The school day for UPCS is longer than any other school in
Worcester, and reflects best thought from practice and
research. Children will attend school from 7:45 to 4:00 for
four days per week, with an optional 4:00-5:00 homework
center available during which time ``Big Kids'' from Clark
may tutor and serve as mentors. The fifth day, designed with
two large three hour blocks of time, we integrate community
service and special seminars into the curriculum, and will
begin at 8:30 and end at 3:00. Teachers will see fewer
students for longer periods of time. The last hour of each
day will be devoted to what was learned that day, with some
students needing remediation and others acceleration.

a prerequisite: family involvement

Children from the neighborhood did not have to take an
entrance exam nor were their test scores or grades analyzed
before admittance, but they did have to attend an
informational meeting with their parents and/or guardians.
Sarah Lawrence Lightfoot said that ``children bring their
families to school with them,'' and that they did during our
informational meetings. The first of four family
informational meetings brought 75 adults with 25 children to
the Lurie Room at Clark University. Generations filled the
room to hear about the ``new school.'' The more I spoke about
high academic expectations, hours of homework, and shutting
off the television to read, the more families shook their
heads in agreement and nudged their children. I told them
that this was not a school for everyone, it is a school for
those who want to make a commitment to their education, a
school with promise, one made by Clark University for the
possibility of free tuition, and one made by UPCS to prepare
these children for the demands of a four year competitive
college or university.
____

collaborations win-win

As news of UPCS spread throughout the Clark campus,
professors and students approached Donna Rodrigues to discuss
the school and possible connections. The Special Seminar
arrangements we made turned out to be equally beneficial to
Clark and UPCS. It appears that many Clark students can
benefit from experience with younger children to broaden
their resumes.
Theater and film students need experience producing and
directing younger children for job experience; education
students need to observe best practice and work with
exceptional mentor teachers; education students, with
provisional certification, in the Masters Program will be
able to realize a ``Ted Sizer dream'' of a year long site-
based program; foreign language students will be able to
increase their conversational skills by conversing with
native speakers; psychology students will be able to be
involved in a sustained mentoring program; community service
projects at Clark have a new meaning; and UPCS students and
families will provide a wealth of information about the
neighborhood.
UPCS also has collaborations planned with: University of
Massachusetts Medical Center Pipeline; Worcester Foundation
for Biomedical Research; Broad Meadow Brook Farm; New England
Science Center; Worcester Art Museum; State initiatives:
PALMS, CUSER; PACE at Harvard University; Northeastern
University RESEED Program; and Sturbridge Village.

excellence begins in this community

What Makes the University Park Campus School Unique?
A College Preparatory school for neighborhood students;
predominately ``at-risk,'' underprepared students.
A school culture that emphasizes ``respect and
responsibility'' and strong ties to the Main South
community--all students participate in community service/
research internships.
Radically redesigned school schedule and pacing of the day;
organization of core academic material into 2 large academic
blocks--Humanities and Math/Science.
Opportunities for teachers to know their students well--
teachers teach fewer students over the course of the day and
over multiple years, and meet with small ``advisory/
tutorial'' groups everyday.
Sustained intellectual partnerships with Clark faculty and
students--through guest lectures, ``special seminars,'' and a
program supporting Clark students to serve as tutors and
coreseachers, as part of their undergradute and graduate
preparation.
A school culture that emphasizes ``effort'' over
``ability'': multiple second chances and opportunities for
academic support (Homework Center, after-school program,
summer courses).
High standards and performance-based exit requirements for
each two year ``stage,'' with the expectation that some
students will take longer and need more support to meet the
performance and content knowledge requirements.
Emphasis on teacher as intellectual, researcher and
educational leader, with time built into each school day for
reflection, collaboration with fellow teachers and Clark
faculty and students, and on-going research.
Demonstration/Teaching school--a resource for the entire
Worcester Public School community.
Innovative pedagogy promoting a strategic mix of ``hands-
on,'' inquiry based learning and more traditional, ``direct
instruction.''
Strong emphasis on ``basic,'' enabling skills (mathematics,
reading/writing, analysis, the use of multi-media
technologies for research and communication) in combination
with sustained, interdisciplinary investigations.
Innovative assessment plan--emphasizing developmental
assessment (with clear, public standards and rubrics) for
students and parents coupled with strict exit requirements
requiring content and process mastery (demonstrated through
exhibitions, examinations, and projects--all standards and
tests designed to be ``taught to'').
Active ``test preparation'' for all standardized tests
(MCAS, PSATs, SATs, etc.) that students will be expected to
take.
Thoughtful approach to conferencing with parents, teachers,
and students--twice a year, using assessment plan to build
home/school partnership.
____

QUOTES FROM STUDENTS SELECTED FOR UPCS--UNEDITED EXCERPTS FROM
STUDENT'S APPLICATION ESSAY

``One of the reasons I want to attend this school is I want
to be a somebody and the only way that you can be a somebody
is to have a excellent and brillent egecation. My mom also
wants to be a part of it and I think that it will help me and
my mom learn more about others. I also want to be in a safe
environment not to worry about people asking to try drugs or
be in a gang.''--Michael Donnelly, 6th Grader, Heard Street
School.
``I would appreciate very much if I could get the
opportunity to go to UPCS. I think I'll do a lot better in a
smaller class. Going to a University has been my one dream,
and without an EDUCATION there is no room in this world and
no career for me. If given this opportunity I'll assure you
that I will be the best and brightest boy in your school. I
was born in St. Lucia a Caribbean Island. I could remember 6
years ago, my first day in Worcester, my mother pointed out
to me. This is the university I want you to go too. All I
knew that coming to America was coming for an education,
because my grand parents was so excited since I will be their
first grand son with the college education. They believe in
me and I believe in myself. I want to make them proud of
me.''--Neal Kangal, 6th Grader, Goddard School.
``I think that it's going to be wonderful because their's
going to be a lot of help for kids that need it. Because I'm
one of those kids

[[Page H8443]]

who needs a lot of help. Signing off''--Danielle Chase, 6th
Grader, Canterbury Street School.
``I think that it is a great learning opportunity. Because
when I start high school I need to think about my future to
go to college and become a writer. To me a neighborhood
should be a place where you can feel safe. Like you can trust
people around you.''--Taryn Kodel, 6th Grader, Gates Lane
School.

QUOTES FROM PARENTS OF SELECTED STUDENTS OF UPCS--EXCERPTS FROM UPCS
BROCHURE: FAMILIES OF THE CLASS OF 2003

``You're giving my girls a future--one I never could give
them. I work ten hours a day, and I can't make ends meet.''--
A Father.
``I grew up in this neighborhood, and I always thought that
I would work at the Foundry. They called 21 of us into the
office, and 3 kept their jobs, the ones that could use the
computer. At 50, I had no job, no choices, no options . . .
no computer or academic skills. Now I take courses here at
Clark with my 24-year-old daughter. I want my son to go to
this school (UPCS). I want him to have choices.''--A Father.
``Please tell me again that this is really true--it's too
good for me--I've never been picked for anything good.''--A
Father.
``I got goose bumps when you were talking about the school.
I couldn't believe it.''--A Grandmother.

____________________