The School’s stated goal is to allow a learning environment in which students can move at their own pace, unrestrained by the normal limits of public schooling. To this end, the school seems to have at least partially accomplished its goal. AP courses, normally reserved for 12th graders only, are populated by high school students from all grade levels.

Tenth grader Dillon Bugner is currently enrolled in AP US History, and says he is doing well, although he admits that the classes are “pretty hard”. Ninth Grader Rowland Carlson is enrolled in an AP program as well, Physics with Mrs. Stripe.

Bridges also has made arrangements with Heidelberg College for students to participate in their Post-Secondary Options program as early as ninth grade. Ninth grader Nick Comer is currently enrolled in both Bridges’ AP History course and a Psychology course at Heidelberg. He said that he is learning a lot in the psychology course and is glad that he is going to a school that allows his to take such courses earlier than usual. (The options program is usually reserved for Juniors and Seniors.) Bridges also uses the Options program to allow students to take classes not offered at the High School. For example, the administrators and Science teacher Sonya Stripe felt that the school did not have the money or resources to provide a solid chemistry class, so students wanting to take Chemistry may do so through Heidelberg.

Even students not participating in AP or options programs are doing well in Bridges, with many of them receiving much higher marks and learning more than they had at their old school. Ninth grader Orion Miller has commented that Bridges is “The best thing that ever happened to him” and loves being able to work at higher levels and have more opportunities for classes than he did at Tiffin Middle School. Such sentiments were echoed by other students such as Amanda Mullholand, Elizabeth Torres, and Brandon Bugner among others.

Not all students feel that Bridges is a land of opportunity however, with many students stating that they felt that Bridges was no better then their public schools. Three-year Bridges student Grant Manning feels that Bridges has strayed too far from its goal of providing individual education and that the classes have become too much like standard school classes. He has stated that the educational value is no better than that of his old public school and that the only reason he is staying with Bridges is because of his friends and the community.

Most 3rd year students I spoke with expressed similar sentiments, many expressing frustration at the new Apex Learning System and at the more traditional classroom setup being used for classes this year.

Former Bridges Senior Jordan Powell left Bridges at the end of the first quarter to return to Columbian High School. The week before his departure, Jordan stated that he had heard that Bridges would allow much more flexible work and better education than Columbian, but that the quality seemed the same to him so he wanted to return and be with his friends.

Other students expressed concerns over other matters. A very large number of students feel that the administration is not taking student concerns seriously and not listening to the student body that they are supposed to be serving.

It should be noted however that when a small group of students and Social Studies teacher Katie Slosser attempted to organize an open forum with the administration, student interest was surprisingly low.

Other students expressed frustration at the low budget of the school, which makes sports teams and other extracurricular activities difficult, although a volleyball team and basketball team were organized through the joint efforts of students and teachers/parent volunteers.

Still others were put off by the fact that the classroom structure makes it nearly impossible to work far ahead in many classes, or finish a class and begin a new one in the middle of the year, two opportunities that were available last year when schooling was done almost entirely on computers and teachers were primarily aids that assigned additional work outside of the lessons students were working on and worked to help out with the largely inefficient Aurora Learning system.

Teachers had some concerns as well. Science teacher Sonya Stripe and Mathematics teacher Cathy Smith both have expressed frustrations at students not doing their work. A week prior to the end of the first nine weeks Smith’s whiteboard was filled from edge to edge with names of students behind in their work, and she commented to one of her classes that “The average grade [at that point in time] is probably a D.”

And while the administration and many of the teachers insist that the school’s goal of individual education is being preserved with the new system, Technical Administrator Jim Back commented on the Student Forum “BCA Underground” that the new system caused loss of freedom for students and individualized education , and that he wasn’t sure if it was the best possible system, but that they weren’t able to come up with a better solution that worked economically. “This is the last year computers are under warranty.” Mr. Back stated. “With the amount of abuse computers took last year, having individual computers just isn’t practical.”

Many students have different view on the pros and cons of Bridges. Ultimately, whether or not the school is a worthwhile alternative to public schooling remains up to each student.

Oh, Wow! News  Bridges Community Academy  Tiffin, Ohio  Copyright 2007