Community High School

Leaving Community

When Community High School’s first semester finals were over, the 450 students burst through the doors for their highly anticipated weekend. But for a small number of students, it was a different experience. It was the last time they ever walked out of those doors, and it had nothing to do with graduation.

They had decided to withdraw from Community High School forever.

Originally established in 1972, Community has always been a unique “alternative” school in the Ann Arbor Public Schools System. It was founded on the experimental idea of a “school-without-walls,” and has always been a strong contrast to Pioneer and Huron High School. Although there are consistently more applicants than spaces available, this doesn’t mean all students are content with their decision to enroll.

Community boasts an open-campus policy, no bells and personal academic relationships with teachers, but the school doesn’t offer everything. “I have to leave because I want to take advanced courses. It’s a big deal to me,” says Elizabeth DeMonte, a Community sophomore. DeMonte has been a CHS student since her freshman year, and has made the decision to enroll at Huron full-time. “My classes here were easy. I’m pretty sure at Huron, I’ll get the challenge I’m looking for.”

As a student athlete, Huron’s athletic teams also played a part in DeMonte’s decision. Because she plays Huron Field Hockey and is a member of the swim team, she often misses team meetings during lunch. She also misses out on team spirit. “Athletics are really valued there, and I’d like to be around my teams.” As a Huron student, she’ll have to move around a lot less. “It seems like I’m always rushed to get somewhere.”

John Boshoven, one of Community’s guidance counselors, doesn’t feel that the absence of accelerated classes should be an issue at Community. “Instead of pretend college classes, we offer real ones,” Boshoven says. He believes that there are more benefits to a curriculum like Community’s. When it comes to teaching, “heterogeneous grouping” provides an easier system and enriches the learning environment. “We don’t skim-off students at Community. We embrace diversity, and kids learn from each other that way.” Community Resource Classes (CR’s) and College Courses are also available to students looking for a challenge. Boshoven calls accelerated classes “canned curriculum” and believes the Community options better prepare a student for college.

Although DeMonte is leaving to follow her educational needs, one of the most common reasons kids leave Community is because of friends. Drew Stapleton, a Community junior, felt that the school was shrinking ever since his freshman year. “It’s hard to meet new people when you know everyone already,” says Stapleton, who plans to be a full-time Pioneer student next semester. After dual-enrolling during his sophomore year, Stapleton enjoyed his classes but not the “back-and-forth.” A year later, he made the decision to leave for good. For most students, withdrawing from Community is a permanent decision. But not for Stapleton; his mother is a Community High staff member, allowing him a special privilege to return.

Boshoven is generally skeptical when a student wants to leave for “social reasons”.  He advises those students to get involved at CHS first and try to embrace the school. But Boshoven also understands the appeal of a larger student body. “Some kids just want to be with more kids, and that’s at the big schools.”

Raphael Kronenberg is not leaving Community in order to be with more kids; he’s leaving to be with no kids. “Next semester, I’m going to design and implement my own home-school program,” says Kronenberg, a sophomore. Although he spends a portion of his day at Community, Kronenberg is technically a Pioneer student. If it were his decision, he would have been full time at CHS, but he did not get in through the lottery system. “I was disappointed, but it wasn’t the end of the world.”

After struggling with the rigid structure of Pioneer, Kronenberg made the decision to withdraw from the Ann Arbor Public Schools System. “I think I’ll get a lot more out of my own program because I’ll be learning what I want. Community is a great school, but not for me. This path is what’s best.” As for the social aspect of a home-school program, Kronenberg’s not worried. “It will be different, but it’s not going to be difficult. I’ll make an effort to see my friends.”

In previous years, semesters would pass without a single student deciding to end their time at Community. With at least four students leaving, this semester’s total is high for CHS. Boshoven assumes it has to do with the low level of commitment. If they get in, many freshmen will come to Community just to try it out. “If it doesn’t work, they can just go to one of the big schools. No harm done,” explains Boshoven. Despite the many rumors circulating middle school hallways, CHS has an excellent reputation. It was the only school in the AAPS district that received an “A” on its annual report card.

When a student leaves Community, regardless of their reasoning, Boshoven can only hope they have made the right decision. Their decision is irreversible and their names are added to the end of the wait list. There are around 200 kids in line per grade.

But there is happiness at the end of the process too.

When a student leaves, one more is let in. “Someone else is really happy to get that spot, and we’re glad to give it to them,” says Boshoven. The popularity of Community has been on the rise, and more and more students want to attend. Boshoven understands that everything depends on the individual. “When it comes to school, it’s all about finding the right fit. Where you’re happiest, you’ll do better.”