To live is to choose. But to choose well, you must know who you are and what you stand for, where you want to go and why you want to get there.
Back in the 1990s, we lived next door to a family with four children. Charter school legislation was new in my state, and "public school academies"--code for schools with fewer restrictions and public funding--were popping up everywhere. Including the middle of my traditional, middle-class, well-regarded district. The man who founded that school had some ideas that seemed fairly progressive: an ungraded structure with individual academic plans for every child, and an emphasis on Glasser choice theory. District leaders viewed the charter interloper with a mix of skepticism about its unconventional organizational model and anxiety over losing students.
Mom in the family next door confessed, in a backyard conversation before school started, that she had enrolled