By Laurie Harquail
Winter 2009
For Curtis, public high school wasn’t really working. Faced with demands at home that included helping care for a little brother, he often missed days. However, even with sporadic attendance, Curtis still managed to pass his classes. Deep down, Curtis knew he needed to find a situation where he was not just getting by – but actually getting an education. A friend recommended Open Meadow, and at the end of his sophomore year Curtis enrolled. He is now a senior and on track to graduate in June 2009, with plans to attend college next fall.

Curtis attributes much of his success to Open Meadow’s supportive environment. The school feels more like a close-knit extended family rather than a traditional hierarchal school. According to Curtis, his teachers at Open Meadow feel like partners in learning.  At public school, his teachers felt more like distant authority figures.  Curtis explains, “At Open Meadow, I’m not just taking classes; I’m not just passing classes – I’m actually learning.”

He also cites the influence of his Teacher/Advocate Mark Burton, with whom he has been paired with since he started attending Open Meadow.  Advocates provide daily support, encouragement, friendship, and guidance. Through the school, Curtis has also had access to internships, apprenticeships and leadership opportunities.

Open Meadow’s supportive surroundings and emphasis on academics have helped nurture Curtis’ long-time interest in science, and also develop his natural aptitude for math. As result, he is off to college next fall to pursue pre-med studies, and is thinking about a career as a surgeon or in internal medicine. Either way, he has expressed interest in “unraveling the mystery of life and helping others.”