Letter from the Faculty RESULTS OF WALDORF EDUCATION Waldorf education is a process that runs deep, profound in obvious and subtle ways. As we study our graduates in various local high schools we can see similarities in their ways of working and in their levels of achievement. They are uniformly achieving averages of 80 through 100. Many are in advanced placement classes, or honors curricula. They were accepted in private schools of their choice and are being recognized as uniquely prepared for challenging assignments. Remarks about our graduates have included, "They are a cut above the rest." From this same private school teacher we hear that a graduate "has exceptional verbal skills and some very mature work habits as well. She is extremely efficient and is able to accomplish much in a short time. In class she is finely tuned to whatever is going on. Her exam grade is nothing short of remarkable."  You might argue that this is just one outstanding student, who would have done very well no matter where she attended school, but there is a quality of discernment of truth, value, and depth that is shared among the graduates. They uniformly want to be given worthy work. They recognize beauty in many forms. They treat adults respectfully and notice reciprocation of respect. They are self-confident. An AWS graduate currently in public school has received "a pleasure to have in class" as a comment on every report card from every teacher and has been recognized by his advanced placement English teacher as a student who is "exceptional in emotional intelligence, mature beyond his years, one who will not derail when he goes to college." These remarks are made about a child who did not "read" until fourth grade, but whose literacy had been carefully and deeply cultivated by the Waldorf approach so that when the stage of reading fluency arrived, he devoured 2-3 novels per week. For many, reading comes sooner, but for others even later. For the four latest readers in the class of 2001, three are receiving honor roll distinction, and one is achieving above average and honors grades. For children whose parents are worried about New York State fourth grade achievement test results if their child should transfer to a public school before the completion of the Waldorf journey, I would recommend a public school education, because public schools are set up to prepare students for these tests; teachers' jobs depend upon it. In the Waldorf School we have the precious freedom to prepare the children for life using Rudolf Steiner's brilliant developmentally appropriate curriculum. A Waldorf teacher receives every child as a unique spiritual being who brings gifts as well as challenges to this earthly life. We have the luxury of respecting the unfolding of each potential without artificial deadlines imposed upon us. No one is held back, all are encouraged. (While we believe all children benefit from this program, we are not yet equipped to educate children with... More>> Next Page >>