Carroll Connection

In order to push our students towards learning growth, we must hold them at the same time. This is why social emotional learning (SEL) is the bedrock of a Carroll education. Learn more.

Carroll's homework philosophy and the answer to the often asked question ... what is a parent's role in homework?

Most families find their way to Carroll because their child is struggling to read. Of course, a ton of student growth happens here in reading, language, and communication skills. But it’s important to make clear that progress is not limited to these domains.

Currently, six of Carroll’s full-time educators and nearly 25 summer counselors are also Carroll alum. Years ago, these individuals sat in some of the very same classrooms in which they now teach. Their decision to return reflects their enormous commitment to Carroll and enriches our community deeply. Recently, I sat down with four of these educators.

Summer@Carroll — our accredited summer school with afternoon enrichment opportunities — is no ordinary summer school. Since 1975, it has been integral to our very mission, and who we are as a community.

As I wrote last spring, new research exploring the neuroscience of reading has stirred the debate over how best to teach our children to read. At the forefront of the discussion is Dr. Maryanne Wolf, an internationally-known researcher, teacher, and advocate for children’s literacy, who I had the fortune of learning from as a graduate student. I recently sat down with Maryanne to get her reaction to the current dialogue around the science of reading.

In that first year of teaching at Carroll, I thought a lot about what drove their relentless optimism and persistence, neither of which are necessarily taught in teacher education programs. What leads them to work so hard for these kids? Slowly, I began to realize. The ineffable factor—the thing that really ignites learning with students—was, and is, their mindset.

Increasingly, restorative practices are being used in schools across the country as a powerful community-building tool. Not only do they offer an effective complement to traditional disciplinary measures, they help students to build important communication and relationship skills. At Carroll, we began exploring the use of restorative practices several years ago ... Dr. Renée shares how it's going and how it fits into Carroll's mission.

Recently, Stella Grossman, a sixth grader, and Jay Rubenstein, a fourth grader, sat down with Renée to share their thoughts on a range of Carroll topics. Not only do their insights affirm Carroll’s mission, they remind us of the very lives and families we have the privilege of touching—even transforming. 

More than half of Carroll’s student population has Attention Deficit Hyperactivity Disorder (ADHD) and/or executive function (EF) challenges, in addition to a language-based learning difference (LBLD). Often, it’s hard to tell which one is at play. How can parents and educators make sense of it all? Clinical psychologist Dr. Sharon Saline answers a few of Dr. Renée Greenfield's questions.

Bryan Perla ‘14 attended Carroll School from 5th to 9th grade. Recently, he sat down with Head of School Renée Greenfield to discuss his journey from a student with dyslexia to a successful entrepreneur and dyslexic thinker.

What is my role as a Carroll parent? What can or should I do to support my child? I’m asked this question often, particularly among families new to our community. I’m happy to provide a concrete answer.

At Carroll, our approach to parent-teacher conferences is purposeful and straightforward, and leads to some pretty impactful conferences and, in turn, student outcomes. Learn how conferences are designed to support students throughout the school year and beyond.

What’s the best way to teach kids how to read? The reading debate has been simmering for decades. Recently, thanks to a newly named body of research exploring the science of reading, it has captured news headlines. Don’t get me wrong. I’m delighted by today’s energized discussion over how best to teach kids to read. It’s one of the most important conversations we can have as a nation. Here's what I'd like us to pay attention to instead.

Late last month, the journal Nature Human Behavior published the largest, most comprehensive, global study to date on learning progress two-and-a-half years into the pandemic. The results—based on data provided from 15 countries (excluding low-income nations)—were sobering. In short, kids worldwide experienced learning deficits equal to ⅓ of a school year. What’s more, now nearly three years out, evidence suggests those deficits still haven’t been recovered. The story for Carroll students—I’m pleased to say—is different.

Every chance they get, Carroll educators celebrate student victories, big and small. By doing so, they foster joy not simply in what was accomplished, but in all the learning that is yet to come. Following their lead, and in the spirit of year-end reflection, I’ve created my own highlight reel of successes and sources of pride—in no particular order—from 2022. It feels important to pause and take stock of the tremendously meaningful work we engage in at Carroll. What’s more, writing it down has made me even more excited for all that lies ahead in 2023!

The first time I heard the phrase “productive struggle” was in graduate school. I was in a math methods course, slogging through some pretty tough concepts. My professor was doing her best to encourage us, reassuring us that floundering, muddling through, and making mistakes were hardly signs of failure. In fact, in these very lurching efforts were the seeds of profound learning. Little did I know, more than two decades later, the notion of productive struggle would be foundational to my work, and to the work of all Carroll educators.

Last month, Massachusetts passed a momentous and long-awaited piece of legislation requiring schools to screen young students for dyslexia and other learning differences at least twice a year. Beginning on July 1, 2023, this right-to-read legislation will combat an entrenched wait-to-fail approach in the state’s public schools. Why should this matter to the Carroll community?

As we launch the school year, it brings all the feels. And all the feels are welcome - from our students, their families, and all the committed adults that work at Carroll. As I met with new families last week, I named some of the different feelings and emotions that may accompany joining the Carroll School community.