Frequently Asked Questions
Practical FAQ
If I am interested in The Freedom School Cooperative, what are steps should I take?
1st – READ as much as you can about student-directed learning and democratic schooling. Take time to visit our suggested reading list and visit some of the websites that we recommend. (Provide link to the resources)
2nd – CALL (301) 874-2207 or contact us and ask questions.
3rd – VISIT us. Come to an open house, movie night, and tour or set up a time to visit with or without your child.
4th– TRY IT. If you are interested at this point, set up a week for your child or children to visit. During visiting week your child will attend co-op as a full member, which includes participating in our judicial process, weekly meeting, and any other co-op activities.
5th – MEET WITH US – At the end of the week we will meet with you and your child to talk about whether or not this is a good fit for all involved. If we all agree that this is the place for your family, we will provide you with our enrollment package including a one-year contract.
6th- SIGN AND SEND in the contract with a $500.00 deposit to secure a spot.
How much is membership and what are my payment alternatives?
Membership is based on a sliding scale from $3,200 to $7,800. Membership fees are based on ability to pay, which is determined by an outside financial institution and/or our Administrative Clerk, Denise Chasin. Payment is made either in one lump sum, or two or three payments. All accounts are to be paid in full by January of the current school year.
What are our hours of operation?
Co-op is open Monday through Friday from 9-4. It is not necessary for you to participate every day, all day, especially the younger children but we do ask that you commit to being consistently involved and present. This allows for continuity and involvement in the community.
What age groups do you have?
We have children ages 5-17 here at our co-op. Students must be involved with us for at least two years to be eligible for participating in our thesis program and being awarded a high school diploma. There are some cases where children younger than 5 have been accepted as long as they are ready to take responsibility for themselves and for the community.
What involvement is expected from the parents?
There are many opportunities for parents to be involved. Some parents are involved on a day-to-day basis while others come for specific projects, events, classes, etc. There are also opportunities to help with administrative projects, events. There are also various opportunities for parents to take on the responsibly of certain Clerkships such as the Medical Supplies Clerk. The parent that is Medical Supplies Clerk is responsible for organizing and keeping our medical supplies, first aid kit, etc up-to-date or the Grounds Clerk helps to mow the grass, weed the gardens and keep the property clean and tidy. There are other clerkships available such as Library Clerk, Farming Clerk, Building Clerk, etc.
What is the ratio of girls to boys in your program?
Although we are not always able to meet our goals, we work hard at keeping our group nicely balanced with a 1:1 ratio of girls to boys.
What is the student to staff ratio? What are the qualifications of staff?
On a regular basis there is one adult available for every five children. The adults in our community are made up of staff, parents and volunteers. All of the adults are considered facilitators. Adults in our community are there to help the children when then need help, recommend books, help set up opportunities, internships, talk, lead, discuss, converse, offer insights in meetings, organize field trips, provide continuity for the community and the culture, etc. They lead but are not administrators. Learning happens in its own way, in its own time.
Will my child be able to graduate with a diploma?
If and when a child has been with us for at least two years and feels they are ready to graduate we have a diploma program under The FreedomHill Fellowship Umbrella. The diploma program involves writing and defending an oral thesis explaining how they have taken responsibility for preparing themselves to be effective adults in the larger community. The students present an explanation of why they feel that they are able to go out into the wider world and function as an adult to the members of the Thesis committee. The thesis committee is made up of people within our community and our Umbrella awards the diploma. During the presentation, the student must also attend to the questions and concerns that arise from their audience. Sometimes the Committee will request that the student do further work before receiving the diploma.
What if my kids decide they want to switch from this environment to traditional school?
Children that are given the opportunity to learn in this type of environment become very effective and self-motivated learners. If they have decided to move on to another educational program, they have they ability to determine what skills they need to be successful and pursue and master them as needed.
How do kids get into college without credits or grades?
There are many different paths children from this kind of educational environment take after they graduate. Some students will take a high school equivalency test and their SATs sometime around what would be 11th grade. Almost all choose to receive a diploma by participating in our Umbrella’s thesis program. Some students begin working after graduating until they are certain what they want to pursue in college. Of students from this type of educational environment, 90 percent of the graduates go to college and almost 90% of them get into the college of their choice.
Colleges and universities across the country recognize the growing importance of alternative educational programs. Grades are no longer prerequisites for admissions to many institutions. High school grades are only one of the many factors that colleges consider. Many colleges still require and rely on SAT scores and most of the students graduating from these types of programs have taken and done well on them. Most colleges seek well-rounded, inquisitive, and motivated students, which are qualities that blossom in the children that participate in our program. The children in our program excel at personal interactions and do well in personal interviews since during their time with us they have the chance to practice the art of conversation, self-awareness, meetings, collaboration, and public debate. Even Harvard has specific admissions officer assigned to candidates from alternative schooling backgrounds. Of course, the most important requirement for success in college, as in any of life’s pursuits, is self-motivation. This is why graduates from other co-ops and formal Sudbury type schools, who want to go to college, do — usually to the college of their choice.
How do kids in this environment find the transition to college?
Kids who leave this kind of program are usually extremely well prepared to go to college. First of all, they’re quite knowledgeable, and they’re very articulate. Not only that, they are very used to organizing themselves to learn what they need to and learning how to learn it. I think in many ways, children from this environment are even more prepared than those from traditional schools because in this environment you are expected to have a great deal of autonomy and responsibility for doing what you need to which is not much different than being in College.
What colleges do children from these types of programs attend?
Most homeschoolers and students from Sudbury “style” schools that want to go to college do and many start their college studies earlier than their peers. A study was done in (1991) of the alumni from Sudbury schools and found that 90% of the students attended post secondary school and 96% of those were 4-year college. Many attend top schools in the country. Ask us for a complete list or read Legacy of Trust, Life After the Sudbury Valley Experience, by Mimsy Sadosfsky and Daniel Greenberg. Although The FreedomHill Cooperative is not a Sudbury School at this time, many aspects of our programs philosophy are adopted from this program and the influence on our children can only be assumed to be parallel.
Will my child be prepared for the “real” world?
In many ways this model of education is much closer to the way the real world works. In the real world there are always a mix of age groups working together and there is no one telling you what to do all the time. In the real world we are responsible for our own actions and need to be self-motivated, self-sufficient and creative. So children learn about the real world all the time at FreedomHill.
Are there any rules?
Yes. The rules are determined and enforced by the democratic meeting, which is composed of the staff, some of the parents and the students. Generally rules are put in place to ensure the smooth operation of the school and to allow students to be able to pursue their educational goals without disturbance.
How do children at The FreedomHill Cooperative learn if there are not classes?
Children are naturally curious and want to learn about their environment. When a student is given the responsibility for his or her education, as well as the freedom, support, and respect needed to fulfill his or her goals, learning begins to take place as a natural byproduct of all activities. Children challenge themselves and each other as they gain confidence and learn new skills
Since all learning is voluntary and each member of our community is responsible for his or her education, there is really no set curriculum. Depending on the amount and kind of interests, classes may be formed, independent studies begun, or community resources investigated. A great deal of learning takes place through daily interactions between the students, parents, volunteers and staff. Learning happens informally, through sharing with others, watching someone more skilled in an activity, or experimenting with unfamiliar activities and experiencing their consequences. Almost all activities are interdisciplinary incorporating many different subject areas, some traditional and some not.
My child is doing well at traditional school, why would I consider changing?
There is a difference between doing well and thriving.
What kind of materials and resources are available?
Since the students are involved in all decision making, how to allocate resources is part and parcel of this responsibility; Each week at the “School Meeting”, resources are considered and allocated on an as need basis. For example, is a group of students are passionate about having a Spanish class, the students would come to school meeting and ask for resources to be allocated to hiring a Spanish teacher. Resources are available as needed.
Do the students really help run the school?
Yes! Students and adults work together to run the program. Each member of the community has one vote in the weekly “School Meeting” and make all decisions needed for the program to run smoothly, including passing laws, allocating funds, and hiring staff. The Judicial Committee, composed of students and staff, handles rule infractions.
Frequently Asked Questions: Philosophy
What is the philosophy of The FreedomHill Cooperative?
The FreedomHill Cooperative believes giving children the trust and responsibility to pursue their interests at an early age ensures that they will grow to become effective and joyful members of adult society.
Students at the FreedomHill Cooperative are given the opportunity to understand what they want in life, why they want it and how to achieve it. The program provides an environment that allows students to establish and realize individual goals for themselves through experimentation and discovery combined with unhampered contemplation.
Every day, students determine how they will manage their own time and are free to request instruction on any subject that appeals to them or talk to any adult in our community about anything they find interesting. The community does not evaluate or assess one activity as being more or less valuable than any other.
The FreedomHill Cooperative is a homeschooling group that follows the philosophy of The Sudbury Valley School in Framingham, MA.
Will my child learn the “right” things at The FreedomHill Cooperative- what about the “Basics”?
There are certain skills or traits that are indeed important to develop in our fast-changing and increasingly fluid society. First and foremost students need to be flexible and independent thinkers and learners. At FreedomHill Cooperative, what students learn is determined by their own unique individual set of interests and skills, developed on their own accord. Students do learn to read, write, and do mathematics in a natural and organic fashion because these skills support their passions and interests.
The FreedomHill Cooperative believes there is not one set of “right” or “basic” things one must learn to be successful in the world. For example a musician does not need to develop the same professional skills as a physician, but they need to interact with one another so communication is an important skill for both to explore.
The FreedomHill Cooperative does not set out for the students to learn in particular way or within a set time frame. We believe children have an innate and unstoppable momentum to learn. The FreedomHill Cooperative trusts students to stay alive to the world around them, self organize their time on a daily basis, and learn what they need to without anyone insisting on any particular bits of knowledge.
Is your philosophy similar to Montessori?
Both philosophies believe that children are naturally curious and do not need to be forced to learn. Both programs give children the freedom to make decisions about their time and what interests them. The difference is, while children meet at the FreedomHill Cooperative there are no pre-determined activities considered developmentally appropriate that they are guided towards. Interest is the only criterion for choosing an activity and success is only measured by interest.
Are your activities similar to Waldorf?
Waldorf schools and the FreedomHill Cooperative both believe in providing a learning environment that supports the whole child. The overall happiness and ability for each child to recognize his or her full potential is equally important in both philosophies. However, Waldorf schools move children in a particular direction and follow a specific curriculum while the FreedomHill Cooperative gives children access to the full complexity of life, and encourages the curiosity, confidence, and competence to participate in it.
How is The FreedomHill Cooperative different than unschooling my kids at home?
Families who choose to unschool their children see the family environment as the best place for children to learn and grow. The FreedomHill Cooperative agrees that children need home as a fundamental place for learning and also that children learn best about their place in the world by participating in a democracy with additional peers and adults. That participation gives them the skills to tolerate a diversity of ideas and opinions, speak out against inappropriate behavior, and become an active contributor within group projects.
Being involved in the democratic process at The FreedomHill Cooperative allows children the opportunity to discover an expanded sense of independence by being part of a diverse community while at the same time having their family as a central place of learning.
Can my child learn if there is no set curriculum?
The FreedomHill Cooperative maximizes learning by providing an environment that responds to children’s interests and goals. Children are natural learners and actively learn all of the time. The children involved in the FreedomHill Cooperative freely choose their educational pursuits, and because of that opportunity their learning is generally deeper, more satisfying and more enduring than what they might gain from regular curriculum activities.
What if my child is not motivated?
The FreedomHill Cooperative believes that when left to their natural instincts and drives all children are motivated. This natural quality urges them to learn to walk, talk and explore the world around them. When this inner drive is given freedom to “be”, it is strengthened and developed and carried into adulthood.
Some children that have attended traditional schools may have lost a good bit of their inner drive and motivation. When they transition to homeschooling and have a chance to participate in the FreedomHill Cooperative, they will have the chance to regain their knowledge that the world and all its possibilities are open to them. The FreedomHill Cooperative provides an ideal environment for these students to recover their innate sense of inspiration and self-motivation.
How will my kids learn what they need to if they play with their friends everyday?
The FreedomHill Cooperative believes children learn much of what they need to through play. The program does not try to modify it, interfere with it, or qualify it. Play is a child’s main educational mode and place to learn to concentrate, imagine and communicate. Through play they can learn what their aptitudes and affinities are and through play they can acquire the skills they need to be successful adults. Play is the work of young people.
In addition to playing, children in the FreedomHill Cooperative may spend a lot of time in conversation with others. While many schools limit the amount of time children converse with each other and with adults, the FreedomHill Cooperative believes that time spent socializing is invaluable to a student’s education and growth. This awareness also meets the needs of many homeschool students who greatly appreciate the opportunity to interact with children or adults outside of their families.
What will my child learn?
Many adults go through life without truly discovering their passion or determining whom they are, what they want, or how to pursue their goals. Students attending the FreedomHill Cooperative are free to gain that knowledge and are able to discover early on in their lives, what their passion is. This is an intense learning process. When children and teens are allowed to pursue this process directly they become eager to learn the academics needed to support their goals.
At the FreedomHill Cooperative students pursue their own interests and determine the course of the days they are here with us along with their friends. The ebb and flow of activity depends upon individually pursued directions. Students often join and share an activity initiated by someone else thus there is a constant interpersonal transfer of information, communication, and enthusiasm between members of the community. In such a flexible and egalitarian context, interpersonal and communication skills become very important. Children will learn everything they need to in order to become responsible and motivated adults.
If students are not “exposed” to knowledge, how will they find out what they like or know about what is available in the “wider” world?
Children are innately curious and are exposed to a tremendous variety of information on a daily basis from their friends, family, schoolmates (younger and older), media, and the world around them. At the FreedomHill Cooperative students do significantly more exploration of a greater variety of topics and subjects than they would have the opportunity to in a traditional school setting, and when a student finds a particular area of interest they are not limited by whether or not there is a course offered on that subject, nor are they restricted in the amount of time and effort they can expend learning about that interest. As a result they are able to delve much more deeply into a path of learning and obtain significantly more knowledge and understanding. In addition, all staff members, other students, and parents at the school are free to offer a class in any subject or topic that interests them. The FreedomHill Cooperative has the flexibility and mission to establish numerous ties with local organizations and individuals for in-house visits and workshops, and to take trips to many locations of interest to the students on short notice.
What happens if my child comes to The FreedomHill Cooperative and doesn’t do anything?
It is actually impossible to do nothing. What most people are concerned about is students doing what looks like nothing; for example playing video games, playing cards, reading all day, etc. The truth is that everything the students do has value, particularly to them. The evidence is that when a student appears to be doing nothing, by simply observing the activities of others, for instance, they are actually paying close attention and learning tremendously from what they are observing.
Is there evidence that this approach to education works?
Absolutely. Studies in homes, schools and workplaces of children all show the same result: the empowerment of people to make their own decisions about their activities and performance leads to higher satisfaction and better quality results. Children who are encouraged to develop socially, emotionally and academically in a natural way at their own pace, are able to assume whatever challenges await them in the adult world. It is not that the rest of the world does not know about this phenomenon, it is that most are not willing or comfortable letting go to allow this level of freedom. What we find most telling is that several studies of students coming out of this kind of program report that students consider their lives to be happy and satisfying. What more could we ask for?