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| February 3, 2009
To Whom It May Concern:
In December of 2008, the city of Belleville and Belleville Main Street partnered together on a unique marketing campaign to encourage Belleville residents to shop where they live. A campaign of this nature is a huge undertaking that requires numerous man-hours to complete.
Fortunately, the students of the Governor French Academy were willing to assist with this project. Thanks to their assistance a 3-day project was completed in one afternoon. The students of Governor French Academy demonstrated teamwork, cooperation, intelligence, and maturity.
Belleville Main Street’s core values of volunteerism and community service are exemplified by the outstanding young people from Governor French Academy. Please pass our sincerest thanks for a job well done to the students.
Sincerely,
Angela Massey Executive Director
Belleville Main Street |
Testimonial
My children are now living with me in Columbus Ohio. I sincerely thank you for all that you have done for them over the past few years. I wish there was a GFA here in Columbus they could attend. Even though their time at GFA was short, I believe the impact the school had on them, not just academically but personally, will be with them for a lifetime. Thanks to the diversity of GFA my children requested that the school I chose for them to attend was multi cultural. They enjoyed being able to interact with people from different countries, races and economic backgrounds. I commend you for a job well done and best wishes towards the future.
Sincerely,
Tara Duke |
The Suburban Journals
Wednesday, September 29, 2004
Editor's Column
Lost in the shuffle
By Marilyn Vise
Managing Editor
I'll never forget the first time I met Phillip Paeltz. My son was starting fifth grade in the public school system and there was something that just wasn't right. He seemed to be getting lost in the shuffle and I was concerned, but figured it would work itself out as Ben had always done well in school.
But when he came home and told me he had gotten into a fight, I knew something was really wrong. To top it off, the school hadn't even bothered to tell me about the matter. Had not my son confessed, I would have never known. I remember talking to his principal about it. I asked how come the school hadn't contacted me and do you know what he said? He said if he called parents every time a child got into a fight, he wouldn't have time to do anything else.
Needless to say, I was aghast. I decided at that moment, that either that school was too violent or the administrators were too busy sitting in the office to know or care what was happening with the children. Either way, I knew I had to find an alternative for Ben.
A friend of mine told me to go see Phil. I didn't know anything about Phil and even less about Governor French Academy, but it was worth a try.
Phil and I met and I knew in an instant he was more than an educator, he was the Pied Piper of Education. There was no doubt that Phil thought out of the box. The students weren't being taught in the traditional way, but I could tell that they were learning.
We arranged a school visit. Ben attend a full day of classes. At the time, Ben was growing a tail. He would have preferred death to cutting it. But if he wanted to go to Governor French, he would have to cut his tail.
At the end of the day, Phil asked Ben if he wanted to attend Governor French. He did. Phil said, "Now you know you will have to cut your hair."
We weren't home five minutes before Ben was bringing me the scissors. See what I mean about Phil being the Pied Piper of Education? My son was willing to cut his hair if it meant he could go to school at Governor French.
I hear a lot about how Phil & Company are successful because they only pick the best students, but I know first hand that is not the case. The only requirement we had to meet for Ben to attend GFA was this: Ben had to want to go to school at Governor French. Phil didn't ask to see his school records, there was no testing. Ben just simply had to want to be there.
Before Ben finished the year, he had read the Iliad and the Odyssey, which are still two of his favorites. I watched Phil take a bored little boy and ignite his imagination and his mind and I will always be grateful to him for that. I watched my son take an active part in his education. His attitude at home improved, he watched less television, his vocabulary improved. He was actually learning and enjoying school.
That's not to say there weren't problems, there were. But I never had a member of the faculty turn a deaf ear to my concerns. I never had the feeling that anyone at Governor French was too busy to talk to me and help me find solutions to the challenges we faced.
That whole experience really struck me. I had friends whose children were in public school carrying dolls from class to class so they could learn what it would be like to be parents. My son was carrying a math book. Somehow I like that lesson better.
© The Suburban Journal, September 29, 2004 |
| June 2004
"If you haven't been to GFA, you don't know what school should be."
Lindsay Carroll - former student |
August 13, 2003
Dear Mr. Paeltz,
Allow me to toot the Governor French Academy horn again (sorry about the pun). As you know, Molly is enrolled at the University of Nevada, Reno, and Truckee Meadows Community College. The two schools work closely together so that when Molly scored very high on the English placemat exam at TMCC, UNR wanted to see samples of her writing to verify that she could skip English 90, or dummy English and English 101, or Freshman English, which she did. Just recently we got a call from the head of the English department at UNR, who, after personally reviewing Molly's work, invited her to drop English 102 and enroll in the Honors English Program, saying something about placing her with other high-powered students.
I'm not telling you this just to brag on Molly, although we are very proud of her. It wasn't just the quality of her writing that impressed the college faculty; they commented on the level of critique her high school writing teacher, Mr. Meers, had written on the submitted work. They know from his comments on several of her papers that she was no fluke; her training was top-notch, equivalent to second-year university and then some. Needless to say, the English department, as well as those of music and science, are recruiting her. In her cover letter to the English faculty, Molly wrote that GFA required its students to complete writing assignments far beyond that of public high schools, and so far she is finding the pay-off to be sweet, indeed.
Thanking you for all you've done seems an inadequate expression on my part but please know my gratitude is heart-felt. I know Molly is a very bright girl and that's how you would respond, too - but even the brightest kids need the push, the support, and the opportunity to succeed that your school provides - and then there's that extra GFA training to "think outside the box" from teachers like Mr. Meers, Mrs. Poletti and yourself. I look around at other kids her age and thank God for GFA. Molly is already ahead of the game.
Sincerely,
Martha Bechtel |
"College is easy after this school!"
Jessica Dopmeyer, Graduate / Class of 2003 |
From a graduate:
I just want to tell you that my experience at your school had a very positive and significant impact on my life. At GFA, I found people that believed in my abilities and pushed me to develop these abilities. No one ever mentioned the possibility of attending college until I came to GFA. While I did not stay at Centre College, I am attending SIUE now and will graduate next spring.
At 17, I enlisted in the Air Force and worked as a Chinese Mandarin linguist for six years. My enlistment ended in 2002 and I have been attending SIUE since the spring of 2003. I am already a senior and have managed to maintain a 4.0 GPA. I am majoring in English, minoring in Political Science, and plan to attend Washington University Law School in the fall of 2005. I plan to specialize in constitutional law and hope to work with the ACLU. (And maybe I'll be known as "Senator" one day? It's doubtful, but possible.)
Before coming to GFA, I planned to drop out of high school as soon as I turned 16. My brilliant plan was to work at a fast-food restaurant for the rest of my life. At GFA, I developed an insatiable hunger for knowledge, due mostly to the self-pace classes. That has stayed with me ever since. I also discovered that I have ambition, competitiveness, and a desire for consistent self-improvement. Without the encouragement and support I received at your school… well, I don't even like to think about it. I know that my potential was always there. I'm just sorry that it didn't surface earlier. It took a great team of teachers to bring it out.
Thank you for everything you taught me.
April 5, 2003 |
| Spring 2004
Dear Mr. Paeltz,
Today I write to thank you for all the guidance and support you have given me in my college search. My mother and I visited several of the schools you recommended. It was a very helpful in the decision making process. I do not know where I would be without all or your help.
I am also writing you today to inform you of my recent decisions to attend University of Missouri Rolla to study architectural engineering this fall. I am looking forward to attending as well as learning all I can.
Thank you once again. I could not have made an educated decision without all your guidance.
Sincerely,
Natalie McDonald
Former GFA student |
We began driving from Alton to The Governor French Academy in Belleville three years ago. At the time, it was the only school that appeared capable of properly challenging our middle-school children after their years in Montessori. We quickly realized that the hour-long drive each way was well worth the trouble--and that the boys were getting not only a great academic education, but an education in how kids (and faculty) from a multitude of different backgrounds, religions, and incomes can work and play together to advance themselves. As time passed, we knew that we had been lucky to find the school--a fact that the boys confirmed whenever they spoke about schools with their friends who attend other institutions.
Unfortunately, we are now compelled to move out of the area. The medical malpractice crisis is forcing me to relocate my practice to another state. We are moving to a state capital that is among the top 100 metropolitan areas in the USA. It is lauded for its public and private educational systems. Nonetheless, there is nothing to match GFA. The closest school in feel and academic flexibility is priced at $14,000 per year--or $10,000 more than GFA. Moreover, although it is a K-12 school, it has an enrollment of 1,000 students, which forecloses some of the attractive aspects of GFA. Because of its price, it is of much greater socio-economic homogeneity than we'd like. Finally, it exhibited a great deal of "not invented here" with respect to the proper placement of transfer students.
On paper, the second closest match is a religious high school, which is priced at ½ the other choice (but still 75% more than GFA). Its faculty and administration seem very flexible and accommodating for kids coming out of another system. This is the school that we selected for our 2 eldest boys. I believe they will be challenged there, but the school, unlike GFA, might not be a viable choice to some because of its religious orientation and required theology classes. Moreover, as strong as it is, the school still has traditionally structured classes. (Luckily, we found a K-8 school that is quite similar to what we are used to--unfortunately, the 7th grade son's tuition will be more than twice GFA's rate.)
In sum, we enjoyed what we had! We recommend the school to our friends. We were a part of something very unusual, maybe unique, in modern American education. We rest assured that our children likely will be better prepared than their peers at whatever school they end up attending.
Lisa Jabusch, MD
June 17, 2004 |
The Story of Joe
He came to The Governor French Academy at 5 years of age having been expelled from someone else's kindergarten. Joe was a little big for his age and had not socialized well with his peers. He had pushed and shoved. He was a little "over active". He would not stay in line or follow instructions.
We put Joe in our kindergarten that first day. In sitting with him, we noticed that he could read. We kept getting him more difficult works. He read Charlotte's Web for me very well.
We tried some math with Joe. He quickly accomplished several three-column addition and subtraction problems.
We moved Joe to Form I (first / second grade) the second day.
We moved Joe to Form III (fifth / sixth grade) the third day.
In Form III, Joe was shorter than his peers. But he could play basketball with the best of these fifth graders. More importantly, he could talk with them. He could read their literature and do their math. In his previous school, Joe was forced to color and cut and paste. He was told that "we don't read" in that other kindergarten.
Joe is now eight and in his third year of Form III, completing his first course of Algebra. His standardized reading scores show he comprehends at the 11-12 grade level. Joe still does not like kindergarteners. And he still does not like girls. But he sure can read and do math.
-phs
January 2002 |
Greater Belleville Chamber of Commerce, Inc.
"Promoting Economic Progress"
ANNUAL REPORT 2002
Business Excellence Award:
The Governor French Academy, Inc.
The Governor French Academy, Inc. is the award winner for the third annual Business Excellence Award given by the Greater Belleville Chamber of Commerce.
Located in Downtown Belleville, The Governor French Academy exemplifies the qualities sought for the Business Excellence Award of staying power, growth, response to adversity and commitment to the community. Throughout twenty years of service, The Governor French Academy has provided an alternative for education, drawn business and diversity to the greater Belleville area and brought in over $1,300,000 annual income, making them one of the largest volume service providers in Belleville.
Founded as a college preparatory private school by a group of teachers in 1983, The Governor French Academy has grown from 11 students to over 300 students and now employees over 36 staff and faculty members. In the early years, The Governor French Academy started out in three rented rooms at the Belleville YMCA only serving ninth and tenth graders with a staff of five. To date, it has expanded its properties to include a great deal of West Main Street, as well as opening a second campus in O'Fallon, IL, housing grades kindergarten through twelfth, bringing more employment opportunities, expansion and growth to Belleville and the surrounding areas.
The Governor French Academy has a number of other programs and supportive services to include the Academy's distance-learning division, which has served some 100 home schooled students. The Knight School is the tutorial service division that provides academic tutoring for students. Charter Consultants, their educational consulting division, has assisted in the opening and operation of three Illinois charter public schools. In addition, they also publish many of their own textbooks through the publishing division, The Governor's Press, which are marketed across the country, thus bringing more recognition to the Belleville community.
The Governor French Academy has not only helped the Belleville community but it has taken its knowledge and services to places like Senegal, West Africa where they helped promote and develop an English language college preparatory program. They also have foreign exchange students enrolled from all over the world, including India, Korea, Pakistan, Japan, England and Africa.
Governor French not only provides the Belleville community with growth, diversity, employment opportunities and stability, they provide students with a top-notch education. The Governor French Academy has placed one hundred percent of its graduates in college since its beginning and continues to serve as Belleville's finest preparatory school.
"Governor French Academy has provided an educational alternative within our community for students and their families," said Debbie Miller, Chamber President. "We certainly congratulate the staff, students, families and alumnae who have invested their time and financial resources in making this institution a successful business entity."
Wednesday, January 22, 2003 |
Belleville News-Democrat
Saturday, August 22, 1998
OPINIONS
Making a difference
An occasional series of editorials profiling people in the metro-east who have made significant contributions to the community Reforming old school ways
People thought Phillip Paeltz was crazy in 1983 when he quit his tenured teaching job at Belleville East to start a private school. Fifteen years later, the success of his Governor French Academy in Belleville has proved his critics wrong. The school's students, from kindergarten though high school, have some of the highest standardized test scores in the area, and the school often has a waiting list to enroll. The new charter school in Cahokia that will open this fall is patterning itself after Governor French. "Now I'm not nuts, I'm just disagreeable," Paeltz said with a smile.
Indeed, as one of the most outspoken critics of education in America - "No industry is as backward as education." - Paeltz is an irritant to many public school officials. He is the guy who is constantly saying the emperor has no clothes.
Agree or disagree with Paeltz, his ideas on education are worth hearing. They challenge the rest of us to think about what we expect for our schools.
Paeltz felt the schools weren't pushing students nearly hard enough in the early 1980s. One of his students at East, among the best and brightest, applied to Harvard, Princeton and Yale and was rejected by all three. Instead of just bemoaning the fact, Paeltz set up his own school.
The first year he taught 12 high school students; today the school serves 200 students from kindergarten though 12th grade.
Paeltz developed his curriculum by contacting colleges and asking them what they expected in a student. When there was doubt about a specific matter, "We checked what pubic school was doing and did the opposite," Paeltz said. For example, the trend in public school is to give more homework - at a time when families' lifestyles often guarantee the work won't get done. Paeltz's solution: Make classes longer so students can do the work at school rather than at home. Students in public high schools pick their own classes, in effect setting the school's curriculum. Paeltz sees that as the school's job.
Paeltz tries to treat students the same was a doctor would treat a patient: He evaluates what they need, prescribes their "treatment" or course of student, then follows up to ensure that it is working. It's an approach the public schools take with special ed students, he points out. Unfortunately, most of teachers' training is in presenting the material. "Seldom do they deal with the question, 'What does the kid need?'"
At Governor French, if something isn't working, Paeltz will change the teacher or the material or even bring in other resources. It helps that the school is small enough for him to know each child individually. The answer in public schools is often just to spend more money, Paeltz says. "This program hasn't worked with $300,000, let's give it $2 million." Paeltz says the failure of public schools to admit its mistakes is one of its greatest downfalls. "We can't come out and say we goofed."
Two other characteristics leading to the decline: arrogance and an attitude that new is always better. Pealtz says that after World War II, people thought American education was the best in the world. Schools are still being built as they were in the 1940s, with a third of the space dedicated to hallways - a waste as far as Pealtz is concerned. If teachers move instead of students, schools wouldn't need so much empty space.
Advertising helped convince people to focus on the new and discard the old, Paeltz says. Memorization of poems and multiplication tables was out, and whole language and new math were in. The tendency to always try something new is particularly severe in math, he says.
Maybe that explains why America ranks 18th in math among other nations, two years before Goals 2000 promised the United States would be No. 1.
Paeltz believes public schools have too little flexibility to reform themselves, but that education is changing nonetheless because of economic pressures. Politicians want quality education to help attract business, which is fueling pushes for charter schools, school choice, teacher competency testing and a host of other innovations. Even Democrats who have traditionally supported teacher unions are getting into the act. And private companies such as Aramark, a provider of student lunches, see the potential to make money by setting up their own private schools. Paeltz said one official at a recent conference he attended compared traditional public school with the Berlin Wall, ready to come down.
Paeltz has spent the past fifteen years chipping away at that wall, at considerable personal sacrifice. He gave up a guaranteed job, and worked for six years at Governor French before he drew a salary. Because of Paeltz and other educational pioneers like him, children have more choices in education today.
© Belleville News Democrat |
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