Crossroads College Preparatory School is a tight mix

Dana King For the St. Louis American

What do students at Crossroads College Preparatory School, in the Central West End, like best about their school?

“The people,” says Cheree Mills, a sophomore at the school. “Everyone is really open and pleasant, no one is truly mean.”

Ron Jones, a junior, agrees, “We all have a mutual respect for each other.”

Chiming in, Lydia Jackson, a junior, adds, “There is no middle school or high school hierarchy, there is no division by class.”

Such a community of mutual respect was not lost on Chris Gatewood, an 8th grader, who in the first week of school experienced an outpouring of the Crossroad’s community spirit: “I would be walking down the hall and students would be stopping me and asking me if I needed help to find my class.”

It’s not easy to get lost in a community that looks out for each other. “We don’t let anyone get lost,” says Jackson, “If you are shy, we will talk to you.”

Building a community

The schools primary tenet, adopted at the end of last school year, is inspired by a quote from Dr. Martin Luther King, Jr. (“Letter from Birmingham City Jail”):

“We are caught in an inescapable network of mutuality tied in a single garment of destiny. Whatever affects one directly affects all indirectly.”

Crossroads students and teachers have taken these words to heart. Crossroads is considered the most diverse independent secondary school in the St. Louis Metropolitan area, drawing their student body from over 60 zip codes and attracting people of all ethnicity. What is at work at Crossroads - to create unity amongst diversity - is truly unique.

Billy Handmaker, Head of School, says the new tenet is really not stating what is new, but was put in place to describe the culture that already exists and to express a resolve to build upon the success. “It is really a ‘culture of kindness’ that we have here,” he explains.

In many sports programs kids, coaches and parents can tend to place a higher priority on “winning” than building mutual respect. That is not the case at Crossroads. While students are competitive, they know that the ability to win can be enhanced by a sportsmanship and mutual respect.

Jones plays on the Basketball team. His coach, Stephen Mouser, encouraged the older team members to mentor the younger ones: “My coach used to tell me that my class would build the legacy of a good basketball program and I just took that on.”

Jones sees his role to mentor the younger teammates, not so much as a responsibility to be taken on grudgingly, but rather a privilege. “It’s a lot of fun,” he says, “I want to see our basketball team beat other schools. This year is a turnaround year for the team.”

Mills adds, “It’s a turnaround year for the volleyball, tennis and soccer teams too.”

Mentorship is clearly encouraged at Crossroads. Handmaker says, “We tell the students that ultimately the only thing they leave behind is the memory the other students have of them.”

When polled by the teachers, seventh graders cited that what they loved most about their new school is that the upper-level students are nice to them. Handmaker and the other teachers remind the seventh graders that they can model that behavior for the next generation of students.

While the students point to smaller classroom sizes - no more than 15 students in a class - as a reason why they are able to develop close-knit relationships, they note other activities have an impact.

Before their seventh and ninth grade years, the students participate in camps to learn team building. Through the experience they get to know classmates in ways they might not otherwise in a traditional classroom setting.

Gatewood attended Camp Lakewood before he began seventh grade: “Through swimming, fun activities and team building exercises we realized each others strengths and weaknesses. When you get back you better understand how to work with others.”

A culture of achievement

Such a “network of mutuality” goes beyond improving the social environment; it also affects the learning experience of students in some important and profound ways.

Students are on a first-name basis with their teachers. This further enhances the mutuality felt between students and teachers, making the students feel as partners with teachers in the classroom.

Jones says that the camaraderie felt between students and students with teachers “helps everyone participate in the classroom.”

“You get more out of it, you are not shy about asking questions,” says, Mills.

“And that’s important because we get a grade on participation!” notes Jones.

Gatewood, noting the rich diversity of the Crossroads community, says, “I feel more open to work with other people who are different from me, to learn from others.”

Jackson is grateful she can lean on fellow classmates when she feels overwhelmed with an assignment. “Friends help you if you are tired or don’t understand something. Sometimes we just get around a huge table and work together on it. You have to hear from people to understand things.”

Mills says the camaraderie makes it so “class is not as boring, it’s not just a teacher up there lecturing.” Students feel free to contribute to class discussion. And teachers allow them to explore their interests.

Smiling, Jackson notes, “We get off on big tangents that relate to the topic, but indirectly.”

“Our kids are interested in learning more than they are told,” Jones explains.

Expanding horizons

Clearly, Crossroads students want more and expect more from their student fellowship and school learning than just to get by or just to graduate.

Responding to this need, Crossroads, while stellar in academic achievement - 100 percent of the 2007 graduating class went on to college and received (cumulative) over $2.5 million in merit-based scholarships - goes beyond teaching to the tests and scholar achievement. They offer a variety of activities to help students become well-rounded.

Handmaker says, “Our goal is to develop a renaissance people. We want them to do more. We want them to leave not feeling burnt out, but to be more curious.”

The school has a heavy emphasis on the arts. Handmaker explains, “We believe there is an artist in every person. Art is another medium of expression, another way we can think and speak.”

Gatewood enjoys the jazz band, directed by teacher, LaMar Harris. Under his direction, Gatewood has been exposed to a diversity of music he might otherwise not have experienced. Like most teens, he enjoys rock, R&B and hip hop, but he has also come to appreciate African music, Latin jazz and jazz.

“LaMar is a chill’n dude, like all the teachers here; he will sit down with you at anytime to help you,” says Jackson.

Empowering future leaders

Some might argue that students immerging from such a “culture of kindness” to work in some harsh cultures of corporations and organizations that are a far cry from their school experience may not be the best preparation.

Handmaker points out that the students are empowered by their scholarship, imagination and sense of responsibility to be leaders in the world. In addition to those important tools, Crossroads graduates offer a unique perspective born of their Crossroads experience.

Handmaker beams, “They go out equipped to create a world we would like to see, rather than settling for a world the way it is.”