What the secondary students have to say:

January 1, 1997

To whom it may concern:
I am writing this letter in order to express my support for the conversion of Bright Ideas School into a public charter school. In my opinion, Bright Ideas' dedication to excellence, and the results which it has achieved, demand attention. As a 1994 graduate who spent over ten years enrolled in Bright Ideas, I feel qualified to discuss the ways in which Bright Ideas has affected my life. Let me mention some of the things which impacted and impressed me.

Perhaps one of the most important things which Bright Ideas gave me was a sense of responsibility for my life. Because it gradually gives students greater control over study topics-- even when, where, and how they study during school time--students feel involved in what they are learning. Each day students make many choices that, with guidance from staff members, teach them how to make effective decisions. There is an intellectual excitement, and students participate in what is important to them. Although I am now a senior in college, I have yet to find in any other place this level of involvement, excitement, and a healthy balance of the serious and the playful.

Bright Ideas teaches its students how to study independently, and then to ask for help when it is needed. All through junior high and high school, I did research at Midwestern State University's (MSU's) library, and then wrote huge presentations to present at "culture fairs," with guidance from my teachers. Because our mathematics program was implemented so that there were few lectures, and each student read the material on his own, we learned the language of mathematics. In college, proofs and "math-speak" were simple, I found that my research and writing skills excelled nearly all of my peers, and even in classes with poor lecturers, I could study the book and still learn the material. (As a senior, my GPA is 4.0.) In 1997, I was awarded MSU's highest honor for an undergraduate, and was named the Hardin Scholar.

The feeling of empowerment which I gained in Bright Ideas has stayed with me, and has made me successful in college. In 1993, while fifteen I began taking classes at MSU part-time; my senior high school credits were earned by taking freshman college courses. This arrangement, I believe, made the transition to college a simple one. I received support and mentoring from my teachers at Bright Ideas, as well as tips on dealing with college life. My progress was monitored closely. Because my years at Bright Ideas had made me used to designing systems to meet my needs, I created a unique degree plan: in 1999, I will graduate with both a B. S. and a B. A., one in computer science with a minor in mathematics, and one in humanities with a Spanish concentration. I will be twenty years old, and will have nearly two hundred college hours.

Bright Ideas developed more than my academic side, however. Bright Ideas developed leadership skills, and helped me to discover who I am and who I want to be. Since entering MSU, I have become actively involved in over a half-dozen organizations. I am a member of Mortar Board, Alpha Chi, Upsilon Pi Epsilon, Phi Eta Sigma, Alpha Lambda Delta, the Spanish club, the math club, the Association for computing machinery and the Student Government Association. I have held over a dozen officer positions, and am currently president of two societies. I have been assistant coordinator of a high school honors symposium, mentored concurrently enrolled high school students, and assisted elementary students who spoke Spanish as a first language. With a computer programming team, I have competed at universities throughout Texas. I spent a summer studying at a Mexican university. Additionally, I work as a research assistant for the computer science department, under a grant from the National Science Foundation.

It is hard to say what would have happened if I had stayed in more traditional schools. I do not say that it is certain that I would be a completely different person. There are, however, facts -which point in that direction. Although my parents tried both public and private schools before Bright Ideas, neither appeared to work for me. I stopped reading the day I entered kindergarten and discovered that I was only supposed to be learning my letters. In first grade, I told teachers that I was ill and needed to go home, because I hated school so much. I received C ' s for behavior, primarily, I believe, because I was "bored out of my mind." When the school finally agreed to accelerate me in reading, at least, I was placed in a classroom in which the students were reading in a foreign language-- in which I of course understood not a word. I was frequently depressed. My only happy memories of those schools are of drawing (after I had finished my other work), of a few friends, and of recess.

In short, Bright Ideas was a transforming experience for me. The value it places on creativity and personal responsibility, combined with the individuality and the leadership skills that it cultivates, gave me the background which has allowed me to succeed so far in my life, not only academically, but also socially and personally. I believe that these tools will also allow me to succeed in the future. I have heard many other Bright Ideas students, and their parents, express similar sentiments. Because of Bright Ideas, we have been given awesome opportunities. The conversion of Bright Ideas into a charter school would make those opportunities possible for many more people, those who are currently excluded for financial reasons, and would also encourage more traditional schools to alter their educational systems for the better. There is no reason for Bright Ideas to be an incredible exception, or for poverty to be a barrier to excellence.

Sincerely,
Leila Plummer
Senior 1994

Jessica Kemp was Bright Ideas' 6th graduate. She was the valedictorian, and graduated with a 4.0 GPA and 33 college hours. She received the Nissan scholarship and the state valedictorian scholarship. Jessica is now majoring in Marketing at Midwestern State University.

"Because of you
We are creative, considerate, and truthful
We are confident that we can make it in the world
Even when others say we can't.

Because of you
We are role models
We are leaders, not followers
We keep going, even after we've failed.

Because of you
We have hopes and dreams
We help each other when things go wrong
We know that we will always have a shoulder to lean on
In times of need.

Because of you
We are the future."

Juli Plummer
Senior 1999

Juli was Bright Ideas' 7th graduate. She graduated with a Recommended diploma, a 4.0 GPA, and 23 college hours. Juli is now majoring in Speech Pathology at North Texas University.

Well, I think it only took about four thousand laps to get here. I'm very glad to be here, though. It took a lot of help from friends, family, and peers. I would like to thank Bright Ideas and the faculty for giving me this opportunity. To Lynda Plummer for always having confidence in me even when I had none. To Frances, my teacher, who touched my heart in every way possible. To Juli and Jessica and the other students, for making my time here a memorable one. To my mom for her love and support. I would like to thank my best friend Randell for his encouragement and help through Algebra II. I'll never forget my time here and memories. Like library days, culture fair, and chemistry, which I never thought I'd get through. For every good time and bad. These experiences and people have made me who I am today. Thank you for all your help.

Dane Gibbs
Senior 1999

Dane was Bright Ideas' 8th graduate. She graduated with a 4.0 GPA and 26 college hours. Dane is now Pre-Law at Midwestern State University.

Waking up late already, boy the sun is shining steady.
Rushing to my car while eating a chocolate bar.
Always running late as can be, but that's just me.
Ah, just in time for class, glad I drove fast.
Papers bulging out of my books, but who cares how bad it looks.
Lunch is here within a few snaps, time to run a lot of laps.
The school day is over, time to recover.
Falling asleep late in the night, looking forward to that sunrise light.

Bright Ideas isn't like any other school. For one, it's PreK to 12th grade. The style of discipline was running laps for things you did and did not do. You also had a principal that cared and never stopped directing kids in the right direction (like me). But thank you, Lynda, for a good education and getting me ready for college.

Crissie Jones
Senior 2000

Crissie was Bright Ideas' 9th graduate. She graduated with a 3.7 GPA, and 12 college hours. Crissie is now majoring in Biology at Rose College.

Bright Ideas is a place that will always be a part of me. I've grown up here. It's been like my second home…only a little bigger. This school is different than most schools, but it's also the same in some ways. Yes, it's true, it's much harder here, our work level is different, and we're expected to work more on our own. We had friends, tests, parties, and vacations just like any other school. We don't have any school sports, but we have team spirit. Bright Ideas has helped me immensely. The teachers have contributed a lot of their time to help me. Frances Edwards, who was my teacher and friend for ten years, made history come to life. Without Tillie Himstedt's patience, I don't think I would have enjoyed math. If I had not gone to this school, I wouldn't have been able to go to college early, or to graduate from high school early. But most importantly, because of Bright Ideas, I know that nothing is impossible.

Liana Plummer
Senior 2000

Liana is Bright Ideas' 10th graduate. She is the valedictorian, is graduating with a Recommended diploma, has a 4.0 GPA, and 21 college hours. She is majoring in Marketing at Midwestern State University.

I enjoy coming to Bright Ideas because it gives me the chance to graduate on time, something I couldn't have done at my previous school. I also like the school hours. Going to school from 11 to 6 is much easier than the regular 8 to 3, as it is in other schools. There are not as many students, either, so there is more personal attention for each student. We also receive special privileges, for example, earning days off, and enrolling concurrently in college. Although it may seem trivial, I like being able to bring my favorite drink to class with me.

Lyz Bunger
Senior 2002

May 8, 1998

To whom it may concern:

I am writing to lend support for Lynda Plummer's endeavor to convert Bright Ideas School into a public charter school. As their newest student, I feel mine would be an objective comparison between the quality of education and opportunities offered in an ordinary situation and in Bright Ideas.

Recently, I transferred from Wichita Falls High School because of illness and frankly, an apathy for my secondary education. School seemed more of a sentence to be endured rather than the pleasant experience depicted in the fiction world of literature and television. Although I had plenty of friends and immersed myself in activities, such as theater, oral interpretations, Environmental Club, Medical Explorers, Key Club, and Spanish Club, I felt I was 'treading water' while awaiting college. Since second grade, I have been involved in the Gifted and Talented program in the Wichita Falls School system. My PSAT scores have brought scores of pamphlets from universities all over the country , each presenting the wonders of that particular institution. Then last week, I was informed that on the TAAS, I missed one question out of the entire battery.

For the past two years, I have received Who's Who in American High Schools, and other awards, such as a National Service and Leadership award, and a National Science Merit award. [In fact, the councilor and vice-principal hated to see me go due to the fact they had expectations of my being a National Merit Scholar next year.] This is not to boast, but to convince you of my academic capabilities. Until my illness, I was ranked third out of four hundred and seventy students with a 4.5 GPA, however when it dropped to 4.389 and my position to eleventh, my parents were compelled to seek another means of my completing the final six weeks of my sophomore year.

Bright Ideas has a reputation for excellence in our city , nonetheless, I never expected the excitement it would generate or the anticipation that would accompany my enrollment there. For the first time in my life, I cried tears of joy at the prospect of not being just a number anymore. With a curriculum designed for people like me and not for below average students, I could perhaps, derive pleasure from school, instead of going to sleep dreading the following day. Although I have never done my homework, I have always been able to make high scores and be on the honor role. The 'busy work' piled upon me and the pace set by the school system insulted my intelligence, even as I realized that with the level of many of my fellow students, it was a necessity.

At Bright Ideas, I have learned that I must do my homework. In their Math program, rather than having to do the hundred or so practice problems to understand a concept, I am allowed to challenge a chapter prior to beginnjng it, with the reward being I only have to do the problems that I do not know. I am not forced to complete pages of work when I grasped the concept as it was presented.

In a way, Bright Ideas did not fulfi11 my expectations. Every child there from Pre-K on up was not a prodigy as I had originally envisioned. On one end of the spectrum there were students like me, who were bored with public school and did not fit in intellechlally, and on the other there were children passed on with their age group for years, even though they needed special attention and were learning nothing. I am aware of the Special Education programs for them, but sometimes, that simply does not fill needs. An example of this is a fifth grade student at Bright Ideas who is only two years younger than me. When we first met, I assumed she was eleven and looked older, however, on closer inspection I realized she was emotionally and academically equal to her eleven-year-old classmates, yet she is fourteen and had been in a small public school in the eighth grade. Having met her, I almost cried, because she had experienced the same frustration I had - on the opposite end of the scale. She was drowning in a curriculum too difficult, and her own immaturity, while I was floating through, unchallenged and bored. Both of us were held to our age groups, because had she been held back, it would have been awkward, and my superior scores inflated the public school's test scores, and might drop if I was pushed forward. Our individual needs were not being met.

Programs exist for both of us, nonetheless, the quality of Bright Ideas has no comparison in our area. Lynda's policies forced me to alter a pattern which had formed eight years earlier. No longer could I 'coast' and receive top marks. No longer would I be allowed to 'ace' tests, regardless of the fact I had put forth less effort than the poorest of students. I had been rewarded for mediocrity. Bright Ideas pushes me to excellence. For the first time, I found myself 'docked' for missing deadlines and not completing assignments, regardless of my abilities. Now, I am preparing for college.

In conclusion, by giving Bright Ideas a charter, you will be awarding an institution for its commitment to quality education. You will be offering an opportunity to students who might not be financially able to attend, unless given the support of the state. I am proud to be affiliated with my new school and give a hearty recommendation in their seeking this charter. In receiving your support, you will have raised the standards and offered a challenge to traditional situations.

Sincerely,
Claire Kathleen Cotton