When names have been read, diplomas handed out, and tassels moved, students at WAHS officially begin the next stages of their lives.  For college-bound students, though, graduation is not just an ending.  It launches four more years of education, for which the seniors may or may not be prepared.

            Academically, Wilmington offers AP and honors classes, as well as the chance to participate in a dual enrollment program with Westminster College.  Current students, teachers and graduates from the class of ’08 hold a variety of opinions on how effectively WAHS prepares students for college.

            Caitlin Moss, a freshman at Chatham College, had to make significant adjustments after graduation.

            “In high school I was able to get away with studying the night before a test and putting projects off to the last minute, but in college I have learned that this is not a very good idea,” she says.

            Mrs. Houston, WAHS Latin teacher also acknowledges the transition but believes graduates are adequately equipped.

            “Wilmington students have everything they need to succeed, but they may not be used to working as hard as they will have to [in college],” she says.  “We have some excellent classes, but we can still do better.”

            The difficulty level of classes at WAHS is one part of the preparation issue that has raised concern among students and teachers.

            “At any high school, it depends on the attitude of the teachers and administration and the resources of the school,” says Bjorn Wastvedt, a freshman at St. Olaf College.  “Wilmington has the resources to be a better school than we are.”

            Even accelerated classes are not immune to this concern.

            “I don’t think we are challenging enough in honors and AP classes,” says Mrs. Houston.  “AP students should be required to get a two or a three on the AP test in order to receive credit for the class.  This would create some accountability.”

            However, some feel that the most challenging high school is ineffective without motivation on the student’s part.

            “The level of preparation depends on the student,” says Miss Acker, French and gifted teacher.  “If you want to get the most out of your education, there are people here [at WAHS] to help you, but you have to do all of the work, not just the minimum.”

            Students also believe that self-motivation is crucial.

            “Because of less rigorous classes at WAHS I am less prepared than some of my peers,” says Wastvedt, “but a lot of it [preparation] is the student’s job.  I feel that I am motivated enough to overcome the gaps between high school preparation and college expectations.”

            Strong study skills are another aspect of readiness for college which some teachers believe Wilmington students have not mastered.

            “In order to learn as much as possible a lot of outside work needs to be done,” says Acker.  “When I give homework, about 50 percent of the class doesn’t do it.”

            Senior Leah Hunter points out that WAHS does little to encourage strong work ethics.

            “I haven’t learned any study skills at Wilmington,” she says.  “I have developed some on my own, but I can see how it would be hard for people to stay focused and develop them.”

            However, for some, the myriad of opportunities available to students teaches time management.