“A high school worth discovering!” is the motto on the substantial booklet about Monty Tech that Sue Tokay presented to Harvard School Committee members at their Nov. 8 meeting. Tokay is Harvard’s representative on the School Committee for the Montachusett Regional Vocational Technical School, as it is formally known.
Tokay reported on the current programs and facilities at Monty Tech, which was established in 1971 and serves 18 communities from Harvard in the east to Petersham in the west. Harvard was a founding member of the regional program and is allocated 17 places per year for students who wish to enroll. About 1,400 students currently attend the school, which offers 20 career/technical programs in addition to core academic courses.
Tokay described the school as a good fit for “anyone who wants a more hands-on approach” to learning. Students typically have a week of academic classes followed by a week of technical studies. Among the most popular courses are cabinet-making, graphic communication, health occupations, and culinary arts. Other possibilities include house carpentry, early childhood education, masonry, metal fabrication, automotive technology, and more.
Ninth-graders start with an exploratory program that gives them an overview of the course options. The following year they choose a “major” in one of the programs. Tokay reports that 91 percent of the students get their first-choice program.
Like students at the Bromfield School, Monty Tech students must pass the MCAS to receive a diploma. The core academic program includes four years each of English, math, and science, as well as 3.5 years of social studies. Monty Tech is fully accredited by the New England Association of Schools and Colleges (NEASC). However, Monty Tech does not offer either advanced placement classes or special education programs.
Tokay noted that Harvard probably has the fewest students attending Monty Tech of any of the member communities. Any of Harvard’s 17 slots that are not used go back into the general pool for other communities. Monty Tech has a substantial waiting list of applicants.
One way to make students more aware of the opportunities at Monty Tech is to send all eighth-graders for a visit on the yearly tour date, Tokay suggested. Another would be to include the topic as an option in the pre-high school discussions with parents.
Currently, three students from Harvard attend Monty Tech, while several more go to other technical schools that offer programs not available through Monty Tech. Tokay suggested that distance was a major factor in keeping down the number of Harvard students at Monty Tech. Another reason was Bromfield’s excellent reputation. She also noted that it is difficult to transfer to Monty Tech after ninth grade, because a transfer student would miss the exploratory program. And she acknowledged that many teenagers dislike the idea of changing schools.
Tokay addressed several misconceptions about Monty Tech. She said that it has about the same percentage of students on Individualized Education Programs (IEPs) as Bromfield. She also explained that many Monty Tech graduates go on to two- or four-year colleges. She emphasized that students learn valuable skills to begin a craft, but they are not locked into that trade for life; people often make career changes later in life.
Monty Tech has a $22 million annual budget. As a member community, Harvard is assessed a certain amount each year, based on a formula derived from enrollments in a recent year (not current enrollments). Harvard’s assessment this year is $87,000. Several years ago, Harvard reassessed its membership in the program and decided it was worthwhile to continue.
