Since its founding in 1954, Lincoln-Sudbury Regional High School has viewed
itself as "a different kind of place" -- a place that not only tolerates
but truly values diversity in style and substance. This quality manifests itself
in the academic program and in the general atmosphere of the school, and may
best be seen in the respectful and warm relationships between students and
adults, the high degree of autonomy for and participation by the faculty in
decisions, and a school culture marked by commitment to innovation and experimentation.
Through a challenging academic program and a wide variety of school activities,
students are expected to make choices and to have a degree of power over their
own education. The ability to make good choices requires the development of
a sense of responsibility and an understanding of the ethical implications
of their actions. Formality and standardization have, in the life of the school,
been less important than creativity, originality, and critical thinking skills.
The school culture also seeks to join academic skills to an active civic concern
for the Lincoln-Sudbury community, American society, and the world beyond.
The school's Core Values -- fostering of cooperative and caring relationships, respect for human differences, and the development and maintenance of a purposeful and rigorous academic program - constitute the foundation of the operation of Lincoln-Sudbury Regional High School. The primary curricular expectation that we have of ourselves is that we provide opportunities for students to develop a strong knowledge base in the various disciplines and program areas described in our Program of Studies, and reflected in our graduation requirements.
To that end, Lincoln-Sudbury defines five general areas of academic, civic and social student performance, which serve as the underpinnings of student expectations:
Lincoln-Sudbury Academic Expectations (Click on the expectation to see the rubric)
Lincoln-Sudbury Civic Expectations
Lincoln-Sudbury Social Expectations