The mission of the Hollis Primary School is to provide the support, security, and encouragement necessary for every student to learn.
- Black/African American: 2%
- White: 90%
- Hispanic: 2%
- Hawaiian/Pacific Islander: 2%
- Asian: 4%
- ELL: 1%
- Economically Disadvantaged: %
The teachers, administrators, and staff of the Hollis Primary School share a conviction that all students are capable of learning, growing, risking, and succeeding. The emotional and intellectual support provided by the faculty and staff, together with the larger community, has enabled the students’ innate curiosities and enthusiasms to be celebrated rather than suppressed. This community has learned to stop and listen to its students. In turn, students have learned that knowledge, understanding, and self-growth can and should be sought. It is understood that questions ought to proceed and engender action, and that action teaches in a way that passivity can never match.
One example of this type of facilitated learning is our school-wide Environmental Science Program. This program, run by a dedicated and certified teacher trained in science instruction, welcomes each classroom section into the lab for forty-five minutes on a bi-weekly schedule. There, students engage with a fully realized, independent environmental science curriculum based on instructional techniques supported by the latest research, e.g., inquiry-based learning, authentic contact with the natural environment, and explorations of the ethical and social ramifications of science and technology.
Efforts such as this, inspired by the curiosities of our students and informed by the latest research, evidence the unwavering commitment of our faculty and staff to provide our students with an environment worthy of their energy and drive. It is our contention that the vivacity and fire with which our students have responded to these efforts provide the heat in which the individual parts of our learning community are alloyed to create something stronger and more lasting than the teaching and learning models of the past.