How Rocketship Education Consistently Performs Better Than Its Peers

Preston Smith founded Rocketship Education in 2017 with John Danner, a colleague in the San Francisco Bay Area that was great with technology. The pair helped make personalized education popular, something that its eighteen locations still excel in today. There are in excess of 3,800 students that attend Rocketship Education, found as far north as Milwaukee and south as San Diego. Mr. Smith is currently the President and Chief Executive Officer of Rocketship Education, and earned his position for good reason. Let’s look into some of Preston Smith’s views of education and how others can integrate them into their own teaching endeavors.

In the first year of RSED – short for Rocketship Education – operation, Smith brought in more than 200 students. The next year, the initial Mateo Elementary School roll out brought in 330 students in total.

Smith grew the charter school to its full potential in part by asking parents for so much help. They often care more about their children than anybody else does. As such, looking out for their welfare by screening applicants in panel screenings helps increase the odds of their children getting quality instruction.

They also rely on parents’ feedback of recent events, as they often care more deeply about who their children spend their days around then administrators Many classes receive feedback after they’ve been completed, but few solicit feedback throughout the regular course on a weekly basis. It’s better for administrators to actually improve their educators’ level of involvement to help integrate what students aren’t willing to share with others in a typical educational experience than to leave behind such valuable information.

Parents are urged to be proud of their students’ enrollment in a public school that is leaps and bounds ahead of its proverbial pack. Rather than keep inaccurate views of public school being inadequate when compared to any of their private counterparts throughout the nation. Wanting to be involved with certain types of schools is an often-strongly-held individual view that few editors have the privilege of happening.

Students with special needs are kept in regular classrooms the majority of their time in school. This is in opposition to facilities that keep them in segregated classes that are side shows to the main attraction of public school.