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Hamilton principal credits culture reset, entrepreneurship and hands-on programs for student progress
Summary
Hamilton Learning Academy's new principal described staff and facility changes, relationship-building and hands-on programming (art shows, entrepreneurship pop-ups, student forums) that school leaders say have improved student engagement; students described improved attitudes and concrete post-graduate goals.
Hamilton Learning Academy staff and students told the Little Rock School District podcast on March 31 that a concentrated effort to reset culture, boost staff support and offer hands-on programs has helped some students re-engage with school.
"I make myself visible. I have an open door policy," said Miss Christy Jenkins Strong, principal of Hamilton Learning Academy, describing her early steps after taking the role: brighter lighting, campus cleanup, staff trainings and a push for consistent expectations and routines.
Strong said she prioritized building relationships with students and staff and introduced activities designed to reach students with varied needs. "I just wanted to bring a little color to the building . . . and give attention to where it's due," she said, describing a focus on consistency, protocols and staff capacity-building.
Mr. Grant, a city partner who has worked at the campus for 13 years, said he noticed a clear difference under Strong's leadership and pointed to empathy and stronger staff engagement as drivers of improvement.
Students who appeared on the podcast described a change in attitude after joining Hamilton. Several said initial feelings about being assigned to an alternative program shifted to a sense of belonging as they formed relationships with teachers and joined school activities. "My experience at Hamilton is good," said Bria Lane, an eighth grader. Another student credited a teacher-led entrepreneurship course with practical outcomes: students sold items at a pop-up shop (products included dessert toppings, beard oil and ring lights), and Strong said the activity helped at least one student change a negative attitude.
The program emphasizes multiple pathways. "Alternative learning is not just for kids that have behavior problems," Strong said. She listed attendance, academic and emotional supports in addition to behavioral interventions and said the school offers activities that help students explore career options as well as academic recovery.
Staff noted specific student goals and recognition: one student was named student of the week two weeks in a row; others are pursuing plans ranging from nursing and law school to vocational careers. The podcast also referenced teacher Philip Wilson as an influence on students exploring trading and finance.
Why it matters: Hamilton's approach exemplifies a district strategy to provide varied pathways and supports for students who need smaller settings or different instructional approaches; leaders linked such program diversity to broader student retention efforts.
What's next: District officials said Hamilton and other programs will be co-located on the Hall campus and that the district will continue outreach to families as it refines program offerings.
