Among other things, Maggie Walker Governor’s School is known for its melting-pot-esque nature, with students coming from 14 different systems across Central Virginia. Other melting pots like the impressive cities of New York and Dubai have their share of issues due to their diverse and dynamic populations. Although on a smaller scale, Maggie Walker must have a similar environment, right? A series of interviews with long-tenured faculty as well as a survey conducted of 24 students, will reveal whether or not MLWGS truly deserves its label as a beacon of connection on the Central Virginia scene.

Ms. Georgianne Stinnett has been at MLWGS for roughly 25 years and has worked as a Photography, Senior Seminar and Art teacher. Additionally, Dr. Max Smith has been with MLWGS for approximately 17 years, working in the Social Studies Department as both a Global Studies and AP European History teacher. He has also worked as the MLWGS Assistant Director and is currently the MLWGS Acting Director in Dr. Lowerre’s absence. The following are portions of discussions with Ms. Stinnett and Dr. Smith regarding the history of the MLWGS community as well as how it has diversified and changed over the years.

INTERVIEWER: How have Maggie Walker and its admissions process changed from 25 years ago to now?

Ms. Stinnett responded that numerous changes have occurred, from the format of the test to the approach to testing itself. She commented that at one point, the application had required a summary of extracurriculars, but it was then changed because not all students could afford “private cello lessons and travel soccer.” Additionally, with the reserved spot at MLWGS for each middle school that some counties offer, the admissions process has evolved to become a more level playing field.

Dr. Smith added on, saying the amount of seating each county gets fluctuates as the counties decide “how many slots they want to fund each year.” This difference in funding, therefore, accounts for why the number of seats allotted to each county changes on a yearly basis. Furthermore, changes to the counties feeding into Maggie Walker have changed the geographic makeup of the school. For example, according to Dr. Smith, some counties like Dinwiddie and Colonial Heights stopped feeding students into Maggie Walker for around “10 to 15 years,” but then began sending students to MLWGS again, “four or five years ago.” The resources available in counties vary, causing “some counties to phase out, [and] some counties to phase in.”

As seen in the changes in the test and the comments by Ms. Stinnett and Dr. Smith, different approaches have been taken to the admissions process to make it a more equitable experience for students who may not have access to the same resources as those in a more affluent county. Additionally, the admissions process has been confirmed to be incredibly dynamic as admissions officers strive to make the process more equitable and available to students across the Greater Richmond area.

INTERVIEWER: From a teacher/administrator’s perspective, have you seen divisions based on the district a student comes from? How do these divisions come about; do they come about because of political or socioeconomic reasons?

Ms. Stinnett stated that she had not “felt” district-based divisions as much as other teachers might. When asked whether she had to change her teaching style to accommodate different levels of learning coming into the school, she said she was “insulated” from such things, as prior knowledge is not required for photography. Additionally, she sometimes “picks up some snobbery” between the “urban and rural” students, but comments that she “doesn’t know how widespread it is” and it might just be “anecdotal.” Politically, despite the national tensions that have risen due to the U.S. Presidential Elections, Ms. Stinnett has stated that she has not noticed any animosity between students.

Dr. Smith commented on the connections that he has seen at MLWGS, saying “There is a lot of synergy with having 800 kids who are [...] motivated, driven, and intellectually curious.” Dr. Smith went on to say that the diverse environment that exists at MLWGS is unique in that there are several “levels of kids coming together, working on projects, being in teams, and competing in sports [...] that would not necessarily have ever come in contact with each other.” However, the drawback of having a geographically and socioeconomically diverse population such as MLWGS is that certain students may not be able to stay after school for extracurriculars or sports practices. As Dr. Smith put it, “The size of [the MLWGS] footprint makes transportation a real challenge.” Additionally, MLWGS is fairly independent from the political trends at the national and county levels. Dr. Smith added to this sentiment saying, “The impact politically we feel [at MLWGS] is more from the General Assembly.” For instance, Dr. Smith elaborated stating that MLWGS will have to discuss what to do with the cell phone policy once the cellphone ban legislation is signed into law. Other than the cell phone policy, MLWGS has not had divisive political issues such as book bannings or the “use of restrooms for transgender students [...] come up.” Grateful for this relative peacefulness, Dr. Smith reflected saying he was “happy about that because [MLWGS] does not want to get embroiled in some of the conflicts and controversies [...] in the districts.”

Overall, it seems that the district-based system of MLWGS creates a “magic bubble,” as Dr. Smith put it, fostering more connections than divisions, despite having students from many different backgrounds and experiences coming together from all over the Greater Richmond area.

INTERVIEWER: If there was one thing you could change about the MLWGS community or admissions process, what would it be?

Ms. Stinnett responded by saying the school could benefit from adding an interview to the admissions process. She believes that this would help the program “get a feel for the student’s enthusiasm or attitude.” However, she also hopes to continue to see MLWGS continue to work to make the admissions process more fair. As for improvements he would like to see, Dr. Smith commented on the funding system for MLWGS. He stated that the funding from the districts can get the school through the “day-to-day,” but it does not contribute positively to the “longevity of the program.”

The students at MLWGS, on the other hand, do not typically share the same sentiments as faculty on the connections within the MLWGS community. In a survey conducted of 24 MLWGS students, roughly 75 percent said they felt district-based division at least once in their time at Maggie Walker. Additionally, around 71 percent of respondents said that they felt their home provided some advantage or disadvantage once they entered MLWGS. When asked about the impact of diversity (racial, ethnic, socioeconomic, political leaning, etc.) and whether it was constructive or destructive in the MLWGS environment, almost 80 percent replied that it was constructive. Specifically, one student from Powhatan stated that the “lack of diversity in Powhatan harmed their school environment, so [they] found the diverse culture of MLWGS helpful.”

In a free response question that asked, “If there was anything you could change about the set-up, funding, or admissions process of MLWGS, what would it be?” students responded in the following ways. For privacy considerations, names have been withheld.

“Evening out the amount of people accepted from each county would help create less of a division between students.”

“I would allow smaller counties more easily accessible slots!”

“I wish we got more money directly from the VA Government.”

“MLWGS would benefit from transportation improvements. [...] More efficient bus routes could help students who struggle with the logistics of attending.”

“More opportunities to get caught back up to speed. [...] I was trying to learn what I was already supposed to know.”

Across the board, students share a consensus: the MLWGS admissions process should rely more heavily on the merit of an individual student rather than the affluence of the system from which they come. So far, the MLWGS admissions process has evolved and become more equitable than ever before. With changes to what is required on the application—such as extracurriculars—as well as changes to seat allocations, MLWGS has become an ever-changing society. However, with new student opinions, maybe it is time for another change in the status quo.

After presenting the views of the faculty and student body on the issue of district divisions, I would now like to share mine. As a student that hails from Henrico County—one that is extremely well-represented within MLWGS—I do not feel a significant impact of the aforementioned divisions socially. I find that due to the extremely driven, understanding, and strong population at MLWGS, students are able to forge connections that were not previously thought possible. Academically, however, I echo the sentiments that were discovered through the survey. In my two years at MLWGS, I have witnessed first-hand divisions forming in the student population. I see my peers struggling to find support that should be readily available to them. As a student who interacts with friends and classmates from across the Greater Richmond area, I find it imperative to bridge the gaps that separate our community by providing greater support. I urge both students and faculty alike to support every person around you, without regarding where someone comes from and the stereotypes that surround their entity. Let us not echo the divisive environment that surrounds us, but instead create a receptive and ever-evolving community that welcomes all.