All of the data below has been collected through interviews with teachers and other faculty members. We also consulted the School District of Philadelphia's website. Photos courtesy of www.gampschool.org.
GAMP is a community of diverse students bonded by a common passion for music. Our students come from an array of cultural, economic and ethnic backgrounds throughout the city. In order to gain acceptance to GAMP, a magnet school, learners have to demonstrate a commitment to learning, music ability, and academic excellence. The majority of students either apply to enroll in fifth or eighth grade. Students who enter the middle school can remain at GAMP through twelfth grade provided they uphold the standards. This trend, however, has become less popular over the years. While 50% of eighth graders continued their studies at GAMP in the past, this number has decreased to only a quarter. Most of the students enrolling elsewhere are high achieving learners seeking out a more comprehensive school like Central or Masterman. Though the reasons vary, the emphasis on music at GAMP coupled by the small population size means that the opportunities for individuals to pursue other interests are limited. For the first time ever, students will be able to take 3 AP classes. While GAMP has offered AP Music Theory for many years, it now proudly offers AP Statistics and AP English in hopes that an increase in offerings will help with student retention.
Dr. Jack Carr, the founder and principal of GAMP until his retirement in 2013, took a liberal approach to discipline. He emphasized learner autonomy and building aesthetics. During his tenure, students were permitted to eat in various hallways within the school, and had access to the mezzanine. His most recent projects, prior to his departure, included creating a new wing with a gymnasium, cafeteria, and outdoor seating area. Towards the end of Dr. Carr’s time at GAMP, teachers have noticed a slight decline in the quality of academics. While the school has previously been considered an academic powerhouse, it has now become students’ second or third choice. The new principal, Dr. Domb, has worked to strengthen the academics again in hopes of improving retention. Teachers have also noted that the applicant pool has become slightly less competitive. Aside from the slip in academics, another reason for the more diverse population is the closure of neighborhood schools. GAMP feels more pressure than ever from the district to accept students who would not have previously gained admission. In order to maintain the size of their faculty according to policy, the administrators must ensure each classroom has between 28 and 33 students.
Due to the aforementioned trends, the population of GAMPers has become increasingly diverse. As denoted in the School Statistics Section, last year about 47% of GAMPers, as they refer to themselves, were white, 26% were black and 20% were Asian. Teachers have noted that even with a diverse population the student body is rather cohesive. The shared interest in music unifies the learners, as they are constantly broken up into smaller communities within the school. Based on their instrument, choral involvement, or performance group selection, learners get the opportunity to engage with a variety of their peers during their tenure at GAMP.
As in every high school, certain issues have arisen surrounding race and sexuality at GAMP. Last year there were two incidents, one involving a gay male and the other, a black student being harassed by their peers. Both instances did not escalate, though the teachers and administration have worked and continue to focus on mitigating tensions. Given how rare these incidents are at GAMP, one source admitted feeling unprepared to handle the fallout. He added that generally students are well behaved and do not engage in physical or verbal altercations of this nature. They tend to have good perspective, particularly on issues as sensitive as race and sexual orientation.
While the academics have slipped over the past few years, GAMP remains a high-performing magnet school with proficiency scores consistently in the high seventies and low eighties for math and reading respectively. The students are smart and academically motivated, as well as passionate about music. After graduation, about 97% of students pursue higher education at liberal arts colleges and universities on the East Coast. Most GAMPers prefer to stay close to home at Penn State and the University of Maryland along with other nearby institutions. Very few learners pursue music professionally, though every year a couple of GAMPers enroll in conservatories like Berklee School of Music and Manhattan School of Music.
Dr. Jack Carr, the founder and principal of GAMP until his retirement in 2013, took a liberal approach to discipline. He emphasized learner autonomy and building aesthetics. During his tenure, students were permitted to eat in various hallways within the school, and had access to the mezzanine. His most recent projects, prior to his departure, included creating a new wing with a gymnasium, cafeteria, and outdoor seating area. Towards the end of Dr. Carr’s time at GAMP, teachers have noticed a slight decline in the quality of academics. While the school has previously been considered an academic powerhouse, it has now become students’ second or third choice. The new principal, Dr. Domb, has worked to strengthen the academics again in hopes of improving retention. Teachers have also noted that the applicant pool has become slightly less competitive. Aside from the slip in academics, another reason for the more diverse population is the closure of neighborhood schools. GAMP feels more pressure than ever from the district to accept students who would not have previously gained admission. In order to maintain the size of their faculty according to policy, the administrators must ensure each classroom has between 28 and 33 students.
Due to the aforementioned trends, the population of GAMPers has become increasingly diverse. As denoted in the School Statistics Section, last year about 47% of GAMPers, as they refer to themselves, were white, 26% were black and 20% were Asian. Teachers have noted that even with a diverse population the student body is rather cohesive. The shared interest in music unifies the learners, as they are constantly broken up into smaller communities within the school. Based on their instrument, choral involvement, or performance group selection, learners get the opportunity to engage with a variety of their peers during their tenure at GAMP.
As in every high school, certain issues have arisen surrounding race and sexuality at GAMP. Last year there were two incidents, one involving a gay male and the other, a black student being harassed by their peers. Both instances did not escalate, though the teachers and administration have worked and continue to focus on mitigating tensions. Given how rare these incidents are at GAMP, one source admitted feeling unprepared to handle the fallout. He added that generally students are well behaved and do not engage in physical or verbal altercations of this nature. They tend to have good perspective, particularly on issues as sensitive as race and sexual orientation.
While the academics have slipped over the past few years, GAMP remains a high-performing magnet school with proficiency scores consistently in the high seventies and low eighties for math and reading respectively. The students are smart and academically motivated, as well as passionate about music. After graduation, about 97% of students pursue higher education at liberal arts colleges and universities on the East Coast. Most GAMPers prefer to stay close to home at Penn State and the University of Maryland along with other nearby institutions. Very few learners pursue music professionally, though every year a couple of GAMPers enroll in conservatories like Berklee School of Music and Manhattan School of Music.