Though most residents thanked the board and the high school planning team for their work, many are concerned whether the Bedford High School curriculum will be sufficient to fit all students’ needs.

At its Nov. 13 meeting, the Bedford School Board voted 4- 1 in favor of two-level ability grouping at the high school, a move that has driven a wedge between the board, parents and community members.

Tom Johnson, a former member of the high school planning committee, said a two-level curriculum won’t benefit all students, and it will create a small group of honors students and a too-large group in the core level.

“I think that the town -- 80 percent of the people I’ve talked to out there -- really wanted three levels,” he said.

The board’s decision now directs the planning team to pursue a two-level curriculum.

Offered at the new high school will be core and honors levels, with advanced placement courses offered beginning in the sophomore year. Foundations courses will also be offered.

In the approved model, the core -- or “post-secondary prep level” -- will also, when needed, have a decelerated section.

Resident Joleen Worden said she fears some students will fall behind under the two-level model. She also hopes the planning team will not water down the board’s intent.

“I cannot express adequately my disappointment with the behavior of the planning team up to this point,” Worden said.

“As far as I’m concerned, they have wasted everyone’s time with proposals that they knew we did not want.”

She said the planning team did not provide concrete proof for their recommendations.

Board member Sue Thomas voted against fellow board member David Sacks’ motion to approve a two-level system – a post-secondary and honors curriculum. The members who approved the motion said the model will allow students to choose courses based on their needs.

“I mentioned last week that I would have preferred to start with three levels, something that we know, something that this community feels comfortable with,” Thomas said.

In discussion leading up to the decision, board members focused on whether students in the core level would have abilities too diverse.

Thomas said the idea that some students will be role models for the rest is improbable.

“Let me tell you, a 15-year-old kid does not want to be a role model to his or her peers. They don’t,” she said.

“The highest performing kids have honors. The lower performing students have supports. Then, you have a whole bunch of kids who are just good students, in the middle. Those are the kids who tend to get lost,” Thomas said.

The approved grouping would allow the high school planning board to adjust the two level system if students transferring from Manchester West High School require another level.

“What I don’t want is lesser competency levels. So, if you want to decelerate, I can live with that term. What I can’t live with is competency levels -- like a level two -- that is not at the level that I believe our children should be,” board member Steve Beals said.

Thomas said many electives should be offered at honors level.

“From what I understand, colleges want traditional foreign languages. So most kids who have any college aspirations will be in a traditional foreign language,” she said, adding there are many skill levels for students studying languages.

Planning board member Lisa Ransom, who has worked in college admissions at Fisher College and Boston College, said college admissions departments take into account what was offered at a student’s high school.

“College admissions councilors see as many different kinds of systems as they do applicants that come across their desks,” she said. “They look into how many opportunities are offered to a student within the context of their community and their school, and then they see at what level the student has taken advantage of those opportunities.”

Bedford High School Principal George Edwards said students will have different abilities, and some might have to work harder in core classes.

“If you put that higher expectation out for them, they may have to work harder, they may not do quite as well, but they’re going to achieve. And, when they achieve, they’re actually going to have something. It’s going to mean something,” he said.

Chairman Cindy Chagnon said the board’s decision was not revolutionary, but what many other schools in New Hampshire are doing. She said she recently spent time talking to administrations at other high schools.

“They kept saying, ‘Other than the embedded honors, that’s probably one of the most traditional approaches I’ve heard in a long time,’” Chagnon said.