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The school visit: what to look for, what to ask

by: The GreatSchools Editorial Team | Updated: December 5, 2023

Print article

Be sure to visit all the schools on your list, if you can. A visit is the best way to determine whether a school is right for your child. Even a short visit will help you identify a school’s strengths and challenges. It’s also the only way to get a feel for a school’s climate — intangible but important factors like the dynamism of the teaching, engagement of the students, quality of communication, level of respect between students, teachers, administrators, and parents, and the overall sense that the school offers a safe and inspiring learning environment .

School visit checklists

Use this printable guide to help you plan your elementary, middle, or high school visit.

Before your visit

• Do your homework. Read about the schools you’ll be visiting. Examine their school profiles on GreatSchools.org. Talk to other parents and check your local newspaper for articles about the schools.
• Contact the school.  Most schools conduct regular school tours and open houses during the enrollment season — typically in the fall. Call the school or go online to schedule a visit.
• Ask and observe. Jot down your questions before your visit (the sample questions below will help you create your list).

Key questions to ask

• Does this school have a particular educational philosophy or mission?
• What curriculum does the school use for math, reading, science, etc? Ask if the school follows the Common Core State Standards , Next Generation Science Standards , and which program(s) are they using to teach children to read ?
• What is the average class size ?
• What is this school’s approach to student discipline and safety? Do they practice restorative justice ? Are the discipline practices fair for families of color ? Do they practice corporal punishment , and if so, can you opt out of that for your child?
• How much homework do students have? What is the school’s philosophy/approach to homework ?
• What kind of library resources are available to students?
• How is technology used to support teaching and learning at this school?
• How do the arts fit into the curriculum? Is there a school choir, band or orchestra? A drama program? Art classes?
• What extracurricular opportunities (sports, clubs, community service, competitions) are available for students?
• How do students get to school? Is free school busing available?
• Is bullying a problem at the school? Does the school have an anti-bullying policy ?
• Does the school have a program for gifted students ?
• How does this school support students who have academic, social or emotional difficulties?
• What strategies are used to teach students who are not fluent in English?
• What professional development opportunities do teachers have ? In what ways do teachers collaborate?
• Does the school offer Physical Education (PE) classes?
• What are some of the school’s greatest accomplishments? What are some of the biggest challenges this school faces?

Features to look for

• Do classrooms look cheerful? Is student work displayed, and does it seem appropriate for the grade level?
• Do teachers seem enthusiastic and knowledgeable, asking questions that stimulate students and keep them engaged?
• Does the principal seem confident and interested in interacting with students, teachers and parents?
• How do students behave as they move from class to class or play outside?
• Is there an active Parent Teacher Association (PTA) ? What other types of parent involvement take place at this school?
• How well are the facilities maintained? Are bathrooms clean and well supplied, and do the grounds look safe and inviting?

Especially for elementary schools

• What are some highlights of this school’s curriculum in reading , math, science and social studies?
• What criteria are used to determine student placement in classes?
• How does this school keep parents informed of school information and activities? Are they easy to communicate with ?
• Does the school let parents know what their rights are (and aren’t ) in regards to your child’s education?
• Is quality child care available before and after school?
• How much outdoor time do kids get each day?

 Especially for middle schools

• How does the school guide and prepare students for major academic decisions that will define their options in high school and beyond? Do they provide advice to parents on how to help this age group ?
• Does the school offer tutoring or other support if students need extra help?
• Are world language classes (French, Spanish, etc.) offered to students?
• If the school is large, does it make an effort to provide activities that create a sense of community ?

Especially for high schools

• Does this school have a particular curriculum focus, such as STEM (Science, Technology, Engineering, and Math) or the arts?
• What kind of emphasis does the school place on college preparation ?
• Does the school have a good selection of Advanced Placement (AP) and honors classes?
• What percentage of students take the SAT or/and ACT ?
• Where do students go after they graduate? How many attend four-year college? Are graduates prepared for college ?
• Are counselors available to help students make important decisions about classes?
• Is college counseling and support available?
• Does the school offer a variety of career planning options for students who are not college bound?
• Does the school staff set high expectations for all students?
• Does the school have a tutoring program so students can get extra help if they need it?
• How do students get to school? Is there a parking lot, and are buses (public or district-provided) available?
• Does this school have any school-to-work programs or specialized academies ?
• What is the school drop-out rate ?

Especially for charter schools

• When and why was this school created ?
• Does the school have a specific focus?
• Who is the charter holder, or the group that created the school?
• How does the school select teachers? Are the teachers certificated?
• Is this the permanent location or facility for the school? If not, will the school be moving to another location in the near future?

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A History of Moscow in 13 Dishes

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The History of the World: Nixon visits Moscow

The history of the world: sixth edition.

• May 22 nd 2013

22 May 1972 The following is a brief extract from The History of the World: Sixth Edition by J.M. Roberts and O.A. Westad.

In October 1971 the UN General Assembly had recognized the People’s Republic as the only legitimate representative of China in the United Nations, and expelled the representative of Taiwan. This was not an outcome the United States had anticipated until the crucial vote was taken. The following February, there took place a visit by Nixon to China that was the first visit ever made by an American president to mainland Asia, and one he described as an attempt to bridge ‘sixteen thousand miles and twenty-two years of hostility.’

When Nixon followed his Chinese trip by becoming also the first American president to visit Moscow (in May 1972), and this was followed by an interim agreement on arms limitation – the first of its kind – it seemed that another important change had come about. The stark, polarized simplicities of the Cold War were blurring, however doubtful the future might be.

Reprinted from THE HISTORY OF THE WORLD: Sixth Edition by J.M. Roberts and O.A. Westad with permission from Oxford University Press, Inc. Copyright © 2013 by O.A. Westad.

J. M. Roberts CBE died in 2003. He was Warden at Merton College, Oxford University, until his retirement and is widely considered one of the leading historians of his era. He is also renowned as the author and presenter of the BBC TV series ‘The Triumph of the West’ (1985). Odd Arne Westad edited the sixth edition of The History of the World . He is Professor of International History at the London School of Economics. He has published fifteen books on modern and contemporary international history, among them ‘The Global Cold War,’ which won the Bancroft Prize.

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See photos of President Joe Biden’s visit to Tampa

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President Joe Biden made a campaign visit to Tampa this afternoon, where he focused on abortion and tried to tie rival Donald Trump to abortion restrictions in the state and across the country.

Biden spoke at Hillsborough Community College’s Dale Mabry campus in Tampa. Near the campus, dozens of demonstrators gathered to protest the president over the United States’ support of Israel’s war against Hamas, the death of civilians in Gaza and other issues.

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Columbine school shooters glorified by young followers: Inside the scary online obsession

When two Colorado students murdered 12 of their classmates and a teacher at Columbine High School on April 20, 1999, they committed what history would etch as the first school shooting of the internet era.

At the time, Google was still a startup. Facebook, the iPhone and YouTube had not yet been invented. Yet 25 years later , the traces left online by Eric Harris and Dylan Klebold have not faded into the obscurity of the early web. 

Instead, those remnants took hold in each evolving online technology – chat rooms, social media and video – and today spark obsessive online interest among a generation that wasn’t even alive at the time of the attack. 

That interest flourishes via online algorithms that amplify edgy or hate-fueled content, researchers say – and via social media platforms that prioritize audiences and profits over finding and removing violent and damaging content. 

On the 1990s-era internet, the killers left behind their plans of violent terror – like threats and bomb-building instructions – as well as the personal minutiae of teenage life, like playing the first-person shooter game Doom. The lyrics to a favorite song, a recent electronic-metal release called “Stray Bullet,” were posted on one of their websites.

A dark subculture latched onto those details of their online life and the investigative reports that followed. The killers’ photos, personal journals and home videos fueled discussions in internet forums and chat rooms. 

Today, researchers track social media, video sites and gaming platforms, where they find a cult of Columbine thriving among young internet users.

TikTok profiles with the shooters’ names and photos are festooned with hearts and ribbons and fans of the shooters declare their love and admiration in the comments. Videos splice together old footage and stills of the shooters.

First-person shooter simulations of the Columbine massacre regularly pop up on TikTok where they fetch tens and even hundreds of thousands of views. 

While some online platforms say they work to find and eliminate violent content , online experts and school shooting survivors continue to say the megacompanies of the modern internet haven’t done enough to stamp out these dark elements of the early web. 

Social media companies are “raking in the money,” Anne Marie Hochhalter, who was shot and paralyzed during the Columbine attack, told USA TODAY. “They're not going to do anything about it because then the traffic will go down.”

Whatever the forum, the subculture’s real-life effects have been persistent and deadly . 

School shooters, including the killers at Sandy Hook Elementary School in Connecticut in 2012 and Virginia Tech in 2007, studied and emulated the Columbine attack. The documents posted online by copycats frequently mention the influence of Columbine . 

In January, a 17-year-old high school student in Iowa shot six people, killing one, before turning the gun on himself. Shortly before the shooting, he posted a photo on TikTok of himself  in a bathroom stall with a duffel bag at his feet, with the words, “Now we wait.” 

The post was set to music, an old electronic-metal song from the 1990s called “Stray Bullet.” 

More: 25 years later, the trauma of the Columbine High School shooting is still with us

Columbine imagery easy to find on game sites, social media 

Much of the online content related to Columbine today is created by young people or designed to appeal to them, two researchers at the Institute for Strategic Dialogue found in a recent study.

Moustafa Ayad and Isabelle Frances-Wright say young people are enthralled by the Columbine killers and create content that goes viral on social media, from first-person shooter simulations to Roblox characters dressed to look like the Columbine killers down to the “natural selection” and “wrath” T-shirts they used to wear.

“The abundance and types of materials that the killers produced resonates with young people in a way that we haven’t really seen with other school shootings,” Frances-Wright said, “which has allowed it to perpetuate and live on all these years later.” 

The creators of those videos, in turn, direct viewers to private, unmonitored channels on Discord and Telegram. 

And that’s where the really dark stuff happens.   

By setting up accounts pretending to be minors on social media, Ayad and Frances-Wright quickly found 127 videos glorifying a range of mass shooters on TikTok and X, formerly Twitter.

One TikTok video they discovered, which featured the Columbine shooters in fictional Disney posters, had amassed nearly 400,000 views in three months. 

TikTok has since taken down the videos flagged by researchers. But content celebrating the Columbine shooters is still widely available, and easily found, on TikTok and other platforms, despite rules against glorification of violence and real-life attacks.

A spokesperson for TikTok said the company doesn’t tolerate content like the videos Ayad and Frances-Wright found, and that the company employs more than 40,000 trust and safety professionals to moderate content.

“We're investing over $2 billion in trust and safety efforts this year to provide a safer platform," the spokesperson wrote in an email.

This week, Frances-Wright performed a quick search and provided USA TODAY with several links to TikTok videos showing school shootings, including some that used imagery from the Columbine attack.   

Videos on TikTok and elsewhere try to evade detection by blending content that glorifies mass shooters with legitimate educational content, or by using the killers’ nicknames or other coded language. Statements like “I don’t condone” or hashtags like “true crime” or “fake” are also added to mislead platform moderators. Some accounts switch privacy settings so posts are only available to followers.

While the researchers found videos appearing to show gameplay on the Roblox platform, where users play shared game scenarios mostly built by other users, it was unclear how long – if at all – those games ever appeared on Roblox itself. The characters may have been designed using Roblox, without ever being uploaded to the platform.  

A spokesperson for Roblox said the company has strict community standards prohibiting “the portrayal of sensitive real-world events and content portraying, glorifying, or supporting Terrorist and Violent Extremist organizations.”

“We have a dedicated team focused on proactively identifying and swiftly removing such content as well as banning the individuals who create it,” the spokesperson told USA TODAY in an email.  

Despite the attempt at camouflage, accounts are still frequently banned. So, the profiles redirect their followers to less-moderated platforms like Discord and Telegram, Ayad and Frances-Wright found. There, open glorification of mass shooters, violent gore and hate speech can be more freely shared. And indoctrination and radicalization are more likely to occur. 

Discord and Telegram did not respond to requests for comment.

In closed discussion groups on Discord, for example, players share tips on building mass casualty simulation games and how to make gaming avatars that look like the Columbine shooters, the researchers said. 

The attackers are commonly referred to and admired, down to details about their haircuts and favorite music. “In many respects,” their report notes, “the Columbine shootings are considered a foundational event for supporters and content producers of mass casualty attacks.” 

The deadly allure of the dark side

Ryan Broll, associate professor of sociology and anthropology at the University of Guelph in Ontario, Canada, says the internet is an accelerant for “dark fandom” – communities of fans fixated on the perpetrators of violent acts .

“These communities usually form online because they are inherently deviant communities and they can more easily find people who share interest in these topics online,” said Broll, who studied a subreddit devoted to Columbine. “Although people have always been interested in crime and violence, the internet is essential to the size and longevity of dark fandoms, like that around Columbine.”

Of the hundreds of school shootings across the United States in the last 25 years, Columbine remains the most influential, researchers Jenni Raitanen and Atte Oksanen from the Emerging Technologies Lab at Tampere University in Finland found .

Raitanen and Oksanen attribute the shooting’s enduring influence to the oft-cited idea that it was retribution for bullying.  

“The Columbine perpetrators claimed that their massacre was a political act, conducted in the name of other oppressed students,” the researchers wrote in a 2018 paper . 

As such, the two young men sought to serve as spokespeople for what previous researchers called a “revolution of the dispossessed,” Raitanen and Oksanen wrote. In essence, they claimed to be carrying out their attack in the name of angry, disaffected and angst-ridden youth everywhere. 

Those ideas were long ago debunked. 

Columbine’s former principal Frank DeAngelis says much of the Columbine content falsely portrays the Columbine shooters. 

The FBI concluded the killers, who said in home videos that they hoped the attack would inflict “the most deaths in U.S. history,” were driven by a desire for mass carnage and lasting notoriety, not teenage angst.

Yet today’s online subculture celebrates many of the same false claims. 

“The two killers of Columbine are heroes to some of these kids and they shouldn’t be,” said DeAngelis, who retired in 2014 and assists communities across the country after mass shootings . “It scares me.”

Finding kinship online can normalize violent urges, says Peter Langman, a psychologist and author of “Why Kids Kill: Inside the Minds of School Shooters” who runs the website SchoolShooters.info .

He points to a website devoted to the Columbine massacre and other mass murders. In a recent chat about which serial killer or mass murderer they related to the most, most said the Columbine killers. “I also relate to Eric and Dylan,” commented one person. “Like most people lol.” 

Three registered users of the website have gone on to commit mass murders, according to Langman. 

“Even if no one is advocating committing such acts, the fascination, the obsession that some people have may normalize the phenomenon,” he said.

Kris Mohandie, a forensic psychologist who has assessed youth offenders influenced by Columbine , said the identities of susceptible young people can be shaped by the content they interact with and produce online. They are drawn to the Columbine shooters “because it aligns with dark impulses and their sense of alienation, and what they think looks cool,” Mohandie said. 

That’s certainly what happened to Lindsay Souvannarath. 

The then-23-year-old student from Geneva, Illinois, was drawn to the story of Columbine via online chat rooms and forums. A budding artist and novelist, she sought feedback from her peers online and eventually fell headfirst into the subculture. 

In a 2019 prison interview with "The Night Time" podcast, Souvannarath, who is now in prison for planning a deadly attack on a mall in Halifax, Nova Scotia, on Valentine’s Day 2015, talked at length about the inspiration she took from Columbine.

It all happened online. Souvannarath met her co-conspirator online when he commented on some of her artwork, and the two swapped music recommendations, fashion tips and theories about the Columbine attackers.   

“We thought we were actually them somehow,” Souvannarath told "The Night Time" podcast. “Not exactly reincarnations, but more like their spirits had found their ways to us, and we were them.” 

Souvannarath was arrested as she flew into Halifax airport the day before the planned mass shooting. She pleaded guilty to conspiracy to commit murder two years later and is serving a life sentence in prison.

Haikyuu!! The Dumpster Battle

Despite a strong field, Karasuno High volleyball team advances past preliminary round of Harutaka tournament in Miyagi prefecture to reach the third round. Despite a strong field, Karasuno High volleyball team advances past preliminary round of Harutaka tournament in Miyagi prefecture to reach the third round. Despite a strong field, Karasuno High volleyball team advances past preliminary round of Harutaka tournament in Miyagi prefecture to reach the third round.

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Teacher arrested, accused of using AI to falsely paint boss as racist and antisemitic

A Maryland high school teacher was arrested after he allegedly used artificial intelligence to create phony audio, planting racist and antisemitic words into the voice of his boss, authorities said Thursday.

Dazhon Darien, a physical education teacher and the athletic director at Pikesville High School, was accused of falsifying the voice of principal Eric Eiswert in January, authorities said.

"We now have conclusive evidence that the recording was not authentic," Baltimore County Police Chief Robert McCullough told reporters in Towson. "It’s been determined the recording was generated through the use of artificial intelligence technology."

Darien was charged with disrupting school activities and other counts.

"As you could imagine, this has been a very difficult time for [the] Pikesville High School community, principal Eiswert and his family," Baltimore County Public Schools Superintendent Myriam Rogers said.

A judge signed on Wednesday afternoon an arrest warrant for Darien, who was caught Thursday morning at Baltimore/Washington International Thurgood Marshall Airport.

Darien was scheduled to fly to Houston when security questioned whether he had properly packed his gun for travel, McCullough said.

Darien's name was run through police records, and the warrant showed up, leading to his arrest, McCullough added.

McCullough stopped short of saying whether Darien was seeking to flee.

Darien was also charged with theft, retaliation against a witness and stalking.

He and Eiswert had been at odds over “work performance challenges” with Darien’s contract possibly “not being renewed next semester,” according to the arrest warrant.

"Through their investigation, detectives allege that Mr. Darien, who was athletic director at the high school, made the recording to retaliate against the principal, who had launched an investigation into the potential mishandling of school funds," McCullough said.

Eiswert had been following up on a $1,916 payment Darien allegedly authorized for an assistant girls soccer coach, who the head coach and players said never assisted the team, police said.

Eiswert had also reprimanded Darien for terminating a coach without his approval, police said.

Eiswert was widely admonished when the viral audio seemed to capture him spewing hateful rhetoric, mocking Black and Jewish people.

The voice initially believed to have been Eiswert's said Black students were unable to "test their way out of a paper bag," according to the court document.

"The recording went on to make disparaging comments about Jewish individuals and two teachers ... who 'should have never been hired' at the school," the warrant said.

Eiswert has always insisted that the recording, which was sent to Darien and two other teachers the night of Jan. 16, was fake.

The audio spread quickly on social media and "had profound repercussions," causing "significant disruptions for the PHS staff and students," according to the arrest warrant.

Eiswert has been on paid administrative leave since the recording went viral.

District appointees have run the school since Eiswert's departure, and the temporary administrators will stay on the job through the end of the school year, Rogers said.

"We will work with principal Eiswert and the Pikesville community concerning next year," Rogers added.

Investigators linked the email [email protected], which was used to send the audio, to an internet service provider registered to Darien's grandmother, according to the warrant.

The recovery phone number for the Google account had a 213 area code, registered to Darien, a Southern California native, police said.

A forensic analyst contracted by the FBI also found that the recording "contained traces of AI-generated content with human editing after the fact," the arrest warrant said.

Darien was shown to have used the Baltimore County Public Schools' network to access OpenAI tools and Microsoft Bing Chat services on Dec. 18 and 19 and Jan. 15, a day before the audio clip was sent out, police said.

Darien and his family could not immediately be reached for comment Thursday.

The school district will seek to fire Darien, Rogers said.

Eiswert could not be immediately reached for comment on Thursday.

A rep for the principal’s union said he’s relieved that “responsible people are being held accountable,” but is worried that harm caused by the fake audio could be long-lasting.

“I continue to be concerned about the damage these actions have caused for Principal Eiswert, his family, the students and staff of Pikesville High School, and the Black and Jewish community members,” Council of Administrative and Supervisory Employee executive director Billy Burke said in a statement. “I hope there is deliberate action to heal the trauma caused by the fake audio and that all people can feel restored.”

David K. Li is a senior breaking news reporter for NBC News Digital.