Novosibirsk's School for the Gifted - Changing Emphases in the New Russia.

Many special schools intended for gifted students in mathematics and science in the United States and around the world have been influenced by the boarding schools established in the Soviet Union in the early 1960's. The Novosibirsk Internat, which was been renamed to honor its founder, mathematician M.A. Lavrentiev, received world-wide recognition for its tripartite program - combining the resources of the Novosibirsk Science Center, Novosibirsk State University, and the special high school itself. This Siberian model attracted the favorable attention of Julian Stanley and others who recommended the model to American educators concerned with the education of the gifted (Pyryt, Masharov, & Feng, 1993).

Historical Development

Motivated in part by manpower shortages in the late 1950's, the Soviet government of Nikita Khrushchev adapted a policy of polytechnic education that required secondary school students' academic education to be supplemented by work experience in factories and on farms (Vogeli, 1968). Mathematicians and physicists were opposed to polytechnic education, however, believing that it would impede the development of young scientists. Mathematicians A.N. Kolmogorov and M. A. Lavrentiev, and physicist A.D. Sakarov joined other distinguished academicians in proposing that special schools exempt from the requirements of polytechnic education be established for the "best and brightest" of Soviet youth (Karp, 1998). In 1963 four special boarding schools, or Internats, were formed under the auspices of the Universities of Moscow, Leningrad, Novosibirsk, and Kiev (Vogeli, 1997). The founders of these Internats, including Lavrentiev and Kolmogorov, not only planned the activities of the schools but taught classes several times each week.

Under Lavrentiev's guidance, the Novosibirsk Internat differed significantly from the beginning from its sister institutions in Moscow, Leningrad, and Kiev. Novosibirsk, sometimes called the Soviet Union's "Science City," was a center for research of all kinds, but especially research in physics and mathematics. Not only was Novosibirsk the site of the Soviet Union's most extensive research facility, but it also was the home of a highly respected university. The remote Siberian city of Novosibirsk had both the scientific resources and the academically oriented population necessary for the success of the Novosibirsk Internat.

The cooperative arrangement made it possible for Internat high school students to take university classes and to participate in the experimental work underway at the Science Center, fulfilling the government's goal of involving youth in productive activities - in this case, ongoing scientific research (Novosibirsk School Catalog, 1996). Because distinguished scientists were assigned to research posts at the Novosibirsk Science Center, the community that grew up around the Center included families with interests in mathematics and science. Mathematical activities among the youth of the region included mathematics circles and clubs, problem-solving competitions and active participation in regional and national Olympiad contests. Olympiad performance became an important admissions criterion to the Novosibirsk Internat and its own Olympiad teams dominated regional competitions in the decades since the school was founded. In fact, despite Siberia's low population density, Olympiad competitions have stimulated interest in mathematics and contributed to improved performance among high school students in the region.

Lavrentiev School Program

The foundation of the Lavrentiev Physics-Mathematics Boarding School's program is the concept of a community of scholars pursuing a common objective - excellence in mathematics and science (Novosibirsk School Catalog, 1996). This concept is represented explicitly in the ceremony in which new students are inducted into the student body and continuing students renew their commitment. This ceremony is held annually on November 19, the birthday of the founder, M. A. Lavrentiev (Udina, 1990). The date is auspicious since it is proceeded by a two and a half-month probationary period during which new students demonstrate their adjustment and commitment to the School. New students receive the School badge as a symbol of entry into the "fellowship of the School" (Udina, 1990). The rules of this fellowship are intended to ensure that all students have an opportunity to develop their personal potential. School authorities stress that both discipline and diligence are necessary for success at the Lavrentiev School (Baronenko, 1993).

The Lavrentiev School enrolls approximately 500 students from an applicant pool extending throughout Siberia and Kazakstan (Ershov & Nikitin, 1993). Originally applicants were drawn from throughout Soviet Asia, including Uzbekistan and Tadjikistan; however, the partition of the Soviet Union into independent states has narrowed the Lavrentiev School's service area. Applicants for the School first demonstrate competence by their performance in the mathematics and physics Olympiads (Science in Sibir, 1993). The most successful students are invited to attend a summer program conducted at the School. This summer program serves to ensure that only the most qualified applicants are invited to become full-time students at the Lavrentiev School. Approximately 500 prospective students participate in the summer session where they prepare to take the School's entrance examinations (Science in Sibir, 1993). No more than 250 students who take the entrance examinations qualify for admission to the School (Novosibirsk School Catalog, 1996).

The school day at the Lavrentiev Internat is a lengthy and intensive one (Novosibirsk School Catalog, 1996). Students arise at 7:15 and breakfast before the first class which begins at 8:30 and concludes at 10:05. After a 10-minute break students begin the second class of the morning that concludes at 11:50 to permit a 40-minute lunch break before the third class of the day lasting from 12:30 to 2:05. A light afternoon meal is served and a brief recreational period is provided before the fourth and fifth classes of the day that extend from 4:00 to 7:00 preceding a one hour supper. The sixth and final class of the day begins at 8:00 and concludes at 9:25 before retirement at 11:00.

In addition to mandatory core courses in mathematics, science, Russian language and literature and physical education, students are expected to spend six class hours per week in special courses - four hours in priority subjects such as mathematics, physics, biology, and computing, and two hours in special courses in the humanities (Vogeli, 1997). Russian schools use a grading system of 1 to 5. Grades of 4 and 5 are expected at the Lavrentiev School. A grade of 2 may be grounds for dismissal from the School (Novosibirsk School Catalog, 1996).

The special courses available in mathematics, physics, and computer science are well beyond those offered in regular schools in Russia. Often these special courses are taught by members of the faculty of Novosibirsk State University and involve experimental work within the Science Center itself.

The faculty of the Lavrentiev School includes regular teachers in the School, professors from Novosibirsk State University, and scientists employed in the Science Center (Novosibirsk School Catalog, 1996). At one time, the director of the School was the son of M.A. Lavrentiev (Udina, 1990). At present, the director is the Vice-Rector of Novosibirsk State University, mathematician A. A. Nikitin (Novosibirsk School Catalog, 1996). The Chairs of each of the academic departments hold either the degrees of Doctor of Science or Candidate in Science which is the equivalent of the American PhD. In 1997-1998, 46 faculty members were assigned to teach 42 separate sections (Novosibirsk Student Handbook). In addition, qualified scientists were assigned to direct laboratories in computing, biology, chemistry, physics and foreign languages. The School shares library facilities with Novosibirsk State University, but has its own librarian to assist students in obtaining appropriate materials.

The School's faculty not only consists of research mathematicians and scientists but also many who are authors of prominent textbooks in mathematics, physics, chemistry, and biology (Nikitin, 1995). In 1995 the faculty prepared 26 new texts, each published in three versions - the first version for regular high schools, the second for academically selective high schools, and the third for physics/mathematics high schools such as the Lavrentiev School itself (Nikitin, 1995). The School's faculty believes these books to be among the first of their kind.

In the 35 years of its existence, the School has graduated more than 7000 students (Ershov & Nikitin, 1993). Of these graduates more than one thousand eventually earned the degree of "Candidate of Science" (Ershov & Nikitin, 1993). Significantly, more than one hundred former graduates have been awarded the prestigious Doctor of Science degree which is given not at the conclusion of a program of university studies, but rather in recognition of a distinguished research career (Ershov & Nikitin, 1993). More than half of the School's graduates are employed as mathematicians or scientists in Russia or abroad (Baronenko, 1993).

Changing Conditions in Russia and at Novosibirsk

Since Perestoika and the partition of the former Soviet Union into the Confederation of Independent States, Russia's transition to a market economy has disrupted the scientific community and the educational institutions associated with it. In the Novosibirsk Science Center, many research activities have been curtailed due to lack of funds. Senior scientists left Novosibirsk to find work elsewhere in Russia or abroad and this depletion of the academically oriented population of Novosibirsk has had a negative effect upon the Lavrentiev School. Many qualified teachers also have left Siberia. The School no longer can rely upon the extensive applicant pool it once enjoyed to provide an adequate number of the "best and brightest" matriculants. The problem is complicated further by the establishment of competing schools who identify themselves as special. The Ekaterinburg School, for example located west of Novosibirsk, is a legitimate competitor (Vogeli, 1997). Other day and boarding schools in adjacent independent states also compete with the Lavrentiev School for gifted students. In the Urals in Beloretsk, a private group has established an institution dedicated to activities for the gifted (Vogeli, 1997).

According to Kopitov, students throughout Russia no longer apply to special schools like the Lavrentiev school because of their love for science and the high prestige that scientists held in the Soviet system (Kopitov, 1994). Since Perestroika, applicants' passion for knowledge has been replaced by a desire for economic success (Kopitov, 1994). While the Lavrentiev School still enrolls many students who wish to become mathematicians or physicists, it is more prestigious to become an economist, a banker, or a manager in the new Russia. It is likely that the record of the Lavrentiev School in producing the leading scientists of Siberia will not be maintained in the country's market economy.

The Future of the Lavrentiev School

Since many distinguished faculty have emigrated to Europe and the United States, special courses, seminars, and research opportunities have been somewhat reduced. The faculty was expanded to 50 in September, 1998 in an effort to diversify the school by offering challenging programs in the humanities, languages, business, and economics (Kopitov, 1994). While a diversified school for the gifted may benefit the Siberian economy, the impact of the effective tripartite collaboration between the School, the university, and the Science Center may suffer. Young mathematicians and scientists will be the first to feel the effects of diversification.

At least one positive result has followed Perestroika. The Lavrentiev School's international reputation has attracted notice in Russia and in other countries. Siberian schools in Kazakstan and Uzbekistan are following the model of the Lavrentiev School program. In the United States, the Philips-Andover Academy has had a summer exchange program with the Lavrentiev School since 1993 (Udina, 1990).

At present, the Lavrentiev School is faced with many compelling challenges. The economic decline that has been especially severe in scientific centers such as Novosibirsk has led to budget reductions and curtailed programs and activities. Teachers' salaries are inadequate to maintain even a modest standard of living, and the need for the school to charge tuition has limited enrollment to the most affluent and not necessarily the most gifted students. Student enrollment was increased slightly in September, 1998 as a result of diversification. While increased enrollment drawn from a less selective applicant pool may add to the diversity of the School, it may be difficult to sustain the reputation of the Lavrentiev School as the premiere mathematics/science institution in Siberia.

BIBLIOGRAPHY

Baronenko, A. (1993). Untitled article. Search, (21).

Ershov, U. & Nikitin, A. (1993). Physics/Mathematics School - 30 years. Science in Sibir, (2).

Karp, A. (1998). Russian schools for the mathematically and scientifically talented: Can the vision survive? Unpublished manuscript.

Kopitov, V. (1994). Some thoughts about ... Science in Sibir, (22).

Nikitin, A. (1995). The 32nd year in the binary system. Science in Sibir, (3).

Pyryt, M.C., Masharov, Y.P., & Feng, C. (1993). Programs and strategies for nurturing talents/gifts in science and technology. In K.A. Heller, F.J. Monks, & A.H. Passow (Eds.), International handbook of research and development of giftedness and talents (pp. 453-471). Oxford: Pergamon.

Sadikova, V. (1993). It pays to study diligently. Science in Sibir, (27).

Science begins with summer school. (1993). Science in Sibir, (35).

Special science study center course catalog. (1996). Novosibirsk, Russia.

Udina, L. (1990). First year students enter the "cathedral of science." Science in Sibir, (46).

Vogeli, B.R. (1968). Soviet secondary schools for the mathematically talented. Washington, D.C.: National Council of Teachers of Mathematics.

Vogeli, B.R. (1997). Special secondary schools for the mathematically and scientifically talented - an international panorama. New York: Teachers College/Columbia University.

Manuscript submitted September, 1998.

Revision accepted March, 1999.

Lisa J. Evered, Professor of Mathematics at Iona College, is a statistician with interests in international education. She has traveled widely in the former Soviet Union and has conducted research and workshops throughout the world. Sofya Nayer, Associate Professor of Mathematics at Borough of Manhattan Community College, received her undergraduate training in the Soviet Union before completing graduate studies in the United States. She is a frequent contributor to the literature of and discussions about education in Russia