Moore High School in Moore, Oklahoma on �ǿմ�ý

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While students did not take the books home permanently or write directly in them, having consistent access to the text in class made a powerful difference in how deeply they engaged with the novel and with one another.\r\n\r\nThroughout this unit, Stargirl served as an entry point for meaningful conversations about conformity versus individuality and the question we returned to again and again: what is more important to you personally—fitting in or being yourself? Even without ownership of the books, students actively annotated using sticky notes, notebooks, and guided annotation tools. They marked passages that stood out to them, flagged moments of conflict, and returned repeatedly to key scenes during discussion and writing. The lack of permanent ownership did not limit their engagement; instead, students demonstrated that thoughtful reading and intellectual risk-taking are driven by relevance and connection, not just materials.\r\n\r\nMany students saw themselves reflected in the characters. They recognized aspects of their own personalities, friendships, and social pressures in Stargirl and Leo, as well as in the reactions of the students at Mica High. During class discussions, students made connections between the fictional events of the novel and real situations they experience every day at school—how quickly opinions spread, how difficult it can be to stand out, and how tempting it is to conform simply to avoid attention. These conversations were honest, respectful, and often surprisingly mature for ninth graders.\r\n\r\nOne particularly impactful moment occurred during a discussion about Stargirl's choice to remain authentic even when it leads to isolation. Several students shared personal experiences of changing how they dress, speak, or behave in order to fit in with peers. Others reflected on moments when they admired someone for being different but did not feel brave enough to do the same themselves. Students were not just analyzing a literary theme; they were examining their own values, fears, and choices. The novel created a safe space for these reflections in a way few texts are able to do.\r\n\r\nIn their written assignments, students applied the themes of Stargirl directly to their own lives. Rather than summarizing the plot, they reflected on how the story made them think differently about individuality, acceptance, and self-confidence. Some students wrote about the pressure of social media and the fear of judgment. Others explored what it means to stay true to yourself in a world that often rewards sameness. Even students who are typically reluctant writers showed increased engagement, taking risks by sharing personal insights and asking deeper questions about identity.\r\n\r\nBeyond academic skills, this project strengthened our classroom community. Students gained empathy for one another as they recognized shared struggles and perspectives. Reading Stargirl together gave us a common experience and a shared language to discuss respect, courage, and belonging—lessons that extend well beyond the English classroom.\r\n\r\nYour support made all of this possible. By funding this class set of novels, you helped create meaningful learning experiences that encouraged reflection, discussion, and personal growth. Thank you for investing in our students and for helping them connect literature to their own lives in a lasting and impactful way. 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Starting the year with well-equipped classrooms allowed us to focus on what matters most—building connections with students and fostering a love of learning through literature and writing.\r\n\r\nBecause of you, our department entered the year with confidence, strong morale, and the tools to make learning meaningful for every student. Your generosity made a tangible difference in our classrooms and in the lives of both teachers and students. Thank you for investing in our school community and helping us start the year strong!","fullyFundedDate":1753981644535,"projectUrl":"project/teacher-reset-natl-guard-teacher-supp/9493314/","projectTitle":"Teacher Reset: Nat'l Guard Teacher Support","teacherDisplayName":"Ms. Van","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-4_272.png?auto=webp","teacherClassroomUrl":"classroom/9618446"},{"teacherId":9197578,"projectId":9052931,"letterContent":"I hope this message finds you well. 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Moore High School

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About this school

Moore High School is a suburban public school in Moore, Oklahoma that is part of Moore Public Schools. It serves 2,697 students in grades 9 - 12 with a student/teacher ratio of 21.8:1. Its teachers have had 74 projects funded on �ǿմ�ý.

Equity Focus School

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Public School

Grades 9 - 12

2,697 Students

124 Teachers

300 N Eastern Ave

Moore, OK 73160 View local requests

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Ms. Vero, a �ǿմ�ý teacher for 9 years.

Kindergarten teacher at PS81 - Robert J. Christen School in Bronx, NY

Moore High School Teachers on �ǿմ�ý

Ms. English I Teachers

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Moore High School Demographics

58%

of students receive free or reduced price lunch

Source: the National Center for Education Statistics

29%

of students are Black, Latino, Native American, or Asian

Schools in districts that mainly serve students of color receive substantially less state and local support than similar districts that serve primarily White students. Learn more about this gap, why it exists, and how you can help close it.

Moore High School Support on �ǿմ�ý Last updated Feb 11, 2026

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