Old School

Gordon Korman

53 pages 1-hour read

Gordon Korman

Old School

Fiction | Novel | Middle Grade | Published in 2025

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Chapters 16-22Chapter Summaries & Analyses

Content Warning: This section of the guide includes discussion of bullying.

Chapter 16 Summary: “Gianna Greco”

Gianna discovers that the latest edition of the Eyeball has published a heavily distorted version of her article about Dexter’s cafeteria confrontation. The piece portrays him as a criminal arrested with a lethal weapon, rather than a confused student sent home after using a Swiss Army knife to help retrieve Ronny’s stuck chips. Furious, Gianna storms into the Eyeball office, where Traci and other eighth-grade staffers are celebrating the issue’s success with grape juice. Traci dismisses Gianna’s complaints, calling the original draft “boring” and defending the sensational rewrite as a hard-hitting crime story. When Gianna accuses her of printing libel and demands a retraction, Traci refuses, falsely citing budget constraints. After threatening to fire Gianna, Traci instead accepts her resignation.


Outside the office, Gianna reflects on her own role in Dexter’s troubles. She acknowledges that she may have mishandled the initial profile, driven by ambition to become a prominent seventh-grade reporter. She realizes that she failed as a friend by not helping Dexter adjust to middle school. On the bus, when Jackson and Ronny mock Dexter’s absence, Gianna confronts them, pointing out the math team’s losses and Ronny’s reliance on Dexter for lunch. Determined to set the record straight, Gianna decides to publish her own retraction. In the cafeteria, she creates a leaflet titled “THE EYEBALL IS LYING TO YOU!” containing her original account (153).

Chapter 17 Summary: “Dexter Foreman”

Back at The Pines full-time, Dexter spars with Archie, a resident and boxing enthusiast, who criticizes him for losing his edge after school. Dexter describes avoiding a fight with Ronny by walking away, which Archie views as weakness. Dexter enjoys being back but notices some aspects of school life he misses. During a codebreaking session with Leo, Dexter grows concerned when Leo takes unusually long to solve the puzzle.


Later, Gianna arrives unexpectedly at Dexter’s condo. Though Dexter tries to turn her away, his grandmother invites Gianna in for tea. Gianna explains that Traci distorted her article and that she quit the Eyeball in protest. She then shows Dexter a leaflet containing her original account of the cafeteria incident. The article acknowledges both that Dexter never intended the knife as a weapon and that Officer Hagler had no choice but to treat it as one. Moved by Gianna’s effort to defend his reputation, Dexter thanks her. She announces that she will distribute the leaflet the next morning and then hugs Dexter and leaves.

Chapter 18 Summary: “Jackson Sharpe”

Jackson reflects on being the math team captain again, preferring the position even if the team is now losing without Dexter. When Ronny requests math tutoring, Jackson refuses, citing soccer commitments. At the Friday pep rally, Jackson is performing his signature soccer ball juggling routine when the field sprinklers suddenly activate. A custodian attempts to shut them off, but the valve breaks in his hand. The field floods, forcing Dr. Dinkins to cancel the rally and send students to ninth period.


As the drenched team files back inside, multiple students remark that Dexter could have fixed the problem. Alex Globus notes Dexter’s technical know-how, and similar comments ripple through the crowd. The buzz grows throughout the school, with students citing Gianna’s retraction and defending Dexter’s innocence. Even Ronny, who once tried to punch Dexter, now says that he was treated unfairly. Jackson passes Gianna, who is distributing more copies of her retraction by the school store, rallying students with the warning that anyone could be next.


Jackson realizes with dismay that Dexter is becoming a hero in absentia—more popular than Jackson himself. The pep rally that should have showcased his talent has instead elevated Dexter’s legend.

Chapter 19 Summary: “Ronny Greco”

When midterm progress reports arrive, Ronny’s poor grades trigger an explosive tirade from his father, who is already frustrated by searching for the missing creosote that Ronny secretly took to vandalize Dexter’s locker. To escape, Ronny bikes to the mall, where he discovers a T-shirt identical to Dexter’s, printed with “T-SHIRT.” He buys it and decides to visit Dexter at The Pines.


Following the bus route, Ronny reaches the retirement community and asks two elderly residents for directions to Dexter’s home. While cutting across a lawn, Ronny is nearly struck by an arrow. The archer, Archie, storms toward him, furious that Ronny crossed his firing range. A heated argument erupts until Dexter appears and intervenes. When Ronny shows Dexter his matching T-shirt and declares that his suspension was unfair, Archie is shocked to learn they are friends.


Ronny mentions that he’s failing math and might repeat seventh grade. Without hesitation, Dexter offers to tutor him. Ronny is moved by this generosity, especially considering his past hostility toward Dexter. Despite Dexter’s quirks, Ronny now considers him a friend worth defending.

Chapter 20 Summary: “Dexter Foreman”

Dexter grows concerned about Leo, who seems increasingly tired and confused during their sessions. One day, Leo even briefly mistakes Dexter for Burt, a WWII corporal. Returning home, Dexter finds Gianna, Sophie, and his grandmother looking at his baby photos. Sophie mentions a petition to end his suspension, which surprises Dexter. Another student, Ethan, is next door teaching elderly resident Felix how to play video games on his smart TV.


Over the following week, WEMS students visit Dexter regularly, despite having barely acknowledged him at school. His sixth-grade shuffleboard team arrives, and Dexter takes them to the courts, where they join games with residents. He briefly leaves to tutor Ronny in math, who shows small signs of progress. When Dexter returns, he cannot find the shuffleboard team. After searching The Pines, he discovers them in the community room playing bingo with residents, completely at home.


Dexter joins the bingo game, high-fiving both students and residents as he takes his seat. Despite his uncertainty about whether these changes are positive, he recognizes that they’re happening because of choices he made. His life at The Pines is transforming in ways he never anticipated.

Chapter 21 Summary: “Ms. Napier”

At the school’s anti-bullying assembly, a quarter of students remain standing after the “Pledge of Allegiance,” chanting “Justice for Dexter” loud enough to overshadow the presentation. During the question-and-answer session, students derail the discussion by passionately defending Dexter, forcing Dr. Dinkins to end the assembly early. Ms. Napier observes pro-Dexter graffiti and signs throughout the school, including a sign dubbing a staircase that Dexter had repaired the “Dexter Foreman Memorial Staircase” (194). She argues with Dr. Dinkins that suppressing the protests only intensifies them, but he refuses to back down.


Ms. Napier realizes that the situation has evolved into a kids-versus-adults conflict. Students see administrators as the enemy and refuse to acknowledge that Dexter never wanted to attend WEMS. She reflects on the irony: The entire student body is united and passionate, displaying democratic idealism, yet they have the facts wrong. Their hero wanted nothing more than to leave.


Dr. Dinkins convenes an emergency staff meeting, attended by school board chair J. Enoch Dunwoody. Teachers and custodians complain about disruptions from student protests and pro-Dexter materials. Ms. Napier defends Dexter, explaining that his upbringing taught him that Swiss Army knives were tools, not weapons. Mr. Dunwoody announces that the school board will decide Dexter’s future at their November 21 meeting, less than two weeks away.

Chapter 22 Summary: “Teagan Santoro”

Teagan flies in to stay with her grandparents at The Pines, annoyed that her parents left her behind for their Paris trip. During the drive to the retirement community, she recalls growing apart from Dexter, finding his elderly mannerisms and clothing increasingly off-putting. While approaching The Pines, Teagan is stunned to see middle schoolers everywhere—on paths, courts, and lawns.


Her grandparents explain that these are Dexter’s supporters, visiting after his school suspension. Teagan is shocked to learn that Dexter was suspended for having a weapon. She observes that the influx of young people has energized The Pines, transforming its usual calm atmosphere into something happier and livelier.


After settling in, Teagan searches for Dexter, intrigued by his mysterious popularity. She finds him on the main lawn, noticeably changed—dressed in normal clothing with his hair growing out. He is surrounded by students as he explains the old bird-nest project that he and Teagan started, using their chart with creative nicknames. Teagan joins the group, re-engaging with the project she once found tedious. When a dark-haired girl named Gianna delivers a message from Dexter’s grandmother, Teagan recognizes her from a previous visit and wonders if Gianna is now Dexter’s girlfriend.

Chapters 16-22 Analysis

The narrative structure of these chapters, which fragments the story across the first-person perspectives of six different characters, serves to decenter the protagonist and instead focus on the social and institutional ripples created by his absence. By shifting from Gianna to Dexter, Jackson, Ronny, Ms. Napier, and Teagan, the author constructs a polyvocal narrative that examines a single event—Dexter’s suspension—from multiple, often conflicting, angles. This technique transforms Dexter from a simple character into a complex symbol. For Jackson, he is a threat to the established social hierarchy; for Ronny, he becomes an unlikely emblem of integrity; for the student body, he is a folk hero embodying resistance against arbitrary authority. Ms. Napier’s professional perspective provides a crucial layer of irony, as she understands that the students’ passionate movement is based on a false premise: Their hero never actually wanted to be at their school. This structural choice moves the narrative beyond a school story into a study of how communities create and rally around symbols, projecting their own anxieties, desires, and grievances onto a single figure.


Dexter’s expulsion from the formal educational system paradoxically triggers the formation of a more organic and effective learning community at The Pines, advancing the theme of Redefining Education Beyond the Classroom. The mass migration of WEMS students to the retirement village creates a de facto alternative school where practical skills, social-emotional learning, and intergenerational knowledge exchange flourish. While the rigid, rule-bound environment of WEMS punishes Dexter’s unique competencies, The Pines becomes a space that validates them. Dexter tutors Ronny in math, the sixth-grade shuffleboard team integrates with elderly players, and students and residents play bingo together. This spontaneous curriculum, built on mutual interest and respect, proves more responsive to individual needs than the institutionalized pedagogy of the middle school. The narrative thus critiques a system that prioritizes policy over people, suggesting that true education is rooted in community, mentorship, and the practical application of knowledge.


The contrasting character arcs of Ronny and Jackson function as a thematic exploration of conformity and rebellion. Ronny undergoes a significant transformation from a peer-pressure-driven bully to a loyal friend, a shift catalyzed by his recognition of Dexter’s unwavering kindness despite his own hostility. Ronny’s decision to buy an identical T-shirt is a symbolic act of solidarity, embracing an identity marker previously seen as odd. His declaration that Dexter is “still a geezer, but he’s [his] geezer” crystallizes his acceptance of individuality over clique-based allegiance (181). Jackson, conversely, represents the entrenched social order. As Dexter’s reputation as a competent problem-solver grows, Jackson’s status, which is predicated on athletic prowess and conventional popularity, feels threatened. His resentment demonstrates the fragility of a social hierarchy built on exclusion and a narrow definition of value. Through these two foils, the text examines the internal and external pressures that shape adolescent identity, contrasting the courage required to form genuine connections with the insecurity that fuels social gatekeeping.


The central conflict is articulated through the symbolic tension between generational value systems, particularly as embodied by Dexter’s Swiss Army knife. For Dexter and the residents of The Pines, the knife is a tool—a symbol of resourcefulness, self-reliance, and practicality. This view is a product of an ethos defined by Ms. Napier, who explains that Dexter was raised by an older generation that “never threw anything away. They patched and repaired and made do” (198). Within the institutional context of WEMS, however, the knife is immediately categorized as a weapon, its utility rendered invisible by a zero-tolerance policy. This clash of interpretations highlights a broader cultural disconnect between a generation that values fixing things and a modern institution that prioritizes abstract rules over context and intent. The continuing need for repairs at the school—to the staircase, the sprinklers, and so on—reinforces the value of Dexter’s anachronistic skill set, suggesting that the school itself is what is broken.


These chapters illustrate the theme of Bridging the Generational Divide Through Shared Experience by physically relocating the novel’s social center from the middle school to the retirement community. When Gianna launches her counter-narrative with a leaflet titled “THE EYEBALL IS LYING TO YOU!” (153), she sets in motion a student movement that finds a natural home at The Pines. The subsequent influx of young people transforms the quiet, segregated world of the elderly into a vibrant, multi-generational hub. The divide is bridged not through grand gestures but through simple, shared activities: Students learn shuffleboard, residents are taught to play video games, and both groups find common ground in games of bingo. This intermingling provides mutual benefits, infusing the residents’ lives with energy and purpose while offering the students a non-judgmental space for connection and mentorship. The narrative posits that such age-based segregation is an artificial construct, easily dismantled by shared purpose and the creation of genuine community.

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