Woodberry Forest School Profile 2020-2021
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An Analysis of the Effects of Boarding School on Chinese Students’ Academic Achievement
FIRE: Forum for International Research in Education Vol. 6, Iss. 3, 2020, pp. 36-57 COMPENSATING FOR FAMILY DISADVANTAGE: AN ANALYSIS OF THE EFFECTS OF BOARDING SCHOOL ON CHINESE STUDENTS’ ACADEMIC ACHIEVEMENT Minda Tan1 Shandong Normal University, China Katerina Bodovski Pennsylvania State University, USA Abstract China implemented a policy to improve education equity through investing in boarding programs of public schools in rural and less-developed areas. However, this policy has not been informed by empirical research in the Chinese context. By using the nationally representative longitudinal data, this study investigates whether and to what extent boarding schools compensate for children's family disadvantages in terms of mathematics and reading achievement. The findings, drawn from multilevel logistic regression and hierarchical models, indicate that students from low-SES families or rural areas tend to board at schools. Boarding students performed better than day students in 8th-grade mathematics tests. Among students with essential needs, those residing at school during the week significantly benefitted in their school performance in both subjects. Overall, it appears that governmental investment in boarding programs can, to some extent, compensate for some family disadvantages. Keywords: boarding school; academic performance; socioeconomic status; family support; education equity 1 Correspondence: Minda Tan, 88 Wenhuadong Road, Shandong Normal University, 250014, Jinan, Shandong Province, China; Email: [email protected] M. Tan & K. Bodovksi 37 Introduction Family educational resources are unequally allocated among families within countries. In China, students from socioeconomically disadvantaged families are challenged to achieve academic success similar to that of their peers because their parents cannot provide adequate financial and cultural resources (Luo & Zhang, 2017) . -
The Potential of Urban Boarding Schools for the Poor: Evidence from SEED∗
The Potential of Urban Boarding Schools for the Poor: Evidence from SEED∗ Vilsa E. Curtoy Roland G. Fryer, Jr.z October 14, 2012 Abstract The SEED schools, which combine a \No Excuses" charter model with a five-day-a-week boarding program, are America's only urban public boarding schools for the poor. We provide the first causal estimate of the impact of attending SEED schools on academic achievement, with the goal of understanding whether changing both a student's social and educational en- vironment through boarding is an effective strategy to increase achievement among the poor. Using admission lotteries, we show that attending a SEED school increases achievement by 0.211 standard deviations in reading and 0.229 standard deviations in math, per year of attendance. Subgroup analyses show that the eff ects are entirely driven by female students. We argue that the large impacts on reading are consistent with dialectical theories of language development. ∗We are grateful to Eric Adler, Anjali Bhatt, Pyper Davis and Rajiv Vinnakota for their cooperation in collect- ing data necessary for this project. Matt Davis, Will Dobbie, and Meghan Howard provided exceptional research assistance. Support from the Education Innovation Laboratory at Harvard University (EdLabs) is gratefully ac- knowledged. Correspondence can be addressed to either of the authors by mail: Department of Economics, Harvard University, 1805 Cambridge Street, Cambridge, MA 02138 [Fryer]; Department of Economics, Stanford University, 579 Serra Mall, Stanford, CA 94305 [Curto]; or by email: [email protected] [Fryer] and [email protected] [Curto]. The usual caveat applies. yStanford University zRobert M. -
The Next-Gen Boarding School
global boarding – washington, dc global boarding – washington, THE NEXT-GEN BOARDING SCHOOL Washington, DC THE FIRST GLOBAL BOARDING SCHOOL WASHINGTON, DC • SHENZHEN whittle school SUZHOU • BROOKLYN, NY & studios www.whittleschool.org [email protected] +1 (202) 417-3615 THE FIRST GLOBAL BOARDING SCHOOL WASHINGTON, DC • SHENZHEN SUZHOU • BROOKLYN, NY www.whittleschool.org [email protected] +1 (202) 417-3615 global boarding 1 SHENZHEN, CHINA WASHINGTON, DC One School. Around the World. BROOKLYN, NY SUZHOU, CHINA 2 whittleschool.org global boarding 3 4 whittleschool.org global boarding 5 The Story of Whittle A Global Collaboration to Transform Education We aim to create an extraordinary and unique school, the first truly modern institution serving children from ages three to 18 and the first global one. We want to change for the better the lives of those students who attend and, beyond our own campuses, contribute to the cause of education on every continent. We measure our merit not through the narrowness of exclusivity but through the breadth of our impact. In the fall of 2019, we opened our first two campuses simultaneously in Washington, DC and Shenzhen, China — and soon after announced our next campuses to open in Brooklyn, New York (later this year) and Suzhou, China (in the fall of 2021). 6 whittleschool.org global boarding 7 Introducing The Next - Generation Boarding School Boarding lies at the heart of some of the world’s greatest schools. There is good reason for this: The opportunity to live in a learning community, to A global school with opportunities to form lasting friendships, and to develop confidence and independence when away from home can be life changing. -
Schools, and the Remaining 4,000 Or So Registered at Private Schools
INTRODUCTION Three-types of educational systems are foundwithin the Navajo Reservation:(1). state-supported public schools, (2)Bureau of Indian Affairs Boarding and DaySchools, and (3) private schools. Approximately 50,000 students attend school daily,with sOme^25,-000 enrolled in public schools; 20,850 attendingBureau of Indian Affairs schools, and the remaining 4,000or so registered at private schools. Few special education servicesare available to students. Only fifty-two special class unitsare provided in Bureau of Indian Affairs schools.Public schools offer no organized specialservices while several private schools providesome services to handicapped children.Therefore, it was and is readily apparent thata signifi- cant number of handicapped children receiveno special educational services.Prior to the efforts of the Navajo EducationResource Center, no regional.plan for full services tohandicappedchildrek, p had been developed. To initiate movement in service provisionfor handicapped Indiarchildren, it was necessary to identify thesechildren, define". ( an educational value system, assess all available.,esources as wr-13. as needs, design and implement adequate modelsto deliver the required services, and train personnelto staff the positions. A Regional Resource Service SystemOffice was decided upon as the vehicle whereby some of these needs couldbe resolved. Navajo Education Resource Center Projt:ct No.20F.C-0-9-412905-4521 (608) MOD 4 Grant or Contract No. Final Technical Report, 1973-1974' \Navajo Education Resource Center Many -
Memorial High School Has an Enrollment of 2,086 Students in Grades 9-12 and Is Baylor University Howard College Ringling Coll
College Attendance for the Class of 2021 District-Wide Abilene Christian University Fort Scott Commun. College Pacific University of Oregon University of Chicago MEMORIAL Allen College Friends University Paul Mitchell School Univ. of Cincinnati College American University Georgia Institute of Tech. Pennsylvania State University University of Colorado Angelo State University Georgia Southern University Pepperdine University Univ. of Colorado at Boulder HIGH SCHOOL Arizona State University Gonzaga University Pittsburg State University University of Colorado at Arkansas Tech University Grambling State University Prairie View A&M University Colorado Springs Arlington University Hampton University Pratt Institute University of Dallas Art Institute of Dallas Hardin-Simmons University Princeton University University of Evansville ASPIRE / Frisco ISD Harding University Purdue University University of Florida 12300 Frisco St Frisco, Texas 75033 469.633.7300/7350 Auburn University Harvard University Quinnipiac University University of Georgia Austin College Henderson State University Rensselaer Poly. Institute University of Houston Austin Community College High Point University Rhodes College University of Illinois Chicago SCHOOL - CEEB: 440-416 Aveda Cosmetology Institute Houston Baptist University Rice University University of Indianapolis Aveda Institute Houston community college Richland College University of Iowa Memorial High School has an enrollment of 2,086 students in grades 9-12 and is Baylor University Howard College Ringling Coll. of Art & Design University of Kansas accredited by the Texas Education Agency and has set a high standard of excellence. Belhaven University Howard Payne University Rutgers University of Louisville Out of the class of 2021 nine-one percent of the student body was college-bound. Belmont University Howard University Saint Joseph’s University Univ. -
School Brochure
Bring Global Diversity to Your Campus with ASSIST 52 COUNTRIES · 5,210 ALUMNI · ONE FAMILY OUR MISSION ASSIST creates life-changing opportunities for outstanding international scholars to learn from and contribute to the finest American independent secondary schools. Our Vision WE BELIEVE that connecting future American leaders with future “Honestly, she made me think leaders of other nations makes a substantial contribution toward about the majority of our texts in brand new ways, and increasing understanding and respect. International outreach I constantly found myself begins with individual relationships—relationships born taking notes on what she through a year of academic and cultural immersion designed would say, knowing that I to affect peers, teachers, friends, family members and business would use these notes in my teaching of the course associates for a lifetime. next year.” WE BELIEVE that now, more than ever, nurturing humane leaders “Every time I teach this course, there is at least one student through cross-cultural interchange affords a unique opportunity in my class who keeps me to influence the course of future world events in a positive honest. This year, it’s Carlota.” direction. “Truly, Carlota ranks among the very best of all of the students I have had the opportunity to work with during my nearly 20 years at Hotchkiss.” ASSIST is a nonprofit organization that works closely with American independent secondary Faculty members schools to achieve their global education and diversity objectives. We identify, match The Hotchkiss School and support academically talented, multilingual international students with our member Connecticut schools. During a one-year school stay, an ASSIST scholar-leader serves as a cultural ambassador actively participating in classes and extracurricular activities. -
COLLEGES and UNIVERSITIES REPRESENTED in the 2009-2010-2011 ENTERING CLASSES – FULL and PART-TIME STUDENTS Abilene Christian U
COLLEGES AND UNIVERSITIES REPRESENTED IN THE 2009-2010-2011 ENTERING CLASSES – FULL AND PART-TIME STUDENTS Abilene Christian University City University of New York Hendrix College Alvernia College -Hunter College High Point University Alverno College College of the Holy Cross Hope College American University (DC) Colorado State University Hunan Normal Univ. (China) American University Columbia College (IL) Huntingdon College of Beirut (Lebanon) Concordia University (WI) Illinois Institute of Technology Amherst College Cornell College (IA) Illinois State University Anderson University Cornell University (NY) Illinois Wesleyan Univ. Arizona State University Creighton University Indiana University Auburn University Dartmouth College Iowa State University Baylor University Davidson College Jacksonville University Belmont University DePaul University Kenyon College Beloit College DePauw University Knox College Benedictine University Drake University Lake Forest College Bethany Lutheran College Duke University Lakeland College Boston College Earlham College Lawrence University Boston University Eastern Illinois University Louisiana State University Bradley University Edgewood College Loyola Marymount University Brown University Emerson College Loyola University-Chicago Bucknell University Emory University Marian University California Polytechnic State Fairfield University Marquette University Univ-San Luis Obispo Florida Atlantic University Martin Luther College California State University Florida International Univ. Mercer University -Northridge -
CREATE Student Research Events in 2019-20 Student Research Events in 2019-20 to Be Listed with a CREATE Tag Under the Calendar
CREATE Student Research events in 2019-20 Student Research events in 2019-20 to be listed with a CREATE tag under the Calendar September: September 6 – CREATE Community of Scholars “Welcome Back Bash!” September 6 – Scarbrough Fall Workshop September 10 – Career Services: “Grad school selection, application, advice, etc. (for seniors) September 17 – CREATE Community of Scholars “Travel Funding Information” September 17 - Suspension Magazines Launch Party (Mabee Hall) September 19 – CREATE Community of Scholars “RCR Workshop (lab science)” September 20 – Deadline for submitting Honors Committee Acceptance Form September 24 – Honors Program Welcome Reception & Information Meeting September 26 – CREATE Community of Scholars “Accepted an honors thesis, now what?” October: October 3 – Community of Scholars “Preparing a CV w/research October 8 – Community of Scholars “Transfer students: getting involved” October 11 – Honors Funding Request form is due October 17 – Community of Scholars “Publishing your works” October 18 – Honors Faculty Advisor form due October 22 – Honors Research Strategy Success Meeting October 24 - CREATE Community of Scholars “Communicating with research mentors” October 27-28 – Research Experiences for Undergraduates Symposium – Westin, Alexandria, Alexandria, VA October – Distribution of Acumen during lunch in WCC November: November 5 – Community of Scholars “Finding Summer Opportunities” November 7 – Community of Scholars “Abstract Workshop” November 11 - Deadline for science faculty summer research proposals November -
Glenbard West School Profile
Glenbard WEST GLENBARD TOWNSHIP HIGH SCHOOL DISTRICT 87 DISTRICT AND COMMUNITY GLENBARD WEST HIGH SCHOOL Glenbard Township High School District 87 is the third largest high school 670 Crescent Blvd district in Illinois. Glenbard District 87 encompasses 45 square miles within Glen Ellyn, IL 60137 DuPage County, a suburban area approximately 25 miles west of Chicago. (630) 469-8600 ph The communities of Glen Ellyn, Carol Stream, Glendale Heights and Lombard (630) 469-8611 fax lie within the district’s boundaries, along with portions of Bloomingdale, www.glenbardwesths.org Hanover Park, Addison, Downers Grove, Wheaton and unincorporated areas. Glenbard District 87’s four comprehensive high schools serve students in CEEB Code: 142075 grades 9-12. These schools are: Glenbard East in Lombard, Glenbard North in Carol Stream, Glenbard South in Glen Ellyn and Glenbard West in Glen Ellyn. PRINCIPAL Of Glenbard District 87’s 8,029 students, 32% come from low-income families. Peter Monaghan The demographic makeup is: white 48.3%, Black 7.1%, Hispanic 25%, Asian 16.2%, (630) 942-7473 American Indian 0.3% and two or more races 3%. Source: 2019-20 Illinois Report Card [email protected] GLENBARD WEST HIGH SCHOOL COUNSELORS Anthony Bergantino (Fr-Ho) Glenbard West High School, which opened in 1922, is one of Glenbard Township (630) 942-7485 High School District 87’s four comprehensive high schools. Glenbard West anthony_ [email protected] serves the Chicago suburban communities of Glen Ellyn, Glendale Heights, Kate Culloton (Rog-Ste) Lombard and Wheaton. (630) 942-7733 Of Glenbard West’s 2,360 students, 24% come from low-income families. -
College Opportunity Commitments to Action: Progress Report
COLLEGE OPPORTUNITY COMMITMENTS TO ACTION Progress Report Executive Office of the President December 2014 1 LIST OF COMMITMENTS As part of the Administration’s efforts to increase college opportunity, the President and First Lady made a call to action, asking colleges and universities, nonprofits, foundations, businesses, state officials and other leaders to make new commitments to increase college opportunity. Numerous institutions responded with the commitments detailed in this report. This list, as reported and described by the institutions themselves, provides an update on the progress made on commitments made on January 16, 2014. Colleges, Universities, and State Systems ..................................................................................................... 7 Allegheny College (Meadville, PA) ........................................................................................ 7 Alma College (Alma, MI) ....................................................................................................... 7 Amherst College (Amherst, MA) ............................................................................................ 8 Augustana College (Rock Island, IL) ...................................................................................... 9 Bates College (Lewiston, ME) ................................................................................................ 9 Bowdoin College (St. Brunswick, ME) ................................................................................. 10 Brandeis University -
Fall 2019 College Visits Users' Guide
Fall 2019 College Visits Users’ Guide Providence Academy College Counseling Disclaimer: The descriptions in this guide have been formed from the combined experience of PA’s college counselors, input from admission representatives, feedback from PA students and graduates, and recognized college guides. This guide does not depict all that there is to know about these campuses, nor does it mention all the strong academic offerings which may be available. We hope it helps you choose visits well and to broaden your college search! REMINDER: To attend college meetings scheduled during the Light Blue or Pink elective periods, students must obtain a college visit pass from Mrs. Peterson at least one day in advance of the visit and then, also at least one day in advance, speak with and obtain the signature of their elective course or study hall instructor . With a signed college visit pass, students may proceed directly to the college meeting at the start of the period. Tuesday, September 24 8:00 AM: University of British Columbia (Vancouver, BC) (UBC is a very large, internationally recognized research university that recruits heavily from abroad, which includes recruiting U.S. students to its campus on the edge of the Strait of Georgia in Vancouver, Canada. The massive campus requires considerable independence and self-direction, but the academic programs are widely considered to be first-rate. Prominent programs include computer science, economics, and international relations.) 8:00 AM: Lynn University (Boca Raton, FL) (A private university in Boca Raton, Fla., Lynn enrolls 2,300 undergraduate students and is considered one of the country’s most innovative colleges. -
Career Day Ho Nlerowli1zgl Rt}Utl Ion' \F~"Eekt~·~L£1 Thursdtljl, Oct
RHoDES CoLLEG.E Career Day Ho nlerowli1zgl Rt}Utl ion' \f~"eekt~·~l£1 Thursdtljl, Oct. 26 WOMEN IN LEADERSHIP PANELISTS Dr. Marjorie Hass began her tenure as the 20th president of Rhodes College on July 1, 2017. Previously, she had been president of Austin College and Provost of Muhlenberg College. A professor of philosophy, she was recognized for her teaching excellence. A board 1ne1nber of the Association for A1nerican Colleges and Universities and former chair of the board of the National Association of Independent Colleges and Universities, Dr. Hass is a nationally recognized spokesperson for the value of a liberal arts education. She has served on the board of the Council for Independent Colleges and as a presidential sponsor for the Texas Won1.en in Higher Education conference. She holds the Bachelor's, 1-1aster's and PhD in Philosophy fro1n the University of Illinois, Urbana Chan1.paign. Sally Jones Heinz '81 grew up in Midtown, went to Evergreen Presbyterian Church, attended Snowden School, Central High, and graduated Phi Beta I<:.appa from Rhodes with a degree in American Studies. Her father, Jameson Jones '36, was dean of Rhodes College and president of Memphis College of Art; her uncle, Dr. Paul Tudor Jones '32, was pastor of Idlewild Presbyterian Church and a founder of MIFA. She received an M.A. in American Studies from The University of Texas in Austin before returning to Memphis in 1983. Before coming to MIFA, Sally served as Executive Director at Memphis Heritage; Director of Marketing and Vice President for Publications at Robert F.