HIGH SCHOOL FOUR-YEAR PLAN Very Selective School Very

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HIGH SCHOOL FOUR-YEAR PLAN Very Selective School Very selective schools represent schools such as the University of Illinois, Loyola, University of Wisconsin-Madison, and Vanderbilt University. “Rugg’s Recommendations” defines very selective colleges as enrolling students with A averages and ACT scores between 27 and 33 and SAT scores between 1300 and 1510. ________________________________________________________________________________________________________________________ Discover Your Career Interests at https://connection.naviance.com/family-connection/auth/login/?hsid=clc (Central Home Page > For Students > Family Connection (Naviance). Complete Course Descriptions are available at www.d155.org or on our Crystal Lake Central school web page at www.d155.org/clc District #155 Graduation Requirements: English – 4 Credits Physical Ed. – 1.75 Credits Drivers Ed - .25 Credits Math – 3 Credits Health - .5 Credits Electives – 6 Credits Science – 2 Credits Computer Ed. - .5 Credits (Anything above & beyond Social Science – 2 Credits Consumer Ed - .25 Credits graduation requirements) FRESHMAN YEAR I II Cr SOPHOMORE YEAR I II Cr 1.Honors English ✓ ✓ 1 1. Honors English ✓ ✓ 1 2. Honors Advanced Algebra with Trig ✓ ✓ 1 2. Honors Pre-Calculus ✓ ✓ 1 3. Honors Biology ✓ ✓ 1 3. Honors Chemistry ✓ ✓ 1 4. World Studies/ AP Human Geography ✓ ✓ 1 4. AP US History ✓ ✓ 1 5. World Language I ✓ ✓ 1 5. World Language II ✓ ✓ 1 Physical Education ✓ ✓ .5 Physical Education/Health ✓ ✓ .75 Drivers Ed. Fall/Spring/Summer/Private .25 th th 6 Major Optional 6 Major Optional JUNIOR YEAR I II Cr SENIOR YEAR I II Cr 1. AP Lang. and Comp/Honors Jr.English ✓ ✓ 1 1. AP Lit. and Comp or English Elective ✓ ✓ 1 2. AP Calculus AB/BC ✓ ✓ 1 2. AP Statistics ✓ ✓ 1 3. AP Social Science ✓ ✓ 1 3. AP Biology or AP Chemistry ✓ ✓ 1 4. AP Physics C ✓ ✓ 1 4. AP Social Science ✓ ✓ 1 5. Honors World Language III ✓ ✓ 1 5. AP World Language ✓ ✓ 1 Physical Education ✓ ✓ .5 Physical Education ✓ ✓ .5 th 6 Major Optional th 6 Major Optional It is your responsibility to be aware of the academic requirements Averages for students from CLC that have been accepted at the including the minimum ACT/SAT score, GPA, and required classes following colleges: needed for the colleges you want to apply to as a Senior. Minimal college requirements are listed below: ● - University of Illinois 4.01 GPA/29 ACT/ 1350 SAT English - 4 years ● - Loyola University 3.84 GPA/ 28 ACT/ 1310 SAT Math – 3 years ● - University of Wisconsin- Madison 4.06 GPA/29 ACT/ 1350 Science – 3 years ● SAT Social Science – 3 years ● - Vanderbilt University 4.87 GPA/ 34 ACT/ 1520 SAT Fine or Applied Arts – 2 years (art, music, or one world The College and Career Center is available to all students. language) ● Students who are involved in school sports and activities tend to have better grades, enjoy high school more, and increase their chances of acceptance to selective colleges. .

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The B.E. Journal of Economic Analysis & Policy Selective Schools And
An Article Submitted to The B.E. Journal of Economic Analysis & Policy Manuscript 1917 Selective Schools and Academic Achievement Damon Clark∗ ∗University of Florida, National Bureau of Economic Research, and Institute for the Study of Labor, [email protected]ﬂ.edu Copyright c 2009 The Berkeley Electronic Press. All rights reserved. Selective Schools and Academic Achievement∗ Damon Clark Abstract In this paper I consider the impact of attending a selective high school in the UK. Students are assigned to these schools on the basis of a test taken in primary school and, using data on these assignment test scores for a particular district, I exploit this rule to estimate the causal effects of selective schools on test scores, high school course taking and university enrollment. Despite the huge peer advantage enjoyed by selective school students, I show that four years of selective school attendance generates at best small effects on test scores. Selective schools do however have positive effects on course-taking and, more suggestively, university enrollment, evidence suggesting they may have important longer run impacts. KEYWORDS: selective schools, test scores, instrumental variables ∗I thank Liangliang Jiang and Matt Masten for excellent research assistance and Ofer Malamud for help with the university enrollment data. I thank David Card, Ken Chay, Julie Cullen, David Figlio, Jason Fletcher, Caroline Hoxby, Larry Kenny, David Lee, Tom Lemieux, Jens Ludwig and various seminar participants for helpful comments and suggestions. I also thank various former teachers and administrators that talked to me about the schools being studied in this paper, espe- cially Michael Mortimore. Partial funding for this work was provided by the National Academy of Education and the Spencer Foundation.
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SELECTIVE SCHOOL ADMISSIONS: OPTIONS for DIVERSITY Sean P
SELECTIVE SCHOOL ADMISSIONS: OPTIONS FOR DIVERSITY Sean P. Corcoran Vanderbilt University Why do we have selective public schools? • Academically selective schools are a form of tracking, where the tracking is between schools rather than within them. • Grouping academically advanced students permits specialization: providing a challenging, narrowly targeted curriculum, and courses that might not be possible in an open enrollment school. • Some selective admissions schools also select on interest (e.g., STEM, arts) Other commonly-heard rationales • Selective schools are a reward for past merit. • Selective public schools are a way to promote upward mobility for less-advantaged, academically talented students. • Elite schools attract and retain upper middle-class families. • Tradition! Who should selective schools admit? • Working from the assumption that selective public schools are desirable, how should they admit students? • What criteria should be used, and how should spaces be allocated when there are more qualified students than seats? General principles • Academic “fit” – goals/interests should align with the school, and applicants should be adequately prepared for the curriculum. • “Return on investment” – some students may benefit more from the school than others (e.g., less advantaged students). • Diversity and representation – admitted students should reflect the diversity of the community served by the school. • Transparency – the evaluative criteria should be transparent to applicants and should strive to be as objective as possible. Diversity as an educational goal • Diversity is (or should be) an explicit goal of public schools. • Facilitating interactions between students from diverse backgrounds (racial, ethnic, linguistic, socio-economic) is one of the goals of public education. • Learning with diverse populations has civic, social, and private returns (Wells et al, 2016) • Racially isolated schools are not commonly viewed as providing an “equal” education.
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The Mac.Robertson Girls' High School Provides Single Sex Education To
Submission to the Parliamentary enquiry into the Education of Gifted and Talented Students The Mac.Robertson Girls’ High School provides single sex education to girls who are selected through an examination conducted by the Victorian Curriculum and Assessment Authority under the aegis of the Department of Education and Early Childhood Development (DEECD). The school is able to offer an academic curriculum to 225 students selected each year into Year 9. All of our students are highly able but not all are gifted and the talents of these students are often specialised to particular curriculum areas, although some of them are all round high achievers. The students who are able to avail themselves of selective education are self selecting. They and their families need to be aware of the opportunity to apply and sit the entry examination and they need to be willing to move schools at the end of year 8, leaving their friends and travelling usually quite some distance into the CBD to take up the offer of a place. There are undoubtedly many highly able and gifted students who through lack of awareness of the opportunities offered by selective education miss out on the opportunity to benefit from the support available at a selective state school. Victorian parents increasingly seem to feel that they need to send their children to independent schools in order to access the learning support their gifted and talented children need. Government education needs to openly and effectively provide this support to all such students. It should not be a matter of chance that they are able to access then educatio support they need.
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Holcombe Grammar School, Medway
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Admissions Policy
Admissions Policy Repton School Last revised: Michaelmas 2019 Next review: Michaelmas 2021 1 Contents Section Title Page no. 1 General introduction 2 2 Admissions Procedure 2 3 Equal treatment 3 4 Special Needs 4 5 The Assessment Process 4 6 The Assessment process – tier 4 child visa applicants 5 7 Sibling policy 5 8 Scholarships 5-6 9 Academic Scholarships 6 10 Sports Scholarships 6 11 Music Scholarships 6 12 Bursaries 6 13 Overseas applicants 7 14 Fluency of English 7 15 Religious beliefs 7 16 Schools contractual Terms and conditions 7 17 Complaints 7 Appendix A Registration form 8-13 Appendix B Conditions of Award 14-16 Appendix C Guardianship Policy 17-20 2 Repton School’s Admission Policy This is a Whole-School policy. It is relevant to all Staff and Pupils at Repton School it should be read in conjunction with the following polices: • Accessibility Policy • Behaviour Management Policy • Expulsion, Removal and Review Policy • Parental Support for the Aims and Ethos of the School • Safeguarding and Child Protection Policy 1. General information 1.1. Repton School, aims to provide the highest standard of education, pastoral care and broad co-curricular experience in an inspiring and spacious setting where children are allowed to be children, encouraged all the while to develop in confidence and self-esteem into their best self. 1.2. Repton School is a co-educational independent School for pupils from ages 13 to 18. The School has 620 pupils, of whom around 70% are boarders. Deciding on the right school for your child is very important, and we believe that a personal visit is invaluable.
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Achievement Gains from Attendance at Selective High Schools
Achievement Gains from Attendance at Selective High Schools Brendan Houng ORCID: 0000-0002-0858-7876 Submitted in partial fulfilment of the requirements of the degree of Doctor of Philosophy March 2018 Melbourne Institute of Applied Economic and Social Research THE UNIVERSITY OF MELBOURNE Abstract Academically selective high schools are a polarizing topic in education policy, despite only having a small presence in some Australian states. They appear successful. The schools regularly top annual school rankings of university entrance results, but this is perhaps unsurprising given that their students are admitted based on their performances on an entrance exam. This thesis asks whether selective high schools improve their students’ university entrance results beyond what they would have achieved otherwise. The main chapter is a case study from an anonymized Australian state that follows high-achievement students through high school. The key challenge is finding a group of non-selective students comparable to those who attend selective schools. For additional background, the thesis explored the following themes: the historical development of selective high schools, the premise that the schools cater to gifted and talented students, and the high levels of demand for the schools within current trends in educational policy. The thesis provides the first estimates of the selective school effect (roughly contemporaneous with Zen 20161) from matching and regression discontinuity approaches in the Australian context, which are improved statistical methods compared with that of previous research (e.g. regression analyses from Lu and Rickard, 2014). The estimates point to small positive effects at best on university entrance results from attending the selective schools.
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Tema International School
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The German Concept of “Bildung” Then and Now*)
1 Jürgen Oelkers *) The German Concept of “Bildung” then and now 1. Seclusion and freedom “What about Humboldt?” was a question raised two years ago during a student protest at German universities that was to be seen on many posters during the weeks of protest. There were other posters referring to Humboldt. “What about Humboldt” pointed to the apparent threat to higher education originating from the Bologna process. The word “Bologna” sounded no better to German professors, as it stands for a process of educational efficiency deeply alien to the spirit of liberal humanism. • So: “What about Humboldt?” means “What happened to Bildung?” • The equation seems to be self-evident: no one in Germany needs to explain what Humboldt has to do with “Bildung”. • Being a German, what will my lecture be all about? The German term “Bildung” is not only hard explain, but also nearly untranslatable. “Bildung” has a more extensive range of meanings than “education”, implying the cultivation of a profound intellectual culture, and is often rendered in English as “self-cultivation”. The term originated from the European philosophy of Neo-Platonism in 17th century and referred to what is called the “inward from” of the soul. Humboldt’s concept echoes this tradition even though Humboldt was not a Platonist. But “Bildung” was the key concept of German humanism and was backed by famous philosophers like Herder and Hegel as well as classical writers like Goethe or Schiller. The German “Bildungsroman” - novel of Bildung - shows how “Bildung” should work, i.e. experiencing the world in a free and personal way without formal schooling.
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