Sentences with phrase «many exam schools»

When black students are unable to gain admission at the same rate as whites to the elite public exam school in Boston, let's ask a federal judge to mandate black excellence.

The winning team in every grade, in other words — with the exception of those outliers from San Benito — came from a private school, an exam school, a parochial school, or a public school populated by the children of Apple engineers.

The Progressives» solution to the problem of scale that they had created was ability tracking at the school level and parental school choice through «exam schools» at the district level.

Exam schools in particular are undeniably a mechanism of ability tracking used in school districts, and they appropriately evoke Burris's ire.

We've allowed selective - admission «exam schools» to operate within the public education system for over a hundred years.

Indeed, the strength of the correlation between fluid cognitive skills and test - score growth in oversubscribed charter schools is statistically indistinguishable from the correlations we observe among students in open - enrollment district schools and exam schools.

This last finding is consistent with recent evidence showing no academic benefits of attending a Boston or New York City exam school for students who just met the admissions criteria (see «Exam Schools from the Inside,» features, Fall 2012).

The schools that agreed to participate in the study included 22 open - enrollment district schools, five oversubscribed charter schools, two exam schools to which students are admitted based on their grades and standardized test scores, and three charter schools that were not oversubscribed at the time the 8th - grade students in our study were admitted.

Fortunately, parents of students at Stuyvesant and the other exam schools were able to persuade two obscure state legislators from the Bronx to intervene.

The impact of attending a school with high - achieving peers: Evidence from the New York City exam schools.

The three exam schools have been in existence for more than 70 years.

These high schools are sometimes known as «exam schools» in reference to their selective admissions criteria, which can include entrance exams.

The research team used data from more than 1,300 8th graders attending 32 public schools in Boston, including traditional public schools, exam schools that admit only the city's most academically talented students, and oversubscribed charter schools.

Their analysis, «Exam Schools from the Inside,» will appear in the Fall issue of Education Next and is available online at www.educationnext.org.

The high - school options now available in the city are so limited that thousands of middle - class and working - class parents find themselves left out in the cold when their children fail to make the cutoff for the exam schools.

Most exam schools offer AP or International Baccalaureate (IB) courses, but many also (or instead) feature other kinds of specialized offerings.

They were all waiting to take the admissions test for New York's three vaunted «exam schools.»

Some exam schools — such as Stuyvesant, Boston Latin, Thomas Jefferson and Illinois Math and Science Academy — are well known, but the sector as a whole (enrolling 136,000 students, about 1 percent of the total high school population) is little understood.

(see «Exam Schools from the Inside»)

Especially at exam schools, boosting admissions for some groups comes at the expense of other groups — usually Asian Americans, who have also faced harsh discrimination over the course of American history.

She was admitted to Wadleigh High, a public exam schools for girls, where she was one of a handful of Negro students, and where she studied classical languages under the tutelage of the dean, graduating two years later with the Greek and Latin prizes.

It found that «attending an exam school increases the rigor of high school courses taken and the probability that a student graduates with an advanced high school degree» but «has little impact on Scholastic Aptitude Test scores, college enrollment, or college graduation.»

But when Jessica Hockett and I searched for them in connection with a Hoover - Fordham study that led to our book, Exam Schools, we found just 165 that met our criteria within a public - school universe of more than 20,000 high schools.

If, as Warren Buffett said, «Price is what you pay, value is what you get,» then exam schools are a good value, indeed a real bargain, not just for thousands of young Americans and their families, but also for the wider society.

Sometimes called «exam schools,» because test scores are typically part of their selection process and a handful of them rely solely on such scores, they tailor their curricula and teaching to high - performing, high - potential kids who want a high school experience that emphasizes college - prep, or college - level, academics.

The proportion of instructors with Ph.D. s in exam schools is higher than the norm, and many have had experience teaching at the college level or working in fields related to the disciplines they teach (e.g., engineer - turned - science teacher).

Wanting first to determine how many there are and where they are located, we also wondered whether the «exam school» could be a worthy response to the dilemma of how best to develop the talents of our nation's high - performing and high - potential youth in a climate consumed with gap closing and leaving no child behind.

In either case, exam schools are probably the best deal a high school parent can find today in American education — public or private.

But we already have selective - admissions magnet schools (of the sort profiled recently by Checker Finn and Jessica Hockett in Exam Schools) and I don't remember many reformers calling for their abolition.

Using a sophisticated methodology to look for value - added effects (gauged by scores on state tests and SAT and AP exams) in six prominent «exam schools» in Boston and New York City, they didn't find much to applaud:

In response, savvy exam school promoters sometimes enter into treaties with the regular high schools — a sort of reverse quota system — and promise not to admit more than so many youngsters from particular districts or neighborhoods.

Our results offer little evidence of an achievement gain for those admitted to an exam school....

Chester E. Finn Jr. and Jessica A. Hockett are the authors of Exam Schools: Inside America's Most Selective Public High Schools (Princeton, 2012) and «Exam Schools from the Inside,» in the Fall 2012 issue of Education Next.

Individual exam schools often qualify as racially «imbalanced»: in nearly 70 percent of them, half or more of the students are of one race.

First, exam schools offer a free, full - time solution to the problem of providing suitably challenging curriculum and instruction to bright, motivated students.

On the contrary, we found that exam schools also get pinched as states and districts allocate tight budgets.

With challenging classes, dedicated and knowledgeable teachers, and able, motivated peers from all kinds of backgrounds, it's reasonable to ask whether exam schools consume more than their share of scarce financial resources.

And regular high schools in the vicinity tend to be jealous, accusing exam schools of «creaming» the best students, thereby jeopardizing the other schools» academic rankings (which are often based on how many pupils take AP exams) and college - entrance reputations.

Yes, some districts provide extra resources for «advanced» courses, and exam schools strive to piece together funds from multiple sources, including county supervisors, university budgets, parents, and alumni.

Sometimes called «exam schools,» these academically selective institutions have long been a part of the American secondary - education landscape.

Many exam schools screen applicants for behavior, too, so students go through classes, hallways, and lunchrooms without major distractions or threats to their safety.

They're not part of universal, compulsory public education systems like the high schools on our list in Exam Schools.

Exam schools are sometimes controversial because «selectivity» is hard to reconcile with the mission of «public» education.

The authors included programs in the review that are only tangentially related to school choice and that drove the alleged mismatch, namely early - college high schools, selective - admission exam schools, and career and technical education initiatives.

Chester E. Finn, Jr. is distinguished senior fellow and president emeritus at the Thomas B. Fordham Institute and author of Exam Schools: Inside America's Most Selective Public High Schools

• They included programs in the review that are only tangentially related to school choice and that drove the alleged mismatch, namely early - college high schools, selective - admission exam schools, and career and technical education initiatives.

Jessica is the co-author (with Kristina Doubet) of Differentiation in Middle & High School: Strategies to Engage All Learners (ASCD) and Differentiation in the Elementary Grades: Strategies to Engage & Equip All Learners (ASCD), as well as Exam Schools: Inside America's Most Selective Public High Schools with Chester E. Finn, Jr..

The second middle school row excludes switches between 5th and 6th grade for 5th grade charter applicants, as well as switches to exam schools in 7th grade for all applicants (these schools start in 7th).

At a time of keen attention to the faltering education system, Exam Schools sheds positive light on a group of schools that could well provide a transformative roadmap for many of America's children.

Culminating with in - depth profiles of eleven exam schools and thoughtful reflection on policy implications, Finn and Hockett ultimately consider whether the country would be better off with more such schools.