Posts Tagged ‘Schools’

What are my chances of getting into these schools?

July 23rd, 2011
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Question by sarah: What are my chances of getting into these schools?
-I am going into grade 12
-I lived in Atlanta, Georgia for my first 3 years and now I am moving to Singapore and attending either a Canadian school (I am a Canadian citizen) or an international school, I have also lived in Belgium and Canada
-GPA: 92.9%
-SAT: 740 CR, 670 Math, 680 Writing
-ACT: 30 -3 APs so far, 3 on world history but I think I did better on AP EngLang and APUSH (I find out july 1)
-lots of honor classes
-varsity lacrosse for past 3 years (Leading goalscorer award last season)
-travel ice hockey for last 3 years (and rec/house since the age of 5)
-Spanish national honor society
-Literary Club
-atleast 20 service hours/year
- Honor roll (magna cum laude) every semester
-I write great essays

What are my chances for:
Stanford, UC Berkeley, U of Toronto, Queens, Western Ontario, U of Chicago, McGill, U of British Columbia, and any ivies?

Would retaking the sat and scoring a bit higher on math + writing make a big difference?

Best answer:

Answer by tripleh330902000
You can get into any school you want bro. A+ at life. Seriously.

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Government Schools – Higher Learning Opportunities

July 4th, 2011
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Government Schools – Higher Learning Opportunities

Learning to become a part of government leaves students with a variety of education options. To work with government in any fashion students can seek out higher learning opportunities through numerous avenues. Training can take place within government or political science.

Degree programs can be completed in these two mains areas and degrees can be tailored to fit other careers like law and journalism. The paths taken by students are ultimately declared if they want to work exclusively with the state, federal, and municipal governments or work in a different career inside government. The higher education path is vast leaving the choice completely up to students. Education from the associate’s degree level to the doctorate degree can be gained.

Students that want to work with government in a specific career typically complete the political science route of education. In order to do this most students complete an undergraduate degree in political science. To enter specific careers students will need to complete a graduate degree in their desired field. For example, students that want to be lawyers can enter graduate study. This education path allows students to work with government inside law firms, special interest groups, universities, and more. A bachelor’s degree provides students with specific instruction in regards to the historical, legal, philosophical, and sociological aspects of politics. International politics, government studies, political systems and public administration courses are foundational areas that are directly related to government in specified fields. Students that want to specialize in designated government areas and work as professors pursue graduate study inside political science.

The government route of education is pursued to directly enter work inside government agencies. Education like this prepares students for work by conducting business with educational, health, tax, and other agencies. Many programs offer students education at all levels with concentrations in political theories, comparative politics, international relations, and American politics. These major concentrations of study are taught to prepare students for professional work with the government. Political theory goes in depth on everyday fundamental questions like what is human nature? What are the standards for right and wrong? Students participate in an ongoing debate by exploring political philosophy. Comparative politics majors focus on the study of various politics and perspective. Students will geographically study subjects like revolution, political violence, political development, policy, and modernization. The field examines how understanding these subjects can provide the solution of how to run a political system. Government work with political, economic, and military interactions is studied with an international relations degree program. Study explores all areas of interactions including:

Law
Defense Policy
Global Perspective
Nuclear Warfare
Terrorism

The examination of political behavior, public policy, and governmental institutions is the focus of an American politics major. Both domestic and foreign relations are covered as well as military studies.

Students can enter a career in government by completing training that is accredited by the National Association of Schools of Public Affairs and Administration (NASPAA). There is no solid boundary to how students can go about learning, which makes earning a political science or government degree possible from any angle. Begin the process of learning about government by choosing a career and finding a degree path that will make it happen.

 

Renata McGee is a staff writer for PETAP.org. Locate Schools of Government as well as Online Government Schools at PETAP.org, your Partners in Education and Tuition Assistance Programs.

 

DISCLAIMER: Above is a GENERIC OUTLINE and may or may not depict precise methods, courses and/or focuses related to ANY ONE specific school(s) that may or may not be advertised at PETAP.org.

Copyright 2011 – All rights reserved by PETAP.org.

Notice to Publishers: You may use this article on Ezine or on your Website; however, ALL links must remain intact and active. Failure to retain links is expressly prohibited and violators will be prosecuted extensively by law.


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The Student’s Life of Washington; Condensed from the Larger Work of Washington Irving For Young Persons and for the Use of Schools

May 8th, 2011
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The Student’s Life of Washington; Condensed from the Larger Work of Washington Irving For Young Persons and for the Use of Schools

This book was converted from its physical edition to the digital format by a community of volunteers. You may find it for free on the web. Purchase of the Kindle edition includes wireless delivery.

List Price: $ 0.00

Price: $ 0.00

The Inaugural Speeches of the President – George Washington

The First Two Presidential Inaugural Speeches.

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Q&A: What are Some Good Music Schools in Washington?

March 29th, 2011
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Question by BM: What are Some Good Music Schools in Washington?
I’m looking for near-ish Seattle and would like a degree in voice performance.

I AM WELL AWARE OF CORNISH but they technically only offer two vocal degrees and then they have a third degree of “an entirely new path of your own design that defies any genre,” which to be 100% honest sounds super sketchy but would be what I wanted to do if attending there. If you have information on that third degree of “your own design” that would be VERY helpful.
I mean colleges in case you hadn’t guessed…

Best answer:

Answer by DrIG
Information is below.

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Washington DC Schools Improves Its After-School Program

February 4th, 2011
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Washington DC Schools Improves Its After-School Program

The Wallace Foundation Invests Million in Washington DC Schools

Washington DC Schools after schools and out of school programs are getting a boost from the nonprofit DC Children and Youth Investment Trust Corporation and The Wallace Foundation. The DC Children and Youth Investment Trust Corporation is works to increase the quality, quantity and accessibility of services for children, youth and families in the Washington DC area. The DC Children and Youth Investment Trust Corporation is responsible for giving funds to community organizations for out-of-school time programs, youth entrepreneurship programs, and early childhood development programs and parent centers. The DC Children and Youth Investment Trust Corporation has recently received the promise of million from The Wallace Foundation for Washington DC Schools after school programs. The Wallace Foundation is a national foundation that aims to support the ideas and practices that expand learning and enrichment opportunities. The Wallace Foundation currently lists its three goals as: strengthening education leadership to improve student achievement; enhancing out-of-school learning opportunities; and expanding participation in arts and culture.

The Wallace Foundation’s Learning in Communities

Washington DC Schools were chosen to be apart of The Wallace Foundation’s Learning in Communities initiative. Learning in Communities strives to develop comprehensive methods for learning in and organizing after school programs that have very high standards. The Learning in Communities initiative has begun in three Washington DC Schools middle schools, Charles Hart Middle School, Kelly Miller Middle School, and Lincoln Middle School. The program currently serves around 600 students but the plan is to expand the program to all middle schools in the Washington DC Schools. The Learning in Communities initiative has help to establish high quality activities outside of the school day; after school, on weekends, and during the summer.

The Learning in Communities, guided by the DC Children and Youth Investment Trust Corporation, has created partnerships with Washington DC mayor’s office, Washington DC Schools, leaders, local universities, private foundations, parents, and the community. This partnership is now aiming to add an additional million to the million that has been donated by The Wallace Foundation. This partnership also aims to institute employee volunteers to act as mentors or tutors starting in the 2006-2007 school year.

The Learning in Communities initiative is starting in middle schools in Washington DC Schools due to national educational research that has indicated that middle school age children are the best group to help from failing later. The research shows that middle school students who have one or more of the following risk factors are less likely to graduate from high school. The four identified risk factors are failing English, failing math, poor behavior, and truancy. Middle school students in the Washington DC Schools often must deal with added obstacles, such as living below the poverty line, having limited English proficiency and high truancy rates. Washington DC Schools now have more than 150 programs that serve at least some middle-school students but the Learning in Communities initiative aims to put an after school program in every middle school in the Washington DC Schools. The Learning in Communities initiative will improve Washington DC Schools after school and summer programs by connecting the programs, producing diverse quality programs that fit children’s needs, developing better standards for training providers, and creating a database that will allow officials to match children with after-school programs.

Stacy Andell is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. Stacy has a nose for research and writes stimulating news and views on school issues. For more on Washington DC schools visit http://www.schoolsk-12.com/Washington-DC/Washington/index.html


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What are some good music schools for music production and engineering?

May 22nd, 2010
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I have looked into it a little bit but I don’t know. Also what type of classes should I take while I am still in high school to get into a good music school? I already am going to take band, Jazz band, and music tech and theory and one other music class. I know how to play saxophone, some drums, and I am learning piano. If you can help please do thanks :)

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Seattle Schools Participate in Washington Assessment of Student Learning

March 12th, 2010
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Washington Assessment of Student Learning is Enacted for the 2006-2007 School Year

The class of 2008 in all Seattle Schools will be required to pass the 10th-grade Washington Assessment of Student Learning, this will be the way that most students will earn the Certificate of Academic Achievement, one of the four new statewide graduation requirements. The Washington Assessment of Student Learning report will indicate a student’s performance in reading, writing and math with science being in a separate report. Most students in the Seattle Schools will, of course, be very successful on the three sections on their first try but for those students who may have difficulty meeting the standards, there will be opportunities for them to receive assistance. These programs will help the students in the Seattle Schools achieve scores on the Washington Assessment of Student Learning while furthering there education.

Seattle Schools Establishes Programs to Aid Students on the Washington Assessment of Student Learning

The Summer College is a ground-breaking collaboration between Seattle Schools, three Seattle Community Colleges and the City of Seattle. The Summer College is designed to offer those students who need remedial help for high school students. The Summer College program will last five weeks and will be conducted on the campuses of the three community colleges. This will not only give the students the help they need but provide an early introduction to life on a college campus. Those students who have scored Level 2 or below on at least one section of the Washington Assessment of Student Learning will be eligible for the program.

A second program created by the Seattle Schools in order to offer assistants to students is the Extended Learning Summer Semester. These programs are intended to provide students with the opportunity to improve their reading, mathematics, and writing skills before retaking the Washington Assessment of Student Learning. A for credit program will offered for ninth and tenth graders during the summer at Ingraham, Franklin and West Seattle high schools. These courses will not only be offered in math and reading but also in social studies, language arts, science and health. Students will need to be referred by their high school counselor before they can participate in this program. This is a solid program but may not suit all students.

There are several other programs that are being developed by the Seattle Schools for the 2006-2007 school year. All of the high schools in the Seattle Schools system are adding some kind of student assistance to help them do their best on the Washington Assessment of Student Learning. Several high schools have added a seventh class period that will be used for help or remedial work. Tutoring sessions in math and literacy and classroom tutors have been set up at most high schools. Seattle Schools are instituting intensive instructional periods, Evening School programs, Contract Learning and the Digital Learning Commons in an effort to provide programs that appeal to students’ different learning styles and schedules.

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What Ails the Washington Dc Schools?

March 8th, 2010
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Problems that Face Washington DC Schools

District of Columbia Public schools are faced with increasingly serious challenges. The 55,000 student system is plagued by gaping disparities between schools that serve the affluent, and those that serve the city’s poorest neighborhoods. And that’s just the beginning. Education officials and concerned Washington DC citizens have identified numerous shortfalls in the system which threaten to polarize schools and students based on their social status. Those Washington DC schools that are located in the more affluent neighborhoods have exceptional rankings for students based on proficiency in math or reading. And many of these schools have one thing in common – the student body is predominantly white. Enrollment at these schools is high, and there is never a shortage of parents queuing up to get their children into these Washington DC schools. Student and teacher motivation levels are elevated and schools that need to fund a new program, in many instances, rely on the parents to make contributions.

Compare this to Washington DC schools in less affluent neighborhoods. Chances are these areas are rife with drug use and crime, and many of these schools face immense problems retaining students. In some of these Washington DC schools, the statistics are grim. In one instance, students attaining proficiency levels in math were as low as 5%. When additional funding is required, there isn’t any forthcoming from the state, and parents are often not in a position to fork out extra cash. In such cases, these Washington DC schools turn to a church or other voluntary organizations to make a donation.

Safety Issues Washington DC Schools

Another major issue concerning Washington DC schools that has citizen watchdog forums rattled is the poor condition of many of the schools in the district. Many of the 167 public schools that fall in this district are in various forms of disrepair. Some of these problems are acute like the huge number of fire safety code violations reported from Washington DC schools – at least 6000 were reported in one study. From broken toilets and moldy tiles to the more famous instances of mercury spillage at one Washington DC school, the capital’s schools are beginning to show the signs of neglect.

The effects of these chronic maintenance problems in Washington DC schools are not hard to fathom. It’s difficult for students to be motivated or aim higher when they are surrounded by signs of neglect. A school in a run down condition is sending its children just one resounding message – you don’t deserve a better school. DC education authorities need to wake up and address the situation to ensure that these poor conditions do not become a symptom of a greater malaise in the system.

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International Baccalaureate Primary Years Program Comes to Washington D.C. Schools

January 31st, 2010
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Shephard Elementary School Immersion Program


Washington D.C. Schools are eager to begin a new language immersion program at the primary school level. Beginning in August of 2006, pre – Kindergarten students of various foreign language backgrounds will join the new language immersion program. In particular, French and Spanish speaking children are needed to start this two way immersion experience. Students participating in the program will receive either French – English or Spanish – English content classes taught by teachers fluent in the target language. Children born in late 2001 and early 2002 and speak a foreign language are encouraged to enroll.


The Shepard Elementary School program is part of the Washington D.C. Public School System’s ongoing efforts to integrate the International Baccalaureate Program into the elementary school level. Beginning in August 2006, all grade levels at Shepard Elementary school will begin participating in this internationally recognized program.


The Primary Years Program


The Primary Years Program is designed to teach the whole child through a range of interdisciplinary activities. Designed for students aged three through twelve, it involves an overall development of the mind, body, and heart and focuses on the needs of the child in all forms of development, including social, physical, emotional, cultural, and academic. The curriculum is published in English, French, and Spanish. The Primary Years Program is designed to prepare students for the International Baccalaureate Program, a college preparatory program offered at high schools throughout the world, including many locations in the United States. The introduction of the Primary Years Program in Washington, D.C. is in response to the large international community that lives and works in the area.


How Shepard Became an IB World School


In order to teach the Primary Years Program, Shepard had to go through several stages to ensure that the curriculum would reflect an international standard. Washington D.C. schools first entered the Consideration Phase, as they conducted research into the ability for schools like Shepard to meet the rigorous requirements for admission to the program. The district conducted an in -depth analysis of the philosophy and curriculum as well as identifying the resources that would be needed to implement the Primary Years Program.


During the Candidate Phase, the school goes through all the necessary procedures for implementing the new program. This involves training teachers to use the new curriculum as well as gathering the resources necessary to deliver the program. Shepard Elementary School then must implement the program for a full school year in order to complete this phase. The Washington D.C. school district will assist Shepard in beginning the program in August of 2006. This trial phase will determine how well Washington D.C. schools are able to handle the rigorous demands of this international school system.


At the end of the trial phase, scheduled for August of 2007 for Shepard Elementary School, a delegation from the International Baccalaureate Organization visits the school. During this visit, the delegation members decide if the school has shown success in implementing the curriculum. If the school does well, the school becomes authorized to offer the program and attains the internationally recognized status of International Baccalaureate World School. The IBO will continue to visit and monitor the school’s progress every five years.


Teacher Training


The teachers at Shepard Elementary received special training in order to meet the demands of the internationally recognized curriculum. Before becoming authorized to teach the program, the principal, administrative staff, and the teachers all undergo training of some sort. Some teachers attend IBO workshops. Many of the teachers in the Washington D.C. school district attended school based training organized by the IBO. Teachers are also encouraged to keep up – to – date using IBO’s online curriculum center in addition to attending conferences and workshops.


Shepard Elementary has taken the first steps to bring Washington D.C. public education to an international level by entering these first phases of the International Baccalaureate Primary Years Program.

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Who Impacts Washington D.c. Schools?

December 25th, 2009
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As nation’s capitol, and one of the countries most watched districts, the Washington D.C. Schools are at the forefront of controversy and change. Declining enrollment, voucher programs, and curriculum changes, have all been hot topics in Washington D.C. Schools over the past few years. One of the benefits of attending school in the capitol city is that it’s where decisions are made.

Two of the biggest players in determining what Washington D.C. Schools experience are the American Educational Research Association (AERA) and the Center for Educational Policy (CEP). According to its mission statement AERA is “a national research society, [that] strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good.”

Located in D.C. the organization is comprised of over 25,000 educational researchers, professors and educational think tanks. The research performed by AERA and the reports they publish impact the Washington D.C. schools on many different levels. One way is through their association with the CEP.

The CEP is also a D.C. based advocate for public schools. Recently Jack Jennings, president and CEO of the Center, received the 2007 AERA Distinguished Public Service award. Jennings earned the honor because of the research and application of school reform issues and policies the center provides. Teachers and administrators of Washington D.C. Schools appreciate the CEP for helping both parents and professional educators make sense of the various opinions of public school success and needs.

Many of the topics that the Washington D.C. Schools struggle with, like exit exams and racial gaps, are unraveled and examined by Jennings’ organization. Washington D.C. Schools have to face the realities of the No Child Left Behind Act and its implications. The CEP has tackled that issue, which is impacting every public school in the nation.

School reform issues tend to be largely influenced by politics at both a local and national level. For Washington D.C. Schools, they are caught in the crossfire of both. As local leaders strive to meet needs with initiatives like the Master Education Plan that overhauled curriculum standards, and the Master Facilities Plan that is bringing buildings up to code, having a local think tank evaluating their steps can be helpful. Washington D.C. Schools are watched closely by some of the most knowledgeable and experienced educators in the nation.

Jennings experience prior to founding the CEP included serving as general counsel for the US House of Representatives’ committee on Education and Labor where he participated in debates about the Vocational Education Act and the Individuals with Disabilities Act. He is also the founding editor of Education Week and Teacher Magazine.

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