Sunday, December 12, 2010
To MCAS? Or Not to MCAS?
In 1999 the National Academy of Sciences stated that "no single test score can be considered a definitive measure of a student's knowledge." (www.scam-mcas.org) The Massachusetts Comprehensive Assessment System (MCAS) is a test given to students in the fourth, eighth, and tenth grades. Starting with the class of 2003, students are required to pass the MCAS test in order to graduate. The Massachusetts Education Reform Act of 1993 called for multiple forms of assessment to determine the quality of a student's education. (www.scam-mcas.org) The Massachusetts Comprehensive Assessment System (MCAS) violates the Massachusetts Education Reform act of 1993 by failing to thoroughly assess... click here to read the rest of this article
Friday, December 3, 2010
Tweaking the American School Year
Written by Stacy Padula
When questioned as to why American students rank low in comparison to other countries, it is often believed that a lack of education is at fault. The countries whose students rank above America's spend more time on education with longer school days or years. The American school year should be longer, with shorter days, and more vacations, because students could then acquire the sufficient amount of rest necessary for success.
Currently the average American school year is composed of one hundred eighty, six and a half-hour days. Thus, it adds up to approximately one thousand one hundred seventy hours of American education per year. It's a battling race to arrive at school each morning by seven thirty. Waking up at dawn is the fiercest battle of all. Perhaps the school day should begin each morning at nine-thirty. That would result in two hours more sleep for both the students and teachers. Since the human brain is sharpest when rested, the scholastic information introduced daily might then sink in more easily.
After waking up at the crack of dawn, few appreciate the six and a half-hour school day ahead. Perhaps if the school day was five and a half-hours long (9:30a to 3:00p), students could set aside more time for personal relaxation. If the average school day were five and a half hours long it would take nearly two hundred and thirteen days to complete the current one-thousand-one-hundred-seventy hours of education. However, that allows forty-eight vacation days in addition to the weekends. With forty-eight days to spare, there could be a one-week vacation every other month, and a month long summer's break. A longer school year, complete with frequent but short breaks, provides the students and teachers with more rest.
In the modern American system, students have vacation once every three months, and then a two-month long summer. Unfortunately the two summer months work like mind erasers. Also the long summer vacations can get lengthy and boring after a while. If vacations were spread out more evenly, students would have something to look forward to. A few weeks of work and a few weeks of rest, provides for a healthier and happier student. Following the traditional long summer break, it takes a complete term to rewind the students' minds to the education mode. "With year-round schools, you have more continuous learning and less learning loss during the summer months." So, if summer vacation were to last only half the time, the students' erasing minds could be refreshed without so much review.
Studies have shown that students' time spent with teachers is beneficial and crucial to the education process. If the school year were to lengthen, students would have more time to be taught by the teachers. Also, if breaks were shortened and spread out more evenly, less review time would be required. The time saved from less reviewing could be used to further studies, and better educate the students of America. With an extra six weeks of learning (instead of review), standardized test scores could increase by one third.
With an extra two hours of sleep per night, and six vacations over the course of the school year, American students would be adequately rested to conquer their daily-faced-challenges. And with less time to forget prior learnings, along with excess time to deepen studies, improvement would shine from all directions. Reaching new heights from day to day, a healthier, less stressed, and increasingly intelligent America would dominate.
When questioned as to why American students rank low in comparison to other countries, it is often believed that a lack of education is at fault. The countries whose students rank above America's spend more time on education with longer school days or years. The American school year should be longer, with shorter days, and more vacations, because students could then acquire the sufficient amount of rest necessary for success.
Currently the average American school year is composed of one hundred eighty, six and a half-hour days. Thus, it adds up to approximately one thousand one hundred seventy hours of American education per year. It's a battling race to arrive at school each morning by seven thirty. Waking up at dawn is the fiercest battle of all. Perhaps the school day should begin each morning at nine-thirty. That would result in two hours more sleep for both the students and teachers. Since the human brain is sharpest when rested, the scholastic information introduced daily might then sink in more easily.
After waking up at the crack of dawn, few appreciate the six and a half-hour school day ahead. Perhaps if the school day was five and a half-hours long (9:30a to 3:00p), students could set aside more time for personal relaxation. If the average school day were five and a half hours long it would take nearly two hundred and thirteen days to complete the current one-thousand-one-hundred-seventy hours of education. However, that allows forty-eight vacation days in addition to the weekends. With forty-eight days to spare, there could be a one-week vacation every other month, and a month long summer's break. A longer school year, complete with frequent but short breaks, provides the students and teachers with more rest.
In the modern American system, students have vacation once every three months, and then a two-month long summer. Unfortunately the two summer months work like mind erasers. Also the long summer vacations can get lengthy and boring after a while. If vacations were spread out more evenly, students would have something to look forward to. A few weeks of work and a few weeks of rest, provides for a healthier and happier student. Following the traditional long summer break, it takes a complete term to rewind the students' minds to the education mode. "With year-round schools, you have more continuous learning and less learning loss during the summer months." So, if summer vacation were to last only half the time, the students' erasing minds could be refreshed without so much review.
Studies have shown that students' time spent with teachers is beneficial and crucial to the education process. If the school year were to lengthen, students would have more time to be taught by the teachers. Also, if breaks were shortened and spread out more evenly, less review time would be required. The time saved from less reviewing could be used to further studies, and better educate the students of America. With an extra six weeks of learning (instead of review), standardized test scores could increase by one third.
With an extra two hours of sleep per night, and six vacations over the course of the school year, American students would be adequately rested to conquer their daily-faced-challenges. And with less time to forget prior learnings, along with excess time to deepen studies, improvement would shine from all directions. Reaching new heights from day to day, a healthier, less stressed, and increasingly intelligent America would dominate.
Tuesday, November 16, 2010
The Benefits of Doing an Internship
By Kara Scozzari
The challenging job market has made it virtually impossible to find a full-time job after graduation without any experience. Internships are the perfect way to gain real-world exposure and build a network of contacts before graduation. Having relevant work experience on your resume can give you an edge and set you apart from the competition.
An internship is a temporary position that is usually done by college students seeking to gain experience in their field. Internships may be paid, unpaid, or done for school credit. Unpaid internships have been on the rise in the past few years, as this provides employers with cheap means of labor. Most unpaid interns are compensated with class credit instead of monetary reimbursements. This can be beneficial for students who are behind in their courses and can complete internships over the summer in order to catch up. Also, many seniors who have already completed their major courses will do internships in their last semester so they can be a full-time student and also gain experience at the same time.
There are many benefits of doing an internship including the opportunity for the intern to determine if they have an interest in that particular field. Doing an internship with a company can give a network of contacts and they may offer the intern a full-time job. Employers generally see interns as prospective employees and may offer their interns a full-time job after the internship is completed. If the intern is a sophomore or junior in college, it is not uncommon for the company to keep the intern on every year or every summer until they graduate. It makes more sense for a company to hire interns than to interview new applicants, as they already know that their interns are capable and knowledgeable about the company. If they are not currently hiring, the employers may also help interns find a job with other connections they have outside of their company. Another way that internships can greatly benefit students is by giving them the extra confidence they need. The more schoolwork a student has completed, the more knowledge they have to use in their future careers. The same goes for an internship. The more work experience a student has had, the more confident they will feel in their field and will be able to continue meeting future challenges in their career.
Doing an internship is a great way to figure out what kind of career you may want. You may realize after doing an internship that you don’t want a particular kind of job, or perhaps that it’s perfect for you. It’s a great way to test out a career without a full-time commitment.
The challenging job market has made it virtually impossible to find a full-time job after graduation without any experience. Internships are the perfect way to gain real-world exposure and build a network of contacts before graduation. Having relevant work experience on your resume can give you an edge and set you apart from the competition.
An internship is a temporary position that is usually done by college students seeking to gain experience in their field. Internships may be paid, unpaid, or done for school credit. Unpaid internships have been on the rise in the past few years, as this provides employers with cheap means of labor. Most unpaid interns are compensated with class credit instead of monetary reimbursements. This can be beneficial for students who are behind in their courses and can complete internships over the summer in order to catch up. Also, many seniors who have already completed their major courses will do internships in their last semester so they can be a full-time student and also gain experience at the same time.
There are many benefits of doing an internship including the opportunity for the intern to determine if they have an interest in that particular field. Doing an internship with a company can give a network of contacts and they may offer the intern a full-time job. Employers generally see interns as prospective employees and may offer their interns a full-time job after the internship is completed. If the intern is a sophomore or junior in college, it is not uncommon for the company to keep the intern on every year or every summer until they graduate. It makes more sense for a company to hire interns than to interview new applicants, as they already know that their interns are capable and knowledgeable about the company. If they are not currently hiring, the employers may also help interns find a job with other connections they have outside of their company. Another way that internships can greatly benefit students is by giving them the extra confidence they need. The more schoolwork a student has completed, the more knowledge they have to use in their future careers. The same goes for an internship. The more work experience a student has had, the more confident they will feel in their field and will be able to continue meeting future challenges in their career.
Doing an internship is a great way to figure out what kind of career you may want. You may realize after doing an internship that you don’t want a particular kind of job, or perhaps that it’s perfect for you. It’s a great way to test out a career without a full-time commitment.
Saturday, November 6, 2010
Information about Studying Abroad
By Kara Scozzari
One of the most unique opportunities attending a university can provide, is the option to study in a foreign country. For many students the process of deciding where to study, filling out applications, and the overwhelming thought of packing up and leaving the US can be stressful. Here is a quick guide to the basics of studying abroad, including the types of programs that are offered, how to begin the process, how to afford it, and some reasons why you should go for it!
Colleges offer many different types of study abroad programs. Managed programs are exactly as they sound; the home institute manages them. They have originated, or are currently administered, by the university’s faculty or staff. This could mean the home university owns overseas facilities, or it may send faculty abroad with the students. Approved programs are those that have no direct ties to the home university, but have been approved for students to study there. Exchange programs are those in which a US student switches places with a student at another school. In many cases, the students will pay their same college tuition during the exchange.
Students can choose to study abroad for a semester, a summer session, a winter session, or a full year. The best way to begin getting organized is to make a checklist and follow it, for example:
• Attend a general information session or visit the study abroad office on your campus
• Make a list of the criteria you are looking for in your abroad university
• Research programs in the country of your choice that meet your criteria
• Apply!
Many students and their families question if they will have enough money to afford this type of program. There are options on how to handle this problem, including scholarships, loans, or simply saving very early on. There is also the option of choosing a program where you continue to pay your home institute’s tuition, while receiving your normal scholarships and/or financial aid.
There are many amazing reasons why studying abroad can benefit a student. Here are our top 7:
1. Internship or volunteer opportunities available
2. Personal growth
3. Learn a new language
4. A new outlook on world affairs
5. Looks great on a resume!
6. Make new friendships
7. Have new cross-cultural experiences
One of the most unique opportunities attending a university can provide, is the option to study in a foreign country. For many students the process of deciding where to study, filling out applications, and the overwhelming thought of packing up and leaving the US can be stressful. Here is a quick guide to the basics of studying abroad, including the types of programs that are offered, how to begin the process, how to afford it, and some reasons why you should go for it!
Colleges offer many different types of study abroad programs. Managed programs are exactly as they sound; the home institute manages them. They have originated, or are currently administered, by the university’s faculty or staff. This could mean the home university owns overseas facilities, or it may send faculty abroad with the students. Approved programs are those that have no direct ties to the home university, but have been approved for students to study there. Exchange programs are those in which a US student switches places with a student at another school. In many cases, the students will pay their same college tuition during the exchange.
Students can choose to study abroad for a semester, a summer session, a winter session, or a full year. The best way to begin getting organized is to make a checklist and follow it, for example:
• Attend a general information session or visit the study abroad office on your campus
• Make a list of the criteria you are looking for in your abroad university
• Research programs in the country of your choice that meet your criteria
• Apply!
Many students and their families question if they will have enough money to afford this type of program. There are options on how to handle this problem, including scholarships, loans, or simply saving very early on. There is also the option of choosing a program where you continue to pay your home institute’s tuition, while receiving your normal scholarships and/or financial aid.
There are many amazing reasons why studying abroad can benefit a student. Here are our top 7:
1. Internship or volunteer opportunities available
2. Personal growth
3. Learn a new language
4. A new outlook on world affairs
5. Looks great on a resume!
6. Make new friendships
7. Have new cross-cultural experiences
Thursday, October 28, 2010
Massachusetts Election 2010: The Candidates & Education
By Faith Birnbaum
The political environment in Massachusetts is tense, with the top two candidates for governor, Charlie Baker, Republican, and Democratic incumbent, Deval Patrick, vying for the slim majority of votes. Independent Tim Cahill and Julie Stein are distant third and second, with a combined popularity of less than 9%1. The race on Nov. 2 is really between Baker and Patrick, and we want to know their positions on education!
Gov. Deval Patrick
Over the last term, Governor Deval Patrick has had some big accomplishments for education. The most recent was securing 250 million dollars in federal aid through Obama's program, Race to the Top2. That money will be going directly to school districts. Patrick has also advocated and secured other various funds for education: he allocated $204 million from the federal Education Jobs Fun to school districts, ensuring that all districts will receive at least $25 per student more than last year3. A large source of federal funding has come from the American Recovery and Reinvestment Act (ARRA), which has provided over 350 million for higher education and 2 billion for K-12 due to Patrick's advocacy4. Under Patrick, the combination of state and federal aid has totaled $4.07 billion, which is the highest in history5. Considering this against the backdrop of the economic recession, Patrick has made it clear that educational aid is not an open to cuts.
Patrick has also attempted to close the educational gap between underfunded, under performing schools and the rest of the state. Patrick allocated $27 million to 12 under performing schools to improve student achievement6.
A big issue for Patrick is the establishment of more charter schools. Charter schools are publicly funded but privately run. They can tailor their educational programs to fit the needs of the communities they serve, and provide educational choices and innovations for parents. Patrick has raised the cap on charter schools, from 9% to 18%, in under performing school districts in order to increase their numbers. Currently, there are 42 applications for new charter schools waiting to be reviewed7. Additionally, Patrick wants to change how charter schools are funded: as of now, the money comes from the school district budget. At times, charter schools have a surplus of money, part of which is returned to the district. He would like to create a separate category for charter schools in state budget, so that the school districts know exactly how much money they are receiving and that charter school funding does not directly take money away from public schools8.
The largest teachers' union in Massachusetts, the Massachusetts Teachers Association, (MTA), has given Patrick their endorsement for this upcoming election9. Although the MTA and Patrick have had disagreements, they are impressed with his securement of funds for education and his determination to avoid cutting educational aid. In the past, the MTA has disagreed with Patrick over creating more charter schools, which usually do not hire from the teachers' union, and giving the superintendent more power to re-evaluate teachers.
Patrick has plans for education next term: in addition to securing more funding, opening more charter schools and avoiding cutting educational spending, he would like to adopt educational standards in addition to the MCAS. The MCAS, (Massachusetts Comprehensive Assessment System) a test which high-schoolers must pass in order to graduate, is considered more rigorous than the national standards for educational achievement. Patrick would like to keep MCAS, but also develop other tools to monitor students' progress10. He feels that MCAS, although valuable, does not sufficiently measure a student's education on it's own. Next term, he would push to develop other educational diagnostic tools. Patrick would also like to implement a merit-based pay system for schools. This would be on a team by team or school by school system to foster collaboration. He has also mentioned expanding early education by creating a free full-day kindergarten program available for all 5 year olds11.
Charlie Baker has criticized Patrick's education record, stating that because he failed to go after certain saving and reforms, there has been a loss of 3,200 teachers and 140 million in higher education fuding, which could have been avoided12.
Charlie Baker
Charlie Baker has also spoken about education. He wants to keep MCAS, and only MCAS, as a graduation requirement13. Massachusetts has already invested time and money into developing MCAS, so he does not see the value of spending more money to adopt and implement additional standards. Baker has spoken against cutting local aid, and he proposes to downsize the state bureaucracy in order balance the budget14. He would like to tie teacher evaluations to student performance, give the superintendents greater authority over the hiring and firing of teachers, and give states more resources to change under performing schools15. He is also in favor of charter schools.
Patrick has critiqued Charlie Baker's proposals, claiming that his tax cuts would result in a $2.5 billion cut to the budget16. Baker has not said how he would fund local aid and have tax cuts simultaneously.
Patrick has also attacked Baker's record: Charlie Baker was on the Board of Elementary and Secondary Education, where he missed 1/3 of the meetings and voted to cut education funding17. Charlie Baker has repeatedly reaffirmed his commitment to local aid and promises that he will not cut it18.
Works Cited
1http://www.rasmussenreports.com/public_content/politics/elections/election_2010/election_2010_governor_elections/massachusetts/election_2010_massachusetts_governor
2http://www.mass.gov/?pageID=gov3pressrelease&L=1&L0=Home&sid=Agov3&b=pressrelease&f=100921_stoughton_school_visit&csid=Agov3
3Ibid.
4http://www.mass.gov/?pageID=edupressrelease&L=1&L0=Home&sid=Eoedu&b=pressrelease&f=20100825_highest_edu_funding&csid=Eoedu
5Ibid.
6http://www.mass.gov/?pageID=edupressrelease&L=1&L0=Home&sid=Eoedu&b=pressrelease&f=20100812_1st_school_turnaround_grant&csid=Eoedu
7http://www.doe.mass.edu/charter/news/2010/0816pr.html
8http://www.ontheissues.org/governor/Deval_Patrick_Education.htm'
9http://www.boston.com/news/local/massachusetts/articles/2010/07/13/teachers_union_seeks_patricks_reelection/
10http://devalpatrick.com/entries/republican_charles_bakers_education_charade_continues#nav:top-of-page
11http://www.ontheissues.org/governor/Deval_Patrick_Education.htm'
12http://www.boston.com/news/local/breaking_news/2010/10/baker_patrick_c.html
13http://www.charliebaker2010.com/issuesEducation.php
14http://www.enterprisenews.com/news/state_news/x682903220/Governor-hopeful-Charlie-Baker-talks-education-at-Brockton-press-conference
15http://www.charliebaker2010.com/integratedblogsite/c=pressreleases/?p=1057/
16http://www.bostonherald.com/news/politics/view/20101019charlie_baker_hits_gov_deval_patrick_on_local_aid_cuts/
17http://devalpatrick.com/entries/baker_flunks_the_honesty_test#nav:top-of-page
18http://www.enterprisenews.com/news/state_news/x682903220/Governor-hopeful-Charlie-Baker-talks-education-at-Brockton-press-conference
The political environment in Massachusetts is tense, with the top two candidates for governor, Charlie Baker, Republican, and Democratic incumbent, Deval Patrick, vying for the slim majority of votes. Independent Tim Cahill and Julie Stein are distant third and second, with a combined popularity of less than 9%1. The race on Nov. 2 is really between Baker and Patrick, and we want to know their positions on education!
Gov. Deval Patrick
Over the last term, Governor Deval Patrick has had some big accomplishments for education. The most recent was securing 250 million dollars in federal aid through Obama's program, Race to the Top2. That money will be going directly to school districts. Patrick has also advocated and secured other various funds for education: he allocated $204 million from the federal Education Jobs Fun to school districts, ensuring that all districts will receive at least $25 per student more than last year3. A large source of federal funding has come from the American Recovery and Reinvestment Act (ARRA), which has provided over 350 million for higher education and 2 billion for K-12 due to Patrick's advocacy4. Under Patrick, the combination of state and federal aid has totaled $4.07 billion, which is the highest in history5. Considering this against the backdrop of the economic recession, Patrick has made it clear that educational aid is not an open to cuts.
Patrick has also attempted to close the educational gap between underfunded, under performing schools and the rest of the state. Patrick allocated $27 million to 12 under performing schools to improve student achievement6.
A big issue for Patrick is the establishment of more charter schools. Charter schools are publicly funded but privately run. They can tailor their educational programs to fit the needs of the communities they serve, and provide educational choices and innovations for parents. Patrick has raised the cap on charter schools, from 9% to 18%, in under performing school districts in order to increase their numbers. Currently, there are 42 applications for new charter schools waiting to be reviewed7. Additionally, Patrick wants to change how charter schools are funded: as of now, the money comes from the school district budget. At times, charter schools have a surplus of money, part of which is returned to the district. He would like to create a separate category for charter schools in state budget, so that the school districts know exactly how much money they are receiving and that charter school funding does not directly take money away from public schools8.
The largest teachers' union in Massachusetts, the Massachusetts Teachers Association, (MTA), has given Patrick their endorsement for this upcoming election9. Although the MTA and Patrick have had disagreements, they are impressed with his securement of funds for education and his determination to avoid cutting educational aid. In the past, the MTA has disagreed with Patrick over creating more charter schools, which usually do not hire from the teachers' union, and giving the superintendent more power to re-evaluate teachers.
Patrick has plans for education next term: in addition to securing more funding, opening more charter schools and avoiding cutting educational spending, he would like to adopt educational standards in addition to the MCAS. The MCAS, (Massachusetts Comprehensive Assessment System) a test which high-schoolers must pass in order to graduate, is considered more rigorous than the national standards for educational achievement. Patrick would like to keep MCAS, but also develop other tools to monitor students' progress10. He feels that MCAS, although valuable, does not sufficiently measure a student's education on it's own. Next term, he would push to develop other educational diagnostic tools. Patrick would also like to implement a merit-based pay system for schools. This would be on a team by team or school by school system to foster collaboration. He has also mentioned expanding early education by creating a free full-day kindergarten program available for all 5 year olds11.
Charlie Baker has criticized Patrick's education record, stating that because he failed to go after certain saving and reforms, there has been a loss of 3,200 teachers and 140 million in higher education fuding, which could have been avoided12.
Charlie Baker
Charlie Baker has also spoken about education. He wants to keep MCAS, and only MCAS, as a graduation requirement13. Massachusetts has already invested time and money into developing MCAS, so he does not see the value of spending more money to adopt and implement additional standards. Baker has spoken against cutting local aid, and he proposes to downsize the state bureaucracy in order balance the budget14. He would like to tie teacher evaluations to student performance, give the superintendents greater authority over the hiring and firing of teachers, and give states more resources to change under performing schools15. He is also in favor of charter schools.
Patrick has critiqued Charlie Baker's proposals, claiming that his tax cuts would result in a $2.5 billion cut to the budget16. Baker has not said how he would fund local aid and have tax cuts simultaneously.
Patrick has also attacked Baker's record: Charlie Baker was on the Board of Elementary and Secondary Education, where he missed 1/3 of the meetings and voted to cut education funding17. Charlie Baker has repeatedly reaffirmed his commitment to local aid and promises that he will not cut it18.
Works Cited
1http://www.rasmussenreports.com/public_content/politics/elections/election_2010/election_2010_governor_elections/massachusetts/election_2010_massachusetts_governor
2http://www.mass.gov/?pageID=gov3pressrelease&L=1&L0=Home&sid=Agov3&b=pressrelease&f=100921_stoughton_school_visit&csid=Agov3
3Ibid.
4http://www.mass.gov/?pageID=edupressrelease&L=1&L0=Home&sid=Eoedu&b=pressrelease&f=20100825_highest_edu_funding&csid=Eoedu
5Ibid.
6http://www.mass.gov/?pageID=edupressrelease&L=1&L0=Home&sid=Eoedu&b=pressrelease&f=20100812_1st_school_turnaround_grant&csid=Eoedu
7http://www.doe.mass.edu/charter/news/2010/0816pr.html
8http://www.ontheissues.org/governor/Deval_Patrick_Education.htm'
9http://www.boston.com/news/local/massachusetts/articles/2010/07/13/teachers_union_seeks_patricks_reelection/
10http://devalpatrick.com/entries/republican_charles_bakers_education_charade_continues#nav:top-of-page
11http://www.ontheissues.org/governor/Deval_Patrick_Education.htm'
12http://www.boston.com/news/local/breaking_news/2010/10/baker_patrick_c.html
13http://www.charliebaker2010.com/issuesEducation.php
14http://www.enterprisenews.com/news/state_news/x682903220/Governor-hopeful-Charlie-Baker-talks-education-at-Brockton-press-conference
15http://www.charliebaker2010.com/integratedblogsite/c=pressreleases/?p=1057/
16http://www.bostonherald.com/news/politics/view/20101019charlie_baker_hits_gov_deval_patrick_on_local_aid_cuts/
17http://devalpatrick.com/entries/baker_flunks_the_honesty_test#nav:top-of-page
18http://www.enterprisenews.com/news/state_news/x682903220/Governor-hopeful-Charlie-Baker-talks-education-at-Brockton-press-conference
Thursday, October 21, 2010
An Inside Scoop on Brown University
Written by Faith Birnbaum, Brown Alumni '10
This is a short, unofficial guide to Brown University, for those of you who have the opportunity to choose this institution. I graduated from Brown in May 2010, and I hope that sharing my experiences will help you to make a more informed decision. I doubt that you will be able to find the same information in an info session or campus tour--only the graduates, who are not recruiting you, know what the school is really like.
Curriculum
The most important aspect to consider is the open curriculum. In my experience, this has distinguished Brown from any other college in a multitude of ways. An open curriculum means that Brown does not require any core classes--that’s right, you could graduate without taking a single math class (like me). There are definitely advantages and disadvantages to this system. A huge advantage is that the endless opportunities force you to take ownership of your education. Nobody is telling you what is important, so you must be the one to figure it out. It allows you to explore different fields; for example, my freshman year, I took a class on Human Sacrifice—just because it seemed interesting.
Brown’s selection of classes is vast and unbelievably interesting; subjects that you would normally overlook are expanded and turned into a full credit semester-long class. Freshmen are bombarded with choices like “Political Theatre of the Americas,” “Theory of Probability,” and “Biology of Communication,” along with the more standard History, Science, English and Math fields. To see the full spectrum of classes, go to Mocha, a website frequently used by students to create course schedules: http://brown.mochacourses.com/mocha/main.jsp If you don’t see a class that appeals to you, you are even allowed to create one yourself; under the supervision of a professor, you can form an independent study. The freedom that an open curriculum provides results in a very diverse education, and one that the student should take seriously.
This leads me to the disadvantage of an open curriculum. It is your responsibility to expose yourself to different things. If you are not a self-driven, motivated student, you will probably still do well at Brown, but you probably won’t get the most out of what it has to offer. There are many concentrations (Brown doesn’t use the word ‘major’), and for the student without ambition and drive, it can seem too daunting. You don’t want to end up at the end of your sophomore year--when you must declare a concentration--not knowing what to declare.
Advising is not the best at Brown; the administration has taken steps to improve it, but it still falls short of where it should be. There are older students paired with younger students to talk about classes, and professors that are supposed to meet frequently with freshmen. There is also a Career Development Center, which can advise what classes to take if you are interested in a particular career. However, because there are so many choices, advising can only help so much, and it is ultimately the responsibility of the student to analyze and think through their class choices.
Campus Life
Brown is a small campus with approximately 6,000 students, and believe me, by the end of senior year, it feels a lot smaller! If you see an unfamiliar face senior year, chances are high that you know a few people in common. Students at Brown are very, very interesting, and for the most part, I loved the people I met. There are many different groups and niches, so it is hard to classify what the Brown community is like; the only way to classify it is to say it is diverse. There are students who love to go out drinking, those that prefer to stay and discuss philosophy, music aficionados, types that are introverted, extroverted, family oriented, lost, driven, basically everything. The diversity of the community is a huge plus; if you meet enough people, you are guaranteed to find good friends.
The social life of the school is diverse as well. There are a few frats that throw parties once or twice a weekend. These parties are usually a big attraction for freshmen and sophomores, and they are a great way to meet new people. There are two sororities on campus as well (one of which I was a member, Alpha Chi Omega), and they have smaller social events as well. Greek life is very small, only 1% of the campus joins, and therefore the frats and sororities are very welcoming and friendly; definitely not the stereotypical ones of the south.
If you prefer to avoid the frat parties, there are many people who are up for just hanging out in the dorm. Keene, a freshmen dorm of 1,000 students, is huge and full of activity on the weekends. Many people leave their doors open and it’s not unusual during the first week for you to wander into a neighbor’s room and introduce yourself. Thayer Street, the most popular spot for Brown students on weekends, is full of bars and late-night restaurants.
There is also an emphasis on culture at Brown, more so than I would expect from other schools. Clubs that celebrate heritage and culture are popular, and they frequently put on shows and events. I didn’t get involved in those, but if I could re-do my Brown experience, I would probably join one.
Overall, I would highly recommend Brown University, and I would expect your experience to be very different from mine. Brown is very eclectic, and it fosters personal growth, development, and analytical thinking. In the end, that is really what you want to get out of a good college education. If Brown is on your option list, the best way to figure it out is to contact the admissions department and set up an overnight stay. They’ll pair you up with a freshman, so you can spend a night on campus to get a feel for what it’s really like. Good luck in your search.
This is a short, unofficial guide to Brown University, for those of you who have the opportunity to choose this institution. I graduated from Brown in May 2010, and I hope that sharing my experiences will help you to make a more informed decision. I doubt that you will be able to find the same information in an info session or campus tour--only the graduates, who are not recruiting you, know what the school is really like.
Curriculum
The most important aspect to consider is the open curriculum. In my experience, this has distinguished Brown from any other college in a multitude of ways. An open curriculum means that Brown does not require any core classes--that’s right, you could graduate without taking a single math class (like me). There are definitely advantages and disadvantages to this system. A huge advantage is that the endless opportunities force you to take ownership of your education. Nobody is telling you what is important, so you must be the one to figure it out. It allows you to explore different fields; for example, my freshman year, I took a class on Human Sacrifice—just because it seemed interesting.
Brown’s selection of classes is vast and unbelievably interesting; subjects that you would normally overlook are expanded and turned into a full credit semester-long class. Freshmen are bombarded with choices like “Political Theatre of the Americas,” “Theory of Probability,” and “Biology of Communication,” along with the more standard History, Science, English and Math fields. To see the full spectrum of classes, go to Mocha, a website frequently used by students to create course schedules: http://brown.mochacourses.com/mocha/main.jsp If you don’t see a class that appeals to you, you are even allowed to create one yourself; under the supervision of a professor, you can form an independent study. The freedom that an open curriculum provides results in a very diverse education, and one that the student should take seriously.
This leads me to the disadvantage of an open curriculum. It is your responsibility to expose yourself to different things. If you are not a self-driven, motivated student, you will probably still do well at Brown, but you probably won’t get the most out of what it has to offer. There are many concentrations (Brown doesn’t use the word ‘major’), and for the student without ambition and drive, it can seem too daunting. You don’t want to end up at the end of your sophomore year--when you must declare a concentration--not knowing what to declare.
Advising is not the best at Brown; the administration has taken steps to improve it, but it still falls short of where it should be. There are older students paired with younger students to talk about classes, and professors that are supposed to meet frequently with freshmen. There is also a Career Development Center, which can advise what classes to take if you are interested in a particular career. However, because there are so many choices, advising can only help so much, and it is ultimately the responsibility of the student to analyze and think through their class choices.
Campus Life
Brown is a small campus with approximately 6,000 students, and believe me, by the end of senior year, it feels a lot smaller! If you see an unfamiliar face senior year, chances are high that you know a few people in common. Students at Brown are very, very interesting, and for the most part, I loved the people I met. There are many different groups and niches, so it is hard to classify what the Brown community is like; the only way to classify it is to say it is diverse. There are students who love to go out drinking, those that prefer to stay and discuss philosophy, music aficionados, types that are introverted, extroverted, family oriented, lost, driven, basically everything. The diversity of the community is a huge plus; if you meet enough people, you are guaranteed to find good friends.
The social life of the school is diverse as well. There are a few frats that throw parties once or twice a weekend. These parties are usually a big attraction for freshmen and sophomores, and they are a great way to meet new people. There are two sororities on campus as well (one of which I was a member, Alpha Chi Omega), and they have smaller social events as well. Greek life is very small, only 1% of the campus joins, and therefore the frats and sororities are very welcoming and friendly; definitely not the stereotypical ones of the south.
If you prefer to avoid the frat parties, there are many people who are up for just hanging out in the dorm. Keene, a freshmen dorm of 1,000 students, is huge and full of activity on the weekends. Many people leave their doors open and it’s not unusual during the first week for you to wander into a neighbor’s room and introduce yourself. Thayer Street, the most popular spot for Brown students on weekends, is full of bars and late-night restaurants.
There is also an emphasis on culture at Brown, more so than I would expect from other schools. Clubs that celebrate heritage and culture are popular, and they frequently put on shows and events. I didn’t get involved in those, but if I could re-do my Brown experience, I would probably join one.
Overall, I would highly recommend Brown University, and I would expect your experience to be very different from mine. Brown is very eclectic, and it fosters personal growth, development, and analytical thinking. In the end, that is really what you want to get out of a good college education. If Brown is on your option list, the best way to figure it out is to contact the admissions department and set up an overnight stay. They’ll pair you up with a freshman, so you can spend a night on campus to get a feel for what it’s really like. Good luck in your search.
Tuesday, October 12, 2010
Private V.S. Public High Schools
Parents commonly face the dilemma of choosing a public or a private school for their children. You may ask, how do they compare? There are many differences between the two, including facilities, class sizes, the teaching staff, budget, and prestige.
When it comes to facilities, public schools often range based on the town they are located in. If you live in an area where the public school is in good shape, then it may not be too different from a private school. However, for those who live in an area where the local public schools are mediocre, it may be better to attend a private school, just for the advanced facilities.
Private schools often have alumni who donate money that adds to the budget and further enhances the attributes of the school. Sometimes, thanks to endowments, private schools look more like a state-of-the-art university than a high school. This can be a huge edge when comparing a private school to a low budget public school with less than acceptable amenities.
When it comes to class size, public schools enroll every student that lives in the area. This can lead to large class sizes and overcrowding, depending on the area. Private schools, on the other hand, usually have a competitive admission process and therefore accept fewer students and have smaller classes. This can provide more individualized attention for the students, and can create stronger relationships between the students and faculty.
Many have the notion that teachers at private schools have better credentials than public school teachers. That is not necessarily the case, as every school varies. It is best to look at the teaching staff at both the public school and the private school you are considering to determine which environment is the better match. Most teachers in Massachusetts that teach in the public schools are REQUIRED to pass licensing exams (MTEL), and have (or are working towards) a masters’ degree. As private schools are not required to conform to state standards, teachers in this setting often have a range of degrees and experiences.
Local property taxes support the bulk of public education. Private schools rely on tuition to support their budget, which can always be raised. Private schools usually have much higher budgets thanks to generous alumni donations and high tuitions. A higher budget translates to more money towards sports teams, science programs, field trips, and music instruments. The budget really can affect a student’s education, mainly if the school’s budget is low, certain programs or benefits are cut all together.
It is really a personal choice as to what type of high school you want your child to attend. If you live in a great area with respected public schools, we don’t believe it will hinder the education of your child.
When it comes to facilities, public schools often range based on the town they are located in. If you live in an area where the public school is in good shape, then it may not be too different from a private school. However, for those who live in an area where the local public schools are mediocre, it may be better to attend a private school, just for the advanced facilities.
Private schools often have alumni who donate money that adds to the budget and further enhances the attributes of the school. Sometimes, thanks to endowments, private schools look more like a state-of-the-art university than a high school. This can be a huge edge when comparing a private school to a low budget public school with less than acceptable amenities.
When it comes to class size, public schools enroll every student that lives in the area. This can lead to large class sizes and overcrowding, depending on the area. Private schools, on the other hand, usually have a competitive admission process and therefore accept fewer students and have smaller classes. This can provide more individualized attention for the students, and can create stronger relationships between the students and faculty.
Many have the notion that teachers at private schools have better credentials than public school teachers. That is not necessarily the case, as every school varies. It is best to look at the teaching staff at both the public school and the private school you are considering to determine which environment is the better match. Most teachers in Massachusetts that teach in the public schools are REQUIRED to pass licensing exams (MTEL), and have (or are working towards) a masters’ degree. As private schools are not required to conform to state standards, teachers in this setting often have a range of degrees and experiences.
Local property taxes support the bulk of public education. Private schools rely on tuition to support their budget, which can always be raised. Private schools usually have much higher budgets thanks to generous alumni donations and high tuitions. A higher budget translates to more money towards sports teams, science programs, field trips, and music instruments. The budget really can affect a student’s education, mainly if the school’s budget is low, certain programs or benefits are cut all together.
It is really a personal choice as to what type of high school you want your child to attend. If you live in a great area with respected public schools, we don’t believe it will hinder the education of your child.
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