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Beatrice Stephenson |
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2008-01-24 |
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The number of art schools have grown rapidly during the last couple of decades. If you are looking for a higher education in art, there are art colleges with excellent reputation in the US as well as internationally. If you are thinking of an art education, do your research properly, research your favourite artists and find out where they have been studying. There are plenty of information about this on the net for you to find out about these sources.
So, what are the prospects of working as a fine artist today? Well, the main thing is that you have to be prepared to work hard. The competition for grants and galleries are very sharp, so you have to have a mind set on hard work and competition. If you start to do well on the art market after some years, you have good prospects of making a good living of what you are doing. It's common for artists to work as teachers to have an income. Museums and art institutions also often have artists working for them in different projects. So as you can see, there are possibilities in the field of fine arts (even if your parents claim there's not).
Contemporary art is a wide range of techniques and approaches, and maybe you will change your path during your studies. You might start interested in installations and sculpture, and ending working with video at your graduation. It's important to keep focused on what you are doing whatever you are choosing. Ideas and concepts are the most important things and the technique you may vary, but you have to have the technical skills for it, to be able to create relevant art. So just work hard, believe in your ideas and you will make it.
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Art Schools College Reference & Education |
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Related Article:Art Schools |
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Robert Baird |
2008-01-28 |
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Title: Charter schools for the spread of education
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In the United States of America, a very common feature is the charter schools. It is to be noted that while charter schools are a variant of public schools, there are certain essential differences. The charter schools are those which do not have to resort to the necessary rules and regulations that are essential for the public schools to follow in exchange of some form of liability by producing certain results which are codified in the school's charter. Charter schools are usually funded as well as founded by those who feel that the medium of education and imparting of knowledge within the stipulated boundaries of traditional public schools are not enough to determine the development of the child. In most cases, it is the activists, teachers, even parents and non profit organizations who usually join hands to lead the foundation of these charter schools. It is interesting to note that since these charter schools are excluded from any form of allegiance to the norms that guide the public schools, these usually function as autonomous organizations that set down their own codes of rule. Therefore, they can exercise a certain amount of flexibility in terms of their running of the charter schools. In terms of the syllabi and the teaching techniques incorporated by the charter schools, there is no form of restriction and they are free to experiment using newer and innovative techniques. However, all this relaxations have a single purpose which is laid down in the school's charter. The charter schools are required to prove their mettle and perform better than the traditional public schools. The most important component with reference to the functioning of charter schools is the charter itself. The charter of the school consists of the programs, aims and rues and regulations that are considered to be of prime necessity by the school authorities. The charter schools are primarily answerable to a single authority which may be the state education authority, local school boards etc. The charter is issued by a chartering authority and this authority usually varies from state to state in the United States of America. While in some states it is the state education department which issues the charter, in some it may be local school district while non profit organizations may also be the chartering authorities. There are also certain for-profit organizations which act as the chartering authority. But evidences have proved that such fro-profit schools have in most cases failed to outshine the performance of the traditional public schools, despite receiving greater funds. Get an online degree to advance your career today.
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Arnold Kligermann |
2007-03-21 |
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Title: Top 10 American MBA Schools
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American MBA schools are a real magnet for those who already entered the business elite, or at least are aiming to. Just like the graduates of prestigious boarding schools formed closed clubs uniting all the students irregardless of their age, today graduating from a high-rank business school takes you straight to the circle of top level managers. Despite the fact that top 20 of MBA schools, as rated by Financial Times, contains European and Canadian business schools, the domination of US-based business schools is obvious. From the 20 best schools noted by the paper in 2004 only six of the schools are based in Europe and Canada. INSEAD in France and London Business School shared the 4th position, IMD in Switzerland took the 12th place, and IESE and Instituto de Empresa, both located in Spain, are 13th and 15th in the rankings respectively. University of Toronto, Rotman, the top Canadian school according to the paper experts, ranked 21st. Why are American business schools so attractive for successful managers? Remember, the training takes twice as much time, and the costs of education could be twice as high. There are several reasons behind this. The quality of education is higher, and the starting salary of the graduates is, too – which means the MBA loans are repaid faster. The schools also are guarantees for the loans, and they offer extensive associations for graduates. Moreover, we should not forget the unofficial specialization of American business schools which allows you to foresee your future position in a company. Ambitious managers get enough pros to choose American business schools from the lengthy worldwide lists. According to the 2004 rating by US News and World Report which evaluates only American MBA schools, the top 10 looks as follows: Harvard Business School, Stanford University GSB, University of Pennsylvania (Wharton), Massachusetts Institute of Technology (Sloan), Northwestern University (Kellogg), Columbia University GSB, University of Chicago GSB, University of California-Berkeley (Haas), Dartmouth College (Tuck) and University of Michigan–Ann Arbor. The first three, Harvard, Stanford and Wharton, have a long history of being at the top, sometimes switching positions. Harvard Business School This school was founded in 1908 by Harvard University, the symbol of American education, just like Oxford and Cambridge in Britain. It was here that the business case system was introduced, now implemented in all MBA schools. This is the richest and the biggest business school of the world. 1,800 Masters of Business Administration graduate from Harvard every year, its graduate association comprising over 65,000 members. This school is particularly strong in General Management. Stanford University GSB This school was founded in 1925 by Herbert Hoover, a Stanford University graduate who later became the 31st president of the USA. This is a middle-sized school enrolling only 740 candidates annually. Stanford is well-known for its focus on entrepreneurship; this is why its MBA graduates are especially successful in launching their own businesses. University of Pennsylvania, Wharton. Though according to US News and World Report Wharton is third in the rankings, the same magazine ranks it number 1 in accounting and finances. The MBA School of University of Pennsylvania also ranks #2-3 in marketing and entrepreneurship. It is accepted that its was founded in 1881, when an entrepreneur known as Joseph Wharton contacted the university with a request to establish a school to provide education in the field of complex economic control. 1130 students dive into business administration at Wharton. Massachusetts Institute of Technology, Sloan Mens et Manus is the motto of this business school named after Sloan, which means ‘with mind and hand.’ The education programs are concentrated around production management and information technologies, which pretty much corresponds to the motto. It is considered that this school was founded in 1952. This year 297 Masters graduated from Sloan. This school enrolls a limited number of candidates; this is why all the students know each other personally. Sloan is also famous for its post-graduate support. Northwestern University, Kellogg Kellog is number 1 in marketing disciplines. Philip Kotler, the world famous marketing guru, lectures here. Thousands of students worldwide study marketing using his books. In 2003 469 students entered the 2-year MBA program, started in 1966. Columbia University GSB Reputation, location, global focus – these are the words describing this business school founded by Columbia University. The university, situated in New York, the country’s financial centre, is a member of the prestigious Ivy League. As many as 64 Nobel Prize winners worked or studied at Columbia University, including Joseph Stiglitz, a winner of the Nobel Prize for Economics. Apart from a program of general management, one can take over 200 additional courses. This year 494 students started their MBA studies in Graduate School of Business, Columbia University. University of Chicago GSB In 1998 Graduate School of Business at University of Chicago celebrated its 100th anniversary. Among its teachers and students there are 6 Nobel Prize winners. This school ranks #1 in finance. In 2003 1112 people were enrolled at this business school. University of California–Berkeley, Haas Haas is famous for its focus on latest technology, entrepreneurship, and finance. This is the school where plenty of study time is dedicated to innovation studies. This is why it is popular among those who aim at working with venture capital – though this school ranks only #8 in the US News and World Report. Last year 241 students entered this school. Dartmouth College, Tuck Though many American business schools are said to be founded in the end of the 19th century, which is naturally good for their reputation, sometimes it is not quite true. Even if a school or a department of commerce was founded, it does not mean they taught MBA there. The School of Tuck Dartmouth College is considered to be a foundation for the entire MBA education system, where Amos Tuck School of Administration and Finance was founded in 1900. Traditionally the school offers only General Management programs. 241 students started their studies here in 2003. University of Michigan–Ann Arbor The business school at this university was founded in 1924. According to its leaflets, this school specializes in General Management. 432 students were enrolled in the MBA program in 2003. This is a brief review of top 10 American business schools rated in 2004 by US News and World Report. Though, the gap in ranks of schools 1 to 10 and 11 to 20 is not particularly big. Original article: Top 10 American MBA Schools by Arnold Kligermann. Keep this link when copying the article.
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Leanne Mauro |
2007-01-15 |
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Title: Acting Schools: Making the Choice that is Right for You!
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Some may disagree, but I believe anyone can become a GREAT actor with the right training. There are so many acting schools out there that it can be really challenging finding the one that is RIGHT for you. There are many acting schools teaching different methods, techniques and skills ranging from acting schools that teach just a technique to schools that teach camera skills to schools that focus on scene studies and then there are drama acting schools that might be anywhere from one to three years part-time or full-time, offering voice, movement, theatre history, camera skills, acting skills and techniques as well as performance and agency showcases. Some of these drama acting schools may be highly regarded and some may not. Often actors think they have to get into the top acting schools to be a success and if they don’t get in then they have failed. But getting into the top acting schools doesn’t necessarily mean that you are getting the training that is RIGHT FOR YOU! Actors can go through these top acting schools and still not come out the other end a great actor. Instead they have paid huge fees and still feel insecure about who they are and about their ability as an actor. They can do their showcase and not get an agent and not get work so it’s irrelevant if they got into the top acting schools or not. First things are first; find the training that is RIGHT FOR YOU! You are the one that has to live with yourself. If you feel for some reason that you are in the wrong place LEAVE there are many other schools and teachers out there and there is one that is right for you to help you UNLEASH your natural instincts and abilities as an actor. When searching for the right school, don’t just take a place because one is offered to you. Shop around, research the schools, talk to graduates (not the actors at the school they will say it’s great because it supports the fact that they are there) ask graduates what they liked or didn’t like. Sit in on classes where possible. Don’t always feel like you need a drama acting school that offers everything. You can go to one teacher for acting another for voice and another for camera skills and so forth. You’ll know if the school is right for you or not after a certain amount of time there. Be honest with yourself. If you are putting in the work and applying the techniques that they are teaching and you feel after 6 months (less or more) that your ability as an actor is not improving, well then consider changing acting schools. Obviously building muscles takes time and as an actor that’s what we do, train and build different muscles, so I’m not saying if after a few weeks nothings changed leave, I’m saying apply yourself and then in 6 months or a year you really believe that you haven’t improved or the teaches are struggling to help you, look for a school that will serve you better. To your acting success Leanne Mauro Leanne Mauro http://www.successtipsforactors.com is a professional actress working in theater, film and TV. One of her favorite success moments was working with the legendary Peter Bogdanovich.
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2007-09-07 |
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Title: Magnets In The St. Louis Schools
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Just like any other big city the St. Louis Schools in Missouri have some challenges in educating the city’s youngest population. Religious and private schools are an option for many. The public St. Louis Public Schools don’t have the best reputation. Charter schools and magnet schools are both alternatives to the traditional model of St. Louis Schools.
St. Louis Schools offer charters, independently run institutions, as one version of school choice. The problem with charter schools anywhere is that you never know what you’re going to get. Various local and national organizations run charter schools, and their success rates have been all over the board. I’d recommend that any parent looking at a charter in the St. Louis Schools only do so if it already has a good success rate, or you know families who are happy with it.
How are Magnet Schools Different from Charter Schools?
St. Louis Schools also has a wide spread magnet program. A magnet school is one with a specific focus like math and science, or language immersion. It’s common for a magnet school to be housed inside a larger school, but they can also be independent. Unlike a charter school, a St. Louis Schools magnet is fully part of the public education system and must abide by all the same rules. While this does mean some consistency, it also means some challenges.
The other difference is that students are accepted in a St. Louis Schools magnet by a lottery system. There are some groups that get preferences: continuity with another school, siblings who attend, and neighborhood kids are the top three. This can cause some problems as students clamor to get into the most popular St. Louis Schools magnet programs.
One of the biggest benefits to the St. Louis Schools magnet programs is that you tend to get a high level of parent involvement because parents have to take action to get their children into these programs. If a parent really wants his or her child in a Montessori or Arts magnet, they’re more likely to be involved once the child is enrolled.
Now this can be a sticky point with St. Louis Schools magnet programs. The reasons that magnets were developed were to encourage desegregation by luring better educated families into inner-city schools. So a lot of the St. Louis Schools magnets aren’t in the best locations. But many parents decide that the program offered is important enough to make the commitment. Usually neighborhood students have the options to attend the magnet in their area. But the magnet system has caused some controversy as far as who gets into what school.
Overall, I think the St. Louis Schools magnet system is a great piece of the educational picture. I would encourage parents to look at programs like the athletic magnet aimed at middle school students, the engineering program, and the international studies magnet. This is a good way to introduce a child to a specific skill set that will set him or her apart from peers in future years. And despite the struggles of the St. Louis Schools, the magnets are generally well run, and worth looking into.
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Patricia Hawke |
2007-06-09 |
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Title: San Antonio Schools Show Charter Success
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Parents with children attending San Antonio Schools are becoming very familiar with charter schools. The city of San Antonio is so large that it contains 16 separate public school districts. Among these the San Antonio Independent Schools District (SAISD) is investing heavily in charter schools. 12 of this San Antonio Schools’ district buildings currently house internal charter schools.
And internal charter schools differ from a traditional charter school model because they depend on local parents and school board members rather than the state. These San Antonio Schools require 80% approval of parents and staff to form an internal charter, whereas a traditional model must get approval from the State Board of Education. Both are funded with taxpayer dollars. The twelve San Antonio Schools have been awarded $4.7 million in federal grants to date.
The monies available for San Antonio Schools to start charter programs is what enables the administrators to provide specialized art, music or science instruction. The most notable aspect of the San Antonio Schools' charters is their successes so far. Many charter schools in both Texas and around the country have been forced to close their doors due to inability to provide proper curriculum, adequate financial records, or proof of academic success.
However, the three charters among the San Antonio Schools have a record of success behind them. Hawthorne Academy, with a focus on social studies, boasts “recognized” status from the state, and a higher percentage of students passing the TAKS than its neighboring San Antonio Schools. An arts charter school, Austin Academy, shows similar results, and attributes it to the fact that the arts are used to enhance the academic learning of its San Antonio Schools’ students.
While many of the San Antonio Schools are too new to be evaluated, the SAISD obviously feels confident that they are successful, because they will convert six more to internal charters this fall. In addition to this innovative model, San Antonio Schools are integrating specific skill sets into the curriculum. The Riverside Park Academy became a technology charter in 2004, a bow to changing times. San Antonio Schools are expected to provide the charter with funding to give students podcasting equipment, and teachers interactive 3-D imaging whiteboards.
Part of the success behind these San Antonio Schools’ charter programs is that they address the minority and lower income population that makes up much of San Antonio. For educators of San Antonio Schools, the ability to provide a focus on the arts or on science amid the high stakes testing environment can be refreshing. Teachers at the San Antonio Schools’ charter programs see their successes as proof that education requires exposure to many elements, not just a targeted focused on the ones to appear on a state test.
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2007-04-29 |
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Title: Golf Career College Brings Passion To Life
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There are thousands of colleges all over the nation that offer hundreds of programs to suit students' needs. Each college has their own niche that they are primarily known for. Colleges and universities range from trade schools and technical schools to liberal art schools and two-year associate degree schools. While most of these schools tend to be more traditional, there are schools across the United States that are not so traditional. One type of school that is unconventional is a Golf Career college. This type of college is unconventional in the sense that it is specifically tailored for those interested in a career in golf and revolves around this sport.
When high school students, or even adults who are interested in going back to school, ponder the idea of where to go to college, there are numerous factors that come into play. Some may choose a certain career field because it will make them a lot of money. Others may decide on a career path to follow in the footsteps of either their father or their mother. However, there are students who choose to go to a certain college that has the major they are interested in because that is what they are passionate about, and that is one of the reasons people decide to go to a Golf Career college. For those who are passionate about golf, going to a college that specializes in it opens the opportunity to start a rewarding career.
While golf may sound more like a hobby than a career field, there are many aspects of golf that requires a trained professional to handle. From course maintenance and management to teaching golf, all of these aspects of a golf game require a skilled professional to complete the job. Majoring in golf allows students to make their passion a career. A Golf Career college also gives students the opportunity to gain experience in the different careers in golf, as well as provides them with knowledge and skills that are useful in everyday life.
The Professional Golf Association (PGA) continues to grow in the United States, opening endless opportunities to pursue a golf career. With role models such as Tiger Woods and Jack Nichols, more people are starting to take up the game of golf and they are starting to do so at an earlier age. Since more people are taking up the sport every year, this leaves the opportunity for golf professionals to teach these newcomers how to play the game. A Golf Career college gives the proper training to students who aim to teach others the game of golf and hopefully spread their passion for the game.
The Ladies Professional Golf Association (LPGA) has also grown over the years. This provides another market to tailor to and broadens the field of individuals who participate in the sport. The LPGA encourages young girls and women to take up the sport and prove that it is no longer just a man's sport.
With the growing popularity of the sport and more young individuals starting to play the game, the field for golf course maintenance continues to grow as well. A Golf Career college also teaches students the proper maintenance and management skills needed to run a successful golf course.
So while most individuals would not consider golf a career, attending a Golf Career college can prove it is possible to obtain a career in something you are passionate about. Individuals no longer have to give up their passion in order to support their family. People can continue to do what they love to do and make a career out of it at the same time.
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Patricia Hawke |
2006-09-28 |
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Title: Charter Schools In Boston Are Urged To Join Boston Schools System
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In an unprecedented move in April, the Boston schools launched an initiative to convert all the charter schools within the city over to their school system as pilot schools. The move was in response to the millions of funding dollars lost each year for the children who attend the charter schools. Converting the schools to pilot schools, under the jurisdiction of the Boston schools, would reclaim future dollars, as well as expand the Boston schools’ portfolio of experimental schools.
The Boston schools began with a recruitment letter to 550 charter school teachers and principals, signed by Boston Teachers’ Union President Richard Stutman, then Boston schools Chief Operating Officer Michael Contompasis (now interim superintendent), and the Pilot Schools Network head Dan French. It was followed up with an open invitation meeting, where Boston schools officials and union members tried to convince the charter school educators of the advantages for making the conversion.
Charter schools were created in 1993 by state law and are under the jurisdiction of the state. There currently are 14 charter schools in the city of Boston that serve approximately 4,300 students. They give parents more choices for schooling their children, while enjoying autonomy and more freedoms than traditional schools. Educators determine what and how students are taught, the length of the school day and year, and how to disburse budgets. Teachers’ salaries and benefits, however, are determined by each school with no guarantees or unemployment protections. Additionally, there are no restrictions on how many overtime hours teachers may work without pay.
Pilot schools, under the jurisdiction of the Boston schools, were created in 1995 in response to the competition from the charter schools. Of Boston schools’ 58,600 students, about 6,000 attend the 19 pilot schools. They have more autonomy than traditional schools but less than charter schools, with educators having to negotiate their freedoms with the Teachers’ Union and the Boston schools. Pilot school educators, however, are guaranteed union pay between $42,355 and $81,702 annually, as well as benefits and protection, including a restriction on how many overtime hours teachers may work without pay. Seven new pilot schools are planned by 2009.
The Boston schools’ conversion initiative will be an uphill battle. It has been met with skepticism by many charter school educators, who like the flexibility and autonomy that would be lost. Converting to a pilot school would mean immersing themselves into rigidity, red tape and bureaucracy, as well as inheriting the Teachers’ Union.
Some educators were intrigued by the idea but do not give it much hope. Some see it as a bold move that deserves a hearing and discussion, as with any new idea. Some would be interested, if the Boston schools were set up to deal with charter schools like New York City and Indianapolis — autonomy is embraced rather than restricted.
Spencer Blasdale, executive director of the Academy of the Pacific Rim and president of the Massachusetts Charter School Association, encouraged each charter school to at least find out more details. He stated that his school, which is currently located in an old factory complex, could save $396,000 annually in rent — if the Boston schools provide permanent facilities. Then Superintendent Thomas W. Payzant noted that the Boston schools already had difficulty finding permanent facilities for their existing pilot schools.
As the Boston schools continue their recruitment of charter schools, the residents of Boston can only wait to see what the outcome may bring.
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Patricia Hawke |
2007-07-17 |
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Title: New York City Schools See Large Success With Small Schools
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New York City Schools started converting many of its massive high schools into smaller, thematic schools in 2002. The 2006 graduates who were the first students in New York City Schools to have spent their entire four-year high school experience in the smaller venues had impressive results. And the 2007 results continue to look good. Graduation rates of the 47 small-sized New York City Schools are significantly higher that the city’s overall rates. The small schools report a 73% graduation rate while the city reports a 60% rate. These numbers are important to several different groups within the New York City Schools. The small schools initiative is a major component of Mayor Michael Bloomberg’s attempt to improve the New York City Schools. The first installation of the smaller New York City Schools were funded with over $30 million from groups like the Bill & Melinda Gates Foundation, the Carnegie Corporations and the Open Society Institute. Individual results from the small schools are impressive. Eight of these New York City Schools reported 90% graduation rates. Some schools reported jumps in graduation rates from the 40-percentile to the 90-percentile range. Does that mean that everyone is in love with the smaller New York City Schools? Well, there are come concerns. Skepticism tends to focus on the fact that these schools have lower numbers of ESL (English as a Second Language) and special education students. The questioners complain that the success takes place in an “artificial environment.” Bloomberg concedes that this is true. But he says that the schools still serve an at-risk population: African –American and Hispanic students. Recent studies confirm that these students in the New York City Schools are far less likely than their white peers to graduate. Educators in the smaller New York City Schools scoff at the artificial environment complaint. Many feel that this “artificial environment” is providing these students with a far better reality. But what about the needs of special education and ESL students? Both are significant concerns for New York City Schools. A June 2006 report found that 9.5% of the city’s special education students are still not being mainstreamed. New York State encourages mainstreaming, the process of having special education students attend classes with their regular education peers. This is far higher than the national rate of 4%. And the concerns of English Language Learners continues to impact overall graduation rates for a city with a high population of speakers of ESL. So New York City Schools still have a lot of challenges to address before the Mayor can kick back and put up his feet. Still, when the largest school district in the country can claim a success of this size, it’s encouraging for everyone.
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Patricia Hawke |
2007-06-10 |
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Title: Virginia Schools Hail Successes And Fund Challenges
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Virginia Schools recently received national acclaim for some of its successful schools. Newsweek released its list of the top 5% of schools in the nation, and 87 Virginia Schools made the cut. Eleven Virginia Schools made the top 100, and an additional two were included in the list of the “public elites.” Those two were Maggie Walker Governor’s School for Government and International Studies and Thomas Jefferson High School for Science and Technology. Both were included because of the higher than average SAT and ACT scores of their students. Virginia Schools achieve these results while spending about $7,751 annually per pupil. This puts the state right in the middle for national spending. Clearly some good results are coming from some of the efforts of Virginia Schools. But there are still some big concerns and certain gaps. Like the rest of the country, Virginia Schools struggle with an achievement gap for minority students. African-American and other minority students consistently score lower as a group on standardized tests. Socioeconomic factors have proven to dramatically effect a student’s academic success. One way that the Virginia Schools are trying to remedy this problem is through a partnership with the ECMC Foundation. In 2003 the ECMC and the Virginia Department of Education teamed up to create the Virginia ECMC Scholars Program to “increase participation in postsecondary education by economically or otherwise disadvantaged students, and to challenge these students to better prepare during the junior and senior years of high school.” 2007 will be the fifth cycle of funding and the ECMC has upped its pledge for Virginia Schools to $3 million dollars in scholarships, mentoring stipends and program funding. Participants in the programs are selected from Virginia Schools at the end of their sophomore year. What makes this scholarship program different is that educators select students they know. Anonymous strangers who base the decision on faceless essays or a qualifications list choose participants in most other scholarship programs. ECMC and Virginia Schools select children based on future potential rather than past grades. The participants are mentored and tutored through their junior and senior years to bring out their best potential. Ten Virginia Schools were selected on basis of need, and the program is funded through 2009. Privately funded programs like the Virginia ECMC Scholars Program are one way that Virginia Schools hope to close the achievement gap and propel the state school system forward. Virginia had its own testing system in place (Virginia Standards of Learning) prior to the 2001 No Child Left Behind Initiative. But the national mandate implemented class size and Adequate Yearly Progress (AYP) markers for every school in the nation. Pressure for students to meet passing marks in both Virginia Schools and across the nation has been intense. Educators and politicians continue to debate the merits and pitfalls of standardized testing as a way to raise learning standards in the nation.
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Patricia Hawke |
2007-06-06 |
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Title: Virginia Schools Hail Successes and Fund Challenges
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Virginia Schools recently received national acclaim for some of its successful schools. Newsweek released its list of the top 5% of schools in the nation, and 87 Virginia Schools made the cut. Eleven Virginia Schools made the top 100, and an additional two were included in the list of the “public elites.” Those two were Maggie Walker Governor’s School for Government and International Studies and Thomas Jefferson High School for Science and Technology. Both were included because of the higher than average SAT and ACT scores of their students.
Virginia Schools achieve these results while spending about $7,751 annually per pupil. This puts the state right in the middle for national spending. Clearly some good results are coming from some of the efforts of Virginia Schools. But there are still some big concerns and certain gaps. Like the rest of the country, Virginia Schools struggle with an achievement gap for minority students. African-American and other minority students consistently score lower as a group on standardized tests. Socioeconomic factors have proven to dramatically effect a student’s academic success.
One way that the Virginia Schools are trying to remedy this problem is through a partnership with the ECMC Foundation. In 2003 the ECMC and the Virginia Department of Education teamed up to create the Virginia ECMC Scholars Program to “increase participation in postsecondary education by economically or otherwise disadvantaged students, and to challenge these students to better prepare during the junior and senior years of high school.”
2007 will be the fifth cycle of funding and the ECMC has upped its pledge for Virginia Schools to $3 million dollars in scholarships, mentoring stipends and program funding. Participants in the programs are selected from Virginia Schools at the end of their sophomore year. What makes this scholarship program different is that educators select students they know. Anonymous strangers who base the decision on faceless essays or a qualifications list choose participants in most other scholarship programs.
ECMC and Virginia Schools select children based on future potential rather than past grades. The participants are mentored and tutored through their junior and senior years to bring out their best potential. Ten Virginia Schools were selected on basis of need, and the program is funded through 2009.
Privately funded programs like the Virginia ECMC Scholars Program are one way that Virginia Schools hope to close the achievement gap and propel the state school system forward. Virginia had its own testing system in place (Virginia Standards of Learning) prior to the 2001 No Child Left Behind Initiative. But the national mandate implemented class size and Adequate Yearly Progress (AYP) markers for every school in the nation. Pressure for students to meet passing marks in both Virginia Schools and across the nation has been intense. Educators and politicians continue to debate the merits and pitfalls of standardized testing as a way to raise learning standards in the nation.
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