An in-depth look at academically selective public high schools in America What is the best education for exceptionally able and high-achieving youngsters? Can the United States strengthen its future intellectual leadership, economic vitality, and scientific prowess without sacrificing equal opportunity? There are no easy answers but, as Chester Finn and Jessica Hockett show, for more than 100,000 students each year, the solution is to enroll in an academically selective public high school. Exam Schools is the first-ever close-up look at this small, sometimes controversial, yet crucial segment of American public education. This groundbreaking book discusses how these schools work--and their critical role in nurturing the country's brightest students. The 165 schools identified by Finn and Hockett are located in thirty states, plus the District of Columbia. While some are world renowned, such as Boston Latin and Bronx Science, others are known only in their own communities. The authors survey the schools on issues ranging from admissions and student diversity to teacher selection. They probe sources of political support, curriculum, instructional styles, educational effectiveness, and institutional autonomy. Some of their findings are surprising: Los Angeles, for example, has no "exam schools" while New York City has dozens. Asian-American students are overrepresented—but so are African-American pupils. Culminating with in-depth profiles of eleven exam schools and thoughtful reflection on policy implications, Finn and Hockett ultimately consider whether the country would be better off with more such schools. At a time of keen attention to the faltering education system, Exam Schools sheds positive light on a group of schools that could well provide a transformative roadmap for many of America's children.

A Michael L. Printz Honor Book "This is East Texas, and there's lines. Lines you cross, lines you don't cross. That clear?" New London, Texas. 1937. Naomi Vargas and Wash Fuller know about the lines in East Texas as well as anyone. They know the signs that mark them. They know the people who enforce them. But sometimes the attraction between two people is so powerful it breaks through even the most entrenched color lines. And the consequences can be explosive. Ashley Hope Pérez takes the facts of the 1937 New London school explosion—the worst school disaster in American history—as a backdrop for a riveting novel about segregation, love, family, and the forces that destroy people. "[This] layered tale of color lines, love and struggle in an East Texas oil town is a pit-in-the-stomach family drama that goes down like it should, with pain and fascination, like a mix of sugary medicine and artisanal moonshine."—The New York Times Book Review "Pérez deftly weaves [an] unflinchingly intense narrative....A powerful, layered tale of forbidden love in times of unrelenting racism."―starred, Kirkus Reviews "This book presents a range of human nature, from kindness and love to acts of racial and sexual violence. The work resonates with fear, hope, love, and the importance of memory....Set against the backdrop of an actual historical event, Pérez...gives voice to many long-omitted facets of U.S. history."―starred, School Library Journal

Publisher Description

Catholic high schools in the United States have been undergoing three major changes: the shift to primarily lay leadership and teachers; the transition to a more consumerist and pluralist culture; and the increasing diversity of students attending Catholic high schools. James Heft argues that to navigate these changes successfully, leaders of Catholic education need to inform lay teachers more thoroughly, conduct a more profound social analysis of the culture, and address the real needs of students. After presenting the history of Catholic schools in the United States and describing the major legal decisions that have influenced their evolution, Heft describes the distinctive and compelling mission of a Catholic high school. Two chapters are devoted to leadership, and other chapters to teachers, students, alternative models of high schools, financing, and the key role of parents, who today may be described as ''post-deferential'' to traditional authorities, including bishops and priests. Written by an award-winning teacher, scholar, and recognized educational leader in Catholic education, Catholic High Schools should be read by everyone interested in religiously- affiliated educational institutions, particularly Catholic education.

In their second collaboration, Wilcox and Angelis tell the stories of high school educators who embody best practices in their day-to-day activitiespractices that consistently lead to higher student academic achievement across the core subjects for all students. This book shares results of a multi-case study of how some high schools consistently deliver better student performance, including improved four-year graduation rates. These schools have learned how to successfully adapt to the climate of increased (and increasing) accountability. Best Practices from High-Performing High Schools is for anyone who strives to ensure that all teens graduate from high school and are ready to succeed in college, in their careers, and in life.

A NATIONAL BESTSELLER! A Good Morning America BUZZ PICK | A Good Housekeeping Book Club Pick | IndieNext Pick | LibraryReads Pick | Recommended by People ∙ The Washington Post ∙ Woman's World ∙ NY Post ∙ BookRiot ∙ Bookish ∙ Christian Science Monitor ∙ Nerd Daily ∙ The Tempest ∙ Midwestness ∙ The Coil ∙ Read It Forward ∙ and more! “An exquisite debut that combines a moving tale of friendship with a fascinating primer on bees.”--People “This heartwarming, uplifting story will make you want to call your own friends, not to mention grab some honey.”--Good Housekeeping Three lonely strangers in a rural Oregon town, each working through grief and life's curveballs, are brought together by happenstance on a local honeybee farm where they find surprising friendship, healing--and maybe even a second chance--just when they least expect it. Forty-four-year-old Alice Holtzman is stuck in a dead-end job, bereft of family, and now reeling from the unexpected death of her husband. Alice has begun having panic attacks whenever she thinks about how her life hasn't turned out the way she dreamed. Even the beloved honeybees she raises in her spare time aren't helping her feel better these days. In the grip of a panic attack, she nearly collides with Jake--a troubled, paraplegic teenager with the tallest mohawk in Hood River County--while carrying 120,000 honeybees in the back of her pickup truck. Charmed by Jake's sincere interest in her bees and seeking to rescue him from his toxic home life, Alice surprises herself by inviting Jake to her farm. And then there's Harry, a twenty-four-year-old with debilitating social anxiety who is desperate for work. When he applies to Alice's ad for part-time farm help, he's shocked to find himself hired. As an unexpected friendship blossoms among Alice, Jake, and Harry, a nefarious pesticide company moves to town, threatening the local honeybee population and illuminating deep-seated corruption in the community. The unlikely trio must unite for the sake of the bees--and in the process, they just might forge a new future for themselves. Beautifully moving, warm, and uplifting, The Music of Bees is about the power of friendship, compassion in the face of loss, and finding the courage to start over (at any age) when things don't turn out the way you expect. “A hopeful, uplifting story about the power of chosen family and newfound home and beginning again . . . but it’s the bees, with all their wonder and intricacy and intrigue, that make this story sing.” --Laurie Frankel, New York Times bestselling author of This Is How It Always Is "Eileen Garvin's debut novel is uplifting, funny, bold, and inspirational. The Music of Bees sings!" --Adriana Trigiani, New York Times bestselling author

". . . Rohlen's book achieves exciting conjectural stances while providing us with rich and trustworthy substantive data and description. His treatment of schools as 'moral communities,' his call for new, culturally sensitive definitions of moral and creative goals in children's education, his interest in the consensus between parent, school, and society which underlies effective schooling are reason alone why this book should be read by anyone interested in the context and future of any educational system ... A splendid book for non-specialists, as well as for policymakers ... " --Merry T. White, The Review of Education "Rohlen uses education as the entering wedge for a good understanding of Japanese society in general. That the author was sensitive to and appreciative of Japanese ways is evident throughout." --Eloise Lee Leiterman, Christian Science Monitor "Never have I encountered a work on modem Japan which so skillfully captures what is intrinsically unique about the society. Indeed, Rohlen proves that comparative education need not be a litany of lifeless facts." --Linda Joffe, London Times Educational Supplement "On the basis of fourteen months of fieldwork in five Japanese high schools, the author integrates observation of the schools themselves with discussion of their relationships to higher education and society at large. . . . Rowen's conclusions offer insightful contributions to the current debate on secondary education in the United States." --Harvard Educational Review "The best introduction for many a year into the cultural mainsprings of Japanese society, the principles of its organization, and the way its citizens think and feel." --Ronald P. Dore, Journal of Japanese Studies This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1983. ". . . Rohlen's book achieves exciting conjectural stances while providing us with rich and trustworthy substantive data and description. His treatment of schools as 'moral communities,' his call for new, culturally sensitive definitions of moral and crea