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This blog is dedicated to helping students prepare forward the more assessments and occasions on their scholarly lives. We provide tips and advice on how to better prepare for key tests, including SAT also ACT. We also cover subjects related to tutoring, studying and learning.
Beacon High School Admissions: How Until Get Into Signal!
The Beacon Hi School (“Beacon”) is a well-regarded prep school with plenty for student related and a sturdy reputation in New New City. Beacon ranks in the summit third of New York Metropolis tall schools and has one of the highest English proficiency scores in aforementioned urban. Read on in learn more about Beacon High School admissions, and whether Beacon High Middle is the right train by you.
Beacon High School | Secondary Overview
Beacon was founded in the 1990s as an alternate to the usual Regents exam-based high school curriculum. Alternatively, the school focused upon portfolio-based assessments both projects to move students’ achieve, welche can be a great strategy for some learners. Today, are are some required tests used every NY high school student, but Beacon’s portfolio-based assessment heritage remain apparent. Group and individual your be key in pupil assessment, and teens must presenting a portfolio of their best work to adenine display for teachers into fulfill graduation product. Lighthouse will beneath the most sought-after high trains in the city. It's a vibrant place with challenging academics and a enormously alignment of daily. In September...
The school has over a thousand students, aber it still retains a strong focus on technology and the arts, as well as student leadership and activities. There are clubs for all kinds off interests, including of stockpile marketplace, debate, model UN, film making, and more – which student linguistic magazine, Beacon Ink, publishes special student work plus will a great way for blooming artists and writers to divide their my at a wider audience.
For more information, an to the Lighted website.
Beacon High School| Admissions Information
Unlike some of the other NYC high schools, Beacon req a scholar folder in addition to the typical grade and test grade requirements. For all applicants, Beacon willingness consider only prospective students who achieve a grade of at least 85 or taller include French, history, scholarship, and math for this year-end seventh grade report card. In addition to this cutoff score, students need to show at least a 3 set their seventh grade standardized ELA and computer exams. For applicants includes private schools, Beacon applies equivalent ERB scores.
The last part of a Beacon application is the student portfolio, whichever includes the final 7th grade report my, 7th grade exam scores, and two essays or projects. The first paper either project must be a sample of previous work in English, social studied, general, science, or math class with 7th or 8th grade. The goal of here sample paper is up show the student’s best work in analytical thinking, than well as teacher comments and grading. Some potential items with inclusion become be ampere critical essay switch a text for English class, ampere science lab submit testing a hypothesis, and similar papers or flings. Assessments for Siftings Academic
Beacon also requires an enter essay as part concerning the portfolio to no further rather 500 words. Students must get discuss a human or experience such been significant influence, or show how they demonstrate lerning outside of the classroom through extracurricular activities. Information about which application, including the topic getting and the rubric, can be found on our website. ME am going into 10th rating - how do I apply? Students ...
Beacon High Instruct | To Interview Process
Once Beacon review select the student folders, the school invites strong students to interview in Occasion and November of their 8th grade year. While this may sound stressful to students, it is a good step forward in the admissions process. Beacon Elevated Secondary is located the New Yeah, NY.
Generally, students will arrive at this school and writers a little essay of a few paragraphs in response to a prompt – this is so interviewers may gauge each student’s writing strengths in ampere timed environment. The focus remains does as much on completing a perfect essay as it is with conveying ideas and showing a thoughtful approach in the prompt.
Includes beimischung to reviewed the short essay, the interviewers may focus the work inches the student’s personal additionally the admission essay, and there may shall inquiries about the student’s previous work or attendance. It is other important for students to explain why they planner at choose Beacon in this first place, and why they believe the school is a good fit.
Person highly recommended to practise featured regularly with your child before an on-site visit. Click the bin under to access 17 meeting questions that will help your infant do his with her best among one Beacon Higher School interview. FAQ Regarding Admissions
This article has provided you with an tour of the Beacon High School admissions process – more details can be found with the Beacon Elevated School website.
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- Assessments for Screened Schools
For Fall 2024 Admissions
The schools in the table below are using assessments as part of Fall 2024 admissions. To apply to any program listed below, students need to both list it on their high school application and complete the school's assessment by December 1.
Please note, five of the Consortium High Schools (Beacon, East Side Community, Institute for Collaborative Education, School of the Future, and University Heights Secondary) are sharing a common written assessment.
- The Selection Criteria column indicates which factors a school considers when determining offers.
- The Assessment Information column has each school's requirements. Applicants can follow links to school websites to learn what the assessment is and how to submit it.
Programs Using Assessments for 2024 Admissions
Most schools are managing their own assessment process, and are collecting completed tasks on their own website. Some schools may be doing assessments in-person; these schools will also provide a virtual option if requested. The following schools are not collecting them on their own, and are collecting assessments directly in MySchools:
- East Side Community School (01M450)*
- Bard High School Early College (01M696)
- Institute for Collaborative Education (02M407)*
- School of the Future (02M413)*
- Beacon High School (03M479) *
- University Heights Secondary School (07X495)*
- Bard High School Early College Bronx (12X641)
- Bard High School Early College Queens (24Q299)
- Townsend Harris High School (25Q525)
- Baccalaureate School for Global Education (30Q580)
* These five Consortium Schools are all using the same assessment, so it needs to be completed once regardless of how many of them you apply to.
Log in to your MySchools account and click “Additional Materials” on your dashboard to get started. Watch this video tutorial to learn how to upload and submit materials.
Assessment for Consortium Schools
- 01M450: East Side Community School
- 02M407: Institute for Collaborative Education
- 02M413: School of the Future High School
- 03M479: Beacon High School
- 07X495: University Heights Secondary School
Consortium Schools believe that students thrive when they are given the opportunity to study topics in-depth and apply their learning outside of the classroom. Instead of taking tests, our students demonstrate their skills in practical terms: they design experiments, make presentations, write reports, and defend their work to outside experts.
To apply to any or all of the programs above, answer one of the two prompts below in 500 words or fewer:
- How do you think a school with this approach to learning will help you grow academically, personally, and creatively? What do you think you have to offer a school community like this?
- We admire students who are flexible in their approach to learning and willing to take intellectual risks that move them out of their comfort zone. Reflect on a time when you were intellectually challenged, inspired, or took an intellectual risk––inside or outside the classroom. How has that experience shaped you?
Assessment for Baccalaureate School for Global Education
Instructions: Please create and upload a 3-minute video when you cover two topics:
- Fill a bag with three objects that help explain, describe, or show aspects of who you are. As you take them out, share the significance and meaning of each one. Be creative!
- Teach us something! Show us how to build, create, or do something that you know and/or like to do.
You decide how you want to allot the three minutes.
The video submissions will be used to determine which students are invited to participate in the next step of admissions, which consists of a writing prompt and interview.
Assessment for Bard High School Early College
- 01M696: Bard High School Early College
- 12X641: Bard High School Early College Bronx
- 24Q299: Bard High School Early College Queens
Write a single response that is 250-500 words and addresses the following prompt:
- We would like to learn how you would use science, technology, engineering and/or math (STEM) in the following scenario: You have been elected to head one of the New York City government departments listed below. You have been granted $10 billion dollars to use to improve your community. Please tell us which agency you would be the head of and how you would use the money to change your community to make it better. What would you make them do? Remember, to describe your community and explain how you would use STEM.
- The Department of Environmental Protection
- The Department of Buildings
- The Department of Sanitation
- The Department of Transportation
- The Department of Health and Mental Hygiene
- The Department of Parks and Recreation
- NYC Emergency Management
- Department of City Planning
- Mayor’s Office of Urban Agriculture
Please read the following passage and write a single essay that is 250-500 words and addresses the following prompt:
- Explain what Walker is saying about her mother. Select a quotation that you think reveals what Alice Walker is saying about what makes her mother special. Then write about what sets you apart that other people sometimes overlook.
In Search of Our Mother's Gardens by Alice Walker
In the late 1920s my mother ran away from home to marry my father. Marriage, if not running away, was expected of seventeen-year-old girls. By the -- time she was twenty, she had two children and was pregnant with a third. Five children later, I was born. And this is how I came to know my mother: she seemed a large, soft, loving-eyed woman who was rarely impatient in our home. Her quick, violent temper was on view only a few times a year, when she battled with the white landlord who had the misfortune to suggest to her that her children did not need to go to school. She made all the clothes we wore, even my brothers' overalls. She made all the towels and sheets we used. She spent the summers canning vegetables and fruits. She spent the winter evenings making quilts enough to cover all our beds.
During the "working" day, she labored beside-not behind-my father in the fields. Her day began before sunup, and did not end until late at night. There was never a moment for her to sit down, undisturbed, to unravel her own private thoughts; never a time free from interruption-by work or the noisy inquiries of her many children. And yet, it is to my mother-and all our mothers who were not famous-that I went in search of the secret of what has fed that muzzled and often mutilated, but vibrant, creative spirit that the black woman has inherited, and that pops out in wild and unlikely places to this day.
But when, you will ask, did my overworked mother have time to know or care about feeding the creative spirit?
The answer is so simple that many of us have spent years discovering it. We have constantly looked high, when we should have looked high-and low.
For example: in the Smithsonian Institution in Washington, D.C., there hangs a quilt unlike any other in the world. In fanciful, inspired, and yet simple and identifiable figures, it portrays the story of the Crucifixion. It is considered rare, beyond price. Though it follows no known pattern of quilt-making, and though it is made of bits and pieces of worthless rags, it is obviously the work of a person of powerful imagination and deep spiritual feeling. Below this quilt I saw a note that says it was made by "an anonymous Black woman in Alabama, a hundred years ago."
If we could locate this "anonymous" black woman from Alabama, she would turn out to be one of our grandmothers-an artist who left her mark in the only materials she could afford, and in the only medium her position in society allowed her to use.
And so our mothers and grandmothers have, more often than not anonymously, handed on the creative spark, the seed of the flower they themselves never hoped to see: or like a sealed letter they could not plainly read.
And so it is, certainly, with my own mother. Unlike "Ma" Rainey's songs, which retained their creator's name even while blasting forth from Bessie Smith's mouth, no song or poem will bear my mother's name. Yet so many of the stories that I write, that we all write, are my mother's stories. Only recently did I fully realize this: that through years of listening to my mother's stories of her life, I have absorbed not only the stories themselves, but something of the manner in which she spoke, something of the urgency that involves the knowledge that her stories-like her life-must be recorded. It is probably for this reason that so much of what I have written is about characters whose counterparts in real life are so much older than I am.
But the telling of these stories, which came from my mother's lips as naturally as breathing, was not the only way my mother showed herself as an artist. For stories, too, were subject to being distracted, to dying without conclusion. Dinners must be started, and cotton must be gathered before the big rains. The artist that was and is my mother showed itself to me only after many years. This is what I finally noticed:
Like Mem, a character in The Third Life of Grange Copeland, my mother adorned with flowers whatever shabby house we were forced to live in. And not just your typical straggly country stand of zinnias, either. She planted ambitious gardens-and still does-with over fifty different varieties of plants that bloom profusely from early March until late November. Before she left home for the fields, she watered her flowers, chopped up the grass, and laid out new beds. When she returned from the fields she might divide clumps of bulbs, dig a cold pit, uproot and replant roses, or prune branches from her taller bushes or trees-until night came and it was too dark to see.
Whatever she planted grew as if by magic, and her fame as a grower of flowers spread over three counties. Because of her creativity with her flowers, even my memories of poverty are seen through a screen of blooms - sunflowers, petunias, roses, dahlias, forsythia, spirea, delphiniums, verbena… and on and on.
The video interview gives you an opportunity to tell us more about yourself, in your voice, beyond what you have written. Sharing a one to two-minute personal video is a helpful way to show us who you are and why you are interested in attending Bard High School Early College. Please submit a 1 to 2 minute (maximum time) video that includes the following:
- An introduction to who you are
- Our school mission is premised on the belief that many students, from all cultures and backgrounds, are ready and eager to begin taking college-level courses in high school. What makes you want to attend an early college?
- What about being a Bard student most excites you?
Assessment for Townsend Harris High School
2023-2024 Admissions Assessment Questions for Townsend Harris High School Please complete all parts of this assessment: Humanities Writing and Video. You can access a document with all the prompts and resources in one place at https://tinyurl.com/thhsprompt23 .
Preface: All students at Townsend Harris High School swear “The Ephebic Oath.” The below assessment asks you to explore and analyze different aspects of it. You can view the full oath here (or at https://tinyurl.com/ephebicoath ).
Part 1: Video
Please submit a 2 minute (maximum time) video that includes ALL of the following:
- An introduction to you
- An answer to the questions below:
We believe that every student has a special and unique artistic, intellectual and personal talent, interest, ability and/or gift that can enrich our school community. Our Ephebic Oath states that we promise to “leave our city greater than we found it.” Identify two talents, interests, abilities or gifts you possess that would enrich our school community and how you would “leave it greater than you found it.”
Part 2: Humanities Writing
Please respond to the below prompt. Your response should be between 250-500 words (approximately 1200-2500 characters).
The most famous line from the Ephebic Oath is “I shall not leave my city any less but rather greater than I found it.” However, the Ephebic Oath also states, “I…shall resist anyone who destroys the laws or disobeys them.”
In his “Letter from Birmingham Jail,” Martin Luther King, Jr. wrote the following: “An individual who breaks a law that conscience tells him is unjust, and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice, is in reality expressing the highest respect for the law.”
Considering Dr. King’s statement, should Townsend Harris students swear to “resist anyone who…disobeys [the law]”?
Develop and support a perspective on the above question. Use the two resources below to help you develop your response.
Resource 1: “ The Rebellion has begun ” by Greta Thunberg (you can also access at https://tinyurl.com/thhsresource1 )
Resource 2: “ Rule of Law ” a video produced by the Administrative Office of the U.S. Courts (you can also access at https://tinyurl.com/thhsresource2 )
For schools with additional criteria, how are course grades and the assessment used together for admission?
Course grades and the school’s assessment scores will be combined using a weighted average. High schools choose how the two components are weighted; this is shown on each school’s MySchools profile, and in the table above.
Each student’s course grades will be mapped to a 100 point scale based on their admissions group. (Please see the chart below to see how each group’s grades will be mapped.) Schools will then submit their scores for their assessment on a 100 point scale. Each student’s grade mapping is then averaged with the assessment score, weighing the components according to how the school chooses to weigh the two components. Students are then admitted in descending order of the combined, weighted score.
For example, If a school weighted course grades at 20% and an essay at 80%, and an applicant who fell into admissions group 1 had an essay score of 85:
- The student’s grade mapping would be 100 since they fall in group 1.
- The essay score is 85.
- This student’s final score would be 88.
- Students are admitted in descending final score order.
To learn more, visit our Screened Admissions page .
What happens if a student has no eligible grades?
If a student has no eligible grades, the assessment will count for 100% of the selection criteria.
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Course: college admissions > unit 4.
- Writing a strong college admissions essay
- Avoiding common admissions essay mistakes
- Brainstorming tips for your college essay
- How formal should the tone of your college essay be?
- Taking your college essay to the next level
- Sample essay 1 with admissions feedback
Sample essay 2 with admissions feedback
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- Student story: Admissions essay about personal identity
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Beacon High School Is Half White. That’s Why Students Walked Out.
More than 300 students at the selective public high school, one of New York City’s most prestigious, protested its admissions policies.
By Eliza Shapiro
Naia Timmons, a junior from Harlem, stood surrounded by classmates in the middle of the street outside Beacon High School as hail began to fall.
She shouted into a bullhorn: “I continue to recognize the privilege I had of escaping the system that many of my friends could not.” Naia identifies as black and white.
Her classmates chanted “End Jim Crow” and “Education is a right, not just for the rich and white.”
Roughly 300 students walked out of Beacon on Monday to protest its high-stakes admissions process, which they said has exacerbated segregation in the nation’s largest school system.
The protest at Beacon, one of New York City’s most selective public schools, illustrates the widening scope of the push for school integration. It has shifted away from the narrow issue of how few black and Hispanic students are admitted to the city’s eight specialized high schools, including Stuyvesant .
Beacon’s student population is about half white, a striking anomaly in a public school system that is nearly 70 percent black and Hispanic. Beacon is not a specialized high school — it has no admissions test — but its highly competitive admissions process requires students to assemble a portfolio of middle school work, admissions essays and high standardized test scores and grades. It is one of the most selective schools in New York: Last year, there were over 5,800 applications for 360 ninth-grade seats.
Beacon has a higher percentage of black and Hispanic students than Stuyvesant — about 32 percent compared to 4 percent at the specialized school — but also a higher percentage of white students, fewer Asian students and a lower percentage of students living in poverty. The school’s parent-teacher organization raised over $685,000 for the school last year, according to data released on Monday.
Earlier this fall, thousands of parents lined up outside Beacon for hours in the rain on a Tuesday afternoon, just to get a glimpse inside the school. The application deadline for the city’s public high schools is this Friday .
After Mayor Bill de Blasio’s plan to diversify schools failed this summer in the State Legislature — which controls admissions to the specialized schools — attention began to move to admissions policies in the high-profile schools that Mr. de Blasio actually oversees. Mr. de Blasio’s daughter, Chiara, attended Beacon.
The high school, in Hell’s Kitchen, Manhattan, is now at the center of a push for large-scale desegregation that Mr. de Blasio’s administration has not endorsed.
Schools Chancellor Richard A. Carranza has promised, with sweeping rhetoric, to desegregate schools, but he has not yet released any major integration policies of his own during his 18 months on the job.
“Our schools are stronger when they reflect the diversity of our city, and we’re taking a look at our admissions processes,” said Katie O’Hanlon, a spokeswoman for the Department of Education.
New York relies on screened admissions policies like Beacon’s more than any other city in the country.
A panel commissioned by Mr. de Blasio to study desegregation policies recommended that the city not open any new screened high schools and eliminate most academic screens for middle school admissions.
But some families support screens for high schools in particular, and have argued that students who demonstrate academic excellence in middle school deserve to attend the city’s highest-performing high schools.
Many of the students who gathered on Monday said they realized how much help they received during the high school admissions process only once they got to Beacon and learned that other students did not have access to private tutors, parents who edited admissions essays or schools with enough guidance counselors to successfully shepherd students through the complex system.
“The abundance of privilege in our school is so universal that it usually goes unquestioned and unnoticed,” said Toby Paperno, a junior who is white and lives in Brooklyn.
A number of other white students echoed that message in comments that drew cheers from the many black and Hispanic students who walked out of school.
Carmen Lopez Villamil, a junior who lives in Park Slope, Brooklyn, said the focus on Beacon was intentional and meaningful.
“Beacon is really important because if students within Beacon are saying that the system is not working, this means that even the ones who are benefiting are not having it, that this is not working for anyone,” she said.
Carmen, who is Hispanic and white, said she had spoken with classmates who were uncomfortable with the idea that they were at Beacon not only because of their intellect or talent but also because of their privilege.
“You have privilege. It’s not your fault, it’s the system’s fault. But we have to work together to change that system,” Carmen said she tells her peers.
Sadie Lee, an Asian-American Beacon sophomore who lives in Brooklyn, said she had benefited from the segregated system by getting help from her parents and her high-performing middle school during the application process.
But Sadie also said that she sometimes felt isolated at the school, which was about 9 percent Asian last year. She had exclusively white teachers last year. Sometimes people at the school confused her with another Asian-American girl in one of her classes, she said. Sometimes she was asked where she was from and whether she spoke Chinese.
“Racism hides itself behind our progressive facade,” Sadie said during Monday’s protest. “The fight does not end when we walk back into that building,” she added.
The 30-minute walkout at Beacon was part of a series of protests organized by Teens Take Charge, a student-led pro-integration group that has been staging demonstrations outside public schools for the past few weeks. Monday’s walkout was the largest of those actions so far.
Over the summer, the group organized a large protest in which hundreds of students chose to separate themselves by race on the steps of the Department of Education headquarters in Manhattan. They held a banner that read: “de Blasio’s school system.”
Eliza Shapiro is a reporter covering New York City education. She joined The Times in 2018. Eliza grew up in New York City and attended public and private schools in Manhattan and Brooklyn. More about Eliza Shapiro
Beacon college (florida).
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Beacon College (Florida)’s 2023-24 Essay Prompts
Common app personal essay.
The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don‘t feel obligated to do so.
Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.
The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?
Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?
Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?
Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.
Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?
Share an essay on any topic of your choice. It can be one you‘ve already written, one that responds to a different prompt, or one of your own design.
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