By David L. Marcus
A Pulitzer Prize-winning journalist spends a yr with a mythical highschool suggestions counselor who will get youngsters into the perfect schools by way of concentrating on self-discovery instead of attempt ratings, grades, and the opposite conventional instruments of the trade
Gwyeth Smith, often called Smitty, has made a countrywide popularity via flouting the conventions of the varsity program ritual. He frequently steers children from the SAT to the ACT, which he considers a easier try out that produces greater ratings. He urges mom and dad to domestic in on hidden deals, scour the rustic for scholarships, and problem monetary relief workplaces instead of take out huge loans. he'll occasionally speak a seeming shoo-in candidate out of atmosphere her attractions at the prestigious Ivy League whereas goading one other long-shot pupil into aiming for that very same Ivy League institution. His unorthodox strategy is grounded at the precept that obtaining into university shouldn't simply be approximately moving into; it may be a kid's first nice second of self-discovery.
David L. Marcus, a Pulitzer Prize-winning former schooling author for U.S. information & international Report, follows Smitty and "his" children round Oyster Bay excessive, a various public college in big apple, manhattan, as he works his specified magic on their functions and their lives. Smitty's young children run the gamut from the candy yet pathologically disorganized boy round the corner to the valedictorian who applies to 28 colleges. because the yr unfolds, Smitty bargains in his personal inventive means with nearly each difficulty that could bedevil the purposes method. What concerning the child who doesn't try out good? the child who plunges into melancholy after being rejected through Columbia? The overachieving Korean American boy anxious approximately opposite discrimination? Smitty has solutions for all of them.
whereas Smitty excels at easing the strain of the school hunt, his luck comes from implementing a different-and deeper-challenge. He makes childrens articulate (orally and in writing) their profoundest fears, their drawbacks, their mystery hopes. in brief, he makes them work out who they're. alongside the way in which, he makes use of his savant's wisdom of America's thirty-six hundred faculties and universities to pair each one pupil with the perfect one. He sidesteps the functions business complicated, with its slick sites, inner most essay coaches, and obsessive specialize in metrics. He brings to the varsity seek counterintuitive perception or even wisdom-attributes that hundreds of thousands of scholars and their mom and dad, annoyed with the excesses of the method, will locate beneficial and encouraging.
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Additional info for Acceptance: A Legendary Guidance Counselor Helps Seven Kids Find the Right Colleges—and Find Themselves
For example, early in the planning for the ALL study it was anticipated that there would be an assessment of teamwork. Although the ALL study does include a teamwork component, it is, at this point, limited to a self-report questionnaire on attitudes and experiences, because additional study is required to develop a direct measure. The findings of the Definition and Selection of Competencies (DeSeCo) project will be a vital input to the planning of future assessments of students and adults that look beyond traditional literacy measures.
Indeed, that study precedes the tremendous development of cognitive models in reading from the 1980s (Barr et al. 1990), which sought to determine what actually lay inside the black box. In the late 1960s widely diversified assessment items intuitively captured a variety of processes, but the theoretical references needed to plan this diversity beforehand did not exist at the time. Conversely, the 1971 IEA literary study was founded on a very elaborate rationale. The design of the assessment was based on a cross-classification grid in which four categories of content intersected (literary texts, contextual information, terminology and theory of literature and information related to mythology).
Science Education and Curriculum in Twenty-three Countries (Oxford: Pergamon Press). , Mendelovits J. , 2002. Reading for Change. Performance and Engagement across Countries (Paris: OECD). J. , 2003. The PISA Framework for assessing ICT literacy. Report of the ICT Expert Panel. Unpublished report to OECD, April. G. ), 1995. Hierarchical linear models: problems and prospects. Journal of Educational and Behavioral Statistics, 20, 2. M. , 1992. Learning Science (Princeton NJ: Educational Testing Service).