HSM3SeniorYearMovie asked:

Check out this hilarious montage of goofs and gaffes, courtesy of the HIGH SCHOOL MUSICAL 3: SENIOR YEAR cast!

Disneys High School Musical phenomenon leaps onto the big screen in HIGH SCHOOL MUSICAL 3: SENIOR YEAR, in which Americas favorite high school students (ZAC EFRON, VANESSA HUDGENS, ASHLEY TISDALE, LUCAS GRABEEL, CORBIN BLEU and MONIQUE COLEMAN) hit senior year. Amidst a basketball championship, prom and a big spring musical featuring all of the Wildcats, Troy and Gabriella vow to make every moment last as their lifelong college dreams put the future of their relationship in question. A crew of sophomore Wildcats (MATT PROKOP, JUSTIN MARTIN, JEMMA MCKENZIE-BROWN) joins in the fun as the films incredible new music and exciting dance numbers take maximum advantage of the big screen.

HIGH SCHOOL MUSICAL 3: SENIOR YEAR opens today, Friday, October 24, 2008! Check out http://Disney.com/HSM3 for more information on the film!

EFREN

Naruto-kid1557 asked:


I’m one of the most rejected people in school, and I cant get around it… can somebody help me?

GEOFFREY

Patricia Hawke asked:


According to the National Education Association, the New York schools have made significant strides in academic achievement over the past few years. In a nationwide comparison, the New York schools have improved student achievement, as well as the schools themselves. Though issues remain that challenge the New York educators, parents and the community can be assured that the New York schools are doing everything in their power to remedy these.

Students Are Achieving

Essential scoring on the National Assessment of Education Progress (NAEP) exam has risen for the New York schools.

Fourth grader reading scores have risen by 26 percent between 1992 and 2003 for those students scoring in the highest two levels.

Writing scores have increased in the New York schools, making them among the nation’s best. Fourth graders now rank third in the nation on the NAEP, while eighth graders increased scoring by 43 percent between 1998 and 2002 in the highest two levels of the exam.

Math scores also have improved. Fourth grader scores nearly doubled between 1992 and 2003 at the two highest levels of the exam. Eight grader scores more than doubled at the highest two levels between 1990 and 2003.

The public New York schools have outperformed the private ones on Advanced Placement exams, courses through which high school students may earn college credit. Students attending public schools score higher in calculus, computer science, and physics.

College Entrance Exam scores have improved. More New York schools students are getting high scores on the SAT exam. Graduating seniors also have increased their scores on the math portion of the SAT by 28 percent since 1994, with a high score being 600 or above. Additionally, the New York schools are one of the top ten states, with high school graduates scoring in the top 20 percent nationally on the ACT and SAT exams.

More New York schools students are college bound! The New York schools are among the top eight states in the percentage of 18-24 year olds enrolling in college. This is good news for parents, the communities, and the businesses in New York.

New York Named One of Smartest States

New York has been named one of ten “smartest states” in the nation for its quality public elementary and secondary schools. Education Week gives the New York schools a grade of “A” (97 out of 100) for the high standards and accountability of the public schools.

Advanced Placement coursework is offered by 85 percent of the public schools, while only 60 percent of private schools offer them in the New York schools.

The New York schools students take more advanced coursework. The New York schools are among the top eight states in percentage of high school students taking upper level math courses and among the top ten states for advanced science coursework taken.

The New York schools are leading the nation in cutting edge Foreign Language Immersion Programs (FLIP). They are among the top ten states nationally in the percentage of public elementary schools offering FLIP coursework.

Quality teachers also push the New York schools in front of other states, with their middle and high school teachers among the most qualified in the nation.. The number of teachers in the New York schools that are nationally certified by the prestigious National Board of Testing Standards has nearly tripled since 2000. Math teachers with majors in their field for the seventh through twelfth grades place the New York schools among the top eight states, with similarly-qualified science teachers for the same grades placing the New York schools among the top seven states.

Lastly, the New York schools provide at least one computer for instruction for every 4.2 public school students.

The New York schools have come a long way over the past decade. The educators and administrators have much of which to be proud.



GIOVANNI

Patricia Hawke asked:


The federal No Child Left Behind (NCLB) Act requires that all states report any schools that are considered persistently dangerous. The state of Maryland is only one of six states that have reported having such schools. Some metro areas with similar or worse problems report no dangerous schools at all.

Since each state sets its own suspension limits for reporting, the NCLB provision is inconsistent across the nation with many states ignoring it all together. The state of Maryland, however, takes it seriously with rules that are more stringent than most other states.

A “persistently dangerous” school designation means the school has a high rate of suspensions for serious offenses. These are violations of assault on another student or teacher, bringing a weapon to school, setting a fire at school, or sexual assault of any type.

The six schools designated as dangerous by the Baltimore schools are:

• Calverton, Thurgood Marshall, and Highlandtown Middle Schools — These schools have been considered dangerous by state standards for the past four years, with Highlandtown closing before the fall of 2006.

• Liberal Arts at Walbrook, Dr. Roland N. Patterson Sr. Academy, and Dr. W.E.B. Dubois High School were all added this year.

The Baltimore schools also had six such schools last year. The number of suspensions and expulsions for dangerous offenses declined at five of the six schools, with three dropping off the list for this year.

A dangerous designation is serious for any of the Baltimore schools. Parents with children attending these schools are notified of the situation and given the option to transfer their children to other schools, as long as the transfer is completed before the beginning of the next school year.

The dangerous schools provision in the No Child Left Behind Act does have some Baltimore schools educators concerned:

• First, it makes some of the Baltimore schools appear to be the most violent in the nation, though some public schools in other states that ignore the provision or set the suspension limits high are in a much worse shape.

• Second, some Baltimore schools educators question whether an entire school is being labeled for the repetitive acts of only a few students. The Baltimore schools new Academy for College and Career Exploration is one such example. This year it was given a warning and put on probation for only six incidents of suspension for a serious offense. With only 300 students, it quickly hit the state’s ceiling, while larger schools do not.

• Third, some Baltimore schools teachers have argued that designated schools become even more chaotic. With principals who are reluctant to give suspensions, the violence at school escalates, while sending the wrong message to the other students — no punishment for breaking the rules.

Other Baltimore schools educators, however, like the reporting provision. It puts a much-needed focus on improving discipline at these schools, nipping the problem in the bud — before it is beyond repair. An example is Calverton and Thurgood Marshall. Though still on the list this year, suspensions for serious offenses have dropped significantly over last year.

Designated Baltimore schools do not receive any additional funding to help with their problems; however, the Baltimore schools must present a plan to the state on its strategy to improve these school situations.

The Baltimore schools is committed to resolving the issues in these six middle and high schools. Baltimore schools administrators know that quality educational opportunities only come in a safe learning environment that is free of violence and disruption.



GORDON

huluDotCom asked:

On a bet, Stewie goes to high school and becomes the coolest kid ever. S6 Ep8.

DEMETRIUS

DisneyFreakEntertain asked:

This is the HQ music video to the new DCOM movie High School Musical 2. Its called “You Are The Music In Me”. Hope you enjoy and make sure to comment and rate it!

AURELIO

david r asked:


At school, i was about to get expelled, but i was put on probation instead. Since then, ive been paranoid of every little thing i do. Like when i say innapropriate jokes, or say bad words, or make hurtful jokes. After i say something I feel like one of my teachers is going to come to me and say im expelled. I mean when a teacher calls my name, i jump up, and they can tell i have a guilty consience. Can anyone give me any advise so i can live life peacfully, without thinking i will get in trouble for every little thing. I ight be crazy, but ever since they called me out and said i was going to be expelled, ive been so afraid im gonna get kicked out. Can anyone help me?

CHANG

MD asked:


I am going to high school next year ( starting at year 7 in Australia) and I want to know if there are any dictionaries suitable for high school students. The dictionaries I have are junior dictionaries ( like grade 4 and 5 )and don’t have many words that are used in high school.

So what dictionaries are suitable for high school students that are easy to understand?

AHMED

Patricia Hawke asked:


As in other states, Michigan schools are seeing more and more parents of disabled children pulling them out of public schools, providing alternative private education, and then suing the Michigan Schools to foot the bill. It has become a problem and growing expense for public schools across the nation, ever since the passing of the federal Individuals with Disabilities Education Act, which states that public schools are required to provide special education students with a free, appropriate public education. Disputes arise when parents and school administrators are in conflict over what is appropriate.

The Michigan Schools recently had its Birmingham school district sued by parents of a 17-year-old son with bipolar, obsessive compulsive and Asperger’s disorders, as well as other impairments. Andrew’s condition has become more serious in recent years, though Andrew’s daily regimen of pills control his otherwise violent and uncontrollable episodes.

His parents believed he would be better educated at home with one-on-one instruction, where there would be few distractions. Andrew had attended Groves High School in Franklin; however, his parents took it upon themselves to pull him out and provide his education at home through private teachers.

Michigan schools officials in the Birmingham district believe that Andrew would do better being educated at the high school with other students, where he could improve his social skills. The dispute between parents and Michigan schools administrators became a legal battle, with the parents seeking compensation of $113,000 to pay for the at-home private teachers and therapists for the past three years, as well as to cover these same expenses for one additional year.

The Michigan schools district in Birmingham charged that they had provided the Lipsitt boy with appropriate educational opportunities by shortening his school week and providing classes with opportunities for him to learn to socialize (some in regular classroom settings). They made numerous attempts to create a special educational program for Andrew, all of which were rejected by his parents, who wanted him home schooled.

This is not the first such case for the Michigan schools that currently have 242,000 students, who receive special educational services, and the number is growing each year. In the 2005-2006 school year, the Michigan schools saw 110 formal complaints over special educational services. There were only 77 such complaints just nine years ago. Though most cases are resolved before ever going to a hearing, the Michigan schools are seeing more and more parents pulling their special needs children out of the public schools first, providing alternative education, and then suing the Michigan schools’ districts for compensation.

Some cases do not even involve services that the Michigan schools are obligated to provide. One family with an autistic 12-year-old, for instance, was told by their doctor that their son needed several hours each week of speech therapy. They wanted the Michigan schools to provide this, but they offered 40 minutes each week, though they were not obligated by law to provide any such services. The parents then went to their insurance company, which paid for some of the therapy, as well.

The Lipsitt case was recently settled by a state administrative law judge, who ruled in favor of the Lipsitt family. Judge Lauren Harkness ordered the Michigan schools Birmingham district to pay for more than two years of homebound special education, stating that the district denied Andrew a free and appropriate public education. The district may appeal the ruling.

It is not that these children do not deserve these services — they do; however, the Michigan schools have a limited budget to cover such services for all of the 242,000 special needs children. As the number of such children rises, so does the state and federal contributions to each school; however, the current $723 million is not enough to cover the in-school costs of special education, as well as the expenses incurred by parents who make alternative educational arrangements (usually private and expensive).

There is no doubt that, as a society, we need to provide an appropriate education for special needs children. To do so, without hurting other children (including those with special needs who attend public school), the Michigan schools and other public school systems across the nation must develop a better method of communicating and working with the parents of special needs children, the community and government. Better funding and guidelines must exist for the schools, as well as other funding opportunities for such parents to provide non-educational services needed for their children. Otherwise, the public schools will be bankrupt paying for expensive educations and services for only a few.



ARIEL

Patricia Hawke asked:


Three Houston schools have been persistently rated as unsatisfactory by state guidelines for three or more years. As with most school closing warnings across the nation, the parents, community, and elected officials with a political stake in the area are up in arms over the possibility.

Though parents want their children to attend schools within their own neighborhood, I believe the community must look at the cost of keeping these three schools open — the students are failing, unable to meet the bare minimum requirements of the state! With their futures at risk, I would think that parents would want their children at better performing schools.

The Houston schools’ ratings are based on statewide student achievement tests and the overall dropout and graduation rates of each school. If a proposed policy by the Texas Education Agency is adopted, then the state education commissioner will be able to close in the near future any school that is rated unsatisfactory for four consecutive years. Thus, Houston schools Superintendent Dr. Abelardo Saavedra is only preparing the public, in case the schools do not gain a satisfactory rating at the end of the 2006-2007 school year.

In 2005, Saavedra warned that Kashmere High School, Sam Houston High School, and McReynolds Middle School needed to improve their ratings or drastic measures would be taken. Privatization of the schools was mentioned then; however, the Houston schools currently are preparing for closing the schools, if they again are rated unsatisfactory.

During the last school year, the Houston schools changed administrators at several chronically unsatisfactory schools and a large percentage of the teaching staff at each school. Though tremendous improvement was seen at Kashmere, Sam Houston, and McReynolds, there was not enough progress made and they were again rated as unsatisfactory.

For the 2006-2007 school year, the Houston schools have developed a year-long campaign in hopes of saving the three schools. School hours will be extended in order to provide more instruction time to the students, top-rated teachers have been hired to co-teach in problem classes, and an educational achievement plan will be created for each student. All three schools for this year will be under the supervision of Dr. Karen Soehnge, the Houston schools’ chief academic officer.

The Houston schools have looked at several strategies to save these schools. The ones they have implemented up-to-now have failed. If this current campaign fails as well, then the schools will be closed. It is a “improve immediately” or “close the doors” situation for the schools, the students, and the educators.

All students deserve a quality education, and it is obvious that schools, which continue to be rated unsatisfactory, are not providing such. The Houston schools must do better for these children.



CORDELL