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Presentation High School

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Presentation High School

Private, Catholic, All-Girls • 9-12 • San Jose, CA

Presentation High School is a private school located in San Jose, CA. The student population of Presentation High School is 755. The school’s minority student enrollment is 54.7% and the student-teacher ratio is 13:1.

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Class Size: What Research Says and What it Means for State Policy

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Matthew m. chingos and matthew m. chingos former brookings expert, senior fellow, director of education policy program - urban institute grover j. “russ” whitehurst grover j. “russ” whitehurst former brookings expert.

May 11, 2011

29 min read

Executive Summary

Class size is one of the small number of variables in American K-12 education that are both thought to influence student learning and are subject to legislative action. Legislative mandates on maximum class size have been very popular at the state level. In recent decades, at least 24 states have mandated or incentivized class-size reduction (CSR).

The current fiscal environment has forced states and districts to rethink their CSR policies given the high cost of maintaining small classes. For example, increasing the pupil/teacher ratio in the U.S. by one student would save at least $12 billion per year in teacher salary costs alone, which is roughly equivalent to the outlays of Title I of the Elementary and Secondary Education Act, the federal government’s largest single K-12 education program.

The substantial expenditures required to sustain smaller classes are justified by the belief that smaller classes increase student learning. We examine “what the research says” about whether class-size reduction has a positive impact on student learning and, if it does, by how much, for whom, and under what circumstances. Despite there being a large literature on class-size effects on academic achievement, only a few studies are of high enough quality and sufficiently relevant to be given credence as a basis for legislative action.

The most influential and credible study of CSR is the Student Teacher Achievement Ratio, or STAR, study which was conducted in Tennessee during the late 1980s. In this study, students and teachers were randomly assigned to a small class, with an average of 15 students, or a regular class, with an average of 22 students. This large reduction in class size (7 students, or 32 percent) was found to increase student achievement by an amount equivalent to about 3 additional months of schooling four years later.

Studies of class size in Texas and Israel also found benefits of smaller classes, although the gains associated with smaller classes were smaller in magnitude than those in the Tennessee STAR study. Other rigorous studies have found mixed effects in California and in other countries, and no effects in Florida and Connecticut.

Because the pool of credible studies is small and the individual studies differ in the setting, method, grades, and magnitude of class size variation that is studied, conclusions have to be tentative. But it appears that very large class-size reductions, on the order of magnitude of 7-10 fewer students per class, can have significant long-term effects on student achievement and other meaningful outcomes. These effects seem to be largest when introduced in the earliest grades, and for students from less advantaged family backgrounds.

When school finances are limited, the cost-benefit test any educational policy must pass is not “Does this policy have any positive effect?” but rather “Is this policy the most productive use of these educational dollars?” Assuming even the largest class-size effects, such as the STAR results, class-size mandates must still be considered in the context of alternative uses of tax dollars for education. There is no research from the U.S. that directly compares CSR to specific alternative investments, but one careful analysis of several educational interventions found CSR to be the least cost effective of those studied.

The popularity of class-size reduction may make it difficult for policymakers to increase class size across the board in order to sustain other investments in education during a period of budget reductions. In that context, state policymakers should consider targeting CSR at students who have been shown to benefit the most: disadvantaged students in the early grades, or providing a certain amount of funding for CSR but leaving it up to local school leaders on how to distribute it.

In settings where state mandates on maximum class size are relaxed, policymakers need to bear in mind that the effect of any increase in class size will depend on how such an increase is implemented. For example, a one-student increase in the pupil/teacher ratio in the U.S. would reduce the teaching workforce by about 7 percent. If the teachers to be laid off were chosen in a way largely unrelated to their effectiveness, such as seniority-based layoffs, then the associated increase in class size might well have a negative effect on student achievement. But if schools choose the least effective teachers to let go, then the effect of increased teacher quality could make up for some or all of the possible negative impact of increasing class size.

State resources for education should always be carefully allocated, but the need to judiciously weigh costs and benefits is particularly salient in times of austere budgets. Class-size reduction has been shown to work for some students in some grades in some states and countries, but its impact has been found to be mixed or not discernable in other settings and circumstances that seem similar. It is very expensive. The costs and benefits of class-size mandates need to be carefully weighed against all of the alternatives when difficult decisions must be made.

A Context for Linking Research to Policy

There are a small number of variables in American K-12 education that are both thought to influence student learning and are subject to legislative action. Class size is one. Others include human resource policies, funding levels, curriculum, days/hours of instruction, and testing and accountability. Advocates for legislation on any of these topics are likely to appeal to research evidence as support for their position. That is appropriate and desirable as long as: a) the evidence is of high quality, b) it is relevant to the legislative action under consideration, c) conflicting evidence isn’t ignored, and d) alternative courses of legislative action are similarly evaluated and compared.

The absence of any of these four conditions undermines the legitimacy of advocacy that is built on assertions about what “research says.” If the evidence is not of high quality it provides little or no support for any conclusions. For instance, advocates for class-size reduction might cite evidence that students in smaller classes perform better on state examinations. But this simple correlation could be due to families with higher levels of education living in more affluent school districts that can afford smaller classes. Class size per se might have no more to do with student achievement than the condition of the schools’ sports stadiums. “Evidence” that is this weak is no evidence at all.

Research can be of high quality but of questionable relevance to legislative action because the settings and circumstances of the research are so different from those at hand. For example, a number of well-designed studies of class size in the U.S. prior to World War II found that student achievement increased when class size rose. [1] But the nature of the population, the organization of schools, the characteristics of teachers and so many other things differ between now and the U.S. between the two world wars that the relevance of this research for current legislation is weak.

Considering the balance of the evidence is also very important. Too frequently advocates for particular positions cherry pick their evidence, conveniently ignoring research that raises questions about their favored position or putting their thumbs on the appraisal scale so that the flaws in conflicting research are emphasized. Advocates for and against class-size reduction have engaged in or been accused of engaging in such cherry picking for as long as there has been research on this issue and the prospect of legislation. [2]

Finally, and most importantly, all legislative action that requires appropriations involves choices. An appeal to evidence to support expenditures without consideration of the costs and benefits of all the options that are available can seriously mislead. With a limited and currently shrinking pool of state funds available to support K-12 education, the relative productivity of expenditures should be carefully considered. What are the costs and benefits of maintaining a cap on class size relative to other state-mandated uses of funds for education? And what are the costs and benefits of state mandates on specific uses of education funds relative to appropriations that allow more flexibility at the local level in how funds are spent?

Background on Class-size Reduction

Legislative mandates on maximum class size have been very popular at the state level. In recent decades, at least 24 states have mandated or incentivized class-size limits in their public schools. [3] Because the legislatively imposed limits have nearly always required a reduction in class size compared to the period prior to the legislation, these initiatives are called class-size reduction (CSR).

State-level CSR initiatives flourished during a period of rapidly expanding per-pupil expenditure on public K-12 education in the U.S. (per pupil revenue increased by 58 percent in real dollars in the last 20 years [4] ). Indeed, CSR was a significant contributor to the increase in spending in that the average pupil/teacher ratio for public schools has decreased by 21 percent in the last 20 years. [5] , [6]

The average U.S. pupil/teacher ratio in the public schools is currently 15.3. [7] With an average U.S. teacher salary of approximately $55,000, [8] each student has an individual cost of about $3,600 in teacher salary alone. With about 49.3 million public school students enrolled, a one-student decrease in class size from the present average would cost over $12 billion a year in aggregate for the U.S. [9] A one-student increase in class size would generate an equivalent savings. The costs of CSR are not limited to teacher salaries. More classrooms are needed for smaller classes. In our example of a one-student reduction in class size across the U.S., more than 225,000 additional classrooms would need to be added to the nation’s stock. In any context $12+ billion a year for any educational initiative is a large amount. By way of comparison, the federal government’s largest single K-12 education program, Title I of the Elementary and Secondary Education Act, involves about the same level of annual expenditure as would a one-student reduction in the nation’s average pupil/teacher ratio. [10]

With the end of federal stimulus funding and economic growth at low rates, 40 states are projecting shortfalls for their 2012 budget year. Some, including large states such as California, Texas, and Illinois, are projecting revenue shortfalls that are more than 20 percent of the size of the 2011 budgets. [11] For these states, there is no single solution. Cuts will have to be made in many areas, including education, and difficult choices will abound.

In this context, we believe it is useful to revisit research on the effects of class size on student learning, and to explore what the findings from that research have to contribute to the budget deliberations that many state legislatures are presently or will shortly be engaged in. Does class-size reduction have a positive impact on student learning? If so, by how much, for whom, and under what circumstances? What would be the likely effect of relaxing class-size mandates? What are the uncertainties in the conclusions that can be drawn from existing evidence about state CSR policies?

Research on Class Size

There is a large body of research on the relationship between class size and student learning. A 1979 systematic review of the literature identified 80 studies. [12] There are surely hundreds today. The vast majority of these studies simply examine the association between variation in class size and student achievement. The primary difficulty in interpreting this research is that schools with different class sizes likely differ in many other, difficult-to-observe ways. For example, more affluent schools are more likely to have the resources needed to provide smaller classes, which would create the illusion that smaller classes are better when in fact family characteristics were the real reason. Alternatively, a school that serves many students with behavior problems may find it easier to manage these students in smaller classes. A comparison of such schools to other schools might give the appearance that small classes produce less learning when in fact the behavior problems were the main factor.

The most credible studies of CSR have utilized either randomized experiments, in which students and teachers are randomly assigned to smaller or larger classes; natural experiments in which, for example, a sudden change in class size policy allows a before-and-after analysis of its effects; or sophisticated mathematical models for estimating effects that take advantage of longitudinal data on individual students, teachers, and schools. We limit our review to such studies.

Research that supports the effectiveness of smaller classes

The most influential and credible study of CSR is the Student Teacher Achievement Ratio, or STAR, study which was conducted in Tennessee during the late 1980s. Beginning with the entering kindergarteners in 1985, students and teachers were randomly assigned to a small class, with an average of 15 students, or a regular class, with an average of 22 students. Thus the reduction in class size (7 students, or 32 percent) was quite large. There are several research studies based on the STAR experiment. We examine two, including one that focuses on longer-term outcomes.

Krueger’s analysis of the Tennessee STAR experiment finds that elementary school students randomly assigned to small classes outperformed their classmates who were assigned to regular classes by about 0.22 standard deviations after four years. [13] This is equivalent to students in the smaller classes having received about 3 months more schooling than the students in the regular classes. [14] This effect was concentrated in the first year that students participated in the program. In addition, the positive effects of class size were largest for black students, economically disadvantaged students, and boys. [15] Krueger estimates that the economic returns to class-size reduction in Tennessee were greater than the costs, with an internal positive rate of return of about 6 percent.

A recent long-term follow-up of STAR participants into adulthood utilized IRS tax records to investigate a range of outcomes. [16] The researchers find that students assigned to small classes at the beginning of elementary school are about 2 percentage points more likely to be enrolled in college at age 20. They did not find any evidence of an impact on incomes at age 27, but the income effects are measured with too much imprecision to warrant strong conclusions.

In summary, STAR researchers have found positive effects of early and very large class-size reductions on academic achievement in school and college attendance, with the economic benefits of the program outweighing the costs. These are important results from a very strong research design.

Rivkin, Hanushek, and Kain used a sophisticated statistical model to examine the effects of natural variation in class size in Texas in the mid-1990s. [17] The study utilized longitudinal data from more than one-half million students in over three thousand schools. The researchers found positive effects of smaller class sizes on reading and mathematics in 4 th grade, a smaller but still statistically significant effect in 5 th grade, and little or no effects in later grades. Because the researchers used state assessment results that were only available beginning at 4 th grade, they could not estimate class-size effects for the early grades that were studied in STAR. The estimated class-size effects for 4 th and 5 th graders in Texas were about half the size the K-3 effects in Tennessee.

International studies also provide positive evidence for the effects of class-size reduction. Angrist and Lavy took advantage of a class-size limit in Israel of 40 students. Whenever there are more students in a grade than 40 per teacher, a teacher and classroom must be added. The effect on class size in smaller schools can be dramatic. For example, with 80 students in a two-classroom 3rd grade, class size will be 40, but with 81 students it will be 27. The researchers find positive effects of smaller fourth- and fifth-grade classes, with effect sizes that are on the lower end of the range of those found in the STAR study. [18] They do not find any effects on third-grade scores.

Studies with mixed results

In 1996, California enacted a K-3 CSR program designed to reduce class size by ten students per class, from 30 to 20, throughout the state. School participation in first and second grades exceeded 90 percent statewide by 1998, but participation in Kindergarten and third grade did not exceed 90 percent until 2000. This staggered introduction of CSR provided opportunities for researchers to study its effects. CSR created 25,000 new teaching positions in its first two years. Many of these positions were filled by teachers without certification or prior teaching experience. Other positions were filled by experienced teachers who switched grades or schools.

Jepsen and Rivkin carried out a sophisticated analysis to examine the influence of both the class-size reduction and the changes in the teacher workforce. [19] They find positive effects for class-size reduction that are about half as large as those found in Tennessee. At the same time they find that increases in the numbers of new and not-fully-certified teachers offset much of these gains. In other words, students who ended up in the classrooms of teachers new to their classrooms and grades suffered academically from the teacher’s inexperience by almost the same amount as they benefited from being in a smaller class. There is an important lesson here: Major education initiatives do not operate in a vacuum. Policies designed to affect one dimension of a student’s educational experience are likely to affect others as well. Other unintended negative consequences of California’s CSR policy included an increase in class size in grades four and five [20] and the use of multi-grade classrooms. [21]

Woessman and West, taking advantage of differences in average class size between the 7 th and 8 th grades within schools, examined class-size effects on performance on international examinations in 11 countries around the world. [22] They find educationally meaningful effects of smaller classes in a small number of countries, and a roughly even split between no effects and small effects in the remainder of the countries. Interestingly, the countries in which they find educationally meaningful positive effects of smaller classes are those with low salary levels for teachers and lower than average performance on international exams. A low average salary level for teachers suggests that a country is drawing its teaching population from a relatively low level of the overall capability distribution of all its employees. Thus, the countries studied by Woessman and West seem to have taken different paths, with some opting for relatively large numbers of poorly-paid teachers who perform better in smaller classes and others having relatively fewer but better-paid teachers whose performance isn’t as affected by the number of students in class. In this regard it is worth noting that the East Asian nations that perform at higher levels than the U.S. on international exams have very large class sizes.

Dee and West used a nationally representative database of students to compare the outcomes of the same eighth-grade students who had attended different size classes in different subjects. They find no overall impact of class size on test scores, i.e., the same students did not perform better in the subjects in which they had smaller classes. There was, however, a small positive effect on test scores in urban schools, and modest overall positive effects on non-cognitive skills such as student attentiveness and attitudes about learning. [23]

Studies with negative results

Arrayed against these positive and mixed findings for CSR are two credible studies that find no positive effects. Hoxby examined natural class size variation in Connecticut that was caused when natural population variation triggered a change in the number of classes in a grade in a school. For example, a small school that has 15 first-grade students in one year and 18 the next year would have a larger class during the second year. Additionally, a school that has set a class-size limit of 25 would have one second-grade class of 25 if there were 25 second-grade students but two classes of 13 if there were 26 students. Hoxby finds no relationship between class size and achievement in fourth and sixth grade (which should reflect class size in all previous grades). Hoxby does not even find class-size effects at schools that serve disproportionately large shares of disadvantaged or minority students. [24]

A recent study by Chingos systematically examined the broad and expensive Florida CSR policy. In 2002, voters approved an amendment to the Florida state constitution that set limits on the number of students in core classes (such as math, English, and science) in the state’s public schools. Beginning with the 2010-2011 school year, the maximum number of students in each core class would be: 18 students through grade 3; 22 students in grades 4 through 8; and 25 students in grades 9 through 12.

In 2003, the Florida Legislature enacted a law that implemented the amendment by first requiring, from 2003-04 to 2005-06, districts to reduce their average class sizes either to the maximum for each grade grouping or by at least two students per year until they reached the maximum. Beginning in 2006-07, compliance was measured at the school level, with schools facing the same rules for their average class size that districts faced previously. Beginning in 2010-11, compliance was measured at the classroom level.

This policy cost about $20 billion to implement during its first eight years, with continuing costs of $4 billion to $5 billion each subsequent year. [25]

Taking advantage of the staggered introduction of class-size reductions over time at the district and school level, Chingos utilized a sophisticated before-and-after analysis to examine the effects of the policy on student achievement between 2004 and 2009. He finds no evidence that the Florida policy had any impact on test scores in grades 3 through 8 (state-wide assessments in math and reading were not administered in the earlier grades). [26]

Research summary

Despite there being a large literature on class-size effects on academic achievement, only a few studies are of high enough quality and sufficiently relevant to be given credence as a basis for legislative action. Because the pool of credible studies is small; the individual studies differ in the setting, method, grades, and magnitude of class size variation that is studied; and no study is without issues, including those reviewed here, conclusions have to be tentative.

It appears that very large class-size reductions, on the order of magnitude of 7-10 fewer students per class, can have meaningful long-term effects on student achievement and perhaps on non-cognitive outcomes. The academic effects seem to be largest when introduced in the earliest grades, and for students from less advantaged family backgrounds. They may also be largest in classrooms of teachers who are less well prepared and effective in the classroom.

The Tennessee STAR experiment generates the largest estimate of the payoffs of a big decrease in class size. In Krueger’s cost-benefit analysis, the return to the investment in smaller class sizes in Tennessee was slightly bigger than the costs of implementing the program. In other words, it paid its way.

All other studies of CSR generate either smaller estimates of the effects of variation in class size or find no effects at all. Getting a decent sense of the size of the effect that can be expected from reducing class size is obviously important to evaluating its benefits. Few voters would support a multi-billion dollar initiative that results in improvements in student outcomes (or any other desirable outcome, such as the population’s health or vehicle gas mileage) that are too small to be noticeable.

One way to roughly estimate the size of class-size effects that is consistent with the existing literature would be to assume that the effects are linear, i.e., a reduction in class size by one student would generate 10 percent of the benefit of a reduction in class size by 10 students, and to assume that the effects diminish with each grade in school, with a reduction of a given number of students in 5 th grade expected to have about half the effect of reduction of the same number of students in kindergarten.

The largest estimates of the magnitude of class-size effects are those produced by Krueger (1999), who found that the students in classes that were 7 to 8 students smaller on average than regular-sized classes performed about 0.22 standard deviations better on a standardized test. This means that students performed about 3 percent of a standard deviation better for every 1 student less in the class. These effects were generated largely by class-size reductions in kindergarten. If we take the effect by 5 th grade to be half the size of the kindergarten effect, then a reduction in 1 student per class would generate approximately 1.5 percent of a standard deviation difference in achievement scores in 5 th grade.

This means that on a statewide assessment such as the Texas Assessment of Knowledge and Skills (TAKS), which has a mean of about 700 and a standard deviation of about 100 at 5th grade for mathematics, a reduction in class size by one student would generate an improvement of 1.5 scale score points. Thus a statewide mean of 700 on TAKS would become a statewide mean of 701.5. Alternatively, an increase of class size by one student would lead to a statewide mean of 698.5 on TAKS. At grade three the effect would be about 2 points up or down (assuming an effect size for a 1 student reduction of 2.0, which is 2/3 rds of the effect for earlier grades in STAR). To put a one or two point change in student performance as a result of class size in context, the difference between the average scale scores of whites and blacks on TAKS at 5 th grade is 65 points. Note that our estimates of a one to two point effect on TAKS of a one student change in class size are based on an upper bound for class-size effects based on Krueger’s analysis. Estimates that averaged together effect sizes for all the studies we have reviewed, including the two that found no effects at all (Hoxby; Chingos), would obviously be considerably smaller.

Funding Class-size Reduction vs. Other Initiatives

When school finances are limited, the cost-benefit test any educational policy must pass is not “Does this policy have any positive effect?” but rather “Is this policy the most productive use of these educational dollars?” Assuming even the largest class-size effects, such as the STAR results, class-size mandates must still be considered in the context of alternative uses of tax dollars for education. Will a dollar spent on class-size reduction generate as much return as a dollar spent on: raising teacher salaries, implementing better curriculum, strengthening early childhood programs, providing more frequent assessment results to teachers to help guide instruction, investments in educational technology, etc.?

There is no research from the U.S. that directly compares CSR to specific alternative investments. In other words, the comparison condition for all CSR studies has been business as usual rather than, for example, a comparison of $20 billion invested in smaller classes vs. $20 billion invested in higher teacher salaries. Thus, estimates of effects and costs from different education investments have to be extrapolated and estimated from different studies, and this process is necessarily inexact. Nevertheless, Harris finds short-term rates of return for computer-aided instruction, cross-age tutoring, early childhood programs, and increases in instructional time that are all greater than those for CSR. [27] Whitehurst does not estimate costs, but finds effects on student achievement from choosing more effective curriculum; reconstituting the teacher workforce (for example by substituting Teach for America teachers for new teachers from traditional training routes); and enrolling students in popular charter schools in urban areas that are all as large or larger than those obtained from CSR. [28]

The popularity of class-size reduction may make it politically difficult for policymakers to increase class size in order to sustain other investments in education, even in a time of budget austerity. In that context, state policymakers might consider targeting the reductions at students who have been shown to benefit the most: disadvantaged students in the early grades, or providing a certain amount of funding for CSR but leaving it up to local school leaders on how to distribute it. Much smaller classes for inexperienced teachers who need support in developing skills or for teachers who are responsible for struggling students may make more sense than across the board reductions.

The tradeoff between class size and teacher salaries needs to be very carefully considered. Effects on student achievement related to differences in teacher quality are very large. The same data from the Tennessee STAR study that demonstrates long-term effects for class-size reduction produces estimates of much larger effects for variation in teacher quality within schools. Thus, for example, while differences between large and small classes in early elementary school had no long-term effects on the earning power of adults, differences in classroom quality did. [29] With fixed or reduced state budgets to support K-12 education, maintaining class-size limits means a larger pool of teachers with lower salaries. It means that funds that might be devoted to raising teacher salaries across the board or selectively in hard to fill positions or for highly effective teachers will be limited. By one estimate, an increase in average class size by 5 students would result in an across the board increase of 34 percent in teacher salaries if all the savings were devoted to that purpose. [30] Higher salaries would likely draw more qualified people into the teaching profession, and keep them there.

In the current fiscal climate, it is clear that the yearly increases in funding in real dollars that have long been enjoyed by our nation’s public schools are coming to an end for the foreseeable future. Many states and districts are contemplating cuts in funding that will require schools to make hard choices. So although the research literature has focused on the effect of reducing class size, the current policy debate concerns the other side of the coin—the consequences of increasing the size of classes. The potential for negative consequences of larger classes clearly needs to be weighed against the fallout from cutting other programs in order to preserve smaller classes—both academic programs and non-academic offerings such as athletics and the arts.

Another important point is that the effect of any increase in class size will depend on how such an increase is implemented. Our earlier rough calculation indicated that a one-student increase in the pupil/teacher ratio in the U.S., which would save over $12 billion per year in salary costs alone, would decrease the teaching workforce by about 7 percent of the nation’s teachers. Many school districts and states across the nation are considering reductions in the teacher workforce on this order of magnitude. If the teachers to be laid off were chosen in a way largely unrelated to their effectiveness, such as “last in first out,” then the associated increase in class size could well have a negative effect on student achievement. But if schools choose the least effective teachers to let go, then the effect of increased teacher quality could make up for some or all of any negative effect of increasing class size. [31]

State resources for education should always be judiciously allocated, but the need to carefully weigh costs and benefits is particularly salient in times of austere budgets. Class-size reduction has been shown to work for some students in some grades in some states and countries, but its impact has been found to be mixed or not discernable in other settings and circumstances that seem similar. It is very expensive. The costs and benefits of class-size mandates need to be carefully weighed against all of the alternatives when difficult budget and program decisions must be made.

[1] Jonah Rockoff, “Field Experiments in Class Size from the Early Twentieth Century,” Journal of Economic Perspectives , 23(4): 211–230 (2009). [2] See, e.g, Eric A. Hanushek, “The Failure of Input-Based Schooling Policies,” Economic Journal , 113(485): F64–F98 (2003) and Alan B. Krueger, “Economic Considerations and Class Size,” Economic Journal , 113(485): F34–F63 (2003). [3] Education Commission of the States, “State Class-Size Reduction Measures,” Denver, Colorado: Education Commission of the States (2005). [4]

http://nces.ed.gov/edfin/tables/tab_public_effort_show.asp?referrer=edfin

http://nces.ed.gov/programs/digest/d09/tables/dt09_064.asp

[6] Note that the pupil/teacher ratio is nearly always smaller than class size because it includes teachers in specialized roles as well as regular classroom teachers. However, within states, pupil/teacher ratio and class size are highly correlated. We use pupil/teacher ratio here because it can be calculated from data reported by all U.S. school districts to the federal government, whereas class size cannot. [7]

http://nces.ed.gov/programs/digest/d10/tables/dt10_068.asp

http://nces.ed.gov/programs/digest/d10/tables/dt10_083.asp

[9] Presently there are 3.2 million teachers serving 49.3 million students in the public schools, which corresponds to 15.3 students for every teacher. Decreasing the pupil/teacher ratio to 14.3 would require hiring 226,000 additional teachers, which at $55,000 per teacher would cost $12.4 billion/year in salary costs alone. [10] These per-pupil cost estimates are very conservative compared to others in the literature that try to account for all costs of teachers, including fringe benefits and facilities. See, e.g., Douglas N. Harris, “Toward Policy-Relevant Benchmarks for Interpreting Effect Sizes: Combining Effects With Costs,” Educational Evaluation and Policy Analysis 31(1): 3–29 (2009). [11]

http://www.usnews.com/news/articles/2011/01/14/10-states-with-the-largest-budget-shortfalls

[12] Gene V. Glass and Mary Lee Smith. “Meta-Analysis of Research on Class Size and Achievement.” Educational Evaluation and Policy Analysis 1(1): 2–16 (1979). [13] Alan B. Krueger, “Experimental Estimates of Education Production Functions,” Quarterly Journal of Economics , 115(2): 497–532 (1999). [14] The average student gains 0.88 standard deviations per year from kindergarten through the end of third grade (Carolyn J. Hill, Howard S. Bloom, Alison Rebeck Black, and Mark W. Lipsey, “Empirical Benchmarks for Interpreting Effect Sizes in Research,” Child Development Perspectives , 2(3): 172–177 (2008)). The STAR effect size of 0.22 is 25 percent of that, which corresponds to 2.5 months of a 10-month school year. [15] Matthew M. Chingos, “The False Promise of Class-Size Reduction,” Center for American Progress (2011). [16] Raj Chetty, John N. Friedman, Nathaniel Hilger, Emmanuel Saez, Diane Whitmore Schanzenbach, and Danny Yagan, “How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project STAR,” NBER Working Paper No. 16381, September 2010. [17] Steven G. Rivkin, Eric A. Hanushek, and John F. Kain, “Teachers, Schools, and Academic Achievement,” Econometrica , 73(2): 417–458 (2005). [18] Joshua D. Angrist and Victor Lavy, “Using Maimonides’ Rule to Estimate the Effect of Class Size on Scholastic Achievement,” Quarterly Journal of Economics, 114(2): 533–575 (1999). [19] Christopher Jepsen and Steven Rivkin, “Class Size Reduction and Student Achievement: The Potential Tradeoff between Teacher Quality and Class Size,” Journal of Human Resources , 44(1): 223–250 (2009). [20] David Sims, “Crowding Peter to Educate Paul: Lessons from a Class Size Reduction Externality,” Economics of Education Review , 28: 465–473 (2009). [21] David Sims, “A Strategic Response to Class Size Reduction: Combination Classes and Student Achievement in California,” Journal of Policy Analysis and Management , 27(3): 457–478 (2008). [22] Ludger Woessmann and Martin West, “Class-Size Effects in School Systems Around the World: Evidence from Between-Grade Variation in TIMSS,” European Economic Review , 50(3): 695–736 (2006). [23] Thomas S. Dee and Martin R. West, “The Non-Cognitive Returns to Class Size,” Education Evaluation and Policy Analysis (forthcoming). [24] Caroline M. Hoxby, “The Effects of Class Size on Student Achievement: New Evidence from Population Variation,” Quarterly Journal of Economics , 115(4): 1239–1285 (2000). [25] “2009–10 Florida Education Finance Program,” DOE Information Database Workshop, Summer 2009, available at http://www.fldoe.org/eias/databaseworkshop/ppt/fefp.ppt . [26] Matthew M. Chingos, “The Impact of a Universal Class-Size Reduction Policy: Evidence from Florida’s Statewide Mandate,” Harvard University, Program on Education Policy and Governance Working Paper. 10-03 (2010), available at http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG10-03_Chingos.pdf [27] Douglas N. Harris, “Toward Policy-Relevant Benchmarks for Interpreting Effect Sizes: Combining Effects With Costs,” Educational Evaluation and Policy Analysis 31(1): 3–29 (2009). [28] Grover J. Whitehurst. “Don’t forget Curriculum,” Brown Center Letters on Education, #3 . October 2009, Washington, D.C.: The Brookings Institution. [29] Raj Chetty, John N. Friedman, Nathaniel Hilger, Emmanuel Saez, Diane Whitmore Schanzenbach, and Danny Yagan, “How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project STAR,” NBER Working Paper No. 16381, September 2010. [30] Matthew M. Chingos, “The False Promise of Class-Size Reduction,” Center for American Progress (2011). [31] See, e.g., Donald J. Boyd, Hamilton Lankford, Susanna Loeb, and James H. Wyckoff, “Teacher Layoffs: An Empirical Illustration of Seniority vs. Measures of Effectiveness,” CALDER Brief 12 (July 2010) and Dan Goldhaber and Roddy Theobald, “Assessing the Determinants and Implications of Teacher Layoffs,” CALDER Working Paper 55 (December 2010).

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PowerPoint.Guru

High School Presentations Guideline

Teachers are sadists. They no longer settle for essays and case studies. Instead, they want you to give presentations with visual aids. And they grade you based on your design and public speaking skills instead of only evaluating your writing. Our guide will be a lifesaver if your PowerPoint and Keynote skills are basic at best and you have no idea where to begin. We focus on the most critical aspects that make presentations beautiful and compelling without going into technical details.

As a bonus, you can also use our tips for your college PPT presentations and professional slides, as these simple rules are universal.

Decisions Before You Start Working on Your Presentation

First, you need to formulate your high school presentations goals. Do you want to draw attention to a problem or convince the audience to take your side in an argument? Do you want to hide the lack of research results or get a passing grade without much effort? Be honest with yourself and make the following decisions based on your objectives.

Font. Stick to one or two fonts (serif for titles, sans serif for body text). Times New Roman, Arial, Helvetica, etc., are all acceptable. But you must stick with the same font and size throughout the presentation. If you want the audience to be able to read the slides, titles should be at least 40pt and body text - 24 pt or above. And make sure you use high-contrast combinations of text and background color (but not green on red and other glaring combinations that are hard on the eyes).

Colors. Pick your color scheme in advance and stick with it. The best practice is to use three or four main colors with a couple of accent tones. Black and white slides with bright accents can also look stunning. The color wheel should help you pick complementary colors if you don’t want to settle for PowerPoint default color schemes.

Layouts. If you don’t use a presentation template with preset layouts, stick with two or three layout options. Your audience will have trouble focusing if the layout changes with every slide.
The number of slides. While most PowerPoint presentation tips for students advise limiting the number of slides, that’s not the best policy if you have much information to share. Sometimes it’s better to increase the number of slides to keep them readable and compelling. Besides, regular slide changes will keep the audience engaged instead of getting bored staring at the same slide for five minutes.
Handouts. People can read or listen, but not both at once. So if you want the audience to focus on your performance, do not provide handouts until you’re finished. Let them read the info at their own pace after you’re done presenting. But handouts are your best friend if you feel nervous about your presentation and wish to draw attention away from yourself.

After you’ve made these preliminary decisions, it’s time to plan and design individual slides.

Compelling High School and College Presentation Slides

Should you cram your whole speech into slides?

How many animation effects are too many?

What makes a good presentation for students?

Each slide will look flawless if you follow a few simple rules. It all comes down to limiting your design impulses:

Limit yourself to one idea or point per slide. You can use slides to outline the following points, but each one should have a separate detailed slide.
Limit the word count. Presentation is not an essay or a teleprompter, so use no more than two or three short sentences per slide. Otherwise, the font will be too small, or the audience will focus on reading the text instead of listening to you.
Limit data on images, tables, and charts. Only provide relevant information and leave the rest for your paper or handouts. For instance, if you’re only discussing the economy of three countries, delete the data on the remaining dozen you use for reference from your slide.
Limit distracting visual effects. Used sparingly, animations make for pleasant viewing, but excessive effects draw attention away from the content and can be annoying.

Most PowerPoint ideas for students forget to emphasize that slides are visual media. So stop treating them as you would an essay. Instead, use visual tricks to highlight critical data and direct the audience’s attention where you want it. That’s what contrasting colors, infographics, charts, timelines, and other neat presentation features are for.

Extra Touches for After Your Slides Are Ready

Unfortunately, high school design presentation is not the only success factor. The content of your slides matters, and so do your public speaking skills. Practice makes perfect, and the more times you run through your speech and slides before you have to take the podium, the more confident you will feel. Remember to practice reciting your speech out loud without reading the slides’ text, keep eye contact with the imaginary audience, and avoid blocking the images on the screen.

Finally, have fun and treat each presentation as a chance to hone your skills. After all, your experience designing and giving presentations will come in handy in college and beyond. You can save your best work in a portfolio for later use when hunting for jobs and internships.

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Understand College Campus and Student Body Size

Find the right college for you., how the size of a college impacts your experience.

College is often the first time students like you are away from home and living on their own. You’ll meet people from countless cultures, different backgrounds, and every age group. And with just a little bit of openness, you can make lifelong friendships.

A key factor in your college experience could be the size of the student body, as well as the campus size. These factors directly impact everything from the social scene to available programs and even the people you meet.

Large universities may have a wide variety of programs and activities to participate in, but at a smaller institution you’ll benefit from the more intimate experience of a tight-knit community. You can also take advantage of more advisory support. Carefully consider which option might be best for you.

How Many Sizes Do Colleges Come In?

Colleges in the U.S. range from 5,000 to 15,000 enrolled students. Moreover, some institutions have just a few hundred students while others have more than 60,000. The average college size is 6,354 students, according to a 2020 survey by the U.S. News & World Report. Let’s take a look at how population size varies across different types of schools.

How Big Are Universities?

Though the terms “university” and “college” are used interchangeably in the U.S. (and in this article), a university technically refers to a larger institution that offers a variety of undergraduate and graduate programs. You’ll often see individual departments within a university referred to as colleges, such as the “College of Education.”

As such, a university is usually larger than a college that focuses on a few areas. For both universities and colleges, a population size is considered small when it has under 5,000 students and large when it has over 15,000 students.

Are Private Schools Smaller Than Public Schools?

Because private colleges or universities tend to have more focused curricula and higher tuition costs, they're usually smaller than public schools. Public universities and colleges receive government funding, offer more programs, and have a larger student population.

Do State Schools Have Larger Student Populations?

Although the student population varies from school to school, public state colleges have larger student populations than their private counterparts. Of the top 10 colleges that enrolled the most undergraduates in 2020, only one was a private institution.

How Does College Size Relate to Class Size?

The sizes of your classes in college will have a significant effect on your overall learning experience and social life. If you're attending a large university, you can expect to have some classes in lecture halls, sometimes with well over 100 students. Think about the type of environment you prefer to learn in. Consider how college size might impact that. If you prefer smaller classes, a small college is right for you. Learn more about campus size by reviewing each college profile on BigFuture.

Regardless of the college you attend, your classes will be larger in your first few semesters. Class sizes shrink as you move into higher-level, major-specific courses.

Class Size Can Be Misleading.

Trying to quantify the average college class size can be misleading. In truth, no matter what the size of your college is, you’ll have a wide range of classes sizes during your college career. The “average class size in college” is simply a median of all classes across different programs. The average class size you’ll personally experience probably won’t reflect this median. Even students within the same major can take the same classes and still experience a noticeable difference in size. Say, for example, that a student takes classes for their major later in the afternoon or evening because of a daytime job. They’ll have fewer students in their class because more of their peers will attend during the day.

The larger the population of your school, the larger your class sizes will be. The benefits of small class size in college are more hands-on learning, a stronger relationship with your professors, and the opportunity to stand out.

How Does the Size of College Impact the Social Climate on Campus?

A big campus often means a big social life. Large universities will be teeming with activities during the semester. From Greek life to sporting events, there won’t be a dull moment.

Want to take up indoor cycling in your spare time? Trying to find a club that celebrates your cultural heritage? A large campus has a larger selection of activities to choose from, but that doesn’t mean you won’t be able to find a community at a small institution.

Because smaller colleges have fewer students, you may find that classmates are closer to one another and have a stronger sense of community. Campus activities can often overlap, and you may see the same faces. Regardless of whether you attend a large or small institution, you’ll find ways to build community through shared interests or common majors.

How Does the Student Population Affect Your Social Life?

Social life at school is all about what you make of it regardless of population size. Think about the ways you make friends and engage with others. Consider whether a small school or large school could be a better fit for you. Maybe you like to participate in a dozen different clubs and activities to find friends. Perhaps you prefer being part of smaller campus with more opportunities to stand out among your peers. Regardless of campus size, you’ll have the opportunity to build deep friendships and explore various activities. But keep this in mind when making your choice: Campus size can inform your overall college experience.

Does the Size of a College Determine the Activities Offered?

You’ll often see a seemingly infinite number of activities offered at colleges, and some of this is because of the large size of the campus. However, smaller institutions can have more freedom of choice. Students have autonomy. They’re able to create clubs and activities that interest them.

Do Larger Schools Offer More Intramural Sports?

Most colleges will have intramural sports, but a larger school means more sports to choose from and more events. If you’re enthusiastic about playing sports recreationally and you want to make friends through sports in college, then the population size is definitely something to consider. It’s a good idea to check with the institutions you are applying to see if there’s a particular club or activity you hope to participate in.

Do Smaller Schools Offer More or Fewer Clubs Than Larger Colleges?

Smaller schools will usually offer fewer clubs than larger schools, but that doesn’t mean you can’t participate in things that interest you if you attend a small college. If you can find enough students who share your hobbies and passions, start your own club.

Finding the Right College

When choosing the college that’s right for you, population size matters. It’s important to consider what type of environment and location you’ll be happiest in. The number of students will shape the way you make friends, learn in class, and get involved in activities. Use the BigFuture college search feature to make sure the size of your chosen school lines up with your goals and aspirations, or learn more with Sizing Up Colleges: Big vs Small .

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Our class size presentation at Caucus Weekend; the Road Map towards Compliance with the State Law

Here is the brief presentation I gave as part of a Workshop at the Black and Hispanic Caucus weekend in Albany on Feb. 17, entitled “Every Student Deserves Small Classes: The Road Map towards Compliance with the State Law.” Please share with others if you can!

February 19, 2024 in Presentations , Uncategorized , Updates by leoniehaimson

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Our 20 year experiment with Mayoral control: comments to the State and to NYC Bar Association

Feb. 6, 2024 Below is the presentation I gave last night to the Education Committee of the NYC Bar Association, on the history and the myths surrounding Mayoral control. Below that is my longer testimony on Mayoral control to the State Education Department, that goes into more depth on these issues. NYSED is supposed to […]

February 7, 2024 in Presentations , Testimonies & Comments , Uncategorized , Updates by leoniehaimson

Our class size briefing: what DOE should be doing but isn’t to comply with the law

Nov. 28, 2023 Thanks to the 100+ parents and teachers who attended our Class Size briefing yesterday, co-sponsored by AQE and NYC Kids PAC. The presentation as a pdf is here and below, in case you missed it or want to take a closer look. The video of the briefing, along with the Q and […]

November 28, 2023 in Presentations , Uncategorized , Updates by leoniehaimson

The many ways in which DOE is putting student privacy at risk

Sept. 19, 2023 Last night I gave this presentation to CEC 15, which passed a resolution on the need for DOE to better protect student privacy. If your CEC or Presidents Council would like us to present to your group, or pass a similar resolution, let us know by emailing us at [email protected]

September 20, 2023 in Presentations , Privacy , Updates by leoniehaimson

Presentation to the Capital Plan committee of the Class Size Working Group

Here is the presentation I gave on July 6, 2023, as a pdf and as a Powerpoint. Also embedded below:

July 10, 2023 in Presentations by leoniehaimson

The Mayor claims his budget contains no cuts to schools; but that is not true.

Our presentation at our annual Parent Action Conference on June 10, 2023. Here we explain why the fact that schools are not seeing initial budget cuts compared to last year doesn’t mean they are not facing serious cuts that may lead to the further loss of teachers and critical programs.

June 11, 2023 in Presentations , Uncategorized , Updates by leoniehaimson

The new class size law: is DOE prepared to comply?

Here is our presentation from our Parent Action Conference on June 10, 2023; where we ask if the DOE is making preparations to comply with the new class size law. The answer is no. You can also read my new piece in Gotham Gazette on the same subject.

Updated charter school briefing for NYC Bar Association

We gave the following updated charter school briefing to the Education Committee of the NYC Bar Association on April 3, 2023, showing the need for more accountability and oversight for the charter sector. Take a look!

April 5, 2023 in Presentations by leoniehaimson

Planning for class size reduction: Presentation for Presidents Council in D20

District 20 is one of the most overcrowded school districts in the city. Here is the presentation I gave their Presidents Council (PTA presidents) on March 10, 2023.

March 14, 2023 in Presentations by leoniehaimson

Planning for class size reduction: presentation to Public Advocate office

March 9, 2023 See here or below, presentation provided the Public Advocate’s office.

March 11, 2023 in Presentations , Uncategorized by leoniehaimson

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Why class size matters!

Click here to see our video: parents, teachers & students explain why class size matters

FAQ on new class size law!

The NY State Legislature passed a new law in June 2022, mandating that NYC schools phase in smaller classes in all grades. Click here to learn more about this law.

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Pres is the right size for high schoolers to engage deeply in learning-to think big, collaborate, and dive into a variety of interests. Small by design, we know each student well, so we can provide access to many choices.
We show up for each other every day and encourage participation and healthy debate, creating both a variety of challenging experiences and lasting connections. Accessing all there is to offer and the best of themselves, Pres students discover what's possible.
During their time at Pres, students will shine as they develop what they uniquely bring to the world, guided by our culture of service and growth.
With a team of educators, mentors, spiritual role models, and coaches, students will grow even more into what makes them unique. One class, game, project, performance, and relationship at a time, students inspire others to follow as they shape the world around them.

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Sports shorts: Vision Volleyball camps at Presentation High School - Marin Independent Journal (2016) The 17th annual Del Mar girls field hockey camp for beginning players in grades 1-9 will be held on June 27-30 at Del Mar High School. The cost is $70 per player for the camp ...
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Victor Mukhin

Victor Mukhin, Speaker at Chemical Engineering Conferences

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents. Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.

Title : Active carbons as nanoporous materials for solving of environmental problems

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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Schar School of Policy and Government

Schar School Students Shine at National Political Science Conference

In this story, request schar school program information, learn more about the schar school.

In a notable showcase of academic excellence and scholarly engagement, students from the Schar School of Policy and Government made a significant impact at the Midwest Political Science Association (MPSA) Conference held in Chicago earlier this month. Despite its regional designation, the conference attracted some 5,000 attendees, solidifying its status as a premier national event in the field of political science.

Among the participants were two undergraduate and eight doctoral students from the Schar School, who distinguished themselves through their presentations of papers and posters. Their topics spanned a wide range of political science disciplines, reflecting the depth and diversity of research being conducted at the institution.

The presentations covered areas such as public perception of political events, the impact of Supreme Court rulings, the analysis of political disloyalty, community sponsorship in resettlement, and the intricate dynamics of global politics, among others.

The students' contributions were not only well-received but also highlighted their professional demeanor, analytical prowess, and engaging presentation skills. Their work garnered positive feedback throughout the weekend-long event, demonstrating the high caliber of mentorship and academic preparation they received at the Schar School.

In the days prior to the conference, student participants were invited to an afternoon workshop where several of their professors, experienced hands at presenting difficult material to a live audience, coached them during practice sessions. The fine-tuning paid off.

The Schar School representatives were “professional, poised, curious, and engaging,” said Associate Professor Jennifer N. Victor . “[They were] doing their best and getting good feedback on their work. I was proud to be their professor, mentor, and colleague at this important national political science conference.”

As the MPSA Conference continues to be a pivotal event for political science scholars nationwide, the participation of Schar School students not only enhances their own academic profiles but also elevates the school's reputation as a hub for innovative research and scholarly excellence.

Schar School MPSA Conference undergraduate student participants :

Anna Garren – Junior undergraduate public administration major; poster presented: “Public Perception of the First GOP Presidential Primary Debate 2024”

Ethan Thomas – Senior undergraduate government and international politics major; poster presented: “Supreme Effect: The Impact of SCOTUS Rulings on Legislation Passage”

Schar School MPSA Conference PhD student participants:

Tim Bynion – Political science PhD candidate; paper presented on a panel: “Using Text Analysis as a Tool to Measure Party Disloyalty in Congressmembers’ Public-Facing Communications”

Tim Bynion (and Jennifer N. Victor) – Political science PhD candidate; paper presented on a panel: “Meeting Students Where They Are: A Randomized Controlled Trial of Classroom Interventions for Voter Turnout Among College Students”

Aubrey Grant – Public policy PhD candidate; paper presented on a panel: “Community Sponsorship: The Role of Welcoming Communities in Expanding Resettlement Capacity”

Christine German – Political science PhD candidate; paper presented on a panel: “Translating Belief into Violence: The Complexity of Extreme Ideologies”

Dersu Tanca – Political science PhD student; paper presented on a panel: “Influence of Global Politics on the Regime Type of Turkey”

Sanggyu Suh – Political science PhD student; paper presented on a panel: “Bridge Over Troubled Water: Lessons on Water Frameworks from Chad and Sudan”

Kang Seo – Political science PhD student; paper presented on a panel: “A Social Network Analysis in the Case of North Korean Defector-Led Organizations”

Heejo Cheon – Public policy PhD student; paper presented on a panel: “The Impact of Mass Mobilization Size and Duration on Democracy Levels across 128 Countries (1960-2018) by Regime Types”

Caroline Wesson – Political science PhD student; paper presented on a panel: “Variety in Innovation Clusters: The Case of Europe”

Schar School MPSA Conference alumni participants:

Andrew Strasberg , a 2023 government and international politics graduate, now a political science PhD student at Washington University in St. Louis, was awarded the 2024 “Best Undergraduate Paper Presented as a Poster” award for his presentation at last year’s MPSA Conference when he presented his George Mason University undergraduate thesis as a poster.

Jihye Lim – The recent Schar School political science PhD graduate presented a paper on a panel: “South Korea’s Response to Global Convergence in Criminal Antitrust Enforcement: Implications and Lessons.”

Presentation High School is a private, Catholic, college preparatory school for girls established in 1962. It is owned and run by the Sisters of the Presentation, and operates within the Diocese of San Jose in California.The school is located in the Willow Glen area of San Jose, California, United States.Students come to Presentation from 154 different schools in 62 zip codes around the Bay Area.

Wilkins Private High School. 1110. Woodrow Wilson High School. 19. Woodside International School. 4. Youth Chance Alt High School. View High Schools in California. Find alumni from Presentation High School in San Francisco, CA.

Welcome, Alumnae! Our hearts are ever grateful, for memories we love! Thanks for visiting our website Alumnae! Whether you're here to find an alumnae event to attend, an opportunity to volunteer with our current students, a way to give back to Pres, or simply to update your contact information - we hope you find inspiration to stay connected ...

Presentation High School Alumni Class List. The names listed below are alumni who have been searched for on this site from Presentation High Schoolin Berkeley, California . If you see your name among the Presentation High School graduates, someone is looking for you! Register to let other graduates of Presentation High School find and contact you.

Presentation High School. 2281 Plummer Avenue. San Jose, CA 95125. Tel: (408) 264-1664. www.presentationhs.org. REQUEST INFO SAVE SCHOOL. Presentation High School is an inclusive Catholic, college preparatory school community serving young women. Our transformative education, rooted in faith, justice, compassion, and love, inspires students to ...

October 1, 2022. 2-5 p.m. | Presentation Courtyard. Please join us for our Grand Reunion Celebration on the Presentation campus. All alumnae are welcome, and we will be celebrating the classes ending in '00, '01, '02 this year. More details to come. *Events and activities may change, we will be following recommended COVID-19 guidance from ...

Kathleen Sullivan 1965-1969. Kathy Swift 1962-1966. Alaska Unknown 2005-2009. Susan Valerga 1966-1970. Kyle Williams 2017-2021. Laurie Wulftange 1981-1985. Liz Zaragoza 2017-2021. Reconnect with friends from Presentation High School, find reunions, view yearbook photos and more.

Happening at Pres. Presentation High School is an independent, college preparatory high school located in San Jose, CA. Rooted in Catholic values and welcoming of all faiths, "Pres" empowers young women to become fearless and faithful leaders determined to serve the world.

Presentation High School Primary and Secondary Education San Jose, CA 2,149 followers Where sisterhood, faith and service develop young women into courageous leaders and compassionate advocates.

Presentation High School Primary and Secondary Education San Jose, CA 2,236 followers Where sisterhood, faith and service develop young women into courageous leaders and compassionate advocates.

The lists below are just a sampling of the notable alumni at each school, but they represent, perhaps, the more recognizable names on the lists. Top 20 High Schools with the most famous alumni. Graphic by Ryan Escobar. 1. Erasmus Hall, Brooklyn, N.Y.

The most famous Bay Area high school alumni and the schools they attended. By Susana Guerrero Updated Aug 16, 2019 4:21 p.m. From authors and actors to athletes and inventors, the Bay Area is the ...

Presentation High School Remembers. Presentation High School Obituaries and Memoriams. 443 Obituaries. Publish Date. Result Type. Sunday, April 7, 2024.

Whether it is a local public high school, a study abroad program, a top tier boarding school, or another rigorous independent school, Presentation students are contributing and leading in meaningful ways wherever they are. ... Please include your email and mailing address to hear about upcoming alumni events and like our alumni Facebook page ...

Notable alumni of Lowell High School, San Francisco, have been cataloged by the Lowell High Alumni Association. Alumni include: Name Class year ... and a novel set in a fictional Lowell High School, The Basic Eight. Alex Tse: 1994 Screenwriter of Sucker Free City (2004) and Watchmen (2009). Raina Telgemeier: 1995 American cartoonist and author ...

STATE COLLEGE AREA HIGH SCHOOL ALUMNI ASSOCIATION's ... A Selection Committee annually solicits profiles of State High alumni suitable for consideration for being designated as a Distinguished Alumnus or Alumna and, using the criteria contained in the Association's Guidelines for Voting, forwards the top-ranked profiles to members of the ...

Presentation is hosting a reunion for all alums with the class years ending in '3 and '8, and you are invited! Reminisce, catch up, and create new memories! What: Presentation Alumnae Reunion. When: Saturday, September 30, 2023 from 2-5 p.m. Where: Presentation High School. Tickets: $50/person.

Moscow, city, capital of Russia, located in the far western part of the country.Since it was first mentioned in the chronicles of 1147, Moscow has played a vital role in Russian history. It became the capital of Muscovy (the Grand Principality of Moscow) in the late 13th century; hence, the people of Moscow are known as Muscovites.Today Moscow is not only the political centre of Russia but ...

Alexey Makeev was born on August 22, 1974 in Elektrostal, Moscow Region. Very little is known about his childhood and youth. Alexey Makeev's parents have died at the time of this writing. Aleksey Makeev is a physically developed man with high mental abilities, he speaks three languages, Russian, English and Spanish.

Catalysis Conference is a networking event covering all topics in catalysis, chemistry, chemical engineering and technology during October 19-21, 2017 in Las Vegas, USA. Well noted as well attended meeting among all other annual catalysis conferences 2018, chemical engineering conferences 2018 and chemistry webinars.

Known as the "Motor City of Russia." Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname "Motor City" due to its significant involvement in the automotive industry.. Home to the Elektrostal Metallurgical Plant. Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Schar School MPSA Conference alumni participants: Andrew Strasberg , a 2023 government and international politics graduate, now a political science PhD student at Washington University in St. Louis, was awarded the 2024 "Best Undergraduate Paper Presented as a Poster" award for his presentation at last year's MPSA Conference when he ...

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How to Make a “Good” Presentation “Great”

Guy Kawasaki

Remember: Less is more.

A strong presentation is so much more than information pasted onto a series of slides with fancy backgrounds. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others. Here are some unique elements that make a presentation stand out.

Fonts: Sans Serif fonts such as Helvetica or Arial are preferred for their clean lines, which make them easy to digest at various sizes and distances. Limit the number of font styles to two: one for headings and another for body text, to avoid visual confusion or distractions.
Colors: Colors can evoke emotions and highlight critical points, but their overuse can lead to a cluttered and confusing presentation. A limited palette of two to three main colors, complemented by a simple background, can help you draw attention to key elements without overwhelming the audience.
Pictures: Pictures can communicate complex ideas quickly and memorably but choosing the right images is key. Images or pictures should be big (perhaps 20-25% of the page), bold, and have a clear purpose that complements the slide’s text.
Layout: Don’t overcrowd your slides with too much information. When in doubt, adhere to the principle of simplicity, and aim for a clean and uncluttered layout with plenty of white space around text and images. Think phrases and bullets, not sentences.

As an intern or early career professional, chances are that you’ll be tasked with making or giving a presentation in the near future. Whether you’re pitching an idea, reporting market research, or sharing something else, a great presentation can give you a competitive advantage, and be a powerful tool when aiming to persuade, educate, or inspire others.

Guy Kawasaki is the chief evangelist at Canva and was the former chief evangelist at Apple. Guy is the author of 16 books including Think Remarkable : 9 Paths to Transform Your Life and Make a Difference.

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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Presentation High School (Top Ranked Private School for 2024)
Presentation High School. 2281 Plummer Avenue. San Jose, CA 95125. Tel: (408) 264-1664. www.presentationhs.org. REQUEST INFO SAVE SCHOOL. Presentation High School is an inclusive Catholic, college preparatory school community serving young women. Our transformative education, rooted in faith, justice, compassion, and love, inspires students to ...
Presentation High School in San Jose, CA
Presentation High School is an inclusive Catholic community, committed to empowering the next generation of smart leaders, creative thinkers, and global citizens. ... Student-Teacher Ratio may not be indicative of class size. It is calculated using the reported number of students and full-time equivalent teachers. 12:1. National. 17:1.
PDF 2021-22 College Admissions Profile Presentation High School
Bay Area. Presentation High School is fully accredited by the Western Association of Schools and College (WASC). Spring 2021 Recap The majority of our students and faculty members concluded the 2020-2021 academic year in a virtual format. A number of students were able to return to school for in-person learning via cohort rotations. Students were
PDF 2020-21 College Admissions Profile Presentation High School
Presentation High School is fully accredited by the Western Association of Schools and College (WASC). A Pres Graduate is » A woman of faith » Intellectually competent » Dedicated to working with others » Committed to personal growth " Spring 2020 Recap Presentation transitioned to distance learning on March 16, 2020. Students continued ...
PDF Presentation High School
PHSProfile_2018-19_Digital copy. Presentation High School is a secondary school for girls whose purpose and dedication flow from the teaching mission of the Roman Catholic Church and the educational ministry of the Sisters of the Presentation. As such, Presentation High School strives to permeate the entire educational process with the vision ...
Presentation High School in California
Presentation High School is a private school located in San Jose, CA. The student population of Presentation High School is 755. The school's minority student enrollment is 54.7% and the student ...
Presentation High School
Presentation High School is a private, Catholic, college preparatory school for girls established in 1962. It is owned and run by the Sisters of the Presentation, and operates within the Diocese of San Jose in California.The school is located in the Willow Glen area of San Jose, California, United States.Students come to Presentation from 154 different schools in 62 zip codes around the Bay Area.
Presentation High School
2281 Plummer Avenue San Jose, CA 95125. (408) 264-1664. School leader email. Facebook page. Website. School attendance zone. Homes nearby.
Presentation High School in San Jose CA
Presentation High School school profile, performance trends and CA state ranking. See how Presentation High School ranks with other San Jose schools. ... Please note that a smaller student/teacher ratio does not necessarily translate to smaller class size. In some instances, schools hire teachers part time, and some teachers are hired for ...
Presentation High School Test Scores and Academics
Presentation High School. This school has been claimed by the school or a school representative. #3 in Best All-Girls High Schools in San Francisco Bay Area. grade A+. Overall Grade; Private, Catholic, All-Girls; 9-12; SAN JOSE, CA; Rating 4.03 out of 5 267 reviews. Back to Profile Home.
Presentation High School (2023 Profile)
Presentation High School in Sand Jose, Californias serves students in grades 9-12. ... Display Great School. 2281 Plummer Avenue San Jose, CA 95125. View full size ...
2024 Presentation High School Rankings
Presentation High School. This school has been claimed by the school or a school representative. #3 in Best All-Girls High Schools in San Francisco Bay Area. grade A+. Overall Grade; Private, Catholic, All-Girls; 9-12; SAN JOSE, CA; Rating 4.04 out of 5 267 reviews. Back to Profile Home.
Presentation High School
Presentation High School founded in 1962 is a girls only college preparatory school located in San Jose, CA, United States. Presentation High School enrolls day students only with a total student enrollment of 800 in day student grades 9th to 12th ... Average class size; Presentation High School: Login or Sign Up to access data: Top 30 Private ...
College Preparatory Girls School
Happening at Pres. Presentation High School is an independent, college preparatory high school located in San Jose, CA. Rooted in Catholic values and welcoming of all faiths, "Pres" empowers young women to become fearless and faithful leaders determined to serve the world.
Class Size: What Research Says and What it Means for State Policy
Additionally, a school that has set a class-size limit of 25 would have one second-grade class of 25 if there were 25 second-grade students but two classes of 13 if there were 26 students.
High School Presentations Guideline
High School Presentations Guideline. 22/10/2022. Teachers are sadists. They no longer settle for essays and case studies. Instead, they want you to give presentations with visual aids. And they grade you based on your design and public speaking skills instead of only evaluating your writing. Our guide will be a lifesaver if your PowerPoint and ...
Understand College Campus and Student Body Size
They'll have fewer students in their class because more of their peers will attend during the day. The larger the population of your school, the larger your class sizes will be. The benefits of small class size in college are more hands-on learning, a stronger relationship with your professors, and the opportunity to stand out.
Presentations
Our class size briefing: what DOE should be doing but isn't to comply with the law. Nov. 28, 2023 Thanks to the 100+ parents and teachers who attended our Class Size briefing yesterday, co-sponsored by AQE and NYC Kids PAC. The presentation as a pdf is here and below, in case you missed it or want to take a closer look.
Presentation High School Reviews
The academics at this school are incredible and the challenge/rigor is high, which sets you up incredibly well for college and will give you a leg up on students coming from other schools. The students are in general very friendly, and there is not as much drama as you would expect, coming from an all-girls school.
presentation high school famous alumni
Presentation High School. Top Ranked CA School; Grades: 9-12; Enrollment: 550 students; Yearly Tuition: $27,250; Average class size: 22 students; Application Deadline ...
"Metallurgical Plant "Electrostal" JSC
Round table 2021. "Electrostal" Metallurgical plant" JSC has a number of remarkable time-tested traditions. One of them is holding an annual meeting with customers and partners in an extеnded format in order to build development pathways together, resolve pressing tasks and better understand each other. Although the digital age ...
The Presentation Difference
We are the right size. Like larger high schools, Presentation offers a wide variety of classes, clubs and organizations, a competitive athletic program and a beautiful campus with state-of-the-art facilities. And yet Presentation has retained a small school feel. ... We are a Catholic high school. Presentation welcomes students of all faiths ...
How to Make a "Good" Presentation "Great"
Summary. A strong presentation is so much more than information pasted onto a series of slides with fancy backgrounds. Whether you're pitching an idea, reporting market research, or sharing ...
40 Facts About Elektrostal
Known as the "Motor City of Russia." Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname "Motor City" due to its significant involvement in the automotive industry.. Home to the Elektrostal Metallurgical Plant. Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.
Moscow
Moscow, city, capital of Russia, located in the far western part of the country.Since it was first mentioned in the chronicles of 1147, Moscow has played a vital role in Russian history. It became the capital of Muscovy (the Grand Principality of Moscow) in the late 13th century; hence, the people of Moscow are known as Muscovites.Today Moscow is not only the political centre of Russia but ...

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Class Size: What Research Says and What it Means for State Policy

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High School Presentations Guideline

Decisions Before You Start Working on Your Presentation

Compelling High School and College Presentation Slides

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Keynote vs Powerpoint

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Understand College Campus and Student Body Size

How Many Sizes Do Colleges Come In?

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Are Private Schools Smaller Than Public Schools?

Do State Schools Have Larger Student Populations?

How Does College Size Relate to Class Size?

Class Size Can Be Misleading.

How Does the Size of College Impact the Social Climate on Campus?

How Does the Student Population Affect Your Social Life?

Does the Size of a College Determine the Activities Offered?

Do Larger Schools Offer More Intramural Sports?

Do Smaller Schools Offer More or Fewer Clubs Than Larger Colleges?

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Our class size briefing: what DOE should be doing but isn’t to comply with the law

The many ways in which DOE is putting student privacy at risk

Presentation to the Capital Plan committee of the Class Size Working Group

The Mayor claims his budget contains no cuts to schools; but that is not true.

The new class size law: is DOE prepared to comply?

Updated charter school briefing for NYC Bar Association

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