The Curriculum

In the eight semesters that a student is at Stuyvesant s/he needs to fulfill the required courses for graduation outlined above, while also expressing personal interests by taking electives (also called "selectives") and possibly advanced placement courses.

Reference: Course Guide

All courses are described in the Course Guide, which also includes a grid showing all graduation requirements. We strongly suggest that both you and your child read this guide closely and early in your time at Stuyvesant. In this way students can begin to research courses they may wish to take and plan for timely completion of any prerequisites for more advanced courses. Students will need to refer to the Course Guide many times in their 8 semesters at Stuyvesant.

Note on Humanities Courses

The English and Social Studies departments have created an integrated course of study known as Humanities. These courses relate elements of English and Social Studies in a double period course. There are four semesters of Humanities offered to Freshmen and Sophomores. Admission to the first year of this course for freshmen is by random selection on entry to Stuyvesant; and for sophomores by interest and demonstrated ability in English and Social Studies. These courses require a good deal more writing work than is done in the conventional English and Social Studies classes.

Note on Advanced Placement (AP) courses

The best reason to take an AP course is because a student has a genuine and strong interest in the subject and has done well in a related basic course. That having been said, it is also true that students use AP classes to distinguish themselves from their peers in the inevitable academic competition for college admissions. Many colleges are interested in students who they see as taking a "competitive program". In practice this often means colleges are looking for a number of AP courses in a student's cumulative program.

Selection of Students for Humanities Advanced Placement Courses

In 1999 the SLT adopted the following policy:

• Written criteria for acceptance in each Advanced Placement class will be available to all students through the registration process and on the school's web site. If denied admission, students may always appeal to the department chair.
• Students are encouraged to take no more than three (two are recommended) AP courses at any one time.
• Students who have been accepted to more than three Advanced Placement classes must give up a seat in one or more of the classes or apply for an exemption from their Grade Advisor.
• Parents of students who take more than three Advanced Placement classes must agree in writing that the student will not be permitted to drop any Advanced Placement classes. They will be required to acknowledge in writing that their child is taking courses in excess of the recommended number.
• In June of each year, departments will meet with all students who have registered and have been accepted for Advanced Placement courses for the next term. At this time the scope, sequence and requirements of the course will be distributed to each student in the group.

9.   Programming

In each semester, an individual's course of study is called his/her "program". Making good choices and getting desired courses in each of the eight semester programs is a major concern of students. Making 3100 schedules of 8 periods a day that work for everyone is no easy task. Stuyvesant does this with the aid of a computer affectionately known as "Nelly". She is not clairvoyant or emotional. Certain combinations are in fact impossible. However, she is not infallible and she can be overruled by her human masters.

If there is a problem with a program, (e.g. the wrong course, the wrong level in any subject) a student should see his/her Grade Advisor on the scheduled day to have the program changed.

Increasingly, programming at Stuyvesant is done by internet registration. Be sure your child knows the deadlines and registers through the internet either at home or at the school as required.

From "Program Overload, by Jay Biegelson, Guidance (in "A Guide for The Misinformed")

"In an attempt to present themselves, in what they believe to be the most positive light to the colleges, students often overextend themselves during the pre-programming process, and wind up hurting themselves the following year.

"After one year at Stuyvesant H.S., if you are running a 90% average overall, you are entitled to take a sixth major. Beware!! A sixth major means 20% more work than your current academic load. That translates to 20% more homework, 20% more exams to prep for, 20% more term papers to research and write, 20% more daily classes to prepare and study for. You could actually bring your average down instead of building it up.

"If you have qualified, take a sixth major in a subject area that you have demonstrated strength in. You might wish to double up in mathematics if you are a strong math student, or take a second language if that is your strong suit. That makes sense: but taking a sixth class because it will "look good" may backfire and hurt you instead of helping your career.

"Advanced placement classes are another area where students sometimes injure themselves by overextending their workloads. A.P. classes are probably 50% more work than regular classes. They often use college level texts, and generally involve a lot more reading and much more extensive research work then a non-A.P. course.

"Don't take an A.P. because your friends says to take an A.P., or because you believe it will look good on your transcript. Register for an A.P. because you love that particular subject. A subject that you read about on your own time anyway. Take an A.P. because you live, sleep and breathe that particular subject, because for the next six months or year you will be living, breathing and eating that A.P. subject matter.

"The first time you have an opportunity to take and advanced placement course, take one. See how it fits into your schedule, affects your work habits and your other classes. If successful and you wish to try two A.P.'s the next year, go for it. But beware, do not ask for three or four A.P.'s,... you may get it... The following term you'll be come to Guidance because you're drowning in your work. You've taken on too much. Unfortunately you'll need the permission of the department chairman to drop the course. They will probably show you a long list of all the students they rejected in order to give you a seat, and will inform you that you are stuck in the course. "You asked for it, you got it....(Toyota) the A.P..."

"Be careful not to take on too much, just for appearance sake. Study what you want because you want to study it, not for how it looks. You can do more damage than good by overextending yourself."

10. Homework

Homework Methods / Study Skills

You have surely heard that one of the best things you can do for your child is to help your child create and maintain a quiet, organized space and a regular routine for doing homework. For excellent insight into effective and pleasurable methods of managing homework, see Appendix III - "Biegelson's Theory of Small Pieces".

Homework Policy

In 1997 and 1998 the precursor to the SLT, the School Based Planning Committee, undertook a review of Stuyvesant's homework policy. In 1998 it recommended the following new policy (which has been adopted by the school):

1. Homework is designed to reinforce and/or anticipate classroom work and may include writing, reading, or studying. From time to time assignments may include field visits and use of media of various kinds.

2. Homework assignments should be designed so that students can complete them in 30-45 minutes. In each regular prepared subject assignments should be given 3-5 times a week. Long term projects should be assigned to students well in advance.

3. Homework assigned to be completed over weekends and holidays, e.g., winter and spring recess, should be limited in length to one regular day's assignment. It is hoped that customs and traditions of our diverse community will be respected

4. Advanced Placement (AP) courses may require work in excess of 30-45 minutes per night.

5. Students are expected to complete and teachers are expected to review assignments in a timely manner.

6. Students experiencing a problem should speak with the teacher, the Assistant Principal Supervision, or the Assistant Principal Pupil Personnel Services. The Assistant Principal Supervision and the Principal of the school will implement these policies.

To keep up with the substantial workload students need to manage their time and efforts well. The guidance department has thought long and hard about this issue and has formulated some very sound advice. We refer you here to Appendix III - "Biegelson's Theory of Small Pieces". It is based on years of experience in teaching and on well-tested principles of cognitive psychology. We urge you to read it and make sure your child has read it too. Discuss it together. It will help you both establish sound ground rules for budgeting homework time.

11. Assessment - (marking periods, quizzes, tests, report cards, grades)

Teachers determine the way in which they weight various elements of student performances in determining a grade. This typically includes class participation, timely completion of homework, quizzes, and tests. The emphasis on each element is left up to the departments and teachers.

Stuyvesant has traditionally used a system of number grades. There has been debate about moving to a system of letter grades to better reflect the imprecision that is inherent in educational assessment, to reduce competitive pressures among students and within individual students, and to generally reduce attachment to unrealistically precise signifiers of individual differences. For the present time, however, the system of numbers 1-100 remains in force.

Each term is divided into three marking periods. At the end of the first period, in each subject students receive one of 7 possible letter grades.

The common ones:

E -        Excellent
S -        Satisfactory
N -        Needs Improvement
U -        Unsatisfactory

And the less common ones:

Z -        Never reported
L -        New Admission or Non English Speaking
M -       Medically Excused from Physical Education

At the end of the second period a letter numeric grade is given:

90-100 Excellent
80-89                Good
70-79                Satisfactory
65                     Passing
45-60                Failing

Report cards are given to students at the end of each of these marking periods. Occasionally there will be a short comment made. There is thus ample time to assess problems and seek remediation. Official daily attendance is also noted.

From "Thoughts at the End of Second Marking Period", The PA Bulletin, 11/99: The end of the second marking period is an important time for all students, but especially so for Freshmen. Students have had two months to make relationships with their teachers and with each other. This is the time of the first numeric summary grades of the year, which may show clear signs of early success (and the probability of future success), or they may show specific problems. Serious performance deficits can act as a "detonating event". If kids see themselves as "unsuccessful" they may rationalize and invent erroneous views of themselves. They may detach or try to prove through new behaviors that the standard measure of success (the report card) is not one they wish to subscribe to. They may become attracted to others who they see as similarly unsuccessful. Social realignments may occur and new cliques may be induced.

Especially for younger high school students whose views of themselves are still so much in flux, early signs of problems of self esteem need to be addressed - with love and wisdom. As our guidance counselors, Jay Biegelson and Gene Blaufarb, have told us "When your kid comes home with a 95 - hug your kid. And when your kid comes home with a 55 - hug your kid." As you child is dealing with academic pressures, you should be aware of additional pressure you may be creating. Your message needs to be constantly supportive and strategic. Poor performance is always cause for concern and thoughtful response; but especially, if you see signs that poor academic performance is affecting your child's self image, take action. Contact the teacher and/or the department chair to see what you and your child can do. Perhaps tutoring should be arranged, or your child's study habits may need improvement. Feel free to contact Stuyvesant with your concerns. As always, your wise engagement in your child's education is welcomed.

The final report card lists the final grades for the term in each subject along with each final exam grade. There is also a "weighted average" for the term. The weighted average takes into account the fact that certain subjects are counted once (e.g. physical education, music, shop) while the main subjects are counted twice.

12. Parent Teacher Conferences / Open School Week

Once each semester after the first preliminary grades are given, you will have an opportunity to meet with your child's teachers. Usually, you can have your choice of meeting on Thursday night or Friday afternoon. Most parents come on Thursday night and it is a crowded affair. Due to the number of parents each teacher may need to see, you will only have opportunity to meet for 3-4 minutes. In spite of the restricted time frame for each meeting, this is a very good way for you to discuss the curriculum and methods used in teaching and the your child's performance in that subject. Many parents find it important each semester to get some idea of who the people are who are teaching their children. To prepare for this meeting you may wish to have reviewed assignments your child has done and have your child/s interim report card with you. In fact, Stuyvesant has taken a strongly pro-parent position by developing a week-long Open School Week policy. Each semester, you may visit the school during class times on Monday, Tuesday or Wednesday of the week of Parent Teacher to observe teaching at Stuyvesant. You do not need an appointment. Following the guidelines that will be made available to you when you come to the school that week, you may observe any class you choose. In this way you may gain a stronger understanding of your child's course of study.

13. Standardized exams

Graduation and college admissions both depend in part on your child having successfully completed a series of standardized tests in addition to the basic Stuyvesant course exams. There are five main types of externally standardized exams you need to be aware of, PSAT, SAT I, SAT II, Advanced Placement, and Regents exams.

Educational Testing Service (ETS) Exams

The ETS in Princeton, N.J. creates and administers a range of critically important standardized tests. Some are required and some are optional. For a particular academic program at Stuy there is an optimal set of standardized tests that should be taken. Make an effort to understand the whole four- year picture during your child's freshman year. Schedules for tests are published annually and students and informed about them at school. They are also mailed out to parents via the postcard-size regular mailings from the school? The schedule is always available from the Guidance and Administration office. It is very important that your child registers for the proper tests and does so in time. They are given at Stuyvesant (often on Saturday mornings). Make sure you are aware of registration deadlines and test dates.

a.   PSAT (Preliminary or "Practice" Scholastic Assessment Test)

Most students take the PSAT in the fall of their sophomore year. (It is not offered in the spring.) They also take it again in the junior year. It is not required but it is recommended that students take it since it provides excellent practice for the critical SAT I. These scores do not go to the colleges. The junior year scores are used, however, to qualify for national merit scholarships.

b.   SAT I (Scholastic Assessment Test)

In the middle of the junior year students all take the SAT I test. This is the single test that everyone must take. This is a test of math and language and reasoning. All SAT I scores are reported to colleges. Current average (1997) at Stuy is in the range of 1275-1300.

c.   SAT II (Subject Area - or "Achievement" - Tests)

These one-hour tests evaluate students' knowledge in a particular subject. Students often spend 4-6 months preparing for these exams. It is a good idea to begin to plan your SAT II test schedule well in advance. This is the personal responsibility of the student and the parents. No updates of this information are typically sent to the parents. Students must find out deadlines, etc., as they approach.

Colleges often want to see three SAT II tests from three different areas - Math, Science, History, etc.. Many colleges specifically want to see results of the English writing test. (It is recommended that this particular exam be done at the start of the senior year). SAT II tests are chosen by the student based on what s/he feels strongest and most interested in. These are taken in June following a year of study in the particular subject. If a student does not do well on an SAT II test s/he can take another course in this area and take the test again.

Some colleges are specific in what they wish to see in SAT IIs. For example, some pre-med programs will wish to see the chemistry SAT II .

Here are some common patterns in SAT II test taking:

• Freshmen may wish to take the biology SAT II in June of the Freshman year (Biology now has two options - "molecular biology" and "ecological biology").
• The World History SAT II is usually taken at the end of Sophomore year.
• Math level 1 is often taken after the student completes the Math 6 course at Stuy.

Note: When registering for the SAT II it is a good idea to check "Score Choice" on the test form. You must ask for this explicitly if you wish to preserve the option of not reporting your SAT II scores to colleges. If you do not check "score choice" the score will be reported to colleges automatically. If you do check this, you will be sent a release form which allows you to choose to never report the score.

d.   Advanced Placement Exams

The educational Testing Service also offers advanced placement achievement exams geared to the more advanced workload of advanced placement courses. Students who take advanced placement courses at Stuyvesant usually take the AP exams.

e.   Regents Exams

The awarding of a Regents diploma in the State of New York depends on completion of the Regents exams. These are given at the end of each semester and are required in the following subjects: English, Global History, American History, Biology, Chemistry, Physics, Math, and Foreign Language.

From "Standardized Tests - A Summary", written for students by Jay Biegelson (Guidance)

PSAT-  Preliminary Scholastic Assessment Test- 2 hour exam, English & Math,

Not reported to colleges

October - Sophomore year - take for the practice

October - Junior year - used for National Merit Scholarship Award (will not accept Sophomore scores)

SAT I-   Scholastic Assessment Test- Reasoning Test - 3 hour exam - English & Math

All scores reported to colleges.

Second half of Junior year - take once or twice

Beginning Senior year - take second or third time if you wish

Sat II-   Subject Area (Achievement) Tests - 1 hour exam * - Subject Specific

All scores reported unless you request "Score Choice" - ("Score Choice" allows you to take the exam, see the results, and then decide to release or hold back the score.)

Three SAT IIs of your choice from different areas should be submitted.

General guidelines - Always take the June exam in a year that you are running a strong 90% in a subject class. As you are preparing for your finals and regents, you will also be preparing for the achievements. Do not take the May exam, there will be a month's worth of material you will be responsible for, yet not have studied in class. Do not wait for the following Oct., Nov. or Dec. telling yourself that "I'll study on my own". You will forget a tremendous amount of material the day you walk out of that class for the last time. The only circumstance where you should take an exam at a later date is when you are taking an advanced course in that subject, and are totally immersed in that subject matter again.

Many schools are now requiring the English Writing achievement. We therefore strongly recommend that you take that exam at the beginning of your senior year or end of your junior year. If English Literature has been a strong subject take it at that time also. Tests in Bio, Chem and Physics should be taken at the end of the year you complete those courses. Bio E/M refers to a test with emphasis on Ecological vs. Molecular issues. Math I covers through MQ6, Math II covers through PreCal but not Calculus. Math IC or Math IIC indicates with calculator. World History should be taken when you complete your fourth term of Global Studies. American History, when you finish that course. Language Exams should be taken after as many years of study as possible. Again, only take these tests if these are strong subjects for you.

* Although the achievements are one hour each, and there is a three hour block of time for each exam date, never take three exams at any one sitting. Achievements are your way of showing off to the colleges. You don't want to sit through two exams only to have to fight through a third. You'll want to prepare for this exam for three or four months. Take one exam at a sitting. If you must, take two, but planning ahead should help you avoid a three hour back to back experience.

14.       The Guidance Office, Guidance Counselors and Grade Advisors: Their Role, Who's Who, Location, Phones, How to get Help

The Department Of Pupil Personnel Services

Eugene S. Blaufarb, Assistant Principal Guidance, 1-212-312-4800

(The following is adapted from information provided by the Department)

The Role of High School Counselors

High school counselors provide individual and/or group counseling for the purposes of:  

• Conducting an annual review of educational progress with each student
• Helping students make appropriate choices from among high school course offerings
• Facilitating parents' involvement in their child's educational planning and decision-making
• Helping students who experience academic, behavioral, and/or adjustment problems
• Dealing with students in crisis
• Exploring with students the career and educational options available to them after graduation

The Guidance Office Offers a Variety of Resources:

• Career File: Information on career opportunities, including average salaries and training requirements
• College Acceptance File: College acceptance of Stuyvesant H.S. graduates, listed anonymously by grade-point average and SAT scores
• College Catalog File: Brochures, catalogs, and videos from colleges and universities, including freshman-class profiles and availability of need- and merit-based scholarships
• Scholarship File: Scholarships sponsored by organizations other than colleges
• Summer Program File: Information on private schools and colleges, and other organizations that offer summer enrichment programs for high school students
• Working Papers: Information and application for working papers
• Arista Tutoring: Free peer tutoring for all students who apply
• Project Expan: A computerized college search program for students to research their college choices

The Process of Guidance

If students have questions about school, programming, or any other problem, the matter should be discussed first with the student's official (homeroom) teacher or the particular subject teacher. The teacher is often able to direct the student to the proper source of information to answer questions.

For example, the best source of information about advanced courses is the subject teacher or the particular departmental head - also called the Assistant Principal (Supervision). Tutoring referral to improve a weakness may be obtained from the A.P. Supervision or from the subject teacher. Career questions may be answered by the faculty advisor of a club related to that career.

If a problem cannot be resolved, then the student should consult with his/her Grade Advisor or a Guidance Counselor. Grade Advisors and Guidance Counselors are available in room 236 throughout the day to assist students.

Guidance Counselors

The Guidance Counselor is specially trained to help students. The Counselor is experienced as a teacher and a Grade Advisor and has worked with teenagers for many years.

The first rule of the Guidance Counselor is confidentiality. For this reason a student may discuss items of a personal nature. Sometimes a Counselor will offer advice. More often the counselor merely helps a student clarify options which may have become obscure under emotional pressure. It is well known that in many cases simply hearing oneself talk about strong feeling helps the individual put them in perspective.

There are three guidance counselors at Stuyvesant. They are Mr. Jay Biegelson, Mrs. Eleanor Archie, and Pamela Kincaid. Mr. Blaufarb (who also is a Guidance Counselor) heads the department. His position is Assistant Principal Pupil Personnel Services.

Mr. Jay Biegelson, 312-4800 ext.  2385
Ms. Eleanor Archie, 312-4800 ext.  2381
Ms. Sara Yaffee, 312-4800 ext.  2363

Grade Advisors

Each official class is assigned to a Grade Advisor. Grade Advisors are experienced teachers. They are also good listeners. If students wish to talk about ideas, plans or problems with friends, teachers or parents, Grade Advisors are good people to bounce ideas off. They may give needed perspective which can be combined with what parents have advised in order to help develop good goals in life and resolve problems.

Sometimes problems develop. Occasionally, problems seem overwhelming and unsolvable. Grade Advisors or the guidance counselor will be happy to discuss these problems. If they cannot help, they will recommend someone who can.

Grade Advisors' hours are posted on the door of room 236. Questions can be asked of any Grade Advisor, not just the one assigned to the student. There is at least one advisor in room 236 all day. Telephone contact for all Grade Advisors is 312-4800, ext. 2360. They are:

• Mr. Gary Brandwein
• Ms. Daisy Furth
  
• Mr. Ben Lewak
• Ms. Susan Rubin
• Ms. Debra Schmitt
• Mr. Tim Simonds
• Ms. Zoe Yoon

SPARK

If the student thinks the problem should be resolved at the student level there are Conflict Resolution Specialists and Student Mediators (in SPARK Office 273) trained to resolve student concerns. SPARK Counselors are:

Lizbet Ramirez,       312-4800 ext.2731
Christine Plutzer,       312-4800 ext.2733

Stuyvesant also has a Guidance Social Worker on staff with years of experience in the SPARK program:

Mr. John Mui,       312-4800 ext. 2366

15.       Information / Help / Whom to call / List of phone #s

(From the Guidance Department - information updated as of 3/98) - Teachers are always ready to take the extra step to assist students. They have the experience and skill to help solve problems. They will be glad to take time to answer questions and provide the information students need to enable make the right decisions. To help students solve problems, we have outlined the appropriate name, office and room number in the columns below:

Deans

Mr. Larry Barth,       312-4800 x2502
Mr. Bill Clemmons,       312-4800 x2051
Ms. Dorothy Suecoff       312-4800 x2054
Dr. Reuben Stern,       312-4800 x2502

As members of the Pupil Personnel Team, the role of a Dean is as follows:

• To encourage students to develop personal coping skills so that their educational goals are more easily realized.
• To increase students" awareness of school regulations and policy.
• To assist students in the evaluation of their own behavior patterns so that inappropriate behavior is minimized.
• To serve as a liaison between the school and home so that the parents are more fully aware of school policy regarding the appropriate behavior of students.
• To serve as a support liaison between students, administration, guidance and school staff at large in order that positive disciplinary actions are formulated and, when necessary, followed.

Employment Coordinator

The coordinator receives telephone calls and interviews perspective employees, questioning them about their establishment, type of business, hours, location, needs and salary. The information is then posted daily (and remains there up to one month or until the position is filled) on the student employment board on the second floor behind the back of the escalators going to the fourth floor.

The coordinator is in contact with the Youth Employment Program through which the students may obtain summer employment. The coordinator distributes summer employment applications for the New York City Partnership and the Summer Youth Employment Program to all eligible students.

Other Helpful People:

16. Peer to Peer Support (Big Sibs)

Stuyvesant has something called the Big Sibling Program (a.k.a. "Big Sibs"). Each freshman is assigned a Big Sib who is a more senior student who has volunteered to be available as a buddy and advisor. The Student Union sponsors this activity and puts together a Big Sib Handbook each year. Freshmen receive this handbook which contains very useful information. (See the list of contents in Appendix I.) Make sure the Big Sib Handbook is in your file of Stuy resources.

17. Tutoring

If your child is having any difficulty understanding the material in a course or in getting a good grade, s/he may wish to get some targeted help. This is a smart thing to do and there is absolutely no stigma attached to seeking tutoring. In fact there is informal tutoring going on all the time at Stuyvesant. It's part of culture of the school that students help one another - lots. More formal and intensive arrangements are sometimes needed, however. If this is the case you are advised to speak with the department chair who can assist you and your child in making an appropriate arrangement from a range of options.

Sometimes there are Stuyvesant staff persons who may be willing to take on a tutoring assignment outside of their normal teaching duties.

Arista

Arista is the school honor society. On request they can provide a tutor from within the Stuyvesant student community. Sometimes peer-to-peer tutoring is the most effective type of assistance - especially with short term problems in catching up on single missed instructional units or single issues. With more general problems expert adult tutors may be a better choice. (It must be also said that student requests to Arista have occasionally gone unanswered and so this may in some cases prove an unreliable method of gaining timely and expert assistance).

(for more on Arista see the "Big Sibs Handbook" and "A Guide to the Misinformed")

Private Tutoring

One further option is to seek a private tutor. The guidance office can assist you in targeting sources of tutoring, such the local universities and for profit tutoring firms, like Kaplan, Princeton Review, and Stanford Coaching. (The latter can be extremely expensive.)

18. Preparing for College

For the first two years students should not spend too much time worrying about college admissions. Rather they should simply try to do well, take a challenging program, get involved in extracurricular and community activities - and have a good time! By junior year, however, the imminence of college admissions rightfully turns families' attention to this matter. The College Office will then begin communicating more with students and parents. The College Office and the PA sponsor a number of informative meetings each year to assist students and parents in understanding the process of college admissions. These events include College Night in early May when representatives of over 100 colleges come to Stuyvesant; a meeting for parents of seniors in October, meetings with one or two financial aid experts in November or December, and a program for all parents with the College Advisor at the March PA General Meeting. While the focus of these meetings is largely on matters of greatest relevance to juniors and seniors, sophomores and even freshmen and their families are most welcome and indeed encouraged to attend these events.

It seems that we sometimes place too much emphasis on the race to get into the "best" college. The very notion of a "best college" may be suspect. Certainly many colleges can provide stellar learning experiences for your child. Still, access to the college of one's choice is a competitive process and a central task of high school is to equip oneself to gain access to the college option that is most attractive.

Colleges will evaluate your child on a number of information sources:

1). The Stuyvesant transcript.

This is the most important element. The two components here are the grades and program. Obviously grade point average is important. But also, as one college representative confirmed at a recent College Night, they are looking to see if a student's program at Stuy was a "competitive" one - meaning that they are looking for students who challenge themselves with their course choices. Some parents and students interpret this to mean that a certain number of AP courses should be taken. Remember however, that the best to take an AP course is real interest in the subject matter. Students should try to progress to the highest possible level in one or more chosen subjects. However, students should not take more AP courses than they can handle. (The school policy on AP course is no more than 2 at a time without parental permission. The College Office recommends no more than 3 at any one time.)

2). Secondary School Report (SSR)

At the end of the second semester of junior year, five teachers who are designated "SSR writers" on the Writers Committee sit down with SSR folders (see below) and transcripts, interview each student, and begin to write profiles of each college applicant. One of these SSR writers will be taking responsibility for describing your child in essay form. By this time, in the SSR folder there will be 6 teacher recommendations written by 5 or 6 different Stuyvesant teachers your child has selected (one for each semester of the first three years). These help the writer create a picture of your child's experience at Stuyvesant across time and incorporate various viewpoints. If the writer knows your child so much the better, however, this is by no means assured. Because the potential exists for the writer to have little direct knowledge of your child, it is important that you make sure your child completes the necessary tasks so that the SSR folder reflects the full range of his/her interests and achievements. Prior to the interview in the spring of junior year, the student fills out a short biographical sheet for his/her folder. The bio sheet notes interests, achievements, goals, etc.. The writers then write first drafts of the SSR in the late spring or over the summer. In the first weeks of senior year, students fill out an "SSR update sheet". This notes achievements in the last term of junior year (6^th term), accomplishments over the summer, the nature of the current program being taken in senior year, new interests, and updates on careers the student might be considering, or significant personal information. This new information is then reflected in the final SSR write-up. . (PA representatives to the SLT have taken the position that parents should have the right to place into the SSR folder a parents' statement to assist the writer in better understanding the student. This is a common policy at many schools. As of February 2000, however, this suggestion has not been accepted by the College Office.)

3). Standardized (SAT) tests

4). Other documentation which you may provide them about extracurricular activities, etc.

5). Interviews: Some schools still require applicants to be interviewed by local alumni. In most cases, however, interviews are becoming a thing of the past. Colleges are discouraging them since they are seen to have low predictive power in choosing successful applicants.

Preparation and Maintenance of Secondary School Report (SSR) Folders / Files

Mr. Biegelson's office (Room 236) keeps a Secondary School Report (SSR) file for each child. This is set up automatically at the start of freshman year. Each term students are given recommendation forms to give to one of their teachers. These completed forms are put into the SSR file. Students may access their SSR files with a Grade Advisor or guidance counselor. Students should also add to that file as much information as is relevant in establishing their profile for college admissions purposes. Items to add include letters of recommendation and evidence extracurricular and other meaningful activities, such as evidence of participation or achievement in church groups, youth groups, community service, music performance, newspaper delivery, volunteer activities, travel, summer activities, camps, etc.. Students should keep at home a file of original copies of all these documents and bring in copies for Mr. Biegelson's office files. Make sure your child feeds his/he SSR folder!

From "College Folders", by Jay Biegelson, Guidance (in "A Guide for The Misinformed")

"The guidance office opens a Secondary School Report (SSR) folder for every student upon entry to Stuyvesant. It is your responsibility to update and fill this folder with pertinent information about yourself during your high school career.

"At the end of each term, in January and June, you will receive a teacher recommendation form. Give it to the teacher who you feel will write the best recommendation for you. Politely remind them, three or four weeks later, to file that report with the guidance office. It is your responsibility to forward to our office all awards, certificates, standardized tests, and any other information concerning you and your activities that you feel important for your college file. Your SSR writer (Secondary School Report) will use all the submitted information, a data sheet and an interview with you during your junior year to write your college recommendation.

"Start a college folder at home the first week of your career here at Stuyvesant. Don't tell yourself, "Oh I'll start that folder next week", you never will. Do it now! Keep an ongoing list of all clubs, teams and volunteer work you are involved with in school and at home. Church groups, youth groups, boy/girl scouts, volunteer work at libraries, elementary schools, hospitals and nursing homes are just some of the things to consider. List all your jobs, no matter how menial they may seem to you. Tutoring the kid down the block, baby-sitting, delivering newspapers, or boxing groceries are all things that make you special. Any letters of acceptance or recommendations from any of the programs or job sites you are affiliated with should also be submitted. Music, dance or other instrumental lessons, and participation in any organized sports activities should be noted. All summer experiences should be indicated in your folder. The library has a "Summer Programs Folder" with information from about 50-60 different colleges that provide summer programs for high school students. Summer camp, work (paid or volunteer), and travel all are valid experiences and make you unique.

"Upon applying to your colleges the admissions board will be sitting there with 3 or 4 other applicants with identical academic records and standardized test scores. It is your extracurricular activities, your interviews and college essays that will make a difference between your selection or possible rejection from that college.

"Why keep a folder at home? You are going to walk into an interview situation in 3 or 3 1/2 years, so nervous, you won't remember your name, let alone what you did during your freshman year. Take your folder with you and read about yourself right before your interview. "Oh yeah, that's who I am !" Remind yourself of who you are just before walking into that meeting. Another benefit - Some college essays are autobiographical in nature. If you happen to hit on one of these, you've got your rough outline done.

"Again, do not say "I'll do it tomorrow"., You'll forget and suddenly find yourself in your senior year with an empty college folder. Plan ahead and take control of your future."

The College Office

Stuyvesant's College Office manages issues and actions related to college applications and admissions. This office keeps a "college folder" for each child (as distinct from the SSR folder kept in Room 236). The college office's college folders contain strictly academic information such as a transcript of the student's grades, SAT I and SAT II test scores that have been released, and a copy of the SSR (once it is written). The transcript and SSR are mailed out to the colleges to which students apply, as are 7^th and 8^th term grades when they become available. Most college applications are mailed out by students themselves from home. SAT scores must be sent directly to the colleges by the Educational Testing Service (ETS) upon student request.

The College Office is located in room 225.

Ms. Carol Katz, College Advisor, 312-4800 x2256
Ms. Suigene Au Kim, Assistant College Advisor, 312-4800 x 2255

Secondary School Report Writers Committee:

Dr. Pamela Sheldon
Mr. Vincent Amato
Mr. Patrick Niglio
Ms. Amy Katz
Dr. John Nikol
Mr. Eric Grossman

The College Guide