Academics
Princeton operates under what is known as the Block scheduling system, specifically the four-block system. The school operates using A/B days, alternating classes every other day. There are four, 80 minute classes per day with 5-10 minute passing periods between each class. The school year is divided into 2 semesters that each last approximately eighteen weeks. Princeton uses an unweighted 4.0 point grading scale.
65% of 11th graders at Princeton met or exceeded standards on the reading portion of the Prairie State Achievement Exam in 2006, 7% higher than the statewide average of 58%. 54% met or exceeded standards in the Math portion which was equivalent to the statewide average. 58% met or exceeded standards in science.
In the 2004-2005 school year, the average class size was 18 students. The attendance rate was 93.6%, the graduation rate was 99.3% and the dropout rate was 1%.
In the 2006-2007 school year, the average class size was 27 students. Classes must have a minimum of 15 students enrolled before it is allowed to be placed on the daily class schedule.
Independent study coursework is available by arrangement through the guidance office for students wanting to make up missing credits or to work ahead. College level independent study classes are also available in the same manner. There are costs to parents who want their children to take coursework in this manner.
AP courses offered at Princeton include American History and European History. Princeton offers German and Spanish as foreign languages.
Read more about this topic: Princeton High School (Illinois)
Famous quotes containing the word academics:
“Almost all scholarly research carries practical and political implications. Better that we should spell these out ourselves than leave that task to people with a vested interest in stressing only some of the implications and falsifying others. The idea that academics should remain “above the fray” only gives ideologues license to misuse our work.”
—Stephanie Coontz (b. 1944)
“Our first line of defense in raising children with values is modeling good behavior ourselves. This is critical. How will our kids learn tolerance for others if our hearts are filled with hate? Learn compassion if we are indifferent? Perceive academics as important if soccer practice is a higher priority than homework?”
—Fred G. Gosman (20th century)