Absegami High School is a public high school in Galloway Township, Atlantic County, New Jersey, United States, operating as part of the Greater Egg Harbor Regional High School District. The student body comes from Galloway Township.
As of the 2009-10 school year, the school had an enrollment of 2,237 students and 150 classroom teachers (on an FTE basis), for a student–teacher ratio of 14.91.
Oakcrest High School and Cedar Creek High School are Absegami's sister schools. Absegami and Oakcrest shared the same buildings during the period from the creation of Absegami High School in 1972 to the construction of a separate campus for Absegami in 1982. In a referendum held on September 25, 2007, voters approved by a 3,176 – 1,719 margin a plan to construct a third high school in the district, to be located in Egg Harbor City, which would help alleviate overcrowding in the two existing schools and serve students from Egg Harbor City and Mullica Township. Construction started in Fall 2008 and was completed in Summer 2010 at a total project cost of $80 million (of which $59.9 million was related to construction costs), with the new facility opening that September.
The school has a variety of programs designed for a diverse student body, including 'special needs', a "High School-to-Work" program, college preparatory, Advanced Placement (AP), and performing arts. As of the 2010 graduating class, the school offered 15 courses through which students earn college credits by taking AP examinations, and 89% of students planned to go on to college.
Read more about Absegami High School: Awards, Recognition and Rankings, Programs, Athletics, Administration, Controversy, Notable Alumni
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“The disadvantage of men not knowing the past is that they do not know the present. History is a hill or high point of vantage, from which alone men see the town in which they live or the age in which they are living.”
—Gilbert Keith Chesterton (1874–1936)
“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
—Sara Lawrence Lightfoot (20th century)