Admission Method

Ed. Opt. Overview

At The Facing History School (FHS), our mission is to graduate students who are: a) lifelong learners with the skills and knowledge for academic and professional success and b) prepared for the responsibilities of being active, thoughtful participants and leaders in a democratic society.  We believe that our relevant, academically rigorous program and the supportive, caring structures we have in place make us more than just an excellent school, but an excellent learning community. With the guidance of our lead partner, Facing History and Ourselves, we ask our students to go on a four-year journey to help prepare them for the ethical and moral decisions of adulthood. Our school’s activities, structure, and curricula are centered around four themes: Identity, Caring and Responsibility, Decision-making, and Choosing to Participate.

As a member of The New York Performance Standards Consortium (www.performanceassessment.org) we are part of a coalition of high schools across New York State who have pioneered the creation of educational communities synonymous with active student learning, exemplary professional development and innovative curriculum and teaching strategies for 21st century students. We have devised a system of assessment which consists of eight components including alignment with state standards, professional development, external review, and formative and summative data. Student work is documented to show their work meets and exceeds New York State Regents standards through a system of rigorous commencement-level performance-based assessment tasks. Performance on these tasks is reflected on student transcripts and results are used for college admission. The tasks require students to demonstrate accomplishment in analytical thinking, reading comprehension, research and writing skills, the application of mathematical computation and problem-solving skills, computer technology, the utilization of the scientific method in undertaking science research, appreciation of and performance skills in the arts, service learning and school to career skills. Experts external to the schools, from universities and the business world, participate in reviews of student work. By using a performance-based assessment system, we insist that assessment must not stand apart, but be continually incorporated into the day-to-day work, and schooling, of every student. For this reason, we use multiple strategies to assess students.

Because we are a performance based school and believe that all students can be academically successful in our supportive environment, the most important criteria for us is attendance and punctuality.  

The Facing History School Admissions Rubric

Selection Criteria Component

Weight (# points)

Attendance

40

Punctuality

30

* Math Common Core Test Score

15

* ELA Common Core Test 

15

*  If this information is missing, the point value is re-assigned to Attendance and Punctuality. 

 

 Ed. Opt. programs admit students across all reading levels. Students are grouped into Low, Middle, and High categories based on their state ELA exam score. Offers are made based on the number of seats in each category. To see your child’s category, go to your student's profile and scroll down to "Ed. Opt. Category".

PRIORITY GROUPS

  1. Priority to District 3 students or residents (11% of offers went to this group)

  2. Then to Manhattan students or residents (64% of offers went to this group)

  3. Then to New York City residents (25% of offers went to this group)