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Haim continued "First, parents and students seem to know something
about Stuyvesant that educator assessments clearly fail to discern. .
. . . Second . . . very many of Stuyvesant's students graduate at a
very high level (certainly by comparison to most other high school
graduates) of academic achievement. . . . the real problem is
transparent. It is the ceiling effect. . . .City-wide and state-wide
assessments are simply not designed for academic institutions."
The above has nothing whatsoever to do with the theme of my post: "It
is conceivable that if there were 'Eric Mazurs' or 'John Belchers' at
Korsunsky's high-school and the Stuyvesant High School, scenarios
similar to that at Harvard and MIT might occur. . . . . [[i.e.,
realization that students were not learning much from traditional
passive-student lecture methods followed by a switch to
interactive-engagement pedagogy.]]. . . . , even though all those
institutions are regarded as 'elite.' "