Elite Academy Of Science Technology
Elite Academy of Science & Technology (EAST) in Brooklyn, New York, is a Jewish high school offering cutting-edge education in science, technology, engineering, and mathematics (STEM) to its students. EAST is also home to a student body largely composed of proud second-generation immigrants to the United States. These young people are pioneers, not only in furthering their own educations, but also in raising the educational and economic levels of their communities. In 2007, nearly one quarter of young people in the United States were the children of immigrants. People from all over the world have come to the United States seeking greater freedom and expanded educational opportunities. Those who arrive as children and young adults face many hurdles in acclimating to a new language and culture, yet most achieve bicultural competence—the ability to function well both at home and in the broader culture. Education can frequently be noted as a determining factor in the success of new immigrants. One 11-year-old girl from the Dominican Republic came to the United States in 1988 and enrolled in English as a Second Language classes. She now holds a master’s degree and teaches in the same Queens, New York, neighborhood where she grew up. Another 21st-century daughter of immigrants, whose childhood was spent partly in a homeless shelter, graduated from Stanford University with a degree in electrical engineering and went on to design computer chips. The diligent pursuit of learning changes lives for the better. EAST, with its emphasis on a strong Jewish education and a rigorous curriculum that includes a pre-college Biomedical Sciences Program, aims to continue the tradition.
At Elite Academy of Science & Technology (EAST) in Brooklyn, New York, high school students of both genders receive a comprehensive Science, Technology, Engineering, and Mathematics (STEM) education. The coeducational Jewish high school provides college preparatory courses, including a Biomedical Sciences Program, that inculcate habits of critical thinking, analysis, skilled communication, and collaborative research. Additionally, EAST provides a warm atmosphere focused on assisting each student to connect with Jewish values and develop socially as well as academically. Some public and private schools at all levels, particularly after the passage of No Child Left Behind legislation in 2002, have turned to single-sex classrooms on the theory that this can increase academic achievement. But critics in the education community have pointed out that research has not demonstrated a direct causation between gender-separate classrooms and learning; gains could result from the fact that such programs also put greater focus on a top-flight curriculum and high-quality extracurricular engagement. Many professionals, including members of the American Psychological Association, have criticized non-coeducational programs as resulting in increased gender stereotyping and discrimination and decreasing students’ ability to develop socially. These advocates point out that interactions in a coeducational classroom can prepare students to accept one another as equals in the workplace, and while they acknowledge some degree of physiological variance between the brains of males and females, they point out that such differences are minimal and irrelevant to academic performance. A 2006 multi-national study conducted by researchers at the University of Buckingham in the United Kingdom found no compelling evidence for better performance in single-sex classrooms. On the other hand, the study found several benefits of coed programs: students develop their abilities to see things from multiple points of view, respect divergent opinions and life experiences, and become more socially competent. One British educator has even written that diverse, coeducational schools foster the development of other important qualities, such as creativity.