what is a school essay

How to Write an Essay about Your School

If you’re hoping to draft an insightful essay about your school, you’re in the right place! Writing an essay about your school offers an opportunity to share your experiences, the unique features of your school, and why it is important to you.

In this tutorial, I’ll guide you through five straightforward steps to pen such an essay effectively. Alongside these steps, we’ll craft a sample essay to demonstrate how you can apply these steps in practice. Ready to begin? Let’s dive in!

Step 1. Plan the word count for your essay’s paragraphs.

Planning the word count for each paragraph in your essay is a helpful initial step, which can make the writing process smoother and faster. Remember, a typical essay comprises three key parts:

• The introductory paragraph
• Three body paragraphs
• The concluding paragraph

For example, you want a 300-word paragraph. Here’s one way to distribute 300 words across five paragraphs:

That’s all you need for your essay — five solid paragraphs.

Step 2. Choose your central theme and supporting points.

Firstly, decide on a central theme that encapsulates your school experience. This will provide a coherent thread for your entire essay. When choosing your theme, think about what defines your school. What are the core values? What unique attributes does it possess?

For our sample essay, let’s use this as our central theme: “My school, Greenfield High, stands out for its emphasis on community, innovative teaching methods, and commitment to the arts.”

Next, we will apply the Power of Three to break down this main theme into three supporting points. The Power of Three is a three-part structure that aids you in crafting your body paragraphs.

In our case, we will focus on three features that define Greenfield High:

• Greenfield High fosters a strong sense of community.
• Innovative teaching methods are a hallmark of Greenfield High.
• Greenfield High shows a deep commitment to the arts.

With these in mind, we can now begin to write our essay!

Step 3. Write the introductory paragraph.

To write an introductory paragraph , you can follow the diagram below:

The introductory paragraph should begin with an engaging opener that sets the context for the essay. Following this, you should introduce your central theme and your three supporting points. Here’s our example:

Introductory Paragraph

“Schools can profoundly shape our lives, molding us through their unique cultures, methodologies, and focus areas. My school, Greenfield High, stands out for its emphasis on community, innovative teaching methods, and commitment to the arts. Its sense of community fosters cooperation and mutual respect among students, its innovative teaching methods stimulate our intellectual curiosity, and its commitment to the arts provides a rich, expressive outlet for students.”

Step 4. Write the body paragraphs.

Next, we’ll develop three body paragraphs to elaborate on our supporting points.

Each paragraph should begin with a topic sentence that summarizes the paragraph’s main idea, followed by explanation and examples.

Paragraph 1

“Greenfield High fosters a strong sense of community, which has deeply impacted my school experience. Its student-led initiatives and regular community outreach programs have taught us the value of teamwork and public service. For instance, our annual ‘Greenfield Gives Back’ campaign, where students volunteer in local charities, has not only benefited our local community but also fostered a sense of responsibility and empathy in us students.”

Paragraph 2

“The innovative teaching methods adopted by Greenfield High are another defining feature. Teachers often integrate technology into their lessons, enhancing our understanding and making the learning process more interactive. I remember how our geography teacher used virtual reality to explore different ecosystems, turning abstract concepts into immersive experiences.”

Paragraph 3

“Lastly, Greenfield High’s commitment to the arts is exceptional. The school offers numerous art programs and supports artistic events like art festivals and music competitions, providing students with opportunities to express themselves and develop their talents. For example, participating in our annual school musical has allowed me to explore my passion for performing arts and has greatly boosted my confidence.”

Notice how each body paragraph begins with a topic sentence, followed by further explanation and examples.

Step 5. Write the concluding paragraph.

The concluding paragraph is best written by paraphrasing the points made in your introductory paragraph. Avoid copying and pasting; instead, refer back to your introductory paragraph and restate the points in a new way. Let’s apply this method to our sample essay:

“Schools greatly influence our formative years through their unique characteristics. Greenfield High, with its emphasis on community, innovative teaching methods, and commitment to the arts, has shaped my educational journey in significant ways. Its strong sense of community has instilled in me the importance of cooperation and service. Its innovative teaching methods have fostered my intellectual curiosity. Finally, its dedication to the arts has allowed me to express myself creatively and grow my confidence.”

With this approach, writing the conclusion becomes quick and straightforward.

And there you have it! I hope you find this tutorial useful as you craft your own essay about your school.”

Tutor Phil is an e-learning professional who helps adult learners finish their degrees by teaching them academic writing skills.

Recent Posts

How to Write an Essay about Why You Want to Become a Nurse

If you're eager to write an essay about why you want to become a nurse, then you've arrived at the right tutorial! An essay about why you want to enter the nursing profession can help to...

How to Write an Essay about Why You Deserve a Job

If you're preparing for a job application or interview, knowing how to express why you deserve a role is essential. This tutorial will guide you in crafting an effective essay to convey this...

Essays About School: Top 5 Examples Plus Prompts

School education plays a significant role in forming who we are; if you are writing essays about school, read our guide for inspiration and writing prompts. 

School is a crucial part of one’s life, as it gives us the basic knowledge we need to be able to take on the world. It refers to the activity of being educated in class and the buildings where these activities occur. Children go to school to obtain basic knowledge, such as history, English, and mathematics and learn manners and helpful life skills. It is commonly divided into early childhood, primary, secondary, and tertiary education. 

Many current and former students regard school as a second home, as it gives shelter, knowledge, and a “second family” in the form of our classmates. They also nurture us, teach us lessons about life, help us discover our interests, and instill morals in us. Indeed, the schools we attend prove vital to our success. 

To start your essay, read these examples to write informative essays about school. 

1. Homeschool vs. Public School by Ramona Rice

2. essay on my school (author unknown), 3. 2020-2021 school year reflection by rasha al-najjar, 4.  what do i expect from elementary school not this. by laura eberhart goodman.

• 5. ​​My High School Reflections by Stella Santa Ana

1. Why Is School Important?

2. should schools require uniforms, 3. should there be a “no homework” policy in elementary school , 4. should classes be separated by sex, 5. is going to college necessary, 6. is bullying part of “school culture”, 7. what is the most important thing you have learned from school .

“And although homeschooled students can benefit from a more fitted education and concentrate on their own needs, their curriculum can become too narrowed, limiting all that they could obtain. In all, by limiting the knowledge of a student to only what their parents know, how could society ever grow and develop? A student needs to learn in an environment that will adequately prepare them for the ever-growing society and competitive work field.”

Rice compares being homeschooled to public school, highlighting its advantages and disadvantages. While homeschooling allows for a more flexible schedule and a more personalized study plan, there is no socialization and no pressure, two things that school accustoms students to for the future. It is also very limited, as parents rather than professionals teach students. Homeschooling has its advantages but is not ideal overall. You might also be interested in these essays about education .

“For me, my school is more than simply an educational institution; it is also my second family, which I established during my childhood. A family of wonderful friends, outstanding teachers, and fond school memories. I adore my school because it is where I learn how to be a good citizen and how to reach my goals. School is the only place where we make friends without judging them. We feel comfortable spending time with those close friends no matter what the situation.”

This essay discusses the importance of education and school. School gives us essential knowledge, the fundamentals of life, and friendships we will treasure forever. Contributing factors to the effectiveness of a school are the physical environment, teachers, classmates, and of course, quality of education. Finally, the school has become a second family to the author, as it gave them some of the best memories ever. 

“Hybrid is hard. Flipping lessons, teachers trying to build relationships with students they’ve never seen in person, and students who are at home alone through assignments is incredibly challenging. However, the struggle of keeping it all straight gave teachers an opportunity to reflect, tweak, and adjust lessons as they went.”

Al-Najjar explains the difficulties her school’s faculty encountered during the previous school year at the height of the COVID-19 pandemic. The sudden change from an in-person to an online or hybrid set-up left many teachers and students confused and stressed, and although easier in some aspects; it proved difficult overall. As a result, the school year was tough, but Al-Najjar and her fellow faculty members learned a lot and planned to make the coming year more productive. 

“We aren’t expecting 8 and 9 year olds to vote in the next election, or pay their own car insurance, or stay out late with a boy that we hate, so why are we expecting them to sit for 6–7 hours a day and do paperwork? Why are we expecting them to be able to concentrate for hours at a time to take multiple choice tests? It’s not the right time for that. They aren’t ready, and they shouldn’t have to be ready.”

Goodman, a mother of elementary school students, laments the tiredness she sees on their faces when she picks them up. She wishes elementary schools would focus on creativity, morals and skills, and even fun; instead, she sees her kids bored and tired with school, as their school focuses too much on academics and “high standards.” Goodman provides excellent insight from the perspective of a mother, making her argument all the more effective. 

5. ​​ My High School Reflections by Stella Santa Ana

“Many people think that being alone and introverted is an abnormal behavior, but it’s actually one of the greatest assets you can achieve. If you can be alone and introverted and enjoy some quality time with yourself, if you can learn to befriend who you are and learn to love yourself for your faults, then you’re already ahead of most people in life. It’s in your best interest to become your own best friend, because only then can you really improve and become a better person.”

Santa Anna writes about several lessons she has learned throughout high schools, such as being careful with who you socialize with and avoiding procrastination. Most significantly, however, she discusses self-reliance. Only one person fully knows the real you: you. As a result, you should keep in touch with your emotions and avoid getting swayed by others so easily. If you can “become your best friend,” it is easier to succeed. 

Writing Prompts For Essays About School

There are many reasons for you to attend and take school seriously. Focus on one or more, explaining the importance of going to school. For example, you may mention the lessons you can learn, the skills you develop, and how schools prepare you for the future. 

Some schools, particularly religious institutions, implement strict uniform policies. Read about uniform requirements and decide whether you think students should be required to wear uniforms or not. Then, make your argument and support it adequately with credible sources. Be sure to include a rebuttal of the opposing viewpoint: describe it and explain why you disagree. 

Another topic you can consider for an interesting argumentative essay is a “no homework” policy in primary school. Some believe that kids this young should have as much free time as possible, while others want them to be prepared for the future rigor of class. Discuss whether you believe students should not be assigned homework and explain your position sufficiently. 

Some believe that males and females have different learning styles and should be separated in class to maximize teaching. In contrast, others believe this is unnecessary and unrealistic as men and women always work together. Decide on your position on this issue and try to persuade readers of it- give ample evidence for your argument and explain it in detail.

Looking for more? Check out these essays about classroom .

More and more job providers are removing the college degree requirement for applicants. With that being said, is getting a tertiary education still needed? In your essay, detail your position on this issue and support it with examples, statistics, and other credible research.

Bullying is, without a doubt, a grave issue at all school levels. However, some believe it is already institutional and cannot be entirely eradicated. Furthermore, some believe it can prepare students for the “real world.” Do you believe that the culture of bullying will persist, or is it unacceptable to just let it be? There is no wrong answer, as long as it is explained adequately. 

For your essay, reflect on a memorable experience from your school years, no matter how long ago or recent it may be. Why do you remember it as well as you do? Then, explain what you learned from it and how it has helped you become who you are today. 

For help with your essays, check out our round-up of the best essay checkers .If you’re still stuck, check out our general resource of essay writing topics .

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

View all posts

Ultimate Guide to Writing Your College Essay

Tips for writing an effective college essay.

College admissions essays are an important part of your college application and gives you the chance to show colleges and universities your character and experiences. This guide will give you tips to write an effective college essay.

Want free help with your college essay?

UPchieve connects you with knowledgeable and friendly college advisors—online, 24/7, and completely free. Get 1:1 help brainstorming topics, outlining your essay, revising a draft, or editing grammar.

Writing a strong college admissions essay

Learn about the elements of a solid admissions essay.

Avoiding common admissions essay mistakes

Learn some of the most common mistakes made on college essays

Brainstorming tips for your college essay

Stuck on what to write your college essay about? Here are some exercises to help you get started.

How formal should the tone of your college essay be?

Learn how formal your college essay should be and get tips on how to bring out your natural voice.

Taking your college essay to the next level

Hear an admissions expert discuss the appropriate level of depth necessary in your college essay.

Student Stories

Student Story: Admissions essay about a formative experience

Get the perspective of a current college student on how he approached the admissions essay.

Student Story: Admissions essay about personal identity

Get the perspective of a current college student on how she approached the admissions essay.

Student Story: Admissions essay about community impact

Student story: admissions essay about a past mistake, how to write a college application essay, tips for writing an effective application essay, sample college essay 1 with feedback, sample college essay 2 with feedback.

This content is licensed by Khan Academy and is available for free at www.khanacademy.org.

• PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
• EDIT Edit this Article
• EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
• Browse Articles
• Learn Something New
• Quizzes Hot
• This Or That Game
• Train Your Brain
• Explore More
• Support wikiHow
• About wikiHow
• Log in / Sign up
• Education and Communications
• College University and Postgraduate
• Academic Writing

How to Write Any High School Essay

Last Updated: March 22, 2023 Fact Checked

This article was co-authored by Emily Listmann, MA and by wikiHow staff writer, Hunter Rising . Emily Listmann is a private tutor in San Carlos, California. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. There are 14 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 563,233 times.

Writing an essay is an important basic skill that you will need to succeed in high school and college. While essays will vary depending on your teacher and the assignment, most essays will follow the same basic structure. By supporting your thesis with information in your body paragraphs, you can successfully write an essay for any course!

Writing Help

Planning Your Essay

• Expository essays uses arguments to investigate and explain a topic.
• Persuasive essays try to convince the readers to believe or accept your specific point of view
• Narrative essays tell about a real-life personal experience.
• Descriptive essays are used to communicate deeper meaning through the use of descriptive words and sensory details.

• Look through books or use search engines online to look at the broad topic before narrowing your ideas down into something more concise.

• For example, the statement “Elephants are used to perform in circuses” does not offer an arguable point. Instead, you may try something like “Elephants should not be kept in the circus since they are mistreated.” This allows you to find supporting arguments or for others to argue against it.
• Keep in mind that some essay writing will not require an argument, such as a narrative essay. Instead, you might focus on a pivotal point in the story as your main claim.

• Talk to your school’s librarian for direction on specific books or databases you could use to find your information.
• Many schools offer access to online databases like EBSCO or JSTOR where you can find reliable information.
• Wikipedia is a great starting place for your research, but it can be edited by anyone in the world. Instead, look at the article’s references to find the sites where the information really came from.
• Use Google Scholar if you want to find peer-reviewed scholarly articles for your sources.
• Make sure to consider the author’s credibility when reviewing sources. If a source does not include the author’s name, then it might not be a good option.

• Outlines will vary in size or length depending on how long your essay needs to be. Longer essays will have more body paragraphs to support your arguments.

Starting an Essay

• Make sure your quotes or information are accurate and not an exaggeration of the truth, or else readers will question your validity throughout the rest of your essay.

• For example, “Because global warming is causing the polar ice caps to melt, we need to eliminate our reliance on fossil fuels within the next 5 years.” Or, “Since flavored tobacco appeals mainly to children and teens, it should be illegal for tobacco manufacturers to sell these products.”
• The thesis is usually the last or second to last sentence in your introduction.

• Use the main topics of your body paragraphs as an idea of what to include in your mini-outline.

Writing the Body Paragraphs

• Think of your topic sentences as mini-theses so your paragraphs only argue a specific point.

• Many high school essays are written in MLA or APA style. Ask your teacher what format they want you to follow if it’s not specified.

• Unless you’re writing a personal essay, avoid the use of “I” statements since this could make your essay look less professional.

• For example, if your body paragraphs discuss similar points in a different way, you can use phrases like “in the same way,” “similarly,” and “just as” to start other body paragraphs.
• If you are posing different points, try phrases like “in spite of,” “in contrast,” or “however” to transition.

Concluding Your Essay

• For example, if your thesis was, “The cell phone is the most important invention in the past 30 years,” then you may restate the thesis in your conclusion like, “Due to the ability to communicate anywhere in the world and access information easily, the cell phone is a pivotal invention in human history.”
• If you’re only writing a 1-page paper, restating your main ideas isn’t necessary.

• For example, if you write an essay discussing the themes of a book, think about how the themes are affecting people’s lives today.

• Try to pick the same type of closing sentence as you used as your attention getter.

• Including a Works Cited page shows that the information you provided isn’t all your own and allows the reader to visit the sources to see the raw information for themselves.
• Avoid using online citation machines since they may be outdated.

Revising the Paper

• Have a peer or parent read through your essay to see if they understand what point you’re trying to make.

• For example, if your essay discusses the history of an event, make sure your sentences flow in a chronological way in the order the events happened.

• If you cut parts out of your essay, make sure to reread it to see if it affects the flow of how it reads.

Community Q&A

• Allow ample time to layout your essay before you get started writing. Thanks Helpful 2 Not Helpful 0
• If you have writer's block , take a break for a few minutes. Thanks Helpful 2 Not Helpful 2
• Check the rubric provided by your teacher and compare your essay to it. This helps you gauge what you need to include or change. Thanks Helpful 0 Not Helpful 1

• Avoid using plagiarism since this could result in academic consequences. Thanks Helpful 5 Not Helpful 1

You Might Also Like

• ↑ https://www.grammarly.com/blog/types-of-essays/
• ↑ https://writingcenter.unc.edu/tips-and-tools/thesis-statements/
• ↑ https://guides.libs.uga.edu/reliability
• ↑ https://facultyweb.ivcc.edu/rrambo/eng1001/outline.htm
• ↑ https://examples.yourdictionary.com/20-compelling-hook-examples-for-essays.html
• ↑ https://wts.indiana.edu/writing-guides/how-to-write-a-thesis-statement.html
• ↑ https://guidetogrammar.org/grammar/five_par.htm
• ↑ https://learning.hccs.edu/faculty/jason.laviolette/persuasive-essay-outline
• ↑ https://academicguides.waldenu.edu/writingcenter/paragraphs/topicsentences
• ↑ https://writingcenter.unc.edu/tips-and-tools/transitions/
• ↑ https://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions
• ↑ https://libguides.newcastle.edu.au/how-to-write-an-essay/conclusion
• ↑ https://pitt.libguides.com/citationhelp
• ↑ https://writingcenter.unc.edu/tips-and-tools/revising-drafts/

About This Article

Writing good essays is an important skill to have in high school, and you can write a good one by planning it out and organizing it well. Before you start, do some research on your topic so you can come up with a strong, specific thesis statement, which is essentially the main argument of your essay. For instance, your thesis might be something like, “Elephants should not be kept in the circus because they are mistreated.” Once you have your thesis, outline the paragraphs for your essay. You should have an introduction that includes your thesis, at least 3 body paragraphs that explain your main points, and a conclusion paragraph. Start each body paragraph with a topic sentence that states the main point of the paragraph. As you write your main points, make sure to include evidence and quotes from your research to back it up. To learn how to revise your paper, read more from our Writing co-author! Did this summary help you? Yes No

• Send fan mail to authors

Reader Success Stories

Ariel Arias Petzoldt

Aug 25, 2020

Did this article help you?

Nov 22, 2017

Rose Mpangala

Oct 24, 2018

Featured Articles

Trending Articles

Watch Articles

• Terms of Use
• Privacy Policy
• Do Not Sell or Share My Info
• Not Selling Info

wikiHow Tech Help Pro:

Develop the tech skills you need for work and life

Essay On School for Students and Children

500+ words essay on school.

The school where I study, Kolkota Public School is one of the best school in our district. Our school has more than 2500 students and more than 100 teachers. All of our teachers are devoted to their duties and have good teaching skill . Our school got established in the year 1973 by one of the renowned people of our locality Mr. Bishwanath Chatterjee, the highly educated person whose goal is to educate children of the society selflessly.

The School Building

Our school building is very big and it has seven floors. Our school has classes from pre-nursery to class twelve. It also has a big playground and has a swimming pool too, which gives us a nice view of the building.

Our school runs in two shifts morning and day. Morning shifts are for classes pre-nursery to class three whereas the day shifts start from class four to class twelve. All of the classes have three sections.

Our Principal and the teacher both have two separate rooms. Also, there is another room for clerks where the records of all the students and teachers are kept.

There is a big library on the third floor where we have well-stocked useful books and we have also well-equipped laboratory rooms. We too have a common room where we play indoor games during .recreation hours. Our common room is also the venue of our debating club. The Principal as the president of the debating club. We have our debate on every Saturday after school hours in the common room of the school building. We have the debate, read out essays and have a discussion on interesting topics. Some of the students are good in games and have also won prizes in many competitive matches.

There is a monthly magazine published in our school. Also, every year we go for an excursion with some teachers as our guides.

The school annual function and the prize-giving ceremony holds every year. The Saraswati Puja, Independence day, Republic Day is also celebrated every year with great enthusiasm.

Get the huge list of more than 500 Essay Topics and Ideas

The Teacher-student Relationship

The Principal and teachers of our school take personal care of the individual students as a philosopher and guide. As a result, it’s a make bond between the two and its easy to communicate between them.

Our teacher motivates us and also guide us to have some aim in life. The person without an aim in life is like a ship without its radar.

Our school teaches us many things in life. The first thing which I learned there is self-help. There is proverb “God helps those who help themselves”. It’s the best kind of help us to increase self-confidence improves personality and also bring satisfaction to the mind.

Extra-curricular Activities

Extracurricular activities mean activities outside the curricular such activity include sports, music, acting, and debate. Tree planting, blood donation relief work, literacy and campaign for awareness creation all come under social activities. Nowadays, teachers also support extracurricular activities and encourage the students to participate in such activities.

To conclude I must say that I have happy memories of my school from the first of my school to the last day of my school where I spent so many years happily in close contact with the teacher.

Toppr School OS

Check out School OS by Toppr . It gives your School a Tech advantage. There are many features like Live classes, Content Library, Performance analysis, Child strength analysis, and much more. Schools like Ryan Group of School are also using it!

Customize your course in 30 seconds

Which class are you in.

• Travelling Essay
• Picnic Essay
• Our Country Essay
• My Parents Essay
• Essay on Favourite Personality
• Essay on Memorable Day of My Life
• Essay on Knowledge is Power
• Essay on Gurpurab
• Essay on My Favourite Season
• Essay on Types of Sports

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Download the App

• Essay Samples
• College Essay
• Writing Tools
• Writing guide

Creative samples from the experts

↑ Return to Essay Samples

Definition Essay: School

School is something that we all know and understand, as we all have to go there as children whether we like it or not. It means very different things to very different people, though. In the USA, any educational establishment can be described as a school, when as in the UK, school is a place you go to up to the age of 16. A school is also a group of fish, although we will focus on the educational establishment in this essay.

For me, school is primarily a place to learn and to improve my chances of success in my career and life as a whole. It’s a place to better myself, not just for the good grades, but for the satisfaction of knowing that I’m a better for going through it. School doesn’t just teach you facts and academic skills, but disciple, social and communication skills, leadership and so many more things too. Other people aren’t interested in what they can get out of school, though, and see it as a place to socialize, become popular, have lots of boyfriends or girlfriends and have a good time. Having friends and fitting in is probably an important part of school for everyone though, be they popular and carefree or hardworking and academic.

For some children and young people, school is so much more than these trivial things. School can be a place of safety, perhaps from an abusive home life, or for children in third world countries, as a way of avoiding dangerous manual labor from a young age and giving themselves the best chance to have a better future than they would have otherwise. For many such children, school can also be the place where they get their only hot meal of the day, or even their only meal full stop, and it offers the only opportunity they will ever have to learn to read and write, count and add up.

On the other hand, for some children, school can be the total opposite of a safe place. For those being bullied or perhaps even being abused by a teacher, school can be a living hell, a place that children and young people would do anything to avoid, even if it means getting in trouble. School can leave some youngsters feeling vulnerable, lacking in self-esteem and even totally hopeless about their lives.

In conclusion, there is no single definition that can be given to describe school. Although the basics of it are set (it’s a place where you go to learn), how it works, what it looks like, and what it means for different people can vary greatly. Ultimately, any definition of school will be dependent on the person’s own experience of it.

Follow Us on Social Media

Get more free essays

Send via email

Most useful resources for students:.

• Free Essays Download
• Writing Tools List
• Proofreading Services
• Universities Rating

Contributors Bio

Find more useful services for students

Free plagiarism check, professional editing, online tutoring, free grammar check.

Onlymyenglish.com

Learn English

My School Essay in English (100, 200, 300, 500 words)

Table of Contents

My School Essay 100 Words

My school is a place where I get educated; learn new subjects under the guidance of trained and skilled teachers. I study at a school that is near my home. It is one of the best schools in my entire town. The management of my school believes that it isn’t only academic excellence that we should be after, but also the overall personality development and evolving into a good and useful human being.

The school has two playgrounds – one is a tennis court and the other one is a cricket ground. We also have a nice swimming pool and a canteen. It also has a beautiful garden where students relax and play during recess. Even in games, sports and tournaments, it has made much progress. My school has won many trophies, shields, and medals in many extra-curricular activities. In debates also, the students of my school secure good positions. It is considered to be one of the best schools in my locality.

My School Essay 200 Words

The school is called the educational institution which is designed to provide learning spaces and create an environment for the children where the teaching of the students is under the direction and guidance of the teachers.

My School is one of the best educational institutions where I get an education and make progress towards the goals of my life and make me capable of achieving them. Besides education, there are several significant roles that my school plays in my life. My school is performing well in all fields. It develops my physical and mental stamina, instills confidence, and

gives me tremendous opportunities to prove my skills and talents in different fields. In the academic field, it has made a mark. Its students secure top positions in the board examinations.

I go to school with my other friends. We study in our school in a great friendly environment. We reach school at a fixed time. As soon as we reach we line up to attend the assembly. Attending the school assembly is a wonderful experience. I enjoy for being first in a row in a school assembly. As soon as the assembly ends we rush to our respective classrooms. We take part in all school activities. One of my school fellows is the best singer and dancer. She has recently won the best singer award at the annual arts festival. Our school organizes all-important national events like Independence Day, teachers’ day, father’s day, etc. My school also gives every student abundant opportunities to take part in extracurricular activities like sports and music.

All of us are proud of being a part of it. I am fortunate enough to be a student at this school. I love and am proud of my school.

My School Essay 300 Words

An institution where higher education is taught is commonly called a school, University College, or University. Most countries have systems of formal education, which is sometimes compulsory. In these systems, Students progress through a series of schools. The names for these schools vary by country but generally include primary school for young children and secondary school for teenagers who have completed primary education.

My school is a place where I not only get educated but also get trained in other necessary competitive skills like sports, music, and dance. I am proud of my school because it provides us with all the basic facilities like a big playground, a central library, a big auditorium hall, a science lab, and a good computer lab. That is why my school is rated as one of the best schools in my entire area. My school has produced many great people in my country. It has a big and beautiful building that looks shiny from far away. I reach my target at a fixed time. I came to school with other friends of mine. We happily enter the schools with great confidence. We take part in a school assembly and then we move into our classrooms.

This all is done by a very efficient and well-trained teaching staff of my school. The best schools are those that make the students the best and the best school is made by the best teachers. We study under the guidance of the best teachers. My school has a dedicated teacher for all the subjects as well as extracurricular activities like music and sports. I consider my school as the best school because it supports and encourages every student to do their best and make progress. Fortunately, my school provides the best environment, the best teachers, and the best facilities.

Our Class teacher greets us daily and asks about us. He is quite a cool and kind man. He entertains us along with teaching his subject. We learn a lot of things like discipline, self-help, confidence, and cooperation here. As I enter my classroom I feel quite happy and relaxed.

My School Essay 500 Words

The place where children as the leaders of tomorrow study and where the future of the nation is shaped are called schools. Education is an essential weapon for tomorrow, so the good schools of today are important for the best future of a nation. Schools are the center of learning where we attend classes on various subjects, interact with the teachers, get our queries

answered, and appeared in exams. In my school, learning is more like a fun activity, because of the extra-talented teaching staff.

My school is a government primary school located on the outskirts of the city. Usually, when people think about a government school, they perceive it to be at an isolated location and have poor basic amenities and teaching facilities. But, despite being a government school, my school defies all such speculations. Teachers of my school are not only knowledgeable about the subjects they teach but also are skilled enough to teach through fun activities. For example, our physics teacher explains every concept by stating real-life examples that we could relate to. This way we not only understand the subject better. Moreover, not a moment I remember, when any teacher had ever replied rudely to any of the students. They always patiently listen and provide answers to all the queries posed to them. Learning at my school is fun and it is made possible only because of the teachers.

My school is very important in my life, in a way even more than my family. My family gives me love, care, and affection, and provides for all my other essential needs. But, all of this isn’t enough to make me a good human being and succeed in life.  Favorably, I am lucky enough to be enrolled in a prestigious school, and gaining a wonderful education, looking forward to realizing my dreams one day. The most necessary for success in life is education, and only my school provides it to me. Without my school and the education that it gives, I would be like a confused and wandering soul, almost aimless in life.

My school helps with my educational and overall personality development. It imparts education through classes, tests, and exams to teach me how to conduct myself confidently. It just feels so great to be in my school and be a part of everyday activities, be it lectures, sports, or Something else. While in school, I always feel happy, confident, enthusiastic, and loved. I make friends at school, those whom I will never forget and will always love them. My family supports my materialistic needs, but school is the place where my actual physical, social, and mental development takes place.  I know that every question that crosses my mind will be answered by my teachers. I also know that my school friends will always be at my side whenever I need them to be. As much as the studies, my school also stresses much on These activities as the management thinks that extracurricular activities are very essential for our overall personality development. My school provides dedicated teachers and staff for each extracurricular activity. We have a big sports ground with kits for all the major sports; a covered auditorium for dance and music and a separate basketball court.

The role my school plays in my personality development is fantastic. It not only imparts education in me but also teaches me how to conduct myself and how to behave decently and properly. I get trained in all the other necessary skills of life, like how to keep calm in challenging situations and help others as well. My school teaches me to be a good and evolved human being, to stay composed and progressive always. It also teaches me to be kind and generous to others and not differentiate them based on their caste, religion, ethnicity, or other divisions. These are some of the most essential personality traits that my school imparts to me, something that I will always be thankful for. Every time I think of my school, I think of it as a temple of education. A temple, where my soul meets education, making my life more meaningful and useful to society and the nation as well. It is a place where my aspirations get a wing and I get the strength and confidence to realize them. No other place in the entire world could replace my school and the role that it plays in my life. I will always be thankful to my friends, teachers, and the staff of my school, for making it such a comfortable and Educational place of learning.

• My Mother Essay
• Republic Day Essay
• Mahatma Gandhi Essay
• Essay on Holi
• Independence Day Essay
• My Family Essay

You might also like

10 Lines on My School Essay in English

10 Lines on Myself in English for Children and Students

Essay on environment in english, my mother essay in english 100, 200, 300, and 500 words, my favourite game essay, netaji subhash chandra bose essay in english.

What Is the Purpose of School?

• Share article

This story is part of a special project called Big Ideas in which EdWeek reporters ask hard questions about K-12 education’s biggest challenges and offer insights based on their extensive coverage and expertise.

Very early on in the COVID-19 pandemic, in March 2020, I wrote a story to mark the shuttering of almost every single public school in the nation . It concluded on a hopeful note about a possible wake-up call regarding the incredible number of invisible ways schools serve 50 million children and their families that often go unappreciated.

“There is the specter of a rejuvenation in Americans’ attitudes toward schools, or at least a recognition that the role they play as a provider of social services is indispensable, and possibly even that those functions ought to be reinforced so that schools aren’t left alone to face future crises,” I concluded.

It hasn’t exactly worked out that way.

Instead, there are rumblings that schools could be standing on less solid civic footing than they were before the pandemic—at least when measured by the most tangible factor available: enrollment. It has notably declined, even as home schooling has increased and school choice advocates work to expand tax-credit scholarships and other programs , partly in response to schools’ perceived failings.

What in fact reemerged in public discourse is a long-standing debate that’s often papered over in K-12 education: Americans, including our educators, are divided on what they believe schools’ core role should be.

Is it to convey knowledge and information and prepare students for their futures? Is it to provide guaranteed child care so that the economy can hum along? Is it to provide indispensable welfare services?

How to balance these functions appropriately is a question that will probably never be definitively answered to the approval of all. But it is a key one for districts to revisit as they decide what to do with a mammoth, but time-limited infusion of federal funding.

After all, how districts choose to spend that money serves a symbolic role as well as reflects how they’ve weighed the question of their core role. It conveys what they value, how they plan to reach it—and, importantly, what they feel they can manage.

In part, this tension is reemerging because families depended on schools during the pandemic in large numbers and in big ways. Arguably, they were perhaps the only real infrastructure we had to reach 50 million students and their families. But what we also learned, if we hadn’t already, is that that infrastructure is stretched, creaky, and, yes, not particularly efficient.

Consider, for example, schools’ remarkable shift to remote learning programs in the space of just a few months. Most schools offer one-to-one programs, devices, or internet access—despite the United States’ pointed failure to invest in broadband as a public utility .

And many will be shouldering the responsibility for seamless online learning in perpetuity, especially because of the concerns wrought by the Delta variant.

Schools also rapidly expanded the other social services they offered. Thousands of them used school lunch flexibility to expand the distribution of school meals. Others set up home-visiting programs and knocked on doors to find missing students, and still others are trying to coordinate housing in response to an epidemic of homelessness .

A recent EdWeek Research Center survey showed just how far-reaching some of these services are. It found that 63 percent of administrators reported that their district provided or subsidized internet services; 38 percent work in districts or schools that offered food pantries above and beyond their regular school meal programs; 37 percent said the district or school offered health services; and a third provided laundry facilities.

The pandemic showed the cracks in this network as needs grew more acute and as urgency ran up against schools’ built-in bureaucracies and resources.

Is it fair to ask schools to serve all these roles? More to the point, is it good policy? Is it wise?

Even our nation’s debate over so-called critical race theory (now a thoroughly misappropriated term) points to what the public assumes about schools’ abilities: Believing that schools are capable of widespread indoctrination implicitly means believing that they possess an extraordinary power to teach these things coherently, even though the evidence suggests that core reading, math, and science instruction, even within the same school, lacked cohesion from grade to grade before the pandemic.

So, here I ask: Is it fair to ask schools to serve all these roles? More to the point, is it good policy ? Is it wise ?

School systems are by the very way they’re set up—via local boards with built-in turnover—slow to adapt to new roles. If society expects schools to take them on, we need to consider how to do it well.

The expanding role of schools into the largest social-welfare providers in the country is not a new phenomenon, according to education historians like Campbell Scribner, who teaches at the University of Maryland.

They point out that the transformation of U.S. schools from centers of teaching and learning into places that serve social-welfare functions accelerated between 1900 and 1930, even as other national policies like universal health care did not gain traction.

This is partly the result of the intellectual foundations of U.S. welfare policy, which were—and continue to be—structured by centuries-old ideas of dividing the “deserving” and the “undeserving” poor. Children fall into the first category—so much so that many programs, from the first cash-aid welfare program in 1935 through the recently expanded Child Tax Credit, are directly aimed at them.

Most of these school-based additions, like health centers, nurses, and social workers, have ultimately proved to be broadly popular with the public, even though they were all controversial at the time.

Less commonly understood, though, is that schools didn’t shed the responsibilities they already had during this expansion. And as politicians have scaled back supports for other social programs, the resulting challenges—drug epidemics, vaping, gun violence, severe weather events, a pandemic—have been foisted by default on schools.

The massive decline in referrals to child-welfare agencies during the pandemic testifies to the extent to which schools play an important role in protecting children via the multiple lines of view they have on them. But this surveillance cuts both ways, too, as the debate about school policing and racism in schools underscores .

If anything, the pandemic added yet another duty to the school district’s roster, that of epidemiologist. At least initially, state officials passed the buck on issues like masking and social distancing , forcing 14,000 districts with little health experience to make consequential health choices—and to endure furious backlash.

What is the best way to integrate academics and social services?

If you have gotten this far, you probably agree with me that it’s imperative, 18 months after COVID-19 changed the world, to consider anew the fundamental question of what schools are for.

We might, as a starting point, agree that academic learning should be their key function. And we might also agree that students will face difficulty learning if they are not fed, clothed, and nurtured. But we have to think about how schools can do all that they do sustainably and effectively, particularly as they cope with more mandates and expectations from legislators.

For a while, there was a trend both in the federal government and in cities toward interagency collaboration to coordinate an expanding roster of services. These do not, to put it frankly, have a great track record because of the siloed nature of agencies.

In one continually infuriating example, the U.S. departments of Education and Housing and Urban Development still do not agree on a common definition for homelessness, which means cities cannot serve the same populations via the two different funding streams.

Perhaps the most promising model is actually a bottom-up one.

The community schools movement aims to build academic and social-service partnerships on school campuses. And a recent review of 19 studies examining the approach found that on balance, the approach seems to produce academic benefits.

But the research also found that there’s no “concrete recipe” for how to structure these partnerships in ways that consistently produce results, no clear road map on how to deploy funding or personnel. (It’s a truism in education to say that we know the “what” but often lack the “how.” In this case, it applies perfectly.)

I was feeling quite blue about all this as I was researching, but I’m reminded that public schools are also resilient. The culture-war discussions and disagreements about how to reopen safely may be loud right now, but parents generally do value schools’ expansive roles and give their own schools good marks even during the pandemic.

The split among Black and white parents on their trust in schools, however, is a warning sign that this trust is not automatic. It must be carefully nurtured.

The funding is a turning point that we can either build on or one we can waste.

We have an opportunity to do that through the extraordinary $123 billion federal recovery package for schools. The funding is a turning point that we can either build on or one we can waste.

It’s a symbolically important investment, because it signals that there’s still a commitment to public schools. But it’s not really a solution to the definitional problem I’ve been discussing here, so much as it is a stopgap. It could create new dependencies—or expectations—if districts aren’t careful.

At bottom, districts will need to invest in efforts that they can sustain—or use the funding, in part, to launch partnerships with local social-service agencies to make their new investments stretch. They’ll need to devise some kind of organizing structure that doesn’t run up against the silos and dysfunction I’ve outlined above. And they’ll need to begin with an honest assessment of what their schools can do now and what they’ll need help doing in the future.

I know what your question is, and, no, I don’t know what this structure should look like or how it should be governed or staffed.

I do know, though, that it’s imperative to start thinking about one. Because the pandemic won’t be the last major crisis to strain schools—and I, for one, want them to be strong enough to outlast the next one.

A version of this article appeared in the September 15, 2021 edition of Education Week as What Is The Purpose of School?

Sign Up for EdWeek Update

Edweek top school jobs.

Sign Up & Sign In

Choose Your Test

Sat / act prep online guides and tips, the 3 popular essay formats: which should you use.

General Education

Not sure which path your essay should follow? Formatting an essay may not be as interesting as choosing a topic to write about or carefully crafting elegant sentences, but it’s an extremely important part of creating a high-quality paper. In this article, we’ll explain essay formatting rules for three of the most popular essay styles: MLA, APA, and Chicago.

For each, we’ll do a high-level overview of what your essay’s structure and references should look like, then we include a comparison chart with nitty-gritty details for each style, such as which font you should use for each and whether they’re a proponent of the Oxford comma. We also include information on why essay formatting is important and what you should do if you’re not sure which style to use.

Why Is Your Essay Format Important?

Does it really matter which font size you use or exactly how you cite a source in your paper? It can! Style formats were developed as a way to standardize how pieces of writing and their works cited lists should look. 

Why is this necessary? Imagine you’re a teacher, researcher, or publisher who reviews dozens of papers a week. If the papers didn’t follow the same formatting rules, you could waste a lot of time trying to figure out which sources were used, if certain information is a direct quote or paraphrased, even who the paper’s author is. Having essay formatting rules to follow makes things easier for everyone involved. Writers can follow a set of guidelines without trying to decide for themselves which formatting choices are best, and readers don’t need to go hunting for the information they’re trying to find.

Next, we’ll discuss the three most common style formats for essays.

MLA Essay Format

MLA style was designed by the Modern Language Association, and it has become the most popular college essay format for students writing papers for class. It was originally developed for students and researchers in the literature and language fields to have a standardized way of formatting their papers, but it is now used by people in all disciplines, particularly humanities. MLA is often the style teachers prefer their students to use because it has simple, clear rules to follow without extraneous inclusions often not needed for school papers. For example, unlike APA or Chicago styles, MLA doesn’t require a title page for a paper, only a header in the upper left-hand corner of the page.

MLA style doesn’t have any specific requirements for how to write your essay, but an MLA format essay will typically follow the standard essay format of an introduction (ending with a thesis statement), several body paragraphs, and a conclusion.

One of the nice things about creating your works cited for MLA is that all references are structured the same way, regardless of whether they’re a book, newspaper, etc. It’s the only essay format style that makes citing references this easy! Here is a guide on how to cite any source in MLA format. When typing up your works cited, here are a few MLA format essay rules to keep in mind:

• The works cited page should be the last paper of your paper.
• This page should still be double-spaced and include the running header of your last name and page number.
• It should begin with “Works Cited” at the top of the page, centered.
• Your works cited should be organized in alphabetical order, based on the first word of the citation.

APA Essay Format

APA stands for the American Psychological Association. This format type is most often used for research papers, specifically those in behavioral sciences (such as psychology and neuroscience) and social sciences (ranging from archeology to economics). Because APA is often used for more research-focused papers, they have a more specific format to follow compared to, say, MLA style.

All APA style papers begin with a title page, which contains the title of the paper (in capital letters), your name, and your institutional affiliation (if you’re a student, then this is simply the name of the school you attend). The APA recommends the title of your paper not be longer than 12 words.

After your title page, your paper begins with an abstract. The abstract is a single paragraph, typically between 150 to 250 words, that sums up your research. It should include the topic you’re researching, research questions, methods, results, analysis, and a conclusion that touches on the significance of the research. Many people find it easier to write the abstract last, after completing the paper.

After the abstract comes the paper itself. APA essay format recommends papers be short, direct, and make their point clearly and concisely. This isn’t the time to use flowery language or extraneous descriptions. Your paper should include all the sections mentioned in the abstract, each expanded upon.

Following the paper is the list of references used. Unlike MLA style, in APA essay format, every source type is referenced differently. So the rules for referencing a book are different from those for referencing a journal article are different from those referencing an interview. Here’s a guide for how to reference different source types in APA format . Your references should begin on a new page that says “REFERENCES” at the top, centered. The references should be listed in alphabetical order.

Chicago Essay Format

Chicago style (sometimes referred to as “Turabian style”) was developed by the University of Chicago Press and is typically the least-used by students of the three major essay style formats. The Chicago Manual of Style (currently on its 17th edition) contains within its 1000+ pages every rule you need to know for this style. This is a very comprehensive style, with a rule for everything. It’s most often used in history-related fields, although many people refer to The Chicago Manual of Style for help with a tricky citation or essay format question. Many book authors use this style as well.

Like APA, Chicago style begins with a title page, and it has very specific format rules for doing this which are laid out in the chart below. After the title page may come an abstract, depending on whether you’re writing a research paper or not. Then comes the essay itself. The essay can either follow the introduction → body → conclusion format of MLA or the different sections included in the APA section. Again, this depends on whether you’re writing a paper on research you conducted or not.

Unlike MLA or APA, Chicago style typically uses footnotes or endnotes instead of in-text or parenthetical citations. You’ll place the superscript number at the end of the sentence (for a footnote) or end of the page (for an endnote), then have an abbreviated source reference at the bottom of the page. The sources will then be fully referenced at the end of the paper, in the order of their footnote/endnote numbers. The reference page should be titled “Bibliography” if you used footnotes/endnotes or “References” if you used parenthetical author/date in-text citations.

Comparison Chart

Below is a chart comparing different formatting rules for APA, Chicago, and MLA styles.

How Should You Format Your Essay If Your Teacher Hasn’t Specified a Format?

What if your teacher hasn’t specified which essay format they want you to use? The easiest way to solve this problem is simply to ask your teacher which essay format they prefer. However, if you can’t get ahold of them or they don’t have a preference, we recommend following MLA format. It’s the most commonly-used essay style for students writing papers that aren’t based on their own research, and its formatting rules are general enough that a teacher of any subject shouldn’t have a problem with an MLA format essay. The fact that this style has one of the simplest sets of rules for citing sources is an added bonus!

What's Next?

Thinking about taking an AP English class? Read our guide on AP English classes to learn whether you should take AP English Language or AP English Literature (or both!)

Compound sentences are an importance sentence type to know. Read our guide on compound sentences for everything you need to know about compound, complex, and compound-complex sentences.

Need ideas for a research paper topic? Our guide to research paper topics has over 100 topics in ten categories so you can be sure to find the perfect topic for you.

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

Improve With Our Famous Guides

• For All Students

The 5 Strategies You Must Be Using to Improve 160+ SAT Points

How to Get a Perfect 1600, by a Perfect Scorer

Series: How to Get 800 on Each SAT Section:

Score 800 on SAT Math

Score 800 on SAT Reading

Score 800 on SAT Writing

Series: How to Get to 600 on Each SAT Section:

Score 600 on SAT Math

Score 600 on SAT Reading

Score 600 on SAT Writing

Free Complete Official SAT Practice Tests

What SAT Target Score Should You Be Aiming For?

15 Strategies to Improve Your SAT Essay

The 5 Strategies You Must Be Using to Improve 4+ ACT Points

How to Get a Perfect 36 ACT, by a Perfect Scorer

Series: How to Get 36 on Each ACT Section:

36 on ACT English

36 on ACT Math

36 on ACT Reading

36 on ACT Science

Series: How to Get to 24 on Each ACT Section:

24 on ACT English

24 on ACT Math

24 on ACT Reading

24 on ACT Science

What ACT target score should you be aiming for?

ACT Vocabulary You Must Know

ACT Writing: 15 Tips to Raise Your Essay Score

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

Is the ACT easier than the SAT? A Comprehensive Guide

Should you retake your SAT or ACT?

When should you take the SAT or ACT?

Stay Informed

Get the latest articles and test prep tips!

Looking for Graduate School Test Prep?

Check out our top-rated graduate blogs here:

GRE Online Prep Blog

GMAT Online Prep Blog

TOEFL Online Prep Blog

Holly R. "I am absolutely overjoyed and cannot thank you enough for helping me!”

Here’s How Ivy League Schools Evaluate Student GPAs

• Share to Facebook
• Share to Twitter
• Share to Linkedin

One of the main gates on the Brown University campus, decorated with the University crest. (Photo by ... [+] Rick Friedman/Corbis via Getty Images)

A stellar GPA is one of the building blocks of a successful Ivy League application, and as the school year winds down, many students are anxiously seeking to give theirs a final boost. While most students and families understand the importance of a 4.0, few are aware of how top colleges evaluate student GPAs or what they look for when reviewing student transcripts. Though your GPA may seem to be a simple metric, nothing could be further from the case—colleges consider more than just the number, accounting for complexities such as diverse grading systems across schools, trends in grade inflation, and level of course rigor.

Here are three important facts to keep in mind about your GPA as you choose your courses:

1. Your GPA doesn’t directly compare to that of students at other schools.

One common misconception among college applicants is that they can compare their GPAs with those of students attending different schools. However, the GPA is not a universal metric but rather a reflection of an individual's academic performance within their specific educational environment. As a result, comparing GPAs from different schools is like comparing apples and oranges. For instance, some schools offer a plethora of AP, IB, and honors courses, while others may have limited options or offer none at all. Additionally, the weight assigned to AP versus honors versus regular classes varies from school to school. So, your GPA may not hold the same weight as those of your peers at different schools, even if you all have 4.0s.

Admissions officers understand that schools vary in their rigor, curriculum, and grading policies. Therefore, they evaluate your GPA in the context of your high school, considering the courses offered and the academic challenges presented. Instead of fixating on how your GPA compares to your friends’ from other schools, focus on challenging yourself and taking advantage of all the opportunities available to you at your school.

2. GPAs across the country are inflated—and colleges know it.

The last few years have seen surges in high school student GPAs nationwide. While GPA inflation has been on the rise over the last decade, average ACT composite scores are steadily declining. “For the 1.4 million ACT test-takers in the high school class of 2023, the average composite score on the exam was 19.5 out of 36, the lowest score since 1991,” according to The New York Times . The parallel differences, coupled with academic differences across schools, suggest that GPA must be considered in tandem with multiple other factors. Simply put, an A no longer means what it used to on a transcript.

Samsung Issues Critical Update For Millions Of Galaxy Users

Steve bannon will go to jail as he loses appeal on contempt of congress charges, how can ukrainian drones keep dropping grenades into open tank hatches.

Ivy League and other top colleges are well aware of this trend and evaluate student GPAs alongside other metrics such as standardized test scores and AP exam scores in order to better understand a student’s academic skill sets. While some Ivy League and other top schools remain test-optional , they still place emphasis on course rigor and the context offered by your high school profile in order to understand the grades on your transcript.

3. Colleges will recalculate your GPA.

Given the abundance of variables in GPA calculations, colleges often recalculate the metric to create a standardized baseline for comparison between students across different schools. The recalibration may involve adjusting for variations in grading scales or the weighting of honors, International Baccalaureate (IB) or Advanced Placement (AP) courses. The University of California system, for example, calculates students’ UC GPAs by converting grades to grade points (an A is equivalent to 4 points, a B to three points, etc.) for classes taken between summer after 9th and summer after 11th grade, and adding one point for each honors class, and dividing by total classes taken to yield final GPA.*

Other colleges also take additional factors that impact academic performance into consideration, and envelop GPA into a broader, holistic consideration. For instance, the Harvard University lawsuit over affirmative action revealed that Harvard rates students on a scale of 1–6 (with one being the most desirable) in academic, extracurricular, athletic and personal categories. A student’s GPA and test scores are folded together into an academic score which “summarizes the applicant’s academic achievement and potential based on grades, testing results, letters of recommendation, academic prizes, and any submitted academic work.”

This process aims to provide a fair and equitable evaluation of students from different educational backgrounds. Keep in mind that Harvard considers not only your grades, test scores, and academic rigor in this score, but also “evidence of substantial scholarship” and “academic creativity,” which can make the difference between a 1 and a 2 in the scoring system. These systems underscore the importance of taking advantage of every opportunity, showcasing your unique personality and creativity, and seeking to maximize opportunities to improve your performance within the academic landscape of your institution.

By understanding the complex way by which colleges evaluate students’ GPAs, you are better equipped to present a comprehensive and competitive picture of your academic achievements on your transcript and stand out in the competitive Ivy League admissions landscape.

*Variations exist for in-state versus out-of-state students and by high school. Be sure to calculate your GPA following the UC issued guidelines.

• Editorial Standards
• Reprints & Permissions

America’s Colleges Are Reaping What They Sowed

Universities spent years saying that activism is not just welcome but encouraged on their campuses. Students took them at their word.

Listen to this article

Produced by ElevenLabs and News Over Audio (NOA) using AI narration.

N ick Wilson, a sophomore at Cornell University, came to Ithaca, New York, to refine his skills as an activist. Attracted by both Cornell’s labor-relations school and the university’s history of campus radicalism, he wrote his application essay about his involvement with a Democratic Socialists of America campaign to pass the Protecting the Right to Organize Act . When he arrived on campus, he witnessed any number of signs that Cornell shared his commitment to not just activism but also militant protest, taking note of a plaque commemorating the armed occupation of Willard Straight Hall in 1969.

Cornell positively romanticizes that event: The university library has published a “ Willard Straight Hall Occupation Study Guide ,” and the office of the dean of students once co-sponsored a panel on the protest. The school has repeatedly screened a documentary about the occupation, Agents of Change . The school’s official newspaper, published by the university media-relations office, ran a series of articles honoring the 40th anniversary, in 2009, and in 2019, Cornell held a yearlong celebration for the 50th, complete with a commemorative walk, a dedication ceremony, and a public conversation with some of the occupiers. “ Occupation Anniversary Inspires Continued Progress ,” the Cornell Chronicle headline read.

As Wilson has discovered firsthand, however, the school’s hagiographical odes to prior protests have not prevented it from cracking down on pro-Palestine protests in the present. Now that he has been suspended for the very thing he told Cornell he came there to learn how to do—radical political organizing—he is left reflecting on the school’s hypocrisies. That the theme of this school year at Cornell is “Freedom of Expression” adds a layer of grim humor to the affair.

Evan Mandery: University of hypocrisy

University leaders are in a bind. “These protests are really dynamic situations that can change from minute to minute,” Stephen Solomon, who teaches First Amendment law and is the director of NYU’s First Amendment Watch—an organization devoted to free speech—told me. “But the obligation of universities is to make the distinction between speech protected by the First Amendment and speech that is not.” Some of the speech and tactics protesters are employing may not be protected under the First Amendment, while much of it plainly is. The challenge universities are confronting is not just the law but also their own rhetoric. Many universities at the center of the ongoing police crackdowns have long sought to portray themselves as bastions of activism and free thought. Cornell is one of many universities that champion their legacy of student activism when convenient, only to bring the hammer down on present-day activists when it’s not. The same colleges that appeal to students such as Wilson by promoting opportunities for engagement and activism are now suspending them. And they’re calling the cops.

The police activity we are seeing universities level against their own students does not just scuff the carefully cultivated progressive reputations of elite private universities such as Columbia, Emory University, and NYU, or the equally manicured free-speech bona fides of red-state public schools such as Indiana University and the University of Texas at Austin. It also exposes what these universities have become in the 21st century. Administrators have spent much of the recent past recruiting social-justice-minded students and faculty to their campuses under the implicit, and often explicit, promise that activism is not just welcome but encouraged. Now the leaders of those universities are shocked to find that their charges and employees believed them. And rather than try to understand their role in cultivating this morass, the Ivory Tower’s bigwigs have decided to apply their boot heels to the throats of those under their care.

I spoke with 30 students, professors, and administrators from eight schools—a mix of public and private institutions across the United States—to get a sense of the disconnect between these institutions’ marketing of activism and their treatment of protesters. A number of people asked to remain anonymous. Some were untenured faculty or administrators concerned about repercussions from, or for, their institutions. Others were directly involved in organizing protests and were wary of being harassed. Several incoming students I spoke with were worried about being punished by their school before they even arrived. Despite a variety of ideological commitments and often conflicting views on the protests, many of those I interviewed were “shocked but not surprised”—a phrase that came up time and again—by the hypocrisy exhibited by the universities with which they were affiliated. (I reached out to Columbia, NYU, Cornell, and Emory for comment on the disconnect between their championing of past protests and their crackdowns on the current protesters. Representatives from Columbia, Cornell, and Emory pointed me to previous public statements. NYU did not respond.)

The sense that Columbia trades on the legacy of the Vietnam protests that rocked campus in 1968 was widespread among the students I spoke with. Indeed, the university honors its activist past both directly and indirectly, through library archives , an online exhibit , an official “Columbia 1968” X account , no shortage of anniversary articles in Columbia Magazine , and a current course titled simply “Columbia 1968.” The university is sometimes referred to by alumni and aspirants as the “Protest Ivy.” One incoming student told me that he applied to the school in part because of an admissions page that prominently listed community organizers and activists among its “distinguished alumni.”

Joseph Slaughter, an English professor and the executive director of Columbia’s Institute for the Study of Human Rights, talked with his class about the 1968 protests after the recent arrests at the school. He said his students felt that the university had actively marketed its history to them. “Many, many, many of them said they were sold the story of 1968 as part of coming to Columbia,” he told me. “They talked about it as what the university presents to them as the long history and tradition of student activism. They described it as part of the brand.”

This message reaches students before they take their first college class. As pro-Palestine demonstrations began to raise tensions on campus last month, administrators were keen to cast these protests as part of Columbia’s proud culture of student activism. The aforementioned high-school senior who had been impressed by Columbia’s activist alumni attended the university’s admitted-students weekend just days before the April 18 NYPD roundup. During the event, the student said, an admissions official warned attendees that they may experience “disruptions” during their visit, but boasted that these were simply part of the school’s “long and robust history of student protest.”

Remarkably, after more than 100 students were arrested on the order of Columbia President Minouche Shafik—in which she overruled a unanimous vote by the university senate’s executive committee not to bring the NYPD to campus —university administrators were still pushing this message to new students and parents. An email sent on April 19 informed incoming students that “demonstration, political activism, and deep respect for freedom of expression have long been part of the fabric of our campus.” Another email sent on April 20 again promoted Columbia’s tradition of activism, protest, and support of free speech. “This can sometimes create moments of tension,” the email read, “but the rich dialogue and debate that accompany this tradition is central to our educational experience.”

Evelyn Douek and Genevieve Lakier: The hypocrisy underlying the campus-speech controversy

Another student who attended a different event for admitted students, this one on April 21, said that every administrator she heard speak paid lip service to the school’s long history of protest. Her own feelings about the pro-Palestine protests were mixed—she said she believes that a genocide is happening in Gaza and also that some elements of the protest are plainly anti-Semitic—but her feelings about Columbia’s decision to involve the police were unambiguous. “It’s reprehensible but exactly what an Ivy League institution would do in this situation. I don’t know why everyone is shocked,” she said, adding: “It makes me terrified to go there.”

Beth Massey, a veteran activist who participated in the 1968 protests, told me with a laugh, “They might want to tell us they’re progressive, but they’re doing the business of the ruling class.” She was not surprised by the harsh response to the current student encampment or by the fact that it lit the fuse on a nationwide protest movement. Massey had been drawn to the radical reputation of Columbia’s sister school, Barnard College, as an open-minded teenager from the segregated South: “I actually wanted to go to Barnard because they had a history of progressive struggle that had happened going all the way back into the ’40s.” And the barn-burning history that appealed to Massey in the late 1960s has continued to attract contemporary students, albeit with one key difference: Today, that radical history has become part of the way that Barnard and Columbia sell their $60,000-plus annual tuition.

Of course, Columbia is not alone. The same trends have also prevailed at NYU, which likes to crow about its own radical history and promises contemporary students “ a world of activism opportunities .” An article published on the university’s website in March—titled “Make a Difference Through Activism at NYU”—promises students “myriad chances to put your activism into action.” The article points to campus institutions that “provide students with resources and opportunities to spark activism and change both on campus and beyond.” The six years I spent as a graduate student at NYU gave me plenty of reasons to be cynical about the university and taught me to view all of this empty activism prattle as white noise. But even I was astounded to see a video of students and faculty set upon by the NYPD, arrested at the behest of President Linda Mills.

“Across the board, there is a heightened awareness of hypocrisy,” Mohamad Bazzi, a journalism professor at NYU, told me, noting that faculty were acutely conscious of the gap between the institution’s intensive commitment to DEI and the police crackdown. The university has recently made several “cluster hires”—centered on activism-oriented themes such as anti-racism, social justice, and indigeneity—that helped diversify the faculty. Some of those recent hires were among the people who spent a night zip-tied in a jail cell, arrested for the exact kind of activism that had made them attractive to NYU in the first place. And it wasn’t just faculty. The law students I spoke with were especially acerbic. After honing her activism skills at her undergraduate institution—another university that recently saw a violent police response to pro-Palestine protests—one law student said she came to NYU because she was drawn to its progressive reputation and its high percentage of prison-abolitionist faculty. This irony was not lost on her as the police descended on the encampment.

After Columbia students were arrested on April 18, students at NYU’s Gallatin School of Individualized Study decided to cancel a planned art festival and instead use the time to make sandwiches as jail support for their detained uptown peers. The school took photos of the students layering cold cuts on bread and posted it to Gallatin’s official Instagram. These posts not only failed to mention that the students were working in support of the pro-Palestine protesters; the caption—“making sandwiches for those in need”—implied that the undergrads might be preparing meals for, say, the homeless.

The contradictions on display at Cornell, Columbia, and NYU are not limited to the state of New York. The police response at Emory, another university that brags about its tradition of student protest, was among the most disturbing I have seen. Faculty members I spoke with at the Atlanta school, including two who had been arrested—the philosophy professor Noëlle McAfee and the English and Indigenous-studies professor Emil’ Keme—recounted harrowing scenes: a student being knocked down, an elderly woman struggling to breathe after tear-gas exposure, a colleague with welts from rubber bullets. These images sharply contrast with the university’s progressive mythmaking, a process that was in place even before 2020’s “summer of racial reckoning” sent universities scrambling to shore up their activist credentials.

In 2018, Emory’s Campus Life office partnered with students and a design studio to begin work on an exhibit celebrating the university’s history of identity-based activism. Then, not long after George Floyd’s murder, the university’s library released a series of blog posts focusing on topics including “Black Student Activism at Emory,” “Protests and Movements,” “Voting Rights and Public Policy,” and “Authors and Artists as Activists.” That same year, the university announced its new Arts and Social Justice Fellows initiative, a program that “brings Atlanta artists into Emory classrooms to help students translate their learning into creative activism in the name of social justice.” In 2021, the university put on an exhibit celebrating its 1969 protests , in which “Black students marched, demonstrated, picketed, and ‘rapped’ on those institutions affecting the lives of workers and students at Emory.” Like Cornell’s and Columbia’s, Emory’s protests seem to age like fine wine: It takes half a century before the institution begins enjoying them.

N early every person I talked with believed that their universities’ responses were driven by donors, alumni, politicians, or some combination thereof. They did not believe that they were grounded in serious or reasonable concerns about the physical safety of students; in fact, most felt strongly that introducing police into the equation had made things far more dangerous for both pro-Palestine protesters and pro-Israel counterprotesters. Jeremi Suri, a historian at UT Austin—who told me he is not politically aligned with the protesters—recalls pleading with both the dean of students and the mounted state troopers to call off the charge. “It was like the Russian army had come onto campus,” Suri mused. “I was out there for 45 minutes to an hour. I’m very sensitive to anti-Semitism. Nothing anti-Semitic was said.” He added: “There was no reason not to let them shout until their voices went out.”

From the May 1930 issue: Hypocrisy–a defense

As one experienced senior administrator at a major research university told me, the conflagration we are witnessing shows how little many university presidents understand either their campus communities or the young people who populate them. “When I saw what Columbia was doing, my immediate thought was: They have not thought about day two ,” he said, laughing. “If you confront an 18-year-old activist, they don’t back down. They double down.” That’s what happened in 1968, and it’s happening again now. Early Tuesday morning, Columbia students occupied Hamilton Hall—the site of the 1968 occupation, which they rechristened Hind’s Hall in honor of a 6-year-old Palestinian girl killed in Gaza—in response to the university’s draconian handling of the protests. They explicitly tied these events to the university’s past, calling out its hypocrisy on Instagram: “This escalation is in line with the historical student movements of 1968 … which Columbia repressed then and celebrates today.” The university, for its part, responded now as it did then: Late on Tuesday, the NYPD swarmed the campus in an overnight raid that led to the arrest of dozens of students.

The students, professors, and administrators I’ve spoken with in recent days have made clear that this hypocrisy has not gone unnoticed and that the crackdown isn’t working, but making things worse. The campus resistance has expanded to include faculty and students who were originally more ambivalent about the protests and, in a number of cases, who support Israel. They are disturbed by what they rightly see as violations of free expression, the erosion of faculty governance, and the overreach of administrators. Above all, they’re fed up with the incandescent hypocrisy of institutions, hoisted with their own progressive petards, as the unstoppable force of years’ worth of self-righteous rhetoric and pseudo-radical posturing meets the immovable object of students who took them at their word.

In another video published by The Cornell Daily Sun , recorded only hours after he was suspended, Nick Wilson explained to a crowd of student protesters what had brought him to the school. “In high school, I discovered my passion, which was community organizing for a better world. I told Cornell University that’s why I wanted to be here,” he said, referencing his college essay. Then he paused for emphasis, looking around as his peers began to cheer. “And those fuckers admitted me.”

Watch CBS News

Teens come up with trigonometry proof for Pythagorean Theorem, a problem that stumped math world for centuries

By Bill Whitaker

May 5, 2024 / 7:00 PM EDT / CBS News

As the school year ends, many students will be only too happy to see math classes in their rearview mirrors. It may seem to some of us non-mathematicians that geometry and trigonometry were created by the Greeks as a form of torture, so imagine our amazement when we heard two high school seniors had proved a mathematical puzzle that was thought to be impossible for 2,000 years. 

We met Calcea Johnson and Ne'Kiya Jackson at their all-girls Catholic high school in New Orleans. We expected to find two mathematical prodigies.

Instead, we found at St. Mary's Academy , all students are told their possibilities are boundless.

Come Mardi Gras season, New Orleans is alive with colorful parades, replete with floats, and beads, and high school marching bands.

In a city where uniqueness is celebrated, St. Mary's stands out – with young African American women playing trombones and tubas, twirling batons and dancing - doing it all, which defines St. Mary's, students told us.

Junior Christina Blazio says the school instills in them they have the ability to accomplish anything. 

Christina Blazio: That is kinda a standard here. So we aim very high - like, our aim is excellence for all students. 

The private Catholic elementary and high school sits behind the Sisters of the Holy Family Convent in New Orleans East. The academy was started by an African American nun for young Black women just after the Civil War. The church still supports the school with the help of alumni.

In December 2022, seniors Ne'Kiya Jackson and Calcea Johnson were working on a school-wide math contest that came with a cash prize.

Ne'Kiya Jackson: I was motivated because there was a monetary incentive.

Calcea Johnson: 'Cause I was like, "$500 is a lot of money. So I-- I would like to at least try."

Both were staring down the thorny bonus question.

Bill Whitaker: So tell me, what was this bonus question?

Calcea Johnson: It was to create a new proof of the Pythagorean Theorem. And it kind of gave you a few guidelines on how would you start a proof.

The seniors were familiar with the Pythagorean Theorem, a fundamental principle of geometry. You may remember it from high school: a² + b² = c². In plain English, when you know the length of two sides of a right triangle, you can figure out the length of the third.

Both had studied geometry and some trigonometry, and both told us math was not easy. What no one told  them  was there had been more than 300 documented proofs of the Pythagorean Theorem using algebra and geometry, but for 2,000 years a proof using trigonometry was thought to be impossible, … and that was the bonus question facing them.

Bill Whitaker: When you looked at the question did you think, "Boy, this is hard"?

Ne'Kiya Jackson: Yeah. 

Bill Whitaker: What motivated you to say, "Well, I'm going to try this"?

Calcea Johnson: I think I was like, "I started something. I need to finish it." 

Bill Whitaker: So you just kept on going.

Calcea Johnson: Yeah.

For two months that winter, they spent almost all their free time working on the proof.

CeCe Johnson: She was like, "Mom, this is a little bit too much."

CeCe and Cal Johnson are Calcea's parents.

CeCe Johnson:   So then I started looking at what she really was doing. And it was pages and pages and pages of, like, over 20 or 30 pages for this one problem.

Cal Johnson: Yeah, the garbage can was full of papers, which she would, you know, work out the problems and-- if that didn't work she would ball it up, throw it in the trash. 

Bill Whitaker: Did you look at the problem? 

Neliska Jackson is Ne'Kiya's mother.

Neliska Jackson: Personally I did not. 'Cause most of the time I don't understand what she's doing (laughter).

Michelle Blouin Williams: What if we did this, what if I write this? Does this help? ax² plus ….

Their math teacher, Michelle Blouin Williams, initiated the math contest.

Bill Whitaker: And did you think anyone would solve it?

Michelle Blouin Williams: Well, I wasn't necessarily looking for a solve. So, no, I didn't—

Bill Whitaker: What were you looking for?

Michelle Blouin Williams: I was just looking for some ingenuity, you know—

Calcea and Ne'Kiya delivered on that! They tried to explain their groundbreaking work to 60 Minutes. Calcea's proof is appropriately titled the Waffle Cone.

Calcea Johnson: So to start the proof, we start with just a regular right triangle where the angle in the corner is 90°. And the two angles are alpha and beta.

Bill Whitaker: Uh-huh

Calcea Johnson: So then what we do next is we draw a second congruent, which means they're equal in size. But then we start creating similar but smaller right triangles going in a pattern like this. And then it continues for infinity. And eventually it creates this larger waffle cone shape.

Calcea Johnson: Am I going a little too—

Bill Whitaker: You've been beyond me since the beginning. (laughter) 

Bill Whitaker: So how did you figure out the proof?

Ne'Kiya Jackson: Okay. So you have a right triangle, 90° angle, alpha and beta.

Bill Whitaker: Then what did you do?

Ne'Kiya Jackson: Okay, I have a right triangle inside of the circle. And I have a perpendicular bisector at OP to divide the triangle to make that small right triangle. And that's basically what I used for the proof. That's the proof.

Bill Whitaker: That's what I call amazing.

Ne'Kiya Jackson: Well, thank you.

There had been one other documented proof of the theorem using trigonometry by mathematician Jason Zimba in 2009 – one in 2,000 years. Now it seems Ne'Kiya and Calcea have joined perhaps the most exclusive club in mathematics. 

Bill Whitaker: So you both independently came up with proof that only used trigonometry.

Ne'Kiya Jackson: Yes.

Bill Whitaker: So are you math geniuses?

Calcea Johnson: I think that's a stretch. 

Bill Whitaker: If not genius, you're really smart at math.

Ne'Kiya Jackson: Not at all. (laugh) 

To document Calcea and Ne'Kiya's work, math teachers at St. Mary's submitted their proofs to an American Mathematical Society conference in Atlanta in March 2023.

Ne'Kiya Jackson: Well, our teacher approached us and was like, "Hey, you might be able to actually present this," I was like, "Are you joking?" But she wasn't. So we went. I got up there. We presented and it went well, and it blew up.

Bill Whitaker: It blew up.

Calcea Johnson: Yeah. 

Ne'Kiya Jackson: It blew up.

Bill Whitaker: Yeah. What was the blowup like?

Calcea Johnson: Insane, unexpected, crazy, honestly.

It took millenia to prove, but just a minute for word of their accomplishment to go around the world. They got a write-up in South Korea and a shout-out from former first lady Michelle Obama, a commendation from the governor and keys to the city of New Orleans. 

Bill Whitaker: Why do you think so many people found what you did to be so impressive?

Ne'Kiya Jackson: Probably because we're African American, one. And we're also women. So I think-- oh, and our age. Of course our ages probably played a big part.

Bill Whitaker: So you think people were surprised that young African American women, could do such a thing?

Calcea Johnson: Yeah, definitely.

Ne'Kiya Jackson: I'd like to actually be celebrated for what it is. Like, it's a great mathematical achievement.

Achievement, that's a word you hear often around St. Mary's academy. Calcea and Ne'Kiya follow a long line of barrier-breaking graduates. 

The late queen of Creole cooking, Leah Chase , was an alum. so was the first African-American female New Orleans police chief, Michelle Woodfork …

And judge for the Fifth Circuit Court of Appeals, Dana Douglas. Math teacher Michelle Blouin Williams told us Calcea and Ne'Kiya are typical St. Mary's students.  

Bill Whitaker: They're not unicorns.

Michelle Blouin Williams: Oh, no no. If they are unicorns, then every single lady that has matriculated through this school is a beautiful, Black unicorn.

Pamela Rogers: You're good?

Pamela Rogers, St. Mary's president and interim principal, told us the students hear that message from the moment they walk in the door.

Pamela Rogers: We believe all students can succeed, all students can learn. It does not matter the environment that you live in. 

Bill Whitaker: So when word went out that two of your students had solved this almost impossible math problem, were they universally applauded?

Pamela Rogers: In this community, they were greatly applauded. Across the country, there were many naysayers.

Bill Whitaker: What were they saying?

Pamela Rogers: They were saying, "Oh, they could not have done it. African Americans don't have the brains to do it." Of course, we sheltered our girls from that. But we absolutely did not expect it to come in the volume that it came.  

Bill Whitaker: And after such a wonderful achievement.

Pamela Rogers: People-- have a vision of who can be successful. And-- to some people, it is not always an African American female. And to us, it's always an African American female.

Gloria Ladson-Billings: What we know is when teachers lay out some expectations that say, "You can do this," kids will work as hard as they can to do it.

Gloria Ladson-Billings, professor emeritus at the University of Wisconsin, has studied how best to teach African American students. She told us an encouraging teacher can change a life.

Bill Whitaker: And what's the difference, say, between having a teacher like that and a whole school dedicated to the excellence of these students?

Gloria Ladson-Billings: So a whole school is almost like being in Heaven. 

Bill Whitaker: What do you mean by that?

Gloria Ladson-Billings: Many of our young people have their ceilings lowered, that somewhere around fourth or fifth grade, their thoughts are, "I'm not going to be anything special." What I think is probably happening at St. Mary's is young women come in as, perhaps, ninth graders and are told, "Here's what we expect to happen. And here's how we're going to help you get there."

At St. Mary's, half the students get scholarships, subsidized by fundraising to defray the $8,000 a year tuition. Here, there's no test to get in, but expectations are high and rules are strict: no cellphones, modest skirts, hair must be its natural color.

Students Rayah Siddiq, Summer Forde, Carissa Washington, Tatum Williams and Christina Blazio told us they appreciate the rules and rigor.

Rayah Siddiq: Especially the standards that they set for us. They're very high. And I don't think that's ever going to change.

Bill Whitaker: So is there a heart, a philosophy, an essence to St. Mary's?

Summer Forde: The sisterhood—

Carissa Washington: Sisterhood.

Tatum Williams: Sisterhood.

Bill Whitaker: The sisterhood?

Voices: Yes.

Bill Whitaker: And you don't mean the nuns. You mean-- (laughter)

Christina Blazio: I mean, yeah. The community—

Bill Whitaker: So when you're here, there's just no question that you're going to go on to college.

Rayah Siddiq: College is all they talk about. (laughter) 

Pamela Rogers: … and Arizona State University (Cheering)

Principal Rogers announces to her 615 students the colleges where every senior has been accepted.

Bill Whitaker: So for 17 years, you've had a 100% graduation rate—

Pamela Rogers: Yes.

Bill Whitaker: --and a 100% college acceptance rate?

Pamela Rogers: That's correct.

Last year when Ne'Kiya and Calcea graduated, all their classmates went to college and got scholarships. Ne'Kiya got a full ride to the pharmacy school at Xavier University in New Orleans. Calcea, the class valedictorian, is studying environmental engineering at Louisiana State University.

Bill Whitaker: So wait a minute. Neither one of you is going to pursue a career in math?

Both: No. (laugh)

Calcea Johnson: I may take up a minor in math. But I don't want that to be my job job.

Ne'Kiya Jackson: Yeah. People might expect too much out of me if (laugh) I become a mathematician. (laugh)

But math is not completely in their rear-view mirrors. This spring they submitted their high school proofs for final peer review and publication … and are still working on further proofs of the Pythagorean Theorem. Since their first two …

Calcea Johnson: We found five. And then we found a general format that could potentially produce at least five additional proofs.

Bill Whitaker: And you're not math geniuses?

Bill Whitaker: I'm not buying it. (laughs)

Produced by Sara Kuzmarov. Associate producer, Mariah B. Campbell. Edited by Daniel J. Glucksman.

Bill Whitaker is an award-winning journalist and 60 Minutes correspondent who has covered major news stories, domestically and across the globe, for more than four decades with CBS News.

More from CBS News

As a Social Security cut looms, should seniors buy long-term care insurance now?

"Absolutely stunning" rare electric blue lobster caught in England

Thousands of students who crossed border from Mexico to U.S. set to graduate

"Operation Catch a Toe" leads to murder suspect with distinctive foot

• Share full article

Advertisement

Supported by

Guest Essay

Elite Colleges Walked Into the Israel Divestment Trap

By Gary Sernovitz

Mr. Sernovitz is a managing director of Lime Rock Management, a private equity firm that invests in oil and gas and clean energy companies and whose investors include colleges and universities.

“ Disclose, divest, we will not stop, we will not rest ” is a frequent chant ringing through pro-Palestinian college protests. Of all the actions one could advocate in the war between Israel and Hamas, protesters at Columbia listed, as their first demand, that it divest from companies and institutions that, in their view, “profit from Israeli apartheid.”

Israeli companies aren’t the only target. A proposal Columbia students put forward in December calls for divestment from Microsoft, Airbnb, Amazon and Alphabet, among others. Microsoft is tagged for supplying cloud software services to Israel; Airbnb is targeted for posting rentals in Israeli settlements in the West Bank, listings the platform said it would remove in 2018 . The company reversed this policy months later to settle lawsuits.

Administrators at some universities, including Brown and Northwestern , have agreed to talks with students about divestment as part of agreements to end campus encampments. Other schools have said point blank that they will not accede. The University of Michigan Regents, for one, in March reaffirmed “its longstanding policy to shield the endowment from political pressures and base investment decisions on financial factors such as risk and return.”

“Longstanding” is a debatable term, as it was only three years ago that the regents decided the endowment should stop investing in funds focused on certain fossil fuels (which affected the firm I work at). Before the war in Gaza, it had been pretty easy for universities to make compromises around divestment demands, but those expedient choices are haunting them now. Every investment in elite schools’ endowments is up for debate.

College endowment managers no doubt feel beleaguered that pressing moral questions regularly end up on their desks. For that desk is already covered with spreadsheets on another question: how to generate returns for universities that are nonprofits, unfathomably expensive, and desperate to not be just finishing schools for the rich. Last fiscal year, endowments over $5 billion provided 17.7 percent of their university’s budgets . This school year, Williams College charged $81,200 in tuition and fees . But spending per student was $135,600. The endowment helps make up the difference.

Yet activists view endowments with a sense of ownership. They are part of a community that owns this money. They also go after endowments because they lack better targets. It says something about the authority of ideas in our age that students lobby institutions dedicated to the advancement and propagation of knowledge mainly over what they do with their excess cash.

The mother to all divestment movements was the one that aimed at apartheid in South Africa in the 1970s and ’80s. (In 1981, Barack Obama g ave his first public speech at a divestment rally at Occidental College.) It largely worked: Over 100 colleges in the U.S. eventually agreed to at least partly divest from companies that did business in the country. Years later, many believe divestment played some role in ending apartheid in South Africa.

From 2020 to 2022, as evidence of climate change grew increasingly unavoidable, student demands for divestment from fossil fuels claimed more victories, especially at the Ivy League and other colleges with large endowments — and not coincidentally large groups of activist students telling them what to do with them. Schools’ exposure to oil and gas investments was often less than 5 percent of their endowment, so finding a way to wind down investing, in some form, in the sector was easy to do.

Every divesting institution found its own path, some more logically consistent and sincere than others. I watched some of this unfold firsthand as some schools stopped investing in our oil and gas funds while others invested in our clean energy funds. But almost all the schools succeeded in minimizing real disruption to the endowment and inducing student activists to move on.

Unlike the effects of the South Africa movement, the early impact of oil and gas divestment by colleges and others has been negligible, or even counterproductive: Oil and gas companies have needed little external financial capital , and hostility to the divestment movement has led Republican-led states such as Florida to restrict E.S.G. investing , which focuses on environmental, social and governance factors. (Note that Florida’s State Board of Administration manages almost exactly the same amount of money as the 10 largest private college endowments combined.)

What the fossil fuel divestiture did establish, however, was that university leaders can be made to concede that their endowments will, in certain circumstances, be guided by the school’s collective values, and that current students can shape those values. And by getting endowments to not invest in the sector in some way , the protesters hardened an abstract moral judgment: that the oil and gas business, and the faceless bureaucrats who work for it, are wrong . Divestment champions hope the symbolic removal of an industry’s “social license” can take on its own power, emboldening government policymakers to regulate that industry or dissuading students from seeking jobs in it.

Now the reason for divestment is Israel rather than oil. For many students it’s part of the same conversation , as I saw in a scrawled word salad sign on display at Tulane’s pro-Palestinian encampment: “From the Gulf to the sea, no genocide for oil greed.”

University leaders could follow the same playbook as they did on fossil fuels and find ways to symbolically divest without disrupting their endowments in any notable way. Based on the size of G.D.P., not investing is Israel directly would be like not investing in Colorado. And despite the chants that charge otherwise, many endowments appear to have little to no direct exposure to Israel or to many of the American companies protesters want to blacklist.

But there’s a key difference between avoiding fossil fuels and shunning Israel. The institutions that divested from oil and gas made sure to describe it as financially prudent, albeit sometimes with shallow investment logic. This time, Israel’s social license is the only thing that is on the table. And if Israel is on the table, what other countries should lose their social license? How many years must pass since what some believe to be a country’s settler colonialist period or messy wars that kill innocent civilians to make it investable?

And if divestment against Israel is carried out, when should it end? Oil and gas divesting is meant never to end; oil and gas consumption is meant to end. Divestment from South Africa ended with apartheid. So university leaders will be forced to ask an often heterogeneous group of students what would earn Israel its social license back. A cease-fire? A new Israeli government? A two-state solution? The end of Israel as a Jewish state?

The effort to identify every investment with ties to Israel is also fraught. Columbia activists could find information only on pocket-change-size ownership of certain companies, such as $69,000 of Microsoft stock. So protesters are also demanding that colleges disclose all their investments, presumably so students can research the morality of each one. However, some firms that manage parts of an endowment’s money, particularly hedge funds, don’t report individual holdings to investors: asking them for it is like asking for the secret recipe for Coke.

But even if an endowment could provide a list of every underlying investment, it would likely then be inundated for more calls to divest, for more discovered connections — however small — to Israel, and for reasons related to other offenses discoverable with an online search. Why would there not be a Taiwanese student group demanding divestment from China, to dissuade an invasion? Other students demanding divestment from Big Tech, citing students’ mental health? Others demanding divestment from all of it, the hedge funds and private equity funds whose asset managers are not exactly healing American income inequality?

The answer, of course, is that endowments can’t be in the moral adjudication business — and they should never have headed this way. This does not mean that investing should be a returns-at-any-cost exercise. But it does mean that the real world does not always provide objective answers to how to balance benefits and consequences of companies providing products and services: Carbon emissions are bad, but energy consumption is necessary. Microsoft software for the Israeli government may displease you, but Microsoft saying it won’t sell software to Israel would displease others — and probably get itself banned from working with New York State agencies .

Listen to the protesters on divestment. They will not stop. They will not rest.

But neither will the markets. They open every morning, Monday through Friday, and university budgets’ demands on endowments never go away. Tuitions are rising . Costs always go up . Colleges should debate deep moral issues and discuss the hard compromises to solve the world’s ills. But we should move those efforts to the lecture halls, away from the investment offices. Divesting is an easy chant. Investing is hard enough as it is.

Gary Sernovitz is a managing director of Lime Rock Management, a private equity firm that invests in oil and gas and clean energy companies and whose investors include colleges and universities. He is also the author of “The Counting House,” a novel about the travails of a university chief investment officer.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .