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贺拉斯曼学校是一所涵盖幼儿园至12年级学生的男女混合大学预科走读学校。在全国顶尖的独立学校之中,贺拉斯曼学校以超高水准的教学课程吸引了来自三个州、方圆50英里内的优秀学生。学校旨在帮助学生实现各自的潜能,为学生开设富于挑战性、要求严格的课程和课外项目,鼓励学生认识自己、挑战自己,引导学生关心他人,并获得智力、身体素质、社会能力和情感上的成长。学校重视培养学生清晰而富有创造力的思维能力,鼓励学生认识到学习是一项终身的事业,学习的价值就在于它本身。
贺拉斯曼中学 - Horace Mann School | FindingSchool
性别 年份 年级 城市 来源院校 类型 托福 SSAT 案例提供
2021 4升4 中国 国际学校 就读 InAmerica在美国际教育咨询老师
2021 6升7 美国 公立 就读 InAmerica在美国际教育咨询老师
2021 8升9 美国 美高 就读 100-110 InAmerica在美国际教育咨询老师
2021 PreK升PreK 中国 国际学校 就读 InAmerica在美国际教育咨询老师
2021 PreK升PreK 美国 国际学校 就读 InAmerica在美国际教育咨询老师
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Horace Mann School常年位居全美私立学校排名前三名,是全美最顶尖的学术类院校。该校由哥伦比亚大学教育学院建立,成立之初便成为常春藤大学的对口学校,直到1940年从哥大教育学院剥离,学校覆盖幼儿园小班直至12年级。幼儿园3岁到5岁的孩子在曼哈顿90街的校址入学,1年级后进入布朗克斯校区。学校强调科技,并从一年级开始教授法语和西班牙课程。过去5年,超过30%的毕业生进入常春藤学校,MIT和Stanford大学。该校拥有一流的体育设施,例如可升降的游泳池,为不同年龄学生提供不同深度的泳池。Horace Mann School非常重视中国学生,并且愿意为中国学生提供F1学生签证。
留学美国网-石老师 08/10/2020
5 / 5
霍瑞斯曼高中是一所纽约顶尖私立走读学院。学校有三个校区。Nursery Division在曼哈顿,Lower Division在Bronx,初高中占地18英亩,俯瞰布朗克斯区的Van Cortlandt公园。学校提供20门AP课程和6种语言课程。美国最大的10所独立日制学校之一 1.体育项目丰富,校队除了常见运动,还有乒乓球、Ultimate、英式橄榄球、赛艇、滑雪、击剑等。篮球强: 2020年2月,女子校队篮球队夺得常春藤联赛冠军,也夺得NYSAIS头衔 2.艺术课程设置非常丰富,Music开设18门课程,Theater&Dance有16门课程,visual arts有36门课程。不仅仅有AP课程,还有Honor课程 3.计算机和机器人课程有手机APP设计,也有软件工程,还有数据艺术等高级课程 4.学校说设施先进:学校有占地320英亩的户外教育中心,650个座位的格罗斯剧院。2个体育馆,Simon家庭健身中心,Okin家庭田径;Mignone独立研究实验室,科学实验室 5.教职工培训:通过与皇家莎士比亚公司的合作,50名教师参与了与皇家莎士比亚公司从业者一对一的密集培训。
罗罗老师 Rowena 04/29/2020
5 / 5
提供22门AP课程,23门荣誉课程,7种世界语言,提供达尔自然实验室课程,提高学生对世界的认识、理解和欣赏,提供机器人课程3.学校荣誉:被纽约州私立学校协会(NYSAIS)认证,私立学校教师协会(ATIS)、全国私立学校协会(NAIS)、纽约市私立学校协会、教育档案局(ERB)会员。 课外活动:60多个俱乐部,70多个体育校队;游泳队是常春藤高中盟校中首个四次获得“常春藤高中盟校冠军”称号的学校。 学校非常注重学生的艺术发展,尤其是表演。会把最新的畅销书和未拍成电影的作品先让孩子们去表演和发挥。从无到有,不局限于已有的影视作品,而是发挥充分的想象力。 Horace Mann的运动项目非常全面,飞盘,击剑,英式橄榄球,垒球,就连乒乓球校队都有。这在美国学校十分少见。且每一个项目的程度都可以根据自己的情况选择,无论你是新手还是世界冠军,都有适合你的队伍等级。
  • 8 回答

    这里有一篇相关文章,或许可以部分回答你的问题: “Opinions Prioritizing mental health requires deeper change in school culture Avani Khorana , Staff Writer December 7, 2021 Ever since I came to HM I have held myself to a high standard and repeatedly ignored and invalidated my struggles with mental health. I believe that this willful disregard of poor mental health stems from the prominent culture of pressure at HM. There is a prestige that comes along with the Horace Mann name and after transfering from a much more relaxed public school, I felt the need to push myself past my limits if I had any hope of standing a chance in such a highly competitive environment. In recent years, stress has become a big topic of discussion within our community. It’s important for students to understand that they’re not alone in their struggles, but oftentimes I ignore my stress because I know that I’m not the only one who has a lot of work or multiple assessments the next day. I do believe that mental health should be a top priority, but no matter how much I tell myself that, I still have yet to put it before school. I think that I continue to put pressure on myself because, after being in such an overly academically rigorous environment for so long, that’s what I’ve been conditioned to do. There are, of course, a multitude of circumstances which can contribute to students’ mental health outside of school. Other factors, such as familial relationships and social life, are also aspects of a person’s life which play a large role in their mental health. For me, the majority of my life revolves around school. Along with increasing my stress levels in terms of academics, school has caused strains between me and my parents and influenced my social life to varying degrees. When I’m both physically and mentally exhausted I tend to take it out on the people close to me, and it’s hard to find time to just relax and talk to my family and friends without worrying about the work I need to get done. I spend seven hours a day in class, another two to three hours in varying extracurriculars, then four or so hours trying to work on my assignments. On a good day, I then go to sleep for somewhere between five and six hours, until my alarm blares and signals that it’s time to do it all over again. This is not the same reality for every HM student, but the work we are expected to do puts a lot on our plates. I’ve always been told that if I just do my best everything will be okay. But what happens when my best isn’t good enough? What happens when I exhaust myself trying to complete more work than I can handle? High school is too early to be burning ourselves out. Whenever I have felt unable to work because of burnout in the past, I used to try to give myself some time to step back and relax. However, I soon realized that I wasn’t actually able to recharge, because all I was doing was beating myself up for “procrastinating” my work. I was using that time to scream at myself internally for not doing enough of what I felt was expected of me. Instead of my relaxation time being relaxation time, I was just burning myself out more because I wasn’t allowing myself to truly unwind. I told myself that it was my fault for “procrastinating” and as such ignored the detrimental effect this kind of internal punishment had on my mental health. While it’s crucial for students to make sure they are taking care of their mental health, others within the community should strive to promote a climate that clearly and actively values the well-being of every student. There have been several instances in which I have felt that teachers did not truly care about my mental health despite saying otherwise. I may express feelings of distress but those concerns are often glossed over by teachers saying that I’ll “be okay” but then continue to assign the same rigor of work. I feel as though teachers preach the idea of improving our mental health but then don’t actually make efforts to help us do so. Although the school has taken steps to mitigate the pressure students are under such as getting rid of calculated GPAs and midterms, we need to change the mindset students have which causes us to put such large amounts of pressure on ourselves. This is a more fundamental issue which won’t be solved overnight or with one clear solution. However, it begins with affirmation and action: teachers, affirm students of the fact that it’s okay if you get a worse grade than you would have hoped for and that it isn’t going to be detrimental for them, and then take the action to actually prove that fact. Make it more feasible to get accomodations for mental health reasons, give extra credit opportunities, base more of the final grade on participation or homework completion and less on test grades, and, overall, promote learning and understanding over ability to perform on assessments. We don’t need to and we shouldn’t push ourselves to the brink to get good grades. HM is a bubble. It can be hard to look beyond that bubble and understand that in the grand scheme of things, we will be okay, but I encourage you to try and adopt this mindset. I’ll try too. ”

    7edu-Dr. Jing 通过 网站 回答于2022-04-18 22:26:03 |



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基本信息
走读 Nursery-12
类型 混校
位置 城市
ESL 没有
学费 $57,200
人数 1793
师生比 1:8
国际生 2%
寄宿比例 N/A
高教比 63%
SAT 1434
建校年份 1887年
接受成绩 ISEE
面试方式 在校面试
校园面积 18英亩
班级大小 15
宗教关系 非宗教学校
学校图片 (3)
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