Students are called “cadets” when attending military school, as all life, activities and education emulates the military structure. In the past, military schools were only for the sons of the well-off families with the intention of developing character and high educational values.

Over the years, military schools turned into modern day schools for rebellious teenagers. However, kids aren’t placed in a military schools in order to be punish them; on the contrary, they’re placed there in order to correct their behavior. Military schools have garnered negative publicity over the years, particularly during the Korean and Vietnam Wars, significantly lowering enrollment. To compensate, many military schools turned to offering structured environments for troubled teens.

As with any school, military schools are not without problems, but unlike ordinary schools, military schools have a better approach in correcting rebellious behavior. They work to ensure that cadets will show improvement for the duration of their highly structured programs, using emotional, physical, and other means to teach cadets to respect themselves and others.

The schools’ progressive academic programs help each cadet improve as they strive to attain certain goals in their program. The boys enrolled in military schools undergo rigorous training that aims to teach boys on how to better understand themselves. This training also helps young men understand their own weaknesses and strengths. Evaluations are conducted during the first weeks of training to provide an overview on what areas need improvement.

Military schools offer an effective emotional growth program, with personal development courses, educational videos and tapes. The objective of this highly structured program is to help create responsible young adults by changing negative habits and choices. Military schools have been perceived as a interdisciplinary programs and, to a large extent, this is true. With ever increasing numbers of troubled teenagers, military schools fill an important role in the education.

The New York schools have student academic intervention programs that provide the needed tutoring, counseling and teaching of skill sets. The New York schools services are a supplement to the general teaching curriculum.

New York schools students who are academically at risk and need assistance in the areas of English language arts, mathematics, social studies, and/or science are candidates for intervention. The New York schools support may address the areas of guidance, counseling, attendance and study skills, all of which affect a student’s ability to perform well academically.

The New York schools academic intervention may be offered during regular school hours or during an extended school day or year, depending upon the school. New York schools educators determine the need for intervention. It is not something that may be requested or refused by parents, though their cooperation can make a difference between success and failure of the program.

If a child in the New York schools is determined to need such intervention, the parents are notified in writing, telling them of the commencement of the program for their child, what services will be provided, the reason intervention is required, and the consequences for the student of not achieving the expected performance levels. New York schools communication with the parents is ongoing and encourages their cooperation and participation in the program. There is at least one consultation a semester with the classroom teacher and other New York schools professional staff, who are assisting their child. Progress reports are given the parents at least on a quarterly basis. Additionally, information is provided to the parents on how to work with their child to improve academic achievement, how to monitor the child’s progress, and how to work with New York schools educators to improve their child’s achievement.

New York schools student academic intervention is determined as follows:

• Kindergarten through grade three —
1) Student lacks reading readiness, including knowledge of sounds and letters, and is based on appraisal by the New York schools; OR
2) Student is at risk of not meeting the New York schools’ required performance level in English language arts and/or mathematics. This may include diagnostic screening or vision, hearing and physical disabilities; and limited English proficiency determination.
• Grades four through eight —
1) Student scores below the state required performance level on one or more New York schools elementary assessments in English language arts, mathematics, social studies or science; OR
2) Student is at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science. This may include diagnostic screening or vision, hearing and physical disabilities; OR
3) Student is limited English proficient and at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science by using English or their native language. This may include diagnostic screening or vision, hearing and physical disabilities.
• Grades nine through twelve —
1) Student scores below the New York schools required performance level on one or more state intermediate assessments in English language arts, mathematics, social studies or science; OR
2) Student scores below New York schools required performance level on any one of the state examinations that are required for graduation; OR
3) Student is at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science. This may include diagnostic screening or vision, hearing and physical disabilities; OR
4) Student is limited English proficient and at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science by using English or their native language. This may include diagnostic screening or vision, hearing and physical disabilities.

The New York schools student academic intervention is ended, when a student successfully meets the state’s required performance level in the areas he or she was having difficulty. Though school standards are now the norm across the nation, the New York schools are going one step beyond to ensure students meet those standards.

While options exist in Sevilla for Americans to take courses in English, it is either at facilities where there are no Spaniards or at a university on the outskirts of the city.

“Taking course only with other Americans defeats the purpose of going to Sevilla, especially when opportunities exist for taking courses at a Spanish university. We at ASA are proud that our students who are not advanced at Spanish have the option of taking courses in English at a Spanish university,” said Lee Frankel, Director of Academic Studies Abroad.

Students on the ASA program in Sevilla live with a host family, attend both day and overnight excursions throughout Spain, and have tutoring available from on-site staff. These three things help students not only improve their level of fluency, but also help them gain a better understand of the Spanish culture.

Located in the south of Spain, approximately three and a half hours south of Madrid by high speed train, Sevilla is home to one of the most famous cathedrals and bullrings in Spain. A laid-back lifestyle and typically beautiful weather is what attracts so many students and tourists to Sevilla.