A middle school is an educational stage which exists in some countries, providing education between primary school and secondary school. The concept and classification of middle schools, as well as the ages covered, vary between, sometimes within, countries. In Afghanistan, middle school consists of the primary school grades 5,6, 7 and the secondary school grade 8. In Albania, middle school is included in the primary education which lasts 9 years and attendance is mandatory. In Algeria, a middle school includes 4 grades; the ciclo básico of secondary education is equivalent to middle school. Most regions of Australia do not have middle schools, as students go directly from primary school to secondary school; as an alternative to the middle school model, some secondary schools divided their grades into "junior high school" and "senior high school". Some have three levels, "junior", "intermediate", "senior". In 1996 and 1997, a national conference met to develop what became known as the National Middle Schooling Project, which aimed to develop a common Australian view of early adolescent needs guiding principles for educators appropriate strategies to foster positive adolescent learning.
The first middle school established in Australia was The Armidale School, in Armidale. Other schools have since followed this trend; the Northern Territory has introduced a three tier system featuring Middle Schools for years 7–9 and high school year 10–12. Many schools across Queensland have introduced a Middle School tier within their schools; the middle schools cover years 5 to 8. In Bangladesh, middle school is not separated like other countries. Schools are from class 1 to class 10, it means upper primary. From class 6–8 is thought as middle school. Grades 1,2,3,4 and 5 are said to be primary school while all the classes from 6 to 9 are considered high school while 10–12 is called college. There aren't middle schools in Bolivia since 1994. Students aged 11–15 attend the last years of elementary education or the first years of secondary education. In Bosnia and Herzegovina "middle school" refers to educational institutions for ages between 14 and 18, lasts 3–4 years, following elementary school.
Gymnasiums are the most prestigious type of "middle" school. In Brazil, middle school is a mandatory stage that precedes High School called "Ensino Fundamental II" consisting of grades 6 to 9, ages 11 to 14. In Canada, the terms "Middle School" and "Junior High School" are both used, depending on which grades the school caters to. Junior high schools tend to include only grades 7, 8, sometimes 9, whereas middle schools are grades 6–8 or only grades 7–8 or 6–7, varying from area to area and according to population vs. building capacity. Another common model is grades 5–8. Alberta, Nova Scotia and Prince Edward Island junior high schools include only grades 7–9, with the first year of high school traditionally being grade 10. In some places students go from elementary school to secondary school, meaning the elementary school covers to the end of Grade 8. In Ontario, the term "Middle School" and "Senior Public School" are used, with the latter being used in the Old Toronto and Scarborough sections of Toronto plus in Mississauga and Kitchener-Waterloo.
In many smaller Ontario cities and in some parts of larger cities, most elementary schools serve junior kindergarten to grade 8 meaning there are no separate Middle Schools buildings, while in some cities specific schools do serve the intermediate grades but are still called "Elementary" or "Public" schools with no recognition of the grades they serve in their name. Quebec uses a grade system, different from those of the other provinces. In Quebec there is no Middle school section; the Secondary level has five grades starting after Elementary Grade 6. These are called Secondary I to Secondary V. There aren't middle schools in Chile. Students aged 11 to 16 attend the last years of educación básica or the first years of educación media. In the People's Republic of China, middle school has junior stage and senior stage; the junior stage education is the last 3 years of 9-year-compulsory education for all young citizens. Some middle schools have both stages; the admissions for most students to enroll in senior middle schools from junior stage are on the basis of the scores that they get in "Senior Middle School Entrance Exam", which are held by local governments.
Other students may bypass the exam, based on their distinctive talents, like athletics, or excellent daily performance in junior stage. Secondary education is divided into basic secondary and
A charter school is a school that receives government funding but operates independently of the established state school system in which it is located. Charter schools are an example of public asset privatization. There is ongoing debate on whether charter schools ought to be described as private schools or state schools. Advocates of the charter model state that they are public schools because they are open to all students and do not charge tuition, while critics cite charter schools' private operation and loose regulations regarding public accountability and labor issues as arguments against the concept. All Australian private schools have received some federal government funding since the 1970s. Since they have educated 30% of high school students. None of them is a charter school. Since 2009, the Government of Western Australia has been trialling the Independent Public School Initiative; these public schools could be regarded as akin to ` charter' Schools. The Canadian province of Alberta enacted legislation in 1994 enabling charter schools.
The first charter schools under the new legislation were established in 1995: New Horizons Charter School, Suzuki Charter School, the Centre for Academic and Personal Excellence. As of 2015, Alberta remains the only Canadian province. There are 23 charter school campuses operated by 13 Alberta charter schools; the number of charter schools is limited to a maximum of 15. Chile has a long history of private subsidized schooling, akin to charter schooling in the United States. Before the 1980s, most private subsidized schools were religious and owned by churches or other private parties, but they received support from the central government. In the 1980s, the government of Augusto Pinochet promoted neoliberal reforms in the country. In 1981 a competitive voucher system in education was adopted; these vouchers could be used in private subsidized schools. After this reform, the share of private subsidized schools, many of them secular, grew from 18.5% of schools in 1980 to 32.7% of schools in 2001. As of 2012, nearly 60% of Chilean students study in charter schools.
Colombia, like Chile, has a long tradition of private schools. With the economic crisis of religious orders, different levels of the state have had to finance these schools to keep them functioning. In some cities such as Bogotá, there are programs of private schools financed by public resources, giving education access to children from poor sectors; these cases, are small and about 60% of children and young people study in private schools paid for by their families. Moreover, private schools have higher quality than public ones; the United Kingdom established grant-maintained schools in England and Wales in 1988. They allowed individual schools; when they were abolished in 1998, most turned into foundation schools, which are under their local district authority but still have a high degree of autonomy. Prior to the 2010 general election, there were about 200 academies in England; the Academies Act 2010 aims to vastly increase this number. Due to Art. 7 of the Grundgesetz, private schools may only be set up if they do not increase the segregation of pupils by their parents' income class.
In return, all private schools are supported financially by government bodies, comparable to charter schools. The amount of control over school organization, curriculum etc. taken over by the state differs from state to state and from school to school. Average financial support given by government bodies was 85% of total costs in 2009. Academically, all private schools must lead their students to the ability to attain standardized, government-provided external tests such as the Abitur; some private schools in Hong Kong receive government subsidy under the Direct Subsidy Scheme. DSS schools are free to design their curriculum, select their own students, charge for tuition. A number of DSS schools were state schools prior to joining the scheme. Charter schools in New Zealand, labelled as Partnership schools | kura hourua, were allowed for after an agreement between the National Party and the ACT Party following the 2011 general election; the controversial legislation passed with a five-vote majority.
A small number of charter schools started in 2013 and 2014. All cater for students. Most of the students have issues with drugs, poor attendance and achievement. Most of the students are Pacific Islander. One of the schools is set up as a military academy. One of the schools ran into major difficulties within weeks of starting, it is now being run by an executive manager from Child and Family, a government social welfare organization, together with a commissioner appointed by the Ministry of Education. 36 organizations have applied to start charter schools. As in Sweden, the publicly funded but run charter schools in Norway are named friskoler and was formally instituted in 2003, but dismissed in 2007. Private schools have since medieval times been a part of the education system, is today consisting of 63 Montessori and 32 Steiner charter schools, some religious schools and 11 non-governmental funded schools like the Oslo International School, the German School Max Tau and the French School Lycée Français, a total of 195 schools.
All charter schools can have a list of admission priorities, but only the non-governmental funded schools are allowed to select their students and to make a profit. The charter schoo
Pre-kindergarten is a classroom-based preschool program for children below the age of five in the United States and Turkey. It may be delivered within a reception year in elementary school. Pre-kindergartens play an important role in early childhood education, they have existed in the US since 1922 run by private organizations. The U. S. Head Start program, the country's first federally funded pre-kindergarten program, was founded in 1967; this attempts to prepare children to succeed in school. The term "pre-kindergarten" is used interchangeably with the concepts of "nursery care" and "child care", they could involve academic training, or they could involve socializing activities. Pre-kindergartens differentiate themselves from other child care by focusing on building a child's social development, physical development, emotional development, cognitive development, they follow a set of organization-created teaching standards in shaping curriculum and instructional activities and goals. The term "preschool" more approximates the name "pre-kindergarten", for both focus on harvesting the same four child development areas in subject-directed fashion.
The term "preschool" refers to such schools that are owned and operated as private or parochial schools. Pre-kindergartens refer to such school classrooms that function within a public school under the supervision of a public school administrator and funded by state or federally allocated funds, private donations. Most school districts describe Pre-Kindergarten as "an early learning program to prepare children for kindergarten who are identified as at risk". Pre-kindergarten provides learning to children who are 4 years old on or before September 1. Preschool provides learning to children who are 3 years olds on or before September 1. Most programs are 3 hours but extended day is offered in some schools. "K-2" is used interchangeably with "pre-kindergarten". Although early childhood education experts criticize the use of the term as a way to rationalize utilizing a kindergarten model and teaching kindergarten skills in pre-kindergarten classes, public school districts continue to incorporate the term as a way to integrate pre-kindergarten into the stable of accountability under the No Child Left Behind Act.
In 2013, Michigan and the city of San Antonio, enacted or expanded Pre-K programs. In New York City, mayor Bill de Blasio was elected on a pledge of Pre-K for all city children. A poll conducted in July for an early education nonprofit advocate found that 60 percent of registered Republicans and 84 percent of Democrats supported expanding public preschool by raising the federal tobacco tax. Funding for Pre-K has proven a substantial obstacle for expanding programs; the issue produced multiple approaches. Several governors and mayors targeted existing budgets. San Antonio increased sales taxes, while Maine look to gambling. In Oregon 20% of kids have access to publicly funded Pre-K of any kind, a 2016 campaign is working to fund Pre-K to 12 education, for all kids whose parents want them to have the option of Pre-K. A 2012 review by the National Institute for Early Education Research at Rutgers University identified Oklahoma and West Virginia as among the leaders in public program quality and fraction of enrolled children.
Florida had the highest enrollment in 2012 — four-fifths of all four-year-olds. About 84 percent were in religion-based or family centers; that state's preschool programs did not fare well on quality measures. Other states with more than 50 percent enrollment included Wisconsin, Iowa and Vermont. Florida was one of the first states to establish free prekindergarten; the programs offer a jump start to young children on their education. The program is open to all 4 and 5-year-olds who reside in Florida and have birthdays before September 1st of the current school year. Voluntary Pre-Kindergarten gives each child an opportunity to perform better in school and in the future. A strong emphasis is put on literacy skills and smaller class sizes; these high-quality programs aid children in becoming strong readers and improving social and developmental skills. There are several different programs for parents to choose from, they differentiate in class size, instructional hours, teacher credentials. Florida VPK programs offer specialized instruction for children with special needs.
Benefits of the VPK program include better behavior, preparation for Kindergarten, a promoted love of learning for children. The skills children learn at home are enhanced by Voluntary Pre-Kindergarten. A 2018 study in the Journal of Public Economics found in Italy that pre-kindergarten "increased mothers' participation in the labor market and lowered the reservation wage of the unemployed, thus increasing their likelihood of finding a job" but "did not affect children's cognitive development, irrespective of their family background."Pre-Kindergarten gives each child an opportunity to perform better in school and in the future. A strong emphasis is put on literacy skills and smaller class sizes; these programs aid children in becoming strong readers and improving social and developmental skills. There are several different programs for parents to choose from, they differentiate in class size, instructional hours, teacher credentials. Select programs offer specialized instruction for
Higher education is an optional final stage of formal learning that occurs after completion of secondary education. Delivered at universities, colleges, seminaries and institutes of technology, higher education is available through certain college-level institutions, including vocational schools, trade schools, other career colleges that award academic degrees or professional certifications. Tertiary education at non-degree level is sometimes referred to as further education or continuing education as distinct from higher education; the right of access to higher education is mentioned in a number of international human rights instruments. The UN International Covenant on Economic and Cultural Rights of 1966 declares, in Article 13, that "higher education shall be made accessible to all, on the basis of capacity, by every appropriate means, in particular by the progressive introduction of free education". In Europe, Article 2 of the First Protocol to the European Convention on Human Rights, adopted in 1950, obliges all signatory parties to guarantee the right to education.
In the days when few pupils progressed beyond primary education or basic education, the term "higher education" was used to refer to secondary education, which can create some confusion. This is the origin of the term high school for various schools for children between the ages of 14 and 18 or 11 and 18. Higher education includes teaching, exacting applied work, social services activities of universities. Within the realm of teaching, it includes both the undergraduate level, beyond that, graduate-level; the latter level of education is referred to as graduate school in North America. In addition to the skills that are specific to any particular degree, potential employers in any profession are looking for evidence of critical thinking and analytical reasoning skills, teamworking skills, information literacy, ethical judgment, decision-making skills, fluency in speaking and writing, problem solving skills, a wide knowledge of liberal arts and sciences. Since World War II, developed and many developing countries have increased the participation of the age group who studies higher education from the elite rate, of up to 15 per cent, to the mass rate of 16 to 50 per cent.
In many developed countries, participation in higher education has continued to increase towards universal or, what Trow called, open access, where over half of the relevant age group participate in higher education. Higher education is important to national economies, both as an industry, in its own right, as a source of trained and educated personnel for the rest of the economy. College educated workers have commanded a measurable wage premium and are much less to become unemployed than less educated workers. However, the admission of so many students of only average ability to higher education requires a decline in academic standards, facilitated by grade inflation; the supply of graduates in many fields of study is exceeding the demand for their skills, which aggravates graduate unemployment, underemployment and educational inflation. The U. S. system of higher education was influenced by the Humboldtian model of higher education. Wilhelm von Humboldt's educational model goes beyond vocational training.
In a letter to the Prussian king, he wrote: There are undeniably certain kinds of knowledge that must be of a general nature and, more a certain cultivation of the mind and character that nobody can afford to be without. People cannot be good craftworkers, soldiers or businessmen unless, regardless of their occupation, they are good, upstanding and – according to their condition – well-informed human beings and citizens. If this basis is laid through schooling, vocational skills are acquired on, a person is always free to move from one occupation to another, as so happens in life; the philosopher Julian Nida-Rümelin criticized discrepancies between Humboldt's ideals and the contemporary European education policy, which narrowly understands education as a preparation for the labor market, argued that we need to decide between McKinsey and Humboldt. Demonstrated ability in reading and writing, as measured in the United States by the SAT or similar tests such as the ACT, have replaced colleges' individual entrance exams, is required for admission to higher education.
There is some question as to whether advanced mathematical skills or talent are in fact necessary for fields such as history, philosophy, or art. The general higher education and training that takes place in a university, college, or Institute of technology includes significant theoretical and abstract elements, as well as applied aspects. In contrast, the vocational higher education and training that takes place at vocational universities and schools concentrates on practical applications, with little theory. In addition, professional-level education is always included within Higher Education, in graduate schools since many postgraduate academic disciplines are both vocationally and theoretically/research oriented, such as in the law, pharmacy and veterinary medicine. A basic requirement for entry into these graduate-level programs is always a bachelor's degree, although alternative means of obtaining entry into such programs may be available at some universiti
A graduate school is a school that awards advanced academic degrees with the general requirement that students must have earned a previous undergraduate degree with a high grade point average. A distinction is made between graduate schools and professional schools, which offer specialized advanced degrees in professional fields such as medicine, business, speech-language pathology, or law; the distinction between graduate schools and professional schools is not absolute, as various professional schools offer graduate degrees and vice versa. Many universities award graduate degrees. While the term "graduate school" is typical in the United States and used elsewhere, "postgraduate education" is used in English-speaking countries to refer to the spectrum of education beyond a bachelor's degree; those attending graduate schools are called "graduate students", or in British English as "postgraduate students" and, colloquially, "postgraduates" and "postgrads". Degrees awarded to graduate students include master's degrees, doctoral degrees, other postgraduate qualifications such as graduate certificates and professional degrees.
Producing original research is a significant component of graduate studies in the humanities, natural sciences and social sciences. This research leads to the writing and defense of a thesis or dissertation. In graduate programs that are oriented towards professional training, the degrees may consist of coursework, without an original research or thesis component; the term "graduate school" is North American. Additionally, in North America, the term does not refer to medical school, only refers to law school or business school. Graduate students in the humanities and social sciences receive funding from the school and/or a teaching assistant position or other job. Although graduate school programs are distinct from undergraduate degree programs, graduate instruction is offered by some of the same senior academic staff and departments who teach undergraduate courses. Unlike in undergraduate programs, however, it is less common for graduate students to take coursework outside their specific field of study at graduate or graduate entry level.
At the Ph. D. level, though, it is quite common to take courses from a wider range of study, for which some fixed portion of coursework, sometimes known as a residency, is required to be taken from outside the department and college of the degree-seeking candidate, to broaden the research abilities of the student. Some institutions denote other divisions. Graduate degrees in Brazil are called "postgraduate" degrees, can be taken only after an undergraduate education has been concluded". Lato sensu graduate degrees: degrees that represent a specialization in a certain area, take from 1 to 2 years to complete. Sometimes it can be used to describe a specialization level between a master's degree and a MBA. In that sense, the main difference is that the Lato Sensu courses tend to go deeper into the scientific aspects of the study field, while MBA programs tend to be more focused on the practical and professional aspects, being used more to Business and Administration areas. However, since there are no norms to regulate this, both names are used indiscriminately most of the time.
Stricto sensu graduate degrees: degrees for those who wish to pursue an academic career. Masters: 2 years for completion. Serves as additional qualification for those seeking a differential on the job market, or for those who want to pursue a PhD. Most doctoral programs in Brazil require a master's degree, meaning that a Lato Sensu Degree is insufficient to start a doctoral program. Doctors / PhD: 3–4 years for completion. Used as a stepping stone for academic life. In Canada, the Schools and Faculties of Graduate Studies are represented by the Canadian Association of Graduate Studies or Association canadienne pour les études supérieures; the Association brings together 58 Canadian universities with graduate programs, two national graduate student associations, the three federal research-granting agencies and organizations having an interest in graduate studies. Its mandate is to promote and foster excellence in graduate education and university research in Canada. In addition to an annual conference, the association prepares briefs on issues related to graduate studies including supervision and professional development.
Admission to a master's program requires a bachelor's degree in a related field, with sufficiently high grades ranging from B+ and higher, recommendations from professors. Some schools require samples of the student's writing as well as a research proposal. At English-speaking universities, applicants from countries where English is not the primary language are requir
The University of Applied Sciences, as is known Vocational University, Polytechnic university or called Professional University, Applied Technological University, College of Higher Vocational Studies, is an institution of higher education and sometimes research, which provides both tertiary and sometimes quaternary education and grants academic degrees at all levels in a variety of subjects. In some countries, a vocational university more grants professional degrees like professional bachelor's degree, Professional master's degree and Professional doctorates; the term is not used in many countries and an assignment to a certain type of university in a certain country's educational system is therefore difficult. The UK once had a extensive vocational university sector with its polytechnic system dating back to the mid 19th century. Vocational universities are regulated and funded differently from research-focused universities, the degrees granted are not interchangeable; the education at vocational universities combines teaching of both practical skills and theoretical expertise.
It can be contrasted with education in a broader scientific field, which may concentrate on theory and abstract conceptual knowledge. There is the historical background that an educational institution was called a university in the Middle Ages only if a certain classical canon of subjects was taught. In modern times, other subjects, namely natural and engineering sciences, became more important, but institutions of tertiary education focusing on these subjects and not offering the classical canon have until or are still denied the prestigious denomination "university" in all countries, they had to use other, more general terms, including Fachhochschule in German, Haute École in French, Hogeschool in Dutch, Høyskole in Norwegian, Scuola universitaria professionale in Italian, etc. There are different varieties, including vocational universities of applied sciences, vocational universities of liberal arts, etc. In recent years, many vocational universities have received full university status, such as the University of Music and Performing Arts, Austria, or the Örebro University, Sweden.
There are some establishments which now have full university status but continue to use their former names, such as the Royal Institute of Technology in Stockholm, Sweden. In Finland, vocational universities are called Ammattikorkeakoulu, they do not grant licentiate or doctorate degrees. Notice: certain universities are called korkeakoulu because they have only one faculty, e.g. Teatterikorkeakoulu, the Theatre Academy, whereas universities with several faculties are called yliopisto; the term ammattikorkeakoulu creates some confusion with korkeakoulu, because traditionally AMK's were not considered universities. A graduate of university of applied sciences is not eligible for doctoral studies in Finnish universities without formally completing a master's degree from a university; the term vocational university is not used. In contrast to traditional German universities, a Fachhochschule has a more practical profile. Universities of Applied Sciences grant Bachelor degrees and Master degrees; some Universities of Applied Sciences run doctoral programs where the degree itself is awarded by a partner institution.
Furthermore, Berufsakademie is a college type inspired by the dual education system. A Berufsakademie is called a university of cooperative education in English and only grants bachelor's degrees; this type of institution was first created in the German state of Baden-Württemberg and now exists in Hamburg, Lower Saxony, Saxony, Schleswig-Holstein, Thuringia, but not in the other German states. In 2009, Baden-Württemberg transformed its Berufsakademie into a new type of institution, which until now only exists in that state, a "Duale Hochschule". In English, this type of institution is called university of cooperative education, but a Duale Hochschule offers master's degrees. In Greece, comparable institutions to the Vocational Universities are the Technological Educational Institutes; these constitute part and parcel of the Higher Education in Greece and offer in their own capacity bachelor's and master's degrees, soon Doctorate degrees.. On the other hand, the term College in Greece may refer, among others, to the institutions that are titled Centres of Post-lyceum Education.
These have a professional, i.e. non-academic, orientation according to existing Greek law, are so far only private. However, they run in collaboration with foreign authorities, such as universities and accreditation organisations, that may recognise them academically, they may offer professional bachelor degrees of minimum three years, as well as master and doctorate degrees. As of January 29, 2008, a Dutch hogeschool may call itself a "University of Applied Sciences" in English. Universities of Applied Sciences offer master's degrees, but no doctorates. Since 1 Janua
A boarding school provides education for pupils who live on the premises, as opposed to a day school. The word "boarding" is used in i.e. lodging and meals. As they have existed for many centuries, now extend across many countries, their function and ethos varies greatly. Traditionally, pupils stayed at the school for the length of the term; some are for either girls while others are co-educational. In the United Kingdom, which has a rich history of such schools, many independent schools offer boarding, but so do a few dozen state schools, many of which serve children from remote areas. In the United States, most boarding schools cover grades seven or nine through grade twelve—the high school years; some American boarding schools offer a post-graduate year of study to help students prepare for college entrance. In some times and places boarding schools are the most elite educational option, whereas in other contexts, they serve as places to segregate children deemed a problem to their parents or wider society.
Notoriously and the United States tried to assimilate indigenous children in the Canadian Indian residential school system and American Indian boarding schools respectively. Some function as orphanages, e.g. the G. I. Rossolimo Boarding School Number 49 in Russia. Tens of millions of rural children are now educated at boarding schools in China. Therapeutic boarding schools offer treatment for psychological difficulties. Military academies provide strict discipline. Education for children with special needs has a long association with boarding; some boarding schools offer an immersion into democratic education, such as Summerhill School. Others are determinedly international, such as the United World Colleges; the term boarding school refers to classic British boarding schools and many boarding schools around the world are modeled on these. A typical boarding school has several separate residential houses, either within the school grounds or in the surrounding area. A number of senior teaching staff are appointed as housemasters, dorm parents, prefects, or residential advisors, each of whom takes quasi-parental responsibility for anywhere from 5 to 50 students resident in their house or dormitory at all times but outside school hours.
Each may be assisted in the domestic management of the house by a housekeeper known in U. K. or Commonwealth countries as matron, by a house tutor for academic matters providing staff of each gender. In the U. S. boarding schools have a resident family that lives in the dorm, known as dorm parents. They have janitorial staff for maintenance and housekeeping, but do not have tutors associated with an individual dorm. Older students are less supervised by staff, a system of monitors or prefects gives limited authority to senior students. Houses develop distinctive characters, a healthy rivalry between houses is encouraged in sport. Houses or dorms include study-bedrooms or dormitories, a dining room or refectory where students take meals at fixed times, a library and study carrels where students can do their homework. Houses may have common rooms for television and relaxation and kitchens for snacks, storage facilities for bicycles or other sports equipment; some facilities may be shared between several dorms.
In some schools, each house has students of all ages, in which case there is a prefect system, which gives older students some privileges and some responsibility for the welfare of the younger ones. In others, separate houses accommodate needs of different classes. In some schools, day students are assigned to a dorm or house for social activities and sports purposes. Most school dormitories have an "in your room by" and a "lights out" time, depending on their age, when the students are required to prepare for bed, after which no talking is permitted; such rules may be difficult to enforce. International students may take advantage of the time difference between countries to contact friends or family. Students sharing study rooms are less to disturb others and may be given more latitude; as well as the usual academic facilities such as classrooms, halls and laboratories, boarding schools provide a wide variety of facilities for extracurricular activities such as music rooms, sports fields and school grounds, squash courts, swimming pools and theatres.
A school chapel is found on site. Day students stay on after school to use these facilities. Many North American boarding schools are located in beautiful rural environments, have a combination of architectural styles that vary from modern to hundreds of years old. Food quality can vary from school to school, but most boarding schools offer diverse menu choices for many kinds of dietary restrictions and preferences; some boarding schools have a Dress Code for specific meals like Dinner or for specific days of the week. Students are free to eat with friends, teammates, as well as with faculty and coaches. Extra curricular activities groups, e.g. the French Club, may have meals together. The Dining Hall serves a central place where lessons and learning can continue between students and teachers or