High School – Woonsocket High http://woonsockethigh.org/ Fri, 12 Aug 2022 10:14:03 +0000 en-US hourly 1 https://wordpress.org/?v=5.9.3 https://woonsockethigh.org/wp-content/uploads/2021/05/woonsocket-high-icon-150x150.png High School – Woonsocket High http://woonsockethigh.org/ 32 32 2022 Ohio High School Football Preview Guide https://woonsockethigh.org/2022-ohio-high-school-football-preview-guide/ Fri, 12 Aug 2022 10:14:03 +0000 https://woonsockethigh.org/2022-ohio-high-school-football-preview-guide/

Central Ohio’s high school football teams are gearing up for the 2022 season, and the This week the sports staff is there with them.

Our editors watched practices and chatted with coaches and players to give fans insight into their favorite teams – and their opponents. Season previews have been written and edited, and it’s time to share them, along with some great shots from our photographers.

Our preview stories are online only again, and all will be linked on this page. Season previews will be released daily from August 15-17, and Week 1 game previews will be released on August 18.

Nate Severs and Garrett Stover of Big Walnut

High School Football Preview Cover Story

High school football:2022 Ohio High School Football Preview Guide Release Begins August 12

Central Ohio Recruiting Update

Central Ohio High School Football:Will Smith Jr. and Garrett Stover lead Zone rookies

History presented by Oakland Nurseries

Super 24 pre-season squad

  • Come back at 6 a.m. on August 19

Pre-season Super 7 poll

Super 7 Poll:Pickerington Central opens seventh straight season atop ThisWeek Super 7 poll

League Predictions

Football at Columbus High School:ThisWeek staff predict league champions

Schedule week by week

Your team’s slate:2022 Weekly Schedule for Columbus and Area

Central Ohio Team Previews


Come back at 10 a.m. on August 15


Come back at noon on August 15

City League North

Come back at noon on August 16

City League South

Come back at 2 p.m. on August 16


Come back at 10 a.m. on August 17


Come back at noon on August 17


Come back at 2 p.m. on August 17


Come back at 4 p.m. on August 17


Come back at 6 p.m. on August 17

Other Central Ohio Teams

Come back at 2 p.m. on August 15

Week 1 Games Previews

Come back August 18



2022 Hawaii’s Best High School Football Players https://woonsockethigh.org/2022-hawaiis-best-high-school-football-players/ Thu, 04 Aug 2022 18:25:41 +0000 https://woonsockethigh.org/2022-hawaiis-best-high-school-football-players/

Top High School Football Team in High School Football America Hawaii’s Top 10, powered by NFL play football, is full of talent. Kahuku has five players in the Top 11 of the 247Sports Composite rankings for the class of 2023.

Backline Liona Lefau, committed to Texas, is the second player overall in the state. The Red Raiders’ defense is expected to be exceptional, with Lefau joined in the linebacking corps by Leonard Ah You, the state’s No. 4 prospect.

Also on the defensive side of the ball for Kahuku are safety Brock Fonolmoana (#6) and defensive lineman Stanley Raass (#11).

On offense, Kahuku will look to explosive wide receiver Kainoa Carvalho, ranked No. 7 in overall recruiting in the composite rankings. The Utah rookie finished last year with 64 receptions for 1,029 yards and 10 touchdowns.

The best player in the state is St. Louis offensive lineman Iapani Laloulu. The 6-2, 355-pounder currently has eight college football scholarship offers – Arizona, California, Florida, Hawaii, Miami (Florida) Oregon, Tennessee and Virginia.

Class of 2023 of Hawaii’s Top High School Football Players

4 stars

No. 1 Iapani Laloulu, IOL – St. Louis – Not Committed

No. 2 Liona Lefau, LB – Kahuku – Texas

3 stars

No. 3 Solomone Maiafu, LB – Kapaa – Not Committed

No. 4 Leonard Ah You, LB – Kahuku – Not Committed

No. 5 Gavin Hunter, ATH – Mililani – Arizona

No. 6 Brock Fonolmoana, S – Kahuku – Not Committed

No. 7 Kainoa Carvalho, WR – Kahuku – Utah

No. 8 Kamuela Kaaihue, LB – Roosevelt – Arizona

No. 9 Julian Savaiinaea, EDGE – St. Louis – Arizona

No. 10 John-Keawe Sagapolutele, QB – Punahou – Hawaii

No. 11 Stanley Raass, DL – Kahuku – BYU


Mason Muaau, WR – St. Louis – Colorado State

Kamaehu Kaawalauole, WR – Campbell – San Jose State

Josiah Timoteo, IOL – Waianae – Hawaii

Blesyng Alualu-Tuiolemotu – Campbell – UNLV

Viliamu Toilolo, CB – Kahuku – Not Committed

Kahi Graham, QB – St. Louis – Not Committed

Nick Delgadillo, WR – St. Louis – Not Committed

Class of 2024 of Hawaii’s Top High School Football Players

3 stars

No. 1 Kekai Burnett, EDGE – Punahou – Not Committed


Preston Taummua, IOL – Aiea – Not Committed

Ty McCutcheon, QB – Not Committed

Tristan Waiamau-Galindo, EDGE – Kamehameha Kapalama – Not Committed

Dallas hosts first-time State Rowing High School Championships – NBC 5 Dallas-Fort Worth https://woonsockethigh.org/dallas-hosts-first-time-state-rowing-high-school-championships-nbc-5-dallas-fort-worth/ Sat, 23 Apr 2022 04:58:19 +0000 https://woonsockethigh.org/dallas-hosts-first-time-state-rowing-high-school-championships-nbc-5-dallas-fort-worth/

In the long list of Texas high school sports, rowing might not be the first that comes to mind, but water racing is coming to North Texas.

White Rock Lake in Dallas hosts the State High School Rowing Championships beginning Saturday.

On Friday, only a few of the 11 high school rowing teams competing for a state title were able to practice before being called back to dock, due to high winds.

Davis Colwell, head coach of Rowing Club of The Woodlands near Houston, said conditions will be another factor on the water this weekend.

“We’re an outdoor sport, we take what comes our way,” Colwell said. “And we’re a water sport so, hey, you’re gonna get wet.”

A little extra breeze can’t take away the momentum Dallas is feeling about hosting more than 200 competitors at the two-day state championships beginning Saturday morning.

Austin has hosted all state championship regattas, but White Rock Rowing management has agreed to host the event this year, which will allow high school crew teams to expand the racetrack by 1,000 yards at 2000 meters.

“Having the state championship at a distance of 2 km is an important step. It legitimizes what we do,” Colwell said.

Rowing is not a recognized sport by UIL, which oversees Texas high school athletics. North Texas is home to 7 of the 11 teams competing this weekend with private schools like Hockaday, St. Mark’s, Ursuline Academy and Jesuit field teams, as well as White Rock Rowing and Dallas Rowing Club which are open to all local high school students. .

Lauren Centeno is the head coach of the Dallas Rowing Club Juniors, which she added this year is made up mostly of first- and second-year competitors, many of whom are only competing in their first or second regatta this weekend.

“It’s great for the city of Dallas, it’s great for the county, it’s great for the entire Metroplex,” Centeno said. “It’s fun to win and I hope we take home trophies at the end of the day.”

Race heats start at 7 a.m. on Saturday and finals start at the same time on Sunday.

Colwell says he hopes anyone around White Rock Lake this weekend will take some time to watch the students compete in a sport that’s easy to understand as a spectator.

“You don’t need to know a lot about the sport to understand what a one-on-one race is like,” Colwell said. “They will have it.”

Michigan Associated Press high school boys basketball state rankings for Feb. 28 https://woonsockethigh.org/michigan-associated-press-high-school-boys-basketball-state-rankings-for-feb-28/ Mon, 28 Feb 2022 22:09:00 +0000 https://woonsockethigh.org/michigan-associated-press-high-school-boys-basketball-state-rankings-for-feb-28/

The top 10 teams in the Michigan Associated Press high school basketball poll of February 28, 2022, with first-place votes in parentheses and records in parentheses. Total points are based on 15 points for a first vote, 14 for the second, etc. :

Division 1

1. King of Detroit {5} (18-1) — 75

2. Orchard Lake St. Mary’s (13-4) — 67

3. Muskegon (18-1) — 64

4. Grand Rapids Northview (18-1) — 63

5. Detroit Jesuit UD (12-5) — 52

6. Detroit Cass Tech (15-3) — 49

7. Hamtramck (15-3) — 48

8. Brother Rice of Bloomfield Hills (12-6) — 36

9. Big White (13-5) — 21

10. Rockford (18-2) — 19

Others receiving votes: Warren De La Salle 16, Oak Park 16, East Lansing 14, Canton 13, Ann Arbor Huron 13, Detroit Western International 9, Grand Haven 9, River Rouge 9, North Farmington 5, Detroit Catholic Central 2.

Division 2

1. Williamston {5} (19-0) — 75

2. Grand Rapids Catholic Center (19-1) — 70

3. Hudsonville Unity Christian (19-0) – 64

4. Ferndale (14-3) — 61

5. Croswell-Lexington (18-0) — 55

6. Benton Harbor (16-2) — 50

7. Onsted (19-0) — 44

8. Scroll (18-1) — 38

9. Freeland (19-0) — 35

10. Romulus Summit Academy (16-2) — 30

Others receiving votes: Standish Sterling Central 21, Marshall 19, Olivet 14, Carrollton 11, Warren Lincoln 4, Grand Rapids Christian 3, Saginaw 2, Cadillac 2, Detroit Edison 1, Grand Rapids West Catholic 1.

Division 3

1. Flint Beech {5} (17-1) — 75

2. Reese (16-2) — 68

3. Menominee (17-2) — 66

4. Traverse City St. Francois (16-2) — 57

5. School Craft (17-2) — 55

6. Riverview Gabriel Richard (19-0) — 49

7. Benzonia Benzie Central (17-1) — 43

8. Loyola Strait (13-5) — 39

9T. Bad Ax (17-2) — 28

9T. Mesick (19-0) — 28

Others receiving votes: Vandercook Lake 22, Grand Rapids Covenant Christian 16, Pewamo-Westphalia 13, Blanchard Montabella 10, Grandville Calvin Christian 9, Cassopolis Ross Beatty 7, Maple City Glen Lake 6, Centerville 4, Erie-Mason 2, Napoleon 2, Elkton-Pigeon -Port Laker Bay 1.

Division 4

1. Christian de Southfield {3} (14-4) — 72

2. Christian McBain of Northern Michigan {1} (19-0) — 71

3. Hillman {1} (19-0) — 62

4. Rudyard (17-1) — 60

5. North Central Powers (16-2) — 51

6. New Buffalo (18-1) — 47

7. Ewen-Trout Creek (15-3) — 37

8. Munising (14-2) — 33

9. Wyoming Tri-Unity Christian (12-5) — 31

10. Away (18-1) — 29

Others receiving votes: Bellevue 23, Genesee Christian 21, Hillsdale Academy 19, Lake Leelanau St Mary 17, Webberville 10, Buckley 7, Ubly 4, Colon 2, Ellsworth 2, Norway 1, Detroit University Prep Art & Design 1

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Meet Reese Basketball’s 1,000 point club, which has increased by two this season

Naval Academy hopeful finds comfort in the water with high school swim team

Roswell High School football quarterback Robbie Roper dies after surgery https://woonsockethigh.org/roswell-high-school-football-quarterback-robbie-roper-dies-after-surgery/ Wed, 22 Dec 2021 19:04:49 +0000 https://woonsockethigh.org/roswell-high-school-football-quarterback-robbie-roper-dies-after-surgery/

Roswell High School quarterback Robbie Roper died of complications from surgery on Wednesday, Family and school officials confirmed via social media. He was 18 years old.

In a tweet about the high school students Twitter, the Roper family confirmed the high school student’s death.

In their tweet, the Roper family wrote that Robbie “was our family’s greatest joy. We are proud of the young man he has become. He will be sadly missed by his friends and family. We are still working on the arrangements. funeral, and update everyone on the date, time and location. “

Roswell High School, where Roper was in his final year, is about 26 miles north of downtown Atlanta.

What surgery did the Roswell quarterback perform?

News of the teenager’s condition became public Tuesday night.

According to social media posts, complications arose after the teenager had shoulder surgery in Florida, and he ended up on life support.

Fulton County Schools athletic director Steven Craft said the district was “heartbroken” for the Roper family and the Roswell athletic community.

In a tweet, Craft wrote: “Please keep raising this family and community in prayer. Robbie Roper will be remembered as a fierce competitor, amazing son and great friend. We will miss you. “

In a tweet Wednesday afternoon, Roswell High principal Robert Shaw said his heart was breaking for the family.

On Twitter, Dr Shaw wrote: “My favorite memories are watching him on the sidelines cheering on his teammates. He was always quick, smiling and respected by all. Please keep his family in your prayers.”

Roswell High head coach Chris Prewett made a statement, saying “broken hearted is an understatement”.

“Robbie was a fantastic young man and a fighter to the end !! We will miss you in so many ways !! Prayers to this grieving family and our community.”

Who was Roswell High School quarterback Robbie Roper?

According to his Twitter, Robbie was a 6’4 ”, 215-pound double-threat quarterback with a 3.9 GPA.

He led the Hornets to a 10-3 record in 2021, losing in the Class 7A quarterfinals to Grayson.

On November 19, Roper led Roswell to a road victory over North Cobb in the High 5 Sports Game of the Week, 46-43.

Which colleges were recruiting Robbie Roper?

247 Sports Listed Roper had offers to play college football in Massachusetts, Morehead State, Morgan State and West Carolina, as well as interest from other schools. He had recently received interest from the University of Florida.

Other colleges interested in high school were Ole Miss, Pittsburgh, Connecticut, TCU, Michigan, and North Carolina.

The Roswell High School quarterback, who describes himself as a double threat, had a tall 6-foot-4, 215-pound frame.

Roper hadn’t made a college commitment, but a playoff run during his senior season had caught the attention of college programs. Roswell High School advanced to the quarterfinals of GHSA Class 7A before losing to Grayson High School.


Drexel Writers Room Collaboration Highlights 7 Floors About Local High School Graduates | Now https://woonsockethigh.org/drexel-writers-room-collaboration-highlights-7-floors-about-local-high-school-graduates-now/ https://woonsockethigh.org/drexel-writers-room-collaboration-highlights-7-floors-about-local-high-school-graduates-now/#respond Mon, 21 Jun 2021 20:37:43 +0000 https://woonsockethigh.org/drexel-writers-room-collaboration-highlights-7-floors-about-local-high-school-graduates-now/


“But We Keep Going,” the senior portrait series from Paul Robeson High School, was celebrated on the evening of June 17 with a screening event on the Drexel University City campus produced by Welsh, the deputy principal of the Writers Room Patrice Worthy, Pearlstein Gallery Exhibitions and Programs Coordinator. Leah Appleton and Greenhouse Media.

Photos of the event by Charles Shan Cerrone.

Please visit the
“Drexel’s response to the coronavirus”
website for the latest public health advisories.

Although the pandemic forced 2021 graduates of Paul Robeson High School in West Philadelphia to spend most of their senior year apart, help from friends at Drexel University Writers’ room meant to cap graduation with an opportunity to feel larger than life.

Thirty-one seniors were photographed as part of TRIPOD, the Writers Room intergenerational storytelling program supported by Canon Solutions America. These images and the students’ thoughts on the pandemic and their future were shared online, on social networks, and in real life, screened on the Nesbitt Hall side of University City Campus at 33rd and the streets of the market on June 17th. The exhibition was named But we continue.

Some of the senior Writers Room artists and supporters and the management of Paul Robeson were in attendance to see the likeness of these students stand seven stories tall and share kind words about the opportunity that arose due to the perceived need. and artistic ingenuity.

Devin Welsh, BA English ’20, led the exhibition as part of his position as ArtistYear AmeriCorps Fellow working at Paul Robeson High School. ArtistYear supports scholarship recipients in New York City, Philadelphia, North Carolina, and Colorado, and aims to “bring artistic equity to public schools in economically troubled neighborhoods that would otherwise not have an arts program,” Welsh explained.

He said that the idea of But we continue was born in a virtual meeting at the end of 2020 when the Robeson seniors involved in TRIPOD were talking about the difficulties of distance learning and all the rites of passage they were missing due to the pandemic – including their senior portraits.

“Rachel [Wenrick, director of Writers Room and associate teaching professor of English in the College of Arts and Sciences] Private messaged me on Zoom and said, “I think we can do something over there.” So we went around to see what was possible, ”Welsh said. “It was really about celebrating them. … They’ve had such a short year as a senior, and 2020 hasn’t been a great year for them as a junior either. So they faced that and sort of took their entire senior year. “

Although the 2021 class at Robeson High School had their portraits and even an in-person graduation ceremony, the But we continue The project and the June 17 exhibition highlighted the important connection between the university and the community established by programs like Writers Room. Richard Gordon IV, Principal of Paul Robeson High School, addressed the assembled crowd at the screening event and thanked attendees for not only shining a light on the students, but providing them with a access and an opportunity to learn, grow and show their passions through TRIPOD.

“It’s very important for us to connect with the resources in the community,” Gordon said. “What this has allowed us to do is personalize learning for our students and ensure that every student who enters our building is engaged in one way or another. … What the Writers Room did really impacted individual passions and motivated students to want to take a look at professions they often considered out of reach. Writers Room made them see that it is within reach, that they can make all the dreams they have for themselves come true.

One example is Dejah McIntosh, 20, of West Philadelphia and a 2019 graduate of Paul Robeson High School. She has been involved with Writers Room and TRIPOD for several years, and was the talent behind the camera for most of the portraits featured in But we continue. She said she was happy to help shine the spotlight on Class 2021 and showcase her own work as well.

“As a Robeson student, I just know this has been a really tough year for them,” McIntosh explained. “I was like, ‘I kind of want to take pictures of everyone. Can that be a thing? ‘ And that turned out to be one thing and I was just there to help. I had a great time filming everyone. Everyone was really nice about it.

But we continue was also created in collaboration with the Philadelphia Center for the Photographic Arts and the Pearlstein Gallery at Westphal College of Media Arts & Design, and supported by AmeriCorps, the Philadelphia Cultural Fund and the Pennoni Honors College.

Below are photos from the June 17 event and a selection of portraits and quotes from the exhibition. You can see the entire But we continue portrait series on the Writers Room website.


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What is the right size and structure for the school? https://woonsockethigh.org/what-is-the-right-size-and-structure-for-the-school/ https://woonsockethigh.org/what-is-the-right-size-and-structure-for-the-school/#respond Fri, 04 Jun 2021 09:30:00 +0000 https://woonsockethigh.org/what-is-the-right-size-and-structure-for-the-school/


TomGerry Irrizary’s Manufacturing Lab at Urban Assembly Maker Academy

High school is often a pivotal stage in a young person’s development, a stage in which they formalize a sense of identity and make early but important decisions about their career and lifestyle. Context, relationships and expectations matter a great deal during this period, but so do the experiences and environments of the institution, many of which have been inherited from decades or even centuries past.

How to organize a high school? This is a question that is reconsidered as educators reflect on a year and a half of distance and hybrid learning and as society continues to change rapidly. There is no one right answer to the question, the solutions depend on the objectives and the context.

What’s the right size for a high school?

For over 100 years, the best public and private high schools have organized themselves into grade-level cohorts of 100 to 125 students. With a total enrollment of 400 to 500 students, a high school is small enough to maintain an intentional culture and large enough to offer a cohesive curriculum.

The average American high school has approximately 850 students– twice the ideal but half of the stereotypical suburban high school.

Why have large comprehensive secondary schools become the norm?

Beginning in the 1970s, suburban high schools often had more than 1,000 students. Offering more electives and extracurricular options, which has come to be known as “shopping center high schools”Offered more choice. With the presumption of profitability and the growing interest in winning football teams, suburban schools, especially in the south, often had over 2,000 students in the 1980s and 1990s.

What does not work in large comprehensive schools?

While large schools can do things right (more details below), there are seven challenges typical of large schools:

  1. Large schools have often been followed by affluent white students in a sequence of college-related courses and underserved students of color in career courses.
  2. The grandes écoles have a culture of students. Without heroic leadership, great school cultures are a mixture of cliques that exclude a lot and do not develop positive dispositions.
  3. Large schools with a catalog of choices reduce the likelihood of lasting relationships with adults, reduce the integration and coherence of programs, reduce the sense of community and with it a sense of security, belonging and attachment.
  4. Large schools are inefficient. Large schools have in fact produced diseconomies of scale (above about 600 students) requiring more administration, more security and more transportation, thus increasing the percentage of non-teaching staff.
  5. The large schools slow down participation. Scale and consolidations have often been fueled by zeal for competitive sports, but this often comes at the expense of participation. Large schools generally have lower participation rates in extracurricular activities as they become larger and more selective.
  6. Large schools are less responsive. It is difficult for large schools to integrate the voice of students in decision-making. Size can make them less agile when changes are needed.
  7. Large schools damage rural communities. Several thousand small rural high schools have been closed over the past four decades. This grouping into large regional schools is initiating a spiral of death for many communities.

Can small schools support personalization and personal interests?

Every high performing charter school network in the country has high schools of 400 to 500 students with a cohesive college preparatory program. Examples include Achievement First, Aspire, Basis, DSST, Green Dot, Harmony, IDEA, KIPP, Noble, Summit, Uncommon, Uplift, and YES.

The 300 high schools of New technological network, EL Education, and High Tech High are schools of around 400 students that offer a cohesive, team-taught curriculum that supports personalization through projects. Rather than a large number of electives, students in these deep learning schools explore and express interests through project-based learning.

In the Philadelphia School District, the faculty of Academy of Scientific Leadership, shared educational values, including inquiry, research, collaboration, presentation, which are evident in every classroom. It is difficult to create the same level of loyalty to a sophisticated learning model in a large comprehensive school.

What are the advantages of small schools on shared campuses?

New York has a 50-year tradition of small public and private high schools. From 1995 with the Julia Richman Educational Complex, the large comprehensive secondary schools were closed and replaced by several small schools that share a common space and extracurricular activities. New high schools opened between 2000-2006 often doubled the graduation rate of the schools they replaced and outperformed the remaining comprehensive high schools.

Over the past 30 years, more than 1,000 vocational academies have been formed as semi-autonomous schools in shared facilities. Learners benefit from strong and lasting relationships, a cohesive curriculum and related workplace learning experiences, as well as extracurricular activities on large campuses. Academies supported by NAF and Bound have high graduation and university education rates.

Da Vinci Schools in Los Angeles offers three small thematic high schools – Design, Communications and Science – in a shared facility. Each school has three career paths in small supportive environments. The three schools share common spaces and activities, including music and the performing arts, as well as a strong athletics program. Da Vinci represents the best features of small career-oriented schools and large comprehensive schools.

What’s the next step in personalization?

For hundreds of years, high schools have been organized around a series of compulsory graduation courses. As schools focus more on Essential Skills and respond to the needs of individual students, these building blocks of content can become limiting artificial constraints. Some small innovative schools including Purdue Polytechnic High School in Indianapolis and a stone in Boise organize learning skills sprints, advisory groups and projects. Each learner has a learning path that combines individual skill building with team projects and the support of a coach and a cohort of counselors.

The Association of Superintendents recently published Apprenticeship 2025, a report encouraging co-authored learning paths. This means more voice and choice for learners, less on a large catalog of courses and more on the ability to tailor learning paths that combine the right level of communication and problem-solving experiences with projects. on topics that are important to the learner and the community.

It is likely that as capacity is built to support individual and cohort learning paths, the size of schools will become less relevant – as the point of consistency shifts to the individual learner, it becomes less relevant. necessary to rely on a sequence of lessons or a school model. be the unifying factor.

Can large schools do things right?

Yes, but you need four strong elements that borrow from the lessons of good small schools. First of all, an intentional culture rooted in shared values, and it takes committed and sustained leadership in a great school. Shared values ​​must be evident in the climate, in communication, in the school curriculum – they must be observed, heard, lived every day.

Second, the use of small units (houses, academies or micro-schools) can foster strong relationships and a sense of belonging and attachment. While these structures may limit optional options, they promote deeper learning through integration and application.

Third, strong advisory programs provide a basis for performance and growth monitoring, skills development, and post-secondary planning. In addition, a multi-year advisory relationship is essential (see essential and optional advisory functions).

And fourth, an integrated, multi-level support system (often coordinated through the counseling system). Recovery for children notes that “level 2 and 3 supports must be provided in a way that meets the often complex needs of students experiencing trauma and adversity”.

Small schools don’t guarantee a compelling, cohesive and personalized high school experience, but big schools make it a real challenge.

Some suggest that the future is made up of ecosystems of learning opportunities that, with the help of an advisor (and a few good apps), come together for individual learners – and this may be the best answer to the question of how to organize a high school.


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