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Finn & Hockett (Governance and Finance (“Leaders of these schools felt…

- - - - Race has no influence on their application/acceptance process so the way the schools race demographic is imbalanced is based on their academic performance.
  - - - Exam schools requires them to take entry tests/exams to see the scores they earn, which lets the school know what the future students level of academic performance is at.
  - - - Most people who are not familiar with exam schools have a perception that rich kids attend these schools because they sense "elitism" and that these schools are centered around money. However, yes finances play a huge role but the schools value the students knowledge and academic performance over money. Clearly, because their demographic profile is slightly less poor than the universe of the working class Public school students.
- - - - Dedicated to their excellence and academic goals (Finn, 11)
        
        “Most classrooms we observed were alive, engaged places in which teachers appeared to have high expectations for their pupils and planned their instruction around the assumption that students can and want to learn. Most schools offered Advanced Placement (AP) courses or the International Baccalaureate (IB) program.” (Finn, 11)
        
        Their environment and day to day schedule was set in place as a way for each student individually have independent research projects. Which allows for them to think for themselves and create from their own thoughts.
        
        “In general, the schools structured their schedules in ways that facilitate in-depth learning and prepare students for the typical college schedule: staggered start times, eight-hour days, class periods of varying lengths, fewer class meeting days per week, and dedicated time for collaborative and independent research projects.” (Finn, 11)”
      - Exam school students don't necessarily need to be "trained" to behave as one should. These students want to be at an excellent school perfecting their academics.
  - - - Hard working and dedicated teachers is what they value and need within Exam schools.
- - - - “This challenge, however, goes far beyond the specialized world of selective high schools. It's evident from multiple studies that our K-12 education system overall is doing a mediocre job of serving its "gifted and talented" youngsters and is paying too little attention to creating appealing and viable opportunities for advanced learning. What policymakers have seen as more urgent needs (for basic literacy, adequate teachers, sufficient skills to earn a living, for example) have generally prevailed. The argument for across-the-board talent development has been trumped by "closing the achievement gap" and focusing on test scores at the low end. American education could and should be doing much more to help every youngster achieve all that he or she is capable of.” (Finn, 16)
        
        Advanced learning was not taken literal and not pushed enough in coursework within the typical Public schools. Exam schools and the administrators within realize that and that is why now these schools exist because they don’t want kids to waste their knowledge and time on meaningless easy coursework. They want to use these kids and show them their full potential and what they can really be possible of doing through challenging work and difficult courses. They want to reestablish the greatness of school and all you can receive within going to Exam schools. They offer AP class and IB programs, they want these students to prepare for life after Exam school by giving them these opportunities at free college and racking up college credit. They want that eagerness to learn to be evident and clear as day all while making sure students still enjoy doing the work they are given.
        
        -“Whether we deploy many more "whole schools" of this kind or opt mainly for specialized courses and programs within ordinary schools, the kinds of rigorous and advanced education that selective-admission schools seek to provide, and the youngsters that they serve, need to rise higher in our national consciousness and our policy priorities.” (Finn, 16)
        
        Whether more Exam schools are physically built or not, the practices of coursework/policies within exam schools can still be put in to place inside of regular schools.