Fossil
Fossil
Three small ammonite fossils, each approximately 1.5 cm across
Eocene fossil fish Priscacara liops from Green River Formation of Wyoming
Petrified wood. The internal structure of the tree and bark are maintained in the permineralization process.
Fossils (from Latin fossus, literally “having been dug up”) are the preserved remains or traces of animals (also known as zoolites), plants, and other organisms from the remote past. The totality of fossils, both discovered and undiscovered, and their placement in fossiliferous (fossil-containing) rock formations and sedimentary layers (strata) is known as the fossil record.
The study of fossils across geological time, how they were formed, and the evolutionary relationships between taxa (phylogeny) are some of the most important functions of the science of paleontology. Such a preserved specimen is called a “fossil” if it is older than some minimum age, most often the arbitrary date of 10,000 years ago.[1] Hence, fossils range in age from the youngest at the start of the Holocene Epoch to the oldest from the Archaean Eon, up to 3.4 billion years old.[2][3] The observations that certain fossils were associated with certain rock strata led early geologists to recognize a geological timescale in the 19th century. The development of radiometric dating techniques in the early 20th century allowed geologists to determine the numerical or “absolute” age of the various strata and thereby the included fossils.
Like extant organisms, fossils vary in size from microscopic, such as single bacterial cells[4] only one micrometer in diameter, to gigantic, such as dinosaurs and trees many meters long and weighing many tons. A fossil normally preserves only a portion of the deceased organism, usually that portion that was partially mineralized during life, such as the bones and teeth of vertebrates, or the chitinous or calcareous exoskeletons of invertebrates. Preservation of soft tissues is rare in the fossil record. Fossils may also consist of the marks left behind by the organism while it was alive, such as the footprint or feces (coprolites) of a reptile. These types of fossil are called trace fossils (or ichnofossils), as opposed to body fossils. Finally, past life leaves some markers that cannot be seen but can be detected in the form of biochemical signals; these are known as chemofossils or biomarkers.
Places of exceptional fossilization
Fossil sites with exceptional preservation—sometimes including preserved soft tissues—are known as Lagerstätten. These formations may have resulted from carcass burial in an anoxic environment with minimal bacteria, thus delaying decomposition. Lagerstätten span geological time from the Cambrian period to the present. Worldwide, some of the best examples of near-perfect fossilization are the Cambrian Maotianshan shales and Burgess Shale, the Devonian Hunsrück Slates, the Jurassic Solnhofen limestone, and the Carboniferous Mazon Creek localities.
Earliest fossiliferous sites
Lower Proterozoic Stromatolites from Bolivia, South America
Earth’s oldest fossils are the stromatolites consisting of rock built from layer upon layer of sediment and other precipitants.[5] Based on studies of now-rare (but living) stromatolites (specifically, certain blue-green bacteria), the growth of fossil stromatolitic structures was biogenetically mediated by mats of microorganisms through their entrapment of sediments. However, abiotic mechanisms for stromatolitic growth are also known, leading to a decades-long and sometimes-contentious scientific debate regarding biogenesis of certain formations, especially those from the lower to middle Archean eon.
It is most widely accepted that stromatolites from the late Archean and through the middle Proterozoic eon were mostly formed by massive colonies of cyanobacteria (formerly known as blue-green “algae”), and that the oxygen byproduct of their photosynthetic metabolism first resulted in earth’s massive banded iron formations and subsequently oxygenated earth’s atmosphere.
Even though it is extremely rare, microstructures resembling cells are sometimes found within stromatolites; but these are also the source of scientific contention. The Gunflint Chert contains abundant microfossils widely accepted as a diverse consortium of 2.0 Ga Microorganisms.[6]
In contrast, putative fossil cyanobacteria cells from the 3.4 Ga Warrawoona Group in Western Australia are in dispute since abiotic processes cannot be ruled out.[7] Confirmation of the Warrawoona microstructures as cyanobacteria would profoundly impact our understanding of when and how early life diversified, pushing important evolutionary milestones further back in time. The continued study of these oldest fossils is paramount to calibrate complementary molecular phylogenetics models.
Developments in interpretation of the fossil record
Silurian Orthoceras Fossil
Ever since recorded history began, and probably before, people have noticed and gathered fossils, including pieces of rock and minerals that have replaced the remains of biologic organisms, or preserved their external form. Fossils themselves, and the totality of their occurrence within the sequence of Earth’s rock strata, is referred to as the fossil record.
The fossil record was one of the early sources of data relevant to the study of evolution and continues to be relevant to the history of life on Earth. Paleontologists examine the fossil record in order to understand the process of evolution and the way particular species have evolved.
Explanations
Fossil shrimp (Cretaceous)
A fossil gastropod from the Pliocene of Cyprus. A serpulid worm is attached.
Various explanations have been put forth throughout history to explain what fossils are and how they came to be where they were found. Many of these explanations relied on folktales or mythologies. In China the fossil bones of ancient mammals including Homo erectus were often mistaken for “dragon bones” and used as medicine and aphrodisiacs. In the West the presence of fossilized sea creatures high up on mountainsides was seen as proof of the biblical deluge.
Greek scholar Aristotle realized that fossil seashells from rocks were similar to those found on the beach, indicating the fossils were once living animals. Leonardo da Vinci concurred with Aristotle’s view that fossils were the remains of ancient life.[8] In 1027, the Persian geologist, Avicenna explained how the stoniness of fossils was caused in The Book of Healing. However, he rejected the explanation of fossils as organic remains.[9] Aristotle previously explained it in terms of vaporous exhalations, which Avicenna modified into the theory of petrifying fluids (succus lapidificatus), which was elaborated on by Albert of Saxony in the 14th century and accepted in some form by most naturalists by the 16th century.[10] Avicenna gave the following explanation for the origin of fossils from the petrifaction of plants and animals:
If what is said concerning the petrifaction of animals and plants is true, the cause of this (phenomenon) is a powerful mineralizing and petrifying virtue which arises in certain stony spots, or emanates suddenly from the earth during earthquake and subsidences, and petrifies whatever comes into contact with it. As a matter of fact, the petrifaction of the bodies of plants and animals is not more extraordinary than the transformation of waters.[11]
More scientific views of fossils emerged during the Renaissance. For example, Leonardo Da Vinci noticed discrepancies with the use of the biblical flood narrative as an explanation for fossil origins:
“If the Deluge had carried the shells for distances of three and four hundred miles from the sea it would have carried them mixed with various other natural objects all heaped up together; but even at such distances from the sea we see the oysters all together and also the shellfish and the cuttlefish and all the other shells which congregate together, found all together dead; and the solitary shells are found apart from one another as we see them every day on the sea-shores.
And we find oysters together in very large families, among which some may be seen with their shells still joined together, indicating that they were left there by the sea and that they were still living when the strait of Gibraltar was cut through. In the mountains of Parma and Piacenza multitudes of shells and corals with holes may be seen still sticking to the rocks….”[12]
Ichthyosaurus and Plesiosaurus from the 1834 Czech edition of Cuvier‘s Discours sur les revolutions de la surface du globe.
William Smith (1769–1839), an English canal engineer, observed that rocks of different ages (based on the law of superposition) preserved different assemblages of fossils, and that these assemblages succeeded one another in a regular and determinable order. He observed that rocks from distant locations could be correlated based on the fossils they contained. He termed this the principle of faunal succession.
Smith, who preceded Charles Darwin, was unaware of biological evolution and did not know why faunal succession occurred. Biological evolution explains why faunal succession exists: as different organisms evolve, change and go extinct, they leave behind fossils. Faunal succession was one of the chief pieces of evidence cited by Darwin that biological evolution had occurred.
Georges Cuvier came to believe that most if not all the animal fossils he examined were remains of species that were now extinct. This led Cuvier to become an active proponent of the geological school of thought called catastrophism. Near the end of his 1796 paper on living and fossil elephants he said:
- All of these facts, consistent among themselves, and not opposed by any report, seem to me to prove the existence of a world previous to ours, destroyed by some kind of catastrophe.[13]
Biological explanations
Early naturalists well understood the similarities and differences of living species leading Linnaeus to develop a hierarchical classification system still in use today. It was Darwin and his contemporaries who first linked the hierarchical structure of the great tree of life in living organisms with the then very sparse fossil record. Darwin eloquently described a process of descent with modification, or evolution, whereby organisms either adapt to natural and changing environmental pressures, or they perish.
Petrified cone of Araucaria sp. from Patagonia, Argentina dating from the Jurassic Period (approx. 210 Ma)
When Charles Darwin wrote On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life, the oldest animal fossils were those from the Cambrian Period, now known to be about 540 million years old. The absence of older fossils worried Darwin about the implications for the validity of his theories, but he expressed hope that such fossils would be found, noting that: “only a small portion of the world is known with accuracy.” Darwin also pondered the sudden appearance of many groups (i.e. phyla) in the oldest known Cambrian fossiliferous strata.[14]
Further discoveries
Since Darwin’s time, the fossil record has been pushed back to between 2.3 and 3.5 billion years before the present.[15] Most of these Precambrian fossils are microscopic bacteria or microfossils. However, macroscopic fossils are now known from the late Proterozoic. The Ediacara biota (also called Vendian biota) dating from 575 million years ago collectively constitutes a richly diverse assembly of early multicellular eukaryotes.
The fossil record and faunal succession form the basis of the science of biostratigraphy or determining the age of rocks based on the fossils they contain. For the first 150 years of geology, biostratigraphy and superposition were the only means for determining the relative age of rocks. The geologic time scale was developed based on the relative ages of rock strata as determined by the early paleontologists and stratigraphers.
Since the early years of the twentieth century, absolute dating methods, such as radiometric dating (including potassium/argon, argon/argon, uranium series, and, for very recent fossils, radiocarbon dating) have been used to verify the relative ages obtained by fossils and to provide absolute ages for many fossils. Radiometric dating has shown that the earliest known stromatolites are over 3.4 billion years old. Various dating methods have been used and are used today depending on local geology and context, and while there is some variance in the results from these dating methods, nearly all of them provide evidence for a very old Earth, approximately 4.6 billion years.
Modern view
“The fossil record is life’s evolutionary epic that unfolded over four billion years as environmental conditions and genetic potential interacted in accordance with natural selection.”[16] The earth’s climate, tectonics, atmosphere, oceans, and periodic disasters invoked the primary selective pressures on all organisms, which they either adapted to, or they perished with or without leaving descendants. Modern paleontology has joined with evolutionary biology to share the interdisciplinary task of unfolding the tree of life, which inevitably leads backwards in time to the microscopic life of the Precambrian when cell structure and functions evolved. Earth’s deep time in the Proterozoic and deeper still in the Archean is only “recounted by microscopic fossils and subtle chemical signals.”[17] Molecular biologists, using phylogenetics, can compare protein amino acid or nucleotide sequence homology (i.e., similarity) to infer taxonomy and evolutionary distances among organisms, but with limited statistical confidence. The study of fossils, on the other hand, can more specifically pinpoint when and in what organism branching occurred in the tree of life. Modern phylogenetics and paleontology work together in the clarification of science’s still dim view of the appearance of life and its evolution during deep time on earth.[18]
Phacopid trilobite Eldredgeops rana crassituberculata, the genus is named after Niles Eldredge
Crinoid columnals (Isocrinus nicoleti) from the Middle Jurassic Carmel Formation at Mount Carmel Junction, Utah; scale in mm
Niles Eldredge’s study of the Phacops trilobite genus supported the hypothesis that modifications to the arrangement of the trilobite’s eye lenses proceeded by fits and starts over millions of years during the Devonian.[19] Eldredge’s interpretation of the Phacops fossil record was that the aftermaths of the lens changes, but not the rapidly occurring evolutionary process, were fossilized. This and other data led Stephen Jay Gould and Niles Eldredge to publish the seminal paper on punctuated equilibrium in 1971.
Example of modern development
An example of modern paleontological progress is the application of synchrotron X-ray tomographic techniques to early Cambrian bilaterian embryonic microfossils that has recently yielded new insights of metazoan evolution at its earliest stages. The tomography technique provides previously unattainable three-dimensional resolution at the limits of fossilization. Fossils of two enigmatic bilaterians, the worm-like Markuelia and a putative, primitive protostome, Pseudooides, provide a peek at germ layer embryonic development. These 543-million-year-old embryos support the emergence of some aspects of arthropod development earlier than previously thought in the late Proterozoic. The preserved embryos from China and Siberia underwent rapid diagenetic phosphatization resulting in exquisite preservation, including cell structures. This research is a notable example of how knowledge encoded by the fossil record continues to contribute otherwise unattainable information on the emergence and development of life on Earth. For example, the research suggests Markuelia has closest affinity to priapulid worms, and is adjacent to the evolutionary branching of Priapulida, Nematoda and Arthropoda.[20]
Rarity of fossils
Megalodon and Carcharodontosaurus teeth. The latter was found in the Sahara Desert.
Fossilization is an exceptionally rare occurrence, because most components of formerly living things tend to decompose relatively quickly following death. In order for an organism to be fossilized, the remains normally need to be covered by sediment as soon as possible. However there are exceptions to this, such as if an organism becomes frozen, desiccated, or comes to rest in an anoxic (oxygen-free) environment. There are several different types of fossils and fossilization processes.
Due to the combined effect of taphonomic processes and simple mathematical chance, fossilization tends to favor organisms with hard body parts, those that were widespread, and those that existed for a long time before going extinct. On the other hand, it is very unusual to find fossils of small, soft bodied, geographically restricted and geologically ephemeral organisms, because of their relative rarity and low likelihood of preservation.
Larger specimens (macrofossils) are more often observed, dug up and displayed, although microscopic remains (microfossils) are actually far more common in the fossil record.
Some casual observers have been perplexed by the rarity of transitional species within the fossil record. The conventional explanation for this rarity was given by Darwin, who stated that “the extreme imperfection of the geological record,” combined with the short duration and narrow geographical range of transitional species, made it unlikely that many such fossils would be found. Simply put, the conditions under which fossilization takes place are quite rare; and it is highly unlikely that any given organism will leave behind a fossil. Eldredge and Gould developed their theory of punctuated equilibrium in part to explain the pattern of stasis and sudden appearance in the fossil record. Furthermore, in the strictest sense, nearly all fossils are “transitional,” due to the improbability that any given fossil represents the absolute termination of an evolutionary path.
Types of preservation
Permineralization
A permineralized trilobite, Asaphus kowalewskii
Permineralization occurs after burial, as the empty spaces within an organism (spaces filled with liquid or gas during life) become filled with mineral-rich groundwater and the minerals precipitate from the groundwater, thus occupying the empty spaces. This process can occur in very small spaces, such as within the cell wall of a plant cell. Small scale permineralization can produce very detailed fossils. For permineralization to occur, the organism must become covered by sediment soon after death or soon after the initial decaying process. The degree to which the remains are decayed when covered determines the later details of the fossil. Some fossils consist only of skeletal remains or teeth; other fossils contain traces of skin, feathers or even soft tissues. This is a form of diagenesis.
External mold of a bivalve from the Logan Formation, Lower Carboniferous, Ohio
Recrystallized scleractinian coral (aragonite to calcite) from the Jurassic of southern Israel
Casts and molds
In some cases the original remains of the organism have been completely dissolved or otherwise destroyed. When all that is left is an organism-shaped hole in the rock, it is called an external mold. If this hole is later filled with other minerals, it is a cast. An endocast or internal mold is formed when sediments or minerals fill the internal cavity of an organism, such as the inside of a bivalve or snail or the hollow of a skull.
Authigenic mineralisation
This is a special form of cast and mold formation. If the chemistry is right, the organism (or fragment of organism) can act as a nucleus for the precipitation of minerals such as siderite, resulting in a nodule forming around it. If this happens rapidly before significant decay to the organic tissue, very fine three-dimensional morphological detail can be preserved. Nodules from the Carboniferous Mazon Creek fossil beds of Illinois, USA, are among the best documented examples of authigenic mineralisation.
Replacement and recrystallization
Replacement occurs when the shell, bone or other tissue is replaced with another mineral. In some cases mineral replacement of the original shell occurs so gradually and at such fine scales that microstructural features are preserved despite the total loss of original material. A shell is said to be recrystallized when the original skeletal compounds are still present but in a different crystal form, as from aragonite to calcite.
Adpression (compression-impression) fossils
Compression fossils, such as those of fossil ferns, are the result of chemical reduction of the complex organic molecules composing the organism’s tissues. In this case the fossil consists of original material, albeit in a geochemically altered state. This chemical change is an expression of diagenesis. Often what remains is a carbonaceous film known as a phytoleim, in which case the fossil is known as a compression. Often, however, the phytoleim is lost and all that remains is an impression of the organism in the rock
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Specialized High Schools Admissions Test |
Specialized High Schools Admissions Test
From Wikipedia, the free encyclopedia
The Specialized High Schools Admissions Test (SHSAT) is an examination administered to eighth and ninth grade students residing in New York City and used to determine admission to all but one of the city's nine Specialized High Schools. In 2008, about 29,000 students took the test, and 6,106 students were offered admission to one of the high schools based on the results.[1] On average 20,000 students take this exam. The test is given each year in October and November, students are informed of their results in the following February, and those who receive offers decide by the end of February whether to start attending the school in the following September. The test is independently produced and graded by American Guidance Service, under contract to the New York City Department of Education.[2]
Contents |
Applicability
The SHSAT is used for admission to the following schools:[3]
- Bronx High School of Science
- Brooklyn Latin School
- Brooklyn Technical High School
- High School of American Studies at Lehman College
- High School for Math, Science and Engineering at City College
- Queens High School for the Sciences at York College
- Staten Island Technical High School
- Stuyvesant High School
According to a New York State law known as the Hecht-Calandra Act, this is the only method that these schools may use to determine admission.[4] Admission to the remaining specialized high school, Fiorello H. LaGuardia High School of Music & Art and Performing Arts, is determined by audition rather than by examination.[5]
Once an individual is granted admission into a specialized high school, the expectation is to attend that school[citation needed]
Testing Locations
The test is given in late October(8th grade) or early November(9th grade). The test is administered at testing centers located in each of the city's 5 boroughs. In recent years, students who reside in Manhattan take it at Stuyvesant High School, in the Bronx at Bronx High School of Science, in Brooklyn at Brooklyn Technical High School, in Queens at Long Island City High School or John Adams High School, and in Staten Island at Staten Island Technical High School.
Admission
Students must choose which schools they wish to apply to (up to 8) and indicate them in order of preference on the day of the exam. The test is offered to all eighth and ninth grade students residing within the 5 boroughs of New York City,[6] however the majority of the applicants are eighth graders.
The results of the SHSAT are ordered from the highest score to the lowest score. The list is processed in order by score, with each student being placed in their most-preferred school that still has open seats, and continuing until there are no remaining open seats at any school.[7]
Examination format
The SHSAT tests for logical thinking and high ability in both English and mathematics. Both sections consist of multiple-choice questions. There is a time limit of 75 minutes each for both sections, with no break in between. The exam is only offered once a year, and can be taken in both the eighth and ninth grades if the student wishes. Electronic calculators and other calculation aids may not be used during the test.
Verbal
45 Multiple Choice Questions
- 30 Reading Comprehension (5 Reading passages with 6 questions each)
- 10 Logical Reasoning questions
- 5 Scrambled Paragraph (worth 2 points each)
Mathematics
50 Multiple Choice Questions
- Various mathematical topics tested
-
- Basic math
- Pre-Algebra
- Algebra
- Factoring
- Substitution
- Geometry (9th grade)
- Basic Coordinate Graphing (8th grade)
- Basic Trigonometry (sin, cos, tan) [9th grade]
- Logic
- Word Problems (cover all topics)
Grading
There is no penalty for wrong answers or unanswered questions. The total number of correct answers (the raw score) is converted into a scaled score through a formula that the Department of Education does not release, and which varies from year to year. This scaled score, an integer between 200 and 800, is used to determine a student's standing. The scaled score is not proportional to the raw scores.[8]
The cut-off scores for each school vary yearly, determined simply by the number of open places in each school and how the candidates score. Students are notified of their scores in February. For the fall 2006 exam, the lowest cut-off score was 478. The highest cut-off score was 558 for Stuyvesant High School, historically the most desired of the schools.[9] The second highest cut-off score was 510 for Bronx Science.[citation needed] For the fall 2007 exam, the highest cut-off score was 561 for Stuyvesant. Stuyvesant accepted anyone who scored 561 or higher while Bronx Science had a cut-off score of 509. Brooklyn Technical had a cutoff of 480.
Test preparation
There are usually more than 35,000 students[10] competing to get into the specialized high schools each year.[8] Many take test preparation classes in hopes of obtaining a high score. These classes usually involve significant amounts of money and time. Test preparation textbooks are also available from various authors and publishers, including Barron's, Princeton Review, and Kaplan.
Department of Education programs
The New York Specialized High School Institute (SHSI) is a free program run by the City of New York for middle school students with high test scores on city-wide tests and high report card grades. The program's original intent was to expand the population of Black and Hispanic students by offering them test-taking tips and extra lessons, however anyone can apply. As of 2006, 3,781 students are enrolled at 17 locations. They spend 16 months, starting in the summer after sixth grade, preparing for the test.[11]
Certain applicants who have scores just below the cut-off score and are recommended by their guidance counselor may qualify for the Summer Discovery Program. Successful completion of this program allows the students to gain admission to a specialized high school. The students must:[5]
- 1. have scored close to the admission cut-off score on the SHSAT; and
-
2. be certified as disadvantaged by their middle school according to any one of the following criteria:
- a. attend a Title 1 school and be from a family whose total income is documented as meeting federal income eligibility guidelines established for school food services by the NYS Department of Agriculture; or
- b. be receiving assistance from the Human Resources Administration; or
- c. be a member of a family whose income is documented as being equivalent to or below Department of Social Services standards; or
- d. be a foster child or ward of the state; or
- e. initially have entered the United States within the last four years and live in a home in which the language customarily spoken is not English; and
- 3. be recommended by their local school as having high potential for the specialized high school program.
Fairness
A November 2005 New York Times article found that students scoring in the 90th percentile on both sections would not gain admittance to their first choice schools; meanwhile those scoring in the 99th percentile on one section and the 50th percentile on the other, would.[10] This happens because the final grade and percentile represent the total score and the curve within sections.
Admission is based solely on how the student does on the SHSAT. Debate over the racial composition and a test as the sole factor for admission has continued in New York for decades.[11]
In 1996, the community organization ACORN published two reports, "Secret Apartheid" and "Secret Apartheid II", calling the SHSAT "permanently suspect" and a "product of an institutional racism", and claiming that Black and Hispanic students did not have access to proper test preparation materials.[12]
The New York City Department of Education created the New York Specialized High School Institute (SHSI), a free program run by the Department for middle school students with high test scores on city-wide tests and solid report card grades. The program's original intent was to expand the population of African American and Hispanic students in the science high schools by offering them test-taking tips and extra lessons; however, students of any racial or ethnic background can apply for admission to the Institute. As of 2006, 3,781 students are enrolled at 17 locations. Students spend 16 months, starting in the summer after sixth grade, preparing for the test.[12]
References
- ^ "Chancellor Announces Specialized High School Admissions Results". New York City Department of Education. February 5, 2009. http://schools.nyc.gov/Offices/mediarelations/News...9/20090205_spec_hs_results.htm. Retrieved March 23, 2009.
- ^ Feinman, Joshua. "High Stakes, but Low Validity? A Case Study of Standardized Tests and Admissions into New York City Specialized High Schools". EDUCATION POLICY RESEARCH UNIT. http://researchhighschools.pbworks.com/f/Feinman-NYCTestsSpHS.pdf. Retrieved 2011-08-17.
- ^ "Test Information: Specialized High Schools Admissions". NYC Department of Education. 2010. http://schools.nyc.gov/Accountability/YearlyTestin...zed+High+School+Admissions.htm. Retrieved February 9, 2010. [dead link]
- ^ Kim, Rachel. "Racial Disparity at Stuyvesant". Stuyvesant HS Spectator. http://stuyspectator.com/2008/12/01/racial-disparity-at-stuyvesant/.
- ^ a b "NYC DoE Specialized High Schools Student Handbook". NYC Department of Education. http://schools.nyc.gov/NR/rdonlyres/D6C3C010-DD6B-...9/0/SHSAT_Hndbk_0809_toDOE.pdf. Retrieved February 9, 2010.
- ^ Krane, Stephen (2001). New York City Specialized Science High Schools Admission Test. ARCO. p. 5. ISBN 0-7689-0711-X.
- ^ "How the High School Admissions Process Works". NYC Department of Education. 2010. http://schools.nyc.gov/ChoicesEnrollment/High/Admissions/Admissions+Process.htm. Retrieved February 9, 2010.
- ^ a b Wheaton, L. (February 13, 2007). Inside Schools. http://insideschools.org/index12.php?s=2&sh=1&a=11. Retrieved February 9, 2010.
- ^ Wheaton, Pamela (February 13, 2007). "Specialized HS results out; more schools, fewer applicants". Inside Schools. http://insideschools.org/index12.php?s=2&sh=1&a=11. Retrieved February 9, 2010.
- ^ a b Herszenhorn, D. M. (November 12, 2005). "Admission Test's Scoring Quirk Throws Balance Into Question". The New York Times. http://select.nytimes.com/gst/abstract.html?res=FA0A1FFC385A0C718DDDA80994DD404482. Retrieved February 9, 2010.
- ^ a b Gootman, Elissa (August 18, 2006). "In Elite N.Y. Schools, a Dip in Blacks and Hispanics". The New York Times. http://www.nytimes.com/2006/08/18/education/18scho...amp;partner=rssnyt&emc=rss. Retrieved February 9, 2010.
- ^ a b "Secret Apartheid II". Association of Community Organizations for Reform Now. 1996. http://www.acorn.org/index.php?id=540. Retrieved February 9, 2010.
External links
- High Schools - Choices & Enrollment - New York City Department of Education
- NYC DoE SHSAT Student Handbook 2010–2011 (PDF)
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Метки: Specialized High Schools Admissions Test |