Glenbrook Academy of International Studies

Successful Academy applicants tend to enjoy challenges; take academic risks; read willingly and enthusiastically; want to excel in a world language; care more about learning than about earning grades; take responsibility for their learning; recognize that most ideas and issues are not black-and-white; enjoy sharing ideas with others; respect a diversity of viewpoints; enjoy creative, problem-based projects with open-ended outcomes; understand that confusion is often part of real learning.

Selection of eighth-grade applicants for placement into The Academy is based on:

1. scores earned on the PSAT 8-9 tests in the areas of reading and language
2. middle or junior high school placement information, including grades earned, study habits ratings, and three teacher recommendations
3. application form, including personal essay
4. impromptu writing derived from a brief reading on a current global topic
5. personal interview with Academy faculty and students

No. The curriculum is designed as a four-year sequential program, and each year thirty eighth graders are selected for the incoming ninth grade Academy class.

Yes, they are weighted the same as honors and Advanced Placement courses: an A is worth 5 points, a B 4 points, a C 3 points, and a D 2 points.

The distinctive feature of the Academy curriculum is the linking of English, social studies, and the world language program. The Academy places higher emphasis on the quality of student performance than on its quantity. Academy students are not assigned more work than their peers in honors classes. However, they are expected to demonstrate excellence in responsibility, initiative, and critical thinking. In this sense, the Academy is generally more demanding than many honors courses.

No. In a study conducted at Glenbrook South, we learned that, on average, students who left the Academy and entered honors courses continued to earn the same grades. Furthermore, with few exceptions, Academy students consistently rank in the top fifth of their classes at both high schools. Finally, Academy students from both schools annually garner a generous share of awards and scholarships.

Grade-level teaching teams collaborate to develop appropriate learning goals, effective assignments and assessments, and innovative instructional techniques. Though all three teachers are not necessarily in the classroom at the same time each day, they regularly teach “in tandem” each quarter and often sit in on each other’s classes. A typical, five-day week includes two days on which all three courses meet for 50 minutes, and three days on which two of the three courses meet for 75 minutes. Such an arrangement focuses both in-class instruction and out-of-class homework more efficiently. Aside from grade-level teaching teams, subject-specific teams (English, social studies, and world language) meet periodically to review, research, and revise curriculum.

During the first semester, freshman and sophomore classes meet at GBS, while junior and senior classes meet at GBN. During the second semester, all classes switch schools.  Academy meets each day during Blocks 1&2. Academy students take a shuttle bus or, when permitted, may drive between schools.

Yes. All Glenbrook students must take math and science courses and most Academy students exceed the graduation requirements in those areas. In fact, many Academy graduates are enrolled in engineering, pre-medicine, and other math/science/technology programs in college, and later choose these careers with great success.

In addition to the three Academy courses as well as, in most cases, math, science, and physical education, Academy students may take other elective courses as time and course offerings permit. 

They certainly do: Academy students are hardly hermits. They are involved in the full range of school activities, and outside of school they pursue interests and passions such as club sports and private music lessons. However, The Academy requires serious and consistent academic commitment of its students, and the truth is, simply, this: No one can do it all. Students and their parents must realize that choices have to be made in high school as they will throughout life.

At each grade level, students are assigned one required book for summer reading. Early in the school year, they discuss the book with their teachers and may be asked to write a paper on the book.

While Academy teachers encourage their students to augment their studies with domestic and international travel, there are no required trips. Instead, teachers may opt to provide students with varied travel opportunities, including service learning abroad.

Yes. Competitive colleges continue to emphasize the quality of the high school program. One competitive university’s admissions officer recently wrote, “Our admissions decisions are heavily influenced by the degree of difficulty of the student’s curriculum. We are more favorably impressed when students accept rather than avoid serious academic challenges.” Colleges and universities receive a lengthy description of the Academy program and curriculum with each admissions application. We are confident that colleges and universities are well acquainted with the nature and the quality of The Academy.