Ratings of school: School Ratings & Reviews for Public & Private Schools: GreatSchools

2022 Accountability Ratings / 2022 TEA Accountability Ratings

It’s a new day in Ector County ISD. For the first time in school district history, ECISD earned a B rating from the Texas Education Agency, a result of the significant academic growth shown by ECISD students. Three years ago, the district’s overall growth score was 59, an F; now in 2022, that overall district growth score is an 85, a B. The tremendous growth is also reflected in the increased ratings for individual schools:

• The number of schools earning an A more than doubled from 3 to 7
• The number of B-rated schools doubled from 6 to 12
• In 2019, 20 schools were rated either D or F, today 19 schools are either an A or a B 
• 5 schools grew from an F to a B

“I am extremely proud of our entire team,” said ECISD Superintendent Dr. Scott Muri. “The results we share today are examples of our strategic focus and commitment to continuous improvement over the past three years. ”

The growth is not isolated to a particular area, but is evident across the district, where 18 schools showed double-digit increases; 3 of the 5 high schools are rated A; and 5 of 6 middle schools are rated B or C. Five schools grew from an F-rating to a B, they are Burnet Elementary, Ector College Prep Middle School, Noel Elementary, Pease Elementary, and Ireland Elementary which improved by a staggering 38 points, the largest increase in the district.

“This kind of improvement only happens with great intentionality,” said Dr. Muri. “It is the result of a clear strategic focus coupled with effective execution. Even more impressive is this improvement happened during the pandemic and all of the challenges that came with it.

“For three years, ECISD has been on a transformational journey to foster growth in multiple areas,” added Dr. Muri. “We have seen it in Kindergarten Readiness with a 13-point increase, in SAT scores with a 40 point increase and performance above the state, in STAAR scores with improvements in almost every area, in our College, Career and Military Readiness with our highest score ever, and our Graduation Rate that is the best in over 20 years.

“These accountability ratings tell us we have grown, as a school system, to a new level of performance. We are now focused on the next step, our journey to excellence! This continuous improvement journey requires us to be bigger, bolder and better than we have ever been before. Our students deserve our excellence.”

A schools:

• Reagan Elementary
• G.H.W.B. New Tech Odessa
• Gale Pond/Alamo Elementary
• San Jacinto Elementary
• Hays Elementary
• OCTECHS
• Odessa Collegiate Academy

B schools:

• Buice Elementary
• Fly Elementary
• Cameron Elementary
• Burnet Elementary
• Ireland Elementary
• Blanton Elementary
• Ector College Prep Academy Middle School
• Noel Elementary
• Pease Elementary
• Jordan Elementary
• Milam Elementary
• Blackshear Elementary

C schools:

• Nimitz Middle School
• Ross Elementary
• Bonham Middle School
• Sam Houston Elementary
• Gonzales Elementary
• Permian High School
• Goliad Elementary
• Odessa High School
• Crockett Middle School
• Travis Elementary
• Zavala Elementary
• West Elementary
• Wilson & Young Middle School
• Austin Elementary

Not rated:

• Bowie Middle School
• E. K. Downing Elementary
• Dowling Elementary
• Johnson Elementary
• Burleson Elementary
• Cavazos Elementary

Included with this release is a side-by-side look at Ector County ISD’s Accountability Ratings from 2019 and from 2022. Blue is for an A-rating, green is for B, orange is for C, yellow is D, red is F and the pink is for Not Rated by TEA in 2022.

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To the learning disabled community, and our allies,

Our students are in a mental health crisis, one that disproportionately impacts students with learning disabilities. A 2019 CDC report indicated 33% of high school students experienced persistent feelings of sadness or hopelessness. This number jumped to 44% during the pandemic. For those of us in the learning disability community, mental health issues permeate our everyday lives. The limited research we have supports a strong correlation between learning disabilities and mental health disorders. For example, one study found that individuals with learning disabilities report mental health issues such as anxiety, depression, and suicidal ideation at twice the rate of their non-disabled peers, even controlling for possible confounding factors. Another meta-analytic study shows varying rates of comorbidity, from 8% to 46.3%, for ADHD and anxiety among students with LD.

Yet, the causal relationship between mental health and learning disabilities is still poorly understood. The topic of mental health rates in the LD community came up time and time again in conversations among our Young Adult Leadership Council members, where for many of us mental health struggles are woven throughout our LD stories. We write this letter first as a note of acknowledgement to the LD community, second to bring awareness of this issue to a broader global community, and third to call in parents, teachers, policy makers, and researchers to help us address this issue.

Generally, poor mental health is associated with challenges with decision making, difficulty in school, difficulty forming positive relationships, and other risky or potentially harmful behaviors. Dual-disability diagnoses present even greater challenges, as many experience persistent stress, anxiety,, trauma, bullying, internalizing problems, and feelings of social isolation as they navigate a world with learning disabilities and mental health disorders. These negative experiences are especially concerning when you consider that almost one-third of incarcerated individuals report having a learning disability, and mental health issues affect approximately half of the incarcerated populations.

“Not being diagnosed until recently as an adult, I never understood why I struggled like I did. However, after my diagnosis, I realized that my anxiety and depressive episodes contributed to my perfectionism and impulsive choices. Undiagnosed individuals with ADHD face the harsh reality of being prone to depression and anxiety. It could lead someone to a pathway of substance abuse and impulsive decision making that can have serious consequences. When you live in a world where people don’t understand individuals with attention issues, it can make you feel like something is inherently wrong with you, which can also contribute to depression. ”
—Misha Nicholas

We know that students with LD report more issues with mental health. However, that is the extent of the research. We do not know the cause of these lower mental health rates in students with learning disabilities. Anecdotal reports by students with LD suggest that many experience educational trauma. We need research in order to know the extent and impact of this educational trauma. Is educational trauma a risk factor for poor mental health?

As members and activists on the National Center for Learning Disabilities’ Young Adult Leadership Council (YALC), we feel it is imperative to kick-start a solution-driven mental health initiative focused on the intersectionality of learning disabilities and mental health disorders. Many of us navigate life as learning disabled people struggling with mental health. Research suggests that promoting a sense of belonging and peer social support within schools can protect learning disabled individuals from many documented negative outcomes. Yet, many of us experienced various forms of educational trauma throughout education in the form of persistent academic failure, feelings of inadequacy, low self-esteem, bullying, social isolation, and ridicule. Educational trauma refers to the perpetual pattern of harmful cycles within educational systems that detrimentally affect academic and emotional outcomes.

“The humiliation, bullying, and systematic exclusion was shattering beyond words. Eventually the educational trauma I experienced became a bigger barrier to learning than my actual learning disability.”
—Erin

Many young adults with learning disabilities describe their K–12 educational experiences as traumatic. They describe feelings of being misunderstood. Often, they report that those around them failed to understand their learning and mental health struggles, as they lacked the words to describe the shame they felt to the adults and peers in their lives. These struggles span well beyond weaknesses in reading, writing, and math. Mental health and learning disabilities are interwoven, and these challenges follow learning disabled individuals as they transition out of high school and into postsecondary education and the workplace.

“It was not until undergrad that I learned that it isn’t normal to feel like you can’t breathe every time before attempting homework.”
—Stevie Mays

Many learning disabled people report feeling unsafe and like they do not belong in the classroom. In talking with almost any learning disabled person, they will tell you that their learning disability has impacted them far beyond just their struggle with learning skills like math and reading. They will tell you that existing as a learning disabled person impacts one’s whole experience with the world, how the world interacts with them, and how they interact with the world. Yes, it’s important for us to help LD students in academic areas like reading and writing. But if we fail to look beyond academics, at the whole person, we miss an entire aspect of the learning disabled experience. We miss what it actually means to exist as a learning disabled person.

“At age 16, as everyone around me wrote in fine penmanship, I felt like a child still writing with red crayon. It didn’t matter what or how well I wrote – I wasn’t allowed to belong.”
—Brody

What are you doing personally to better understand and address the experiences of the learning disabled community and why our peers are pushed out of schools, into the prison system, into low-wage careers, and, in the best case, into college settings that don’t support us?

We need to talk about mental illness for what it is: a disability. A disability that deserves the same support and focus as dyslexia, ADHD, and other learning disabilities.

Our dyslexia, anxiety, ADHD, depression, dysgraphia, PTSD, and more are disabilities that need support, understanding, and recognition. Many of us on the YALC say that finding the LD community was the key to us feeling like we finally understood ourselves and were able to come out of our shame. We found strength in our shared experiences and were able to name many of our experiences for what they were: educational trauma. In doing so we found our voice, not only to share our stories but to advocate for our community as a whole.

To the LD person reading this, we see and empathize with your struggles. We encourage you to seek out your LD community and embrace your disability identity. The disability label (including mental health and learning disabilities) give you access to support and treatment. It also comes with a community that wants to welcome you in.

Finally, this letter is a call to action — a call to our researchers, policy makers, educators, and parents and caregivers to better understand, address, and find solutions for the mental health needs of individuals with learning disabilities.

WHAT YOU CAN DO TO HELP!

For researchers:

Include mental health as measures in your data collection, and mental health disabilities as covariates.

Research educational trauma, including its prevalence and impact on students with learning disabilities.

Conduct holistic research on the experiences of LD students beyond our academic success, and understand the impact on our non-academic lives.

Research the intersection of mental health and learning disabilities, and specifically the experiences of BIPOC, LGBTQ+, and historically marginalized groups.

Include LD people in your research process beyond them being research subjects. Ensure that learning disabled people are a part of the research design process. Get feedback from the LD community and ensure that the research questions you ask are aligned with the values of the community you’re studying. Hire LD people in your labs and centers so a good percentage of the next generation of people studying LD are LD themselves.

For policy makers:

Increase funding for early identification, treatment, and psychological support within schools. We need well-funded school-based mental health programs, school psychologists, counselors, and social workers.

Keep your promise and fully fund IDEA, after over 40 years of never doing so.

Ban the practices of seclusion and restraint that have harmed and oppressed disabled students for decades.

For educators:

Many of your students are walking into your classroom with years of educational trauma. You can end it. Focus on students’ strengths while also acknowledging and building solutions to address our weaknesses, and listen to students when they are brave in sharing their experiences.

Be aware of the interconnectedness of mental health and learning disabilities, and work with us to create strategies that address what we need and prevent negative outcomes.

Avoid terms such as “lazy” when you talk about your disabled students. We aren’t lazy. We’re trying our best.

For parents and caregivers:

Talk about mental health with us, and help us own our identities as members of the disability community.

Look for early warning signs of mental health issues and teach us to be self-advocates, so that when we’re on our own, we’ve got the skills to stand up for ourselves and the things we need to be successful learners.

For the learning disabled community:

Embrace your learning disability identity. Don’t be afraid to use the language of disability. Taboo and stigma lead people to use euphemisms. But ultimately, our legal rights and our connection to community depend on identifying as disabled. We can end the stigma and taboo of being disabled by embracing this community.

Be willing to talk about how mental health impacts you in school. We are functioning in school systems that are not designed for us and that “others” us constantly. Allowing yourself to get support is the greatest gift you can give to yourself. We know it’s hard to stick out as the one using accommodations, but you’ll be glad you did.

Understand that you’ll need to self-advocate for both your LD and your mental health. This may look like telling your parents and educators what you need in a classroom setting to succeed. This means attending your IEP meeting and making sure your accommodations reflect your needs.

This call to action only scratches the surface of a larger conversation. Our voice matters. Join us in amplifying this initiative by signing below.

Sincerely,

The Young Adult Leadership Council

The best schools in Moscow 2021-2022 – official ratings, full list of schools And if you change, how to choose a new school? And if the situation is more or less clear with the quality of education at the school where the child is currently studying, then there are serious doubts about the choice of a new school if the old one does not suit you. To see this, just look at specialized forums and complete lists from the ratings of Moscow schools.

You can, of course, rely on the subjective opinion of other parents, but you still want an objective assessment.

And there is a tool for such an assessment. These are the official ratings of Moscow schools.

Today there are two ratings of schools by which you can try to get an idea of ​​the quality of education in selected schools: rating of the Moscow Department of Education on the contribution of schools to the quality education of schoolchildren and rating of the 200 best schools in Russia by the rating agency “Expert” . Let’s take a look at these rankings. And let’s not forget about our main goal: we want our children to go to a good university, if possible, to places with state funding.

Rating of the Department of Education of Moscow

Points for rating assignment are calculated on the basis of 8 blocks of indicators.

Block 1. The quality of mass education.

Calculated on the basis of the results of the Unified State Examination, GIA and compulsory city subject and meta-subject diagnostics in grades 4 and 7. To do this, it takes into account the overcoming of the minimum established level of points for these works, and for the Unified State Examination, the level that gives the maximum points is 220, which is clearly not enough for admission to the most prestigious universities in Moscow.

Block 2. Results of participation in the municipal stage of the All-Russian Olympiad for schoolchildren. The criterion is applicable for assessing the level of mass education, but not for assessing the presence of outstanding results.

Block 3. Takes into account the transition of preschoolers to the 1st grade of the same educational institution. It is obvious that this criterion is applicable only for educational centers, nevertheless, it falls into the overall rating and increases the score for such Centers in comparison with gymnasiums and lyceums that do not have preschool groups. At the same time, it is not at all clear how this indicator is related specifically to the quality of education, and not to the convenience of the location of the school.

Block 4. Crime prevention. The criterion is important, but not for assessing the quality of education for the purposes we are interested in.

Block 5. Teaching children with disabilities. The criterion is important from a social point of view, but does not in any way characterize the ability of the school to prepare the student for entering the university.

Block 6. Use of the socio-cultural resources of the city in the educational process.

Block 7. Development of professional skills and abilities.

Thus, we see that the rating of the Moscow Department of Education cannot help us in determining the best schools for admission to prestigious universities.

Moscow Department of Education rating

Expert agency rating for 2019

the average score on the Unified State Examination of the enrolled applicants and the basis for enrollment – for state-funded places, for paid places, based on the results of Olympiads. Of the Moscow universities, when compiling the ranking, the following were taken into account:

1. Moscow State University. M.V. Lomonosov
2. Moscow Institute of Physics and Technology (State University)
3. National Research Nuclear University MEPhI
4. Moscow State Technical University named after N. E. Bauman
5. National Research University Higher School of Economics
6. Financial University under the Government of the Russian Federation
7. Russian State University of Oil and Gas named after I.M. Gubkina
8. National Research Technological University “MISiS”
9. National Research University “MPEI”
10. Moscow State Institute of International Relations (University) of the Ministry of Foreign Affairs of the Russian Federation (reported for the first time)
11. Russian Academy of National Economy and Public Administration under the President of the Russian Federation (recorded for the first time)
12. Peoples’ Friendship University of Russia (reported for the first time)
13. First Moscow State Medical University named after I.M. Sechenov of the Ministry of Health of the Russian Federation (counted for the first time)
14. Russian University of Economics named after G.V. Plekhanov (counted for the first time)
15. Russian National Research Medical University named after N. I. Pirogov of the Ministry of Health of the Russian Federation (counted for the first time)
16. Moscow State Linguistic University (reported for the first time)
17. All-Russian Academy of Foreign Trade of the Ministry of Economic Development of the Russian Federation (recorded for the first time)

The rating was formed both for all areas in general and for integrated areas:

• social and humanitarian areas
• medicine
• technical, natural sciences and exact sciences
• economics and management

A selection of Moscow schools from this ranking is shown in the table below. It indicates the place of the school in the All-Russian ranking, the place among the schools of Moscow and the place in the ranking of the Department of Education.

Place in Russia in 2019	Place in Moscow in 2019	Title	Point	Place in the ranking UNTIL
1	1	HSE Lyceum	1000. 00	2
2	2	Bauman Engineering School No. 1580	610.88	6
3	3	School No. 1535	590.42	1
4	4	SUNTS MGU	575.67	13
6	5	Pre-University MEPhI	447.36	26
7	6	School No. 1502 at MPEI	401.17	10
10	7	School No. 2086	293.57	37
11	8	School No. 1329	275.14	9
12	9	School No. 1501	264.30	12
13	10	Lyceum “Second School”	261.85	3
14	11	School No. 1799	258.70	33
15	12	School No. 710 im. People’s Teacher of the USSR V.K. Zhudova	252.06	>200
16	13	School No. 1514	249.56	5
17	14	Fifty-seventh School	247.31	4
18	15	School No. 171	240.13	14
19	16	School “Pokrovsky Quarter”	232.93	78
20	17	School No. 1568 named after Pablo Neruda	227.44	7
22	18	School No. 548 “Tsaritsyno”	218.91	15
23	19	School No. 1253	213.96	42
24	20	School in the South-East named after Marshal V. I. Chuikov	207.34	11
25	21	School No. 1534	206.86	36
26	22	School No. 179	205.90	8
29	23	School No. 1533 “LIT”	194.22	121
30	24	Moscow School in the South-West No. 1543	190.84	17
31	25	Engineering School No. 1581	182.53	73
35	26	School No. 67 (Former Gymnasium No. 1567)	170.56	81
36	27	Kurchatov School	170.09	20
37	28	School No. 1547	168.52	16
39	29	School No. 2007 FMSh	162.09	19
40	30	School No. 192	155.01	69
41	31	School No. 654 named after A.D. Fridman	154.40	85
42	32	School No. 1517	154.30	32
45	33	School No. 1357 “On Bratislava”	149.30	27
46	34	School No. 1520 named after the Kaptsovs	148.90	124
47	35	School No. 117	148.82	53
48	36	School No. 1529 named after A.S. Griboedova	147.65	96
49	37	School No. 1574	145.54	52
52	38	MSLU pre-university	140. 54	91
54	39	School No. 1234	138.23	68
55	40	School No. 2054	134.51	43
58	41	School No. 199	131.76	113
59	42	School No. 2104 on Taganka	130.21	108
62	43	School No. 1518	126.95	50
64	44	School No. 1530 Lomonosov School	125.67	120
65	45	School No. 1557 named after Peter Leonidovich Kapitsa	124.94	29
68	46	School No. 1575	122.69	44
70	47	School No. 627 named after General D.D. Lelyushenko	120.86	84
72	48	School No. 1409	120.04	134
75	49	School No. 1525	118.89	>200
76	50	School No. 444	118.19	38

In addition to this rating, Expert RA in 2019 formed the TOP-100 schools rating by competitiveness of graduates, which was compiled on the basis of the points of the main rating divided by the average annual number of graduates. And it is this rating that answers the question that interests us – which schools provide the best opportunities for admission to prestigious Russian universities.

A selection of Moscow schools from this ranking is shown in the table below. It indicates the place of the school in the All-Russian ranking, the place among the schools of Moscow and the place in the ranking of the Department of Education.

Place in Russia in 2019	Place in Moscow in 2019	School	Point	Place in the ranking UNTIL
1	1	SUNTS MGU	1,000	13
2	2	Lyceum “Second School”	0.887	3
4	3	University gymnasium of Moscow State University named after M.V. Lomonosov	0.817	39
7	4	Moscow School in the South-West No. 1543	0.786	17
9	5	School No. 179	0.756	8
10	6	School No. 2007 FMSh	0.755	19
11	7	Fifty-seventh School	0.734	4
16	8	School “Intellectual”	0. 675	46
17	9	School No. 1535	0.661	1
20	10	Bauman Engineering School No. 1580	0.633	6
24	11	Pre-University MEPhI	0.578	26
27	12	School No. 1568 named after Pablo Neruda	0.573	7
28	13	School No. 67 (Former Gymnasium No. 1567)	0.570	81
29	14	School No. 1518	0.566	50
30	15	School No. 1533 “LIT”	0.563	121
33	16	MSLU pre-university	0.546	91
36	17	School No. 1514	0.533	5
37	18	Lyceum of the Presidential Academy of the RANEPA	0. 532	No data
39	19	PEI secondary school “Lomonosov school”	0.529	No data
40	20	HSE Lyceum	0.527	2
42	21	School No. 1329	0.513	9
46	22	School No. 1502 at MPEI	0.503	10
48	23	Engineering School No. 1581	0.488	73
50	24	Medical Sechenov Pre-University	0.486	>200
52	25	Gazprom school	0.479	No data
56	26	School No. 1553 named after V.I. Vernadsky	0.468	163
57	27	School No. 218	0. 462	66
58	28	School No. 444	0.461	38
63	29	School No. 1239	0.447	>200
64	30	School No. 2086	0.446	37
67	31	School No. 1253	0.442	42
68	32	School No. 1440	0.439	>200
72	33	School No. 1529 named after A.S. Griboedova	0.428	96
73	34	School No. 1520 named after the Kaptsovs	0.425	124
76	35	School No. 315	0.415	>200
80	36	School No. 1541	0.413	>200
83	37	Shuvalov school № 1448	0. 410	116
84	38	School No. 654 named after A.D. Fridman	0.408	85
85	39	School No. 1584	0.408	>200
87	40	School No. 1525	0.406	>200
88	41	School No. 109	0.402	22
89	42	School No. 1944	0.402	103
90	43	School No. 1534	0.401	36
92	44	School No. 1259	0.391	>200
96	45	School No. 192	0.379	69

As we can see, the rating of RA “Expert” gave results that generally correspond to the reputation of the schools included in it. At the same time, the results of the ranking of Moscow preschool education give very different results, which is quite natural – the ranking methodology is designed to assess the quality of mass education and the educational process, and not to identify the best schools in terms of education. Therefore, 12 of the TOP-20 schools of the DO ranking did not get into the TOP-50 of the Expert RA rating at all.

Rating of schools by RA “Expert”

Bottom line: I recommend using the rating of competitiveness of graduates of RA “Expert” to assess the level of education at the school where you would like to transfer your child. And to assess the atmosphere at school, read the reviews of students and their parents and objectively assess the strength of your child. After all, studying in the best schools is a big and serious work.

Ranking of the best schools in Ufa – September 3, 2022

Look for your school in the top 20 ranking

org/Person”> Photo: Timur Sharipkulov

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The RAEX rating agency named the best schools in Bashkiria by the number of graduates who entered the leading Russian universities. Today, September 3, we publish this list.

The best schools in Bashkiria are:

1. Lyceum No. 153. They are accepted there only from the 10th grade. Address: Ufa, st. Karl Marx, 12, room 8.
2. Lyceum No. 83. Address: Ufa, st. Matveya Pinsky, 12.
3. Lyceum No. 93. There, starting from the 5th grade, schoolchildren have to transfer to their own lyceum, since teachers divide classes into profiles already in high school. Address: Ufa st. Russian, 80.
4. Gymnasium No. 39. Morgenstern* studied at this school. Address: Ufa, st. Dostoevsky, 67.
5. Lyceum No. 1. Address: Neftekamsk st. Lenina, 56.
6. Gymnasium No. 1. Address: Sterlitamak, st. Sacco and Vanzetti, 68.
7. Gymnasium No. 3. Ex-Minister of Culture of the Republic of Belarus Klara Tukhvatullina and five-time Paralympic swimming champion Andrey Strokin graduated from here. Address: Ufa, st. Pushkin, 108.
8. Lyceum No. 106. Address: Ufa, Oktyabrya Avenue, 91v
9. Republican engineering boarding school. Address: Ufa, st. Koltsevaya, 74.
10. Bashkir Republican Boarding School No. 1 named after Rami Garipov. Honored Artist of the Bashkir Autonomous Soviet Socialist Republic Ilshat Yumagulov graduated from the walls of this school. Address: Ufa, st. Russian, 88.
11. Lyceum No. 5. Address: Ufa, st. Rabkorov, 13.
12. Lyceum No. 1. Address: Salavat, st. Lenin, 14.
13. Gymnasium No. 2. Address: Sterlitamak, st. Friendship, 37.
14. Gymnasium No. 91. Address: Ufa, st. Krasina, 33.
15. Gymnasium No. 16. The school specializes in foreign languages. Address: Ufa, st. Mendeleev 146/1.
16. Gymnasium No. 2. Address: Oktyabrsky, st. Sverdlova, 76.
17. Lyceum No. 1. Already in high school in this lyceum, individual subjects are studied in depth. Address: Sterlitamak, 16a Oktyabrya Ave.
18. Lyceum No. 42. Address: Ufa, st. Mendeleev, 215/3.
19. School No. 45. Address: Ufa, st. Pushkina, 67.
20. Gymnasium No. 3. Address: Oktyabrsky, 35th microdistrict, 41.

The 39th gymnasium took the 4th place

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However, only two institutions from Bashkiria got into the all-Russian rating of the best schools: the 153rd lyceum took the 52nd place, the 83rd lyceum – the 180th and 93 lyceum – 192nd.

According to the mayor’s office of Ufa, they do not rank the best schools in the city, but simply make a list of institutions whose graduates gain the highest scores on the Unified State Examination. The data are presented for the last five years.

This list includes 7 institutions:

1. Lyceum No. 153.
2. Lyceum No. 83.
3. Lyceum No. 106.
4. Lyceum No. 93.
5. Gymnasium No. 91.
6. Lyceum No. 5.
7. gymnasium No. 3.

in this educational year, the life of schoolchildren has changed.