Ardsley High School Students Recognized by Cambridge for Research Efforts

Should Internet access be considered a human right? To what extent can pre-implantation genetic selection be ethically defended? How sustainable is the Chinese Communist Party (CCP)? To what extent do violent video games contribute to teen and adolescent violence? Are standardized tests truly useful in evaluating students’ abilities and knowledge?

These are just some of the questions eleven Ardsley High School seniors have spent a year researching in their Cambridge Pre-University Global Perspectives in Research course.  This year, all the Ardsley students’ projects have been recognized within the highest two Cambridge International Examinations assessment categories, Distinction and Merit.

The Cambridge course is designed to hone critical thinking skills, broaden a student’s global perspective and strengthen their curiosity by engaging in an original research project. Throughout the year, Cambridge evaluates the students’ projects against a rigorous assessment standard that is recognized and valued by leading universities and employers worldwide.

 “The class provides students with the ability to focus in-depth on a subject of international importance, to undertake prolonged independent and self-directed learning, and to think laterally, critically and creatively, “ said Jason Simone, Social Studies teacher at Ardsley High School.  “It encompasses so many of the 21st century skills our students need in college and in life.”

The hardest question students answer is the first: what are you interested in?  “Because our students choose their own path and begin the program by deciding on a subject they feel passionate about and are truly interested in, they are self-motivated in their learning throughout the year.” said Mrs. Tiffany Moleski, English Teacher at Ardsley High School.  Students look at every question in four broad steps: deconstruction; reconstruction; reflection; and communication. Through the steps, students analyze the structure and context of arguments; assess the impact and limitations of the evidence and form well-informed opinions.  They then organize their finding into a structured and convincing Independent Research Report (IRR).

All of the students are to be highly commended for their hard work and intellectual risk-taking.   They are:  Madeline Rich, David Jaffin, Jimmy Chin, Rebeka Almasi, Emily Trias, Elisa Wang, Jaya Uppal, Jeffrey Diones, Matthew Bergenfeld, Sabrina Ponzini, and Maalya Ramachandra.

The Cambridge program, which is only available in three high schools in the Hudson Valley Region, was first introduced in Ardsley in 2011.  “We are proud of our students’ accomplishments and the dedication of our teachers who went through extensive initial training to qualify the program and continue to attend ongoing education sessions,” said Dr. Jim Haubner, Principal of Ardsley High School.  “It is also a true testament to the positive effect of the co-teaching model between Social Studies and English.”