cambridge education group

This site requires JavaScript for certain functions and interactions to work. Please turn on JavaScript for the best possible experience.

Cambridge Education Group

Access to the world's leading universities, welcome to cambridge education group.

Since 1952, Cambridge Education Group has been delivering the highest quality academic programmes, providing a valuable stepping-stone for thousands of students to progress onto the world's leading universities and maximise their career opportunities.

Whether students choose to study at one of our centres with ONCAMPUS or Castel or complete an online programme with CEG Digital or iheed , Cambridge Education Group promises to help students Achieve More with expert tutors, innovative high-quality content, premium facilities, and the personal service our students deserve.

Our partners

University Pathways

Our ONCAMPUS and Castel centres offer pathways to a wide range of degree programmes at Undergraduate and Master's level in the UK, USA and Europe. Many pathways offer guaranteed degree progression.

COVID-19 information - find out more .

Online Programmes

CEG Digital partners with prestigious, high quality UK universities to deliver online or blended courses to a global market on a part-time, flexible basis. Courses are delivered using cutting-edge, tablet friendly technology and sector leading pedagogy.

iheed provide online and blended learning medical education programmes developed with world-leading medical universities and postgraduate training bodies.

CEG collaborates with University of Hull to launch new London Study Centre

CEG announces Sponsorship of Cambridgeshire Youth Cricket to celebrate the launch of its partnership with the World's No.1 University for Sport

CEG Director of Learning Design wins prestigious Learning Technology award

This site requires JavaScript for certain functions and interactions to work. Please turn on JavaScript for the best possible experience.

Universities USA

Universities USA offers high quality pathway programmes and highly ranked University direct entry for undergraduate and postgraduate degree study in Boston and Chicago.

Cambridge Education Group

Since 1952, Cambridge Education Group has been delivering the highest quality academic, creative and English Language programmes, preparing thousands of students to progress onto the world’s leading universities.

ON CAMPUS offers pathway programmes on a university campus for undergraduate and postgraduate degree study in the UK and mainland Europe, to ensure students are well prepared for their degree studies.

CEG Digital

CEG Digital partners with prestigious, high quality UK universities to deliver online or blended courses to a global market on a part-time, flexible basis. Courses are delivered using cutting-edge, tablet friendly technology and sector leading pedagogy.es, preparing thousands of students to progress onto the world’s leading universities. Cambridge Education group is made up of seven brands

• About The PIE
• Partner with The PIE
• Immigration
• Language learning
• Recruitment & agents
• Student experience
• North America
• Australasia
• South America
• Middle East & North Africa
• Netherlands
• New Zealand
• Watch & Listen

Investors in bid for Cambridge Education Group

Three investors are looking to takeover UK-based Cambridge Education Group in a deal that could be worth £200 million.

Education Investor reported three private equity firms were vying to acquire the Bridgepoint-owned CEG. Sky News later named Oxford International Education Group, Bahrain-based Investcorp and American investor Vanta as the companies seeking to takeover the company, according to its city sources.

One banker has suggested OIEG was likely to be at an advantage due to cost synergies it could extract, according to the news organisation.

Education Investor reported in February 2022 that Bridgepoint was exploring the sale of CEG. The private investment company initially acquired the education company in 2013 in a  £185 million  deal.

Former-owners, Palamon Capital, bought CEG in 2007 and achieved an acquisition multiple of 11 times the current year trading forecast (EBITDA), the PIE reported at the time.

CEG counts eight UK universities among its partners, in addition to its ONCAMPUS centres in London, Paris, Lund, Boston and Chicago providing pathways to a number of institutions.

It also partners with the University of Amsterdam in the Netherlands. CEG offers healthcare-related pathway programs through its Castel Education brand and online courses via CEG Digital and iheed.

OIEG currently has international colleges partnership in the UK with De Montfort, Bangor, Dundee, Bradford and Greenwich, in addition to its courses at the OIEG London Centre. In the US, OIEG works with San Francisco State University on pathways.

Neither OIEG nor CEG responded to requests for comment from The PIE.

According to respective websites, Kaplan has pathway partnerships with 16 UK universities, Study Group 15, Navitas 13, INTO eight, Kings three. A CEG takeover by OIEG would make it one of the largest pathway providers in the UK.

Your email address will not be published. Required fields are marked *

Similar Articles

• Write for us
• Latest Photos
• Movers & shakers
• Accreditation
• Associations
• Credentials
• Five mins with
• Partnerships
• Student exchange
• The View From
• Transnational education
• Uncategorized
• Work rights

Our next event

Asia Pacific

Gold Coast, Australia

29-30 July 2024

• Privacy Policy
• Terms and Conditions
• Contact The PIE

Programmes & Qualifications

• Our management team
• Our regional teams
• Our standards
• Our history
• Facts and figures

We work with schools worldwide to build an education that shapes knowledge, understanding and skills. Together, we give learners the confidence they need to thrive and make a positive impact in a changing world.

As part of the University of Cambridge, we offer a globally trusted and flexible framework for education from age 3 to 19, informed by research, experience, and listening to educators like you.

With recognised qualifications, high-quality resources, comprehensive support and valuable insights, we help schools prepare every student for the opportunities and challenges ahead.

Together, we help Cambridge learners be ready for the world.

We are part of the International Education group at Cambridge University Press & Assessment – an organisation that provides world-leading academic research, learning and assessment globally, backed by the first-class teaching and research departments of the University of Cambridge.

The International Education group at Cambridge works with schools, governments and partners worldwide to increase the positive impact of education on individuals and societies. Find out more about our work with governments on education reform through our Partnership for Education .

We are the only international exam board that is wholly owned by a world-leading university, the University of Cambridge.

The Cambridge Pathway

The Cambridge Pathway helps learners be ready for the world, offering five stages of education from age 3 to 19, leading seamlessly from early years to pre-university. Each stage builds on the previous and further shapes learners’ knowledge, understanding and skills.

Schools can select which stages they provide and choose from a broad range of subjects. This means they can design a curriculum that meets their needs and excites their students.

Every stage – Cambridge Early Years, Primary, Lower Secondary, Upper Secondary and Advanced – helps prepare learners to thrive in and outside the classroom, and at university and beyond.

A clear path for educational success from age 3 to 19

Cambridge Early Years

A play-based programme, with:

• a holistic curriculum

• engaging resources

• support to measure progress

6 curriculum areas including Personal, social and emotional development

Cambridge Primary

• Clear, adaptable curriculum

• Flexible assessment options

• Support and resources

• Insight to understand potential

10+ subjects including English, Mathematics and Science

Cambridge Lower Secondary

• Insight to predict performance

Cambridge Upper Secondary

• Broad, adaptable curriculum

• Fair, valid, reliable assessment

• Insight to optimise achievement

Cambridge IGCSE™: 70+ subjects

Cambridge O Level: 40+ subjects

Cambridge ICE

Cambridge Advanced

• In-depth, adaptable curriculum

Cambridge International AS & A Level: 50+ subjects

Cambridge AICE , Cambridge IPQ

Cambridge Professional Development for teachers and school leaders

Cambridge international schools.

Our global community is made up of over 10 000 Cambridge schools, each delivering education that shapes learners’ knowledge, understanding and skills.

Cambridge schools have access to a world-class curriculum and a wide range of qualifications for students aged 3 to 19. They benefit from unique teaching and learning resources, professional development opportunities and support.

Together, we prepare learners with the skills they need to be ready for the world.

Published resources – developed with teachers, for teachers

When we develop our resources, teachers are at the heart of everything we do. We work with leading authors and educators to ensure our resources meet the needs of the classroom.

We only use evidence-based approaches to teaching and learning, proven to motivate students to participate in an active classroom.

In all our books, digital resources and professional development materials, we work carefully to use clear language that enables learners to understand new and challenging concepts.

Our approach encourages students to be creative and critical thinkers, resourceful collaborators and communicators, and confident problem solvers – ready for the world.

Where we work

We operate in 160 countries across 9 regions: North America, Latin America, UK & Europe, Sub-Saharan Africa, Middle East & North Africa, South Asia, East Asia, Southeast Asia & Pacific and Pakistan. We have Cambridge representatives in every region.

• Syllabus overview
• Past papers, examiner reports and specimen papers
• Published resources

Please enable JavaScript in your web browser to get the best experience.

• Find a course
• Undergraduate study
• Postgraduate study
• Research degrees
• Short courses
• MOOCs - free short courses
• Why study with us
• Where to study
• Online learning
• Study with a local teaching centre
• Study in Paris
• Study humanities in London
• Fees and funding
• Costs of your course
• Funding your study
• How to pay your fees
• How to apply
• Undergraduate applications
• Postgraduate applications
• Help with your application
• Entry routes
• Am I qualified?
• English requirements
• Computer requirements
• Recognition of prior learning
• Supplying evidence
• What happens next?
• Transferring from another institution
• Student terms and conditions
• Inclusive practice and access
• Worldwide education delivered locally
• Register your interest
• Student Stories
• Taster courses for schools
• Current students
• Student portal
• Student blog
• Student services
• Accommodation in London
• Library services
• BLOOM @ Senate House
• Requesting a transcript or certificate
• Support and wellbeing
• Clubs and societies
• Getting involved
• Careers service
• Recent graduates
• Working with alumni
• Working with academics
• Information for employers
• Examinations and assessment
• Assessment timetables
• Entry and deadlines
• Exam centres
• Exam entry and results dates
• Assessment offences
• Mitigating circumstances
• Academic regulations
• Policies and procedures
• Access and Participation Statement
• Refund and Compensation Policy
• Student Protection Plan
• Student guide
• The Student Charter
• Complaints and appeals
• Preparing to graduate
• After Graduation
• Past ceremonies
• Students of federation members
• Research challenges
• Institutes, centres & initiatives
• Institute in Paris
• Centre for Online and Distance Education
• London Research & Policy Partnership
• Institutes at School of Advanced Study
• Public engagement
• Fellowships
• Projects and experts
• Postgraduate research
• Research governance
• Our federation
• Our Chancellor
• ​​​​​​​Senior Executive Team
• Our history
• Our global reputation
• Equality, diversity and inclusion
• Our civic role
• Strategy 2020-25
• Research & public engagement
• Study with us
• School of Advanced Study
• What makes us unique
• Board of Trustees
• Collegiate Council
• Statutes and Ordinances
• Academic Regulations
• Honorary Awards
• Annual reports and financial statements
• Charitable status
• Doing business with us
• Trust Funds
• Core policies
• Academic quality assurance
• Student policies and procedures
• Our services
• Senate House Library
• Intercollegiate Halls
• The Careers Group
• Our research libraries
• Conference & event hire
• Private housing services
• Short stay accommodation
• University Merchandise
• University of London Press
• Work for us
• Becoming a teaching centre
• Contact and find us
• News & Events
• Past events
• Student blogs
• The Student Insider magazine
• Alumni & Supporters
• Alumni ambassadors
• Your alumni community
• New graduates
• Get involved
• Keep in touch
• Request a transcript
• The Convocation Project
• Ways to give
• Areas to support
• Recognising our donors
• Your impact
• Contact the Development Office

What are you looking for?

Popular courses.

• BSc Business Administration
• BSc Computer Science
• BSc Psychology

International Foundation Programme

• MSc Computer Science
• MSc Cyber Security
• MSc Professional Accountancy

ONCAMPUS London, Cambridge Education Group

Federation member information>.

Birkbeck College, Malet Street Bloomsbury London WC1E 7HX United Kingdom

• Share this page on Facebook
• Share this page on X
• Share this page on LinkedIn

We recommend that you check further details with the Teaching Centre before applying.

Qualifications we support

Just added to your cart

The cambridge education group.

A Classic Education For the Future

• Click through the slides to see whats new at CEG

Upcoming Competition: USABO Semifinals

• USABO Semifinals to be held in April. Please contact us for more information.

Upcoming Event: World Youth Conference

• The Climate Change Task Force will hold its 2nd World Youth Conference of 2021 in June 2021 (Exact Date TBD). Look out for more information on this coming soon!

Upcoming Courses: 2021 Summer Courses

• The CEG 2021 Summer Courses just hit the catalogue. Please take a look at these new course offerings by either browsing our products, or by checking out our Summer Course Catalogue.

Our Programs

Prestige STEM Academy

Prestige STEM Academy is the private school associated with CEG, and focuses on helping K-12 students who are on either end of the public school performance bell curve. We aim to provide a flexible curriculum that suits each individual child, while still satisfying all graduation and college application requirements.

Cambridge Education Consultation Group

Cambridge Education Consultation Group is the education counseling arm of CEG, and provides education counseling to families with children are navigating middle and high school. CECG focuses primarily on academic, extracurricular, and career planning and applications.

Prestige Enrichment

Prestige Enrichment provides non-credit courses to students looking to shore up just parts of their academic progress. Similar to Prestige STEM Academy, Prestige Enrichment aims to provide flexible courses to help students identify and address their academic weaknesses, or further excel in their academic strengths.

Prestige STEM Academy provided my son a uniquely tailored curriculum to help him deal with his academic struggles. Through Prestige STEM Academy, my son was able to get back on track and hold his head high after years of academic struggle and negative feedback. R. Taylor

CECG helped me get into my dream colleges. Thank you so much! M. Moon

Dr. Lin's biology program is perhaps the best biology program in the US. I don't think I would have made the USABO semifinals without his guidance and classes. E. Lee

• Choosing a selection results in a full page refresh.
• Press the space key then arrow keys to make a selection.

Drop a Query

Upskill and future-proof your skills to stay ahead of your peers.

Cambridge Education’s 36 years of knowledge delivery experience and premium Client Services will make you benefited in your dream Career achievement!

Earn that Dream Job by unleashing your potential and upgrading your knowledge

Leaders who lack knowledge to perform will forfeit opportunities to lead. This should create urgency. Cambridge Education can surely assist you

4.7 Ratings

Success Rate

Years Experience

Our Global Partners

Popular Courses

Pmi project management professional (pmi-pmp)®.

200000 Learners

PMI Risk Management Professional (PMI-RMP)®

Certified Procurement Professional (CPP)

The CPP Certification offered by IIPMR is ranked #1 by procurement-newz.com and top5certifications.com

21327 Learners

Certified Scrum Master (CSM)®

Artificial Intelligence for Business Professionals (AI-BIZ)®

Cambridge Education is one of the most preferred and professional education providers in Project Management, Risk Management, Business Analysis, Market Research, Supply Chain, HR, Leadership, Soft Skills, Cyber Security, Information Technology, Artificial Intelligence, Data Science, Sustainability, Software Development Tools, Robotics, Languages, Banking specific courses, Oil and Gas specific courses, and many other domains. Our trainings are skillfully designed using Learning science Principles and incorporating adult Learning Practices to ensure that you get to experience world-class training experience and we offer you certified and customized solutions for all your training needs. Cambridge Education is your one stop training solution partner to individuals and organizations seeking consulting or training services to enhance workforce performance and drive business success.

Recognitions

Middle East Business Leadership CEO Award 2012 in Education Sector

Education Award

Best Education Innovation Award – Middle East from Mr. Ian Duncan Smith, Member of Parliament, United Kingdom

Recognition from ENOC, Dubai on excellent services to develop their workforce

Our Client's Speech

Joe Maalouf

MSc., PMP Project Engineer

I am honored to inform you that after months of preparations, i successfully passed my PMP exam (Above Target 🥳). This achievement would not have been possible without the constant support of the Cambridge education team (classes, follow-ups and technical support) Special thanks to Stacy and Marj for being there with me every step of the way and for their priceless support that eventually lead to my success. Looking forward to learning more and further achieving my goals with Cambridge.

Mohamed Faisal Salem Awad

Project Manager | ADNOC

I am sending you this email to thank all of you who supported me to pass the exam. I was extremely busy with work responsibilities and personal stuff, however you always follow up with me to support me in all registration and exam preparation. You also supported me to register for the exam. It was very good experience and I really enjoyed the course and the service provided by Cambridge institute. Special thanks to Trainer and Customer Care Team for their support to pass the exam.

Kacey Crizelle Austria,

MEP Coordinator | Al GEEMI Contracting Company LLC

I would like to take this opportunity to thank the team, especially Ms. Jen, for all the support and guidance throughout the preparation process in obtaining my PMP Certification. All the training materials and Mock Simulation tests really helped me to pass the test in the first attempt (Examination Date: 24 September 2022). Now, I am officially PMP Certified.

Silja Retheesh

System Analyst | Al Tayer Group

I am excited to inform you that I cleared the PMP certification exam in the first attempt. Thank you so much for your support and assistance throughout the training program.I am really happy with the prompt support provided by the online team. The instructors were amazing and the sessions really helped to understand the PMP guidelines very well.The doubt clearance sessions and mock tests were helpful as well. Also,I would like to specially mention the team for the continuous follow up on my training/study plan status and for helping me book the exam. Thank you once again team. Really appreciate it!

Saeed Aldarmaki

Project Engineer | ADNOC

I am happy to share the good news that I passed the PMP exam. You are part of my success. The class environment, team engagement, effective knowledge transfer as well as your continuous support paved the way for achieving this goal.

Project Engineer | Transguard

Highly recommended! I learned a lot during my PMP review journey with Cambridge Education. I tried few centers but only this institution gave me confidence to take the exam and enough knowledge to pass the exam in 1 take. The sessions and materials are very helpful. I’m looking forward to take more courses with them in the future.

Ashraf Nassar

Project Manager | HILL International

I am pleased to inform you that I have passed the PMP exam from the first attempt. At this juncture, I would like to thank you for your remarkable and continuous support, and appreciate your hard work and efforts which helped me to make it happen.

Preethi Natarajan

I appeared for my PMP exam, I did it in the online mode and took the exam from home. I passed the PMP exam with an overall result at Above Target. I took the online course for PMP from Cambridge. The instructor gave clear explanations and tips towards the exam. I followed all the steps as instructed. I cleared the PMP exam in the first attempt with the overall exam result as "Above Target". Thank you to the team at Cambridge. I want to thank the instructor. I want to thank the online support team at Cambridge for the prompt responses I want to thank you for arranging the doubt clearing sessions, it was helpful. I want to thank the team who would call me at regular intervals checking with me about the progress that I am making in my studies.

Sankaranarayanan Murugan

Senior Project Manager | Lixon Gulf LLC

I am happy to announce that I have passed my PMP and now I am PMP certified. I would like to take this opportunity to thank the Cambridge team who all followed up and guided me properly on this success. I especially want to mention who has followed me from day -1 and made me understand the importance and accept me to take this prestigious course. Special thanks to the online mentor/trainer. Thank you all for your support and guidance.

Vibin Joshua Williams.

I just wanted to let you know that I cleared the IIPMR- CRP ( Certified Research Professional) Exams and also received the certificate today. Thank you very much for your help.

Recently Added Blogs

Stay Ahead, Stay Informed: Uncover the Freshest Insights in Our Recently Added Blogs

The PMP Test Has Moved Online And Here’s All That Has Changed

Are you planning to get PMP Certified? Have you completed the mandatory 35 hours of PMP

The Changing DNA Of Project Teams In The Project Led Economy

Twenty years ago projects had more time, a dedicated team with members possessing speci

Reasons Why Employers Hire PMP Certified Professionals

When it comes to organizations, it is a given that they want to be successful. And succ

Get the latest happenings in the Knowledge Industry

• Global Training Calendar
• Corporate Training
• Leadership Team
• Testimonials
• Terms and Conditions
• Privacy Policy

Join with us

• Become a Partner
• Become a Trainer
• Blog as a Guest

Course Categories

• Project Management
• Agile Methodologies
• Service Management
• Supply Chain_Procurement
• Market Research
• Data Privacy
• Emerging Technologies
• Refer & Earn
• PMP®, CAPM®, PMI-RMP®, PMI-SP®, PMI-ACP®, PfMP®, PgMP® and PMI-PBA® are the registered mark of the Project Management Institute, Inc. The PMI Premier ATP logo is a registered mark of the Project Management Institute, Inc.

Copyright Reserved © 2024. All the product names and logos used above are registered trademarks of respective owners. They are used for identification purpose only and remain the exclusive property of their respective owners.

Design and Developed by Nexevo Technologies .

Refer And Earn Program

Refer your friends and connections, get Discount Voucher within 30 working days for each friend who enrolls with Cambridge Education.

Terms And Conditions

• You are eligible for a referral bonus only when you refer a new student to Cambridge Education, and the student enrolls in and completes the workshop or program IN FULL.
• Reference details must be dropped in Cambridge Education “Refer and Earn” page, before student contacts Cambridge Education.

This website uses cookies

This website uses cookies to improve your browsing experience. By clicking on ‘Agree’, you accept the use of these cookies. Agree

Cookie settings

Our website keeps three levels of cookies. You can adjust your preferences at any time. If you want more information about what cookies are and which cookies we collect, please read our cookie policy .

are essential cookies that ensure that the website functions properly and that your preferences (e.g. language, region) are saved.

allow us to analyse website use and to improve the visitor's experience.

allow us to personalise your experience and to send you relevant content and offers, on this website and other websites.

Spotify is currently not available in your country.

Follow us online to find out when we launch., spotify gives you instant access to millions of songs – from old favorites to the latest hits. just hit play to stream anything you like..

Listen everywhere

Spotify works on your computer, mobile, tablet and TV.

Unlimited, ad-free music

No ads. No interruptions. Just music.

Download music & listen offline

Keep playing, even when you don't have a connection.

Premium sounds better

Get ready for incredible sound quality.

For Cambridge’s migrant students, a warm, English welcome

CAMBRIDGE — About 14 third-graders, all non-native English speakers, sat in pairs and small groups on a recent morning, penciling answers in math problem packets. Their teacher, Isabelle Despins, and a teaching assistant drew rectangles on handheld whiteboards at students’ desks, pointing and gesturing as they spoke. The children practiced calculating rectangle side lengths, talking to one another in a blend of Haitian Creole, Spanish, Japanese, English, and silent pantomime.

A young girl, who wore a knit hat with a white pompom and spoke Haitian Creole, pointed to the teaching assistant and mimed zipping her mouth shut, prompting her whispering partner to hush. She looked at her paper, then at his, then softly slapped her palm against her face and gave an exaggerated sigh.

As thousands of new migrants arrive in Massachusetts, schools like the Kennedy-Longfellow Elementary School in East Cambridge are scrambling to help them learn English. One approach is Sheltered English Immersion, in which English learners work together in specialized classrooms, where they receive English-language instruction in math, science, and other grade-level content.

The method is controversial among educational experts, who say it’s far better to offer children a fully bilingual experience, in which they’re taught core subjects in their native language for some period of time. Cambridge school officials, though, say sheltered immersion can be a practical way to educate a highly diverse student body, particularly amid a shortage of bilingual teachers.

“The reason we so believe that this is one of the better models is because it is a transitional model,” said Beth Kershner, the district’s director of multilingual learner education. She said SEI is “a moment in [students’] educational careers where the teachers are specialized enough that they can teach the grade-level content ... in such a way that newcomers can access the language.”

Students at Kennedy-Longfellow speak around 30 native languages. Since the start of the year, the school has taken in more than 70 new students, according to Cambridge Public Schools spokesperson Sujata Wycoff. That includes 44 students who are residing in emergency assistance shelters, including one established in a former courthouse a few blocks away. The school’s total enrollment was 283 by the start of May, so new arrivals made up around a quarter of the student body.

Advertisement

Christine Gerber, Kennedy-Longfellow’s principal, said the school has received so many new kindergarten students that it needed to open a new classroom.

“I get multiple emails a week,” Gerber said. “That’s unusual, and that’s really particularly because of the emergency shelters.”

Despins teaches one of eight Sheltered English Immersion classes at Kennedy-Longfellow. She said she appreciates the “really rich classroom dynamic.”

“Everyone is bringing a lot with them in terms of their culture and their background,” Despins said. “ It’s been really interesting to learn about different kids, different families, different cultures.”

Several studies of best practices for English-language education find that English-only education trails behind long-term bilingual programs in closing the achievement gap between native speakers and English learners by helping students develop proficiency in both languages while keeping up with grade-level content.

John Mudd, who served on a Boston Public Schools task force on English learners, said dual-language immersion programs are “the gold standard, the Cadillac,” but they can be difficult to effectively implement because they require a large number of bilingual teachers. Last year, Mudd resigned from the task force over concerns about Boston’s plan to integrate English learners into general classrooms.

“Building on the foundation of a native language is a better way to learn academic English, … to get at content,” Mudd said. But “it’s hard to develop good bilingual programs, it’s hard to develop that cadre of bilingual teachers.”

Cambridge is actually ahead of most other communities in Massachusetts in providing dual-immersion programs; the diverse city already offers such programs in Mandarin Chinese, Portuguese, and Spanish in other elementary schools. For such programs to succeed, Kershner said “you need enough of a population of native speakers.”

She said sheltered English helps students feel more comfortable trying out English at their own pace than if they were with a largely native-English classroom.

“Our SEI program is intended for a newcomer in the first year,” said Kershner, adding that most students spend only a year in SEI classrooms before moving on. “It’s intended to give them enough English that they can be successful in the general education classroom with supports.”

Bonnie Steyer, an ESL teacher, said the school’s constant influx of new students learning English, and having to reorient children to the classroom, means “it often feels like September.” The shelter environment adds a complicated social dynamic, Steyer said; some students who stay in the emergency shelters spend a lot of time with their classmates outside of school, which can fuel sibling-style quarreling.

“Sometimes, they seem like they’re family members,” Steyer said.

Despins has at least one student in her class who spends their nights in the courthouse shelter.

“I’ve just noticed they’ve been a little bit more tired,” she said. “Some of those students will have had interrupted schooling or schooling in many different countries.”

And it can be hard to catch students up. Despins said she tries to find “a secondary goal within the grade-level standards” for students playing catch-up. That could mean focusing on repeated addition and counting with one student, while the class practices multiplication, Despins said.

“If they weren’t here for the first part of the year, then they might not have learned addition or multiplication yet,” Despins said. “I can’t expect them to automatically jump into where the class is when they might have missed many of the units that we’ve already done.”

In the past six months, Despins said she has softened her expectations around homework, and she offers around an hour before school begins during which students, whose parents may not speak English or who may have limited access to a work space outside the classroom, can go over homework with her assistance.

“I haven’t totally figured out a perfect system,” Despins said.

Around 9:30 a.m., Despins rounded the students up and walked them to the library, where they browsed books in English and a growing selection of other languages, including Haitian Creole and Spanish. The school’s multilingual library includes more than 300 books spread across reading levels and over 30 languages.

“When they come back from library, if they have a book in their home language, they are excited about that,” Despins said.

At times, students staying in the emergency shelters simply stop showing up, Despins, Steyer, and Gerber said.

Typically, a student’s departure to another school would mean throwing a farewell party or, at least, saying goodbye face to face. But as children in the shelter system are relocated into more permanent housing, sometimes several towns away, it can be difficult to get notice from their parents ahead of time.

Just a few days earlier, Steyer lost a student, one who had been there since January and taken up a sort of leadership role in the classroom. She said she was not sure what happened to the girl, who left behind a pile of worksheets and coloring pages. “I have all her papers, her activities,” she said.

When a student stops coming, administrators have to figure out where — or whether — they’ve been enrolled elsewhere.

“There’s a void of information,” Gerber said.

Daniel Kool can be reached at [email protected] . Follow him @dekool01 .

Sharda World School Recognised By Cambridge Board Accepted In More Than 160 Countries

Sharda world school is recognised by cambridge board that’s accepted in more than 160 countries..

Sharda World School is a distinguished nation-building initiative by the Sharda Group, renowned for its 28-year legacy in diverse sectors such as Education, Healthcare, Information Technology, StartUps, Engineering Equipment, Construction, Biotechnology, Hospitality, and Skill Development. The Sharda Group has been a pioneer in education, establishing some of North India's first engineering colleges in Agra and Mathura, and expanding its educational footprint with Sharda University campuses in Greater Noida, Agra, and Andijan, Uzbekistan. The group's impressive network of over 90,000 alumni worldwide attests to its significant impact and rich legacy in education.

Sharda World School stands out as India’s first school integrating education with the five elements of nature. This innovative approach combines traditional values and sanskars with modern teaching methodologies, aiming to equip students with 21st-century skills essential for future change-makers. Aligned with the National Education Policy 2020, Sharda World School implements a variety of relevant and meaningful learning models that promote holistic development in children.

To Know more about Sharda World School and Cambridge Curriculum, click the following link https://bit.ly/3WQYRiq or Call +91-9012759999

Partnering With Cambridge International 

Cambridge Assessment International Education (informally known as Cambridge International) is a leading provider of international qualifications. It offers examinations and qualifications to over 10,000 schools in more than 160 countries. Cambridge qualifications are recognized for admission by all UK universities and prestigious institutions in the United States (including Stanford and all Ivy League universities), Canada, the European Union, and many other countries worldwide.

The Cambridge Board pathway employs continuous assessment practices that empower students to monitor their progress actively. This promotes a growth mindset, encouraging students to adopt a proactive approach to their education. By regularly tracking their achievements and areas for improvement, Cambridge students are motivated to set goals and strive for continuous self-improvement.

Infrastructure At Par With The Very Best

Sharda World School provides a state-of-the-art infrastructure designed to support its innovative educational approach, creating a safe and conducive learning environment for students. The school's classrooms are strategically designed, incorporating elements from the Panchmahabhutas. All classrooms are equipped with air conditioning systems that feature HEPA filters for optimal air quality. 

The well-stocked libraries and resource centers offer a wide range of learning materials and digital resources to promote academic and intellectual growth. Student safety is a top priority, with strict security measures in place and a focus on maintaining high hygiene standards throughout the school premises.

Focus Beyond Education

Sharda World School is committed to delivering a holistic education that transcends traditional academic boundaries. Its philosophy centers on the development of values, character, and practical skills, ensuring that students are equipped to excel in all facets of life. 

The School's well-rounded curriculum, combined with hands-on learning experiences prepares them for real-world situations, fostering adaptability and resilience. A diverse range of extracurricular activities allows students to explore their interests and talents. From sports to arts and technology, these activities promote teamwork, discipline, and personal growth. 

The Winning Edge

Sharda World School is a trailblazer in the educational landscape of northern India. The school provides a comprehensive education by combining state-of-the-art pedagogy with the finest educational practices of Cambridge Board. Through its commitment to academic excellence, holistic development, and global perspectives, Sharda World School is shaping the minds of future leaders and elevating educational standards.

Education Loan Information: Calculate Education Loan EMI

Top Headlines

Trending News

Photo Gallery

Trending Opinion

Personal Corner

• Presidential Search
• Editor's Pick

Facing A Longstanding Racial Achievement Gap, Cambridge Moves to Standardize School Curricula

The new ELA curriculum — titled Amplify CKLA and set to be implemented next fall — will align the ELA curriculum across Cambridge’s 12 elementary schools for the first time ever.

Amplify CKLA is the final piece in the district’s efforts to align curricula across grades one through 12. The district has already aligned the ELA curriculum for students in grades six through eight and the math curriculum for all students beginning in kindergarten.

The attempts at curriculum alignment comes as CPS tries to address longstanding — and widening — racial and socioeconomic achievement gaps.

MCAS testing data revealed that only 36 percent of Black students met or exceeded third grade ELA standards in 2023, compared to 79 percent of their white peers. The 43 point difference is stark, but not new; in 2019, the gap amounted to 37 points.

Only 44 percent of high-need third-graders — qualified as low-income, English Language Learners, or students on Individualized Education Plans — met or exceeded proficiency standards on the 2023 ELA MCAS, compared to the 78 percent of their non-low income and 76 percent of their nondisabled peers who met these standards.

As the district takes broad steps toward ensuring students receive equal instruction, Cambridge has found itself in a greater statewide debate about reading standards, mandating curricula, and teacher and school autonomy.

From ‘Archipelago’ to Alignment

Cambridge’s elementary schools boast distinct programs — such as a specialized music program at Haggerty, two-way Spanish immersion at Amigos, and a “looped” classroom model at Cambridgeport — and the district’s “controlled-choice” kindergarten lottery allows families to request their top three choices.

Until this year, the elementary schools lacked a standard, comprehensive ELA curriculum, leaving teachers to seek out course materials themselves. O’Donnell likens the district to an “archipelago.”

This differentiation was intentional, according to former Graham & Parks Elementary School teacher Kathy E. Greeley.

“Recently, it’s been like, ‘Oh, our schools are all over the place. They’re all doing all these different things. And it’s such chaos,’” Greeley said. “No, that was actually the design was for different schools to try different things, to offer different kinds of programs.”

But MCAS results illustrate achievement gaps between the elementary schools, with only 35 percent of third graders at the Fletcher Maynard Academy meeting or exceeding ELA standards, compared to 89 percent of third graders at the King School reaching these standards.

According to Cambridge School Committee member Richard Harding, Jr., the results are a clear sign of failure.

“If you want to perpetuate a system of failure, you keep doing what you’re doing,” Harding said.

“I’ve yet to see where autonomy in instruction has worked for Black and brown kids in a public school setting,” he said.

The district’s effort to reevaluate and shift to an aligned curriculum under ELA Department Director Emily A. Bryan takes a new approach through standardization — while centering educator perspectives.

After two years of planning, last fall Bryan convened a “Literacy Curriculum Review Team” of nearly 40 educators, including representatives from every elementary school, to decide on changes to the curriculum. In January, they chose Amplify CKLA.

O’Donnell, who served on the team, said it garnered some of the highest levels of educator feedback she has seen.

And she said schools naturally shifted towards aligning curricula during the Covid-19 pandemic. In the absence of district- or state-provided curricula that could be adapted to remote learning, teachers from almost every elementary school worked together to fill the gaps, she said.

To concerns that aligning curriculum would strip schools of the individuality they are so lauded for, Bryan said that curricula alignment does not mean classrooms or schools are “exact replica duplicates of one another.”

“It means that every student is exposed to the same critical components,” she said.

‘Better in the Long Run’

When the committee first began to consider Amplify CKLA, O’Donnell said she was “very reluctant to embrace this curriculum initially, because I had a lot of preconceptions about it.”

But when she dove into the new materials, she saw the curriculum’s potential.

Amplify CKLA provides teachers with core materials for two blocks of learning: “knowledge” which targets vocabulary and text analysis, and “skills” which target phonics, fluency, and reading comprehension.

During her presentation at a March 5 School Committee meeting, Bryan described the curriculum’s structure, which plans lessons out in 10-minute blocks and gives educators a “menu of options” for how to support their students — a substantial departure from the free reign teachers previously enjoyed.

“​​As long as we knew how to read a book and ask questions and have good discussion, then it didn’t matter what book I was using,” O’Donnell said. “But I don’t think I served students who were struggling readers as well as I do now.”

“It’s really hard now, honestly, to look back on all my years of teaching and feel so frustrated with myself, or disappointed,” she added.

CPS Chief of Academics and Schools Lendozia H. Edwards said that the standard materials will help teachers save time because now, “they don't have to look for what to teach.”

O’Donnell acknowledged that the transition may be “painful” for educators who are used to having autonomy over their lessons. But she said she hopes her colleagues will see the benefits of an aligned curriculum, which still allows teachers some space to personalize their lessons with “pausing points” that Bryan has built into units.

“The new curriculum will be hard,” O’Donnell said. “I’m sure I personally am going to struggle a lot. But I’m here for it, because I think it's going to be better in the long run. And ultimately, it will certainly be better for students, but I think it will actually make my life easier.”

The ‘What’ and the ‘How’

Although it was years in the making, Cambridge’s move towards an aligned ELA curriculum comes amid a raging, statewide debate in response to troubling literacy rates among third graders across Massachusetts.

According to The Boston Globe, rates of third grade literacy have reached record lows, especially exacerbated by the pandemic and showing a large racial disparity.

The Globe found that nearly half of school districts — including Cambridge — used curriculum considered “low quality” by the education department and national curricula rating systems in the 2022-2023 school year.

The state has not enacted literacy reform acts in response, as 30 other states have, and only some municipalities — Cambridge among them — have taken action this year to adopt a new ELA curriculum.

Calls from state legislators for a mandated statewide curriculum in order to close achievement gaps has encountered objections from teachers’ unions questioning whether it is in the state’s purview to mandate specific reading curricula for districts.

In February, 300 Massachusetts education professionals signed a letter opposing the mandated curricula, calling the bill a “one-size-fits-all approach” and warning that imposing mandated curricula across districts may “permanently damage” a child’s ability and will to learn to read.

Paul Reville, a professor at Harvard’s Graduate School of Education who previously served as the Massachusetts secretary of education, said that though he generally approaches standardized curricula with “some caution,” chronic underperformance necessitates the change.

“It may well be the role of policymakers to start prescribing the ‘how,’ if educators have not been able to get to the ‘what’ on their own,” he said. “We better get an evidence-based approach, get everybody trained in how to use this approach, and then insist on that approach, in order to get the kind of results that parents and the community expect us to get for the children.”

Tightening control over districts with chronic levels of underachievement, however, is not necessarily the way to go, said Jennifer P. Cheatham, a lecturer on education at HGSE with experience as a superintendent.

“The schools that have done, in my experience, the best job transforming themselves to meet the needs of students positioned furthest from opportunity are schools that have developed a deeply collaborative culture where everyone has agency where we're making decisions together,” she said. “You just can't mandate your way to transformation.”

‘Best for the Kids’

Bryan’s approach has continually solicited both educator and caregiver feedback. This spring, she held parent information sessions over Zoom, visited School Council meetings at elementary schools, and in the fall, she held “open advisory sessions” for any educator to attend.

Kate L. McGovern, whose child attends King-Open, left a parent information session feeling confident in district officials, who seemed “well-informed” about the new curriculum. The choice of Amplify CKLA hit the “jackpot,” for her, as she already had great experiences with the curriculum in her work for an educational non-profit.

Still, not all parents are informed. In email exchanges and conversations at dismissal, many had not heard about the curriculum change or did not feel informed enough to speak on it.

At the March 5 meeting, Bryan acknowledged that communication with families has been hindered because teachers — often the most effective communicators — have not yet been trained in the curriculum.

“I hope that the district is going to continue doing more of that educating of families,” McGovern said. “So that families can really be partners in supporting their kids at home because I think that partnership is really essential to closing those gaps that we see year after year.”

Although she lacks familiarity with the curriculum, Jade C. Gardner, a parent at Haggerty, said that she hoped it would still support students with learning disabilities, like her child.

“I just hope that everything works out and it works best for the kids,” she said.

—Staff writer Darcy G Lin contributed reporting.

—Staff writer Emily T. Schwartz can be reached at [email protected] .

• Election 2024
• Entertainment
• Newsletters
• Photography
• Personal Finance
• AP Investigations
• AP Buyline Personal Finance
• AP Buyline Shopping
• Press Releases
• Israel-Hamas War
• Russia-Ukraine War
• Global elections
• Asia Pacific
• Latin America
• Middle East
• Election Results
• Delegate Tracker
• AP & Elections
• Auto Racing
• 2024 Paris Olympic Games
• Movie reviews
• Book reviews
• Personal finance
• Financial Markets
• Business Highlights
• Financial wellness
• Artificial Intelligence
• Social Media

National Spelling Bee reflects the economic success and cultural impact of immigrants from India

FILE - Harini Logan, 14, from San Antonio, Texas, gets a kiss from her mom Rampriya Logan on stage as she celebrates winning the Scripps National Spelling Bee, Thursday, June 2, 2022, in Oxon Hill, Md. Since 1999, 28 of the last 34 Scripps National Spelling bee champions have been Indian American. The experiences of first-generation Indian Americans and their spelling bee champion children illustrate the economic success and cultural impact of the nation’s second-largest immigrant group. (AP Photo/Alex Brandon, File)

FILE - Ishika Varipilli, 11, from Spring, Texas, waits on stage during the Scripps National Spelling Bee, Wednesday, June 1, 2022, in Oxon Hill, Md. Since 1999, 28 of the last 34 Scripps National Spelling bee champions have been Indian American. The experiences of first-generation Indian Americans and their spelling bee champion children illustrate the economic success and cultural impact of the nation’s second-largest immigrant group. (AP Photo/Andrew Harnik, File)

FILE - Dr. Balu Natarajan, right, from Hinsdale, Ill., poses for a photograph with his son Atman Balakrishnan, 12, at the Scripps National Spelling Bee, Tuesday, May 29, 2018, in Oxon Hill, Md. Since 1999, 28 of the last 34 Scripps National Spelling bee champions have been Indian American. And most of those winners are the offspring of parents who arrived in the United States on student or work visas. The experiences of first-generation Indian Americans and their spelling bee champion children illustrate the economic success and cultural impact of the nation’s second-largest immigrant group. (AP Photo/Alex Brandon, File)

FILE - Balu Natarajan, an 8th grade student at Jefferson Junior High School in Woodbridge, Ill., holds his trophy with the aid of William R. Burleigh, vice president of Scripps Howard Newspapers, sponsor of the National Spelling Bee, after he won the competition in Washington, on June 6, 1985. Since 1999, 28 of the last 34 Scripps National Spelling bee champions have been Indian American. And most of those winners are the offspring of parents who arrived in the United States on student or work visas. The experiences of first-generation Indian Americans and their spelling bee champion children illustrate the economic success and cultural impact of the nation’s second-largest immigrant group. (AP Photo/Bob Daugherty, File)

FILE - Dev Shah, 14, from Largo, Fla., competes during the finals of the Scripps National Spelling Bee, Thursday, June 1, 2023, in Oxon Hill, Md. Since 1999, 28 of the last 34 Scripps National Spelling bee champions have been Indian American. The experiences of first-generation Indian Americans and their spelling bee champion children illustrate the economic success and cultural impact of the nation’s second-largest immigrant group. (AP Photo/Nathan Howard, File)

• Copy Link copied

When Balu Natarajan became the first Indian American champion of the Scripps National Spelling Bee in 1985, a headline on an Associated Press article read, “Immigrants’ son wins National Spelling Bee,” with the first paragraph noting the champion “speaks his parents’ native Indian language at home.”

Those details would hardly be newsworthy today after a quarter-century of Indian American spelling champs, most of them the offspring of parents who arrived in the United States on student or work visas.

This year’s bee is scheduled to begin Tuesday at a convention center outside Washington and, as usual, many of the expected contenders are Indian American, including Shradha Rachamreddy, Aryan Khedkar, Bruhat Soma and Ishika Varipilli.

Nearly 70% of Indian-born U.S. residents arrived after 2000, according to census data, and that dovetails with the surge in Indian American spelling bee champions. There were two Indian American Scripps winners before 1999. Of the 34 since, 28 have been Indian American, including three straight years of Indian American co-champions and one year (2019) when eight champions were declared , seven of Indian ancestry.

The experiences of first-generation Indian Americans and their spelling bee champion children illustrate the economic success and cultural impact of the nation’s second-largest immigrant group.

As of 2022, there were 3.1 million Indian-born people living in the U.S., and Indian American households had a median income of $147,000, more than twice the median income of all U.S. households, according to census data. Indian Americans also were more than twice as likely to have college degrees.

Indians received 74% of the H-1B visas for specialized occupations approved in fiscal 2021, and a record total of nearly 269,000 students from India were enrolled at U.S. colleges and universities in 2022-23, according to the Institute of International Education.

Those numbers paint a picture of a high-achieving demographic that is well-suited for success in academic competitions.

Ganesh Dasari, whose daughter and son each made multiple appearances at the Scripps bee, holds a doctorate in civil engineering from the University of Cambridge and was recruited to the U.S. to work for ExxonMobil on an H-1B visa. He quickly obtained a green card.

“Me and my wife, we came from a similar background. We both benefited from having the education ... so we put a lot of emphasis on educating our kids,” Dasari said. “We basically introduced them to anything academic, and a couple of sports, but clearly there was a bias in our thinking that education is a higher priority than sports.”

In his 2016 address to Congress, Indian Prime Minister Narendra Modi mentioned “spelling bee champions” among his country’s contributions to the U.S. while that year’s co-champs, Nihar Janga and Jairam Hathwar, watched from the gallery.

Even among Indian American spellers, a particular subgroup is overrepresented: families from the southern states of Andhra Pradesh and Telangana, where Telugu is the primary language. Hyderabad, the capital of Telangana, is India’s information-technology hub and the region supplies many H-1B visa recipients.

“Whenever we go to the spelling bee events, everybody speaks that language,” Dasari said. “We realized there are so many people from the same state.”

Deval Shah, the father of last year’s champion, Dev Shah , grew up in the northwestern state of Gujarat and proudly noted Dev was the first spelling bee champion of Gujarati descent. The parents of the 2022 winner, Harini Logan , are from Chennai in the southern Indian state of Tamil Nadu. Shah is an engineer, his wife is a physician, and both of Harini’s parents were trained as software engineers.

Indian-born parents of kids with an affinity for spelling have a network of similar families to provide guidance and support, as well as access to organizations like the North South Foundation, which offers academic competitions aimed at the Indian diaspora.

“The reason Indian American immigrants really dominate, the main reason is the North South Foundation,” Shah said.

When Harini won her first NSF spelling competition, Ganesh Dasari was one of the judges, and “he was literally chasing us down” to tell them “Harini has tremendous potential to be on the national stage,” said Rampriya Logan, Harini’s mother.

Ishika, a 13-year-old from Spring, Texas, who will be competing at Scripps this year for the third time, woke her parents at 6 a.m. the day after she lost a third-grade classroom spelling bee, saying she wanted to participate in more bees. Her mother, an IT manager who immigrated to the U.S. in 2006, then reached out to ask advice from other families from the Houston area whose children were high-level spellers.

The relative wealth and stability of Indian American households could lead observers to conclude their children are benefiting primarily from a privileged upbringing. The truth is more nuanced, said Devesh Kapur, a professor of South Asian Studies at Johns Hopkins University and a co-author of “The Other One Percent: Indians in America.”

“It is important to note that the children participating in the spelling bee competition come from striving middle-class immigrant families, often in occupations like IT, and not from wealthier Indian American households in finance or tech start-ups or consulting,” Kapur said.

Natarajan, a Chicago-based physician and health care executive, now serves as the volunteer president of the NSF, and he experienced the spelling bee as a parent when his son, Atman Balakrishnan, competed . He said he sometimes feels out of place because he was born in the U.S. and he admires the grit of Indian-born parents and their children.

“It’s hard to describe, but it’s a very specific mindset that just drives effort and in many ways drives outcomes and sustainable success,” Natarajan said.

Ben Nuckols has covered the Scripps National Spelling Bee since 2012. Follow him at https://x.com/APBenNuckols