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The Cebu City National Science High School, commonly known as Sci-Hi is a Secondary Science public High School system located in Salvador St. Labangon, Cebu City, Philippines. It was founded on July 17, 1970 and nationalized in the 1974-1975 school year.
[edit] HistoryThe Cebu City National Science High School, formerly known as Cebu City Science High School, was established on July 17, 1970 as the brainchild of Dr. Aurelio A. Tiro, then Cebu City Schools Division Superintendent. The school's overall concept was patterned after the objectives of the Philippine Science High School and in line with the Government's Science and Technological Education and Manpower Development Program. On April 28, 1970, Resolution No. 81 of the Cebu City School Board was passed by Hon. City Councilor Raymundo Crystal, who was then Chairman of the Committee on Education, and requested the Cebu City Council to initiate the funding of a Cebu City Science High School with an appropriation of Php50,000. Then it was followed with Resolution No. 772 of the Cebu City Council on May 7, 1970 appropriating the requested amount for the establishment of the school during the incumbency of Hon. Mayor Eulogio Borres. The school was nationalized under Presidential Decree 105 in SY 1974-1975. Cebu City Science High School was established in Barangay Labangon on its present site, which is a property donated by Don Sergio Osmeña Sr. to the City Government. The first building of the school was a modified three-unit steel pre-fab Marcos-type school building. The school drew a development plan, and the founding principal, Mrs. Rosalina R. Kintanar, sought financial aid from the Office of the President in order to construct a two-storey Academic Library (AL) Building. The Science Building (SB) that was reconstructed from the pre-fab Marcos-type original, the ESEP Building, and the School Gymnasium were added during the administration of Mrs. Nicanora P. Creus. The founding principal, Mrs. Rosalina R. Kintanar, gathered 64 students and 5 teachers who started with what is now the Cebu City National Science High School. The founding principal was succeeded by Mr. Tereso M. Edo, who was appointed on April 1982, Mrs. Nicanora P. Creus on October 1985, Mrs. Pilar A. Tesaluna on February 1999, Mrs. Severina B. Chin as OIC from May 2001-July 2001, Mr. Jesus G. Ortiz on August 2001 and presently Mrs. Severina B. Chin as OIC from June 2002-October 2002 and finally re-appointed on November 15, 2002. [edit] CompetitionsIn the last fifteen years, the school has reaped awards in national competitions like the Intel Philippine Science Fair and the Student Technologists and Entrepreneurs in the Philippines to name a few. [edit] SectionsCCNSHS previously had two sections for each year level. Since then, it has grown to five. First Year sections (planets)
Second Year sections (scientific names of plants)
Third Year sections (noble gases)
Fourth Year sections (scientists)
Legend: + -- Chosen Pilot Sections Each section has a maximum number of 35 students, with an exception of transferees and the like. However, the number of students per section may decrease for the sophomore(2nd), junior(3rd), and senior(4th) years because of the annual deliberation and elimination of students due to poor behavior and academic performance. [edit] Admission RequirementsTo better prepare each student with the tasks, activities and responsibilities that lay ahead, each must pass both written (conducted on the 3rd Saturday of February) and oral (conducted on the 2nd Saturday of March) entrance examination. To qualify for the initial exam, all applicants must be part of the upper 10% of their graduating class and must have at least a grade of 85% in Science, Math, and English and 83% or above in all other subject areas in any grading period or the equivalent grade as to the grading system used by their respective primary schools as duly certified by its principal. Pupils graduating from Science Elementary Classes are required with a grade of at least 83% in Science, Math, and English and 80% in all other subject areas. The examination is in Science, Math and Mental Ability with which the examinee must get 83% and 80% of the total score in Science and Math, respectively, and at least an above average IQ. Successful examinees qualify for the next oral exam, an interview which tackles all subject areas. The screening committee determines the top 140 students (recently 175), who are to confirm their enrollment for a certain period. Finally, all successful enrollees should attend the school's orientation program as scheduled together with their parents or guardian. [edit] OrganizationsMajor Organizations: Major Clubs: Minor Clubs with Monthly/Yearly Activities: Minor Clubs: [edit] Issues and AffairsRecently, anomalies and issues became rampant in CCNSHS. Most of these concern the grading system and administrative policies. (1) Grading System The school's grading system is based on the public school system. However, there have been numerous cases of faculty members "adjusting" final grades and student ranking due to pressures from the administration or parents. Underperforming students do not necessarily get kicked out from the school as per policy so long as the student has right leverage. Also, there have been cases of honor students not getting the proper merits because of the lack of transparency in the grading system. (2) Administrative Policy There is campus-wide displeasure on how the school is being run administratively. Criticism has been placed on the unprofessional conduct of some administrators and teachers. Some school officials do not perform their roles yet receive no disciplinary measures to correct such conduct(School Nurse). Rather than taking action, higher school officials turn a blind eye to these matters. Despite the great discrepancy in the education standard prescribed for Science High Schools versus the one currently observed in CCNSHS, there has been no action on the side of the school administration to improve. Due to internal conflicts and miscommunication, little progress is being made by teachers in this area. There is little action to procure books or train teachers to be more competent. Basic student needs for learning are still being ignored. Annual collections from the students are largely allocated for infrastructure projects (CR's, TV's, etc) that have very minimal impact in improving quality education for the students. Some students and concerned alumni have currently organized themselves to lobby for improvement in the school system. A blog and an e-group have been put in place to promote discussion on issues. So far, there has been no tangible progress for their efforts.
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