Advanced Technologies Academy (A-TECH) is a magnet public high school in Las Vegas, Nevada, United States. It focuses on integrating technology with academics for students in grades 9-12. The magnet school program was founded in 1994 and is part of the Clark County School District. The first year included only 9th and 10th grade, adding a grade each year. The first graduating class was 1997, and the first graduating class with all four years of attendance was 1998. As of 2011, the school had an enrollment of 1,059 students and 60 classroom teachers on a FTE basis, for a student-teacher ratio of 18:1.[1] The magnet school focuses on computer and technology related study fields.

As of 2017, A-TECH is ranked #1 in the state of Nevada and #287 nationally by US News and World Report.[3]

Historical events[edit]

Unlike traditional high schools, A-TECH has no team sports. Students wishing to play team sports participate at their zoned high school. Games of flag football and basketball had been held between A-TECH and Las Vegas Academy (another local magnet school with no sports teams) since the school's opening, though have been discontinued since 2008. Games of flag football and soccer are held annually between A-TECH and Northwest Career and Technical Academy, a magnet school that was opened in 2008.

The gymnasium building began construction during the 1998-1999 school year, and opened in 2000.

Efforts to increase the student population at the school began in the early 2000s. Construction of the school's east wing (including additional classrooms, offices, and a lecture hall) and expansion of the existing cafeteria began in 2002, and were completed in time for the start of the 2003-2004 school year. The expansion increased enrollment from approximately 750 students to just over 1000.

Fields of study[edit]

A-TECH currently provides seven areas of study:

  • Architectural Design: Students in Architectural Design are introduced to the principles of architectural drawing, design, and introductory civil engineering concepts using two and three-dimensional drawing techniques, rendering, and animation to prepare for jobs in architecture and engineering. Areas of concentration include building codes, construction methods and materials, climate, energy efficiency, sustainability, green building concepts, presentation skills and portfolio development. Students test their skills through project based learning activities and participation in local and national design contests. Upon successful completion of this program, students will have acquired entry-level skills for employment in this field.
  • High School of Business: Students are prepared with the principles and operations of business and management found in today’s technologically advanced economy. The curriculum prepares students for customer relationships and multiple forms of management associated with business. Economics, finance, operations, and professional development are emphasized throughout the program. The appropriate use of technology and industry-related equipment is an integral part of the program.
  • Computer Science: In Computer Science, students focus on programming in C++ and Java. The programing experience is enhanced by the use of IDEs such as CodeBlocks, BlueJ, and InteliJ. It also incorporates the 21st Century Curriculum and prepares students to move forward in their chosen field whether it is software development, game development, app development, or any other field. Students are further prepared through their development of workplace readiness skills and employability skills for career readiness. Students have opportunities to participate in internships, hackathons, student led workshops, and the Hour of Code.
  • Engineering: Engineering students engage in open-ended problem solving, learn and apply the engineering design process, and use the same technology and software as are used in the industry. Students are immersed in design as they investigate topics such as 3D modeling, machine design and control, forces, structures, basic electronics and circuit design, manufacturing, and teamwork, beginning post-secondary education, or careers.
  • Graphic Design: Students focus on the professional areas of graphic design, computer art, and video. They develop skills in the areas of drawing, digital and visual communications, design critiquing, portfolio development, and presentations. Projects, design competitions, and internships allow students to apply their skills at professional levels.
  • Information Technologies: In Networking Technology, students develop the skills necessary to support microcomputers with various platforms and to administer network systems. Students are taught the fundamentals of Local Area Network design and the responsibilities of system administrators. Students prepare for the Cisco CCNA, and A+ Certification.
  • Legal Studies: Students in this program focus on civil and criminal law with practical training in the skills necessary for pursuing a law related occupation. Students explore themes in both civil and criminal law reflecting American social, moral, political, and economic values. The appropriate use of technology and industry standard equipment is an integral part of this program.

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survey 1of child centric education

My dream: everyone experiences Harrison Owen OpenSpace After%20the%20Rage.pdf

IF SCHOOLS were child centric they would make age relevant interventions:

if anyone is illiterate at age 6 it only takes 90 days to change that - best of all a literate kid can be main helper in 20 minute session - see sunita gandhi

finacial literacy would be practicsed from age 8 - see aflatoun ( works in 100 countries

from age 10 pre-teens would have access to pfysical and mental health studies designed peer to peer -see Lancet

no kid would leave primary school without knowing how open space meetings/teamwork is facilitated

teachers would be celebrated for clarifying which skills involve experiential learning not classroom examination - while there is some recognition that music and sports involve practice, its shocking that coding isnt valued this way ..


Do you have life-changing moment to share? - what was it and what did you think or do differently after it?

example until 9/11, i assumed that (good) futures are happening somewhere in the world and would be searched out so that all could communally replicate them;  === 9/11 caused me to question whether global connectivity will give us time to find sustainable solutions for our kids- i became particulaly interested in places where good education leaps appeared but did not get app'd the world over - one example actually goes back to my favorite 1990s advances in schools that a small cliuster of new zealand schools pioneered - download it here

i welcome discussion of this book's parts at any time rsvp if you have a solution every community that develops youth could be cooperational

in 1984our book with economist editors 2025report made the case for 40 year commitment to every child identifying own skils dashboard and maximising AI curation of this- we valued this as sustainability critical worldwide cooperation - we see no logic for changing this concern

== we live in an age where most up to half of knowhow of techforgood changes every 3 years - we needed mindsets for exploration not for being standard examined; a nation that makes its college students its largest debt class is likely to collapse economically socially environmentally if web3 is designed for celebrating sustainability cooperation; and if web3 is not designed for neough yout to linkin the first sustainability generation then we are all heading the way of the dodo

I am learn to learn  

TECH - What is IT? and which exponential multipliers most impact human and natural futures?

AI   >. silicon chip singularity (ie when one chip > one brain in pure analytical capacity) - science fictiion no moore

who programs the ai - the race to include lost voices eg girls- the world of statistics re=-examined like never before (eg previously mass statistics very weak at coding meaining from numbers)

Biotech  >> Affective science (loveq and emotional intelligence remains human's unique edge over artificials for at least 10 more years!)

Some people say that Virtual or Augmented Reality has advanced at its best so far in last 12 months that there are hardly any qualified teachers only pioneering explorers- does this matter - well its VR which is your gateway to web3 - intead of just a mobile device you will like wear  a visual sensor system; equally others argue that you shouldnt worry about how fast you put googles on - what you should want is to take back ownbership of what you spend time creating virually- look at the small print of the big platforms you probably dont own anything without them..maybe this is a generation issue bu interstingly the met-generation can now work on chnaging anything that old systems are destroying (eg climate) ...t 

 IOT which things will now have brains and be as mobile connected as you are

Crypto - can communities celebrate financiang their own most urgent sustainability cooperations? if they dont who wil?

Cyber >> Drone - opportunities and threats of public spaces- first in spaces like the arctic circle if we dont use drones we will get no warning before the big meltdown

-the mkist memorable western campus event i attended in 2010s was tufts colllaboratory summit convened mainly by arctic circle youth under 25; 

one of the main debates how to help teachers in arctic circle schools empower their students to use virtual reality to visit other arctic circles schools communities; many of the changes and solutions are analogous; I am reminded by educators leading the compilation of virtual realty libraries of the DICE acronym - a reen might want to do something dangerous like climb everest, why not VR simulate that? there are impossible things a trainee doctor will never be able to travel inside a humans gut but that can be VR'd; there are catastropghic simulations - you would rid the world of bees just to test if donald is wrong about nature being more powerful than he is, you can simulate it; or the future of smart tourism may be curation of what a community is proudest of being visited for - this way ecotourism, cultural appreciation exchanges can be twinned to maximise celebration of each other- and by the way friends of the tourist can join in virtually- of corse this raises a metaverse question - that Hong Kong is leading the world on

being 100% public - good and bad hacs- note context matters - context 1 smart city context 2 isolated vilalge no moore context 3 make a huge land safe at borders

3D printing aka additive engineering

Big Data Small by market tech sector Leapfrogging

Nano cf einstein - to innovate science model more micro


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