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Education professional Louise Losos served Clayton High School as principal for seven years. During her tenure, Louise Losos was instrumental in helping 90 percent of students pass their Advanced Placement (AP) examinations, with almost 15 percent of senior students receiving national merit recognition.

images (10)Created by the College Board, AP tests evaluate North American high school students’ knowledge of college-level curriculum. AP tests take place in May of each year, and the College Board releases the scores, which can be used for issuing college course credit, in July. Since 2013, the College Board has enabled students to access their AP scores online.

In scoring the tests, the College Board utilizes computers to assess multiple-choice answers, whereas college professors and teachers specialized in the AP program score free responses. These two results are combined and placed on a five-point scale, with a score of five being the greatest qualification and a score of one being the lowest possible score. Many universities and colleges grant placement and offer course credits for students who achieve a score of three or more, but the decision to grant credit or placement is determined by individual institutions.


Louise Losos has enjoyed a diverse career in education and leadership for more than 20 years. In addition to her tenure as the principal of Clayton High School, Louise Losos worked as the assistant principal at Parkway West High School from 2000 until 2005. She was responsible for developing discipline policy, administration, and supporting diversity and cultural awareness.

In 2001, the U.S. Congress created the No Child Left Behind (NCLB) Act, which revised and reauthorized the 1965 Elementary and Secondary Education Act. NCLB strives to give students in every American public school access to safe learning environments while supporting vital learning goals and academic achievement. Through these efforts, NCLB aims to close the achievement gap in American schools between children from advantaged backgrounds and those from underserved populations or who have disabilities.

NCLB requires public elementary and high schools to measure their performance progress through a standardized test given to all students within each state. The results are used to assess the adequate yearly progress (AYP) of the school in question, with reform, restructure, and corrective measures made available to schools that perform poorly.

Experienced school administrator Louise Losos, Ph.D., recently served as principal of Clayton High School, one of Missouri’s highest performing public schools. In 1999, Louise Losos spent a year in Israel as part of the Dorot Fellowship in Israel program.

Run by the Dorot Foundation, the Dorot Fellowship in Israel initiative selects 10 young Jewish people each year from North America to live in Israel, grow in their knowledge of Judaism, and develop leadership skills. The unique program encourages them to become vehicles of social, cultural, and political change for Jewish people living in the United States.

While living in Israel, Dorot fellows complete training in leadership development and personal development coaching, and they study Jewish and Israeli history and culture. Fellows also volunteer within the country and participate in weekly seminars and multi-day trips throughout Israel and the region. After returning from Israel, fellows join the Dorot Fellowship Network, a group of young Jewish lay leaders working to revitalize the American Jewish experience.

Educator Louise Losos, PhD, EdS, has worked in public schools for more than two decades, most recently as principal of Clayton High School in St. Louis, Missouri. During her tenure at Clayton High, which Newsweek ranked as the top school in the state, she implemented critical programs and improvements. Among her achievements, Louise Losos facilitated the construction of a three-story science and technology addition for the school.

In the 21st century, technology has become ubiquitous in the lives of both adults and children. Nowhere is this more apparent than in the home, where computers and other Internet-enabled devices are most prevalent. Businesses often feature similar levels of connectivity, as do institutions of higher learning. However, many primary and secondary school environments have not kept pace with the growth and development of computer and communications technology.

Numerous studies have shown that technology, when properly and thoroughly integrated into the classroom, improves students’ learning processes and better prepares them for life outside of school. Curriculum-appropriate technologies empower students by providing them with better access to lessons and related materials, and extending their learning beyond the confines of the school building. Additional research suggests that technology-based curriculums help reduce dropout rates while supporting student development and achievement across multiple subject areas, including math, science, and reading.

Louise Losos, the former principal of Clayton High School in Missouri, made a significant impact on the quality of education at the school. Clayton High School earned recognition as the top school in the State of Missouri in 2012, and she helped establish a 90 percent passing rate among students taking AP exams. Louise Losos also oversaw a renovation of Clayton High School that created an improved environment more conducive to learning.

As part of the renovation, a new three-story science and technology addition replaced the outdated science classrooms. Additionally, various other classroom spaces received updates for the purposes of flexibility, and the theater, which also functions as the auditorium, acquired new updated equipment. The $35 million project increased storage capacity and energy efficiency for the school and included the addition of a two-story athletic building. Overall, the renovations to the high school provide the updated infrastructure that facilitates an elevated learning atmosphere for the students.

Louise Losos has worked to educate children for the past 20 years. A former high school principal, Louise Losos currently serves as the director of curriculum at Confluence Charter Schools in St. Louis, Missouri. As of 2013, Missouri ranked as the state with the fourth highest average SAT scores according to College Board, the organization that processes SAT results.

It is a common expectation that students seeking high scores on the AP, SAT, and ACT exams will sign up for additional tutoring outside of school time. Kaplan Test Prep, StudyPoint, Veritas Prep, and HSA Tutoring all offer tutoring programs dedicated to raising students’ exam scores, but their services come at a hefty price. Some families spend nearly $200 per session, while others pay $3,000 for weeks of tutoring in the months leading up to the tests.

After spending large amounts of money, some students receive test scores that are not impressive, even after multiple attempts. This begs the question, is the extra test preparation and expense worth it? According to a 2009 study conducted by the National Association of College Admission Counseling, SAT preparation courses raised reading scores by about 10 points and increased math scores by around 20 points. An extra 30 points on an exam with a 2400 high score may seem trivial, but it could make the difference between a good result and one that qualifies a student for an elite college. Test tutoring and prep may not work for all students, but it could prove to be a worthwhile investment for many students.

Louise Losos, a public school educator of more than 20 years, recently wrote an article published in the St. Louis Post-Dispatch on the subjects of bullying and cyberbullying. From 2005 to 2012, Louise Losos served as principal of Clayton High School in Clayton, Missouri.

According to a 2011 report made by the Youth Risk Behavior Surveillance System and Centers for Disease Control and Prevention, one in every five high school students has experienced some form of bullying. Further, i-SAFE America reports that 58 percent of children have encountered cyberbullying. However, verbal bullying remains the predominant challenge facing students, according to a recent survey. Of the more than 3 out of 4 cases of verbal bullying, 14 percent of those bullied experience some type of intense reaction as a result.

Fortunately, many schools in America have taken measures to deal with and prevent instances of bullying and cyberbullying. Still, parents and educators must remain vigilant in watching out for bullying in any form.

Louise Losos has spent more than two decades as a public educator, including time at Ladue High School as a teacher and five years as the assistant principal at Parkway West High School. With Louise Losos serving as the principal, Clayton High School was named by Newsweek as one of the top 100 schools in the nation and the top school in the state of Missouri.

In May, Newsweek released its annual list of the top high schools in America. The 2013 list included 2,000 high schools that have reputations for turning out college-ready students. The list is computed after a number of focus areas have been taken into account: the high school’s graduation rate, the percentage of students accepted into college, the number of students enrolled in AP/IB/AICE prep-classes, and the school’s average test scores. This year’s list was topped by the Carol Martin Gatton Academy of Mathematics and Science in Kentucky, while Florida is home to four of the nation’s top ten schools.

The Program for International Student Assessment (PISA) is a means by which to compare the performance of students around the globe. It is administered in over 70 countries. During the 2009-2010 academic year, more than 200 Clayton High School sophomores participated in PISA testing. Of that group, the results of 176 students were eligible for consideration in the international comparison (students must be 15 years of age). Test results placed Clayton sophomores as first in the world in reading, and second in the world in math (only behind Singapore). PISA began in 2000 and is only administered every three years. Clayton High School was the only local district in Missouri to participate.

About the Author:

Dr. Louise Losos served as the principal of Clayton High School for seven years. She defined her tenure by cultivating academic excellence, and the school is now among the highest-ranked within the state of Missouri.

From the Desk of Dr. Louise Losos

Each year, as many as 1.5 million high school students across the United States are considered candidates for the National Merit Scholarship Program. Of those, approximately 8,000 are selected. Dr. Louise Losos is well acquainted with the program’s rigorous selection process–she was the principal at Clayton High School, which produced the most National Merit semi-finalists in the state of Missouri. Here, she outlines the steps:

Students must meet minimum requirements to enter, which includes taking the Preliminary SAT/National Merit Scholarship Qualifying Test as a high school junior. Of the 3.5 million students who take the test, 1.5 million advance to the next stage.

Of those 1.5 million students, approximately 16,000 are chosen as semi-finalists and are notified via their high schools.

Finalists are picked from students who have demonstrated outstanding performance throughout high school, who have achieved high scores on the SAT, who intend to attend a four-year college, and who meet other criteria.

Dr. Louise Losos formerly led Clayton High School, rated one of Missouri’s top 100 high schools by Newsweek.