A Comparative Look
at Secondary School Life
in the Czech Republic
and the United States
by Wendy M. Ehnert
Fulbright High School Teacher
2001/02
Kids are basically the same all over,
but there are several differences
in the way they are educated
in the Czech Republic and the U.S.
The Schools
• Gymnazium
• City in the Czech Republic
(population 100,000)
• 1000+ students
• Ages 12-20
• Student population
homogeneous
• Students come from all over the
surrounding area
• 100+ teachers
• High School
• City in the USA
(population 65,000)
• 1300+ students
• Ages 14-18
• Student population diverse
• Students come from the
neighborhood around the school
• 90-100 teachers
Curriculum
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4, 6 and 8-year programs
Students study 10-12 subjects
45-minute lessons
A 2 or 3 foreign languages
(German, French, Spanish,
Russian)
All study biology, chemistry,
physics
Focus on 2-3 subjects (in addition
to Czech and English) in final 2
years
Grand Finale - Maturita exams in 5
subjects.
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4-year program, all in English
Students study 4-6 subjects
80-minute lessons
Foreign language (German,
Spanish, French, Japanese) is
available and encouraged
At least 3 years of science
AP classes available
Grand Finale-- Pass graduation
qualifying exam in reading,
writing, and math and successfully
complete 22 credits of coursework.
Expectations of Students
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Take notes from each lecture, work
on practice problems during
practice sessions.
Little written homework and few
projects
Study notes each night in
preparation for oral examination
Science labs and activities are very
limited due to time, space,
equipment and financial restraints.
Marks are determined based on oral
examinations and 2-3 written
examinations each semester.
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Take notes from lectures,
participate in class discussions and
activities.
Written homework nightly
No oral examinations given that
count towards student’s grade
Science labs and activities are an
integral part of the lesson and are
done weekly.
Most of a student’s grade will be
calculated based on homework, lab
reports, written quizzes and tests.
Expectations of Teachers
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Be prepared for each lesson.
Mark students orally.
Number of student marks/semester
must equal or exceed number of
days/week the class meets.
“Dozor”- Hall duty (4-6 times/wk.)
Mark student absences and lesson
topic in class register each day.
Be at school when you are
scheduled to teach or have duty.
No substitute teachers
Teachers’ union is mostly a social
group.
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Be prepared for each lesson.
Assign homework, give tests, and
prepare information sheet on
grading strategy for students.
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No hall or lunch duty required.
Take attendance; submit weekly
lesson plans to department head.
Be at school from 7:15 until 2:45.
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Planning for substitutes!
Teachers’ union very active
politically
Life at School
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Students spend their entire time at
school with the same class.
Class cohesion and support;
tough if you don’t fit in
Most lessons are taught in the
students’ classroom-- the teacher
travels throughout the day.
Few electives are offered-- the
students of one class all study the
same subjects.
Very few clubs and no schoolsponsored after-school sports
One well-known chorus group
performs musical productions
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Composition of each class varies
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No class cohesion, but peer groups
for kids of different interests
The teacher has a room--students
travel throughout the day.
Many electives (or choices for
required subjects) are available.
After-school clubs and sports teams
are a large part of life at Lathrop.
Sporting competitions, concerts,
and plays are a source of school
spirit and community participation
in the school.
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Student Behavior
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Students stand when the teacher
enters the room to start class.
Lots of talking
Cell phones
Cheating on tests
No blatantly disruptive behavior
Students are mostly on time to the
lesson.
Many students have multiple
absences.
Students enjoy dance lessons!
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Talking can be a problem
Some students can be disruptive
Many students come late to class.
Consequences for absences and
tardies
Hall passes required
Parent contact
Strengths
• Students have broad-based
education
• Students become fluent in a
second language
• Students of equal abilities
• Bonding of classmates
• Form teacher
• Individualized education plan
• Opportunities to work with
students of differing abilities
and backgrounds
• Availability of technology
• Able to explore/expand
non-academic talents
Challenges
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Lack of funding for supplies
Short lesson periods
Subjects meet only 2-3 times/wk.
Students have to learn many
subjects at once.
Students are learning in a second
language.
Lack of available technology
Most talented students not
challenged to their ability level
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Lots of paperwork!
Many meetings
Students of widely different
abilities in one class
Parental issues
Priority issues (academics, clubs,
sports)
Competition for grades regarding
scholarships, etc.
High drop-out rate
Hard to track individual students