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  1. 99,845 Inhabitants ¹. 20,586 Students ². 2 Higher education institutions ². WELCOME TO KAISERSLAUTERN. Kaiserslautern is famous for technology and innovation. The town has gained a reputation in the past years as a modern centre of science and information technology.

  2. Usable Knowledge. What Makes a Great School? Deconstructing the school-quality rankings that parents rely on — and finding a way to measure what matters. Posted October 23, 2017. By Jack Schneider. What are the signs that a school is succeeding? Try asking someone.

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  4. Jul 3, 2015 · The Kaiserslautern homeschooling community is ever growing with families choosing this route for a variety of reasons, ranging from flexibility of travel, individualized education opportunities, to religious reasons. Homeschooling is a greatly supported option in the KMC.

  5. Feb 13, 2014 · I learned early in life that diversity equals strength. I attended Robert E. Lamberton public school in Philadelphia at the age of 10. Though Lamberton had a reputation as a good academic school, diversity of the student body is what made it special.

  6. Kaiserslautern. /  49.44472°N 7.76889°E  / 49.44472; 7.76889. Kaiserslautern ( German pronunciation: [ˌkaɪzɐsˈlaʊtɐn] ⓘ; Palatinate German: Lautre) is a town in southwest Germany, located in the state of Rhineland-Palatinate at the edge of the Palatinate Forest. The historic centre dates to the 9th century.

  7. A good school has: • Strong and professional administrators and teachers • A broad curriculum available to all students. • A philosophy that says all children can learn if taught, coupled with high expectations for all students. • A school climate that is conducive to learning. A good school is safe, clean, caring, and well-organized.

  8. A good school produces students that can empathize, critique, protect, love, inspire, make, design, restore, and understand almost anything–and then do so as a matter of habit. A good school will connect with other good schools–and connect students, too. A good school is more concerned with cultural practices than pedagogical practices ...

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