Ashfield is distinctive in several ways: Year 7 and 8 are taught in learning teams and teachers meet weekly to plan for the learning success of students in their team; collaborative teacher learning is a priority; the Senior School features an extended day and a flexible timetable so that students can access many options in planning for HSC success and future employment and training
Once again our HSC students performed exceptionally well in the Higher School Certificate examinations. It was a pleasure for the principal to attend the International Students Academic Recognition Awards for All Round Excellence in the 2008 Higher School Certificate.
The school continues to have increased enrolments. In May 2010 there were 721 students enrolled in the school across Years 7 to 12. The total was made up of 124 students in Year 7; 130 students in Year 8; 111 students in Year 9; 116 students in Year 10; 132 students in Year 11 and 108 in Year 12.
Enrolments included over 65 international students, mainly from China and Korea. International students are now an established part of the school's rich cultural diversity.
There are currently over 28 ethno–linguistic groups represented at the school. 49% of students who enrol at Ashfield Boys High come from backgrounds where English is their second language.
Our School has a clear sense of purpose.
Sound educational principles and philosophy govern practice within the school.
Our purpose is to be a learning school in which:
The focus is on students and their continuing learning.
Teachers, students and parents work together to ensure greater learning.
Teachers are encouraged to be continuing learners.
The school as an organization learns its way forward to ensure student success.
In this learning school:
Students will –
Have belief in, take responsibility for and exercise greater control over their learning
Collaborate with teachers in the learning process
Understand and experience a variety of learning styles and contexts
Engage in rigorous scholarship
Become good problem solvers, communicators and decision makers
Be competent in group processes
Demonstrate their learning in a variety of ways
Reflect on and evaluate their learning.
Teachers will –
Initiate, structure and develop co-operative learning environments
Be flexible with the learning process
Reward student achievement
Believe in student desire to learn and succeed
Allow students to learn in a variety of ways
Negotiate learning with students
Use relevant, clearly understood assessment strategies
Evaluate and reflect on their teaching practices
Our learning community features –
Students knowing what they are learning and how and why they will be assessed
More flexible, negotiated student-centred learning
More interactive, collaborative practice between students and teachers
Regular evaluation of teaching and learning by both students and teachers
Parents knowing and understanding the learning, assessing and reporting practices used
Continued collaboration with industry and the wider community in the achievement of our educational objectives
师生比：1:11国际学生比例：1:8本科生数：7,274人 男女比：34:66在校学生数：1,050研究生数：11,072人
1、斯克兰顿大学（美国斯克兰顿大学，The University of Scranton）连续被《美国新闻与世界报道》为北部十佳研究生学位大学，而其所在区域是这项调查最大也是最具竞争力的区域。
2、毕业生就业率高达95%，毕业生们在毕业六个月内就找到了工作或成功深造。
3、在过去的里，《普林斯顿评论》一直将斯克兰顿大学列入美国最佳大学的行列。同时，大学还被其评选为2015年20大最佳运营大学之一。
护理,职业疗法,工商管理,电气工程,化学科学,经济学,会计学,教育,人类学,电子商务,社会学,工商管理学,国际贸易
斯坦福大学位于美国加州旧金山湾区南部的帕拉阿图市，临近世界著名高科技园区硅谷，苹果、谷歌和惠普等企业的总部就在学校不远处。
为学生们提供学士学位、硕士学位以及博士学位，专业设置广泛，开设的主要专业包括：美洲研究、人类学、亚洲语言、生物科学、化学、古典文学、交流学、比较文学、戏剧、地球科学、亚洲研究、工程、经济学、英语、历史、国际关系、数学、音乐、哲学、心理学、宗教研究、象征系统学、计算机科学、化学工程、土木工程、电气工程、机械工程学、工程物理学、环境工程、生物工程、计算机系统工程 、产品设计、城市研究、建筑设计、数学及计算机科学、航空航天、能源资源工程、管理学与工程、材料科学与工程、生物力学工程、地质工程学与水文学等等
所有的斯坦福一年级生均需留校住宿，他们亦获得未来四年的宿位保证。
当中有89%的本科生获分配校园内的宿位。
根据斯坦福房屋分配办公室提供的资料，校方为这些住宿学生提供了80种的住宿形式，包括宿舍、合作社、联排式住宅、兄弟和姊妹会等。
