It isn’t easy getting information from a 13-year-old, which is one reason I’m at least mildly curious about the interviews my son had as part of the torturous high school application process.

“So how did it go?’’ I asked, after he at least managed to find the high schools in question on his own and arrive on time. “I don’t know,’’ came his non-committal reply.

As a New York City public school parent and veteran of pre-school hysteria, I’ve been down this road before. Ten years ago, I remember dressing him in little checkered overalls and tiny red shoes for his first “interview,’’ at one of the highly competitive pre-schools in our neighborhood. I crossed my fingers and hoped his potty training would hold up, and that he would not grab another child’s toy or start screaming. After successfully steering a plastic fire truck on a gym floor, he was accepted into a lovely church nursery school and spent three joyous years playing Lego, learning letters, and building sand castles.

Segue to elementary school at PS 150in Tribeca, where all fifth-graders got preparation for answering middle school interview questions. He managed to get through that okay as well.

But high school interviews are different. The stakes are far higher now as the most selective and coveted schools rank their top candidates in a process that has included everything from separate exams to portfolio and report card reviews and recommendation letters.

“So what did you talk about?’’ I persisted. “Nothing much,’’ he replied. I can only hope he was a bit more articulate to whoever was sitting across from him and taking notes at the time.

“We talked about a lot of stuff,’’ I finally got. A little probing revealed some fairly creative and interesting questions on the parts of the reviewers, who have typically included teachers, former students, parent coordinators, and school officials. Some interviews were more like a conversation, with book questions and a discussion of popular movie like “Twilight’’ and shows like “South Park.’’

One question caught my attention. “If you could design the perfect high school, what would it have?’’ It wasn’t asked of me, but I've decided to take a crack anyway. I’ll have to keep the answer within both public school and New York City limitations. (Forget about outdoor space, athletic fields, a campus, and class sizes under 20.)

How about a challenging curriculum and a rich menu of performing opportunities in the arts, including music and drama, along with classes (preferably) or clubs in studio arts, photography, and video?

Why not add well-equipped science labs along with community service options, field trips, and opportunities? Oh, I would really appreciate an exciting choice of after school activities, an array of sports teams (both competitive and intramural) and a caring, kind cadre of teachers and administrators who know most kids by name. Advanced placement and/orInternational Baccalaureate (IB) programs are highly appreciated as well, as are guidance counselors who understand the college application process in and out but are also sensitive enough to elicit responses from simple questions like: “How did it go?’’ What about schools that offer excellent, challenging English language studies for new speakers -- over and above the International High Schools -- and strong learning options across all city high schools for kids with special needs?

An eighth-grader enduring the maddening admissions process and trying to get a top public school education in New York City might be afraid to answer that question.

And I can’t say I blame them.