Sentences with phrase «school admissions officers»

Law school admissions officers have a responsibility to always put their role as counselors before their role as salespeople.

Complete and detailed application coaching from former business school admissions officers.

You need to gear your resume to law school admissions officers, who are looking for different things than potential employers are.

Over half of law school admission officers (54 percent) reported cutting the size of their entering classes for 2013 - 2014, and a quarter intend to do it again for 2014 - 2015.

Not exact matches

Not all admissions officers say this will help an application get approved, but it shows your interest and engagement in the school's MBA program, which is exactly what they want to see.

«Everybody is trying to improve it for the kids,» said Pope, who last year gave a keynote speech at the convention of the National Association for College Admission Counseling, a gathering of college admissions officers and high school counselors.

After all, it's possible to take a virtual tour of campus, chat with an admissions officer in an online forum, and find answers to most questions about anything from dorm life to financial aid on a school's FAQ page.

Her background in non-profit administration also includes serving as an admissions officer at Columbia Law School, publications coordinator at the Detroit Grand Opera Association, and public relations assistant at NYC's Museum of Contemporary Crafts, as well as sitting on various independent school bSchool, publications coordinator at the Detroit Grand Opera Association, and public relations assistant at NYC's Museum of Contemporary Crafts, as well as sitting on various independent school bschool boards.

Jon Reider, a Stanford University admissions officer said, «Homeschoolers bring certain skills, motivation, curiosity, the capacity to be responsible for their education, that high schools don't induce very well.»

«It is wholly unfair of the minister to try to blame schools for the consequences of decisions taken by university admissions officers.

They also hope that university admissions officers consider taking into account what applicants «know» (for example, what they learned in their high school elective classes), in addition to their grades and standardized test scores.

The MBA Exchange has experienced MBA graduates or former admissions officers of well - reputed business schools working as MBA admissions consultants.

Properly cared for At Bowdoin College in Brunswick, Me., admissions officers are still talking about the high school senior who attended a campus information

Who: Tina Fey, Paul Rudd, Nat Wolff, Michael Sheen and Gloria Reuben What: A Princeton admissions officer takes a professional risk after she meets a college - bound alternative school kid who might be the son she gave up years ago.

Excellent (4 stars) Unrated Running time: 90 minutes Studio: Docurama Films DVD Extras: Audio commentary by the co-directors, Q&A s with the parents, admissions officers and filmmakers, deleted scenes, tips from the experts on getting into nursery school, the theatrical trailer and filmmakers» biographies.

Instead, each school will be able to quantify it independently, leaving college admissions officers — according to critics — without a clear basis of comparison.

Using methodology developed with Ed School Lecturer Terrence Tivnan, he compared the «academic rating» that admissions officers assign to applicants (a combination of grades, test scores, teacher recommendations, etc.) with their actual academic performance once they enrolled at Middlebury.

Add to this the findings (from Bowen, Chingos and McPherson's Crossing the Finish Line) that high school grades have a more predictive value of college success than standardized tests, and you may just see a shift from standardized test scores to high school GPA by some college admissions officers.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Colleges are reporting record numbers of applications for admission this year, primarily because students are applying to more institutions than ever before, admissions officers and high - school counselors say.

Furthermore, back in January 2016, the Harvard Graduate School of Education released a report with recommendations endorsed by a who's who of deans, admissions officers and education experts representing all eight Ivies, as well as a host of other prestigious universities, including the University of California, Berkeley, the University of Chicago and the Massachusetts Institute of Technology, and even a few of the nation's top high schools.

A recent Wall Street Journal article written by a high school student rejected from her top - choice colleges asked a controversial question that admissions officers have skirted around for years: If college admissions focus so much on diversity, are non-diverse students unfairly shunted to the side?

And for the naysayers who insist that Abeles is missing the mark, I'd only remind you that I work with former admissions officers from Harvard, Stanford, Yale, Caltech, UCLA, MIT, and a host of other highly selective schools.

The report was endorsed by more than 80 college admissions stakeholders, such as admissions officers, professors and high school counselors, as well as by the Board of Directors of the Coalition for Access, Affordability, and Success, of which Quinlan is a member.

That is why many schools give extra weight to AP grades in calculating GPAs and why many college admission officers see AP course taking as a sign that applicants were ambitious enough to take the most rigorous courses available in their schools.

The course was designed collaboratively with support and expertise from Michigan Association for College Admissions Counseling, Michigan Association of Collegiate Registrars and Admissions Officers, counselor educators from Michigan universities, Michigan Department of Education, Michigan Department of Treasury — Student Scholarships and Grants, Michigan School Counselor Association, and the Michigan Student Financial Aid Association.

If you're a top - ranked school, having more «noise» in your grading system reduces the ability of potential employers (or admissions officers) to accurately judge particular students.

As Chief Executive Officer of InspireNOLA, a new charter management organization in New Orleans focusing on educating the youth of the city, Jamar currently manages two of the highest performing open - admission schools in New Orleans.

If signal - jamming by the Chapins of the world sufficiently confuses college admissions officers into accepting more of their students, fewer spots will be available for other schools.

The admission interview is an opportunity for students to show admission officers who they are, what they like, and how they can contribute to the school community.

Many stakeholders - parents, students teachers, guidance counselors, school administrators - believe that college admissions officers will only evaluate students based on their letter grades or GPA, and that GPA must be in numerical form.

The course was designed collaboratively with support and expertise from Michigan Association for College Admissions Counseling, Michigan Association of Collegiate Registrars and Admissions Officers, counselor educators from Michigan universities, Michigan Department of Education, Michigan Department of Treasury — Student Scholarships and Grants Division, Michigan School Counselor Association, the Michigan Student Financial Aid Association, and the Southern Regional Education Board — Go Alliance.

To decide who should receive offers, university admissions officers use the GCSE and AS Level results to assess students» potential alongside personal statements, school references and teachers» assessments of likely grades.

American Association of Collegiate Registrars and Admissions Officers (AACRAO) American Association of State Colleges and Universities (AASCU) Association of American Colleges and Universities (AAC&U) California Community College Chancellor's Office Center for Innovation in Education (CIE) College Board College Transition Collaborative Colorado Department of Education ConnectEd Del Lago Academy Digital Promise EdImagine EdInsights Education First EducationCounsel Envision Learning Partners Farmington Public Schools Great Schools Partnership Harvard Innovation Lab Hillsdale High School Internationals Network for Public Schools Irvine Foundation Ithaca College James Graham Brown Foundation Jobs for the Future June Jordan School for Equity Leadership Conference on Civil and Human Rights Learning Policy Institute Los Angeles Unified School District Lumina Foundation Maker Ed Making Caring Common Massachusetts Institute of Technology (MIT) Mastery Transcript Consortium Microsoft Montpelier School District NAACP Legal Defense and Educational Fund National Association for College Admission Counseling (NACAC) National Urban League New Haven Academy New York Performance Standards Consortium Oakland Unified School District Pomona College Raikes Foundation Riverdale Country School San Francisco International High School Smarter Balanced Assessment Consortium Smith College Southern New Hampshire University Stanford Center for Assessment, Learning, and Equity (SCALE) Stanford Center for Opportunity Policy in Education (SCOPE) Stuart Foundation Summit Public Schools The City University of New York The Education Trust The Leadership Conference on Civil and Human Rights Trovvit UC Riverside UNCF University of California, Office of the President University of Florida University of Michigan University of North Carolina, Chapel Hill University of Southern California University of Texas, Austin University of Washington Virginia Beach City Public Schools

Allegheny Intermediate Unit (aiu3) Alliance for Excellent Education (AEE) American Alliance of Museums (AAM) American Association of Classified School Employees (AACSE) American Association of Colleges for Teacher Education (AACTE) American Association of Community Colleges (AACC) American Association of School Administrators (AASA) American Association of State Colleges & Universities (AASCU) American Council on Education (ACE) American Counseling Association (ACA) American Educational Research Association (AERA) American Federation of School Administrators (AFSA) American Federation of State, County, and Municipal Employees (AFSCME) American Federation of Teachers (AFT) American Institutes for Research (AIR) American Library Association (ALA) American Medical Student Association (AMSA) American Occupational Therapy Association (AOTA) American School Counselor Association (ASCA) American Speech - Language - Hearing Association (ASHA) American Student Association of Community Colleges (ASACC) Apollo Education Group ASCD Association for Career & Technical Education (ACTE) Association of American Publishers (AAP) Association of American Universities (AAU) Association of Community College Trustees (ACCT) Association of Jesuit Colleges & Universities (AJCU) Association of Public and Land - grant Universities (APLU) Association of Public Television Stations (APTS) Association of School Business Officials International (ASBO) Boston University (BU) California Department of Education (CDE) California State University Office of Federal Relations (CSU) Center on Law and Social Policy (CLASP) Citizen Schools Coalition for Higher Education Assistance Organizations (COHEAO) Consortium for School Networking (COSN) Cornerstone Government Affairs (CGA) Council for a Strong America (CSA) Council for Exceptional Children (CEC) Council for Opportunity in Education (COE) Council of Chief State School Officers (CCSSO) Council of the Great City Schools (CGCS) DeVry Education Group Easter Seals Education Industry Association (EIA) FED ED Federal Management Strategies First Focus Campaign for Children George Washington University (GWU) Georgetown University Office of Federal Relations Harvard University Office of Federal Relations Higher Education Consortium for Special Education (HESCE) indiCo International Society for Technology in Education (ISTE) Johns Hopkins University, Center for Research & Reform in Education (JHU - CRRE) Kent State University Knowledge Alliance Los Angeles Unified School District (LAUSD) Magnet Schools of America, Inc. (MSA) Military Impacted Schools Association (MISA) National Alliance of Black School Educators (NABSE) National Association for College Admission Counseling (NACAC) National Association for Music Education (NAFME) National Association of Elementary School Principals (NAESP) National Association of Federally Impacted Schools (NAFIS) National Association of Graduate - Professional Students, Inc. (NAGPS) National Association of Independent Colleges and Universities (NAICU) National Association of Private Special Education Centers (NAPSEC) National Association of School Psychologists (NASP) National Association of Secondary School Principals (NASSP) National Association of State Directors of Career Technical Education Consortium (NASDCTEc) National Association of State Directors of Special Education (NASDSE) National Association of State Student Grant & Aid Programs (NASSGAP) National Association of Student Financial Aid Administrators (NASFAA) National Center for Learning Disabilities (NCLD) National Center on Time & Learning (NCTL) National Coalition for Literacy (NCL) National Coalition of Classified Education Support Employee Unions (NCCESEU) National Council for Community and Education Partnerships (NCCEP) National Council of Higher Education Resources (NCHER) National Council of State Directors of Adult Education (NCSDAE) National Education Association (NEA) National HEP / CAMP Association National Parent Teacher Association (NPTA) National Rural Education Association (NREA) National School Boards Association (NSBA) National Student Speech Language Hearing Association (NSSLHA) National Superintendents Roundtable (NSR) National Title I Association (NASTID) Northwestern University Penn Hill Group Rutgers, The State University of New Jersey School Social Work Association of America (SSWAA) Service Employees International Union (SEIU) State University of New York (SUNY) Teach For America (TFA) Texas A&M University (TAMU) The College Board The Ohio State University (OSU) The Pell Alliance The Sheridan Group The Y (YMCA) UNCF United States Student Association (USSA) University of California (UC) University of Chicago University of Maryland (UMD) University of Maryland University College (UMUC) University of Southern California (USC) University of Wisconsin System (UWS) US Public Interest Research Group (US PIRG) Washington Partners, LLC WestEd

Because a resume can give you an added chance to show the admissions officers that you're prepared to come into their school and make a difference.

The school has been around since 1965 and so college admissions officers happily read its transcripts and evaluate student competency without the benefit of grades.

And admissions officers have begun to go to local public schools, churches, and community events to aggressively recruit Newark residents.

If you want to create a learning community that is at once diverse, driven, accepting, and ambitious, then look no further — a position as an admissions officer at an independent school could be the perfect fit for you.

Admissions officers at these schools have many other ways to deal with differences in high school curriculum and quality.

Admissions officers are interested in seeing that the scholar was challenged within the secondary school environment.

Admissions officers at independent schools have remarkable effects on their institutions.

Admissions offices at independent schools are often compartmentalized, and specific roles for officers include financial aid, international admissions, athletics liaisons, and alumniAdmissions offices at independent schools are often compartmentalized, and specific roles for officers include financial aid, international admissions, athletics liaisons, and alumniadmissions, athletics liaisons, and alumni liaisons.

The CS&A Admissions Placement Team works with schools to recruit admissions officers at aAdmissions Placement Team works with schools to recruit admissions officers at aadmissions officers at all levels.

The brief describes how portfolios and capstone projects can not only improve learning for high school students but can offer a better method for admission officers to assess prospective college students.

Discover what your child really loves to do outside of school, not what you think a college admissions officer would like to see on an application.

The successful college counselor communicates well - with both families and college admissions officers - and conveys to students the «best - fit» schools for their individual skills and interests.

Our client schools are looking to hire Communications Officers with excellent writing skills, who can craft engaging and substantive admissions materials, newsletters, and alumni reports.

The National Association of College Admissions Officers says the trend started at least two decades ago with private schools and eventually spread to public schools.

For the West Chester Area School District, the last straw for class rank came when a University of Pennsylvania admissions officer told school officials that a highly qualified graduate had been rejected because she was ranked 15th out of 320 stuSchool District, the last straw for class rank came when a University of Pennsylvania admissions officer told school officials that a highly qualified graduate had been rejected because she was ranked 15th out of 320 stuschool officials that a highly qualified graduate had been rejected because she was ranked 15th out of 320 students.