Sentences with phrase «school or college admissions»

, which offered one - on - one guidance in developing a portfolio for specialized high school or college admissions along with additional resources and workshops.

• Requesting Portfolio classes If your child is interested in developing a portfolio for specialized high school or college admissions, we will do our best to enroll them in the portfolio classes.

Not exact matches

While some may look at the close relationship between premier high schools and elite colleges and bemoan the sad state of meritocracy, there is still evidence that public schools may offer an equal or even better chance at admission to an Ivy League school than spending four years at Groton School or another Hogwartz-esque boarding sschool than spending four years at Groton School or another Hogwartz-esque boarding sSchool or another Hogwartz-esque boarding schoolschool.

However, if your child is a student who can finish at the top of his or her public school class while securing the support needed to navigate the college admissions process, then he or she may be better off as a giant gerbil in a pint - sized Habitrail.

Communities often feel a sense of pride when their local school makes the list, and parents may believe that their child's attendance at one of the ranked schools will help with college admissions and / or future jobs and careers.

Throughout the college admissions process, the chief concern is giving each student — and his or her family — tools to help find the right match: that institution best suited to offer academic and personal challenge appropriate to that student's abilities and interests following graduation from the Waldorf School of Garden City.

Throughout the college admissions process, the chief concern is giving each student — and his or her family — tools to help find the right match: that institution best suited to offer academic and personal challenges appropriate to that student's abilities and interests following graduation from the Waldorf School of Garden City.

Using data from the 2012 Association of American Medical Colleges matriculant and applicant files and the AAMC's Matriculating Student Questionnaire, researchers examined the association between students» participation in a community college pathway, medical school admission and intention to practice medicine in underserved communities or work with minority populations.

Calls for at least a year of education or training after high school, as President Barack Obama has issued, put special pressure on community colleges, which are arguably the most democratic of higher education institutions, with their low price tags, broad missions, and open admissions policies.

High school counselors now carry an average load of 270 students, according to the National Association for College Admission Counseling, or NACAC, based in Arlington, Va..

However, automatic admission has little effect on overall college enrollment or on the quality of the schools students in the top 10 percent attend.

Most students use free or low - cost methods to prepare for the college - admissions test, the survey suggests, with an increasing number turning to special courses offered in their own high schools.

Whether one looks at standardized test scores, at graduation rates, or at college admission test results, American high - school performance has hardly budged over the past three decades.

The initiative also stipulates that a school or district can not deny students access to the courses needed for admission to the University of California and California State University systems, including college prep and Advanced Placement courses — a statement of a student's basic educational rights.

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.

• Tuition or fees at a qualified school or an eligible postsecondary institution • Textbooks • Educational therapies or services from a licensed or accredited practitioner or provider • Tutoring or teaching services • Curricula and related materials • Tuition or fees for an online learning program • Fees for a nationally standardized norm - referenced achievement test, an advanced placement examination, or any exams related to college or university admission • Contributions to a college savings account • Services provided by a public school, including individual classes and extracurricular programs • Any fees for the management of the ESA

Users can utilize the search tools to find the undergraduate or graduate school that fits their needs, learn about financing a college education, research information comparing federal and private loans, and read articles about the admissions process, majors, degrees, careers, and more.

The guidelines were released in June, shortly before The Wall Street Journal published a front - page article detailing charges by students, parents, and teachers that numerous students at Taylor Allderdice High School had offered money for homework, stolen tests, or used open dictionaries in taking college - admission tests, among other allegations.

Add to this nebulous college entrance environment the challenge presented by the proliferation of four - year high schools, whose numbers skyrocketed from 2,526 in 1890 to 10,213 in 1910, and it is easy to see why the trustees of the Carnegie Foundation felt the need to define college: «An institution to be ranked a college must have at least six (6) professors giving their entire time to college and university work, a course of four full years in liberal arts and sciences, and should require for admission not less than the usual four years of academic or high school preparation, or its equivalent, in addition to the preacademic or grammar school studies.»

Upping the Odds on Standardized Tests Help your high school students perform their best on upcoming college admissions or state standardized tests with this fun and informative lesson plan.

A group of nearby independent schools could band together and agree to prohibit students from taking more than three AP courses or jointly lobby nearby colleges to revise admissions practices that unduly jack up achievement pressure.

Some US schools and districts (mostly elementary schools that worry less about the impact on college admissions) are experimenting with ditching grades in favor of various other reports of academic mastery, sometimes coupled with separate assessments of behavior or character traits (grit, citizenship, empathy).

So what's wrong with the idea of making the four - year college - prep curriculum the default curriculum for all students, as some states have done, or making completion of the curriculum required for admission to a state's four - year public university system a condition of high school graduation, as several large districts in California have done?

Michigan high school counselors currently average caseloads of more than 700 students apiece, making it hard for them to provide one - on - one college advising or help students navigate the complex process of college admissions and financial aid.

Baltimore is not alone among large urban districts in essentially having two tiers of high schools: a handful of selective enrollment high schools and a larger group of lottery - admission or neighborhood schools where fewer graduates go on to college.

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.

If you're already looking ahead and know what college you or your child would one day like to apply to, our high school schedule planners take into account the college admission requirements of any schools you may be considering.

Michigan high school counselors currently average caseloads of more than 700 students apiece, making it difficult for them to provide one - on - one college advising or help students navigate the complex process of college admissions and financial aid.

* Course Access: ensuring all students have access to classes that prepare them for college and career, regardless of what school they attend or where they live (Learn about the courses required for admission to University of California campuses and see how many California students have completed these requirements)

The options include private or parochial school tuition, textbooks, tutors, homeschool curriculum, public school and virtual online classes, education therapy, AP or college admission exams and college tuition.

Summative assessments measure students» grasp on different subjects and are used to identify school effectiveness, college admission, or end - of - course evaluation.

But the study authors said, winning the admission lottery had «no effect on college readiness in math or other types of high school diplomas that students received.»

Students applying for an online bachelor's degree in early childhood education must have at least a high school diploma, GED, or 60 transferable credit hours from an an accredited community college, preferably with an emphasis in education, in order qualify for admission to an undergraduate program.

Many elite colleges and universities no longer offer undergraduate teacher preparation programs, and many teacher preparation programs are housed within less selective colleges.5 Nonetheless, the academic profiles of teaching candidates in regional comprehensive universities are high relative to other programs offered in those schools.6 Furthermore, many teacher preparation programs do not have admission criteria beyond those of their home institution, and only have access to a pool of candidates already admitted to the overarching college or university.7 For these reasons among others, the average SAT scores of students going into education have historically been lower than those of their peers entering other professions, although there is some evidence that this is shifting.8

For high schools: College, Career and Military Readiness indicators, including students meeting the Texas Success Initiative benchmarks in reading or math; students who satisfy relevant performance standards on Advanced Placement or similar exams, students who earn dual - course credits, students who enlist in the military, students who earn an industry certification, students admitted into postsecondary certification programs that have as an admission requirement successful performance at the secondary level, students who successfully complete college preparatory courses, students who successfully meet standards on a composite of indicators that indicate the student's preparation to success, without remediation, in an entry - level course for a bachelor's or associate's degree program, students who successfully complete and OnRamps dual - enrollment course, and students awarded an associate's degree while in high College, Career and Military Readiness indicators, including students meeting the Texas Success Initiative benchmarks in reading or math; students who satisfy relevant performance standards on Advanced Placement or similar exams, students who earn dual - course credits, students who enlist in the military, students who earn an industry certification, students admitted into postsecondary certification programs that have as an admission requirement successful performance at the secondary level, students who successfully complete college preparatory courses, students who successfully meet standards on a composite of indicators that indicate the student's preparation to success, without remediation, in an entry - level course for a bachelor's or associate's degree program, students who successfully complete and OnRamps dual - enrollment course, and students awarded an associate's degree while in high college preparatory courses, students who successfully meet standards on a composite of indicators that indicate the student's preparation to success, without remediation, in an entry - level course for a bachelor's or associate's degree program, students who successfully complete and OnRamps dual - enrollment course, and students awarded an associate's degree while in high school.

The consortium's subsequent studies found that elite public schools with admissions criteria did not improve academic benefits, test scores, grades or college selectivity, and for lower - income students, these actually worsened.

Students applying for an online bachelor's degree in early childhood education must have at least a high school diploma, GED, or 60 transferable credit hours from an accredited community college, preferably with an emphasis in education, in order qualify for admission to an undergraduate program.

L. 108 — 454, § 106 (a), inserted at end «Such term also includes national tests for admission to institutions of higher learning or graduate schools (such as the Scholastic Aptitude Test (SAT), Law School Admission Test (LSAT), Graduate Record Exam (GRE), and Graduate Management Admission Test (GMAT)-RRB- and national tests providing an opportunity for course credit at institutions of higher learning (such as the Advanced Placement (AP) exam and College - Level Examination Program (CLEP)-RRBadmission to institutions of higher learning or graduate schools (such as the Scholastic Aptitude Test (SAT), Law School Admission Test (LSAT), Graduate Record Exam (GRE), and Graduate Management Admission Test (GMAT)-RRB- and national tests providing an opportunity for course credit at institutions of higher learning (such as the Advanced Placement (AP) exam and College - Level Examination Program (CLEP)-RRBAdmission Test (LSAT), Graduate Record Exam (GRE), and Graduate Management Admission Test (GMAT)-RRB- and national tests providing an opportunity for course credit at institutions of higher learning (such as the Advanced Placement (AP) exam and College - Level Examination Program (CLEP)-RRBAdmission Test (GMAT)-RRB- and national tests providing an opportunity for course credit at institutions of higher learning (such as the Advanced Placement (AP) exam and College - Level Examination Program (CLEP)-RRB-.»

Yet, while the colleges still value open access, there are access - limiting choices now being made by college leaders — eliminate summer school, cap admissions, cease serving students that need the lowest level of developmental education — that are prompted by severe budget cuts, by poor results, or by reconsidered priorities.

But what many of them are really doing is 1) self selecting students into their school via a lottery 2) lower % of ELL and SPED kids, who are more challenging and expensive to educate 3) kicking students out who can't cut it 4) claiming 100 % graduation rates or college admissions rates, unlike those terrible local traditional public schools

For information about these and other tests, talk to your high school counselor, or to the admissions offices at the colleges you are interested in attending.

If you have any questions about the open enrollment process or the admissions lottery, please contact Brashier Middle College Charter School at 864-757-1800.

With that in mind, we simply can not continue to allow students to drop out of high school, and we must take steps to make sure every student who graduates with an Indiana diploma is guaranteed he or she has the skills necessary to gain admission in post-secondary programs and colleges — or to land a good job in a growing industry.

Above all, Villar stresses that the SBAC test won't affect things like college admissions or high school grades.

Paul: To add to what Caryn is saying, there is research that indicates the rigor of a student's high school course selections strongly correlates to successful college completion rates — a much different metric than high school graduation or college admission rates.

Another question is whether any such changes in high school course - taking, together with the threat of being denied admission, affected college enrollment patterns or students» choices or performance once enrolled.

The public shows far greater tolerance for tests whose scores may yield things we crave — admission to the college of one's choice, for example (SAT, ACT), even advance credit for college work (AP)-- than for the kind whose foremost purpose is to rank schools or teachers and give distant officials data by which to fine - tune their policies.

98 % of our high school graduates complete the coursework necessary for admission to a four ‐ year college or university (compared to about 35 % statewide)

(2) signed by an individual, or his parent, to the effect that he has been denied admission to or not permitted to continue in attendance at a public college by reason of race, color, religion, or national origin, and the Attorney General believes the complaint is meritorious and certifies that the signer or signers of such complaint are unable, in his judgment, to initiate and maintain appropriate legal proceedings for relief and that the institution of an action will materially further the orderly achievement of desegregation in public education, the Attorney General is authorized, after giving notice of such complaint to the appropriate school board or college authority and after certifying that he is satisfied that such board or authority has had a reasonable time to adjust the conditions alleged in such complaint, to institute for or in the name of the United States a civil action in any appropriate district court of the United States against such parties and for such relief as may be appropriate, and such court shall have and shall exercise jurisdiction of proceedings instituted pursuant to this section, provided that nothing herein shall empower any official or court of the United States to issue any order seeking to achieve a racial balance in any school by requiring the transportation of pupils or students from one school to another or one school district to another in order to achieve such racial balance, or otherwise enlarge the existing power of the court to insure compliance with constitutional standards.

Whether it be for college, an MBA, or graduate school, CustomPapers.com will write you a sure - fire application / admission essay from scratch or, if you've already come up with a draft, we can edit and polish it to ensure it is the best it can be!