...x^2 表示 x 的平方,=!表示不等于。pi 表示圆周率 类型 1: 20. The least integer of a set of consecutive integers is -25. If the sum of these integers is 26, how many integers are in this set? (A) 25 (B) 26 (C) 50 (D) 51 (E) 52 14. Exactly 4 actors try out for the 4 parts in a play. If each actor can perform any one part and no one will perform more than one part, how many different assignments of actors are possible? 16. Set X has x members and set Y has y members. Set Z consists of all members that are in either set X or set Y with the exception of the k common members (k > 0). Which of the following represents the number of members in set Z ? (A) x + y + k (B) x + y - k (C) x + y + 2k (D) x + y - 2k (E) 2x + 2y - 2k 20. There are 75 more women than men enrolled in Linden College. If there are n men enrolled, then, in terms of n, what percent of those enrolled are men? 1 / 18 17. A merchant sells three types of clocks that chime as indicated by the check marks in the table above. What is the total number of chimes of the inventory of clocks in the 90-minute period from 7:15 to 8:45 ? 18. If the 5 cards shown above are placed in a row so is never at eithe end, how many different arrangements are possible? 20. When 15 is divided by the positive integer k, the remainder is 3. For how many different values of k is this true? (A) One (B) Two (C) Three (D) Four (E) Five 17. On the number line above, there are 9 equal intervals between 0 and 1. What is the value of...
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...SAT Good or Bad for College Aptitude? During our lifetime from starting off at preschool to kindergarten to years later on finally making your way to high school and even going off to college to find the right career path that you choose. But many start to feel as if what is the point of the SAT, like sure it helps show your ability to figure out problems and makes it even easier to go to college. But in my opinion i find that making high schools students take the SAT’s is pointless only because it takes time and a lot of frustrating studying, another reason that students shouldn't take the SAT because it makes it very hard to get a high score on it and lowers the self esteem of the students and makes them question their intelligence....
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...The Journal of Psychology, 2011, 145(3), 229–245 Copyright C 2011 Taylor & Francis Group, LLC Are Math Readiness and Personality Predictive of First-Year Retention in Engineering? LAURIE MOSES CATHY HALL KARL WUENSCH KAREN DE URQUIDI PAUL KAUFFMANN WILLIAM SWART STEVE DUNCAN GENE DIXON East Carolina University ABSTRACT. On the basis of J. G. Borkowski, L. K. Chan, and N. Muthukrishna’s model of academic success (2000), the present authors hypothesized that freshman retention in an engineering program would be related to not only basic aptitude but also affective factors. Participants were 129 college freshmen with engineering as their stated major. Aptitude was measured by SAT verbal and math scores, high school grade-point average (GPA), and an assessment of calculus readiness. Affective factors were assessed by the NEO–Five Factor Inventory (FFI; P. I. Costa & R. R. McCrae, 2007), and the Nowicki–Duke Locus of Control (LOC) scale (S. Nowicki & M. Duke, 1974). A binary logistic regression analysis found that calculus readiness and high school GPA were predictive of retention. Scores on the Neuroticism and Openness subscales from the NEO-FFI and LOC were correlated with retention status, but Openness was the only affective factor with a significant unique effect in the binary logistic regression. Results of the study lend modest support to Borkowski’s model. Keywords: calculus readiness, college retention, engineering students, Five Factor Model, Locus of Control, STEM fields ...
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...examination to test ones understanding of basic concepts. For those students who want to attend an Ivy league or elite college, the SATs are more than just a test. It is a deciding factor whether one will be accepted or not into a college or university. The scores completely overlook the determination, creativity, and desire of students to try and reach their goal. The SATs are a phony test that does not evaluate ones overall knowledge; they are overstated on their value and lead young students to a lot of pressure and stress. The SAT test is good in theory, but should not be used to measure intelligence. Some claim that the test should be required to test students physically and mentally on how well they perform on tests. Large-scale meta-analyses by researchers at the University of Minnesota have found that “SAT performance is as good of a predictor of overall college grade point average as it is of freshman grade point average” and other researchers have documented that “the SAT predicts life outcomes well beyond the college years including income and occupational achievements” (Lubinksi and Benbow, 1). However, this is not true. How can one test, one score, one meaningless number, indicate how well you will do in life? The SATs should not be a determining factor of whether a student is admitted to a university or not. Taking an SAT test is not for all students. Some people are visual learners and need it to be taught orally to comprehend information. This test...
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...Why do colleges rely heavily on the S.A.T & A.C.T. scores? The SAT is essentially a reasoning test used to evaluate potential college students in an unbiased way. The SAT, unlike high school academic tests, is not a place to demonstrate accumulated knowledge, and high school alone does not prepare a student for a good score on the SAT. The SAT is neither an IQ test nor a measure of academic potential. Higher scores on the SAT significantly increase a student’s college options, learning about and preparing to take the SAT is an extremely important part of the college process. Some students have a high g.p.a. but can be bad test takers regardless if they study or not. We all know that many college admissions offices imbue SAT and ACT scores with importance. At schools that are deluged with tens of thousands of applications, numbers matter, so these scores can play an outsized role in admission decisions. That means these scores can affect where individual students get to go to school. Through my High School experience, teachers told me the SAT would determine a lot of my potential in life. Having been told this, I still feel the ways that it has affected me, and I still remember all of the years it took to undo the feeling of having a test define the rest of your life. Having to apply for fee waivers and the worry related to not scoring "high enough." because of this experience, I didn’t apply to the schools I didn’t think would accept me (based on my grade), and I didn’t...
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...I happen to be good at math. I get math concept easily and really excel in the subject. I know that not everyone is a “math person”. My brother for instance is not. He struggles at concepts that come naturally to me. I also believe not everyone can teach math. I have had some really awful math teachers in my day. I felt sorry for the students in those classes that weren’t “math people”. If I found the class boring and confusing I can only imagine how lost and turned off they were. I agree with Mr. Barry when he sarcastically quotes our first president, Benjamin Franklin in saying “There is nothing more valuable in life than an education”. My parents have instilled that sentiment in me from the time I started kindergarten. I know a good education will give me opportunities I otherwise may not have. I also agree with him when he says “knowledge is our nation’s most precious resource”. Without knowledge we won’t know how to make the most of our other resources, industries, policies, and life in general. Education however has to keep up with technology. If there are better ways to teach math, to stimulate students and keep them interested, we should use them. Mr. Barry makes reference to education in the 1950’s and the Cold War. He seems to imply that competition with Russia made students more motivated or successful than they are today. SAT scores were higher back then. However I do not think that’s an accurate comparison to the math abilities of high school students today...
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...10/22/2014 Recommendation Form Each applicant must submit a recommendation form to the University of Dayton, which should be completed by the high school counselor or principal. The counselor should attach the following: 1. A list of senior year grades and courses for which this student is registered 2. A transcript of the student's grade record 3. Results of the ACT or SAT (critical reading and math) Schneider Student Last Name Nathan First Name Patrick Middle Name 02-OCT-1996 Birth Date United States Birth Country Mail to: Ofc o Amsin fie f diso Uiest o Dyo nvriy f atn 30CleePr 0 olg ak Dyo,O 44910 atn H 56-30 Indiana Birth State Indianapolis Birth City Counselor/Principal Name Official Title Counselor/Principal Signature Date School Name Address Telephone CEEB code Student's GPA: __________ on a __________ scale Student's exact rank in class at the end of six semesters: Rank __________ in a class of __________ Test SAT SAT ACT* ACT* Date Scores Critical Reading __________ Math __________ Writing __________ Critical Reading __________ Math __________ Writing __________ Composite __________ Composite __________ *The University of Dayton does not require the writing section of the ACT. Would you recommend this student as having the aptitude and academic record appropriate to baccalaureate studies at the University of Dayton in the program desired? ___ Highly recommended ___ Recommended ___ Recommended with reservation ___ Not recommended...
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...score of 19. In compliance with state law, the university requires that all first-year, degree-seeking students who are admitted to the university be placed in mathematics by placement test scores. First-year students and transfer students under 24 credit hours who have earned an ACT Mathematics subscore of 18 (or equivalent SAT math score) must participate in Compass Math placement testing and enroll in a mathematics course during their first college semester as determined by the placement test results. Placement in GEN 104 is based on the following: a minimum Compass Algebra score of 31; completion of MAT 065 or other equivalent course; Compass scores not high enough to be eligible for an appropriate general education mathematics course for the intended major; MATH 111 or mathematics course other than MATH 105 required for intended major. Advisors working with students are obliged to assist them in developing an individual schedule of classes that meets this state-mandate and university requirement. • GEN 104 reviews Algebra content and math study strategies with curriculum specifically designed for entry-level University of Louisville math courses for STEM majors. Students receive 1 hour of college credit (elective credit only) for GEN 104. • GEN 104 meets 2 days a week for 50 minutes sessions. Course components include the following: o Computer-aided instruction based on individual needs o Topics required for entry-level mathematics course o Both face-to-face...
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...Indiana School Data Tommy Sickels July, 2012 Indiana Department of Education Data were obtained from the Indiana Department of Education website at http://www.doe.in.gov/. Each data set is a representation of numbers in Indiana schools except for enrollment which went back about 75 years. Therefore I took a smaller sample of the population. The Indiana Department of Education website posts most all information to the site. The website provides easy navigation with a very intuitive menu selection system that guides users through the website easily. 1) Enrollment by Hispanic Culture: Public School Enrollment Table A |Year: |Number Enrolled: | |1988-89 |16,826 | |1991-92 |18,013 | |1999-00 |30,083 | |2004-05 |52,665 | Enrollment of Hispanic culture in public schools has grown sharply since 1988-89 from 16,826 to 52,665 in 2005-06. This is an increase of 35,839 students in 16 years which is over twice the enrollment during the time period. The increase is positive for each consecutive listing in table A. Throughout the state of Indiana the Hispanic culture is on the rise and schools must meet the challenge of providing equal opportunity for education. In Americe, between the 1993-94 and 2002-03 school years Hispanics accounted for 64% of the students added...
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...Factors Affecting Student Academic Success in Gateway Courses at Northern Arizona University Russell Benford Julie Gess-Newsome Center for Science Teaching and Learning Northern Arizona University Flagstaff, AZ 86011-5697 May 24, 2006 Factors Affecting Student Academic Success in Gateway Courses at Northern Arizona University Table of Contents Section Abstract Introduction Predictors of Student Achievement in Introductory Business, Mathematics, and Science Courses Predictors of Student Achievement in Business, Marketing, and Economics Predictors of Student Achievement in Mathematics Predictors of Student Achievement in Computer Science Predictors of Student Achievement in Physics Predictors of Student Achievement in Chemistry Predictors of Student Achievement in Biology Summary of Factors That Predict Student Success in Introductory Business, Mathematics, and Science Courses Interpreting Results of Predictive Studies in Business, Mathematics, and Science Education Methods Institutional Records and Public Data ABC and DFW Rates in Gateway Courses Characterizing ABC and DFW Students Student Survey Page 4 5 10 11 13 15 18 20 21 24 27 30 31 32 34 35 1 Characterizing Students’ Educational and Socioeconomic Contexts Characterizing Gateway Classrooms and Courses Development of Predictive Model Results Course-Oriented ABC and DFW Statistics ABC and DFW Rates in Gateway Courses Teaching Styles Used in Gateway Courses Student-Oriented ABC and DFW Statistics Student...
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...continue to be the most important factor in evaluating a school is deceptively simple. Most educators do not really understand why a standardized test provides a misleading estimate of a school staff's effectiveness, as well as education quality for students. Standardized test are not effective measurements of a student’s knowledge, they create negative impacts on curriculum, and they are racially, socially, and economically biased. A standardized test is any examination that's administered and scored in a predetermined, standard manner. There are two major kinds of standardized tests: aptitude tests and achievement tests. “Standardized aptitude tests predict how well students are likely to perform in some subsequent educational setting (SAT-I /ACT), both of which attempt to forecast how well high school students will perform in college. But standardized achievement-test scores are what citizens and school board members rely on when they evaluate a school's effectiveness.” (Popham) One of the most important reasons that students’ performances on these tests should not be used to evaluate educational quality is because student performances on standardized tests are heavily influenced by three causative factors, only one of which is linked to instructional quality, asserting that low or high test scores are caused by the quality of instruction is illogical. Popham argues that the problem of this confounded causation involves...
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...Helping Your Teen Prepare for the SAT or ACT Test While some colleges no longer require SAT or ACT scores for admission, most college-bound students will need to take at least one of these tests. For some students, the idea that one test could make such a difference in their lives can be intimidating. If you have a high school-age child, there are several things you can do to help your teen prepare for the SAT or ACT tests. Classes Every school has specific graduation requirements. These minimum class requirements may not be enough to prepare your teen for either of these tests or for college. When possible, have your teen take math courses such as algebra, geometry, and trigonometry. Taking upper level English classes, such as A.P. English, will also help your teen be better prepared for either the SAT or ACT test. Your teen should take the most challenging high school courses the student can handle. For some students, this may mean filling...
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...What is the ACT Aspire Test? Colleges accept both SAT or ACT test results for determining that a student is academically ready for college. While some students take both tests, others choose one. The ACT is described as more of an achievement exam, while the SAT requires more reasoning skills. The ACT is comprised of multiple-choice questions in the areas of English, reading, science, mathematics, and includes an optional writing test. Many school districts have taken measures to buildup participation in the ACT and optimize student outcomes. ACT Aspire is the latest curriculum-based program for elementary through high school students, designed specifically to: provide early assessment of student progress; enhance college readiness; and...
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...Berkeley Journal of Gender, Law & Justice Volume 7 | Issue 1 Article 2 September 2013 The Legal Implications of Gender Bias in Standardized Testing Katherine Connor Ellen J. Vargyas Follow this and additional works at: http://scholarship.law.berkeley.edu/bglj Recommended Citation Katherine Connor and Ellen J. Vargyas, The Legal Implications of Gender Bias in Standardized Testing, 7 Berkeley Women's L.J. 13 (1992). Available at: http://scholarship.law.berkeley.edu/bglj/vol7/iss1/2 Link to publisher version (DOI) http://dx.doi.org/ This Article is brought to you for free and open access by the Law Journals and Related Materials at Berkeley Law Scholarship Repository. It has been accepted for inclusion in Berkeley Journal of Gender, Law & Justice by an authorized administrator of Berkeley Law Scholarship Repository. For more information, please contact jcera@law.berkeley.edu. The Legal Implications of Gender Bias in Standardized Testing Katherine Connort Ellen J. Vargyast TABLE OF CONTENTS I. II. INTRODUCTION ....................................... THE FACTUAL CONTEXT ............................. A. The Scope of the Problem ............................ 1. Post-Secondary Admissions Tests .................. 2. Vocational Aptitude Tests and Interest Inventories. B. Causes of Gender Differences in Test Scores ........... 1. Post-Secondary Admissions Tests .................. 2. Vocational Aptitude Tests and Interest Inventories. C. Validity of the Tests .......................
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...grade point averaging to try to figure out just how educated and learned the students in today’s world are. Measuring education in this modern school system is mainly based on end of the year final exams and standardized measuring numbers such as grade point averages and SAT scores. Although these exams and numbers do give a roughly good measurement of a certain student’s education level, it doesn’t necessarily mean that said student is as smart as those scores, which is the true wanted result to measure of these tests. These tests do require a certain level of cognitive ability, but there are other situations that can be factored in to take away the validity of these tests to a certain degree. For example, if a student studies solely for the SAT since the beginning of their high school career, they will most likely post a score that puts them well into the high upper percentile of the nation. However, that doesn’t necessarily mean he/she is the same percentile in cognitive ability in the nation. Not that there is any wrong doing in studying for the SAT for that lengthy period of time, but it shouldn’t such a solid truth type of test to measure how smart someone really is. Of course, in some cases the SAT can be an accurate measurement of a student’s cognitive ability because a student may actually be smart in all those areas therefore it is right for them to be in the upper percentile. There are naturally smart students that will post up rather high scores with barely any...
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