ACT Exam

ACT Score for Get into Alliant International University

2011-03-12T08:53:00.000-08:00

Alliant International University is a private, non-profit higher education institution based in San Diego, California. It offers programs in six California cities (San Francisco, San Diego, Los Angeles, Irvine, Sacramento and Fresno) and four locations outside the United States (Mexico City, Tokyo, Hong Kong and Singapore). Its enrollment is approximately 5,200 students, of whom 95% are post-graduate.

ACT Score for Get into Alliant International University

ACT Score for Get into Allen University

2011-03-12T08:45:00.000-08:00

Allen University is a private, coeducational historically Black university located in Columbia, South Carolina, United States. Allen University has over 600 students and still serves a predominantly Black constituency. It was founded in Cokesbury in 1870 as Payne Institute, dedicated to providing education to freed African-American slaves. In 1880 it was moved to Columbia and renamed Allen University in honor of Bishop Richard Allen, founder of the African Methodist Episcopal Church. The university remains connected to the denomination, which is in the Methodist family of churches. As one of two black colleges located in Columbia, Allen has a very strong presence in the African American community. Allen University initially focused on training ministers and teachers, and over the years has enlarged its scope to produce graduates in other academic areas. The University is committed to providing the highest quality instruction to its students. Allen University is an academic community which provides students an opportunity to obtain a baccalaureate degree in liberal arts and professional programs. The University has a strong, unalterable commitment to teaching in delivery of its baccalaureate programs. The university is accredited by the Southern Association of Colleges and Schools to offer B.A. and B.S. degrees. Allen University is a member of the National Association of Intercollegiate Athletics and the Eastern Intercollegiate Athletic Conference. In 2010, Washington Monthly reported that the school had a six percent graduation rate in its annual College Guide edition.

ACT Score for Get into Allen University

Freshman Students
A freshman applicant is a person who has not attended an institution of higher education beyond high school. Any applicant who has attended classes at a post-secondary institution while still in high school is still classified as a freshman and must submit transcripts of work whether credit is expected or not. Admission as a freshman to Allen University is based on submission of a transcript that reflects graduation from a regionally accredited high school of GED certificate approved by the originating state department of education; a 2.0 GPA on a 4.0 grade scale, and submission of SAT or ACT scores in order to be considered for grants and scholarships.

Priority deadlines to submit freshman applications:
* Fall term: July 31
* Spring term: December 15

Transfer Students
An applicant who has attended another regionally accredited post-secondary institution in any capacity, regardless if credit is earned, after the completion of high school is a transfer student. Transfer applicants for admission must submit:
1. Completed Undergraduate application
2. Official transcripts from all post secondary institutions attended (you must also submit a final official transcript for all coursework in progress up until the time of enrollment prior to beginning of classes at the University)
3. Official high school transcript (from a regionally accredited high school) if less than 30 semester hours of college-level work have been attempted in a regionally accredited college or university.
4. A course description of all courses being submitted for transfer credit.

Priority deadlines to submit transfer applications:

* Fall term: July 31
* Spring term: December 15

Download the Transfer Student Transcript Request Form
Download the Transfer Student Reference Sheet

To be considered for admission, the transfer applicant should have earned a minimum cumulative 2.0 GPA from a regionally accredited college or university. Applicants who have earned less than 30 semester credits must submit an official high school transcript or GED certificate. All applicants for transfer admission must be eligible to return to the last institution attended as a degree candidate. The applicant must submit transcripts of all previous work whether or not credit was earned and regardless of whether there is a desire to transfer any credit from another institution. An official transcript from each institution attended must be sent directly to the Office of Admissions.

Readmit Students
To be considered for admission, undergraduate students who are returning to the University after missing a major term (fall or spring semester) must submit a Readmission Application and provide official transcripts for all institutions attended after leaving Allen University.

Non-Degree Admission Categorie
A non-degree applicant is a non-degree candidate who wishes to take courses for personal enrichment or for educational gain. Applicants are required to complete the general admission procedures. Official transcripts from all previously attended institutions are required. Applications must be approved prior to the first day of semester. Enrollment will not be permitted after classes are in session. Students in a non-degree classification are not eligible for financial aid. Non-degree students may become a degree candidate at a later date, provided that all admission requirements have been met.

Transient (Visiting) Students
Transient students are students who wish to take courses at Allen University while regularly enrolled in another “home” institution. The student is responsible for securing approval from the academic dean or registrar at the “home” institution to ensure that the courses will transfer back to that institution.

Veterans & Eligible Dependents
The Office of the Registrar certifies educational benefits for veterans and eligible dependents. To ensure receipt of benefits, eligible VA students must inform the Registrar of their intention to register for classes and supply the number of credit hours for which they will enroll each semester. After this information has been submitted to the Registrar, it is then submitted to the U.S. Department of Veterans Affairs for processing and payment. Beginning students should apply for a certificate of eligibility at their nearest Veterans Affairs office at least six (6) weeks prior to the expected date of enrollment or student may apply online at www.gibill.va.gov. The certificate of eligibility must be submitted to the University’s VA Certifying Official in the Office of the Registrar in order to begin the benefits process. All students receiving VA Educational Assistance payments from Veterans Affairs are responsible for immediately notifying the University’s VA Certifying Official of any changes in their degree program, excessive absences, and/or credit hour load during the semester. Veterans’ records are released upon request when accounts are up-to-date. At the request of the U.S. Department of Veterans Affairs, copies of a Veteran’s transcript will be forwarded to the Office of Veterans Affairs.

International Students
Applicants from countries other than the United States must meet regular admission requirements. International students should (1) complete an application for International admission (2) provide necessary transcripts and/or leaving certificates (3) submission of a financial verification form (4) two letters of recommendation. Applicants whose native language is not English must take the Test of English as a Foreign Language (TOEFL). The minimum score for admission is 525 or higher on the paper based test. If you have previously attended an international university, you must submit a professional course-by-course credential evaluation of all international university courses completed. Credit from foreign colleges/universities is reviewed by the department chair of the major indicated. Upon admission, proper financial verification and receipt of a non-refundable $2000.00 deposit, applicants will be issued an Immigration Form I-20 for use in requesting an F-1 student visa.

**All documents must be original; no facsimiles will be accepted**

Priority deadlines to submit International applications:
* Fall term: February 1
* Spring term: September 1

ACT Score for Get into Allegheny College

2011-03-12T08:27:00.000-08:00

Allegheny College is a private liberal arts college located in northwestern Pennsylvania in the town of Meadville. Founded in 1815, the college has approximately 2300 students.

ACT Score for Get into Allegheny College
SAT I or ACT scores (SAT II recommended, but not required): Standardized tests have been an integral part of the college admissions process for many years. However, no student is admitted or denied acceptance to Allegheny based solely on standardized test scores. The use of “score cut-offs” is not practiced, nor are scores used in isolation in evaluating a candidate for admission.

ACT Score for Get into Alice Lloyd College

2011-03-12T08:21:00.000-08:00

Alice Lloyd College is a four-year liberal arts work college in Pippa Passes, Kentucky. It was co-founded by the journalist Alice Spencer Geddes Lloyd, a native of Cambridge, Massachusetts and June Buchanan, a native of New York City, in 1923, at first under the name of Caney Junior College, as an institution to educate leaders for Appalachia locally. It became a four-year, bachelor's degree-granting institution in the early 1980s. Alice Lloyd College is accredited by the Southern Association of Colleges and Schools (SACS).

ACT Score for Get into Alice Lloyd College

Freshman Students
Freshmen are required to score at least a 17 on the ACT or 430 Verbal and 400 math on the SAT and have a minimum 2.25 GPA in pre-college curriculum courses. The Admissions Committee may recommend, with approval of the President, some students with a 16 ACT and a 3.0 GPA or better. The College reserves the right to consider various criteria for admission including, but not limited to, academic qualifications.

Transfer Students
Students must be in good standing when withdrawing from their previous school and must have at least a 2.0 (C) academic average; the college will not transfer “D” grades.The Teacher Education Program requires a 2.5 GPA for admission. A student may transfer up to 64 hours from a regionally accredited two-year college and up to 90 hours from an accredited four-year college towards a bachelor degree program at Alice Lloyd College. Under exceptional circumstances, a student may petition the Vice President for Academic Affairs/Dean of the College for additional transfer credit. The college does not award credit for experiential education.

Students Desiring Readmission
Students who wish to re-enter Alice Lloyd College must file a new application for admission. Students who have not taken any course work from another college and have recently attended Alice Lloyd College should contact the Admissions Office to have their original application updated. Any outstanding debt should be settled with the Business Office prior to applying for admission.

Applicants Without A High School Diploma
Alice Lloyd College has a special admission procedure for persons over the age of 18 who have been out of school for a year or more and do not have a high school diploma. These applicants are required to have a personal interview with the Alice Lloyd College Admissions Office. They must also take the GED test; a copy of the test results should then be submitted to the Admissions Office. A GED score of at least 50 is required for unconditional admission. The submission of the ACT or SAT scores and appropriate financial aid forms described in the General Admissions Procedures section is also required.

ACT Score for Get into Alfred University

2011-03-12T08:16:00.000-08:00

Alfred University is a small, comprehensive university in the Village of Alfred in Western New York, USA, an hour and a half south of Rochester and two hours southeast of Buffalo. Alfred has an undergraduate population of around 2,000, and approximately 300 graduate students. Though the institution has five separate schools and colleges, the institution's reputation is grounded in the arts and engineering.

ACT Score for Get into Alfred University
Fall 2010 Freshman Class Statistics:
Number of Freshman Class Applications: 2,824
Number of Freshmen: 538
Number of Men: 295
Number of Women: 243

Over 84% of enrolling freshmen ranked in the top half of their high school class.
Middle 50% of enrolling freshmen have SAT scores between 1000-1190 (Mean 1098)
Middle 50% of enrolling freshmen have ACT scores between 21-27 (Mean 24)

The enrolling freshmen include:
66 Presidential Scholars
110 Dean's Scholars
20 Art Portfolio Scholars
65 Jonathan Allen Award for Leadership

Fall 2010 Transfer Statistics
Number of Transfer Applications: 230
Number of Transfers: 82
Number of Men: 37
Number of Women: 37

The enrolling transfer students include:
29 Presidential Scholars
1 Art Portfolio Scholar
1 Jonathan Allen Award for Leadership
7 Phi Theta Kappa Scholars

ACT Score for Get into Alcorn State University

2011-03-11T06:13:00.000-08:00

Alcorn State University, an historically black university, is a comprehensive land-grant institution. The university enrolls over 2,500 full-time and 348 part-time undergraduate students and 600 graduate students. Women outnumber men in a ratio 3:2.

ACT Score for Get into Alcorn State University
There are five ways to gain Freshman Undergraduate admission to Alcorn State University:
1. Complete the College Prep Curriculum as listed below with a minimum 3.2 GPA.
2. Complete the College Prep Curriculum with a minimum 2.5 GPA and score at least 16 or higher on the ACT (at least 790 on the SAT) or rank in the upper 50% of your class and score at least 16 or higher on the ACT (at least a 790 on the SAT).
3. Complete the College Prep Curriculum with a minimum 2.0 GPA and score 18 or higher on the ACT (at least 870 on the SAT).
4. Satisfy the NCAA standards for student-athletes who are "full qualifiers" under Division I guidelines.
5. Summer Development Program

Students 21 Years of Age or Over

A student 21 years of age or over who does not meet or satisfy admission requirements set forth in paragraph B or C above may apply for admission as a nondegree-seeking student. Admission may be granted for such programs or courses as he or she may be prepared to enter. Degree-seeking student status may be achieved by meeting admission standards as set forth in paragraph B or C above or by completing a minimum of twelve (12) credit hours with a "C" average or higher.

Applicants Under Age 21 Without A High School Diploma

Applicants under age 21 who have not graduated from a regionally accredited high school must submit qualifying scores on the General Education Development Test (GED) or be home-schooled. Submission of scores on the ACT or SAT is strongly encouraged. Home-schooled students must present portfolios which summarize their educational experiences and other applicants must submit transcripts reflecting academic performance in courses taken. All applicants must appear for an on-campus interview.

Applicants Without A High School Diploma

Applicants who have not graduated from a regionally accredited high school and were not home-schooled must submit qualifying scores on the General Education Development Test (GED) and any transcripts reflecting academic performance in high school. Home-schooled students must present portfolios summarizing his or her home-school education. Submission of scores on the ACT or SAT is strongly encouraged. Applicants may be required, at the discretion of the admitting IHL institution, to appear for an on-campus interview.

College Prep Curriculum

* English: (4 Carnegie Units) Courses must require substantial communication skills (i.e. reading, writing, listening, and speaking).
* Mathematics: (3 Carnegie Units) Algebra I, algebra II, and geometry. A fourth course in higher level mathematics is highly recommended.
* Science: ( 3 Carnegie-Units) Biology, advanced biology, chemistry, advanced chemistry, physics, and advanced physics or any other science source with comparable rigor and content. One Carnegie Unit from a physical science course with content at an introductory level may be used. Two of the courses chosen must be laboratory-based.
* Social Studies: (3 Carnegie Units) United States history (1 unit), world history (1 unit with substantial geography component), government (1/2 unit), and economics(1/2 unit), or geography (1/2 unit).
* Advanced Electives: (2 Carnegie Units) Foreign language, world geography, 4th year laboratory-based science, or 4th year mathematics. One unit must be in foreign language or world geography.
* Computer Applications: (1/2 Carnegie Unit) The course should include use of application packages, such as word processing and spreadsheets. The course should also include basic computer terminology and hardware operation.
* Eighth Grade Units: Algebra I or first-year foreign language taken in the eighth grade will be accepted for admission provided course content is same as the high school course.

You must have the following items on file in the Office of Admissions in order for your application to be processed:

1. Application for Admission (signed)
2. ACT/SAT Scores (Freshmen only)
3. Appropriate final Transcripts (High School or College)
4. Immunization Records (MMR)
5. Photocopy of Social Security Card or Driver's License

ACT Score for Get into Albion College

2011-03-11T06:04:00.000-08:00

Albion College is a private liberal arts college located in Albion, Michigan. Related to the United Methodist Church, it was founded in 1835 and was the first private college in Michigan to have a chapter of Phi Beta Kappa. It has a student population of about 1700. The school's sports teams are called the Britons and the school colors are purple and gold. They participate in NCAA and the Michigan Intercollegiate Athletic Association (MIAA) as well as the Midwest Lacrosse Conference. Albion College is a member of the Great Lakes Colleges Association and the Michigan Campus Compact, an organization dedicated to encouraging student volunteerism. As of 2009, Albion College was ranked 97 in US News and World Report's "Top 100" List of Liberal Arts Colleges, and 96th in Forbes magazine's list of "America's Best College Buys.

ACT Score for Get into Albion College

When reviewing your application, Albion considers the following:
* High School GPA – The average GPA for our 2010 incoming class was 3.56.
* High School Courses – This includes AP and Honors level, the number of courses taken in each academic area, and grades received over the course of your high school career.
* Interest in Albion – Why is Albion right for you? Tour the campus, connect with your admission counselor, meet our students and faculty, and find out for yourself.
* SAT Scores* – The 2010 average was 1180 (excluding the writing score).
* ACT Scores* – The 2010 average composite score was 25 (excluding the writing score).
* Extracurricular Activities – Athletics, music, theatre, community service, clubs and organizations—anything you do outside the classroom.
* Personal Essay – What you have to say about yourself, your accomplishments, and your goals.
* Letter of Recommendation – What the people who know you best have to say about you.
*The SAT or ACT should be taken, but not necessarily both.

ACT Score for Get into Albany Medical College

2011-03-11T05:52:00.000-08:00

Albany Medical Center is the only academic health sciences center in the 25 counties of eastern New York and western New England. The Center incorporates the 651-bed Albany Medical Center Hospital, one of New York's largest teaching hospitals; Albany Medical College, one of the nation's first private medical schools; and the Albany Medical Center Foundation, Inc., one of the largest fund-raising organizations in the region.

ACT Score for Get into Albany Medical College
Albany Medical College reserves up to 50 places in its first-year class for students matriculating via combined degree programs with Rensselaer Polytechnic Institute, Union College and Siena College.

Physician Scientist Program
Albany Medical College and Rensselaer Polytechnic Institute offer an accelerated Biomedical Program that enables qualified individuals to complete requirements of both the BS and MD degrees in seven calendar years. Three years of study are carried out at Rensselaer Polytechnic Institute followed by a four-year course of study at Albany Medical College. Medical research is a focus of this program and is carried out at the medical school during the third year at Rensselaer and during the first and second years at Albany Medical College. The goal of this program is to prepare physicians who will advance the practice of medicine through their clinical skills combined with their understanding and ability to carry out health care research. Awarding of the MD degree is contingent upon successful completion of both the undergraduate and medical school curriculum requirements. Admission to the Physician Scientist Program is limited to individuals who have not initiated full-time undergraduate study and who display the motivation, maturity, and intellectual capacity necessary to pursue an accelerated course of study.

Applications are initially reviewed by Rensselaer Polytechnic Institute. Applications of candidates who meet the program standards of Rensselaer Polytechnic Institute are forwarded to Albany Medical College for further review. Since it is impossible to interview all qualified applicants, only applicants with uniformly superior academic credentials and test scores as well as relevant backgrounds are invited to the required interview at the Medical College. The interview provides applicants with the opportunity to learn more about this innovative program and for the committee to assess their readiness to undertake such an enriched program.

Applicants must complete secondary school with superior scholastic credentials. Course work must include: four years of English; one year each of biology, physics and chemistry; four years of mathematics through pre-calculus The Scholastic Aptitude Tests: SAT I and SAT II in mathematics (level I, level IC, level II or level IIC), writing; and science (physics, chemistry, biology, or biology E/M) are required. In lieu of the Scholastic Aptitude Tests, the American College Test (ACT) scores may be submitted. All tests must be completed by the November test date prior to the proposed September matriculation. Applications must be filed and completed by November 1. Admission to the program is limited to citizens of the United States. Requests for further information and applications for admission to the program should be addressed to:

Admissions Office
Rensselaer Polytechnic Institute
Troy, New York 12180-3590
Phone: (518) 276-6216
Fax: (518) 276-4072
E-mail: admissions@rpi.edu
Website: http://admissions.rpi.edu

Leadership in Medicine Program
Union College and Albany Medical College offer a joint program enabling qualified students to earn both the BS, MS, or MBA and MD degrees in eight years. Awarding of the MD degree is contingent upon successful completion of all requirements at both Union College and Albany Medical College. The curriculum stresses thorough undergraduate preparation in both the sciences, humanities, and health care management. The requirements of an interdepartmental major "a nonscience discipline" as well as ten courses in health care management provide the opportunity to acquire a breadth of knowledge and understanding not typically found in premedical programs. The goal of this program is to prepare physicians who will be leaders capable of addressing the managerial, moral, multicultural and international challenges facing American medicine in the twenty-first century.

Admission to the Leadership in Medical Program is limited to individuals who have not initiated full-time undergraduate study and who display the motivation, maturity, and intellectual capacity necessary to pursue an accelerated course of study. Applications are initially reviewed by Union College. Applications of candidates who meet the program standards of Union College are forwarded to Albany Medical College for further review. Invitations to interview will be extended to select applicants with uniformly superior academic credentials and test scores, as well as relevant backgrounds. The interview will provide an opportunity to assess the applicant's motivation for medicine, level of maturity, and personal development.

Candidates must complete secondary school with superior scholastic credentials. Course work must include four years of English, three years of mathematics through trigonometry and one year each of biology and chemistry. The Scholastic Aptitude Tests: SAT I and SAT II in mathematics (level I, level IC, level II, or level IIC); writing and science (physics, chemistry, biology, or biology E/M) are required. In lieu of the Scholastic Aptitude Tests, the American College Test (ACT) scores may be submitted. All tests must be completed by the December test date prior to the proposed September matriculation. An application for admission must be filed and completed prior to December 1. Admission to the program is limited to citizens of the United States. Requests for further information and applications for admission to this Program should be addressed to:

Admissions Office
Union College
Schenectady, New York 12308-9968
Phone: (888) 843-6688
E-mail: admissions@union.edu
Website: www.union.edu/admissions

Science, Humanities and Medicine Program
An early assurance program with Siena College, the first of its kind in the country, places emphasis on humanities, ethics and social service. Students accepted into this program will earn a BA degree from Siena after four years of study and an MD degree from the Albany Medical College upon completion of the medical curriculum. Successful completion of all undergraduate degree requirements is necessary before matriculation into medical school. In addition to the traditional science courses that provide a firm foundation for the basic medical sciences, students in this program will take more humanities courses at Siena than in traditional premedical programs. Included in the curriculum are courses in philosophy, ethics, decision making, social work, medical sociology and metaphysics. Through this coursework, interactions with faculty and personal experiences, students will learn that every medical issue has an ethical dimension which requires a broadly educated physician.

Unique aspects of this program include two summers spent in volunteer service. Grants are available for travel and living expenses. During the summer between the junior and senior year at Siena, students are engaged in nonmedical work with the disadvantaged in settings such as urban ghettos or developing nations. During the summer following the second year of medical school, medically oriented volunteer experiences may be sought in rural or inner city clinics. Competitive applicants are well-rounded women and men who have compiled strong academic records. Of equal importance is the student's demonstrated concern for others and for the community as exhibited in volunteer activities. Personal characteristics of the successful applicant include maturity, motivation, organizational talent and leadership skills.

High school seniors interested in this program must initially file an application with Siena College. An application for admission must be filed and completed by December 1. Those candidates who are selected for interview will receive an application from Albany Medical College. Admission to the program is limited to citizens of the United States. Offers of acceptance are jointly offered by both schools. Satisfactory academic performance at Siena and a continued commitment to the goals of the program will ensure a smooth progression from the undergraduate school to the medical school. Requests for further information and applications for admission to this program should be addressed to:

Office of Admissions
Siena College
Loudonville, New York 12211-1462
Phone: (888) 287-4362
E-mail: admissions@siena.edu
Website: www.siena.edu

MD/PhD Program
A combined program of study which leads to the awarding of both an MD and PhD degree is available to students who wish to pursue a career in research and academic medicine. Such programs usually take six or seven years to complete. Students complete the first two years of medical school followed by a second two or three year period of graduate study and thesis preparation and a final two years of ambulatory and hospital-based clinical clerkships. Stipends are available to cover tuition and defray expenses during the years when a student is enrolled as a PhD candidate. Application to this program is generally made during the freshman or sophomore year of medical school. Additional information is available by contacting the Graduate Studies Program Office at (518) 262-5253.

MD-MPH
The MD-MPH is available for medical students at AMC in conjunction with the University at Albany. Students can apply after they have been admitted to the medical school, usually during their first or second year. The program prepares the students to become physicians who have the skills to address both clinical and public health problems. The degree can be completed in five years with the MPH coursework completed during the summers and the third year of study.

Doctor of Medicine with Distinction in Research (MDDR)
Students can participate in a curriculum that is enriched with training in research, leading to MDDR. For students who are not in the RPI combined degree program, the curriculum begins in the First Year with a participative series called Common Questions About Research, and continues with full-time research for 8 weeks between First and Second year of medical school. Most students are supported with a summer research fellowship during this summer. MDDR training continues with additional research in the later years under the guidance of a thesis advisory committee, with presentation of a seminar, and with writing and defending a thesis. Additional information may be obtained by contacting the Graduate Studies Program Office at (518) 262-5253.

Doctor of Medicine with Distinction in Service (MDDS)
The MDDS is designed to recognize students who show a significant commitment to community service during their years at Albany Medical College and who contribute in a quantifiable way to the well-being of the community via an intervention or program they implement during medical school. The MDDS is open to any student with interest in any medical specialty. Students follow a four year path and are advised by the Community Service Thesis Committee.

Doctor of Medicine with Distinction in Health Systems Analysis (MDDHSA)
The MDDHSA is intended to recognize and honor students whose work was involved in designing, implementing, and communicating a significant investigative study of a problem in the business/policy/management aspects of medicine. This degree distinction pathway is available to any medical student as AMC who has demonstrated background, interest, and experience in areas related to health systems analysis. Guided by a thesis advisory committee, the student will present their work at Medical Student Investigation Day and will write and defend a thesis.

Doctor of Medicine with Distinction in Bioethics (MDDB)
The MDDB is designed to provide students the opportunity to obtain training under guided mentorship and to develop scholarly skills in bioethics research. A structured curriculum develops knowledge and research skills. The curriculum includes ongoing scholarly discussions and debates. During Fourth Year, students are required to prepare a manuscript, based on an area of special interest in bioethics, ready to be submitted to a professional journal for publication.

Extended Curriculum
Certain students will wish to enlarge the scope of their undergraduate medical education beyond the customary four years and perhaps beyond the resources of this medical college campus. The possible areas of study will certainly include the biological, behavioral and social sciences, clinical medicine, public health, health administration, history, philosophy, and the arts and humanities. Any student who participates in this program continues to be the academic responsibility of Albany Medical College. Each student will have assigned an Albany Medical College faculty preceptor. A student is eligible to apply for an Extended Curriculum after the satisfactory completion of one, two or three years of medical school. Curriculum extensions will be for one academic year and may be renewed for a second year. A student wishing to apply for an Extended Curriculum must submit a written proposal to the Office of Academic Affairs no later than April 1 for the following year. The proposal should include the purposes, methods, location(s) and name of the faculty member who will be the preceptor. The Office of Academic Affairs will review the proposal and present it with any supporting information for the appropriate action to the Executive Committee of the Academic Governing Council. Further information about this program is available through the Office of Academic Affairs at (518) 262-5487.

Five-Year Medical Curriculum
It is permissible for a medical student to interrupt a regular course of study after satisfactory completion of the first two years of medical school in order to undertake special research activities for a period of one year in one of the basic science departments. Such permission is granted upon request of the student and the chair of the department in which special work is to be conducted. Fellowships may be available for qualified students. It is also possible for student participants to complete work for a master's degree in one of the basic medical sciences during this year.

ACT Score for Get into Alabama State University

2011-03-11T05:37:00.000-08:00

About Alabama State University
Alabama State University, founded 1867, is a historically black university located in Montgomery, Alabama. ASU is a member school of the Thurgood Marshall Scholarship Fund.

ACT Score for Get into Alabama State University

Admission decisions will be based on an assessment of the quality of the applicant’s academic preparation and other indicators of scholastic willingness and ability and general conduct. Applicants who have earned a diploma from an accredited high school with a 2.2 cumulative grade point average (or GED certificate) who demonstrate that they can benefit from and contribute to the university’s educational program and goals will be admitted unconditionally. Alabama State University believes that the broadest academic experience in high school is the best preparation for admission to the university. In considering the academic record of an applicant, attention is given to the subjects studied and the grades received in those subjects. The applicant’s high school record should include at least four units of English and ten units in the following fields: mathematics, natural sciences, social sciences and foreign languages. However, allowances in this unit distribution may be made to permit the student to pursue special areas of academic interest. Applicants who are not admitted unconditionally will be initially denied admission. Students who are initially denied admission may appeal to the admissions committee for admission based upon special factors or circumstances that may be mitigating in the review process. Appeals should be forwarded to the Office of Admissions and Recruitment. Applicants to Alabama State University with high school diplomas from unaccredited high schools may be admitted as beginning freshmen if they have achieved a minimum ACT score of 20 or above (or equal value SAT score) and have earned a 2.2 cumulative grade point average in their high school academic work.
Applicants who have earned the GED certificate and have either a cumulative high school grade point average of 2.2 that reflects completion of at least the 10th grade or have earned a composite score of 16 or higher on the ACT (790 on the SAT) will be admitted to the university unconditionally. An applicant who has earned the GED certificate and is also 22 years of age or older will be admitted to the university unconditionally. Applicants who are seniors in high school are admitted with the understanding that requirements for admission to the university will be fulfilled during their senior year. These applicants must submit final high school transcripts that reflect completion of high school with a standard, honors, or advanced diploma.

Alabama State University Admission Procedures
1. Submit application to the Office of Admissions and Recruitment.
2. Have an official copy of high school transcript or General Educational Development (GED) certificate and official high school transcript mailed to the Office of Admissions and Recruitment. 3. Submit test score results from the American College Testing Program (ACT) or the Scholastic Aptitude Test (SAT). An application for admission may be submitted before the students take the test. It is recommended that prospective freshmen take the ACT or SAT in the fall of their senior year in high school. In order to register for the test, consult high school counselor or write to The American College Testing Program, P.O. Box 414, Iowa City, IA 52243, concerning the ACT or write to the College Entrance Examination Board, Box 592, Princeton, NJ 08540, concerning the SAT. Each freshman applicant should indicate his or her selection of an intended major on the application form. This information will be of assistance in the academic advising of the student. University College is the initial college of enrollment for all freshmen entering the university. (See the University College section in this catalog for an explanation of the role of University College.) It should be noted that selection of a major while enrolled in University College does not guarantee admission to a degree-granting college or school.

ACT Score for Get into Alabama Agricultural and Mechanical University

2011-03-11T05:15:00.000-08:00

Alabama Agricultural and Mechanical University, also known as Alabama A&M University or AAMU, is a public, historically black university, Land-grant university located in Normal, Madison County, Alabama. AAMU is a member school of the Thurgood Marshall Scholarship Fund.

ACT Score for Get into Alabama Agricultural and Mechanical University
All applicants for admission are required to have a cumulative unweighted grade point average (GPA) of a 2.0 and an American College Test (ACT) score of at least a 18 or Scholastic Aptitude Test (SAT) score of at least a 1290.

ACT Score for Get into Adrian College

2011-03-10T08:32:00.000-08:00

Adrian College is a private, co-educational liberal arts college related to the United Methodist Church and located in the city of Adrian in the U.S. state of Michigan.

Get into Adrian College
Required ACT Score for High School Students
Admission to Adrian College is selective. Each application is individually reviewed and evaluated on the merits of academic credentials, personal character and potential to take full advantage of the opportunities offered by Adrian College. The College evaluates the rigor of the applicant's curriculum, grades earned, ACT or SAT scores, class rank and leadership potential demonstrated by involvement in school, community or religious organizations. Adrian College recommends a minimum of 15 units of academic coursework in English, mathematics, science, social science and foreign language. Applicants are welcome to visit Adrian College and can make arrangements for a personal tour by calling the Office of Admissions at 800-877-2246.
1. The application for admission. A completed application should be submitted between September 1 and March 15 of the senior year. Applications are available from the Office of Admissions. Students may apply online at www.adrian.edu.
2. The high school transcript or GED equivalency certificate. The applicant must request that the high school send an official transcript to the Office of Admissions. The high school transcript should include at least six semesters of work. Students who have not graduated from high school may qualify for admission by successfully completing the General Education Development Test.
3. ACT or SAT score reports. All first-time college students seeking full-time enrollment at Adrian must take the ACT or the SAT. Tests taken during the junior and seniors years of high school are acceptable.
Students who have earned credit for courses taken at an accredited college or university while concurrently enrolled in high school may have those credits accepted for transfer to Adrian College. The student must have earned a grade of ‘B’ of better in the course. Students planning on earning transferable college credit for college courses taken during high school should consult with the Adrian College Registrar’s Office prior to enrolling in those courses. Beginning September 1 each year, Adrian College, upon receipt of completed application, notifies applicants regarding their admission status. Traditional students admitted to Adrian College on a full-time basis must submit a deposit to enroll for the next year.

Required ACT Score for Transfer Students

Students with previous experience at another college who are interested in transferring to Adrian College must be eligible to return immediately to the last attended college and must have an above-average cumulative GPA. Prospective transfer students must request an official transcript from each college attended to be sent directly to the Office of Admissions at Adrian College, in addition to submitting all regular application materials. The quality of courses taken at another institution may be considered in the admission decision. Generally, credits earned in colleges and universities accredited by a regional accrediting agency will be accepted by Adrian College; however, no credit will transfer for any course with a grade below “C” (2.00). Prospective transfer students should complete their applications no later than August 1 for the fall semester, or December 1 for spring. Once the application file is complete, Adrian will notify transfer students of their admission status and transfer of credits within three weeks.
Note: Transfer students who entered their previous college more than two years after graduating from high school, or who have not attended college for the past two years, will be considered nontraditional students at Adrian.

Former Adrian College Students

Students who have withdrawn from the College and at a later date wish to return should make formal application on a readmission form provided by the Registrar's Office.

Nontraditional Students

Students entering Adrian for the first time after having been out of high school for two years or more, or who are transferring to Adrian from another college which they entered more than two years after high school graduation or from which they have been absent for two years or more, are considered nontraditional students. Nontraditional students will be considered for admission to Adrian when the Office of Admissions has received:
1. The application for admission. A completed application for admission must be on file prior to the beginning of the semester for which admission is desired.
2. Final high school transcript or GED equivalency certificate. The applicant must provide an official copy of the high school transcript or GED equivalency certificate.
3. Official college transcripts. If the applicant has had previous college course work, official college transcripts must be sent directly from the previous college(s) to the Office of Admissions. Students may be asked to successfully complete the Nelson-Denny Reading Test as a condition of admission. Students may be asked to take the College’s mathematics placement exam if deemed necessary. In addition to providing the materials listed above, applicants may complete an interview which includes counseling and orientation. Candidates may schedule appointments by calling the Office of Admissions at 1-800-877-2246. The office is located in the Admissions House.

Required SAT Score for International Students

Adrian College welcomes students from other countries, who bring with them a rich cultural heritage. In return, the campus community is eager to share American cultural opportunities with these students. Students from other countries who are interested in undergraduate study at Adrian College should contact the Office of Admissions at admissions@adrian.edu for the necessary application forms at least one year before they expect to enroll. Each international student must show evidence of:
1. An academic objective which can be achieved at Adrian College.
2. A strong academic record and the capacity to benefit from study in higher education.
3. Adequate financial support to travel to the College, to live reasonably while in residence in the United States, to maintain adequate health insurance, and to return home.
4. The ability to read, write, and speak the English language with sufficient fluency to participate in the regular instructional program of the College.
The Test of English as a Foreign Language (TOEFL) is required of all international applicants from countries where English is not the primary language spoken. A TOEFL score of 173 on the computer-based test is required for unconditional admission consideration. Adrian College offers instruction in English as a Second Language (ESL) at the intermediate and advanced levels to support students in their regular academic program. Enrollment in an ESL course may be required, depending on the student’s language proficiency. International student applicants will be notified of their admission status as soon as all required materials have been submitted to the College.

Office of Multicultural Programs

The Office of Multicultural Programs also serves international students in the areas of campus living and immigration matters during students’ tenure at Adrian College. Academic services such as course selection, faculty advisors and English as a Second Language (ESL) are arranged through a coordinated effort of the Office of Academic Affairs and the Multicultural Programs. Should a situation arise where an international student needs additional academic assistance, referrals are arranged through the Academic Affairs.

Special Students

An individual who is not a candidate for a degree but wishes to take college courses may be admitted as a special student and should follow the procedure outlined on the special non-degree application form provided by the Office of Admissions.

Guest Students

Students currently pursuing a degree at another college or university may enroll in courses at Adrian College. Guest students must meet all course prerequisites, must be in good standing at their home college or university, and must have the written approval of the home institution for the specific courses to be taken. A guest student applicant should submit the Michigan Uniform Undergraduate Guest Application to the Registrar's Office. Noapplication fee is required.

Veterans

Adrian College welcomes applications from veterans who have graduated from high school or obtained a GED certificate. Along with application materials obtained from the Office of Admissions, veterans must submit proof of honorable discharge (DD-214) from the armed forces. Veterans may schedule an interview with the Office of Admissions before completing the application process. Once enrolled, veterans will work closely with theRegistrar’s Office on matters relating to veterans’ affairs.

Auditors

A student who wishes to enroll for a class on a non-credit or audit basis must complete the application for non-credit admission provided by the Office of Admissions and meet all course prerequisites. The student receives no official grade or academic credit but is expected to attend class regularly. Students pay the regular part-time fee, and may only auditlecture or seminar courses.

Dual Enrollment for High School Students
High school students who wish to supplement and enrich their secondary school programs may apply for concurrent enrollment in regular 100- and selected 200-level courses open to freshmen on a space-available basis provided they meet the prerequisites. To participate in the program, a student should have completed the junior year in high school, have a 3.0 cumulative GPA in college preparatory courses and have the written approval of the high school principal or guidance counselor. To apply, students must submit the Excellence program application and the official high school transcript. No application fee is required. Enrollment is limited to one course per semester at a fee determined by the College. No refunds are made after the first week of classes.

For More Information
Students who would like more information about Adrian College may contact the Office
of Admissions at 1-800-877-2246, admissions@adrian.edu, or www.adrian.edu.
For Adrian College Tuition and Scholarships

ACT Score for Get into Adelphi University

2011-03-10T07:59:00.000-08:00

Adelphi University is a private, nonsectarian university located in Garden City, in Nassau County, New York. It is the oldest institution of higher education on Long Island.

Colleges, Schools, and Degrees Adelphi University
* College of Arts and Sciences: B.A., B.S., B.F.A., M.A., M.S., M.F.A., D.A., Au.D.
* University College: A.A., A.S., A.A.S., B.A., B.S., Post-baccalaureate Certificate, M.S.
* Gordon F. Derner Institute of Advanced Psychological Studies: B.A., M.A., Ph.D.
* Ruth S. Ammon School of Education: B.S.Ed., M.A.
* School of Business: B.B.A., M.B.A., M.S./M.B.A. (with School of Nursing).
* School of Nursing: B.S., M.S., M.S./M.B.A. (with School of Business), Ph.D.
* School of Social Work: B.S.W., M.S.W., D.S.W., Ph.D.
* Honors College

Required ACT Score for Get into Adelphi University
Prospective students with superior high school records and combined SAT math, critical reading and writing scores of at least 1900 (650 critical reading) who seek admission to the Honors College should complete the Honors portion of the admission form, supply the requested evidence of their best academic or creative writing, and visit the Adelphi campus for an interview with a member of the Honors College administration or faculty. (If distance or expense prohibits a visit to campus, an interview will be conducted by telephone.) Applicants will be evaluated on the basis of a wide range of criteria, qualitative as well as quantitative. Acceptance is based on intellectual potential as well as on past achievement. Admissions credentials that are required for a completed application include:

* Completed undergraduate application for Admission (online)
* A non-refundable application fee of $40.
* A personal statement or essay is required. You may submit a report or paper you have written during this school year or, in 500 words or less, submit a response to one of the following questions or a topic of your choice.
* Official high school transcripts, including your rank in class and standardized test scores (if available)
* Official copies of your score on the required SAT or the American College Test (ACT) with writing (SAT and ACT score reports will not be acceptable without a writing score). If these scores do not appear on the official high school transcript, you must arrange for us to receive them directly from the appropriate educational testing service. For students intending to enroll in the General Studies Program or Learning Disabilities Program, SAT scores are highly recommended and expected to be provided upon request.
* One or more letters of recommendation from a guidance/college counselor, teacher or school based administrator. Letters from other sources, such as a volunteer coordinator, may also be considered.

Students who have obtained a General Equivalency Diploma (GED) or who have been out of high school for one year or more will not be required to take the SAT or ACT (unless specifically requested to do so), and will not be required to submit a letter of recommendation (but are encouraged to do so). An admissions interview, strongly recommended for all students, is required for applicants to the Honors College, and may be arranged by the applicant or requested by the Office of University Admissions. All records of each applicant are given careful consideration. A final evaluation is based on the abilities, purposes, and interests of the candidate. The University may also require additional information, or may exempt students from certain credentials. You may submit a report or paper written during the school year, or in 500 words or less, write a response to one of the following:

* Tell us something about yourself that may not be evident by reviewing your academic record.
* Name your favorite piece of literature and explain why it is so memorable.
* If you could solve one world problem, which one would you choose and what creative solutions would you have to solve it?

Applicants should type, sign, and date their essay. Students should consult Adelphi's Special Academic Programs for specific admission requirements to these programs. Students who have been living in the United States for less than three years, and whose native language is not English, are required to take the TOEFL, unless your SAT verbal score is higher than 500. Students applying for the Adelphi University Recognition Award, submit an activity résumé that highlights your community involvement and/or specific leadership roles that you have held within an organization.

Transfer Students: Transfer students with 56 credits or more to complete at Adelphi and with a GPA of 3.5 or better are invited to petition the Dean of the Honors College for admission. Students should be prepared to provide letters of recommendation from college professors and examples of recent work.

Current Adelphi Students: All undergraduates enrolled at the University may request consideration for admission to the Honors College by petitioning the Dean. Such petitions will be evaluated in accordance with the standards for freshman admission, but greater weight will be given to the student’s record of achievement at Adelphi.

The Honors College Admissions Committee looks for students who have shown intellectual adventurousness and accomplishments in their high school studies. In the initial screening of applications a number of criteria are considered: class rank, cumulative grade-point average, SAT (typically a minimum of combined critical reading, math, and writing score 1900 on the new scale with at least 650 in critical reading score) or ACT Score (minimum 26 and must include a writing section), evidence of the desire to attain an excellent education, and an essay representative of the student's best high school work, as well as an interview. No single factor is decisive. Promising applicants are asked to come for an interview with the Dean, Associate Dean, or one of the professors who teach in the Honors College. (Applicants unable to visit the campus are interviewed by telephone.) This Honors interview gives the applicant a chance to learn more about the College and also to describe his or her intellectual achievements and interests. Many students have said that this interview was the most stimulating experience they had in applying to college. In many ways it is a preview of the Honors education, and it is an important factor in the final admissions and scholarship decision.
Adelphi University Scholarships

Abilene Christian University ACT Score (Get into ACU)

2011-03-09T08:41:00.000-08:00

Abilene Christian University (ACU) is a private university located in Abilene, Texas, affiliated with Churches of Christ. ACU was founded in 1906, as Childers Classical Institute. ACU has an annual enrollment of about 5,000 students from
Abilene Christian University SAT Score
All applicants for Abilene Christian University's freshman class will be required to submit results from one of these two tests. You may submit scores from both if you choose.
Does Abilene Christian University prefer the ACT Score or SAT I Score?
No preference. Results from either the SAT I or the ACT (or both) can be submitted to ACU as part of an applicant's records.
Can I get a scholarship by taking the ACT or SAT?
Yes! Abilene Christian University Scholarships and Grants

If I choose to take the new ACT, does ACU require the optional writing portion?
ACU recommends that each student take the optional writing portion of the new ACT; however, it is not required for admission.
What ACT score do I need to earn college credit for classes?
* Anyone scoring 32 or higher on the English portion of the ACT will be granted credit for ENGL 111.
* Anyone scoring 29-31 is eligible to write the ACU English Essay.
Note: Students retaking the ACT in order to be eligible for a higher scholarship must do so before the first day of classes. Students who have taken the Residual ACT must wait 60 days before they are eligible to retake the test.
Does ACU require results from SAT II exams?
No. Students need only take the SAT I or ACT to be considered for admission and placement at ACU.
Will ACU receive my test scores automatically?
No. Students must request that scores be sent officially to ACU.
* ACU's SAT I Code is 6001.
* ACU's ACT Code is 4050.

International Admission Process
We're excited that you would like to attend ACU, and would like to give you more information about the application process. In general, as an international student seeking admission to ACU's undergraduate program you should apply with the Office of Admissions six months before the date you wish to begin classes. All official test scores and transcripts must be received at least 60 days before the beginning of the term you plan to attend. The following items must be received before an admission decision can be reached:

1) Application
Complete an online application in full (including the essays and application fee) online at https://www3.acu.edu/ticketLogin?type=adm.
Please ensure that every question is completed, so that we may process your application in a timely manner. Also, please ensure that the name on your application matches the name on your transcripts and, where possible, the name the passport. It is imperative that we have your current e-mail address at all times, and that Abilene Christian University is indicated as an eligible sender to the account. If you are applying to the Institute of Intensive English(ESL), you do not need to complete the online application. Instead of that, you need two letter of recommendation, and have them mailed with your application form to the ACU Admissions office. A non-refundable US$50.00 application fee is required in order to process your application. There are three options for paying this fee:
- Online via credit card through our secure online payment within the online application. (This service is only available for first time undergraduate or transfer undergraduate students. This service is not available for ESL Students.)
- By phone via credit card. For this option, please call +1-325-674-3650 between the hours of 8:00-18:00 U.S. Central Standard Time.
- By bank draft drawn on a U.S. bank or an international postal money order payable to Abilene Christian University.

2) Two Admission Essays
The essay section is a significant component of the application process. When completing the online application, you will be prompted to complete your essays. Topics for the essays may be found on the application for admission. You will be able to save your work and return to finish your essays. Essays are evaluated on the basis of content, writing skill, and creativity.
Strong essays will be well thought out and must not exceed the suggested length of 250 words. If you are applying to the Institute of Intensive English (ESL), you need to send in two letters of recommendation.

3) Standardized Test Scores
TOEFL and IELTS Score for Abilene Christian University

SAT / ACT score
If you meet ACU's minimum English-language requirements and you are applying as a first-year student, you are required to submit official SAT or ACT scores. Please send your ACT and/or SAT scores to ACU.
- ACU's ACT code is 4050.
- ACU's SAT code is 6001.
U.S. Education Advising Centers in many countries have information on testing dates and locations. Visit our ACT/SAT Frequently Asked Question above in this page.
*ACU recommends but does not require the written portion of the ACT for admission. The written portion of the SAT, while required by the College Board, will not used in admissions decisions or scholarship consideration.

4) Academic Records
All documents should be submitted in the original language. All documents in languages other than English must be accompanied by a certified line-by-line, literal, English translation.

Secondary School Records
Official secondary school transcripts, a secondary school diploma or leaving certificate and examination results are required from all first-year and transfer students.

Post-Secondary
If you attend a post-secondary institution outside the United States, we require official transcripts which include all subjects studied each year and the grade/mark earned in each subject. A key to the marking system with minimum passing mark should be included. In addition, we require course descriptions of all classes you have taken and intend to take prior to the semester in which you hope to enroll at Abilene Christian University. If descriptions are not available, please provide a three- to five-sentence description of each course. Include the content, scope, credits/number of hours for each course or the number of hours per week, and the number of weeks per semester. If you attend a post-secondary institution in the United States, official transcripts should be sent directly from the institution to Abilene Christian University.

5) Financial Information
This includes a bank statement that is no more than 6 months old at the time you would start attending ACU. It should show sufficient funds to cover the estimated cost of studying at ACU for one academic year (nine months) and a letter from the owner of the bank account stating that the funds will be used to support the applicant. To see the estimated expenses for the undergraduate program. After you have completed steps one through five, you will be eligible to be considered for admission. After considering your qualifications, the admissions committee will make a determination on your application. If you are admitted, and if you submitted qualified financial information, we will send you an admissions package that includes a certificate of admission and an immigration document called I-20. You will need these documents to make an appointment with the U.S. consulate or embassy in your country to apply for a student visa to study at ACU. Once you have completed the admissions process and have received your immigration papers, you will need to complete the following steps:
Financial Aid and Employment Opportunities for International Students at ACU

6) Housing Preference
In order to live on campus, you must request housing. To do so, please submit your online through the myACU admissions portal. Housing preferences are available on a first-received, first-served basis. Your request for housing will not be processed until you have confirmed your admission to ACU by declaring your intent to enroll and submitting your US$250 enrollment deposit. To learn more about our residence halls, click here.
*A student is required to live in campus housing unless he/she is married, 21 years of age or older, living with parents or has been out of high school for at least two years.

7) Health Form
Please submit a health record form showing current immunization records and medical history. The health record form is required before you begin classes at ACU and may be submitted upon arrival to campus to live on campus, and can be accessed. For more information, contact us via e-mail: contact@international.acu.edu or call +1-325-674-2710 between the hours of 8:00-12:00 and 13:00-17:00 U.S. Central Standard Time, Monday through Friday.

Gender Gap in Physics

2010-10-24T10:28:00.000-07:00

The largest gender disparity in both achievement and professional representation is in physics.
Achievement
Results indicate that more females participate in Advanced Placement science and mathematics courses yet are not performing as well. Males score higher on SAT math and science Achievement tests with the differences ranging from 33 points in biology to 59 points in physics. Neither studies on biological-based differences nor studies on learning and socialization issues have produced unequivocal evidence to support the disparities in achievement but that does not stop various people from voicing their opinions. At a 2005 economic conference Harvard University President Lawrence Summers stated that decreased female performance in mathematics and science had to do with “innate ability” in the academic fields. There have been conflicting studies showing that interactive engagement techniques can eliminate and have no effect on the gender achievement gap in college introductory physics courses. A Harvard study on interactive engagement techniques in calculus based introductory physics classes for non majors found that the gender achievement gap completely disappeared with the integration of interactive engagement classes. A similar study was done at the University of Colorado but found that interactive engagement techniques did not eliminate the gender achievement gap and stated that the gap exists due to differences in previous physics and math knowledge and incoming attitudes and beliefs.
Representation
Women face several barriers when going into physics including expectations to society, image of physicists (nerdy and geeky), few visible female role models, ideas of parents, teachers, and neighbors, family responsibilities including children, and covert or overt discrimination or harassment. Additionally physics has an image problem of not being associated with having an impact on people’s lives. As of 2006 women make up 47% of high school students taking physics, 21% undergraduate degrees in physics, 17% PhD recipients, and 6% of full professors.

Gender Gap in Mathematics

2010-10-24T10:26:00.000-07:00

There has been a gender gap in national mathematics tests between boys and girls.

The achievement gap for males and females in mathematics is interesting in that girls typically have better grades in math classes, but tend to score lower on standardized math tests . NAEP testing shows that these gaps are practically non-existent at young ages (i.e. elementary school), but that they increase greatly with age. The differences in NAEP math scores between boys and girls nearly double from the 9-year olds to the 17-year olds tests. Other tests that follow the trend for males doing better than females include AP Calculus Exams and the math portion of the SAT . Although there are no physiological differences between males and females to attribute these gaps, research urges that mathematical problem solving abilities can be equally attained, undeterred by gender, given certain circumstances. It is proposed that to close these gaps, positive attitudes towards mathematics must be encouraged, gender stereotypes must be decreased, and students must have role models and mathematical career options available and prevalent. The biggest challenge of these three criteria is the affect of gender stereotyping in the classroom. Mathematics and science are oftentimes thought of as masculine subjects while English and history are seen as feminine subjects. With this mindset it follows that females often live up to this expectation and excelle only in the liberal arts. It is supported by research that gender stereotypes, in turn, decrease mathematical self-esteem among many females and that this leads to anxiety in mathematical exams. The overall achievement gap therefore increases with the age of students because of the gradual decline of self-esteem throughout the grades. It follows that when females have role models in the mathematics field and are shown multiple career options for the content, then girls are more likely to succeed and overcome gender stereotyping .

At least one study has challenged the existence of the gender gap in mathematics. In 2008 Janet Hyde and others published a study showing that male and female students did equally well on No Child Left Behind standardized tests. Hyde believes that the SAT score gap may be due to bias sampling.

Gender gap

2010-10-24T10:24:00.000-07:00

Data show that males and females in the United States demonstrate a gap in achievement, which can be seen at all ages. The achievement gap widens as age increases for student through post-secondary education.

Research shows that one in three boys will fail to receive a high school diploma in four years. One in four girls will drop out of high school. For the 2003-2004 school year, it is estimated that 26 percent of all female students dropped out and 34 percent of all male students did. These dropout rates varied with race/ethnicity and location around the country. For the 2003-2004 school year, the 26 percent of all female student dropouts can be broken down by race: 22 percent of whites, 40 percent of blacks, 37 percent of Hispanics, 18 percent of Asian/Pacific Islander and 50 percent of American Indian females did not finish high school in the standard four year period. The percentage of males can be broken down also: 28 percent of whites, 54 percent of blacks, 48 percent of Hispanics, 24 percent of Asian/Pacific Islanders and 56 percent of American Indian male students dropped out of high school. In 2006, 77 percent of all male high school dropouts were employed, compared to 53 percent of female dropouts. The median earnings of males dropouts were $24,698 and the median earnings of female dropouts were $15,520.

In 2005, the average grade point average (GPA) of a high school male was 2.86, while that of a female student was 3.09. Both of these GPAs had risen since 1990, and in all years of the High School Transcript Study, females had higher GPAs than males. The gap between males and females has widened since 1990. Female graduates have higher GPAs than males in every core subject (Mathematics, Science, English, and Social Studies).

A University of Michigan study found that 62 percent of female high school graduates plan on obtaining a degree from a four-year university, compared to only 51 percent of males. There is evidence that more girls are taking AP exams, which determine whether high school students have mastered college curriculum in subjects. In 2002, for example, 54 percent of AP test-takers were female and only 46 percent were male. However, more males took tests in the subjects of calculus, computer science, and other sciences. Girls are also more likely to take the SAT, ACT, or other college entrance exam, but boys are likely to score higher.

Despite the achievement gaps, research does not show that either gender is more intelligent than the other. There are, however, differences in performance in different subjects. Males typically score higher on math and science based tests, while females generally score higher on tests of verbal abilities. International studies suggest that this difference in ability is not solely attributed to innate differences in males and females. The score gap of these tests generally showed males performing high in math and sciences, yet the gap was significantly different throughout the countries. This implies that there are numerous factors influencing educational ability, including, but not limited to, economic, cultural, social, and differences in educational systems and techniques. Research has also shown that individuals who take more high school math and science courses earn higher wages later in life. Fewer boys than girls now study chemistry, geometry and advanced algebra, and about the same number study calculus and trigonometry, according to the National Center for Educational Statistics of the United States Department of Education.

Furthermore, the achievement gap for males and females in mathematics is interesting in the fact that girls typically have better grades in math classes, but tend to score lower on standardized math tests (Dee, 2006). NAEP testing shows that these gaps are practically non-existent at young ages (i.e. elementary school), but that they increase greatly with age (Adeleke, 2007 & Dee, 2006). In fact, differences in NAEP math scores between boys and girls nearly double from the 9-year olds to the 17-year olds tests (Dee, 2007). Other tests that follow the trend for males doing better than females include AP Calculus Exams and the math portion of the SAT (Amelink, 2009). Although there are no physiological differences between males and females to attribute these gaps, research urges that mathematical problem solving abilities can be equally attained, undeterred by gender, given certain circumstances (Adeleke, 2007). To close these gaps, positive attitudes towards mathematics must be encouraged, gender stereotypes must be decreased, and students must have role models and mathematical career options available and prevalent (Amelink, 2009). The biggest challenge of these three criteria is the affect of gender stereotyping in the classroom. Mathematics and science are oftentimes thought of as masculine subjects while English and history are seen as feminine subjects. With this mindset it follows that females often live up to this expectation and do not do as well in mathematics. It is supported by research that gender stereotypes, in turn, decrease mathematical self-esteem among many females and that this leads to anxiety in mathematical exams (Amelink, 2009). The overall achievement gap therefore increases with the age of students because of the gradual decline of self-esteem throughout the grades (Spring, 2010). It follows that when females have role models in the mathematics field and are shown multiple career options for the content, then girls are more likely to succeed and overcome gender stereotyping (Amelink, 2009). Recent data suggests that fifty-five percent of college students are females and 45 percent are males. From 1995 until 2005, the number of males enrolled in college increased by 18 percent, while the number of female students rose by 27 percent. Males are enrolling in college in greater numbers than ever before, yet less than two-thirds of them are graduating with a bachelor’s degree. The numbers of both men and women receiving a bachelor’s degree have increased significantly, but the increasing rate of female college graduates exceeds the increasing rate for males. However, a higher proportion of men (29.4 percent) hold bachelor’s degrees than women (26.1 percent). In 2007, the United States Census Bureau estimated that 18,423,000 males ages eighteen and over held a bachelor’s degree, while 20,501,000 females ages eighteen and over held one. Less males held a master’s degree, as well: 6,472,000 males had received one and 7,283,000 females had. However, more men held professional and doctoral degrees than women. 2,033,000 males held professional degrees and 1,079,000 females did and 1,678,000 males had received a doctoral degree, while 817,000 females had.

Although more women are graduating with undergraduate degrees, men are still earning disproportionately more in their lifetimes. This could be due to many factors, including different types of jobs for males and females. Females are greatly underrepresented in science and engineering fields, which are typically correlated with high lifetime earnings. Males and females also have vastly different labor market histories based on type of job and time spent in each job.

A discrimination-based argument for the difference in types of jobs held by men and women is known as the occupational-crowding hypothesis. This argues that women are intentionally segregated into specific occupations. It does not necessarily state that this discrimination comes from male employers. Instead, it suggests that the differences in job types may be a result of the social climate in which young women are taught that certain jobs are "not for girls" and therefore are pushed into "more appropriate" jobs for women. These "appropriate" jobs for women would include those that are largely dominated by females i.e. teaching, maids, bank tellers, receptionists, and child care workers. Occupations that are male dominated include carpenters, truck drivers, architects, lawyers, police, and physicians. Because females are “crowded” into a small number of jobs, the wage is driven down and a gender wage gap is thus created.

A different explanation for the difference in job types suggests that women rationally choose certain jobs and avoid others. This human capital model provides a "supply-side" explanation. Some jobs, and in particular many female-dominated jobs, do not require a frequent update of skills, whereas other occupations do. Women who choose to spend time in the household sector would choose jobs with less skill updating requirements in order to maximize their lifetime earnings. These jobs imply that should a person return to the workforce after spending time in the household sector, his or her wages would not be significantly depreciated due to lost time in the labor market.
At present, the average female wage is 77 cents to each dollar that a male earns. This wage gap may be due to discrimination, differences in innate ability and skills, varying preferences, experience in the labor market, differences in hours worked, or another explanation.

Standards based education reform

2010-10-24T10:21:00.001-07:00

One set of proposals for closing the gaps is based in standards-based education reform. Many believe that all students will succeed through a combination of studying other nations; setting clear, attainable world class standards for student performance; using standards based assessment and making significant reforms to teaching and learning, including better preparation and supports for teachers; improved curriculum; and equitable resource distribution.

While many believe that these measures hold promise—they have yet, on large scale, to fulfill their promise. The No Child Left Behind federal legislation indeed requires as a final goal that all students of all groups will perform at grade level in all tests, and show continual improvement from year to year, or face sanctions, though some have noted that schools with the highest number of poor and minorities generally face the greatest challenges to meet these goals. And while there has been some significant narrowing of the gaps, especially at the elementary school level, gaps in middle and high school remain disturbing wide.

High performing high poverty and high minority schools

2010-10-24T10:20:00.000-07:00

Exceptions to the achievement gap exist. Schools that are majority black, even poor, can perform well above national norms, with Davidson Magnet School[citation needed] in Augusta, Georgia being a prominent example. Another school with remarkable gains for students of color is Amistad Academy in New Haven,Connecticut. All of the aforementioned schools generally offer more rigorous, traditional modes of instruction, including Direct Instruction. Direction Instruction was found to be the single most effective pedagogical method for raising the skill levels of inner-city students (Project Follow Through). High performing Black schools are not unique to the twentieth century. In Washington, DC in the late 19th century, a predominantly low income Black school performed higher than three White schools in yearly testing. This trend continued until the mid 20th century, and during that time the M Street School exceeded national norms on standardized tests.

In addition, the Education Trust each year identifies and honors high-performing high-poverty and high-minority schools. All of the Dispelling the Myth schools made significant strides in narrowing achievement gaps, attaining proficiency levels that significantly exceeded the averages in their states, or improved student performance at an especially rapid pace. These schools don’t offer simple answers or easy solutions, but several common strategies emerge from their practices. They provide a rich curriculum coupled with strong, focused instruction. They have high expectations for all students. They use data to track student progress and individual student needs. And they employ purposeful professional development to improve teachers’ skills.

Narrowing the achievement gap

2010-10-24T10:18:00.001-07:00

Explanations for the phenomenon—and levels of concern over its existence—vary widely, and are the source of much controversy, especially since efforts to "close the achievement gap" have become some of the more politically prominent education reform issues. The federal No Child Left Behind Act of 2001 focuses on standards, aligned tests and school accountability to ensure that all students have the same educational opportunities. A number of other interventions have been implemented in various schools, districts and states including pre-kindergarten programs, class size reduction, small schools, curricular reform, alignment of pre-kindergarten through college standards and expectations, and improved teacher education programs.

Many schools have started using after-school tutoring sessions and remedial programs to help narrow the achievement gap between different groups of students. In order to narrow the gap, teachers and schools must accelerate the learning of minority students in order to close the gap and raise achievement for all students. Other schools have started de-tracking their students in order to provide the same quality education for all students, regardless of race. By de-tracking schools, all students are more likely to have equally qualified teachers, expectations, curriculum, and resources.

Structural and institutional factors

2010-10-24T10:17:00.000-07:00

Different schools have different effects on similar students. Children of color tend to be concentrated in low achieving, highly segregated schools. In general, minority students are more likely to come from low-income households, meaning minority students are more likely to attend poorly funded schools based on the districting patterns within the school system. Schools in lower-income districts tend to employ less-qualified teachers and have fewer educational resources. Research shows that teacher effectiveness is the most important in-school factor affecting student learning. Good teachers can actually close or eliminate the gaps in achievement on the standardized tests that separate white and minority students.

Schools also tend to place students in tracking groups as a means of tailoring lesson plans for different types of learners. However, as a result of schools placing emphasis on socioeconomic status and cultural capital, minority students are vastly over-represented in lower educational tracks. Similarly, Hispanic and African American students are often wrongly placed into lower tracks based on teachers’ and administrators’ expectations for minority students. Such expectations of a race within school systems is a form of institutional racism. Some researchers compare the tracking system to a modern form of racial segregation within the schools. Studies on tracking groups within schools have also proven to be detrimental for minority students. Once students are in these lower tracks, they tend to have less-qualified teachers, a less challenging curriculum, and few opportunities to advance into higher tracks. There is also some research that suggests students in lower tracks suffer from social psychological consequences of being labeled as a slower learner, which often leads children to stop trying in school. In fact, many sociologists argue that tracking in schools does not provide any lasting benefits to any group of students.

Cultural and environmental factors

2010-10-24T10:16:00.000-07:00

The culture and environment in which children are raised may play a role in the achievement gap. There is a fair amount of support for the idea that minorities begin their educational careers at a disadvantage due to cultural differences. Jencks and Phillips argue that black parents may not encourage early education in toddlers because they do not see the personal benefits of having exceptional academic skills. As a result of cultural differences, black students tend to begin school with smaller vocabularies than their white classmates. However, poverty often acts as a confounding factor and differences that are assumed to arise from racial/cultural factors may be socioeconomically driven. Many children who are poor, regardless of race, come from homes that lack stability, continuity of care, adequate nutrition, and medical care creating a level of environmental stress that can affect the young child’s development. As a result, these children enter school with decreased word knowledge that can affect their language skills, influence their experience with books, and create different perceptions and expectations in the classroom context.

Studies show that when students have assistance from a parent with homework, they do much better in school. This is a problem for many minority students due to the large number of single-parent households and the increase in non-English speaking parents. Students from single-parent homes often find it difficult to find time to receive help from their parent. Similarly, some Hispanic students have difficulty getting help with their homework because there is not an English speaker at home to offer assistance.

Another explanation that has been suggested for racial and ethnic differences in intellectual performance is that minority children are not motivated to do their best on standardized tests. The first explanation is that standardized IQ tests and testing procedures are culturally biased toward European-American middle class knowledge and experiences. Claude M. Steele suggested that minority children and adolescents may experience stereotype threat—the fear that they will be judged to have traits associated with negative appraisals and/or stereotypes of their race or ethnic group which produces test anxiety and keeps them from doing as well as they could on tests. According to Steele, minority test takers experience anxiety, believing that if they do poorly on their test they will confirm the stereotypes about inferior intellectual performance of their minority group. As a result, a self-fulfilling prophecy begins, and the child performs at a level beneath his or her inherent abilities. Some researchers also hypothesize that minorities, especially African American students, stop trying in school because they do not want to be accused of “acting white” by their peers. It has also been suggested that some minority students simply stop trying because they do not believe they will ever see the true benefits of their hard work. As some researchers point out, minority students often feel little motivation to do well in school because they do not believe it will pay off in the form of a better job or upward social mobility. By not trying to do well in school, minorities are engaging in a conscious rejection of the achievement ideology. The achievement ideology is the idea that working hard and studying long hours will pay-off for students in the form of higher wages or upward social mobility.

Cause of the achievement gap

2010-10-24T10:14:00.000-07:00

There has been considerable discussion as to whether the digital divide in the educational system is the result of lack of access to technology among minority students or simply cultural differences. Researchers have not reached consensus about the a priori causes of the academic achievement gap; instead, there exists a wide range of studies that cite an array of factors that influence student performance in school that are both cultural and structural. Annette Lareau suggested that students who lack middle-class cultural capital and have limited parental involvement are likely to have lower academic achievement than their better resourced peers. Other researchers suggest that academic achievement is more closely tied to race and socioeconomic status and have tried to pinpoint why. Hernstein and Murray claimed in The Bell Curve, creating much controversy, that genetic variation in average levels of intelligence (IQ) are at the root of disparities in achievement. The book drew severe criticism from various research fields. More subtle environmental factors have been implicated in the test score gap. For example, being raised in a low-income family often means having fewer educational resources in addition to limited access to health care and nutrition which could contribute to lower academic performance.

A large and growing body of research has also examined school quality and factors including segregation, student tracking, negative stereotyping, unequal finances allocation, low teacher expectations, as well as differences in teacher quality and curriculum between high and low wealth schools. Regardless of which factors have the greatest impact on the gap, it is clear that students of color and low-income students are more likely to find themselves at a distinct disadvantage in school in comparison to white students.

Achievement gap in the United States

2010-10-24T10:13:00.001-07:00

Achievement gap refers to the observed disparity on a number of educational measures between the performance of groups of students, especially groups defined by gender, race/ethnicity, ability, and socioeconomic status. The achievement gap can be observed on a variety of measures, including standardized test scores, grade point average, dropout rates, and college-enrollment and -completion rates. While most of the data presented in this article comes from the United States, similar or different gaps exist for these, and other groups in other nations. Research into the causes of gaps in student achievement between low-income, minority students and middle-income, white students have been ongoing since the publication of The Coleman Report in 1966. That research suggests that both in-school factors and home/community factors impact the academic achievement of students and contribute to the gap. Groups like The Education Trust, Democrats for Education Reform and The Education Equality Project have made it their mission to close the achievement gap.

These large and persistent gaps, as noted in the trend data from the National Assessment of Educational Progress, have become a focal point of education reform efforts. Efforts to combat the achievement gap have numerous but often fragmented. Such efforts have ranged from affirmative action and multicultural education to finance equalization, improving teacher quality, and school testing and accountability programs to create equal educational opportunities.

Math–verbal achievement gap

2010-10-24T10:10:00.000-07:00

The math–verbal achievement gap is a phenomenon first observed by Richard Rothstein in a brief, 2002 article written in The New York Times. This achievement gap reveals a growing disparity in the United States between the rising national average on the math portions of the college entry exams (SAT, ACT) as opposed to the flat-lining verbal portions on the same tests. Beginning in 1980 the national average on the math portion of the SAT began its slow, but steady ascension over the national average for the verbal portion. It took only one decade for the math average to eclipse the verbal average; it has continued to widen ever since. The difference is sizable and significant. The average SAT test-taker today produces a math score that is 13 points higher than their verbal score. However, this was not always the case. In fact, in the 1970s the relationship was precisely the opposite when national verbal scores routinely trumped the national math average by similar margins.

The first, and only known academic analysis of this gap, was conducted by James Lech Ed.D., M.T.S. Lech posited that this gap could be "collateral damage" from the well-documented social "erosion" known as dumbing-down In other words, the SAT math questions progressively eased in difficulty over time while the verbal difficulty levels 1) remained constant, or 2) dumbed-down at much slower rates. To test that hypothesis Lech constructed scores of survey instruments compiled from the math questions derived from publicly released SATs from the early 1980s through 2005. The survey instruments were intentionally created to conceal the source of the questions in order to reduce reader-bias towards standardized testing. They were then disseminated to more than 1,500 randomly selected, and qualified high school math teachers in the United States. Their responses were tabulated and Lech found that the SAT math questions were not getting easier at all; in fact they were getting slightly harder.

Richard Rothstein, in that 2002 NYT article, admitted that "Nobody really knows why we seem to make more progress in math than reading. But one likely cause is that students learn math mostly in school, while literacy also comes from habits at home. Even if reading instruction improves, scores would suffer if students did less out-of-school reading or had a less literate home environment." He also suggested that the hugely successful SAT and ACT test preparation courses are unwittingly emphasizing mathematical prowess over verbal acuity. He rationalizes that successful test-taking techniques taught in these courses to boost test scores work very well for multiple-choice math questions. However, those techniques tend to be rejected when it comes to the more subjective verbal section because students perceive them, rightly or wrongly, to be of lesser value for that application. Rothstein also highlighted that English-language-learners (hereinafter, ELL) in American schools were on the increase, and certainly that could have a downward pull on the national verbal average on these standardized tests. Finally, he indicated that studies revealed then, as they still do now, that student reading was on the decline while television-watching by American youth was on the increase. These dual social trends, when combined, could negatively impact student verbal scores at higher rates than their math scores. But these behaviors also lower math scores.

Lech's alternative suggestions for further research in that 2007 dissertation indicated that it is quite likely the math–verbal achievement gap could be partially explained the rapid proliferation of math and science Advanced Placement courses in American high schools. This wave of science and math AP courses, over that of humanities AP courses, is rising concurrently with higher math scores over that of verbal scores on these standardized tests. He added that this effect could be multiplied if large numbers of savvy students are front-loading the math and science AP courses in high school to intentionally "bone-up" for corresponding sections on the SAT/ACT. Indeed there does seem to be a solid preference for better math and science marks by college admission personnel. This would simultaneously explain both better scores on the math portions of the SAT/ACT and stagnating verbal scores on those tests. After all, AP English in 12th grade will not provide praxis for college-entry tests taken in 11th grade.

Dr. Lech also contended that chain-migration from South Asia and East Asia during these same decades could also be positively influencing these rising SAT math scores (while simultaneously suppressing the verbal scores as many of those students may also be ELL students as well). That's because he noted the number of Asian students taking the SAT are disproportionately overrepresented during the very years when this math–verbal gap really takes form. Typically the number of Asian students taking the SAT is more than 100 percent higher than their overall numbers in the U.S. population. That is significant because, as Lech pointed out, Asian students themselves averaged 580 (out of a possible 800) on the math portion of the SAT in 2005, but the national math average that same year (which mathematically includes those high-scoring Asian students) was only 520.

Lastly, Lech agreed with Rothstein that another influence on the math–verbal achievement gap could be the quality of the math teachers themselves. Lech referenced literature indicating that U.S. math teachers tend to be much better organized than their humanities counterparts across the hall. Rothstein held that American math teachers tend to be better trained because they have more resources available like the extremely large $1 billion cash grant from the National Science Foundation for math and science instruction in high school which English teachers cannot reap.

Score cumulative percentages and comparison with SAT

2010-06-29T08:46:00.002-07:00

Forty-two percent—1,300,599 students—of the 2007 high school graduating class took the ACT. Forty-three percent—1,421,941 students—of the 2008 high school graduating class took the ACT. Forty-five percent—1,480,469 students—of the 2009 high school graduating class took the ACT. The average composite score was a 21.1 in 2009 [. Of 2009 test-takers, 668,165 (or 45%) were males, 808,097 (or 55%) were females, and 4,207 (or 0.003%) did not report a gender. Nationwide, 638 students who reported that they would graduate in 2009 received the highest ACT composite score of 36.

distribution of ACT scores

Although there is no official conversion chart, the College Board, which administers the SAT, released an unofficial chart based on results from 103,525 test takers who took both tests between October 1994 and December 1996; however, both tests have changed since then, and many suggest that the College Board's analysis is biased in favor of the SAT. Several colleges and test-prep companies have also issued their own charts. The following is based on the The Princeton Review conversion chart. The cumulative percentage are based on the published 2007 ACT distribution. Note that ACT percentiles are calculated as the percent scoring the same or lower, not (as is sometimes the case) just those who score lower. Also note that these values are approximations; however, the distributions have retained a good degree of stability over the history of these tests.[citation needed] Also note that comparing percentile for the total SAT score to the percentile for the total ACT score is not a good way to compare, as many colleges have yet to start looking at the SAT's new writing section.

SAT (with writing test addition)	ACT composite score	The percentile of students at or below this score for the ACT (not SAT)
2400	36	100%
2340	35	100%
2280	34	100%
2220	33	99%
2160	32	99%
2100	31	98%
2040	30	96%
1980	29	94%
1920	28	92%
1860	27	89%
1800	26	85%
1740	25	80%
1680	24	75%
1620	23	69%
1560	22	62%
1500	21	55%
1440	20	47%
1380	19	39%
1320	18	32%
1260	17	25%
1200	16	19%
1140	15	13%
1080	14	9%
1020	13	5%
960	12	2%
900	11	1%