DOCSLIB.ORG

Workforce Innovation and Opportunity Act Unified State Plan March 28, 2018

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Workforce Innovation and Opportunity Act Unified State Plan March 28, 2018 Workforce Innovation and Opportunity Act Unified State Plan March 28, 2018 Page 1 of 249 Table of Contents I. WIOA State Plan Type ............................................................................................... 3 II. Strategic Elements…. .............................................................................................. 4 o Economic, Workforce, and Workforce Development Activities Analysis ................ 4 o State Strategic Vision and Goals .....................................................................22 o State Strategy ..............................................................................................28 III. Operational Planning Elements ..................................................................................31 o State Strategy Implementation .......................................................................32 o State Operating Systems and Policies ..............................................................64 IV. Coordination with Combined Plan Program .................................................................88 V. Common Assurances ................................................................................................90 VI. Program-Specific Requirements for Core State Plan Programs ......................................91 o Adult, Dislocated Worker, and Youth Programs Activities and Assurances ...........99 o Wagner-Peyser Act Program ........................................................................ 115 o Adult Basic Education and Literacy Programs ................................................. 124 o Vocational Rehabilitation.............................................................................. 134 VII. Appendix ................................................................................................................ 243 Page 2 of 249 I. WIOA State Plan Type North Carolina has elected to submit a Unified State Plan. This plan includes the Adult Program, Dislocated Worker Program, Youth Program, Wagner-Peyser Act Program, Adult Education and Family Literacy Act Program, and the Vocational Rehabilitation Program. Page 3 of 249 II. Strategic Elements (a) Economic, Workforce, and Workforce Development Activities Analysis. The Unified State Plan must include an analysis of the economic conditions, economic development strategies, and labor market in which the State’s workforce system and programs will operate. (1) Economic and Workforce Analysis (A) Economic Analysis. The Unified State Plan must include an analysis of the economic conditions and trends in the State, including sub-State regions and any specific economic areas identified by the State. This must include— (i) Existing Demand Industry Sectors and Occupations. Provide an analysis of the industries and occupations for which there is existing demand. (ii) Emerging Demand Industry Sectors and Occupations. Provide an analysis of the industries and occupations for which demand is emerging. (iii) Employers’ Employment Needs. With regard to the industry sectors and occupations identified in (A)(i) and (ii), provide an assessment of the employment needs of employers, including a description of the knowledge, skills, and abilities required, including credentials and licenses. As part of the State’s vision for building economic prosperity across all areas of the state, North Carolina established prosperity zones via legislation in 2014. These eight multi county regions implemented in January 2015 are intended to help ensure economic growth across all of North Carolina’s 100 counties, by leveraging regional economic, workforce and educational resources. Overlaying the eight prosperity zones are North Carolina’s 23 local workforce development board areas. North Carolina has the 9th largest state population, encompasses an area of almost 54,000 square miles ranging from the Blue Ridge Mountains to Page 4 of 249 the Atlantic Ocean, and had a GDP of $518 billion in 2016, making it about the size of the country of Sweden’s economy.1 Over the previous century, it has transformed from an agricultural state with a manufacturing base in tobacco, textiles, and furniture to an advanced economy with strengths in finance, biotechnology, and advanced manufacturing and the knowledge economy more broadly. Throughout this transformation, the North Carolina economy has in many ways become more like the U.S. economy, while maintaining some key distinctions. North Carolina has benefitted from Sunbelt migration over the past several decades, particularly during the 1990’s and 2000’s, which helped to develop several of North Carolina’s large metropolitan statistical areas including: Charlotte, Durham, Raleigh, and the Piedmont Triad, as well as the smaller but fast-growing metros of Asheville and Wilmington. This process involved adding people from other parts of the U.S. as well as through international immigration. Still, North Carolina has the second highest rural population in the U.S. and 34 percent of the state’s residents live in rural areas.2 However, the rural population has not benefitted to the same extent from the transformation of the state and its economy. Out-of-county commuting has increased, with only 12 counties having more than 50 percent of their workers living and working in the same county as of 2014 (the latest data available), down from 47 counties in 2002.3 Like the U.S. and other developed nations, North Carolina’s population faces certain larger structural challenges including a slowing population growth rate, an aging workforce, and issues of inequality and regional disparities. Like the U.S., the state has become less homogenous, with prosperous urban areas (characterized by knowledge-intensive service industries) and less prosperous rural areas still reflective of manufacturing’s legacies. In addition, North Carolina is also experiencing larger changes to the economy due to technological advancements, global trade and interdependence, and the slowing of economic growth, new firm formation and productivity. As we seek to understand recent changes in North Carolina’s economic performance, it is important to highlight areas in which the state is reflective of general trends as well as areas in which it diverges from these trends. Furthermore, North Carolina’s economy, while expanding, must be viewed in the context of the Great Recession and the slow recovery which followed, which accelerated existing structural changes already underway. Following a peak in late 2007, North Carolina’s number of jobs fell by 400,000 (almost 10 percent) and it took seven years to return to pre-recession levels.4 In 2016, the state had only 5 percent more jobs than during its 2007 peak.5 Recent changes in the North Carolina economy must be understood in the context of the long shadow of this transformative event. Industry Projections North Carolina is projected to add more than 550,000 jobs by 2024, with the Service-Providing sector projected to contribute nearly 90 percent of all net new jobs created.6 Health Care and Social Assistance, the state’s largest industry by employment, is projected to add 135,000 jobs. Construction is projected to be one of the fastest growing industries in the state, growing 20.6 percent and adding nearly 37,000 jobs. Projections for the Manufacturing industry show a very modest increase of 0.7 percent, adding 2,900 jobs. 1 U.S. Census Bureau, Bureau of Economic Analysis, International Monetary Fund. 2 U.S. Census Bureau, 2010 Census. 3 U.S. Census Bureau. 2016. OnTheMap Application. Longitudinal-Employer Household Dynamics Program. http://onthemap.ces.census.gov/ 4 Quarterly Census of Employment and Wages, North Carolina Department of Commerce. 5 Ibid. 6 All projection data from Employment and Occupational Projections, North Carolina Department of Commerce. Page 5 of 249 NC Industry Employment Projections, 2014 - 2024 Industry Group Employment Employment Net Percent Est. 2014 Est. 2024 Change Change Agriculture, Forestry, Fishing and Hunting 21,832 20,680 -1,152 -5.3% Mining 2,833 2,755 -78 -2.8% Utilities 13,662 12,826 -836 -6.1% Construction 179,131 216,103 36,972 20.6% Manufacturing 449,132 452,055 2,923 0.7% Wholesale Trade 176,934 194,433 17,499 9.9% Retail Trade 472,161 522,793 50,632 10.7% Transportation and Warehousing 132,469 140,285 7,816 5.9% Information 72,571 75,157 2,586 3.6% Finance and Insurance 153,490 180,950 27,460 17.9% Real Estate and Rental and Leasing 52,324 60,024 7,700 14.7% Professional, Scientific, and Technical Services 207,838 247,708 39,870 19.2% Management of Companies and Enterprises 80,446 103,353 22,907 28.5% Administrative and Support and Waste 282,767 326,758 43,991 15.6% Management and Remediation Services Educational Services 369,701 403,675 33,974 9.2% Health Care and Social Assistance 554,651 689,872 135,221 24.4% Arts, Entertainment, and Recreation 61,315 74,856 13,541 22.1% Accommodation and Food Services 382,048 446,790 64,742 16.9% Other Services (except Government) 167,997 179,311 11,314 6.7% Government 290,358 300,768 10,410 3.6% Self Employed and Unpaid Family Workers, All 280,354 306,032 25,678 9.2% Jobs TOTAL 4,404,014 4,957,184 553,170 12.6% Source: Industry Projections, Labor & Economic Analysis Division, North Carolina Department of Commerce As part of a collaborative effort among the state’s workforce partners and the state’s Labor and Economic Analysis Division, North Carolina established the prosperity zone sub regions. These multi county regions were established to facilitate and encourage regional
Load more

Recommended publications
  • ACT Workkeys®: Awarding College Credit Through the National Career Readiness Certificate Appendix
    ACT WorkKeys: ® Awarding College Credit through the ACT National Career Readiness Certificate Thomas Langenfeld, PhD Executive Summary The National Career Readiness Certificate (NCRC) is awarded at four levels of achievement—Bronze, Silver, Gold, and Platinum— based on performance on three of the assessments: Applied Math, Graphic Literacy, and Workplace Documents. The three updated assessments replace the former WorkKeys assessments of Applied Mathematics, Reading for Information, and Locating The ACT WorkKeys assessment system Information. ACT designed the three updated assessments to measures job skills that are valuable for build on the strengths of the former assessments, as well as any occupation - skilled or professional incorporating features of the changing work environment. – at any level and in any industry. In 2019, after reviewing materials, documentation, and test forms, the American Council on Education (ACE) recommended that institutions award in the vocational certificate category to individuals who have earned a Silver NCRC certificate, 1 semester hours in quantitative analysis or introduction to organizational communication. For individuals who have earned a Gold or Platinum certificate in the vocational certificate category, ACT recommended that institutions award 2 semester The ACT National Career Readiness hours in applied mathematics. For individuals attending two- Certificate™ is an industry-recognized, and four-year institutions ACE recommended that institutions award in the lower-division baccalaureate/associate degree portable, evidence-based credential that category, 2 semester hours in quantitative analysis or certifies achievement of foundational introduction to organizational communication. skills essential for workplace success. ACT WorkKeys® assessments incorporate a rigorous process of item development to ensure that all scored items are workplace relevant, fair, and align to well-defined specifications.
    [Show full text]
  • EDUCATION in CHINA a Snapshot This Work Is Published Under the Responsibility of the Secretary-General of the OECD
    EDUCATION IN CHINA A Snapshot This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Photo credits: Cover: © EQRoy / Shutterstock.com; © iStock.com/iPandastudio; © astudio / Shutterstock.com Inside: © iStock.com/iPandastudio; © li jianbing / Shutterstock.com; © tangxn / Shutterstock.com; © chuyuss / Shutterstock.com; © astudio / Shutterstock.com; © Frame China / Shutterstock.com © OECD 2016 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. Education in China A SNAPSHOT Foreword In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province.
    [Show full text]
  • Matura Examinations in Slovenia Case Study of the Introduction of an External Examinations System for Schools
    Matura Examinations in Slovenia Case Study of the Introduction of an External Examinations System for Schools – Sergij Gabrøœek – George Bethell CIP – Kataloæni zapis o publikaciji Narodna in univerzitetna knjiænica, Ljubljana 371.274/.276:373.5 GABRØŒEK, Sergij Matura examinations in Slovenia : case study of the introduction of an external examinations system for schools / Sergij Gabrøœek, George Bethell. – Ljubljana : National Examinations Centre, 1996 ISBN 961-6120-49-2 1. Bethell, George 61917696 Matura Examinations in Slovenia Case Study of the Introduction of an External Examinations System for Schools – Sergij Gabrøœek1 – George Bethell 2 1 Dr. Sergij Gabrøœek, Director, National Examinations Centre, Podmiløœakova 25, 1000 Ljubljana, Slovenia 2 George Bethell, Educational Consultant, 17 Orchard Avenue, Cambridge CB4 2AQ, United Kingdom Contents 7 – Abstract 9 – Background to Slovenia 11 – History of the Development of Matura 21 Description of Matura and Comparison with the School-Based – ‘Final Examination’ 25 – Developing Subject Catalogues for Matura 29 – Development of Question Papers 33 – Preparing for Matura: Trial Examinations 41 – Preparing for Matura: Gaining Support 45 – The National Examinations Centre 53 – Future Activities 57 – Conclusions and Analysis 7 Abstract The place of assessment and certification of learner achievement continues to be of great interest throughout the world. However, in eastern and central Europe there is a particular urgency about the debate as newly independent states review and reform their education systems in the light of changing social and economic conditions. Slovenia is currently in the middle of a development programme which will eventually affect all parts of its education system. In July 1995, a major feature of the programme became reality when the first Matura, or graduation examination, was successfully conducted on a national scale.
    [Show full text]
  • Formingresponsiblecitizens
    FormingResponsibleCitizens Forming Responsible Citizens: Promoting Gender Equality and Preventing Violence in the Mediterranean Region Pedagogical guide of TUNISIA — An overview ELABORATED BY COORDINATED BY LABELLED BY 1 Forming Responsible Citizens Project labelled by the Union for the Mediterranean, coordinated by ideaborn, and financed by the Ministry of Foreign Affairs of the Kingdom of Norway and by the Royal Government of the Principality of Monaco. Implemented in partnership with the Tunisian Social Development and Empowerment Center (SDEC), the Moroccan Center for Civic Education (MCCE), the Jordanian Centre for Civic Education (JCCE), the Adyan Foundation of Lebanon and the Lebanese National Commission for UNESCO. Pedagogical guide of TUNISIA — An Overview Elaborated by the Tunisian Social Development and Empowerment Center (SDEC), directed by Mr Amara Benromdhane, in collaboration with Ms Ilhem Mansour, Mr Moncef Khemiri, and Mr Belgacem Hassen Coordination: ideaborn Editing and translation: Beatrice Gelsi, Elisabetta Manzi Design: Optima Publicidad, marketing y comunicación SL, Canary Islands, Spain All correspondence relating to this publication should be addressed to ideaborn Plaça Comercial 2, Entresuelo 2ª 08003 Barcelona, Catalonia, Spain Email: [email protected] www.ideaborn.com © ideaborn Printed in 2018 in the Canary Islands, Spain The content of this document is the sole responsibility of ideaborn and its partners and can in no way be considered as reflecting the position of either the Union for the Mediterranean, the
    [Show full text]
  • The ACT Test User Handbook for Educators
    2020l2021 The ACT® Test User Handbook for Educators What’s Inside • Overview of the ACT • Preparing for and Taking the ACT • ACT Reports and Services • Uses of ACT Data www.act.org What’s New for 2020–2021 • Overview of the Full ACT Test (page 1) • US and State Ranks (pages 6–7) • Interest-Major Fit (pages 9–10 and pages 74–75) • Registering for the ACT (page 19) • Choosing a Test Option (page 20) • Special Circumstances (pages 22–23) • ACT Fee Waivers (pages 24–25) • Test Information Release (page 26) • Test Day Requirements (page 26) • ACT Reports and Services (pages 28–32) • Terms and Conditions (pages 33–41) • ACT Privacy Policy (pages 42–43) • Updated Student Report (pages 44–45) • High School Reporting (pages 54–56) • Updated High School Report (pages 57–58) • College Reporting (pages 61–63) • Educational Opportunity Services (pages 69) ACT endorses the Code of Fair Testing Practices in Education and the Code of Professional Responsibilities in Educational Measurement, which guide the conduct of those involved in educational testing. ACT is committed to ensuring that each of its testing programs upholds the guidelines in each Code. You may locate copies of these Codes through the following organizations: • Code of Fair Testing Practices in Education: American Psychological Association (www.apa.org) • Code of Professional Responsibilities in Educational Measurement: National Council on Measurement in Education (www.ncme.org) © 2021 by ACT, Inc. All rights reserved. ACT National Curriculum Survey™ and ACT Online Prep™ are trademarks, and ACT®, ACT Aspire®, ACT ASSET®, ACT Compass®, ACT Explore®, ACT Information Manager®, ACT National Curriculum Survey®, and ACT Plan® are registered trademarks of ACT, Inc.
    [Show full text]
  • Bedside Neuro-Otological Examination and Interpretation of Commonly
    J Neurol Neurosurg Psychiatry: first published as 10.1136/jnnp.2004.054478 on 24 November 2004. Downloaded from BEDSIDE NEURO-OTOLOGICAL EXAMINATION AND INTERPRETATION iv32 OF COMMONLY USED INVESTIGATIONS RDavies J Neurol Neurosurg Psychiatry 2004;75(Suppl IV):iv32–iv44. doi: 10.1136/jnnp.2004.054478 he assessment of the patient with a neuro-otological problem is not a complex task if approached in a logical manner. It is best addressed by taking a comprehensive history, by a Tphysical examination that is directed towards detecting abnormalities of eye movements and abnormalities of gait, and also towards identifying any associated otological or neurological problems. This examination needs to be mindful of the factors that can compromise the value of the signs elicited, and the range of investigative techniques available. The majority of patients that present with neuro-otological symptoms do not have a space occupying lesion and the over reliance on imaging techniques is likely to miss more common conditions, such as benign paroxysmal positional vertigo (BPPV), or the failure to compensate following an acute unilateral labyrinthine event. The role of the neuro-otologist is to identify the site of the lesion, gather information that may lead to an aetiological diagnosis, and from there, to formulate a management plan. c BACKGROUND Balance is maintained through the integration at the brainstem level of information from the vestibular end organs, and the visual and proprioceptive sensory modalities. This processing takes place in the vestibular nuclei, with modulating influences from higher centres including the cerebellum, the extrapyramidal system, the cerebral cortex, and the contiguous reticular formation (fig 1).
    [Show full text]
  • Exam Accepted Exam Details ACT ACT (American College Test) Exam
    VALID EXAM AND DIPLOMA FOR APPLICATION A certificate with the status of the diploma and Matura are valid indefinitely as stated below list, Exams that have the status of the University Entrance exam are valid for the two years. 100% of the points are counted for the exams stated in Table 1 and 2. Table 1 Exam Accepted Exam Details For the Faculty of Medicine and Dentistry at least to have in total (Science), (Mathematics) 27 points out of 36 ACT ACT (American College Test) Exam For the Engineering-Architecture programs minimum 25 points, For the other undergraduate programs minimum 23 points For Associate Degree programs minimum 20 points For the Faculty of Medicine and Dentistry “Evidence-Based Reading and Writing” and “Math” for each test to have at least 640 points, SAT 1 SAT 1 For the Engineering-Architecture programs' minimum 560 points, For the other undergraduate programs minimum 480 points For Associate Degree programs minimum of 320 points GCE GCE (A LEVEL EXAM) At least to have A-Level in 3 subject which is related to the at least one (A LEVEL (Application with expected results applied program. EXAM) cannot be accepted.) Table 2 Exam Accepted Exam Details For the Faculty of Medicine and Dentistry minimum of 80 points, SAKARYA Sakarya University International For the Engineering-Architecture programs minimum 70 points, YOS Student Exam (SAKARYA YOS) For the other undergraduate programs minimum 60 points, For Associate Degree programs minimum 40 points 80% of the points are counted for the exams stated in Table 3 Table 3 Country Accepted Exam Details The other Universities YOS exam results accepted by Sakarya The exams are to be held by other higher University will be multiplied by 0.8 in placement procedure.
    [Show full text]
  • Illinois Unified State Plan
    A NEW PLAN FOR ILLINOIS ILLINOIS’ UNIFIED STATE PLAN FOR EXECUTION OF WORKFORCE DEVELOPMENT ACTIVITIES Table of Contents Introduction .................................................................................................................................................. 1 Illinois Workforce System ............................................................................................................................ 2 State Agency Partners ................................................................................................................................. 3 Illinois Workforce Innovation Board .......................................................................................................... 11 State Workforce Development Activities ................................................................................................. 19 The Strengths and Weaknesses of Workforce Development Activities ................................................. 20 WIOA Implementation & Coordination ..................................................................................................... 23 Economic and Workforce Development Activities Analysis ................................................................... 30 Emerging Industry Sectors and Occupations .......................................................................................... 40 Employers’ Employment Needs ................................................................................................................ 43 Workforce Analysis ..................................................................................................................................
    [Show full text]
  • State of Florida Workforce Innovation and Opportunity Act - Unified Plan
    STATE OF FLORIDA WORKFORCE INNOVATION AND OPPORTUNITY ACT UNIFIED PLAN July 1, 2020 – June 30, 2024 DRAFT State of Florida Workforce Innovation and Opportunity Act - Unified Plan TABLE OF CONTENTS FIGURE INDEX ACRONYM GUIDE INTRODUCTION I. WORKFORCE INNOVATION AND OPPORTUNITY ACT STATE PLAN TYPE II. STRATEGIC ELEMENTS (a) Economic, Workforce and Workforce Development Activities Analysis (b) State Strategic Vision and Goals (c) State Strategy III. OPERATIONAL PLANNING ELEMENTS (a) State Strategy Implementation (b) State Operating Systems and Policies IV. COORDINATION WITH STATE PLAN PROGRAMS V. COMMON ASSURANCES VI. PROGRAM-SPECIFIC REQUIREMENTS FOR CORE PROGRAMS – ADULT, DISLOCATED WORKER AND YOUTH ACTIVITIES (a) General Requirements (b) Adult and Dislocated Worker Program Requirements (c) Youth Program Requirements (d) Single-area State Requirements (e) Waiver Requests (optional) TITLE I-B ASSURANCES VII. PROGRAM-SPECIFIC REQUIREMENTS FOR CORE PROGRAMS – WAGNER-PEYSER ACT PROGRAM (a) Employment Service Professional Staff Development (b) Assistance in Unemployment Compensation Claims Through Career Centers (c) Assistance to Unemployment Insurance Claimants and Other Unemployed Individuals (d) Wagner-Peyser Funds to Support UI Claimants (e) Agricultural Outreach Plan (AOP) VIII. PROGRAM-SPECIFIC REQUIREMENTS FOR CORE PROGRAMS– ADULT EDUCATION AND FAMILY LITERACY PROGRAMS (a) Aligning of Content Standards (b) Local Activities (c) Corrections Education and Other Education of Institutionalized Individuals (d) Integrated English Literacy and
    [Show full text]
  • 2 Matura Exam Practice © Oxford University Press Speaking Discussing a Topic 10 Topic Shopping and Services
    HeadwayNew Matura Exam Practice and Culture & Literature Companion Basic Level 2 HeadwayNew Matura Exam Practice and Culture & Literature Companion Basic Level 3 Contents Matura Exam Practice 1 Reading Multiple matching People p4 2 Listening Multiple matching Education p5 3 Writing Informal letter Hospitality and food p6 4 Speaking Comparing and discussing Employment p7 5 Use of English Word formation Culture and sport p8 6 Reading Matching People p9 7 Reading Open cloze Shopping and services p10 8 Listening Multiple choice Science and technology p11 9 Reading Multiple choice State and society p12 10 Speaking Discussing a topic Shopping and services p13 11 Writing Discursive essays State and society p14 12 Reading Matching Travel and tourism p15 13 Use of English Multiple choice cloze Culture p16 14 Reading Multiple choice Travel and tourism p17 15 Writing Notes and messages People p18 16 Reading Gap fill Culture p19 17 Listening Multiple choice Leisure p20 18 Listening Multiple choice Children p21 Culture & Literature 1 Culture The British Empire p22 2 Culture The Globe Theatre p24 3 Culture Education in the UK and the US p26 4 Culture Super size America; super size world? p28 5 Culture English-speaking capitals p30 6 Culture Australia: Going to live Down Under p32 7 Culture Transport in London p34 8 Literature Sir Arthur Conan Doyle – The Hound of the Baskervilles p36 Matura Exam Practice Answer Key p38 Matura Exam Practice Tapescripts p41 Culture & Literature Answer Key p43 Culture & Literature Glossary p46 ReaDING Multiple matching 1 TOPIC People 3 In pairs, write a word or phrase to summarize the EXAM TIPS meaning of the sentences (1–5) below.
    [Show full text]
  • Preparing for the ACT® Test
    2021 l 2022 FREE Preparing for the ACT® Test What’s Inside • Full-Length Practice ACT Test, including the Optional Writing Test • Information about the Multiple-Choice and Writing Sections • Test-Taking Strategies • What to Expect on Test Day Esta publicación también se puede ver o descargar en español en www.actstudent.org www.actstudent.org *080192220* A Message to Students This booklet is an important first step as you get ready for college and your career. The information here is intended to help you do your best on the ACT to gain admission to colleges and universities. Included are helpful hints and test-taking strategies, as well as a complete practice ACT, with “retired” questions from earlier tests given on previous test dates at ACT test sites. Also featured are a practice writing test, a sample answer document, answer keys, and self-scoring instructions. Read this booklet carefully and take the practice tests well before test day. That way, you will be familiar with the tests, what they measure, and strategies you can use to do your best on test day. You may also want to consider The Official ACT® Self-Paced Course, Powered by Kaplan® to learn test content and strategies in a virtual classroom. To view all of our test preparation options, go to www.act.org/the-act/testprep. Contents Overview of A Message to Students b the ACT Overview of the ACT b Test-Taking Strategies 1 The full ACT consists of four multiple-choice sections—in English, mathematics, reading, and science—with an optional Prohibited Behavior at writing section.
    [Show full text]
  • Assessing the Chinese Gaokao Exam in the CONTEXT of the TEST-OPTIONAL TREND in INTERNATIONAL ADMISSIONS
    CHINA TEST OPTIONAL INITIATIVE www.sieconnection.com/ctoi Assessing the Chinese Gaokao Exam IN THE CONTEXT OF THE TEST-OPTIONAL TREND IN INTERNATIONAL ADMISSIONS BY DAVID WEEKS, HAO ZHOU, JACOB NEWTON-TANZER, AND YANG LIU A White Paper by Sunrise International Education 1 2 China’s National College Entrance seeking to recruitment qualified Chinese Section 1. Examination, often known as the applicants target the right gaokao-track gaokao is the largest college entrance students? BACKGROUND AND CONTEXT exam in the world. For international This white paper will aim to provide higher education, the gaokao poses historical and cultural background, — a number of difficult questions. Is the assessment process and structure, gaokao a useful metric of assessment students hailing from Tier 2 and Tier 3 scoring standards, comparisons with " for Chinese candidates applying for A.HOW DOES THE GAOKAO FIT Chinese cities. international examinations, and finally overseas universities? Is it a good INTO INTERNATIONAL HIGHER strategies and channels to find the right predictor of academic preparedness? ED TRENDS? Chinese students have better access gaokao and test optional students. We Is its English component a useful Since 2010, China has been the to international high schools than include a comprehensive comparison of metric for English proficiency? Does world’s largest sender of outbound ever before; the total enrollment at scoring rubrics in the appendix section. it have a place in a holistic admissions international students. The Chinese all international pre-tertiary schools assessment? How can universities international recruitment landscape in China is about 484,300. Assuming has transformed in recent years. an even distribution of students, Until the mid-1990’s, most Chinese about 40,000 high school students international students went abroad graduate from Chinese international on a scholarship, and the lion’s share schools each year.
    [Show full text]