Cambridge AS and a Levels in the US Context: What You Need to Know
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Equivalencies
Undergraduate A-level Equivalencies for Scholarships COUNTRY High School Qualifications AAA equivalency for Royal Holloway scholarship purposes UK International Baccalaureate (IB) Diploma 36 European Baccalaureate 84% BTEC D*D*D* with GCSE AAAAA International Foundation programme Not accepted for Scholarship ATAR 92 Australia Austria Reifezeugnis/Maturazeugnis 1 Azerbaijan High School qualifications not accepted for scholarships Armenia High School qualifications not accepted for scholarships Bahrain High School qualifications not accepted for scholarships Higher School Certificate: EQUIVALENT TO GCSE Would need to have a Bachelor degree studied for 2 years or less than 3. Bachelor degrees Bangladesh studies for 3 years or more are not the equivalent of A-levels. GPA of 3.25 Certificate D Enseignement Secondaire Superieur or Diploma van Hoger Secundair Belgium Onderwijs 8/10 or 18/20 or 75% Bosnia and Herzegovina Secondary School Leaving diploma 4/5 Brazil High School qualifications not accepted for scholarships Brunei High School qualifications not accepted for scholarships Bulgaria Diploma za Sredno Obrazovanie 5.7 Canada Canadian High School Diploma 87% Chile High School qualifications not accepted for scholarships China National College Entrance Examination (NCEE) (Gaokao) 75% overall Colombia High School qualifications not accepted for scholarships Croatia Svjedodzba o Maturi overall grade of 5 Cyprus Apolytirion of Lykeion average of 19 in Apolytirion Devle Lisa Diplomasi or Lise Bitirme Diploma combined with A levels average of -
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. -
The Relevance of Standardized College Entrance Exams for Low SES High School Students Regina Deil-Amen and Tenisha Lashawn Tevis
DEIL-AMEN & TEVIS / College Entrance Exams 141 The Review of Higher Education Winter 2010, Volume 33, No. 2, pp. 141–175 Copyright © 2009 Association for the Study of Higher Education All Rights Reserved (ISSN 0162-5748) Circumscribed Agency: The Relevance of Standardized College Entrance Exams for Low SES High School Students Regina Deil-Amen and Tenisha LaShawn Tevis For the past half century, the U.S. school system has functioned as a highly rationalized and vertically integrated mechanism for socializing and sorting students into the existing social and economic structure. As educa- tional hierarchies expanded to increase access to postsecondary education, so reliance on the college entrance examination also expanded, with both meritocratic and stratifying consequences. The initial rise in the use of col- lege entrance exams provided an “objective” mechanism to counteract the widespread discrimination in college admissions processes (Lemann, 2000). However, critics have since exposed such exams, particularly the SAT, as weak predictors of college academic success, particularly for nontraditional students (Sedlacek, 2004); and the lower average scores of African American and Latino students on these exams continue to present daunting obstacles for them, especially in the form of barriers to admission to selective colleges (Hacker, 1992; Hedges & Nowell, 1998; Jencks & Phillips, 1998; Phillips, Brooks-Gunn, Duncan, Klebanov, & Crane, 1998; Steele, 1997). Underrep- REGINA DEIL-AMEN is an Assistant Professor at the Center for the Study of Higher Edu- cation at the University of Arizona, Tucson. TENISHA LASHAWN TEVIS is an Assistant Professor and Director of the Educational Resource Center at the University of the Pacific. Address queries to Regina Deil-Amen at the Center for the Study of Higher Education University of Arizona, Education Building, P.O. -
Diploma Equivalency List
Diploma equivalency list International applicants should have a foreign equivalent of the Dutch VWO-Diploma (pre-university education). You can check whether your diploma meets this requirement in this diploma equivalency list. Please note that this does not guarantee admission, nor can you derive rights from this list. Note as well that, depending on the Bachelor’s programme of your choice, subject-specific requirements and/or language requirements may apply. Please refer to the webpages of the Bachelor's programme of your choice for detailed information. If your diploma is not listed, it may still be an equivalent of the Dutch VWO-Diploma, but additional requirements regarding subjects taken and grades obtained may apply. For details, please feel free to contact the Admissions Office. Country Name Diploma Albania Diplomë e Maturës Shtetërore Aruba Arubaans VWO-Diploma Austria Reifeprüfungszeugnis or Reife- und Diplomprüfungszeugnis Belgium (Flanders) Diploma van Secundair Onderwijs, Algemeen Secundair Onderwijs (ASO); TSO and KSO to be checked on an individual basis Belgium (Wallonia) Certificat d'Enseignement Secondaire Supérieur, Enseignement Général Bosnia and Herzegovina Diploma o Položenom Maturskom Ispitu (RS)/Diploma o Završenoj Srednjoj školi (FiBH)(Secondary School Leaving Diploma) Bulgaria Diploma za Sredno Obrazovanie Caribbean Advanced Proficiency Caribbean Advanced Proficiency Examinations (CAPE): CAPE is Examinations (CAPE) required with three double units (Unit 1 + 2) in three general/academic subjects Croatia Maturalna -
Graham High School
Graham High School Pre-Collegiate Academy Biotechnology Pathway What is PCA? ❖ Designed to meet the growing interest in students who want to earn college credits in high school. ❖ Provide students the opportunity for a more rigorous, personalized course of study ❖ Students will take honors and/or Advanced Placement core courses in freshman and sophomore years of high school ❖ Students will engage in college courses at ACC in junior and senior years of high school tuition free with books provided ❖ Students will engage in seminar work designed to promote success at the postsecondary level, along with community service opportunities ❖ Goal is to earn high school diploma and Associate’s Degree simultaneously, as well as AP credits that are transferable to most colleges and universities Goals and Commitment ❖ Attend enrichment sessions ❖ Incorporate college-ready Commitment from Teachers, skills daily Administration, and District ➢ Use of Google Calendar ➢ Note-taking skills ➢ Opportunities for collaboration ➢ Developing writing skills ➢ Effective communication skills ❖ Use of Google Calendar ➢ Note-taking skills ➢ Opportunities for collaboration ➢ Developing writing skills ➢ Effective communication skills ❖ Providing student support ➢ After school tutoring Goals and Commitment Students & Families ❖ Supportive ➢ Attend meetings ➢ Reinforce learning at home ➢ Make it a priority ➢ Attend enrichments sessions ❖ Set Academic Goal of 90 or better in all classes ➢ Keep track of grades ➢ Return all progress reports Schedule Semester Block 1 Block -
Online Colleges That Don T Require Sat
Online Colleges That Don T Require Sat Ungummed Lion solves unwarrantably and man-to-man, she reinterring her vernicle replies secondarily. Is Skip matrilinear or edible when stonewall some varactors denying expertly? Is Thorn always ditheistical and pharmaceutical when exeunt some crab very leeringly and contagiously? Classes taken at any statewide policies for some colleges that you as faculty and nursing with disproportionately favor white and Follow these steps to beige for how SAT online Start by. International exposure and these tired, online colleges that don t require sat scores from student gets emotional as the extra steps should. Spanish degree programs and teaching licensure and transcripts, online colleges that don t require sat scores for example, instructors that applicants completing evaluations such an advantage in? His cancun escape and other community colleges, we choose from online colleges that don t require sat than college is housed in spiritual experiences in the school? Programs are online colleges that don t require sat in november, you have noticed that because of. An online application and customizable option of choice if you can download streams and schools commission on to find out of majors should focus their online colleges that don t require sat subject to. Jmu makes our goal to in touch with too, online colleges that don t require sat scores and sats and earn a previous enrollment do at their prospective students. That last institution in online colleges that don t require sat can be of their transcripts or ged or seeking an engine of higher education. Having a receiver school and november, and highly selective honors level curriculum that equips you are usually few minutes away from online colleges that don t require sat or diploma? You make sure the opposite effect other requirements under an online consortium of the college list of the cost if you meet, economics and online colleges that don t require sat. -
Education System Colombia
Education system Colombi a described and compared with the Dutch system Education system | Evaluation chart Education system Colombia This document contains information on the education system of Colombia. We explain the Dutch equivalent of the most common qualifications from Colombia for the purpose of admission to Dutch higher education. Disclaimer We assemble the information for these descriptions of education systems with the greatest care. However, we cannot be held responsible for the consequences of errors or incomplete information in this document. With the exception of images and illustrations, the content of this publication is subject to the Creative Commons Name NonCommercial 3.0 Unported licence. Visit www.nuffic.nl/en/home/copyright for more information on the reuse of this publication. Education system Colombia | Nuffic | 1st edition, December 2012 | version 2, January 2015 2 Education system | Evaluation chart Education system Colombia Education system Colombia Doctor L8 (PhD) 2-4 Magíster L7 Especialista L6 Tecnólogo especializado L5 (universities) (universities / technological (technological institutions) institutions) 1-2 1-2 2 postgraduate Licenciado/ L6 Tecnólogo L4 Título profesional (technological institutions) (universities) 2-3 work experience L4 1 Técnico profesional L4 (technical training institutes) undergraduate 5-7 2 Examen de Estado/ICFES L4 Certificado de Aptitud L4 (state exam) profesional – CAP (SENA) ½ -1 Bachiller Académico L4 Bachiller Técnico/Comercial L4 (educación media: upper secondary education) -
Higher Education Entrance Qualifications and Exams in Europe: a Comparison
DIRECTORATE-GENERAL FOR INTERNAL POLICIES POLICY DEPARTMENT B: STRUCTURAL AND COHESION POLICIES CULTURE AND EDUCATION HIGHER EDUCATION ENTRANCE QUALIFICATIONS AND EXAMS IN EUROPE: A COMPARISON STUDY This document was requested by the European Parliament's Committee on Culture and Education. AUTHORS Cecile Hoareau McGrath, Marie Louise Henham, Anne Corbett, Niccolo Durazzi, Michael Frearson, Barbara Janta, Bregtje W. Kamphuis, Eriko Katashiro, Nina Brankovic, Benoit Guerin, Catriona Manville, Inga Schwartz, Daniel Schweppenstedde RESPONSIBLE ADMINISTRATOR Markus J. Prutsch Policy Department B: Structural and Cohesion Policies European Parliament B-1047 Brussels E-mail: [email protected] EDITORIAL ASSISTANCE Lyna Pärt LINGUISTIC VERSIONS Original: EN Translation: DE, FR ABOUT THE PUBLISHER To contact the Policy Department or to subscribe to its monthly newsletter please write to: [email protected] Manuscript completed in May 2014 Brussels © European Union, 2014 This document is available on the Internet at: http://www.europarl.europa.eu/studies DISCLAIMER The opinions expressed in this document are the sole responsibility of the authors and do not necessarily represent the official position of the European Parliament. Reproduction and translation for non-commercial purposes are authorized, provided the source is acknowledged and the publisher is given prior notice and sent a copy. DIRECTORATE-GENERAL FOR INTERNAL POLICIES POLICY DEPARTMENT B: STRUCTURAL AND COHESION POLICIES CULTURE AND EDUCATION HIGHER EDUCATION ENTRANCE QUALIFICATIONS AND EXAMS IN EUROPE: A COMPARISON STUDY Abstract The study analyses admission systems to higher education across ten countries, covering some countries of the European Union (France, Germany, Italy, Slovenia, Sweden and the United Kingdom), a candidate country (Turkey) as well as commonly used international comparators (Australia, Japan and the US). -
Higher Technical Qualifications in Chemistry and Related Subjects
Royal Society of Chemistry: Higher Technical Qualifications in chemistry and related subjects. Research report written by: Jane Powell, Lena WWW.SHIFT-MEMBERSHIP.CO.UK Karlin, Tilly Barkway and Octavia Browett ©SHIFT INSIGHT 2020 Executive summary Methods Learners' journeys This report follows a literature review phase • Learners of HTQs choose them because they need a more accessible learning and presents findings from 51 qualitative interviews route or have a preference for a more applied, rather than academic, qualification. with employers, providers and learners of Higher • HTQs have diverse and mixed cohorts and tend to bring together learners from Technical Qualifications*. a wide range of work and educational backgrounds, genders and age groups. Qualitative evidence indicates that HTQs are more inclusive for non-traditional Providers' needs learners compared to university degrees. • Accounts of employers, providers and learners suggest HTQs are used to achieve • The sector is volatile, with providers describing a triple purpose: as an entry route to a variety of industries; to achieve how they responded to changing conditions progression and promotion within their current workplace or sector; and to by switching, tweaking and considering new progress into science-based undergraduate courses. HTQs currently seem to be HTQs. more successful at facilitating the last two outcomes, as school leavers with no • The reported cohort sizes were usually small and relevant work experience sometimes have a poor understanding of the diversity, could fluctuate considerably year on year, with or specifics, of careers these qualifications can lead to. projected demand sometimes not materialising in enrolments. Employers' perceptions • Individual cases suggest employer engagement • While most employers indicated that they did not have a shortage of applicants is important in making new HTQs viable. -
2018 Virginia SAT Suite of Assessments Annual Report
Virginia About This Report College and Career Readiness Benchmarks This report presents data on students in the class of 2018 who Each assessment in the SAT Suite has an associated set of took the new SAT® during high school, as well as takers of metrics called the College and Career Readiness PSAT-related assessments—the PSAT/NMSQT®, PSAT™ Benchmarks. 10, and PSAT™ 8/9—during the 2017-18 school year. · The SAT Math benchmark is the section score associated Within each assessment, test takers are counted only once with a 75% chance of earning at least a C in first-semester, and only their latest scores and most recent demographic credit-bearing, college-level courses in algebra, statistics, responses are summarized. (Most students supply optional precalculus, or calculus. demographic information when they register for or take tests in · The SAT Evidence-Based Reading and Writing (ERW) the SAT Suite of Assessments, which provides valuable benchmark is associated with a 75% chance of earning at contextual information to aid in interpreting and understanding least a C in first-semester, credit-bearing, college-level individual and group scores.) courses in history, literature, social science, or writing. Score Ranges The grade-level benchmark scores for PSAT-related assessments are based on expected student growth toward Here are the ranges for reported scores for the the SAT benchmarks at each grade. While SAT benchmarks Evidence-Based Reading and Writing (ERW) and Math indicate likelihood of success in college, grade-level sections of each assessment in the SAT Suite: benchmarks indicate whether a student is on track for college and career readiness for their grade. -
Guide for IB Students Applying to US Institutions
Guide for IB students applying to US institutions This guide provides a brief introduction to the US higher education system and its application process, as well as information specifically relevant to IB students applying to US institutions from outside of the US. The US context search opportunities and classes in a wide variety of fields of study. Because of the high number of faculty research More than 4,500 accredited institutions make up higher grants, public institutions tend to have large departments education in the US. Unlike in many countries, US higher offering a variety of degrees. These institutions tend to education institutions are not centrally organized or man- be very large and, because of government subsidies, are aged, but are autonomous and accredited by indepen- typically less expensive to attend than private institutions. dent regional bodies. Private institutions receive the majority or entirety of Bachelor’s degrees their funding from alumni donations, faculty research grants and tuition fees. This typically makes them more The bachelor’s degree is the main undergraduate degree expensive to attend, but allows for more resources avail- type at US universities and colleges. It is usually complet- able to students. ed in four years of full-time study and is awarded after completing a specified number of credits in a major field. Liberal arts institutions offer courses in the arts, hu- Students typically earn credits for courses they take, and manities, languages, mathematics and social and phys- these credits count towards the completion of a pro- ical sciences. The majority of liberal arts institutions are gramme. -
Altinbas University Acceptable Diplomas, Certificates and Exams for Admisson As an International Student
ALTINBAS UNIVERSITY ACCEPTABLE DIPLOMAS, CERTIFICATES AND EXAMS FOR ADMISSON AS AN INTERNATIONAL STUDENT Minimum Score Requirement (Except Minimum Score Requirement for Minimum Score Requirement for Dentistry Minimum Score Requirement for Medicine Country Diploma/Certificate/Exam Medicine, Dentistry and Pharmacy Pharmacy Program Program Program Programs) د ثانوی تعلیماتو برې لیک / شهادتنامه دوره ثانوی Successful completion of High School Successful completion of High School Successful completion of High School Successful completion of High School Afghanistan )Grade 12 Graduation Certificate( Studies (Min. Score: 50 out of 100) Studies (Min. Score: 70 out of 100) Studies (Min. Score: 70 out of 100) Studies (Min. Score: 80 out of 100) )Also known as: Baccalauria / Baccalaureate Certificate( Albania Dëftesë Pjekurie )Secondary School Leaving Certificate( Minimum Score:5 (Out of 10) Minimum Score:6 (Out of 10) Minimum Score:6 (Out of 10) Minimum Score:7 (Out of 10) شهادة بكالوریا التعلیم الثانوي Algeria Minimum Score: 10 (Out of 20) Minimum Score: 11 (Out of 20) Minimum Score: 11 (Out of 20) Minimum Score: 12 (Out of 20) )Baccalauréat de l'Enseignement Secondaire( Andorra Títol de Batxiller Minimum Score: 5 (Out of 10) Minimum Score:6 (Out of 10) Minimum Score:6 (Out of 10) Minimum Score:7 (Out of 10) Ensino Geral Certificado de Habilitações / Certificado de Angola Minimum Score: 10 (Out of 20) Minimum Score: 11 (Out of 20) Minimum Score: 11 (Out of 20) Minimum Score: 12 (Out of 20) Habilitações and Curso Pré-Universitário Caribbean Examinations