DOCSLIB.ORG

A Comparative Study of College Entrance Examinations (Cees)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Comparative Study of College Entrance Examinations (Cees) A COMPARATIVE STUDY OF COLLEGE ENTRANCE EXAMINATIONS (CEES): SAT AND ACT IN THE UNITED STATES OF AMERICA AND GAOKAO IN THE PEOPLE’S REPUBLIC OF CHINA A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of Arts Ruike Zhu December, 2014 A COMPARATIVE STUDY OF COLLEGE ENTRANCE EXAMINATIONS (CEES): SAT AND ACT IN THE UNITED STATES OF AMERICA AND GAOKAO IN THE PEOPLE’S REPUBLIC OF CHINA Ruike Zhu Thesis Approved: Accepted: Advisor Interim Dean of the College Dr. Suzanne Mac Donald Dr. Susan G. Clark Committee Member Interim Dean of the Graduate School Dr. Huey-Li Li Dr. Rex Ramsier Committee Member Date Dr. Lynn A. Smolen Department Chair Dr. Peggy McCann ii TABLE OF CONTENTS Page LIST OF TABLES……………………………………………………………………v LIST OF FIGURES…………………………………………………………………vi CHAPTER I. INTRODUCTION…………………………………………………………….1 Background……………………………………………………………………1 Research Problem……………………………………………………………4 Research Questions……………………………………………………………5 Research Purpose and Significance…………………………………………..6 Organization of the Thesis……………………………………………………7 II. LITERATURE REVIEW……………………………………………………9 College Entrance Examination………………………………………………9 A Historical Review on Admission to Higher Education in the U.S.………………………………………10 A Historical Review on College Entrance Examination in China………………………………………………………………14 Comparative studies of SAT and ACT in the U.S. and Gaokao in China……………………………………………………19 III. RESEARCH METHODOLOGY……………………………………………25 iii Bereday’s Four-Step Method of Comparative Analysis in Education………………………………………………………………25 Research Method……………………………………………………………29 IV. COMPARASON OF THE CEES IN THE U.S. AND CHINA………………33 Administration of the College Entrance Examinations………………………33 Standards of Determining CEE Test-takers’ Qualification for Higher Education………………………………………………………46 The Issue of Inequality of the CEEs…………………………………………54 V. CONCLUSION AND RECOMMENDATIONS……………………………67 Main Findings of the Study…………………………………………………67 Recommendations……………………………………………………………69 Eliminate Humanities/Science Division in Gaokao ……………………69 Increasing the Proportion of Aptitude Questions………………………70 Expanding Universities’ Autonomous Admission………………………71 Adopting Multiple Admission Standards………………………………71 Limitations and Suggestions………………………………………………72 REFERENCES……………………………………………………………………..74 iv LIST OF TABLES Table Page 1.1 Factors contributing to differences in College Entrance Examinations’ administration systems in the U.S. and China…………………………………41 1.2 Purposes of the College Entrance Examinations in the U.S. and China…………54 v LIST OF FIGURES Figure Page 1.1 The structure of Gaokao system in China (1952 - present)…………………36 1.2 Numbers and types of higher institutions in the U.S. and China in 2011………………………………………………………40 vi CHAPTER I INTRODUCTION Background The United States of America (USA) is considered to have one of the most advanced economic and political structures globally, and the People’s Republic of China (PRC, hereinafter referred to as China) is becoming one of the USA’s most formidable competitors. In the 21st century, higher education plays a key role in shaping economic development among nations. In China, the number of new entrants to higher education institutions increased from 2 million in 1997 to 7.3 million in 2006 (Yao et al., 2010). Mazurek & Winzer (2006) stated that “higher education institutions are crucially important; they train high-level personnel capable of competing with the educated elites of other countries” (p. 79). In China, the National College Entrance Examination (NCEE) (referred to as “Gaokao” in Chinese) determines whether students from secondary schools are qualified to be admitted to higher education. According to Li (2012), the NCEE in China is “a big issue that concerns the interests of people of all the classes in the society; it is not only the reallocation of the resources of higher education of one country, but also the reallocation of the whole social interests” (p. 165). 1 All secondary school students in China must take Gaokao in order to be admitted to full-time ordinary institutions of higher education (referred to as “quanrizhi putong gaoxiao” in Chinese). Students who enter higher education without taking Gaokao are all part-time and non-degree seeking students and such higher institutions usually include adult colleges, night universities, and distance learning. Gaokao is a nationally standardized exam that aims to attracting high school graduates who want to go to full-time higher education institutions to seek a degree. On June 7 - 8, 2013, over 9,120,000 students took the exam (CRI English, 2013). It is believed that earning a college degree will lead to greater job options and a better quality of life; as such, all students, parents and teachers attach a great deal of importance to the exam. As a result of difficulties in admissions, the Chinese people considered the threshold of higher education as a dragon gate, a metaphor from a Chinese legend: a humble carp fish jumps over the gate and becomes a sacred dragon (Liu, 2012). Because of its importance, Gaokao, which takes place on the 7th and 8th of every June, is considered as a momentous event in China. Personnel in both the private and public sectors all work together on the days of the exam to ensure that test-taking conditions are most conducive to the success of test candidates. For example, traffic patterns are orchestrated so that all traffic routes to the test taking sites remain clear. It is even a common occurrence for cabbies to reduce the cab fare for candidates who are headed to take the exam, the whole nation’s attention is on 2 the examination. The topic of the Chinese language writing section of the exam often becomes the subject of discussion in the news and around dinner tables. Since the late 1990s, higher education in China has developed rapidly, the gross enrollment rate rose from 7% to 22% in that time (Yao et al., 2010). The enrollment percentage has increased steadily from 4.8% in 1977 to 74.86% in 2012 (China Education and Research Network, 2013). Although the expansion of higher education in China makes it much easier for the candidates to access higher education than in the past, this does not address the fact that the study load for the high school students is still very demanding. One very important reason that could explain this is the national-wide College Entrance Examination (CEE). Chinese students have to study very hard on certain subjects to achieve high scores on the test, which is the only way for candidates to receive higher education. The subjects include the Chinese language, Mathematics, English, Political Science, History, Geography, Physics, Chemistry, and Biology. The CEE system in the U.S. mainly includes two tests: Scholastic Assessment Test (SAT) and American College Testing (ACT). In general, applicants of higher education institutions are required to take either the SAT or ACT when applying for admission to higher education institutions. Different from Gaokao in China, students in the U.S. can take SAT or ACT more than once before applying for colleges. In addition, higher education institutions also consider other admission standards such as high school Grade Point Average (GPA). 3 Berger (2012), Li & Chang (2008), Li (2012), Li (2008), Luo (2009), Yang (1993), and Zeng (2010) point out that Gaokao in China is more knowledge-based while the SAT and ACT in the U.S. are more aptitude-based. Reading, Writing, and Mathematics are the main contents included in both SAT and ACT. Although no specific questions concerning History, Biology, Chemistry or any other subjects appear on the exams, the content of reading section is very inclusive. Test-takers’ ability and critical thinking skills are key factors to gain high scores in the exams (Berger, 2012; Li, 2008). Compared to the CEEs in the U.S., Gaokao in China aims to evaluate students’ academic achievements in high school. Most exam questions require rote learning in Gaokao. CEEs play an important role in higher education in both nations. Given its importance, I, educated in China, a participant of the national entrance examination for both college and postgraduate, and now pursuing master’s degree in the United States, find great interest in comparing the CEEs in these two countries, namely SAT and ACT in the U..S. and Gaokao in China. Research Problem CEEs in the U.S. and China have been studied and compared by some Chinese educators and researchers in recent years. Content and method of the exam and the admission standards are the most widely discussed topics in the research (Berger, 2012; Li & Chang, 2008; Li, 2008; Li, 2012; Liu, 2012; Liu, 2013; Long & Li, 2008; Luo, 2009; Yang, 1993; Zeng, 2010). In addition, researchers also attend to 4 management and functions of the exam (Feng, 1999; Hawkins, 2000; Li & Chang, 2008; Zhang, 2010). However, most studies did not situate the CEEs in their larger social contexts. Pertinent educational issues are not isolated; they are instead related to every aspect of the society in which they are embedded and have their own social, cultural, historical, political, and economic foundations to support them. Consistent with O’Brien’s (2006) statement that “the ways in which we make sense of our worlds cannot be separated from the context in which we operate; context always matters; any attempts at change must consider local conditions, norms, and goals” (p. 10). To make sense of the various factors effecting education, one should
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]
  • Gaokao Admission
    University of San Francisco Gaokao Admission Frequently Asked Questions What is Gaokao Direct Admission? USF offers a special, accelerated admission procedure for Chinese students who have achieved excellent Gaokao scores. Applicants will be admitted to USF based solely on their Gaokao test scores and a one-on-one interview with University staff, designed to evaluate English proficiency. There are no other admission requirements. Interviews in July enable students to begin their education in America immediately– –without spending an extra year preparing for IELTS, TOEFL or SAT tests. Interviews begin in mid-July, applicants receive their results within 24 hours of the interview, and formal admission letters are sent within a week. Students therefore have enough time to apply for F-1 student visas, and can attend USF in the Fall (August) Semester. Students who qualify in July can postpone their admission to the following Spring (January) Semester, if they prefer. Interviews are also held in late November or early December each year. Students who complete these interviews successfully can enter USF in the Spring (January) Semester or the next Fall (August) Semester. Why is USF doing this? For many decades, USF and the City of San Francisco have welcomed students from China. Our Chinese alumni have done very well in life after USF, both professionally and personally. Current Gaokao and other Chinese students enrich the educational experience of international and domestic students, alike; all benefit from the international network of friends made and colleagues introduced here at USF. Over the past few years, we have seen a steady increase in the academic ability and achievements of Chinese applicants to USF.
    [Show full text]
  • An Economic Analysis on the Exam Aspects of the Exam Hell 1
    An Economic Analysis on the Exam Aspects of the Exam Hell 1. Introduction In some East Asian countries like Japan, Korea, and Taiwan, students live in the “exam hell”, a term often used to describe the miserable lives of those students struggling to survive under the shadow of the college entrance exam. The facts, the causes, and the consequences of the exam hell have attracted the attention of scholars from many academic disciplines.1 This paper focuses on one of the possible causes of the exam hell, or more specifically, one of the possible causes of the phenomenon that students spend too much time and study too hard for the college entrance exam. Many attribute the causes of this over-studying problem to some cultural and economic-development factors such as Confucianism, the tradition of governmental official exam, and the dual-economy problem. However, we think more attention should be paid on how much the over-studying problem is related to the designs of the exam system. This is because the exam system, if it is (at least partially) responsible for the exam hell, could be adjusted more rapidly and easily to mitigate the over-studying problem than those cultural and economical causes. Economic theories developed to study the effort-inducing function and the selection function of institutions are well suited for studying this issue, since these two functions are the ones that the college entrance exam is designed to serve. It is the purpose of this paper to apply these economic theories to study the relationship between the designs of the exam and the over-studying problem.
    [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]
  • Japanese University Entrance Examination Problems in Mathematics
    Japanese University Entrance Examination Problems in Mathematics Edited by Ling-Erl Eileen T. Wu Mathematical Association of America Table of Contents Introduction .......................................................................................................3 1990 University Entrance Center Examination (UECE) ...............................................................4 Results of Performance on 1990 UECE ..............................................................................7 Evaluation of 1990 University Entrance Center Examination (UECE) I. Opinions of and Evaluations by Senior High School Teachers 1. Preface ....................................................................................................7 2. Content and Scope of the Exam Problems .....................................................................8 3. Analysis of the Exam Problems ..............................................................................9 4. Summary .................................................................................................10 II. Analysis by Division of Research, Senior High School Division, Association of Japanese Mathematical Education 1. Guidelines for Exam Problems ..............................................................................11 2. On This Year’s Problems ...................................................................................11 3. Students’ Group Divisions and Performances .................................................................11 4. Content and Intent of Math
    [Show full text]
  • 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.
    [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]
  • 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)
    [Show full text]
  • 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).
    [Show full text]
  • Minority Language Issues in Chinese Higher Education: Policy Reforms and Practice Among  the Korean and Mongol Ethnic Groups 
    Front. Educ. China 2016, 11(4): 455–482 DOI 10. 3868/s110-005-016-0037-0 RESEARCH ARTICLE Weiyan XIONG, W. James JACOB, Huiyuan YE Minority Language Issues in Chinese Higher Education: Policy Reforms and Practice among the Korean and Mongol Ethnic Groups Abstract The purpose of this study is to compare Korean and Mongol minorities in the People’s Republic of China in terms of their native language preservation and educational experiences at the higher education level, and to investigate differences and similarities between Korean and Mongol minorities’ language issues. Content area experts on Chinese minority education from China, South Korea, and the United States were interviewed for this study. Findings include suggestions for helping to formulate government educational policies regarding issues related to language in Chinese minority education at the higher education level. This information is helpful to better understand and educate others in school and home settings where Chinese ethnic minority students reside. The advancement of Chinese minority education knowledge related to higher education will significantly strengthen and empower individuals, families, and communities throughout the People’s Republic of China. Keywords ethnic minority education, Chinese higher education, Korean Chinese, Mongol Chinese, indigenous education Background The genocide of indigenous languages has become a global phenomenon under the intensifying trend of globalization (e.g., Fernandes, 2012; Landweer, 2012; * This paper is primarily based on the findings of the Ethnic Minority Trends in Chinese Higher Education Project, which is housed at the University of Pittsburgh Institute for International Studies in Education. Weiyan XIONG (),W. James JACOB, Huiyuan YE Institute for International Studies in Education, University of Pittsburgh, Pittsburgh, PA 15260, USA E-mail: [email protected] 456 Weiyan XIONG, W.
    [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]