DOCSLIB.ORG

AP Student Success at the College Level KEY RESEARCH COLLEGEBOARD.ORG/APHIGHERED

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
AP Student Success at the College Level KEY RESEARCH COLLEGEBOARD.ORG/APHIGHERED AP Student Success at the College Level KEY RESEARCH COLLEGEBOARD.ORG/APHIGHERED AP Courses ARTS STEM Art History Biology Music Theory Calculus AB and Exams Studio Art: 2-D Design Calculus BC Studio Art: 3-D Design Computer Science A Studio Art: Drawing Computer Science Principles Chemistry AP CAPSTONE™ Environmental Science Research Physics 1 Seminar Physics 2 ENGLISH Physics C: Electricity and Magnetism English Language Physics C: Mechanics and Composition Statistics English Literature and Composition WORLD LANGUAGES AND CULTURES HISTORY AND Chinese Language and Culture SOCIAL SCIENCE Comparative Government French Language and Culture and Politics German Language and Culture Italian Language and Culture European History Japanese Language and Culture Human Geography Latin Macroeconomics Spanish Language and Culture Microeconomics Spanish Literature and Culture Psychology United States Government and Politics United States History World History 2 AP STUDENT SUCCESS AT THE COLLEGE LEVEL RESEARCH FINDINGS AP® programs in high schools, coupled with evidence-based AP student AP policies at colleges and universities, support positive success at outcomes for students. Multiple studies confirm that students who earn a 3 the college or higher on an AP Exam: level Perform well in subsequent college courses in the discipline Are more likely to major in their AP subject or a related discipline, particularly in STEM subjects Take more—not less—college coursework in the discipline Are more likely to graduate within four years Find opportunities that lead to success (especially true of underrepresented students) 3 COLLEGEBOARD.ORG/APHIGHERED Students who took an AP Exam perform well in SAMPLE subsequent college courses in the discipline. 70,000 students at 27 institutions, followed for KEY FINDING five years A 2007 study1 revealed AP participation is related to positive OUTCOMES ANALYZED outcomes for students earning a score of 3 or higher on an AP Exam. In most AP subjects, they performed the same as Intermediate course GPA, or better in the intermediate-level college course than students college majors who took the college’s introductory course, controlling for prior achievement. CONTROL VARIABLES SAT ® scores FULL REPORT bit.ly/WnOQBn FIGURE 1 GPA in the subsequent college course, by performance 4.0 3.87 3.63 3.53 3.44 3.32 3.3 3.26 3. 3.26 3.23 3.23 3.15 3.11 3.04 3.02 3.04 3.01 2.99 2.99 2.98 2.97 2.91 2.9 2.88 2.87 2.84 2.83 2.8 2.8 2.78 3.0 2.76 2.64 2.43 2. 2.0 1. 1.0 0. 0.0 Biology Calculus AB Chemistry English Psychology Spanish U.S. Government U.S. History Language Language and Politics and Literature Intro course (NonAP) AP score – 3 AP score – 4 AP score – Adapted from Morgan and laric, 200 1. Morgan, R., & Klaric, J., (2007). AP Students in College: An Analysis of Five-Year Academic Careers. New York: The College Board. 4 AP STUDENT SUCCESS AT THE COLLEGE LEVEL Students who took an AP Exam are more SAMPLE likely to major in their AP subject or a related 40,000 students at 39 discipline, particularly in STEM subjects. colleges KEY FINDING OUTCOMES ANALYZED 2 College major A 2011 study revealed that the likelihood of majoring in a particular discipline increased with AP Exam taking in that CONTROL VARIABLES discipline, the number of AP Exams taken in the discipline, and AP performance in the discipline. The effect was strongest SAT scores, demographic for STEM majors. Also, students who took AP Exams were variables, highest parental more likely to have declared a major than non-AP students. education AP is a strong indicator of interest in a discipline, providing an opportunity for colleges to identify potential majors. FULL REPORT bit.ly/YWbtTg FIGURE 2 Percentage of students majoring in a specific domain by AP participation 6.1% Biological and Biomedical Sciences 20.3% 1.9% Computer and Information Sciences 17.9% Foreign Languages, Literatures, 1.1% and Linguistics 5.1% 13.0% Humanities and Liberal Arts 15.1% Mathematics, Statistics, 9.6% Engineering, and Physical Sciences 29.1% 12.1% Social Sciences 18.1% 0 5% 10 15% 20 2 30 Students who did not take an AP Exam Students who took an AP Exam in a related subect area Examined maor at beginning of third year in college, not maor upon graduation. oes not account for prior interest or motivation. Adapted from Mattern, Shaw, and Ewing, 2011 2. Mattern, K. D., Shaw, E. J., and Ewing, M. (2011). Is AP Exam Participation and Performance Related to Choice of College Major? New York: The College Board. 5 COLLEGEBOARD.ORG/APHIGHERED Students who took an AP Exam take more—not SAMPLE less—college coursework in the discipline. 25,000 students in four cohorts enrolled at the KEY FINDING University of Texas at Austin A 2009 study3 found that AP students who took an AP Exam in OUTCOMES ANALYZED one of 10 subjects studied generally took more credit hours in that subject area and in college overall than did non-AP students. College GPA, number of In addition, AP students who earned college course credit based college credit hours upon their AP Exam scores had statistically significantly higher subject-area GPAs than students without AP credit, controlling CONTROL VARIABLES for prior academic achievement. High school rank, SAT scores FULL REPORT bit.ly/13MGkl1 FIGURE 3 Mean subject credit hours taken in college, by AP participation 20 18.53 17.21 16.91 14.94 14.7 1 13.12 11.25 10.92 10.89 9.71 9.64 8.74 10 8.73 8.46 8.29 7.69 7.41 7.3 7.06 5.54 5 0 Biology Calculus AB Calculus BC Chemistry English English Lit Macro- U.S. History U.S. Government Spanish Language and Comp economics and Politics Language and Comp NonAP students AP students Adapted from Murphy and odd, 200 3. Murphy, D. and Dodd, B. (2009). A Comparison of College Performance of Matched AP and Non-AP Student Groups. New York: The College Board. 6 AP STUDENT SUCCESS AT THE COLLEGE LEVEL Students who took an AP Exam are more SAMPLE likely to graduate within four years. Sample 1: 112,000 students at 77 colleges and universities (2007 college freshmen) KEY FINDING Sample 2: 678,000 students 4 (2008 college freshmen who had A 2013 study found that students who took one or more taken AP, PSAT/NMSQT®, or SAT; AP Exams, regardless of what score was earned, were more matched to National Student likely to graduate from college in four years compared to non- Clearinghouse graduation data) AP students, controlling for prior academic achievement, OUTCOMES ANALYZED demographic variables, and school-level variables. In addition, College graduation in four years students who earned higher scores on AP Exams had a higher likelihood of graduating in four years compared with students CONTROL VARIABLES who earned lower scores, controlling for relevant variables. College selectivity, college control (public or private), PSAT/NMSQT scores, gender, underrepresented minority status, first-generation college-going status FULL REPORT bit.ly/1kT0JPu FIGURE 4 Expected four-year graduation rate by AP participation and performance 36% No AP 45% 45% AP Exam AP P 54% 39% AP Score of 1 47% 45% AP Score of 2 53% 50% AP Score of 3 59% AP P 56% AP Score of 4 64% 62% AP Score of 69% 0 10 20 30 40 0 60 70 0 Underrepresented minority White or Asian Adapted from Mattern, Marini, and Shaw, 2013 Note: Expected graduation rates were computed based on Sample 1 models. These values are associated with non-first generation status females with an average PSAT/NMSQT score attending a public institution of average selectivity. Please see research report for all results. 4. Mattern, K. D., Marini, J. P., and Shaw, E. J., (2013) Are AP Students More Likely to Graduate on Time? New York: The College Board. 7 COLLEGEBOARD.ORG/APHIGHERED AP provides opportunities for underserved SAMPLE students to succeed. 67,000 students at Texas public colleges and KEY FINDING universities A 2006 study5 found that, controlling for prior academic OUTCOMES ANALYZED achievement, student-level variables, and school-level variables, traditionally underrepresented students who earned a score of College graduation 3 or higher on at least one AP Exam had a higher probability of in four years graduating from college in five years or less than non-AP students of the same ethnicity/socioeconomic status. CONTROL VARIABLES Eighth-grade math test scores, school-level characteristics FULL REPORT bit.ly/VRyzFK FIGURE 5 Increase in probability of college graduation within five years or less compared with students not participating in AP, by ethnicity and socioeconomic status Black/African American +28% Hispanic/Latino +28% White +33% Low Income +26% NonLow Income +34% 0 5% 10 15% 20 2 30 3 Adapted from ougherty, Mellor, and Jian, 2006 5. Dougherty, C., Mellor, L., and Jian, S. (2006). The Relationship Between Advanced Placement and College Graduation. National Center for Educational Accountability. 8 AP STUDENT SUCCESS AT THE COLLEGE LEVEL The following resources are available from the College Board Essential and can be requested at collegeboard.org/aphighered. AP 1. AP course and exam descriptions or curriculum frameworks: These documents contain information important to developing a credit and Resources placement policy, including the learning objectives for AP courses and exams; how AP Exams are scored; considerations on using and interpreting scores; and sample performance tasks, exams, and items. 2. Released AP Exams: Because they are considered to be secure material, these may be obtained only by contacting a College Board representative at [email protected].
Load more

Recommended publications
  • 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]
  • 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]
  • Advanced Placement® Program (AP®)
    Advanced Placement® Program (AP®) CHOOSE AP. STAND OUT. Opening Doors to Universities Worldwide Stand Out at University Admission Flexible Courses on Your Choices What Is AP? The College Board Advanced Placement® Program (AP®) Why Do International Schools enables students to take university-level courses and Embrace AP? exams while they’re still in secondary school. Universities worldwide recognize AP in admissions, and some grant credit. Most universities in the U.S. and Canada award credit IT’S RECOGNIZED GLOBALLY. for advanced coursework taken in high school, allowing In addition to almost all universities in the U.S. and students to skip introductory courses in a given subject Canada, over 4,000 universities in more than 60 and thereby save time and money. Through AP courses, countries use AP Exam scores for admissions, students learn to think critically, construct solid arguments, course credits, and/or advanced placement. and see many sides of an issue—skills that prepare them for college and beyond. Taking AP courses demonstrates to IT’S RIGOROUS. college admissions officers that students have sought the AP courses are designed as introductory-level most rigorous curriculum available to them, and research university experiences, based on a learner-centric, indicates that students who score a 3 or higher on an AP rigorous methodology. Exam typically experience greater academic success in college and are more likely to earn a college degree than IT’S EFFECTIVE. non-AP students. Research shows that AP students are more likely QUICK FACTS to succeed in college: Students who earned a 3 or higher on an AP Exam earned higher first-year and § 38 different AP courses in seven subject areas fourth-year GPAs in college than non-AP students are available.
    [Show full text]
  • Pathway to a Pre-K-12 Future
    Transforming Public Education: Pathway to a Pre-K-12 Future September 2011 This report challenges our nation’s policy makers to transform public education by moving from a K-12 to a Pre-K-12 system. This vision is grounded in rigorous research and informed by interviews with education experts, as well as lessons from Pew’s decade-long initiative to advance high-quality pre-kindergarten for all three and four year olds. The report also reflects work by leading scholars and institutions to identify the knowledge and skills students need to succeed in school and the teaching practices that most effectively develop them. Together, these analyses and perspectives form a compelling case for why America’s education system must start earlier, with pre-k, to deliver the results that children, parents and taxpayers deserve. Table of Contents 2 Introduction 24 Interviewees 6 Envisioning the Future of 25 Sidebar Endnotes Pre-K-12 Education 26 Endnotes 12 Pathway to the Pre-K-12 Vision 29 Acknowledgements 23 Conclusion Introduction More than two centuries ago, as he prepared to retire and attitudes rather than scientific evidence about from the presidency, George Washington counseled the children’s development or their potential to benefit young nation to prioritize and advance public education from earlier educational programs. We know now, because, he wrote, “In proportion as the structure of a from more than 50 years of research, that vital learn- government gives force to public opinion, it is essential ing happens before age five. When schooling starts at that public opinion should be enlightened.”1 Today, kindergarten or first grade, it deprives children of the that our public education system is free and open to chance to make the most of this critical period.
    [Show full text]
  • The Relationship Between AP® Exam Performance and College Outcomes
    RESEaRch REpoRt 2009-4 The Relationship Between AP® Exam Performance and College Outcomes By Krista D. Mattern, Emily J. Shaw, and Xinhui Xiong VALIDITY College Board Research Report No. 2009-4 The Relationship Between AP® Exam Perfomance and College Outcomes Krista D. Mattern, Emily J. Shaw, and Xinhui Xiong The College Board, New York, 2009 Krista D. Mattern is an associate research scientist at the College Board. Emily J. Shaw is an assistant research scientist at the College Board Xinhui Xiong was a graduate student intern at the College Board. Researchers are encouraged to freely express their professional judgment. Therefore, points of view or opinions stated in College Board Reports do not necessarily represent official College Board position or policy. About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org. © 2009 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks of the College Board.
    [Show full text]
  • 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.
    [Show full text]
  • The SAT® and SAT Subject Tests™: Discrepant Scores and Incremental Validity by Jennifer L
    RESEARCH REPORT 2012-2 The SAT® and SAT Subject Tests™: Discrepant Scores and Incremental Validity By Jennifer L. Kobrin and Brian F. Patterson VALIDITY Jennifer L. Kobrin is a research scientist at the College Board. Brian F. Patterson is an assistant research scientist at the College Board. Acknowledgments The authors would like to thank Suzanne Lane and Paul Sackett for their helpful suggestions on earlier versions of this report. Mission Statement The College Board’s mission is to connect students to college success and opportunity. We are a not-for-profit membership organization committed to excellence and equity in education. About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org. © 2012 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks of the College Board. SAT Reasoning Test and SAT Subject Tests are trademarks owned by the College Board.
    [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]
  • HB 3 College Preparation Assessment, Industry-Based Certification
    HB 3 College Preparation Assessment, Industry-Based Certification Reimbursement and AP/IB Testing April 21, 2020 TEA continues to work with the Office of the Governor, Texas Department of State Health Services (DSHS) and the Texas Division of Emergency Management (TDEM) to coordinate and plan the state’s response to COVID- 19. In addition, we are working with the College Board, ACT, Inc., and the Texas Higher Education Coordinating Board (THECB) to mitigate the impact on our many Texas students participating in these programs. This letter contains updates on the House Bill 3 (HB 3) SAT, ACT, TSIA and Industry-Based Certification (IBC) testing and reimbursements as well as Advanced Placement (AP) and International Baccalaureate (IB) testing. College Preparation Assessment Guidance: Section Topics Click on the section topics below to go directly to that section of the FAQ • SAT/ACT • Texas Success Initiative Assessment • IB Examinations • Advanced Placement (AP) • HB 3 College Preparation Assessment Reimbursements • HB 3 IBC Reimbursements • Additional Information SAT/ACT National Testing Revised The College Board cancelled both the May 2, 2020 and June 6, 2020 SAT and SAT Subject Test administration. 4/21/2020 Students who registered for May, whose March test centers were closed, or who do not receive March scores because of any irregularities will receive refunds. College Board plans to provide weekend SAT administrations every month through the end of the calendar year, beginning in August. This includes a new administration in September and the previously scheduled tests on August 29, October 3, November 7, and December 5. Students can register for these administrations starting in May and eligible students can register with a fee waiver.
    [Show full text]
  • Fairness on the SAT® Suite of Assessments
    Fairness on the SAT ® Suite of Assessments January 2021 About College Board College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success—including the SAT® and the Advanced Placement® Program. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. collegeboard.org. For further information, visit © 2021 College Board. College Board and the acorn logo are registered trademarks of College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. SAT®, PSAT™ 10, PSAT™ 8/9, AP®, AP Potential™, and Skills Insight™ are registered trademarks of College Board. Khan Academy® is a registered trademark of Khan Academy. Suggested citation: College Board. 2021. Fairness on the SAT Suite of Assessments. New York: College Board. Fairness on the SAT Suite of Assessments © 2021 College Board. II Contents Introduction .....................................................................................................................................................
    [Show full text]
  • Is the US at Risk of Losing Its Clear Edge in Higher Education?
    Penn State Journal of Law & International Affairs Volume 5 Issue 2 Contemporary Writings in a Global Society: Collected Works June 2017 We Don't Need no Education - Is the U.S. at Risk of Losing its Clear Edge in Higher Education? Ann M. Murphy Follow this and additional works at: https://elibrary.law.psu.edu/jlia Part of the Diplomatic History Commons, History of Science, Technology, and Medicine Commons, International and Area Studies Commons, International Law Commons, International Trade Law Commons, Law and Politics Commons, Political Science Commons, Public Affairs, Public Policy and Public Administration Commons, Rule of Law Commons, Social History Commons, and the Transnational Law Commons ISSN: 2168-7951 Recommended Citation Ann M. Murphy, We Don't Need no Education - Is the U.S. at Risk of Losing its Clear Edge in Higher Education?, 5 PENN. ST. J.L. & INT'L AFF. 464 (2017). Available at: https://elibrary.law.psu.edu/jlia/vol5/iss2/9 The Penn State Journal of Law & International Affairs is a joint publication of Penn State’s School of Law and School of International Affairs. Penn State Journal of Law & International Affairs 2017 VOLUME 5 NO. 2 WE DON’T NEED NO EDUCATION1 – IS THE U.S. AT RISK OF LOSING ITS CLEAR EDGE IN HIGHER EDUCATON? Ann M. Murphy* 1 PINK FLOYD, ANOTHER BRICK IN THE WALL (Sony/Columbia 1987). * Professor of Law, Gonzaga University School of Law. Professor Murphy expresses her profound gratitude to the Fulbright U.S. Scholar Program, U.S. Department of State, Bureau of Educational and Cultural Affairs. Through the generosity of this program, Professor Murphy taught law during the 2007-2008 academic year as a Fulbright Scholar in Beijing, PRC and during the 2014-2015 academic year as a Distinguished Chair, Fulbright Scholar in Shanghai, PRC.
    [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]