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Exam Code: SSAT Practice test 2022 by Killexams.com team
SSAT Secondary School Admission Test

The SSAT is a standardized test used by admission officers to assess the abilities of students seeking to enroll in an independent school. The SSAT measures the basic verbal, math, and studying skills students need for successful performance in independent schools. It's an indispensable tool that gives admission professionals an equitable means to assess and compare applicants, regardless of their background or experience.

A nonprofit organization, The Enrollment Management Association provides professional support and advocacy to the enrollment offices of more than 900 independent schools, and administers the gold-standard SSAT to 80,000-plus candidates who apply for admission each year.

The SSAT is not an achievement test, which is a test created to determine a level of skill, accomplishment, or knowledge in a specific area. It does not measure the personal characteristics such as motivation, persistence, or creativity, that also contribute to success in school. Your SSAT score is just one part of your complete application to an independent school and while it is important, it is not the only criterion used in admission decisions.

From the moment you are admitted to the Exam Center until the time of dismissal, your test administrator follows precise instructions for the proctoring of the SSAT. Any deviations from these uniform testing conditions are reported immediately. Of course, a student with a disability may apply for testing accommodations, but the processes and procedures for the test's administration remain the same for every student.

You understand and agree that the SSAT is a secure, confidential examination, and its contents are disclosed to candidates in a limited context to permit candidates to take the examination for the purpose of obtaining examination results and submitting them to an independent school as part of its admission process, and for no other purpose. You further understand and agree that the SSAT and all related materials, including confidential examination questions, answer choices and all additional examination content are the sole property of The Association and are protected by United States and international copyright and trade secret laws. You agree that you will not discuss or disclose SSAT content orally, in writing, on the Internet, through social media or through any other medium existing today or invented in the future. You also agree that you will not copy, reproduce, adapt, disclose, or transmit SSAT examination questions or answer choices or any examination content, in whole or in part, or assist or solicit anyone else in doing the same. You further agree that you will not reconstruct examination content from memory, by dictation, or by any other means, for the purpose of sharing that information with any other individual or entity. You further agree and attest that, prior to taking the SSAT examination, you have not solicited, received or reviewed confidential examination questions, answer choices or any other examination content represented or understood to be copied or derived from a prior SSAT examination.

In developing the SSAT, The Association convenes review committees composed of content experts and independent school teachers. The committees reach consensus regarding the appropriateness of the questions. Questions judged to be acceptable after the committee review are then pretested and analyzed. Questions that are statistically sound are ready to be selected and assembled into test forms.

Students should understand the type and number of sections, the length of the sections, and the general types of questions on each section. This information is all found within this handbook. If youve selected for your student to take the CBT, you can also reference Practice Online in order for your student to practice taking a computer-based SSAT. Please be aware that the user interface on Practice Online is different from the user interface that students will experience at Prometric. Furthermore, there are differences regarding the test administration. At Prometric Test Centers, there will be no proctor in the room, and the room will include a varied age-range of test takers, some of whom will be taking a test other than the SSAT. Students will also need to read the instructions on their own.

Secondary School Admission Test
Admission-Tests Secondary syllabus
Killexams : Admission-Tests Secondary syllabus - BingNews https://killexams.com/pass4sure/exam-detail/SSAT Search results Killexams : Admission-Tests Secondary syllabus - BingNews https://killexams.com/pass4sure/exam-detail/SSAT https://killexams.com/exam_list/Admission-Tests Killexams : Schools for Gifted Students: What to Know Rear view of students in class raising hands © Getty Images Rear view of students in class raising hands

It might sound counterintuitive, but academically gifted children can face some educational obstacles that their peers don’t.

Jessica Potts, curriculum coordinator at Davidson Academy Online, an online middle and high school that caters to the "profoundly gifted," says traditional programs sometimes neglect the most advanced students.

“A lot of the attention is on the students who are struggling, so those gifted students don't get the attention that they need,” she says.

If your child has been categorized as gifted, you may be wondering if you should be looking into a school specifically designated for gifted children. Here are some important things to consider when making that choice.

What Does It Mean to Be a Gifted Child?

Although experts say giftedness encompasses a wide range of factors, gifted schools and programs tend to focus on students who are academically advanced. As defined in the federal Elementary and Secondary Education Act, gifted children are those who "give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities." However Lauri Kirsch, president of the National Association for Gifted Children’s board of directors, notes that there are no federal policies mandating specialized gifted education.

That said, most states have their own definitions and regulations regarding giftedness, and individual schools and districts use various assessments, including standardized tests, to determine whether or not a student is considered gifted.

Kirsch notes that students from marginalized cultural or socioeconomic backgrounds may be overlooked by efforts to identify gifted children. This oversight does show up in the demographics of gifted schools and programs – during the 2017-2018 school year, according to data from the U.S. Department of Education, nearly 60% of students in gifted programs were white, despite the fact that only 47% of all public school students were white. Likewise, Black students were also underrepresented in gifted programs during the same school year, making up just 8% of the students in gifted programs and 15% of the student body nationwide.

Because of this, some districts and organizations like the NAGC are currently advocating for and developing more inclusive and equitable means of defining and identifying giftedness, so that gifted students from underrepresented backgrounds don't fall under the radar.

"Some groups of kids have access to all the resources, they went to preschool and so on, and then you have other students who come from a disadvantaged background, who haven't had those experiences," Kirsch says. "When those kids get to school, they may not appear to be gifted. But had they had those early experiences, they might also display gifted behaviors."

Potts also says it’s important to note that, while there may be some overlap between gifted students and high-achieving students, these groups are not the same. High-achieving students may perform well as a result of strong motivation and hard work rather than innate academic gifts. On the other hand, gifted students may not perform quite as well on their school assignments if they feel disengaged from work that they find too simple or boring.

Vanessa Wood, co-founder and president of the International Gifted Consortium, a research center focused on the education of gifted children, notes that teachers may mistakenly assume that gifted students need less hands-on intervention than students who are falling behind.

“No child is fine on their own,” she wrote in an email. “A gifted child also needs the social, emotional, physical, cognitive, and altruistic support from like-minded peers, mentors and practitioners to grow and to positively develop.”

Gifted Schools vs. Traditional Schools

As a formerly gifted student herself, Potts says she was able to get through traditional school without much difficulty – then came college.

"I ran into the same problem that a lot of gifted students run into: I didn't get a lot of challenges in middle school or high school and it was good enough," she says. "And then I got to college, and I was like 'Oh no, I don't have study skills. I don't have time management skills, I don't have the grit to just sit with a problem and be comfortable with being uncomfortable."

Schools designated for gifted learners aim to combat this by meeting the students at their academic level. This way, Potts says, gifted learners receive an education that challenges them just the right amount. At the Davidson Academy, for example, students are placed into cohorts according to their academic ability rather than their age.

Schools for gifted children encompass a wide range of institutions, including both private schools and public charter and magnet schools. Kirsch says it’s important to keep in mind that just because a school is labeled as for gifted students doesn’t necessarily mean it’s all that different, instructionally speaking, from a traditional school environment. Because there can be so much variety, parents should research each individual school carefully to make sure it's the right fit for their child.

“The best gifted school would also have teachers who have specialized training in gifted education,” Kirsch says. “You've got to look for the match between the student, the curriculum options that are being offered, the training of the teachers and so on.”

Although some traditional schools offer gifted programs and accelerated coursework like Advanced Placement and honors classes, Potts says gifted schools have the time and resources to provide a more individualized experience catered to their students' needs. Kirsch adds that it's important to look into the extracurricular activities that a school offers as well, to make sure that your child will have opportunities to take part in enriching experiences outside of the classroom.

Potts advises parents to think very carefully about whether their child actually needs to be enrolled in a school specifically for gifted children. While some gifted children struggle with low motivation in traditional programs, she says others find them enriching and enjoyable.

In fact, she says that some gifted students may face burnout or overstimulation if the workload at a gifted school is too overwhelming. Talking to your child and educators at their current school will help you get a better sense of whether or not changing schools would be beneficial.

"The subsequent underachievement that comes from burnout is a real risk," Potts says. "And you might wind up turning students away from something that they used to be passionate about because you're pushing them too hard. So listen to your students, listen to what they need."

How to Get Into a Gifted School

If you're considering a gifted school, start researching the admissions requirements for schools in your area. Since gifted education policies vary from state to state and even from district to district, the methods used to identify a gifted child do too, so it's important to look at the unique admissions requirements of each program you're interested in.

Typically, admission begins with a test, like an IQ test, or even the SAT and ACT for students at the middle or high school level. Schools may have minimum cut-off scores (and GPAs in the case of older students) that you'll want to take into account before applying. For example, at The School for the Talented and Gifted, a magnet high school for gifted children in Dallas, students with test scores below the 70th percentile are not eligible for admission, and students are encouraged to score above the 85th percentile.

However, standardized tests usually aren't the be-all-end-all for admission. At The School for the Talented and Gifted, for example, students who submit test scores and appear eligible for admission are then invited to attend an in-person application day, where they write a timed essay and complete a written interview and a creative activity. The Peabody School, a private pre-K-8 school in Charlottesville, Virginia, geared toward advanced students, allows parents to submit a portfolio of their child's creative and academic work in addition to test scores and a parent questionnaire.

And Potts strongly emphasizes finding the right fit for your student – just because children are gifted doesn't necessarily mean they'll be admitted.

"All of the students who assess with us are brilliant, they're all in the 99.9th percentile, and they all do very well on achievement tests," Potts says. "But not everyone who assesses gets in – and that's not because they're not smart, it's because it just wasn't a good fit at this time."

Since experts say there's no one-size-fits-all solution for gifted education, it's important to carefully research the curricular and extracurricular offerings of each program you're interested in sending your child to. Kirsch says this will allow you to better determine whether your child will thrive in this new environment.

A demo of Schools for Gifted Children

If you’re considering sending your child to a school for gifted children, here’s a small demo of some throughout the country.

Copyright 2022 U.S. News & World Report

Tue, 29 Nov 2022 01:29:00 -0600 en-US text/html https://www.msn.com/en-us/money/careersandeducation/schools-for-gifted-students-what-to-know/ar-AA14H7WM
Killexams : High School Curriculum

To be considered for admission, you must have earned a state-certified high school diploma or a high school equivalence diploma, or acquired credentials that demonstrate levels of academic achievement equivalent to that of graduates of state accredited high schools.

High School (State-Accredited) Diploma or High School Equivalence Diploma

Applicants are expected to have completed the curriculum* below, and most exceed these minimums. 
  • English: 4 years
  • Math: 4 years
  • Natural science: 3 years, including at least one year of physical science and one of biological science
  • Social science: 3 years, including at least one year of history
  • Foreign language: 2 years, both in the same language
  • Fine arts: 1 year; can be art, drama, dance, or music — either appreciation or performance

*Students may use advanced computer science coursework toward math or science requirements. They may use computer coding coursework toward foreign language credits.

Home-School Diploma

Alternatively educated students are welcome to apply and should submit credentials that demonstrate equivalent levels of academic achievement, ability, and performance. For detailed information, see the Home-School Curriculum page.

Mon, 28 Nov 2022 14:47:00 -0600 en text/html https://miamioh.edu/admission-aid/apply/first-year-students/high-school-curriculum.html
Killexams : English language requirements

All applicants to the University (from the UK and overseas) are required to show evidence of a minimum English language level in order to be accepted on to our courses.

UK Visas and Immigration (UKVI) requires that every student from outside the UK and the EU must show evidence of a minimum level of English language in order to be granted a UK Student Visa to study at undergraduate or postgraduate level.

This level is often referred to as the ‘B2 level’.

  • Most of our courses require a minimum English level of IELTS 6.0 (Academic) or equivalent, with no band score under 5.5.
  • Trinity ISE: Pass at level III (with a pass in each component) also meets this requirement.
  • For January 2023 entry, we are accepting IELTS Indicator.
  • Some of our courses ask for a higher score. It is therefore important to look at individual course requirements.
  • If you meet the English language level for entry to your chosen course, you will also meet the minimum English language level required by UK Visa and Immigration (UKVI) for a Student Visa.
  • If you do not meet the English language requirement we may give you a conditional offer subject to you meeting the requirement before the commencement of the course.
  • We accept a wide range of alternative English language examinations and tests so please check the list of other accepted tests.

The test is run and invigilated online. It takes up to three hours and five minutes to complete and is made up of four test modules as outlined below.

Reading

  • This module consists of five sections. In each section there is one studying task to be completed.
  • Duration:  1hour, 15 minutes

Writing

  • This module assesses your ability to write an essay.
  • Duration:  30 minutes

Listening

  • This module consists of five sections. In each section there are one, or more, listening tasks to be completed.
  • Duration:  1 hour

Speaking

  • This module has five sections with one, or more, speaking tasks (questions) in each. Simply answer by speaking into a microphone.
  • Duration:  20 minutes

Please note that the Password Skills Test is only valid for Ulster University Northern Ireland campuses and cannot be used for admission to another university.

If you have any queries, please email global@ulster.ac.uk

Pre-sessional courses

If you do not quite meet our English language requirements then you should consider taking one of our Pre-sessional English for Academic Purposes courses.

Accepted English Language Qualifications

Unless indicated, your qualification should have been awarded no more than 3 years prior to the start of semester.

  • Cameroon GCE O Level
    Cameroon GCE O Level
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade C  NA  NA
  • Hong Kong Advanced Level Examination (HKALE) - Use of English
    Hong Kong Advanced Level Examination (HKALE)
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade D or higher with Grade D or better in at least 3 of the 4 sub-skill areas.   NA  NA
  • Hong Kong Advanced Supplementary Level Examination (HKASLE) - Use of English
    Hong Kong Advanced Supplementary Level Examination (HKASLE)
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade D or higher with Grade D or better in at least 3 of the 4 sub-skill areas.   NA  NA
  • Hong Kong Diploma of Secondary Education (HKDSE) - English Language
    Hong Kong Diploma of Secondary Education (HKDSE)
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade 4 overall with no less than 3 in any of the 4 sub skills  NA  NA
  • Hong Kong Certificate of Education Examination (HKCEE) - English Language Syllabus B (before 2007)
    Hong Kong Certificate of Education Examination (HKCEE) - English Language Syllabus B (before 2007)
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade C or higher including only one Grade D in any of the four sub-skills, with Grade C or better in the at least the other three sub-skills.  NA  NA
  • Hong Kong Certificate of Education Examination (HKCEE) - English Language Syllabus B (after 2007)
    Hong Kong Certificate of Education Examination (HKCEE) - English Language Syllabus B (after 2007)
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade 3 in all test elements  NA  NA
  • Indian Standard XII English
    Indian Standard XII English
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA

    A minimum mark of 70% in English in the Standard Xll examinations in the Central Boards (CBSE/ICSE or the State Boards of Maharashtra, West Bengal, Tamil Nadu and Karnataka). No time limit.

    NA  NA
  • International Baccalaureate (IB)
    International Baccalaureate (IB)
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Higher or Subsidiary level in English Language (grade 4 or above)  NA  NA
  • International GCSE: English as a first language
    International GCSE: English as a first language
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade C in IGSCE English as a First Language (Syllabus 0522) Grade C in IGCSE English as a First Language (Syllabus 0500) with Grade 2 in Speaking + Listening components 

    Grade C in IGSCE English as a First Language (0522)

    Grade C in IGCSE English as a First Language (0500) with Grade 2 in Speaking + Listening components

    Grade C in IGSCE English as a First Language (0522)

    Grade C in IGCSE English as a First Language (0500) with Grade 2 in Speaking + Listening components

  • International GCSE: English as a second language
    International GCSE: English as a first language
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade C in IGCSE English as a Second Language (Syllabus 0510) with Grade 2 Oral endorsement Grade C in IGCSE English as a Second Language (Syllabus 0511) with Grade C in oral assessment 

    Grade C in IGCSE English as a Second Language (0510) with Grade 2 Oral endorsement

    Grade C in IGCSE English as a Second Language (0511) with Grade C in oral assessment

    Grade C in IGCSE English as a Second Language (0510) with Grade 2 Oral endorsement

    Grade C in IGCSE English as a Second Language (0511) with Grade C in oral assessment

  • INTO International English Language Assessment (IELA)
    INTO International English Language Assessment (IELA)
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA 
    • IELA 169 overall
      minimum 162 in sub-skills
    NA  NA
  • Kenyan Certificate in Secondary Education (KCSE)
    Kenyan Certificate in Secondary Education (KCSE)
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade C  Grade C  Grade B
  • Malaysia (Bahasa Inggeris) English Language Syllabus 1119
    Malaysia (Bahasa Inggeris) English Language Syllabus 1119
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade C  Grade B  Grade A
  • Singapore Syllabus 1127 / 1128
    Singapore Syllabus 1127 / 1128
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade C  Grade C  Grade B
  • Tanzania O Level
    Tanzania O Level
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade C  NA  NA
  • Uganda Certificate of Education (UCE)
    Uganda Certificate of Education (UCE)
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade 6 NA  NA
  • WAEC / NECO 

    No time limit. Please provide a copy of your individual Scratch Card which conceals a PIN that is required to verify the results presented.

    WAEC / NECO
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade C6  Grade C5  Grade C4
  • Zambia General Certificate of Education
    Zambia General Certificate of Education
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade 6  NA  NA
  • Zimbabwe Zimsec at ordinary level 

    No time limit

    Zimbabwe Zimsec at ordinary level
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA  NA  Grade C  NA  NA

Accepted English Language Tests

You must have been awarded or certified within the last two years with the exception of QA, which must have been awarded to you within the last year.

  • Cambridge Advanced English
    Cambridge Advanced English
    IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    C1 Advanced

    162 overall with not less than 162 in 3 elements and a minimum 154 in the 4th element.

    Any offers made will be conditional on successful completion of Standard Pre-Sessional

    169 overall with not less than 162 in each element of the test (taken from January 2015)

    176 overall with not less than 162 in each element of the test (taken from January 2015)

    185 overall with not less than 162 in each element of the test (taken from January 2015)

  • Cambridge English Business Higher
    Cambridge English Business Higher
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA NA Grade C with all parts ‘weak’ or higher Grade C with all parts ‘weak’ or higher Grade C with all parts ‘weak’ or higher
  • Cambridge English B2 First
    Cambridge English B2 First
    IELTS 5.5 (only one 5.0) IELTS 6 (with minimum 5.5) IELTS 6.5 IELTS 7.0
    B2 First

    162 overall with not less than 162 in 3 elements and a minimum 154 in the 4th element.

    Any offers made will be conditional on successful completion of Standard Pre-Sessional.

    169 overall with not less than 162 in each element of the test (taken from January 2015)

    Not applicable Not applicable
  • Cambridge IGCSE (English as a second language)
    Cambridge IGCSE (English as a second language)
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA Reading - D Writing - D Speaking - C Listening - A NB: Any offers made will be conditional on successful completion of Standard Pre-Sessional Reading - C Writing - C Speaking - C Listening - A NA NA
  • Cambridge Proficiency in English
    Cambridge Proficiency in English
    IELTS 6.0 (with a minimum of 5.5) IELTS 6.5 (with a minimum of 5.5) IELTS 7.0 (with a minimum of 5.5)
    C2 Proficiency

    169 overall with not less than 162 in each element of the test (taken from January 2015)

    176 overall with not less than 162 in each element of the test (taken from January 2015)

    185 overall with not less than 162 in each element of the test (taken from January 2015)

  • LanguageCert International ESOL (SELT only)
    LanguageCert
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
        Written Exam (includes Listening, studying and Writing sections) B2 (high pass) overall with no section below 33/50, and Spoken test B2 (high pass) with minimum 33/50.  
  • Occupational English Test (OET)
    Occupational English Test (OET)
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0

    NA

    NA

    C+

    NA

    NA

  • PTE ACADEMIC (UKVI and non-UKVI versions)
    PTE ACADEMIC (UKVI and non-UKVI versions)
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    46 (with min. of 41 in each part) NB: Any offers made will be conditional on successful completion of Pre-Sessional PLUS 51 (with min. of 46 in each part) NB: Any offers made will be conditional on successful completion of Standard Pre-Sessional 55 (with min. of 51 in each part) 61 (with min. of 56 in each part) 66 (with min. of 61 in each part)

    We do not accept PTE Academic Online scores.

  • QA Higher Education English Language Test 
    QA Higher Education English Language Test
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA NA This is mapped to IELTS scores NA NA

    You must have successfully completed your QA test within the last year.

  • TOEFL iBT/TOEFL iBT Home
    TOEFL iBT/TOEFL iBT Home
    IELTS 5.0 IELTS 5.5 IELTS 6.0 IELTS 6.5 IELTS 7.0
    NA NA 80 with a minimum:
    L – 17
    R – 18
    S - 20
    W– 17
    90 with a minimum:
    L – 20
    R – 20
    S - 20
    W– 20
    100 with a minimum:
    L – 22
    R – 24
    S - 25
    W– 24
Thu, 18 Aug 2022 17:18:00 -0500 en-GB text/html https://www.ulster.ac.uk/global/apply/english-language-requirements
Killexams : Memo to Governors: Make State University Admissions More Charter and Home-School Friendly

With the rapid growth of charter and home-schooling, the traditional SAT and ACT college entrance exams no longer adequately measure the learning and potential of many applicants. A third admissions test—the Classic Learning Test—is a better choice for many of these students, but to date only one public university (Virginia’s Christopher Newport University) accepts it. That failure should be corrected before the 2023 admissions season.

The reason is equal treatment. The school choice movement arose in response to widespread concern about K-12 education. The Reagan administration’s 1983 “A Nation at Risk” report famously concluded, “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war." 

Since then, two main approaches to K-12 education have emerged—a standard curriculum called “Common Core”, typical of most public schools, and an alternative “Classic” one favored by charter programs, home-schoolers, and various religious high schools.

Classic learning is grounded in the traditional liberal arts. It emphasizes logic, reasoning, close studying of the great works of literature, philosophy, history, science, and as poet Matthew Arnold put it, “the best that has been thought and said.” The CLT is geared to the Classic approach.

>>> New NAEP Test Scores Are a Disaster. Blame Teachers Unions.

Despite teachers union opposition, the school choice movement and the number of students taught along classic learning lines is growing. A recent study from the National Center for Research on Education Access and Choice (REACH) confirmed that “[o]n average, charter school students are performing better in studying and math and have higher graduation rates” than students in public schools. Meanwhile, the public-school dominated ACT announced the fifth consecutive year of declining scores. As the organization’s CEO Janet Godwin noted, it reflects “a worrisome trend that began long before the disruption of the COVID-19 pandemic and has persisted.”

Little wonder that in the 2020-2021 school year, while public school enrollments declined by one million, nearly 240,000 additional students enrolled in charter schools, a 7% increase year over year.

This growth is highlighted in Florida, which took top spot in The Heritage Foundation’s inaugural 2022 edition of the Education Freedom Report Card. Over the nine school years from 2011-2012 to 2020-21, the state’s charter school enrollment nearly doubled. Growth has been even faster in home-school enrollment. Over the last five years, totals grew by 69%.

And as the Miami Herald reported, “[T]he academic performance in charter schools across the state is better than in traditional public schools (especially for Black and Hispanic students).”  Charter and home-school students typically perform better than public school students on the SAT and ACT tests, too, even when backgrounds are identical.

For admission selection among students who have received a classic curriculum, the SAT and ACT tests are blunt instruments. So more than 200 private colleges and universities accept the CLT, and Florida’s fastest growing Catholic university, Ave Maria University, recently made it the school’s “preferred” college entrance test for applicants.

>>> Battling Complacency in Higher Education

But students typically apply to multiple colleges. So, a student receiving a robust classic education at home or at a charter school is still required to take the SAT or ACT if they want to apply to both their state university and a classic-oriented university (those build around Great Books programs, for example). For state institutions not to accept the CLT puts an unfair testing burden on those who want to set themselves apart when also applying to classically minded programs. Equally in need of correction, many states have competitive scholarship programs (Florida’s Bright Future Scholarship, for example) tied strictly to the SAT and ACT, with the CLT left out.

Such education detours make no sense. Just as Gov. Ron DeSantis quickly removed construction repair detours in the aftermath of Hurricane Ian, he should remove these testing detours, as well. The same can be said of Governor Eric Holcomb (Indiana), Bradley Little (Idaho), Bill Lee (Tennessee), Glenn Youngkin (Virginia) and all pro-students-and-parents governors like them. Whoever makes the first move will set a precedent for other states. For many governors to act will signal a coming of age for the charter school and home-school movements, a straightening and widening of the road to reform and a better education for all students.

Many governors champion school choice. Those same governors should champion their state’s colleges and universities including the Classic Learning Test as an equal option to the SAT and ACT.

Which governor will lead?

Sun, 20 Nov 2022 10:00:00 -0600 en text/html https://www.heritage.org/education/commentary/memo-governors-make-state-university-admissions-more-charter-and-home-school
Killexams : Single curriculum for secondary classes from next year

LAHORE: The School Educ­ation Department (SED) of Punjab has decided to implement the single national curriculum from Class VI to VIII from next academic year.

For this purpose, the department also directed private schools to use single national curriculum-aligned textbooks from Class I to VIII, officials said.

The Pakistan Tehreek-i-Insaf-led government had introduced the first phase of the single national curriculum during the last academic year for primary classes.

The project was launched with the objective of ending disparity in society and providing equal chance to all students to excel. Officials say the curricula for VI, VII and VIII classes have also been revised and there will now be a single curriculum for the public and private schools.

The department has also ordered the Punjab Curriculum and Textbook Board (PCTB) to publish the single national curriculum books up to the Class VIII, ensuring the new books availability in the market before April 1, 2023.

The officials say the institutions desiring to use books other than the single curriculum have to first obtain permission from the PCTB. The schools that deviate from the single curriculum will have to face severe penalties, including fines from Rs25,000 to Rs500,000, for violating rules and regulations, they explain.

The education department is also planning to launch single curriculum syllabus for Classes IX and X, the officials say, adding that those books will be published before April 1, 2024.

The Centre for Social Justice and the Working Group for Inclusive Education (WGIE), after reviewing the final core curriculum for secondary classes, observed that the revised curriculum did not incorporate most of the changes, which had been suggested to the National Curriculum Council for English, Urdu, Geography and History.

The WGIE said the Punjab government was ignoring the learning losses incurred due to the pandemic and other factors and turning the schools into seminaries, reducing the scope of education in science, mathematics and social sciences.

In August last year, the then prime minister Imran Khan had launched the single curriculum at the primary level.

Published in Dawn, November 19th, 2022

Fri, 18 Nov 2022 12:32:00 -0600 en text/html https://www.dawn.com/news/1721750
Killexams : How to score better in CUET with combined efforts

The adoption of the Common University Entrance Test (CUET) scores, instead of Class 12 marks, for undergraduate admissions from this year, has seen a sharp fall, 79 percent, in the number of Kerala students getting admissions to the Delhi University colleges this time.

Why did we fail?
Earlier, a lot more students from the state had managed to make it to the prestigious colleges in the national capital. It is true that the system of leniently awarding marks in the board exams helped them easily cross the cut-off mark hurdle. There is no scope for that anymore with the introduction of the CUET.

Another reason is that the students from schools affiliated with the Central Board of Secondary Education (CBSE) found the multiple-choice test method comparatively easy. Such a method is not there in the Kerala syllabus.

Though the students from the Science stream have some familiarity with the multiple-choice questions, thanks to their preparations for entrance examinations like NEET, JEE, and KEAM, those from the Humanities stream had no exposure at all.

The students from Kerala also didn’t make serious preparations like those from the big cities elsewhere, as the CUET exams were held for the first time. Many had no clear idea of the complex nature of the question paper.

A good study plan
Though there was a setback this time, there is no reason for losing heart. We can achieve success next year if we have a good study plan. Students should start preparing for the CUET examination along with their Class 12 studies. Keep in mind the following points:

• One should make a prior choice of the Languages, Science, and Humanities subjects in which they are seeking admission. It is based on this that they have to decide on the papers for which they will be appearing. The test model last year was complex in nature. It’s not clear whether the authorities will follow the same style or switch over to a lighter one. It’s better to have a clear picture of last year’s model.

• The CUET General Paper is as important as the subjects that a student chooses. It’s important they have a clear idea of the same. It augurs well if one goes through the YouTube videos explaining the CUET syllabus and exam.

• One will get a vague idea of the question pattern of General and subject papers by examining last year’s question papers. Practice them after setting the time on your watch.

• The new generation central universities like Kerala and Tamil Nadu had held common entrance tests until 2021, by the name of CUCET (Central Universities Common Entrance Test). Practice the question papers of these exams too.

• You may get two to three months in between the CUET test and the Plus Two exams. Use this period effectively for revision and last stage crash practice.

Teachers' efforts
• It’s imperative that the students should get proper guidance on the CUET test at the school level itself. The teachers should ensure they provide an insight of the participating Universities and colleges, especially the major institutions like the Delhi University colleges, Hyderabad & Pondicherry varsities, Tata Institute of Social Sciences, etc., and the courses available there, to the students and their parents.

• The Career Guidance and Adolescent Counselling Cell under the Higher Secondary Education department can make meaningful interventions for preparations at the school level.

• The Cell, with the support of the district panchayat, provided offline coaching to students in the Malappuram district last year. The Malappuram candidates performed better than their counterparts from other districts in the CUET exam. If we can extend the model to other districts, the students from the state can fare well next time.

• The Cell also provided online coaching, though on a minor scale, through WhatsApp groups formed by including students from various districts last year. It can expand the model to extend the benefit to a larger section this time. Maximum mock tests should be conducted.

• Last time, many who took the General subject test didn’t appear for Subject paper exams. This points towards the need to provide proper guidelines and sensitize parents on the importance of the CUET examination.

What can the society do?
The exemplary interference of Malappuram corporation last year is an apt model to show what local-self institutions and people’s representatives can do to help students put up a better performance at the test conducted by the National Testing Agency (NTA) to enroll candidates into various UG programmes of central universities.

The corporation tied up with a private agency and provided free entrance coaching to 240 students from five schools within its jurisdiction. A total of 120 students among them sat for the exam. 31 got admission to colleges under Delhi University, while 33 others at other central universities. The fact that similar preparations are underway at a few more places gives much hope for a far better performance from Kerala students at the CUET examination next time.

“We’re considering the provision of special coaching classes to students in over 30 subjects of the CUET this time around. The discussions on finalizing the coaching programme are progressing. A help desk too will function to aid students on all matters from submission of applications. The videos prepared by the cell last time are still available on YouTube,” said P M Asim, state co-ordinator, Career Guidance and Adolescent Counselling Cell, Department of Higher Secondary Education.

Wed, 30 Nov 2022 15:31:00 -0600 text/html https://www.onmanorama.com/career-and-campus/top-news/2022/12/01/ways-for-students-to-score-better-in-cuet-examination.html
Killexams : CLAT 2023: Check Syllabus, Question Paper Pattern For Undergraduate Admissions
CLAT 2023: Check Syllabus, Question Paper Pattern For Undergraduate Admissions

As per the CLAT syllabus 2023, the UG CLAT test will have a total of 150 multiple choice questions.

CLAT 2023: The Consortium of National Law Universities (CNLU) is now accepting applications for the Common Law Admission Test (CLAT) 2023. As per the CLAT syllabus 2023, the UG CLAT test will have a total of 150 multiple choice questions (MCQ) from English Language, Current Affairs, General Knowledge, Legal Reasoning, Logical Reasoning and Quantitative Techniques. Each question of the CLAT UG 2023 test will carry one mark and there will be a negative marking of 0.25 marks for every wrong answer.

Latest: CLAT Previous Year Question/Sample papers. Free Download
Don't Miss: CLAT 2023 Preparation: Tips by Expert. Check Now | Top Legal Maxims. Check Now
Latest: Top Law Colleges in India Accepting CLAT 2022 Score, Click here

The CLAT 2023 for undergraduate admissions will be for a duration of two hours. To be eligible for the CLAT UG 2023 exam, candidates from the General, Other Backward Caste (OBC), Person With Disability (PWD), Non-Resident Indian (NRI), Person of Indian Origin (PIO) and Overseas Citizen of India (OCI) categories need to secure 45 per cent marks or its equivalent in Class 12. However, candidates from the Schedule Caste (SC) and Scheduled Tribe (ST) categories need a minimum of 40 per cent marks or equivalent in Class 12.

The candidates can complete the CLAT 2023 registration through the official website – consortiumofnlus.ac.in. The last date to submit the online application form for the CLAT 2023 test is November 13.

The CNLU will release different study materials on its official website for the candidates to prepare for the UG CLAT 2023 exam, including question paper guides, demo questions, model question papers, instructional materials, and exercises for each of the courses of the UG CLAT 2023.

Tue, 16 Aug 2022 02:18:00 -0500 en text/html https://www.ndtv.com/education/clat-2023-check-syllabus-question-paper-pattern-for-undergraduate-admissions
Killexams : Graduate Application Instructions and Process

English Language Test Requirements

An official score report for the TOEFL, IELTS, or PTE Academic test is required of all international applicants whose native language is not English.

  1. View the overall minimum score requirement for your intended program in the graduate admission deadlines and requirements table.
  2. In addition, each program requires balanced sub-scores when determining an applicant’s need for additional English language courses.

Exams Accepted

We do not accept Duolingo as proof of English proficiency.

Submitting Test Scores
You must arrange for the testing agency to send your test results directly to RIT’s Office of Graduate Enrollment Services. Only official test results received this way will be considered. Uploaded copies of your test score reports will not update your checklist item to “received.”

RIT's code for ETS reporting is 2760. You may choose any department code. All test scores will be sent to Graduate Enrollment Services in a test score file within 10-14 days regardless of the department code selected. Allow an additional 3 - 5 days from the date RIT should receive the official scores for processing and checklist updates.

IELTS score reports may be sent to us electronically or in paper format from the testing agency. If you have concerns about your IELTS score report, please email gradinfo@rit.edu with this concern and note the difference.

 Ensure that the email address used for your application matches the email used with your testing agency.

Troubleshooting
Q: I sent my test scores. Why has my application checklist not updated?
A: If the email address or name used on your application is different than the email address or name on your score report, your test score checklist may not update to “received.” Please email gradinfo@rit.edu with this concern and note the name difference.

English Test Requirement Waivers

International Applicants may be considered for a waiver of the TOEFL, PTE-Academic, or IELTS exams if:

  • They have worked or studied in the U.S. for the last two years, and/or
  • They have completed bachelor’s or master’s degree from an English-medium university from the territories on the list below, and/or
  • They are citizens of the territories below who identify as native speakers of English and have completed secondary school at an English-medium school.

RIT has determined those countries/territiories to be the following:

  • American Samoa
  • Australia
  • Bahamas
  • Barbados
  • Belize
  • Bermuda
  • Canada
  • Commonwealth Caribbean
  • England
  • Guam
  • Ireland
  • Kenya
  • Mauritius
  • New Zealand
  • Scotland
  • Singapore
  • South Africa
  • Virgin Islands
  • Wales
Wed, 07 Sep 2022 14:21:00 -0500 en text/html https://www.rit.edu/admissions/graduate/application-instructions
Killexams : Schools put on notice over new curriculum

The Ministry of Education and Sports has cautioned schools across the country that have defied the government in the implementation of the new Lower Secondary Curriculum rolled out in 2020.

The permanent secretary, Ms Ketty Lamaro, in a November 9 circular, expressed displeasure that a number of schools have continued teaching old curriculum using a traditional knowledge-based approach.

Ms Lamaro said some schools have continued to administer beginning of term, mid-term and end-of-term examinations to Senior One and Senior Two students, contrary to the guidance given by the National Curriculum Development Centre (NCDC).

“According to the guidance given to schools, they are supposed to assess learners based on their competences through activities of integration and projects,” Ms Lamaro said.

The ministry warned against schools conducting classes up to 5pm.

According to the curriculum, learners are supposed to end lessons at 2.55pm and undertake research, self-learning and projects to acquire problem-solving skills.

Such exercise is to be assessed by the Directorate of Industrial Training (DIT) and contributes 20 percent to the final grade.

It is against this background that the Education ministry warned defiant schools to immediately switch to the new curriculum or face penalties.

“The ministry takes this omission by some of the school administrators as defiance against established policy and failing the government programmes,” Ms Lamaro wrote, adding: “In view of the above development, all secondary schools... are advised to immediately revert to the revised Lower Secondary Curriculum with immediate effect.”

As part of the consequences, students in schools that fail to comply with this directive will miss the 20 percent marks assessment that contributes to the final grading by Uganda National Examination Board (Uneb).

The new curriculum focuses on development of skills and competences of students in a departure from past mainly theoretical curriculum.

The pioneer students taught under the news curriculum are now in Senior Two, a delay blamed on Covid-19 disruptions.

The new curriculum allows students to study only 12 subjects in Seniors One and Senior Two, with 11 of these being compulsory and one elective.

The compulsory subjects are English Language, Mathematics, History, Geography, Physics, Biology, Chemistry, Physical Education, Religious Education, Enterprenuership Education and Kiswahili.

The optional subjects are vocational and these include Agriculture, ICT, Literature in English, Art and Design, Performing Arts, Technology and Design, Nutrition and Food Technology, and Foreign Languages (French, Latin, Arabic, Chinese).

Tue, 15 Nov 2022 23:09:00 -0600 en text/html https://www.monitor.co.ug/uganda/news/national/schools-put-on-notice-over-new-curriculum-4021980
Killexams : JAMB announces automation of curriculum, admission

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Mon, 14 Nov 2022 06:18:00 -0600 en-US text/html https://www.vanguardngr.com/2022/11/jamb-announces-automation-of-curriculum-admission/
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