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TEAS - Test of Essential Academic Skills (Reading, Match, English, Science) Ver. 6 - BrainDump Information

Vendor Name : Admission-Tests
Exam Code : TEAS
Exam Name : Test of Essential Academic Skills (Reading, Match, English, Science) Ver. 6
Questions and Answers : 483 Q & A
Updated On : November 19, 2018
PDF Download Mirror : TEAS Braindumps
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TEAS exam Dumps Source : Test of Essential Academic Skills (Reading, Match, English, Science) Ver. 6

Test Code : TEAS
Test Name : Test of Essential Academic Skills (Reading, Match, English, Science) Ver. 6
Vendor Name : Admission-Tests
Q&A : 483 Real Questions

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student-examAn admission look at various is a sort of check that helps both graduate and undergraduate college students to get right of entry to the premier universities and faculties. The leading intention of this verify is to check the capability of newcomers who in fact come from diverse kinds of academic associations and backgrounds. The college students are essential to ranking more since the excessive rating brings you a gorgeous opportunity to look at at your wide-spread school. The examine ranking is shipped with the software packets.

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  • it's another vital admission check required through each graduate departments and schools.  The goal audience of this examine is graduate learners throughout a considerable number of disciplines. The GRE score is used for assessing the applicant sustainability for the graduate-level study round a considerable number of field areas. Few departments will ask candidates to take anyone GRE field checks and different want established look at various.  When it comes to topics assessments, they check the capabilities in a selected box. however, the usual test definitely assesses the verbal reasoning, analytical writing, and quantitative reasoning. The time duration of this check is 3 hours and forty-five minutes.

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  • examine of English as a foreign Language (TOEFL)
  • in case you are looking to study any software truly delivered in the English language, which you could decide upon TOEFL. it's basically required by using the associations that are offering academic classes in English. The effect of TOEFL examine is accredited because the English proficiency proof in quite a few countries. The leading of this check is to determine your English proficiency.

    The duration of this look at various is 4 hours. The content of this look at various is categorized into four ingredients, together with reading, listening, writing and speakme. The score of this admission check is legitimate for 2 years.  when you come to a decision to take this examination, that you can make certain that you opt for the right verify truly authorized by means of your chosen establishment.

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  • legislation college Admission examine (LSAT)
  • The main aim of this look at various is to measure the potential considered simple for getting success on the legislations faculty. It comprises analyzing and comprehending complex assessments, evaluating arguments and organizing counsel. it is required by many of the law schools discovered in Canada and US, in addition to an expanding count number of legislations schools determined the world over.

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  • foreign English Language checking out equipment (IELTS)
  • in case you want to examine an English based mostly software, that you would be able to select IELTS verify. it is truly required by means of the institutions that offer a considerable number of programs in the English language. The consequences of this verify are permitted because the proof of your English talent. The purpose of this verify is to determine your English skillability for common or tutorial context. The time period of this look at various is 2 hours and thirty minutes. The IELTS generic practicing and IELTS educational practising are 2 versions of this test. It contains reading, listening, talking and writing.  it's valid for two years.

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    counsel to circulate an admission check

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    Rift over admission assessments: Punjab physique ‘culls’ federal HEC’s directives | killexams.com Real Questions and Pass4sure dumps

    HEC consti­tutes etc to conduc­t exams, while Punjab recommend­s varsit­ies to perform checks on their personal

    HEC constitutes and so on to conduct checks, while Punjab advises varsities to carry out assessments on their personal. photo: AFP

    ISLAMABAD: There looks to be a rift escalating between the federal larger education fee (HEC) and the Punjab HEC over conducting admission exams at varsities and degree-awarding institutes because the former has constituted a trying out council to carry out such assessments, while the latter has informally directed them to organise tests on their personal.

    This rift has additionally created a divide among different provinces as neatly, because the HECs of Khyber-Pakhtunkhwa (ok-P) and Balochistan are on board with the federal HEC’s decision, while the Sindh HEC is backing Punjab HEC.

    “The Punjab HEC isn't certain to observe the directives of the federal HEC,” a vice chancellor of a college in Punjab, asking for anonymity, spoke of on Thursday. “we will come to a decision concerning the new directives of the federal HEC in our subsequent syndicate assembly after Eidul Fitr.”

    HEC time limit to fulfill standards ends on thirtieth

    A letter from federal HEC govt Director Arshad Ali turned into despatched to the vice chancellors, rectors and heads of public and personal universities in search of their confirmation and aid for the free education trying out Council (and so on).

    based on the letter despatched on June 7, the assessments should be arranged throughout the autumn semester (September) this year. The federal HEC had launched the and so on in April 2016 and considering the fact that then it has carried out checks of over one hundred,000 college students for indigenous and distant places scholarship programmes.

    In December remaining 12 months, the federal HEC informed all universities through an advert that it might be mandatory for them to habits admission tests below the etc.

    imaginative and prescient 2025: Govt plans one hundred fifty community colleges  

    The federal HEC trying out provider will arrange admission exams in five classes while the registration manner should be finished on-line, the notification examine.

    The etc could be launching tests for admissions of undergraduate programmes from fall 2017 and all the way through first half of July 2017 in five classes – engineering; medical; fundamental and natural sciences; administration and social sciences; and humanities and humanities, it brought.

    The letter published that the and so forth would perform tests in all predominant cities of Pakistan in bigger education associations through online registration procedure giving students the freedom to opt for a test centre of their option.

    HEC lacks proper checklist of PhD scholars it finances

    meanwhile, the HEC also requested universities to nominate a focal adult and supply infrastructure facilities within the associations, the letter pointed out.

    in the course of the notification, the HEC entreated the associations of Punjab to verify adoption of the etc Aptitude test for admission to undergraduate programmes.

    The federal HEC states that the initiative become taken on the counsel of the executive of Pakistan to relieve the college students and their fogeys from the burden of taking distinctive recruitment tests and paying costs for each check one at a time.

    brain drain: HEC fails to accommodate PhD students in varsities

    keeping tests for over one hundred seventy public and personal universities are not less than a challenge because the Lahore high court docket (LHC) in 2014 had declared the national testing provider (NTS) an unapproved body. The court additionally directed the HEC to establish its personal trying out provider for the intention, which it did so within the form of and many others.

    NTS performing CEO Air Commodore (retd) Dr Sherzada Khan had greater than frequently outlined earlier than the media that the federal HEC had no mandate to run a monitoring and trying out body simultaneously.

    interestingly, it turned into in early 2000 when the federal HEC in some way recommended the universities to hang admission assessments below the NTS, but as there became no written notification or order about it, the federal HEC couldn't show it in LHC.

    huge bounce in HEC allocation to Rs35b

    Later, the body became controversial as a result of a couple of flaws and economic irregularities in its gadget being run through its CEO Haroon Rashid whose PhD thesis became additionally found plagiarised and finally he needed to resign.

    Punjab component

    curiously, after the letter changed into circulated across the nation, Punjab HEC informally informed the universities within the province to take their personal assessments.

    The resolution comes on the backdrop of a tussle between the federal HEC and Punjab HEC, given that its formation in 2014. because the function of federal HEC has yet to be finalised within the new state of affairs, the tussle is often considered on a couple of considerations.

    The categorical Tribune contacted Punjab HEC Chairperson Dr Nizamuddin, however he changed into not obtainable for remark.

    read full story

    a hit candidates to retake Dhaka institution ‘Gha’ unit admission assessments on Nov 16 | killexams.com Real Questions and Pass4sure dumps

    Dhaka university has set Nov sixteen as the date for virtually 18,500 college students to retake the ‘Gha’ unit admission checks after the first exams have been marred by means of question paper leak allegations.

    The clean exams can be held for an hour from 3pm on that day, the school spoke of on Friday.

    Social sciences school Dean Prof Sadeka Halim, who is the manager coordinator of the fresh exams, informed bdnews24.com that the checks could be held following the suggestions set for the primary checks.

    The candidates will must down load admit cards from the university’s web site, she introduced.

    The college determined to hang the checks once again for the college students who cleared them in a meeting final Tuesday to put an conclusion to the debate over the question paper leak.

    As many as 18,464 or 26.21 percent candidates handed the primary tests, in response to the effects announced after a delay due to an initial investigation into the leak allegations.

    It grew to become out that 70 of the one hundred candidates who aced the tests could not even clear the admission hurdles of other gadgets, prompting the school students to return out in force traumatic the outcomes be declared void.

    A mum or dad of a candidate who failed the ‘Gha’ unit exams filed a writ petition over the identical demand on Sunday.

    Ruling Awami League’s student front Bangladesh Chhatra League had also submitted a memorandum to the VC annoying fresh assessments earlier than the deans’ committee sat for the assembly.

    The admission look at various became taken in 81 centres in and outside the Dhaka tuition campus on Oct 12.

    Journalists discovered fourteen photographs of a handwritten question paper of the unit’s entry check about 31 minutes after the exam had begun.

    nevertheless it become found that the query paper become on a scholar’s phone forty three minutes earlier than the look at various commenced.

    The tuition shaped a 3-member panel to investigate the alleged leaks of the admission verify questions.

    law enforcers have arrested six individuals for their alleged involvement in the leaks.

    Vice-Chancellor Md Akhtaruzzaman, although, had escalated the talk with claims such incidents had been left unaddressed during the past however they are taking action now.

    WARNING:

    Any unauthorised use or reproduction of bdnews24.com content material for business applications is strictly prohibited and constitutes copyright infringement vulnerable to felony action.




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    Test of Essential Academic Skills (Reading, Match, English, Science) Ver. 6

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    The Boys at the Back | killexams.com real questions and Pass4sure dumps

    Photo Credit Ben Javens

    Boys score as well as or better than girls on most standardized tests, yet they are far less likely to get good grades, take advanced classes or attend college. Why? A study coming out this week in The Journal of Human Resources gives an important answer. Teachers of classes as early as kindergarten factor good behavior into grades — and girls, as a rule, comport themselves far better than boys.

    The study’s authors analyzed data from more than 5,800 students from kindergarten through fifth grade and found that boys across all racial groups and in all major subject areas received lower grades than their test scores would have predicted.

    The scholars attributed this “misalignment” to differences in “noncognitive skills”: attentiveness, persistence, eagerness to learn, the ability to sit still and work independently. As most parents know, girls tend to develop these skills earlier and more naturally than boys.

    No previous study, to my knowledge, has demonstrated that the well-known gender gap in school grades begins so early and is almost entirely attributable to differences in behavior. The researchers found that teachers rated boys as less proficient even when the boys did just as well as the girls on tests of reading, math and science. (The teachers did not know the test scores in advance.) If the teachers had not accounted for classroom behavior, the boys’ grades, like the girls’, would have matched their test scores.

    That boys struggle with school is hardly news. Think of Shakespeare’s “whining schoolboy with his satchel and shining morning face, creeping like snail unwillingly to school.” Over all, it’s likely that girls have long behaved better than boys at school (and earned better grades as a result), but their early academic success was not enough to overcome significant subsequent disadvantages: families’ favoring sons over daughters in allocating scarce resources for schooling; cultural norms that de-emphasized girls’ education, particularly past high school; an industrial economy that did not require a college degree to earn a living wage; and persistent discrimination toward women in the workplace.

    Those disadvantages have lessened since about the 1970s. Parents, especially those of education and means, began to value their daughters’ human capital as much as their sons’. Universities that had been dominated by affluent white men embraced meritocratic values and diversity of gender, race and class. The shift from a labor-intensive, manufacturing-reliant economy to a knowledge-based service economy significantly increased the relative value of college and postgraduate degrees. And while workplace inequities persisted, changing attitudes, legislation and litigation began to level the occupational playing field.

    As these shifts were occurring, girls began their advance in education. In 1985, boys and girls took Advanced Placement exams at nearly the same rate. Around 1990, girls moved ahead of boys, and have never looked back. Women now account for roughly 60 percent of associate’s, bachelor’s and master’s degrees and have begun to outpace men in obtaining Ph.D.’s.

    There are some who say, well, too bad for the boys. If they are inattentive, obstreperous and distracting to their teachers and peers, that’s their problem. After all, the ability to regulate one’s impulses, delay gratification, sit still and pay close attention are the cornerstones of success in school and in the work force. It’s long past time for women to claim their rightful share of the economic rewards that redound to those who do well in school.

    Photo Credit Ben Javens

    As one critic told me recently, the classroom is no more rigged against boys than workplaces are rigged against lazy and unfocused workers. But unproductive workers are adults — not 5-year-olds. If boys are restless and unfocused, why not look for ways to help them do better? As a nation, can we afford not to?

    A few decades ago, when we realized that girls languished behind boys in math and science, we mounted a concerted effort to give them more support, with significant success. Shouldn’t we do the same for boys?

    When I made this argument in my book “The War Against Boys,” almost no one was talking about boys’ academic, social and vocational problems. Now, 12 years later, the press, books and academic journals are teeming with such accounts. Witness the crop of books in recent years: Leonard Sax’s “Boys Adrift,” Liza Mundy’s “The Richer Sex,” Hanna Rosin’s “The End of Men.”

    For a revised version of the book, due out this summer, I’ve changed the subtitle — to “How Misguided Policies Are Harming Our Young Men” from “How Misguided Feminism Is Harming Our Young Men” — and moved away from criticizing feminism; instead I emphasized boy-averse trends like the decline of recess, zero-tolerance disciplinary policies, the tendency to criminalize minor juvenile misconduct and the turn away from single-sex schooling. As our schools have become more feelings-centered, risk-averse, collaboration-oriented and sedentary, they have moved further and further from boys’ characteristic sensibilities. Concerns about boys arose during a time of tech bubble prosperity; now, more than a decade later, there are major policy reasons — besides the stale “culture wars” of the 1990s — to focus on boys’ schooling.

    One is the heightened attention to school achievement as the cornerstone of lifelong success. Grades determine entry into advanced classes, enrichment programs and honor societies. They open — or close — doors to higher education. “If grade disparities emerge this early on, it’s not surprising that by the time these children are ready to go to college, girls will be better positioned,” says Christopher M. Cornwell, an economist at the University of Georgia and an author of the new study, along with his colleague David B. Mustard and Jessica Van Parys of Columbia University.

    A second reason is globalization. Richard Whitmire, an education writer, and William Brozo, a literacy expert, write that “the global economic race we read so much about — the marathon to produce the most educated work force, and therefore the most prosperous nation — really comes down to a calculation: whichever nation solves these ‘boy troubles’ wins the race.” That’s probably an overstatement, but we do know that the large-scale entry of women into the work force paid large economic dividends. It stands to reason that raising male academic achievement is essential to raising labor productivity and, ultimately, living standards.

    A third reason: improving the performance of black, Latino and lower-income kids requires particular attention to boys. Black women are nearly twice as likely to earn a college degree as black men. At some historically black colleges, the gap is astounding: Fisk is now 64 female; Howard, 67 percent; Clark Atlanta, 75 percent. The economist Andrew M. Sum and his colleagues at the Center for Labor Market Studies at Northeastern University examined the Boston Public Schools and found that for the graduating class of 2007, there were 191 black girls for every 100 boys going on to attend a four-year college or university. Among Hispanics, the ratio was 175 girls for every 100 boys; among whites, 153 for every 100.

    Young men from middle-class or more comfortable backgrounds aren’t lagging quite as far behind, but the gender gap exists there, too. Judith Kleinfeld, a psychology professor at the University of Alaska, Fairbanks, analyzed the reading skills of white males from college-educated families. She showed that at the end of high school, 23 percent of the these boys scored “below basic,” compared with 7 percent of their female counterparts. “This means that almost one in four boys who have college-educated parents cannot read a newspaper with understanding,” she wrote.

    WHAT might we do to help boys improve? For one thing, we can follow the example of the British, the Canadians and the Australians. They have openly addressed the problem of male underachievement. They are not indulging boys’ tendency to be inattentive. Instead, they are experimenting with programs to help them become more organized, focused and engaged. These include more boy-friendly reading assignments (science fiction, fantasy, sports, espionage, battles); more recess (where boys can engage in rough-and-tumble as a respite from classroom routine); campaigns to encourage male literacy; more single-sex classes; and more male teachers (and female teachers interested in the pedagogical challenges boys pose).

    These efforts should start early, but even high school isn’t too late. Consider Aviation High School in New York City. A faded orange brick building with green aluminum trim, it fits comfortably with its gritty neighbors — a steelyard, a tool-supply outlet and a 24-hour gas station and convenience store — in Long Island City, Queens.

    On a visit to Aviation I observed a classroom of 14- and 15-year-olds focused on constructing miniaturized, electrically wired airplane wings from mostly raw materials. In another class, students worked in teams — with a student foreman and crew chief — to take apart and then rebuild a small jet engine in just 20 days. In addition to pursuing a standard high school curriculum, Aviation students spend half of the day in hands-on classes on airframes, hydraulics and electrical systems. They put up with demanding English and history classes because unless they do well in them, they cannot spend their afternoons tinkering with the engine of a Cessna 411.

    The school’s 2,200 pupils — mostly students of color, from low-income households — have a 95 percent attendance rate and a 90 percent graduation rate, with 80 percent going on to college. The school is coed; although girls make up only 16 percent of the student population, they appear to be flourishing. The New York City Department of Education has repeatedly awarded Aviation an “A” on its annual school progress reports. U.S. News & World Report has cited it as one of the best high schools in the nation.

    “The school is all about structure,” an assistant principal, Ralph Santiago, told me. The faculty emphasizes organization, precision, workmanship and attention to detail. The students are kept so busy and are so fascinated with what they are doing that they have neither the time nor the desire for antics.

    Not everyone of either sex is interested in airplanes. But vocational high schools with serious academic requirements are an important part of the solution to male disengagement from school.

    I can sympathize with those who roll their eyes at the relatively recent alarm over boys’ achievement. Where was the indignation when men dominated higher education, decade after decade? Isn’t it time for women and girls to enjoy the advantages? The impulse is understandable but misguided. I became a feminist in the 1970s because I did not appreciate male chauvinism. I still don’t. But the proper corrective to chauvinism is not to reverse it and practice it against males, but rather basic fairness. And fairness today requires us to address the serious educational deficits of boys and young men. The rise of women, however long overdue, does not require the fall of men.

    Christina Hoff Sommers is a resident scholar at the American Enterprise Institute and the author of “The War Against Boys.”

    A version of this article appears in print on 02/03/2013, on page SR1 of the NewYork edition with the headline: The Boys at the Back.


    Charlottesville’s Other Jim Crow Legacy: Separate and Unequal Education | killexams.com real questions and Pass4sure dumps

    Students walk the hallways between classes at a Charlottesville high school.Andrew Shurtleff/ZUMAPRESS.com

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    This story was originally co-published by ProPublica and the New York Times.

    High school seniors Zyahna Bryant and Trinity Hughes have been friends since they were 6 years old, raised by blue-collar families in this affluent college town. They played on the same T-ball and softball teams and were in the same church group.

    But like many African American children in Charlottesville, Trinity lived on the south side of town and went to a predominantly black neighborhood elementary school. Zyahna lived across the train tracks on the north side and was zoned to a mostly white school, near the University of Virginia campus, that boasts the city’s highest reading scores.

    In elementary school, Zyahna was chosen for the district’s program for gifted students. Since then, she has completed more than a dozen Advanced Placement and college-level courses, maintained a nearly 4.0 average, and has been a student leader and a community activist. She has her eyes set on a prestigious university like UVA.

    “I want to go somewhere where it shows how much hard work I’ve put in,” said Zyahna.

    Trinity wasn’t selected for the gifted program. She tried to enroll in higher-level courses and was denied. She expects to graduate later this school year, but with a transcript that she says won’t make her competitive for selective four-year colleges.

    “I know what I’m capable of and what I can do,” Trinity said, “but the counselors and teachers, they don’t really care about that.”

    For every student like Zyahna in Charlottesville’s schools, there are scores like Trinity, caught in one of the widest educational disparities in the United States. Charlottesville’s racial inequities mirror college towns across the country, from Berkeley, California, to Evanston, Illinois. But they also match the wider world of education, which is grappling with racial gaps—in areas from gifted programs to school discipline—that can undercut the effort to equitably prepare students for college in a competitive economy.

    The debate over the city’s statue of Robert E. Lee and the white supremacist march last year set Charlottesville apart and spurred it to confront its Confederate past. But the city hasn’t fully come to terms with another aspect of its Jim Crow legacy: a school system that segregates students from the time they start and steers them into separate and unequal tracks.

    Charlottesville is “beautiful physically and aesthetically pleasing, but a very ugly-in-the-soul place,” said Nikuyah Walker, who became its first black female mayor during the self-recrimination that swept the city after last year’s white nationalist rallies. “No one has ever attempted to undo that and that affects whether our children can learn here.”

    Today, white students make up 40 percent of Charlottesville’s enrollment, and African Americans about a third. But white children are about four times as likely to be in Charlottesville’s gifted program, while black students are more than four times as likely to be held back a grade and almost five times as likely to be suspended out of school, according to a ProPublica/New York Times examination of newly available district and federal data. (Look up your school, district, or state in ProPublica‘s interactive database.)

    Since 2005, the academic gulf between white and black students in Charlottesville has widened in nearly all subjects, including reading, writing, history, and science. As of last year, half of all black students in Charlottesville could not read at grade level, compared with only a tenth of white students, according to state data. Black students in Charlottesville lag on average about three and a half grades behind their white peers in reading and math, compared with a national gap of about two grades.

    Over the decades, school board members have often brushed aside findings of racial inequality in Charlottesville schools, including a 2004 audit—commissioned by the district’s first African American superintendent—that blamed inadequate leadership and a history of racism for the persistent underachievement of its black students.

    Officials in the 4,500-student district—which spends about $16,000 per pupil, one of the highest rates in the state—instead point to socioeconomic differences; the vast majority of Charlottesville’s black children qualify for free or reduced-price meals at school because of low family income. District leaders say they are tackling the achievement gap, with initiatives such as eliminating prerequisites for advanced classes. Besides, they say, test scores are only one measure of success.

    “I’m not trying to make excuses” for the test scores of black students, said Rosa Atkins, the district’s superintendent for almost 13 years, “but that’s only one measure of where they are, and who they are, and their capabilities for success.”

    About a third of the 25 districts with the widest achievement disparities between white and black students are in or near college towns, according to a review of data compiled by researchers at Stanford University. That may be because affluent families in university towns invest a large proportion of their resources in their children’s education, said Sean Reardon, a professor of education at Stanford. In such communities, “disparities in resources—between white and black students, for example—may be more consequential,” Reardon said.

    Atkins said that it’s unfair to compare black students with white classmates who attended the best preschools and have traveled abroad. “The experiences that they bring into our school system are very different,” she said. “When we start saying that until you start performing like white children, you have a deficit, I think that in itself is discrimination.”

    Still, socioeconomics don’t fully explain the gap. State exam data shows that, among Charlottesville children from low-income families, white students outperformed black students in all subjects over the last three years. The same pattern holds true for wealthier students.

    And in the last year, even the city’s immigrant students who are learning English have outperformed black students on state exams in every subject.

    Atkins said that what doesn’t show up in test scores is how far behind black children start and how they sometimes have to acquire two years’ worth of skills in just one year.

    “I dare say that our black children are performing better than our white children” when their progress is considered, she said. “That tells me that our children have resilience, tenacity and ability far superior than what we’re giving them credit for.”

    Among white parents, last year’s rallies have fostered franker discussions of racial inequality, said one of them, Guian McKee, a UVA associate professor. “There’s been a lot more openness to some of those challenging conversations,” he said.

    At their predominantly black elementary school, McKee’s two children participated in the gifted program, which is about three-quarters white. Such disparities, at odds with Charlottesville’s reputation as a bastion of Southern progressivism, have long been a taboo topic, he said.

    “For a lot of people, it’s really uncomfortable to see that even if you haven’t personally done anything wrong, you’re part of larger structures that contribute to producing poverty and inequality, including in educational outcomes,” McKee said.

    Much like its Confederate past, Charlottesville’s history of school segregation weighs heavily on the present day. “I don’t think the hate groups selected our community by chance,” Atkins said.

    Charlottesville greeted the Supreme Court’s 1954 Brown v. Board of Education desegregation decision with a firm no. In 1958, Gov. J. Lindsay Almond ordered the city to shut down two white-serving public schools rather than integrate.

    Many white families opted for private schools, which were able to secure public funding through voucher-like tuition grants. Under pressure from the Supreme Court of Virginia, Charlottesville reopened its schools in 1959, allowing a dozen black students to attend its historically white schools.

    But the city’s resistance to integration persisted. Instead of outright segregation, the white-led district established testing requirements solely for black students who tried to enroll in historically white schools. It also allowed white students who lived in attendance zones of historically black schools to transfer back to predominantly white schools. Black students who lived near mostly white schools were assigned to black schools.

    After a federal appeals court invalidated the district’s attendance policies, the city relied more closely on residential zones to sort students.

    In 1984, Charlottesville High School ignited after the student newspaper published derogatory remarks about black students. The high school was shut down for a day. “Seniors for White Supremacy” was painted in its parking lot.

    “We will NOT accept redistricting when it is done, as in this situation, sloppily and hurriedly and in a way which negatively impacts the quality of education for all students involved,”

    Two years later, the board considered redrawing school zones to bolster racial and economic equity, but it worried about white flight. In the end, elementary school boundaries were largely left alone. The district pooled the city’s middle school students into two schools, one serving all fifth- and sixth-graders, and the other serving all seventh- and eighth-graders. The number of white students declined about 20 percent within a decade.

    Other efforts to reshape attendance zones faced resistance. In 2003, a predominantly black group of families asked to send their children to Venable, one of the historically white schools that had closed rather than integrate. Venable, which Zyahna would later attend, has the highest reading proficiency of all elementary schools in the city.

    The black families lived several blocks from Venable and had grown frustrated by their children’s long commutes to their zoned school. But when the board proposed reassigning the 20 children, white parents from Venable “freaked,” said Dede Smith, then a school board member.

    “We will NOT accept redistricting when it is done, as in this situation, sloppily and hurriedly and in a way which negatively impacts the quality of education for all students involved,” read a letter from the Venable parent-teacher organization. It took a year for the board to rezone the children to Venable, according to Smith. Today, some black families are able to send their children there, but residents of a mostly black public housing complex nearby are not among them.

    “We only put our toe in the water,” Smith said.

    The following year, in 2004, the school board hired Scottie Griffin as superintendent. She tapped a respected education association to review inequities across the district. The report by five academics revealed a deeply fractured school system.

    “While some members of the community might wish for an elongated period of time to ponder and debate changes, the children are in school only once and then they are gone,” the audit concluded. “No city can survive by only serving one half its constituents well. The future of such a legacy is dire.”

    The auditors pushed for increasing black students’ access to high-level academic programs, including gifted and Advanced Placement courses.

    Kathy Galvin, a parent who is now a City Council member, responded to the audit in an internal memo to the school board, urging the board to reject the racial bias findings, which she called “unnecessary and in fact harmful,” and implored members to focus on improving “our educational system for the benefit of all children.”

    ​​Today, Galvin largely stands by that position. “A ‘too narrow and racially biased’ focus on the schools does a disservice to the dedicated educators who have made a difference and risks misdiagnosing a complex problem, leading to ineffective solutions,” she said.

    In 2005, within a year of her hiring, Griffin was pushed out. She did not respond to questions from the Times and ProPublica.

    Atkins said she has incorporated some of the audit’s recommendations, such as data-driven decision-making and a reorganization of central office staff, into the district’s strategic plan.

    One of the audit’s central focuses was the city’s gifted program, known as Quest. As white enrollment in the city’s schools contracted over the years, the program tripled in size, according to an analysis by a UVA researcher, largely benefitting the white families who remained.

    To black families, segregation had returned by another name.

    “Everyone wants the best for their kid, but this has been the thing that has helped drive the segregation engine,” said Lisa Woolfork, an associate professor at UVA and member of Black Lives Matter Charlottesville, whose children attend Charlottesville schools. “I have always been of the opinion that this type of internal segregation is the way to keep white people in the public schools. This is a way that white supremacy undergirds the public school system.”

    In 1984, only 11 percent of Charlottesville’s white students qualified as gifted, according to federal data from the UVA analysis. By 2003, according to the audit, about a third of white students qualified, the same proportion as today. White students make up more than 70 percent of the district’s gifted students.

    When students are selected for Quest, they are pulled out of their regular classrooms for enrichment sessions in academics and arts with a specialized teacher in a designated classroom.

    “When people bring up Quest, we get angry,” Trinity said. “We all wish we had the opportunity to have that separate creative time. It drives a gap between students from elementary school on.”

    For children who read below grade level, the city offers a supplemental program called Extending the Bridges of Literacy. But the literacy program takes place after school, and it is taught by any instructors who volunteer to extend their workday for extra pay, regardless of whether they have specialized intervention training.

    Racial inequities persist into the high school’s Advanced Placement courses, which provide students with college credits. White students in Charlottesville are nearly six times as likely to be in AP courses as their black peers, according to recently released federal data.

    “There is an incentive to segregate these kids,” Smith said. “I don’t think the schools see anything positive in an academic mixing pot because the white parents will leave.”

    In the last two years, Charlottesville High administrators have introduced staff training on racial inequalities. Teachers have participated in professional development that included studying “equity-based teaching,” lessons in Charlottesville’s local black history and Civil War history, and workshops on implicit bias. The school’s principal also set up focus groups and surveyed high-performing black students about underrepresentation in advanced courses.

    Atkins has introduced other initiatives aimed at reducing the achievement gap. Besides abolishing prerequisites for advanced courses, she created a “matrix” that families could follow to map out a sequence of coursework. She also has tried to remedy the underrepresentation of minorities and girls in science electives by giving every middle schooler an opportunity to take an engineering course.

    The school district has also expanded what it calls “Honors-Option” courses, in which students can opt to meet requirements for regular or honors credit.

    Jennifer Horne, an English teacher at Charlottesville High School, called her honors-option course “the most beautiful place in the building. You’ve got struggling readers and kids who are way smarter than me in the same room.” She said she is able to pose the “big questions,” which are usually reserved for advanced courses, and identify students with untapped potential.

    With the help of a scholarship, Zyahna attended preschool to first grade at an elite private school. Her preparation helped her to pass an admission test for the gifted program after she entered Venable. As she got older, church members who worked in the schools advised her on the programs and classes she needed to stay on pace with her white peers.

    Zyahna felt isolated in the sea of white faces. She became an activist, founding the Black Student Union, petitioning the City Council to remove the Lee statue and speaking out at school board meetings about the achievement gap. “It has caused me to become even more of an advocate for people of color, just for my blackness, because you enter into this whole sunken place when you get into honors and AP courses,” she said.

    Zyahna likened her high school experience to shopping because students have to scout out the best deals. “You literally have to go ask for everything yourself, and not everyone has those skills or confidence.”

    Trinity said she lost that confidence as teachers repeatedly rejected her requests to enroll in higher level courses. She tried to take Algebra II her junior year, an essential course for many colleges. Trinity had struggled early in a geometry course but had stayed after school, sought tutoring and earned a B. She figured that she could work just as hard in Algebra II.

    Her geometry teacher wouldn’t allow it, Trinity said. The teacher declined to comment on individual students. School officials said that a student’s performance in geometry isn’t the only factor in a teacher’s recommendation for Algebra II.

    Trinity’s mother, Valarie Walker, fought for Trinity to take higher level courses, but school personnel didn’t “want to listen to what the black kids have to say,” she said.

    “I don’t think our voices were as strong as they needed to be,” she said. “They kept saying, ‘This would be better.’ I think we gave up fighting.”

    In Charlottesville’s schools, the mantra is graduate by any means necessary. Bring up anything else—test scores, suspension rates—and Atkins counters, “We prefer to focus on the long-term goals, and the long-term goal is graduation.”

    About 88 percent of black students graduate, just under the state average for African Americans, and up from 66 percent a decade ago. They trail their white peers by about 8 percentage points. The district’s graduation rate, 92.6 percent, is at its highest since the segregation era, said Atkins.

    But all diplomas are not equal. About three decades ago, Virginia established a two-tier diploma track, in which districts award “standard” or “advanced” diplomas based on a student’s coursework. It’s one of at least 14 states with this kind of approach. Three years ago, the state superintendent of public instruction proposed moving to a single-diploma system but backed off when parents complained.

    The advanced diploma requires students to complete an additional credit in mathematics, science and history and mandates students to take at least three years of a foreign language; for the standard diploma, learning a language is not compulsory. Starting as early as middle school, honors and accelerated courses put some students on a path to advanced high school credits. In Charlottesville, about three-quarters of white students graduate with an advanced diploma, compared with a quarter of their black peers.

    The type of diploma that students receive overwhelmingly dictates whether they enroll in two- or four-year colleges, or move on to higher education at all. In Virginia, only a tenth of students with standard diplomas enroll in a four-year college, a recent study found.

    Atkins acknowledged that some minority students may be discouraged from taking higher-level courses that could qualify them for better colleges and said the district will remind parents to bring these rebuffs to her attention. Mayor Walker, whose son is a sophomore at Charlottesville High, said some attitudes haven’t changed: “There have been a lot of people who just don’t believe in the potential of our kids.”

    Since middle school, Trinity’s goal has been to attend James Madison University in Harrisonburg, Virginia. She has gained enough credits for an advanced diploma. But last month she learned that she would need a math class higher than Algebra II to gain admission.

    A university representative recommended she go to community college, and possibly transfer to James Madison. Michael Walsh, dean of admissions at James Madison, said 99 percent of students it accepts have gone beyond Algebra II.

    She was crushed: “It made me realize I really haven’t been prepared like the rest of the students to be ‘college ready.'”

    Zyahna’s achievements make her a prime candidate for an elite university. So she was taken aback when, as she was beginning her search, her principal encouraged her to explore community college. The principal says the context was a broad discussion with black student leaders about community college as an affordable option.

    That’s not how Zyahna heard it.

    “No matter how high your scores are or how many hours you put into your work, you are still black,” she said. “There’s a whole system you’re up against. Every small victory just cuts a hole into that system reminding you how fragile it is. But it’s still there.”


    1. Efforts by the Ministry of Education, Culture, Sports, Science and Technology | killexams.com real questions and Pass4sure dumps

    Japanese Government Policies in Education, Culture, Sports, Science and Technology 2002 [2.4.1]

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      Chapter

    Chapter 2   Towards Advancement of "Academic Ability"

    Section 4   Increased efforts for the secure improvement of "Academic Ability"

    1.   Efforts by the Ministry of Education, Culture, Sports, Science and Technology

      The Ministry of Education, Culture, Sports, Science and Technology presented five policies under the theme "Exhortation toward Learning" to provide references for schools in January 2002. The Ministry has been working on various measures to support schools activities, in order to help children acquire basic knowledge and skills solidly, find out tasks and think by themselves, judge and act independently, and develop "Academic Ability" including problem-solving ability under the new Course of Study.

    (1) To improve an individually-targeted teaching approach

      To realize the aim of the new Course of Study, each school is required to make efforts to innovatively improve their teaching methods and systems in response to individual needs and achievement levels, for example, by introducing tutoring, group teaching, achievement-based teaching, and collaborative teaching (team teaching).

      From the above viewpoint, the Ministry set up the "careful teaching approach to help children acquire basic knowledge and the ability to learn and think by themselves" as one of the major policies to develop "Academic Ability" under the theme "Exhortation toward Learning", and emphasize the importance of individually-targeted teaching.

      The Ministry is undertaking the following measures to support school efforts.

    "Exhortation toward Learning"- 2002 Appeal for the securely improvement of "Academic Ability" - (January 17,2002)

    Five Policies

    (1) To equip children with the basic knowledge and the ability to learn and think independently through careful and attentive teaching,   Promote a careful approach in response to individual needs to help children acquire basic knowledge solidly and develop ability to learn and think by themselves (e.g., small-group guidance and achievement-based teaching)(2) to grow a child's ability in line with his/her personality by developing,   The Course of Study is a minimum requirement, and fast-learners can further advance their study through developing learning lesson.(3) to heighten eagerness to learn through the experiences of pleasant learning,   Create a school environment where children can really enjoy learning, for example, in a period for integrated study, to help them develop ability and motivation to be creative and flexible in dealing with future tasks.(4) to form a habit of learning by enriching the opportunities for learning, and   Recommend and support catch-up learning and morning reading before or after official school hours, and help children acquire learning habits by giving proper assignments or homework to prepare for effective study at home.(5) to promote the redefinition as a distinctive school for the purpose of leveling up the steady scholarly attainments.   Promote the creation of unique schools to help children develop "Academic Ability", for example, through a "Frontier project for the 'Academic Ability' improvement", and evaluate the outcome properly.

    1) Plan to improve the fixed numbers of educational personnel

      In addition to regular review of the fixed number of teachers and other personnel, we increased the fixed number in order to introduce various approaches of individually-targeted teaching and enable proper teaching methods during the period from FY 1993 to FY 2000. And starting in FY 2001, we are going to make another change under the 5-year plan to FY 2005. Specifically, the number of teachers will be increased to allow them to teach for a small-group guidance of about 20 students, depending on subjects, and give achievement-based teaching at public compulsory schools, in order to help children develop "Academic Ability" and achieve a focused teaching approach.

      In addition, 26,900 more teachers will be allocated under the 7th plan to improve the fixed numbers of educational personnel at public compulsory schools. The 7th plan covers the improvement of the allocation rate of vice principals and nurse teachers, change of the fixed number of teachers at special education schools, and the fixed number of replacement teachers during the period when regular teachers are sent out to work for private companies as part of long-term working experience training. In FY 2002, 5,380 more teachers (the same number as in FY 2001) were recruited as scheduled for the second year of the improvement plan. In FY 2001, 10,618 elementary schools and 7,683 lower secondary schools launched creative teaching methods, such as small-group guidance, by increasing the staffing level under the plan. Public upper secondary schools also increased the staffing level as is the case with public compulsory schools, and decided to increase 7,008 teachers under the 6th plan to improve the fixed number of educational personnel at public upper secondary schools, with the view to developing various types of high school education such as a unified education of lower and upper secondary school, an integrated course, and credit-based upper secondary schools. In FY 2002, these high schools added 1,401 teachers (almost the same level as in FY 2001) as scheduled for the second year of the improvement plan (one-fifth of the total increase).

      It is also important to get cooperation from talented people outside of schools to improve learning activities. For that purpose, the Ministry established a "part-time teachers without teachers certificates" to appoint working people and community residents who do not possess teaching certification but have outstanding knowledge and skills in various fields to teach classes of any subject of elementary, lower and upper secondary schools, on the condition that prefectural boards of education are notified. In FY 2001, 14,695 such teachers stood at the lectern.

      In addition to the system above, the Ministry is promoting the "Plan for Lively Schools" to ask for corporations to allocate about 50,000 (target) working people as assistants to teachers at schools nationwide for the next three years and to make effective use of working people with various backgrounds by using "Emergency Special Grants for Creating Local Employment" from the extra budget for FY 2001.

    2) Introduction of a subject teacher system (different teachers teach different subjects) at elementary schools

      The Ministry is promoting the introduction of a subject teacher system in which teachers take responsibility for teaching their strong subjects under the amended Education Personnel Certification Law in FY 2002 so that those who possess certificates for lower and upper secondary schools can teach classes of their certified subjects at elementary schools to improve teaching approaches there and facilitate the smooth transition between different school levels. When this system gets on track, it is expected that children will increase their motivation to learn and teachers can get engaged in more individually-targeted class by using their specialties.

    3) Frontier project for the "Academic Ability" improvement

      "Frontier schools for the 'Academic Ability' improvement" in 47 prefectures nationwide are conducting practical researches to improve the individually-targeted teaching approach. This research includes: (a) material development for individually-targeted teaching, such as supplemental and developing learning lessons, (b) improvement and creation of teaching methods and approaches focusing on individually-targeted teaching, and (c) improvement of teaching based on evaluation of individual academic achievement. In the future, these research results will be disseminated to other schools so that all compulsory schools nationwide can further improve and enhance their efforts to develop "Academic Ability."

    4) Materials for instruction responding to an individual

      To support the efforts to enrich and elaborate instruction responding to an individual at schools, the Ministry developed reference materials for teachers which covers hints for effective teaching, such as the developing learning lesson to children who adequately understand the contents designated by the Courses of Study and supplemental learning lesson to children who do not understand adequately, with several example cases (four types: arithmetic, science for elementary schools, mathematics, science for lower secondary schools). These materials were published on the Ministry's official Web site and distributed to elementary and lower secondary schools nationwide.

    5) Super Science High Schools

      To promote the development of talent of future leaders in science and technology, the Ministry designates upper secondary schools focusing on the education of science and technology and mathematics, as "Super Science High Schools", and thereby provides opportunities for students to advance their study of science and mathematics responding to their ability and interest.

      These "Super Science High Schools" are engaged in curriculum development focusing on science and mathematics, and research and development activities to explore effective cooperation with universities and research institutes.

    6) Super English Language High Schools

      To promote the creation of schools which could serve a leading role in English education and the improvement of English teaching methods, upper secondary schools focusing on English education have been designated as "Super English Language High Schools (SELHi) since FY 2002. These high schools are conducting practical research and development, curriculum development focusing on English education, teaching of certain subjects in English, and effective cooperation with universities and sister schools overseas.

    (2) To increase learning motivation

      In the Course of Study, the ability to think, judge and express, and motivation to learn are also considered as "Academic Ability", in addition to basic knowledge and skill.

      However, as mentioned earlier, various research results indicated that Japanese children don't necessarily like to study, although they are ranked higher both in the degree of achievement of knowledge and skill and in the ability to use them effectively in real life.

      The result of "the Research and Study on the Learning Motivation" conducted by the National Institute of Educational Policy Research in FY 2001 revealed that children have a tendency to increase their motivation when they "better understood" classes, felt them "interesting" and "grew concerned about their future career".

      Furthermore, the Research on Curriculum for FY 2001 as mentioned earlier also supported the idea that increased learning motivation is a key for the "Academic Ability" development.

      Considering the situations mentioned above, the Ministry is working on the launch of "lessons that are easy to understand" by promoting individually-targeted teaching under the new Course of Study and expanding elective courses so that children can advance their study on topics of their own interest. In the "Period for Integrated Study", students can acquire the ability to learn and think by themselves while deepening their understanding of and skill in each subject learned, relate subjects to each other and use them in their daily lives, and develop the attitude to solve and explore problems independently and creatively.

      Schools are required to promote efforts to help students really feel the fun of learning and increase their learning motivation.

      To support school efforts, the Ministry developed and distributed the collection of practical cases of "Period for Integrated Study" in addition to projects mentioned in (1), and opened a site "to support school efforts to promote the "Period for Integrated Study" on its official Web site

      (http://www.mext.go.jp/a_menu/shotou/sougou/index.htm).

    (3) Developing a strategic plan to cultivate "Japanese With English Abilities"

      With the progress of globalization in the economy and in society, it is essential that our children acquire communication skills in English, which has become a common international language, in order for living in the 21st century. This has become an extremely important issue both in terms of the future of our children and the further development of Japan as a nation.

      With a view to ascertaining the importance of English education, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) listened to the opinions of experts in various fields with a view to ascertaining the importance of English education. Specifically, MEXT accepted the suggestion about the improvement of English education from the "Round-table Committee for the Improvement of English Teaching Methods" in January 2001, and heard the opinions of experts at the "Round-table Committee on English Education Reform" in 2002. Based on the deliberations of both these committees, MEXT developed the strategic plan to cultivate "Japanese with English abilities" - Plan to improve English and Japanese abilities on July 12, 2002 with the aim of drastically improving English education.

      The attainment targets of this strategic plan are to ensure that lower secondary school graduates acquire the ability to hold simple conversations comprising greeting and responses as well as a similar level of reading, writing and listening (English-language ability of graduates should be the third grade of the *STEP Test (Eiken), on average), and that upper secondary school graduates acquire the ability to hold normal conversations on everyday topics as well as a similar level of reading, writing and listening (English-language ability of graduates should be the second grade or pre-second grade of the STEP Test, on average).

      (*STEP -the Society for Testing English Proficiency)

      To attain these targets, MEXT will take the following measures:

    1) Improve the qualifications of English teachers and upgrade the teaching system

      Establish targets for expected English-language abilities of English teachers, enrich training for English teachers and promote the utilization of native speakers (those whose mother tongue is English)

    2) Boost motivation of learners

      Promote overseas study among upper secondary school students and introduce a listening test into National Center for University Entrance Examinations (NCUEE) examinations in FY 2006 as a target year

    3) Improve educational content   Increase the number of "Super English Language High School" and conduct survey on the state of the implementation of improvements to foreign language education 4) Enhance English conversation activities in elementary schools   Support English conversation activities carried out in the Period for Integrated Study so that teaching can be conducted by Assistant Language Teachers (ALT) 5) Boost Japanese-language abilities   Identify "Japanese-language abilities required for the future", encourage children to read books and enrich Japanese-language education at school

      On the basis of the strategic plan as described above, MEXT is going to implement the feasible measures immediately and develop action plans in line with the strategic plan.

    (4) Solid academic ability developed by the effective use of information technology

      Information technology is used in school education for children to develop "information literacy" to select and use necessary information from the flood of information independently and develop the ability to learn and think by themselves. On the other hand, the effective use of information technology in each subject to conduct "lessons that are easy to understand" will help develop children's "Academic Ability".

      To this end, the Ministry established the "Study Meeting about the Promotion of Use of Information Technology in Primary and Secondary Education" in August, 2002, which reported to the Ministry about specific measures to promote its increased and regular use.

      In consideration of the report, the Ministry is working on the following measures:

    1) Improve IT environments   Under the "e-Japan Priority Plan - FY 2002", the Ministry is working to keep almost all public elementary, junior high and high schools connected to the high-speed Internet by FY 2005, and systematically improving IT environments such as computers and Internet to facilitate the use of computers in classes. 2) Improve teacher training   Training programs by the government are to be improved, focusing on the use of information technology, and objective indicators to evaluate IT-based teaching ability will be developed and made available. 3) Suggestions on the effective use of information technology for each subject   A guidebook with practical examples will be prepared and published to introduce the effective use of IT for each subject.

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    coursehero.com : "Excle"






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