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PSAT Preliminary SAT/National Merit Scholarship Qualifying Test

The National Merit Scholarship Program is an academic competition for recognition and college scholarships that began in 1955. High school students enter the National Merit Scholarship Program by taking the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®), which serves as an initial screen of approximately 1.6 million entrants each year, and by meeting published program entry and participation requirements.
To enter the National Merit Scholarship Program and compete for recognition and 8,700 scholarships to be offered in 2021:
• Take the PSAT/NMSQT in October 2019.
• Meet other entry requirements.
Program entrants must take the test in the specified year of the high school program (see page 6). The 2019 PSAT/NMSQT is the qualifying test for entry to the 2021 program. Most entrants will complete high school and enroll in college in 2021.

The National Merit® Scholarship Program is an annual academic competition among high school students for recognition and college scholarships. The program is conducted by National Merit Scholarship Corporation (NMSC), a not-for-profit organization that operates without government assistance.
The 2019 Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®) is the qualifying test for entry to the 2021 National Merit Program. (The PSAT™ 10 and PSAT™ 8/9 will NOT be considered for entry to the National Merit Scholarship Program.) The competition will span about 18 months from entry in the fall of 2019 until the spring of 2021 when scholarships for college undergraduate study will be awarded. It is expected that about 4 million students will take the PSAT/NMSQT in 2019, and approximately 1.6 million of them will meet requirements to enter this program.

To enter the 2021 National Merit Program, a student needs to meet all of the following requirements. A student must:
1. be enrolled as a high school student (traditional or homeschooled), progressing normally toward graduation or completion of high school by 2021, and planning to accept admission to college no later than the fall of 2021;
2. attend high school in the United States, District of Columbia, or U.S. commonwealths and territories; or meet the citizenship requirements for students attending high school outside the United States (see below);

To participate in the National Merit Program, students must take the PSAT/NMSQT in the specified year of their high school program. Because a student can participate (and be considered for a scholarship) in only one specific competition year, the year in which the student takes the PSAT/NMSQT to enter the competition is very important.
1. Students who plan to spend the usual four years in high school (grades 9 through 12) before entering college full time must take the qualifying test in their third year of high school (grade 11, junior year). Sophomores who take the 2019 PSAT/NMSQT but plan to spend four years in grades 9 through 12 will not meet entry requirements for the 2021 National Merit Program. They must take the PSAT/NMSQT again in 2020 (when they are juniors) to enter the competition that will end when scholarships are awarded in 2022, the year they will complete high school and enter college.
2. Students who plan to leave high school early to enroll in college full time after spending three years or less in grades 9 through 12 usually can participate in the National Merit Program if they take the PSAT/NMSQT before they enroll in college. To enter the competition for awards offered in 2021, these students must be in either the next-to-last or the last year of high school when they take the 2019 PSAT/NMSQT:
a. if they are in the next-to-last year of high school when they take the 2019 PSAT/NMSQT, awards will be offered as they are finishing their last year of high school; or
b. if they are in their last year of high school when they take the 2019 PSAT/NMSQT, awards will be offered the year after they have completed high school.

Students who plan to participate in a postsecondary enrollment options program (through which they enroll simultaneously in both high school and college) must take the qualifying test in their third year of high school (grade 11, junior year). To enter the competition that ends when scholarships are offered in 2021, these students must be in their third year of high school when they take the 2019 PSAT/NMSQT, the same as all other students who plan to spend four years in grades 9 through 12. The high school determines whether a student is participating in a post-secondary enrollment options program and certifies the students status.
4. Students who plan to take five years to complete grades 9 through 12 can participate in the National Merit Program if they take the PSAT/NMSQT in the third year of high school and again in the fourth year. These students Selection Index scores will not be eligible for the program until a written request for entry to the competition is approved by NMSC. The request should include the students name, high school name and location, year the student began high school, year the student will complete high school, and a brief explanation of the students educational pattern.
NMSC will use the students Selection Index score from the PSAT/NMSQT taken in the students third year of grades 9 through 12 to determine the expected level of recognition. In order to be recognized in the fifth (final) year of high school, the student must take the PSAT/NMSQT again in the fourth year, and earn a qualifying Selection Index score at or above the level achieved on the third year test. The level of recognition a student receives cannot exceed the level earned on the qualifying test taken during the students third year in grades 9 through 12, the year in which all other competitors are considered.

NMSC uses PSAT/NMSQT Selection Index scores (calculated by doubling the sum of the Reading, Writing and Language, and Math Test scores) as an initial screen of some 1.6 million program entrants. The 2019 Selection Index scores of all students who meet entry requirements for the 2021 program will be considered. In the spring of 2020, NMSC will ask high school principals to identify any errors or changes in the reported eligibility of their high scorers (students whose Selection Index scores will qualify them for recognition in the fall of 2020).
Commended Students. In September 2020, more than two-thirds (about 34,000) of the high scorers will be designated Commended Students. They will be named on the basis of a nationally applied Selection Index qualifying score that may vary from year to year. In recognition of their outstanding ability and potential for academic success in college, these students will be honored with Letters of Commendation sent to them through their high schools. Although Commended Students will not continue in the competition for National Merit Scholarships, some may be candidates for Special Scholarships offered by corporate sponsors. NMSC will notify those candidates in November 2020.
Semifinalists. Some 16,000 of the high scorers, representing less than 1 percent of the nations high school graduating seniors, will qualify as Semifinalists. Only Semifinalists will have an opportunity to advance in the competition for Merit Scholarship® awards. NMSC will notify Semifinalists of their standing and send scholarship application materials to them through their high schools in September 2020. Their names will be sent to regionally accredited four-year U.S. colleges and universities and released to local news media for public announcement in mid-September.
NMSC designates Semifinalists in the program on a state-representational basis to ensure that academically able young people from all parts of the United States are included in this talent pool. Using the latest data available, an allocation of Semifinalists is determined for each state, based on the states percentage of the national total of high school graduating seniors. For example, the number of Semifinalists in a state that enrolls approximately two percent of the nations graduating seniors would be about 320 (2 percent of the 16,000 Semifinalists).
NMSC then arranges the Selection Index scores of all National Merit Program participants within a state in descending order. The score at which a states allocation is most closely filled becomes the Semifinalist qualifying score. Entrants with a Selection Index score at or above the qualifying score are named Semifinalists. As a result of this process, Semifinalist qualifying scores vary from state to state and from year to year, but the scores of all Semifinalists are extremely high.
In addition to Semifinalists designated in each of the 50 states and without affecting the allocation to any state, Semifinalists are named in several other selection units that NMSC establishes for the competition. These units are for students attending schools in the District of Columbia, schools in U.S. commonwealths and territories, schools in other countries that enroll U.S. citizens, and U.S. boarding schools that enroll a sizable proportion of their students from outside the state in which the school is located. A participant can be considered for Semifinalist standing in only one state or selection unit, based on the high school in which the student is regularly enrolled when taking the PSAT/NMSQT.
Finalists. A Semifinalist must fulfill several additional requirements and advance to the Finalist level of the competition before being considered for a National Merit Scholarship. Over 90 percent (about 15,000) of the Semifinalists are expected to become Finalists and receive a Certificate of Merit attesting to their distinguished performance in the competition. Only Finalists will be considered for the 7,600 National Merit Scholarships. Approximately half of the Finalists will be Merit Scholarship winners (Merit Scholar® awardees). Winners are chosen on the basis of their abilities, skills, and accomplishments—without regard to gender, race, ethnic origin, or religious preference. Scholarship recipients are the candidates judged to have the greatest potential for success in rigorous college studies and beyond.
To receive a scholarship payment, a Merit Scholarship winner must notify NMSC of plans to (a) enroll in a college or university in the United States that holds accredited status with a regional accrediting commission on higher education, and (b) enroll full time in an undergraduate course of study leading to a traditional baccalaureate degree. NMSC scholarship stipends are not payable for attendance at service academies or certain institutions that are limited in their purposes or training.
The selection process involves evaluating substantial amounts of information about Finalists obtained from both students and their high schools. Included are the Finalists academic record (course load and difficulty level, depth and breadth of subjects studied, and grades earned); standardized test scores; the students essay; demonstrated leadership and contributions to school and community activities; and the school officials written recommendation and characterization of the Finalist. The same process is used to select Special Scholarship winners for a corporate sponsors awards.
Types of Scholarships Some 7,600 National Merit Scholarships of three types and approximately 1,100 Special Scholarships will be awarded in 2021; these 8,700 awards will have a combined value of about $41 million. Different types of scholarships will be offered, but no student can receive more than one monetary award from NMSC.
National Merit® $2500 Scholarships. These awards are unique because every Finalist is considered for one and winners are named in every state and other selection unit. The number awarded in each state is determined by the same representational procedure used to designate Semifinalists. Finalists compete with all other Finalists in their state or selection unit for one of the 2,500 National Merit $2500 Scholarships. Winners are selected by a committee of college admission officers and high school counselors.
National Merit $2500 Scholarships provide a single payment of $2,500. NMSCs own funds support the majority of these scholarships, but corporate sponsors help underwrite these awards with grants they provide to NMSC in lieu of paying administrative fees.

Preliminary SAT/National Merit Scholarship Qualifying Test
SAT SAT/National test
Killexams : SAT SAT/National test - BingNews https://killexams.com/pass4sure/exam-detail/PSAT Search results Killexams : SAT SAT/National test - BingNews https://killexams.com/pass4sure/exam-detail/PSAT https://killexams.com/exam_list/SAT Killexams : How Do Students Decide When To Submit SAT Scores To Colleges?

The COVID-19 pandemic may have fundamentally altered many aspects of education. One less appreciated area of focus is on how the college admissions process has been affected. accurate books by Jeffrey Selingo on who gets in and why, Ron Lieber on the price you pay, and Colin Diver on the influence of the ranking industry, all provide current overviews of the landscape, economics, psychology, and politics of higher education, at least up to the point when the pandemic entered our lives. However, what is really needed is solid research on how the pandemic might have impacted higher education and the admissions process. For example, whether and why students decide to submit their SAT or ACT scores to colleges when the pandemic pushed colleges to adopt test-optional admissions policies is important to understand.

Fortunately, many different groups have started initiatives to tackle these issues. One group I’m leading is the education working group of the Association for Psychological Science global collaboration on COVID-19, where we recently had an academic rockstar panel discussing the role of psychological science in addressing the case of COVID-19 and the college admissions process. In addition, a special issue from Perspectives on Psychological Science examining graduate school admissions was published along with expert commentary.

Now, a new report by the College Board has just been released which addresses SAT score submission decisions by students and other important ways that the pandemic has impacted the higher education landscape. This report, titled “New evidence on accurate changes in college applications, admissions, and enrollments: Focus on the Fall 2021 admissions cycle,” is led by economist and College Board’s vice president of research, Jessica Howell. The report is the first of many that will come from the College Board Admissions Research Consortium, of which I am a member of the interdisciplinary research advisory committee. The purpose of the research consortium is as follows:

Colleges are eager to understand how the impacts of the pandemic and widespread test optional admissions policies are shaping who is applying to their college, and how these impacts might continue to affect college grades and success in the future. Together with our members, College Board has kicked off the Admissions Research Consortium (ARC), which aims to help colleges do exactly that. ARC is a multiyear, collaborative research initiative with 80 participating colleges and associations, including the Association for Institutional Research (AIR), American Association of Collegiate Registrars and Admissions Officers (AACRAO), National Student Clearinghouse (NSC), and College Board. ARC is also guided by a Research Advisory Committee composed of academic and institutional researchers.”

This new report is focused on students in the high school graduating class of 2021 who would have been applying to college in the fall of 2020 for fall 2021 college entry. In fall 2020, when the pandemic was still in its infancy, many high schools were fully remote, students couldn’t go on campus tours or visit colleges, college guidance might have been missing or disrupted, vaccines were not yet available, and it was unclear if colleges would be open or virtual in the future. On top of all that, colleges’ test optional policies had just been announced. As a result, the changes observed in the fall 2021 application cycle, relative to prior years, capture the combined impact of all these factors on students and colleges.

I had the opportunity to ask Jessica Howell some questions about this new landmark report, which follows. The three main findings from this research brief address general shifts in student and college behavior, whether and how students chose to submit their SAT scores, and whether test-optional policies changed student body diversity. All these syllabus are addressed by data provided by the colleges and universities included in the consortium study.

How did the students and colleges change their behavior during the pandemic and the first year of widespread test-optional college admissions?

Compared to the fall 2020 application cycle, which largely took place before the COVID-19 pandemic, the colleges in our study received more applications, admitted more students, and increased enrollments in the fall of 2021.

There were some colleges that were test optional before the pandemic, but when COVID forced test centers to close, virtually all colleges had to impose a policy that didn’t penalize students who were unable to take the SAT. With the widespread adoption of these test-optional admissions policies and less certainty around how college admissions processes would work compared to prior years, it is perhaps not surprising that nearly all institutions participating in the study received more applications than the prior year, although application growth under test-optional admissions is documented in some research but not all studies of pre-pandemic test-optional admissions. Institutions experienced a nearly 18% growth in applications that ranged from 10% application growth at selective public four-year institutions to 30% application growth at very selective private four-year institutions.

Many colleges in our study reported greater uncertainty about how many students they admitted would end up enrolling on their campuses, so institutions generally admitted more students (6% growth) for fall 2021 than in the prior year. Students did enroll, often at greater rates than colleges expected, so enrollment at these colleges grew by nearly 8% in the fall of 2021. The very selective private institutions in our sample (with admission rates below 25%) are the exception to these admission and enrollment patterns, admitting 12% fewer applicants than the prior year and, thus, keeping enrollment nearly flat in fall 2021 relative to fall 2020.

How did students navigate the choice about whether or not to submit their SAT or ACT scores on their college application?

Fall 2021 applicants to colleges in our study fall into three categories regarding test submission in a test-optional environment: (1) roughly 50% had an SAT or ACT score and chose to submit it to colleges, (2) nearly 30% had an SAT score that they chose not to submit to colleges, and (3) about 20% did not have an SAT score or had an ACT score that they chose not to submit to colleges.

Among those with a test score and a choice to make about whether or not to share it on their college applications, we find that the biggest driver of the decision is whether their score is high or low relative to typical scores at the college to which they’re applying. Applicants whose scores are relatively high are very likely to submit their scores, while applicants whose scores are relatively low are not very likely to submit their scores. Companion research based on student surveys and focus groups also revealed that relative test scores were central to how students make this decision. Very few other factors appear to influence students’ test score submission decision. We find some evidence that students with lower high school grades are more likely to submit their test scores (presumably to bolster their academic record). Conditional on test scores and high school grades, we find almost no difference in test score submission decisions across students with different demographics like parental education, race/ethnicity, and so on. Differences in score submission patterns by race, parental education, and income documented in previous research are attributable to differences in academic achievement among score submitters and non-submitters. Once you control for test scores and the college to which a student is applying, students with different demographic attributes have nearly the same probability of submitting their test score in a test-optional environment.

Did test-optional change diversity at these colleges?

Prior research on test-optional college admissions finds either no change in racial and socioeconomic diversity or small changes. In our new research, we find that, because the enrollment of all subgroups of students increased between fall 2020 and fall 2021, the proportional representation of student subpopulations—by race and socioeconomic status—changed very little at these institutions. Black, Hispanic, and Native students made up about 25% of college enrollees in the sample before and after the pandemic and test-optional admissions policies were in place. Similarly, students from disadvantaged schools and communities made up the same proportion of college enrollees before and after. So, overall, we don’t find a change in trend to the racial/ethnic representation of students in this first year of near universal test-optional policies. The exception to this pattern is among the very selective private four-year colleges, who saw modest gains (about 3 percentage point growth) in both racial and socioeconomic diversity in fall 2021 relative to the prior year. These enrollment patterns in racial and socioeconomic diversity are consistent with separate analyses based on a near-universal set of U.S. four-year institutions, so these results are generalizable beyond this study sample.

It is important to note that 2021 was not a “normal” time with a handful of colleges changing their policies as in the prior research. In this case, test-optional policies were certainly not the only change that students and colleges were navigating, so we have to attribute the changes we document in this new research to the many pandemic-related disruptions that were also occurring simultaneously (e.g., a global health crisis, a domestic economic crisis, remote learning and learning losses, and mental health challenges) in addition to nearly all U.S. colleges and universities changing to a temporary test-optional policy.

Conclusions and future research

In sum, this first brief demonstrates that Admissions Research Consortium colleges have more/different students enrolled than they’ve historically served, so it will be interesting to see if there are differences in student performance, retention, and longer run outcomes like major choice and degree completion. Jessica Howell lets me know that this is what is up next in the research pipeline, and this consortium is ongoing and will publish more research on student outcomes as the group continues to track fall 2021 enrollees and study the fall 2022 cycle, serving as a dynamic process for both students and institutions, hopefully informing policy decisions in that process with solid evidence.

Regarding how students decide whether they submit their SAT or ACT scores to colleges, one fascinating finding from this report is that it aligns with prior research conducted by Howard Wainer who was also able to look up the scores of students who chose not to submit their scores under a test-optional admissions policy. It affirms that lower-scoring students tend not to submit scores and suggests that we’ll likely see lower college performance among students who didn’t submit their scores than among those who did. However, at this point, whether these findings will replicate the Wainer study is an open empirical question.

Thu, 28 Jul 2022 01:00:00 -0500 Jonathan Wai en text/html https://www.forbes.com/sites/jonathanwai/2022/07/28/how-do-students-decide-when-to-submit-sat-scores-to-colleges/
Killexams : Opinion: Dump the SAT for college admissions

Editor’s note: This story is part of the annual Mosaic Journalism Workshop for Bay Area high school students, a two-week intensive course in journalism. Students in the program report and photograph stories under the guidance of professional journalists.

Being thrown into a world pandemic during my freshman year at Santa Clara High School destroyed every ounce of confidence I had for scoring well on the Scholastic Aptitude Test. My main priority was safety – not studying for the single test that would determine my entire future.

Though I had ignored studying for the exam, the lingering thought of failure kept creeping back inside of me. What if I’m the only one putting it off? What if I don’t go to a good college?

I wish I could go back in time and let 14-year-old me know that she would be fine. I wish I could have told her that success doesn’t come from a standardized test score. However, there was a time when this was true.

The SAT, a pencil-and-paper multiple choice exam covering various subjects within mathematics, memorizing and writing, was first used in 1926 and has been used at schools all over the world ever since. Its purpose is to measure a student’s readiness for college, and it is used as data analysis to compare students with one another.

Despite this, the SAT was never a test of intelligence, as it only measures a student’s ability to sit down for three hours answering needless questions.

Another defect of the SAT is the advantage that wealthy students have over others.

It is common for affluent students to hire a tutor or buy SAT prep books. However, not everyone has the luxury to do so. They clearly have the upper hand when taking this exam. It is not fair.

The test also fails to acknowledge a student’s true skills, such as creative thinking and communication, which may apply to future aspirations and careers.

For instance, how can the SAT be beneficial when deciding whether an individual should become a veterinarian? An actor? A musician? No question within the exam evaluates one’s raw passion and motivation for a career they hope to pursue.

Due to the pandemic interfering with students’ educations, a series of colleges — including University of California schools, California State University schools and a few Ivy Leagues — have decided to go SAT-optional for students. This news gave me and my peers instant relief.

I’ve already taken the SAT. I scored well but not as good as I had hoped. I am thrilled to know that I can apply to lots of colleges without sending in any test results.

However, many private and public colleges and universities still require the SAT. Let’s terminate the test while we have the chance.

Eryn Gandotra is a rising senior at Santa Clara High School.

Author

Eryn Gandotra is a rising senior at Santa Clara High School.

Tue, 02 Aug 2022 06:30:00 -0500 Eryn Gandotra en-US text/html https://www.eastbaytimes.com/2022/08/01/opinion-dump-the-sat-for-college-admissions/
Killexams : Why don't you read the doughnut question and tell me what your opinions are....
BOB SCHAEFFER: He is Public Education Director of FairTest, a standardized test watchdog group.

read the full interview Why don't you read the doughnut question and tell me what your opinions are....

This is one of the most famous SAT questions. It's called the doughnut question. And it shows you a doughnut. In the figure above, what is the greatest number of non overlapping regions into which the shaded region can be divided with exactly two straight lines? And people use this--we used this at the kick off news conference that launched Fair Test way back in 1985. And David Owen, who wrote the book None of the Above, showed this to the assembled 40 or 50 press people in the room--who ooed and awed at it. Fifteen years ago, people hadn't seen this. And how simply you solve it, if you have been well- coached.

the doughnut problem You read it, what is the greatest number? And you see that, well, this is the last math item in this section. Therefore, it's a very difficult question. You know from looking at the SAT that on every SAT section, exception for memorizing comprehension, items go from the easiest to the hardest. So at the beginning of the section, an obvious answer is right. At the end of a section, an obvious answer is a distracter. It's wrong. You never go for it.

And what coaching courses like the Princeton Review and others teach you, is that you can analyze--without knowing how to solve the problem, you can have a very good chance of getting the right answer. You look at it and say, what is the greatest number? Well the greatest number in the answer's six. That's wrong. That's the distracter answer. It's designed to take somebody who doesn't understand it and make him guess wrong. But you look at it and say, well, the simplest thing I can do is I can divide it into four pieces by cutting vertically and cutting horizontally. But that's too easy too. That's got to be wrong. But I could get four. So, I must be able to get three or two because they're smaller than four. And six is wrong because it's the easy answer. The answer's five. That is the right answer.

I now know how to draw the lines so you can do it. You draw them so they intersect in the middle, inside of the doughnut. So you get two very small triangles and some large ones. But you don't have to know how to solve that problem. And it has nothing to do with math. It has nothing to do with aptitude. And it most certainly has nothing to do with merit. Unless you define merit as being coached.

JOHN KATZMAN: He is President and founder of the Princeton Review.

read the full interview Can you walk us through a question from the SAT?

P, Q, R and S are four towns. P is farther north than Q and R. S is farther south than P. Q is farther south than R. Which town is the farthest south? P, Q, R, S or, it cannot be determined.

What kind of a question does it strike you as?

A, very coachable. B, not really math, certainly nothing you learn in high school and nothing that will be useful in college. Plausibly a little bit of logic, I'll accept that. But I think more, just a little trick.

It's the kind of thing they do a lot. There are three towns--A, B and C. The distance from A to B is four. The distance from B to C is three. What's the distance from A to C? And of course if you're kind of linear, you would say, well it's seven. It's the two together. But of course, they don't have to be in order. So it could be one. Does it measure what you learned in high school? No. Is that useful in college? No. It's a little trick thing. You'll get it wrong once. Someone will explain it. And then you'll be ready for it.

Why develop a question like that if it's only measuring a test-taking technique?

Because the point of writing an SAT question is not measuring what you learn in high school or how well you'll do in college. It's separating out kids. There are kids who will get that right. And they're generally the kids who have been in math courses where they play with this kind of stuff. Which is to say, upper income. And there are kids who will get it wrong because they don't play with this stuff.

So the question is very good at separating kids. And that's why they have it here.

Another question..

Money is to bank--a little socioeconomic problem here, but let's go with it--money is to bank, as food is to basket, park is to city, cash is to store, book is library and article is to magazine.

So what you're supposed to do is say, I put money in a bank. And I guess money is kept in a bank in the same way that a book is kept in a library. Maybe it's a vocab question. Do you know the word bank or the word money. I can't believe that it's a logic question. And I can't believe the kid who gets that right is going to be better in college than the kid who gets it wrong. Especially since there are some wrong answers that are pretty attractive here. You know, you sort of think of banks and money. And there's an answer with cash. And you sort of--you know, you're stressed. This is important. You're in a rush. You're in the middle of the SAT, which is a pretty important test. It's nine in the morning on a Saturday. You're probably hung over. And a lot of kids who get that wrong--it's not because they don't speak English. And it's not because they won't do well in college.

Our experience is, a kid who doesn't do well on the SAT--it's not because he gets the toughest questions wrong. It's because they make lots of careless mistakes on easy questions. They get sucked into trap answers a lot. Because they don't have their footing. They don't understand the question. It's not that they can't do it.

So a lot of the course isn't focusing on the toughest questions. It's focusing on making sure you don't get that question wrong.

The doughnut question....

You got a doughnut here. And the question reads: "In the figure above, what's the greatest number of non-overlapping regions into which the shaded region--the doughnut--can be cut with two straight lines? In other words, how many pieces can you cut the doughnut into with two straight lines?"

This is the last question on the test. It's Saturday morning. You're very stressed. You're very tired. And this is really important. So what Joe Bloggs does is, he'll just cross lines. Right? The easy answer there is four. I can make four pieces pretty easily. What are the odds that on the toughest question on the SAT that you've done enough work? Right? They're zero. No way.

And again, a good test-taker's sitting there. And he answers four and goes, god, there must be tougher than this. And he's right. So you cancel four. And of course, since you're able to get four, you cancel three and two also. That's not the greatest number you're able to cut it into. You're able to cut it into at least four. The answer's got to be five or six. And then you sit back for a second and you say, what else would Joe Bloggs do? He'd say, well, they want the greatest number possible. So maybe it's six. Maybe it's the greatest number. So it's not that either. The answer's got to be five.

On the one hand you might way, well that's kind of a goofy way to take the test. That's all testmanship. On the other hand you might say, what is this question telling you about a kids math skill or his ability to do college level work? This is just a good question. And goofy questions deserve goofy preparation.

Here's another one. There are 3 roads from Plattsville to Ocean Heights. And 4 roads from Ocean Heights to Bay Cove. If Martina drives from Plattsville to Bay Cove and back, passes through Ocean Heights in both directions and does travel any road twice, how many different routes for the trip are possible? 72, 36, 24, 18 and 12?

Like, what is this telling you about your son. Like, is it telling you he's stupid that he got it wrong? Is it telling you he shouldn't go to college or he should? What is it telling you? And I would claim it tells you almost nothing. A great question for Games Magazine but a lousy question for Harvard.

WAYNE CAMARA: He heads up the College Board's Office of Research

Could you look at the doughnut question and tell me what that question is measuring?

In the figure above, what is the greatest number of non-overlapping regions into which the shaded region can be divided with exactly two straight lines? And it gives you four choices.

What it's trying to do is measure mathematics reasoning, spatial relations and one's ability to conceptualize.

Anything else? Is that a true test of how one will perform in college? Should an admissions officer use that information in choosing between candidates?

Well, hopefully no one will base any decisions on a single item on a single test administered on a Saturday. That's why our tests have about 60 mathematics items and 70 verbal items. So--no, an admissions officer should not base any decision on a single item. And what we try to do it state further than no one should base any decision on a single test score. They should use a lot of information.

But what we're trying to do is, we're trying not to recapitulate or repeat the types of computational basic skills, items in terms of addition or subtraction or dividing. What that type of an item and many others on our test are trying to do is, going beyond simple computation. Look at critical thinking skills and reasoning ability. Some of it's visual and perceptual. And others are simply mathematics and the ability to look at analogies or look at memorizing comprehension's and draw meaning from the text.

Are you saying that it's basically not fair given the differences in society?

I'm saying, given the differences across different groups in every way we want to measure it, whether we measure it with the SAT, with the courses taken, with high school grades, college grades or graduation--those differences exist and they exist in any measure that we have including the National Assessment of Education Progress at fourth grade and beyond.

And so when you're prohibited from looking at race and ethnicity--when those differences are so much a part of educational opportunity, of opportunity to learn and of quality of education and teaching--it really is a crime.

What the crime is, is not that the SAT is used for admissions. The crime is that courses like the advanced placement program, qualified teachers, the opportunity to be engaged in more rigorous courses and be expected to perform at higher levels--that opportunity is not uniform across all schools and across all communities, irrespective of where one lives.

Mon, 16 May 2022 03:03:00 -0500 text/html https://www.pbs.org/wgbh/pages/frontline/shows/sats/test/solve.html
Killexams : SAT benchmark percentages slide for the second consecutive year

BOISE (IdahoEdNews.org) — The percentage of Idaho juniors who met both benchmark scores on the SAT – a measure of college and career readiness – slid for the second year in a row, according to data the State Department of Education released on Tuesday. 

In 2022, 28.3% of juniors met both benchmarks on the SAT (for math and evidence-based memorizing and writing) – 0.8% lower than in 2021 and 3.7% lower than in 2020. Even amid pandemic-related school shutdowns in 2020, 90% of Idaho juniors still took the SAT. 

The benchmark percentages in math have fallen over the past two years as well. This year, 30.5% of students met the benchmark, 0.7% fewer than in 2021 and 2.5% fewer than in 2020. 

Benchmark percentages for evidence-based memorizing and writing showed a 0.1% increase from 2021. Scores from the last two years, however, were both more than 4% below the 58% of students who met the benchmark in 2020. 

The SDE characterized the new SAT scores as “holding steady” from the previous year in a Tuesday press release.

Sherri Ybarra, superintendent of public instruction, pointed out that many students are no longer required — by the state or by their university — to take college entrance exams.

“We’ve known for some time that many Idaho students do not prepare for the SAT because it is not essential to their post-high school plans,” Ybarra said. “And the priority placed on the test has declined further in accurate years as universities in Idaho and elsewhere have stopped requiring college-entrance exams, and the State Board of Education dropped the exams as a graduation requirement this year.”

How Idaho schools and districts fared

There were some bright spots in the SDE’s report. Couer d’Alene Charter Academy had the highest rate in the state, just as it did in 2021, with nearly 90% of its students meeting both benchmarks. The following schools also had notably high percentages of students who met both benchmarks:

  • Renaissance High (West Ada)        77%
  • North Idaho Stem Charter             >76%
  • Meridian Tech. Charter                68%
  • Meridian Medical Arts Charter      67%

Among all Idaho districts and charter schools with at least 20 participating students, only 11 had 50 percent or more of their students meet both benchmarks.

Here are the percentages of juniors meeting both the English and math benchmark scores for select large districts:

  • Boise: 41.5%
  • Bonneville: 30.5%
  • Caldwell: 11.3%
  • Cassia County: 21.8%
  • Coeur d’Alene: 34.2%
  • Emmett: 27.8%
  • Idaho Falls: 26.5%
  • Jefferson County: 30.6%
  • Jerome: 9.9%
  • Kuna: 19.5%
  • Lakeland: 29.1%
  • Lewiston: 24.8%
  • Madison: 32.8%
  • Middleton: 31%
  • Moscow: 49.7%
  • Nampa: 17.3%
  • Oneida County: 28.6%
  • Pocatello-Chubbuck: 32%
  • Post Falls: 30.7%
  • Twin Falls: 24.9%
  • Vallivue: 20.3%
  • West Ada: 40.4%

The College Board establishes benchmarks “to help students and educators assess student progress toward college readiness from year to year.” According to its website, students who meet or exceed the benchmarks have a 75% chance of earning at least a C in a variety of general education first-semester college courses. It also notes that “students scoring below the SAT benchmarks can still be successful in college, especially with additional preparation and perseverance.”

Education leaders have been questioning the validity of college entrance exams, especially since the start of the pandemic.

Idaho Education News filed a public records request for the 2022 SAT data, but the SDE provided only partial information on Tuesday; raw SAT scores were not released. EdNews has requested that data and will report on it when it becomes available. 

Idaho Education News data analyst Randy Schrader contributed to this report.

This article was originally posted on IdahoEdNews.org on July 26, 2022.

Sun, 31 Jul 2022 09:48:00 -0500 text/html https://www.eastidahonews.com/2022/07/sat-benchmark-percentages-slide-for-the-second-consecutive-year/
Killexams : Test-free Admissions Processes

At NIU we know our students are more than a one-time standardized test score. That's why we no longer consider ACT or SAT scores for general admission or merit scholarships. Hear first-hand from NIU leaders about the importance of this historic decision.

We no longer consider ACT or SAT scores for general admission or merit scholarships. We'll look at your high school GPA instead. Research shows that GPA is a better indicator of success in college. 

You may need to provide your ACT or SAT score for certain other competitive scholarships. 

At NIU we know our students are more than a one-time standardized test score. That's why we no longer consider ACT or SAT scores for general admission or merit scholarships. Hear first-hand from NIU leaders about the importance of this historic decision.

GPA Criteria

If you have a cumulative high school GPA of 3.0 or higher, you're guaranteed general admission to the University. There are some limited-admission programs which may have additional program admission requirements. Read more about our Limited Admission Programs.

Holistic Review Process

If your GPA is below 3.0, we'll process your application through holistic review—a personalized evaluation of your application and circumstances. Our holistic review process considers your individual situation, involvement and achievements in addition to your academic record. As part of the process, we'll ask you to provide one or more of the following:

  • Responses to the holistic review questions.
  • Grades from the first semester of your senior year.
  • An interview.

Learn how to prepare for the holistic review process.

Holistic Review and the CHANCE Program

After being accepted to NIU through the holistic review process, you may be selected to join our CHANCE Program, which provides additional guidance and support. You can also nominate yourself to participate. Learn more about joining the CHANCE Program.

University Honors

The University Honors Program also uses a holistic review process and does not consider ACT or SAT scores. Learn how to apply for the University Honors Program.


Frequently Asked Questions

General

Why is NIU adopting a test-free admission policy?

Our decision to go test-free comes from our deep commitment to making a college education accessible, affordable and equitable for a broad and diverse student population. National higher educational studies, as well as our own analysis, shows that a student’s high school GPA is a much better indicator of future academic success than performance on a standardized test.

This compelling research shows that underprivileged students and students with disabilities are disadvantaged with standardized testing due to costs and inaccessibility of test preparation resources and courses. We’re consistently working to eliminate unnecessary and biased barriers throughout a student’s educational path to help foster success and social mobility.

Doesn’t removing the test score mean you’re lowering the admission criteria?

No. In fact, before the new policy, students with a 2.5 GPA or higher could potentially be automatically admitted, depending upon their standardized test scores. The new policy increases that automatic admission GPA to 3.0.

For students with a GPA below 3.0, we'll use a holistic application review to make admission decisions based upon the specific circumstances of each student and to determine each student's likely ability to succeed.

Will you consider weighted or unweighted GPAs?

We'll consider both, depending on what's listed on your high school transcript. If there's a weighted GPA on your transcript, we'll consider it for both general admission and merit scholarships.

What is a holistic application review?

If you have a GPA below 3.0, we'll use a holistic application review process to make an admission decision based on your specific circumstances.

In a holistic application review, we consider many factors, including your academic preparation, academic performance, motivation, resilience and resourcefulness. This helps us get to know you personally and determine your likely ability to succeed.

We may request additional materials to complete the review. Be sure to submit these as soon as possible, so we can complete the review and give you an admission decision.

Applying in Certain Situations

Applying to Specific Programs

Can I apply to the CHANCE Program?

With the equity-minded, test-free admission and holistic review processes implemented by the Office of Undergraduate Admissions, the McKinley "Deacon" Davis CHANCE Program has shifted to fully devote its staff and resources to support students through their NIU journey.

Tue, 04 Feb 2020 10:53:00 -0600 en text/html https://www.niu.edu/admissions/path/first-year/test-free.shtml
Killexams : Navigating Test-Optional Admissions Amid COVID-19 No result found, try new keyword!In addition, the entire UC system suspended the standardized test requirement for in-state applicants in fall 2023 and fall 2024, and the ACT or SAT test requirement will be eliminated beginning ... Tue, 04 Aug 2020 02:40:00 -0500 text/html https://www.usnews.com/education/best-colleges/articles/how-the-coronavirus-is-pushing-colleges-to-go-test-optional Killexams : Taking the ACT and SAT? Here are ways to stand out from the expert

With colleges requiring more and more from perspective students, more are taking the optional SAT and ACT in order to stand out.

David Blobaum lead the National Test Prep Association‘s Advocacy Committee shares his tips for rising juniors and seniors as to why they should take these tests.

Thu, 04 Aug 2022 07:11:00 -0500 en-US text/html https://kdvr.com/news/taking-the-act-and-sat-here-are-ways-to-stand-out-from-the-expert/
Killexams : Additional Artemis I Test Objectives to Provide Added Confidence in Capabilities
Additional Artemis I Test Objectives to Provide Added Confidence in Capabilities

During Artemis I, NASA plans to accomplish several primary objectives, including demonstrating the performance of the Orion spacecraft’s heat shield from lunar return velocities, demonstrating operations and facilities during all mission phases from launch countdown through recovery, and retrieving the crew module for post-flight analysis. As the first integrated flight of the Space Launch System rocket, Orion spacecraft, and the exploration ground systems at NASA’s 21st century spaceport in Florida, engineers hope to accomplish a host of additional test objectives to better understand how the spacecraft performs in space and prepare for future missions with crew.

Accomplishing additional objectives helps reduce risk for missions with crew and provides extra data so engineers can assess trends in spacecraft performance or Boost confidence in spacecraft capabilities. Some of the additional objectives planned for Artemis I include:

Modal survey

On the European-built service module, Orion is equipped with 24 reaction control system (RCS) thrusters, small engines responsible for moving the spacecraft in different directions and rotating it. The modal survey is a prescribed series of small RCS firings that will help engineers ensure the structural margin of Orion’s solar array wings during the mission. Flight controllers will command several small firings of the engines to cause the arrays to flex. They will measure the impact of the firings on the arrays and evaluate whether the inertial measurement units used for navigation are experiencing what they should. Until the modal survey is complete, large translational burns are limited to 40 seconds.

Optical navigation camera certification

Orion has an advanced guidance, navigation, and control (GN&C) system, responsible for always knowing where the spacecraft is located in space, which way it’s pointed, and where it’s going. It primarily uses two star trackers, sensitive cameras that take pictures of the star field around Orion, the Moon, and Earth, and compares the pictures to its built-in map of stars. The Optical navigation camera is a secondary camera that takes images of the Moon and Earth to help orient the spacecraft by looking at the size and position of the celestial bodies in the image. At several times during the mission, the optical navigation camera will be tested to certify it for use on future flights. Once certified, the camera also can help Orion autonomously return home if it were to lose communication with Earth.

Solar array wing camera Wi-Fi characterization

The cameras affixed to the tips of the solar array wings communicate with Orion’s camera controller through an on-board Wi-Fi network. Flight controllers will vary the positioning of the solar arrays to test the Wi-Fi strength while the arrays are in different configurations. The test will allow engineers to optimize how quickly imagery taken by cameras on the ends of the arrays can be transmitted to onboard recorders.

Crew module/service module surveys

Flight controllers will use the cameras on the four solar array wings to take detailed photos of the crew module and service module twice during the mission to identify any micrometeoroid or orbital debris strikes. A survey conducted early on in the mission will provide images soon after the spacecraft has flown beyond the altitude where space debris resides and a second survey on the return leg will occur several days before reentry.

Large file delivery protocol uplink

Engineers in mission control will uplink large data files to Orion to better understand how much time it takes for the spacecraft to receive sizeable files. During the mission, flight controllers use the Deep Space Network to communicate with and send data to the spacecraft, but testing before flight hasn’t including using the network. The test will help inform engineers’ understanding of whether the spacecraft uplink and downlink capability is sufficient to support human rating validation of end-to-end communication prior to Artemis II, the first flight with astronauts.

Star tracker thermal assessment

Engineers hope to characterize the alignment between the star trackers that are part of the guidance, navigation and control system and the Orion inertial measurements units, by exposing different areas of the spacecraft to the Sun and activating the star trackers in the different thermal states. The measurements will inform the uncertainty in the navigation state due to thermal bending and expansion which ultimately impacts the amount of propellant needed for spacecraft maneuvers during crewed missions.

Radiator loop flow control

Two radiator loops on the spacecraft’s European Service Module help expel heat generated by different systems throughout the flight. There are two modes for the radiators. During speed mode, the radiator pumps operate at a constant speed to help limit vibrations and is the primary mode used during Artemis I and during launch for all Artemis flights. Control mode allows for better control of the radiator pumps and their flow rate, and will be used on crewed missions when more refined control of flow through the radiators is desired. This objective will test control mode to provide additional data about how it operates in space.

Solar array wing plume

Depending on the angle of Orion’s solar array wings during some thruster firings, the plume, or exhaust gasses, from those firings could increase the arrays’ temperature. Through a series of small RCS firings, engineers will gather data to characterize heating of the solar array wings.

Propellant slosh

Liquid propellant kept in tanks on the spacecraft moves differently in space than on Earth because of the lack of gravity in space. Propellant motion, or slosh, in space is hard to model on Earth, so engineers plan to gather data on the motion of the propellant during several planned activities during the mission.

Search acquire and track (SAT) mode

SAT mode is an algorithm intended to recover and maintain communications with Earth after loss of Orion’s navigation state, extended loss of communications with Earth, or after a temporary power loss that causes Orion to reboot hardware. To test the algorithm, flight controllers will command the spacecraft to enter SAT mode, and after about 15 minutes, restore normal communications. Testing SAT mode will give engineers confidence it can be relied upon as the final option to fix a loss of communications when crew are aboard.

Entry aerothermal

During entry of the spacecraft through Earth’s atmosphere, a prescribed series of 19 reaction control system firings on the crew module will be done to understand performance compared to projected data for the sequence. Engineers are interested in gathering this data during high heating on the spacecraft where the aerothermal effects are largest.

Integrated Search and Rescue Satellite Aided Tracking (SARSAT) functionality

The SARSAT test will verify connectivity between beacons to be worn by crew on future flights and ground stations receiving the signal. The beacons will be remotely activated and powered for about an hour after splashdown and will also help engineers understand whether the signal transmitted interferes with communications equipment used during recovery operations, including Orion’s built-in tri-band beacon which transmits the spacecraft’s precise location after splashdown.

Ammonia boiler restart

After Artemis I splashdown, Orion’s ammonia boiler will be turned off for several minutes then restarted to provide additional data about the system’s capability. Ammonia boilers are used to help control the thermal aspects of the spacecraft to keep its power and avionics systems cool, and keep the interior of the crew module at a comfortable temperature for future crews. In some potential contingency landing scenarios for crewed missions, crews may need to turn off the ammonia boiler to check for hazards outside the spacecraft, then potentially turn it back on to provide additional cooling.

Engineers will perform additional tests to gather data, including monitoring the heatshield and interior components for saltwater intrusion after splashdown. They also will test the GPS receiver on the spacecraft to determine the spacecraft’s ability to pick up the signal being transmitted around Earth, which could be used to augment the spacecraft’s ability to understand its positioning in the event of communications loss with mission controllers.

Collectively, performing additional objectives during the flight provides additional information engineers can use to Boost Orion as NASA’s spacecraft that will take humans to deep space for years to come.

Fri, 05 Aug 2022 07:43:00 -0500 en-US text/html https://spaceref.com/newspace-and-tech/additional-artemis-i-test-objectives-to-provide-added-confidence-in-capabilities/
Killexams : Lawsuit Claims SAT And ACT Are Biased—Here’s What Research Says

New lawsuits are demanding that the University of California system eliminate the requirement that students take the SAT or ACT to be considered for admission. The lawsuits, filed on behalf of the Compton Unified School District, four students and six community organizations claim that the tests are biased and don’t predict a student’s potential success. There is ample research to support their case against the tests.

Those who support testing suggest it’s the only way to objectively compare students from different high schools. For example, one student may receive all As at a less challenging high school, and another gets all Bs at a much more challenging high school. The admissions committees within the UC system which receive over 200,000 applications per year would have difficulty researching each applicant’s high school to determine how to fairly compare these two students. The SAT and ACT theoretically provide an objective way to compare students from different high schools.

Racial And Economic Bias

However, the lawsuit argues that using the tests violates the state’s anti-discrimination statute because it disadvantages children of color, children from low-income families and children with disabilities. Research seems to support this notion.

With regard to race, in 2018, combined SAT scores for Asian and White students averaged over 1100, while all other groups averaged below 1000. With regard to income, a 2015 analysis found that students with family income less than $20,000 scored lowest on the test, and those with family income above $200,000 scored highest. And we’re not talking about just a couple of points. The average memorizing score for those students whose family income is below $20,000 is 433, but the average for those with income of above $200,000 is 570. Clearly, there is disadvantage.

The disadvantage is typically attributed to test preparation. There is substantial evidence that test prep can raise test scores, and even the College Board who administers the SAT test admits there are benefits associated with test prep. But high quality test prep can be expensive, and many can’t afford the fees associated with these tutoring classes. Beyond test preparation, high income students often have access to educational opportunities not available to low income students.

Some portion of the differences in test scores may also be attributed to stereotype threat. Stereotypes, like those that suggest certain racial groups are good at math and others are not, raise self-doubts and increase anxiety during high-pressure exams and result in worse scores for those who are negatively stereotyped (and better scores for those with positive stereotypes). Research has shown that reminding students of their racial group before taking a test can impact their score.

Perhaps the most egregious example of the extremes that high-income parents are willing to go to in order to obtain high SAT scores for their kids was revealed in last year’s college cheating scandal. Parents were accused of bribing administrators into letting them alter students’ test scores by either letting someone take the test for them, or by correcting the students answers after they finished the exam.

Gender Bias

Although the UC lawsuit focuses on racial and economic bias, there have long been questions raised regarding gender bias and these standardized tests. Despite the fact that girls consistently perform better than boys in high school math classes, girls underperform boys in the math sections of these tests. For example, for SAT tests taken by the class of 2019, girls averaged 519 and boys averaged 537. While not as large as the racial and economic gaps, it’s still disconcerting.

The reason for the gender discrepancy has been blamed on several factors. Since women are negatively stereotyped to underperform in mathematics relative to their male peers, stereotype threat likely plays a role. There is even some evidence that passages in the test may remind test-takers of these negative stereotypes. Reminding the stereotyped group of the stereotypes can increase their anxiety making their test scores worse.

Other explanations include test length, with one study finding evidence that a longer test would help reduce the gender gap. Enhanced spatial abilities in boys and men may also give boys a time advantage on the test. And still others have suggested that a positive attitude regarding competition favors male students taking the test.

Test Optional Colleges And Universities

To reduce the bias from testing, over 1,000 colleges and universities are now test optional. That is, students can choose whether or not they wish to include test scores in their application. (University of California is not test optional). One study examined the college success of those students who submitted scores and those who did not. If the schools’ admissions committees make better admissions decisions when they have test scores, then those students who submitted test scores should perform better in college than those who did not submit scores.

Statistical analyses revealed that there were no significant differences in college cumulative GPA and graduation rates between submitters (those that submitted SAT scores) and non-submitters. However, the two groups have significantly large differences in their test scores, a whopping 113 points. These results indicate that admissions officers can successfully predict who will succeed in college even without the use of the test.

With regard to the UC case, even the chancellors of UC Berkeley and UC Santa Cruz, and the University of California’s Provost have come out in favor of dropping the SAT and ACT as an admission requirement, due to the fact that tests were strongly influenced by family income, race and parents’ education level.

If the UC’s are forced to drop the SAT requirement, then many predict other colleges and universities will follow suit. It seems time that admissions departments found a system for evaluating students that is more inclusive.

Thu, 25 Nov 2021 06:16:00 -0600 Kim Elsesser en text/html https://www.forbes.com/sites/kimelsesser/2019/12/11/lawsuit-claims-sat-and-act-are-biased-heres-what-research-says/
Killexams : Admission Requirements

ADMISSION process

  • Apply Online
  • Submit a copy of your OFFICIAL high school transcripts (must be signed and sealed from your school) to the Office of Enrollment Services. GED recipients, submit your GED scores and certificate to the Office of Enrollment Services.
 

ADMISSION Requirements

Test scores (ACT/SAT) are not required for Admission to Morehead State University.  However, they are required for scholarship eligibility, and may be needed for placement purposes or admission to certain programs at MSU ( for example: Music, Nursing, Space Science, and Veterinary Technology).
                                                      

FIRST-TIME FRESHMEN

You are considered a first-time freshman at MSU if you have: 
  • No previous college coursework, or 
  • Completed college coursework prior to high school graduation, or 
  • Has some college credit completed through Eagle Scholars or a dual-credit program, and 
  • Is a high school graduate or GED recipient.
  • View pre-college curriculum requirements.
 

Types of Admission

  • UNCONDITIONAL ADMISSION (Bachelor’s Degree): High School GPA of 2.50 – 4.00 (Unweighted).
  • PROVISIONAL ADMISSION (Bachelor’s Degree): Student Athletes who have met NCAA qualifier requirements and have a High School GPA of 2.00 – 2.49 (Unweighted), and  International students with a HS GPA of 2.00-2.49 (Unweighted). Must have a signed and approved Learning Contract.
  • CONDITIONAL ADMISSION (Associate’s Degree): High School GPA of 2.00 – 2.49 (Unweighted). (Associate’s Degree) Plus a Signed and Approved Learning Contract. Participation in Eagle Success Program. After successful completion of 24 credit hours, students may move to a Bachelor’s Degree program.
  • DENIED ADMISSION: High School GPA below 2.00 (Unweighted). Students may appeal.
Kentucky applicants must also meet the Pre-College Curriculum, as established by the KY Council on Postsecondary Education.
 

TRANSFER STUDENTS

You are considered a transfer student if you have completed college coursework at any college/university other than Morehead State University after high school graduation or the completion of a GED.
  • UNCONDITIONAL ADMISSION: Transfer GPA of 2.00 - 4.00. At least 24 credit hours of college work. In good standing at all previously attended institutions.
  • PROBATIONARY ADMISSION: Transfer GPA lower than a 2.00 on a 4.00 scale. Will be monitored and expected to earn a 2.00 GPA at MSU during the first semester of attendance.
Transfer students who apply for admission with fewer than 24 credit hours will be admitted subject to the same admission criteria as that of an entering freshman.         
                       

SCHOLARSHIP ELIGIBILITY

MSU uses unweighted high school GPAs and test scores (ACT/SAT) to determine eligibility for scholarships. Test scores (ACT/SAT) are not required for Admission to Morehead State University. However, they are required for scholarship eligibility, and may be needed for placement purposes or admission to certain programs at MSU ( for example: Music, Nursing, Space Science, and Veterinary Technology). MSU uses unweighted high school GPAs and test scores (ACT/SAT) to determine eligibility for scholarships. Submit your official ACT or SAT scores. Need to convert your SAT to ACT for the index? Here's a chart for that conversion from ACT.org

Submit your scores by email at admissions@moreheadstate.edu or mail to Enrollment Services, 121 East Second Street Morehead State University Morehead, KY 40351.
 

INTERNATIONAL STUDENTS

  • Original, official proof of academic credentials:
    • High school transcript showing proof of graduation.
    • If a student has completed any previous academic coursework at the college/university level, then a WES evaluation is required.
    • GPA must be at least 2.00.
  • Original, official proof of English proficiency:
    • IELTS 5.0, TOEFL 61, or Michigan Test 82, or from an English-speaking country, or successfully graduated from a U.S. high school (must also submit ACT or SAT scores), or sufficient ACT or SAT scores.
    • Completed at least 24 hours from a college/university in the United States.
  • Original, official financial documents:
    • Must be on official bank letterhead, in English, and less than three months old; must be a minimum of $34,000 US dollars (a financial award, such as a scholarship, reduces this amount).
    • If someone else, such as a parent, is sponsoring, then a Letter of Support is needed. The Letter of Support template will be emailed.
    • Scholarship letters from certain countries may be emailed.
  • Official ACT or SAT score (optional)
    • ACT or SAT scores may be used for class placement and/or scholarship awards.
  • Picture page of passport and/or visa and/or I-20.
  • Complete a Transfer Form (needed for students who have previously studied in the U.S.).
Sun, 27 Nov 2011 16:07:00 -0600 en text/html https://www.moreheadstate.edu/apply
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