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

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

Vendor Admission-Tests
Exam Number TEAS
Exam Name Test of Essential Academic Skills (Reading, Match, English, Science) Ver. 6
Questions 483 Q & A
Recent Update October 12, 2018
Free PDF Download TEAS Brain Dump
Download Complete PDF Killexams TEAS Complete Document


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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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Admission-Tests Admission-Tests Test of Essential

Relationship of distinct makes an attempt on an Admissions Examination to Early application performance | killexams.com Real Questions and Pass4sure dumps

Literature overview

Admissions personnel are tasked with deciding on potential college students who are more likely to be a success in nursing courses. Many choice criteria are often required when making use of for admission to a software, as no single criterion is a perfect predictor of success. Standardized verify scores' use has grown in popularity in fresh years. Standardized exams have been shown to be a predictor of nursing application success when regarded alongside other elements, corresponding to grade point averages, fulfillment in science courses, and admissions essays (Cunningham, Manier, Anderson, & Sarnosky, 2014; Schmidt & MacWilliams, 2011).

although, approximately half of students retake standardized assessments, which complicates the admissions resolution (Patterson, Mattern, & Swerdzewski, 2012; Roszkowski & Spreat, 2016). Why would a scholar retake a standardized verify? however there are lots of the explanation why an examinee might come to a decision to retake an admissions verify, the handiest definitive reason is to raise a score (Lane & Feìtz, 1976; Roszkowski & Spreat, 2016; Wolkowitz, 2011a; Wightman, 1990). If students are trying to raise their rankings, what does that tell us about the pupil, and how are admissions officers alleged to deal with distinct ratings on an examination?

An applicant's determination to retake an examination may also tell us something about motivation. as an instance, Roszkowski and Spreat (2016) talk about Simon's (1955) theories of satisficing and optimizing when retaking the SAT school admissions look at various. Examinees who are optimizers are trying to enhance their score to be the most useful it will also be, whereas folks that are satisficers are trying to attain some minimal threshold. other researchers consider re-taking an examination to be a trademark of grit or choice (Roszkowski & Spreat, 2016; Zhang & Patterson, 2010). Zhang and Patterson (2010) examined the persistence of these taking the time-honored education diploma (GED) and found that motivation performed a role. They found a positive relationship between retesting and passing the GED when an examinee's purpose became to gain entrance right into a 2-12 months school after earning a GED. regardless of examinees' motivation, the conclusion intention of raising rankings is a similar.

To evaluate validity concerns related to admissions policies, many reviews have described the character of taking an admissions examination distinctive instances. With repeated makes an attempt, ratings typically increase and retesters tend to have lower initial rankings, in comparison with students who look at various handiest once (Roszkowski & Spreat, 2016; Wolkowitz, 2011a). Villado, Randall, and Zimmer (2016) examined this difficulty and found that notwithstanding scores are inclined to raise over distinct makes an attempt, single and repeat effort ratings exhibit similar stages of correlation with the criterion. Repeat testers also tend to take their last attempt nearer to program entrance, compared with people who handiest test once (Patterson, Mattern, & Swerdzewski, 2012). These concerns have to be regarded when comparing scores for students who take entrance examinations assorted instances.

agree with policies that admissions workplaces may enforce when prospective students have attempted an examination numerous instances. They might decide to use the primary attempt, most fresh effort, highest single effort, regular of all attempts, or some aggregate of the maximum ratings throughout varied sections of an examination (Patterson et al., 2012; Roszkowski & Spreat, 2016). Patterson et al. (2012) examined this challenge with regards to the SAT and located that none of the strategies undermined the predictive validity of the verify. at the moment, no consensus exists in the literature for the correct remedy of varied ratings, however using the average of all attempts is commonly advised (Dalessandro & McLeod, 1999; Roszkowski & Spreat, 2016; Wightman, 1990; Zhao, Oppler, Dunleavy, & Kroopnick, 2010).

distinctiveness courses, reminiscent of nursing, attract a considerably greater homogenous neighborhood of examinees than popular school admissions tests. besides the fact that children, little exists in the nursing literature concerning this topic. therefore, policies from other uniqueness courses, equivalent to scientific and legislation schools, are constructive for assessment. These distinctiveness classes include a variety of instructions for distinct makes an attempt of the MCAT and LSAT, which can be according to the aforementioned polices used for typical school admission (Dalessandro et al., 1999; Wightman, 1990; Zhao et al., 2010).

The faculty Board (2015) additionally offers some perception into how nursing classes address numerous attempts of the SAT by means of disclosing the practices of institutions which have chosen to share their guidelines. A search for institutions with “nursing” in the title yielded 13 institutions which agree with the maximum sections for every examinee, six that accept as true with all submitted examinee scores, two that request that examinees contact the establishment for the policy, and one which considers the maximum single sitting for the SAT.

Many nursing programs use greater selected admission exams, such because the TEAS V developed with the aid of ATI, for use in program entrance selections. The TEAS V consequences supply a advised set of thresholds for institutions to consider when evaluating students: Developmental, basic, educated, superior, and Exemplary (ATI, 2010; Wolkowitz, 2010, 2011b). Nursing admissions programs decide to enforce the recommended thresholds, with the informed commonly being the bottom level of suited efficiency for admission. therefore, it is reasonably priced to conclude that many nursing college students retaking the TEAS V may additionally fall into the “satisficing” category in that they are trying to reach a specific stage required for entrance.

different entrance examinations, such as the SAT, ACT, MCAT, and LSAT, would not have respectable cut rankings. For those examinations, the procedure of devising applicable thresholds for admission is left as much as institutions (Albanese, Farrell, & Dottl, 2005; Briggs, 2009; Kreiter, 2007). A analyze via Briggs (2009) surveyed associations to investigate their use of entrance examination ratings and how small differences in ratings raise the likelihood of acceptance. The look at discovered that 20% to 25% of associations set internal reduce rankings for the SAT and ACT, and those intuitions had been greater more likely to agree that small raises, corresponding to 10 to 20 points on the SAT, would enhance a pupil's probability of admission. hence, institutions are the usage of examination rankings similarly, regardless of the presence or absence of authentic reduce ratings.

As this literature evaluate suggests, contemporary research addresses the difficulty of distinct makes an attempt for school entrance examinations. besides the fact that children, nursing application entrance has got lots less scholarly consideration. other than the study through Wolkowitz (2011a), which examined rating increases with respect to form taken, stories haven't examined the affect of retake policy on early nursing application success. This analyze applies an identical methodology used with the SAT (Briggs, 2009; Roszkowski & Spreat, 2016), ACT (Briggs, 2009), MCAT (Zhao et al., 2010), and LSAT (Dalessandro et al., 1999; Wightman, 1990) to assess admissions policies for distinct makes an attempt of the TEAS V examination. A intention of this analyze is to deliver assistance to nursing software admissions workplaces.

MethodSample

facts for use within the analysis have been accessible within the ATI database and deidentified earlier than evaluation. rankings from the primary six attempts for each student were queried for all college students taking the TEAS between January 1, 2013, and December 14, 2016. using a numeric variable randomly assigned to all students, students' sets of TEAS scores were matched with their RN Fundamentals of Nursing 2013 scores where purchasable. table 1 shows the variety of students by using application classification (ADN and BSN) having every number of TEAS attempt ratings available.

Number of Examinees by Program Type and Number of Test of Essential Academic Skills (TEAS®) Examination Attempts

desk 1:

variety of Examinees by way of software category and variety of look at various of primary academic abilities (TEAS®) Examination makes an attempt

desk 1 shows that youngsters the majority of scholars (approximately seventy five% in every software category during this statistics set) take the TEAS best once, the last college students (n = eleven,076 ADN; n = 7,796 BSN) take the evaluation varied times. The tremendous variety of examinees with assorted attempts underscores the utility of this article's focal point. it will be mentioned that there are college students who've taken the TEAS more than six instances; however, as a result of small sample sizes in these organizations, their scores aren't said listed here.

Instrumentation

Admissions examine. The admissions check of hobby became the TEAS V. The TEAS V assesses targets in the content areas of reading, Math, Science, and English & Language utilization and studies subscores for each and every of these areas, in addition to a composite rating. on account of equating alterations made to account for modifications in difficulty throughout distinct forms, the composite score is spoke of on the TEAS ranking report as an Adjusted Composite rating, which is pronounced as a percent correct. Reliability estimates for composite scores from the TEAS V varieties A and B are reported at .ninety three and .92, respectively (ATI, 2011). as a result of ATI recommends that best the Adjusted Composite score be used for admissions decisions, this is the best score used for these analyses.

result Measure. The RN Fundamentals of Nursing evaluation with the aid of ATI is customarily given in the first semester of a nursing program to measure students' mastery of fundamental nursing ideas. This 70-item standardized dissimilar choice evaluation consists of 60 scored gadgets and 10 unscored pilot verify objects. The reliability of ratings from the RN Fundamentals of Nursing 2013 examination is reported at .670 (ATI, 2015). the basics examination changed into selected over different talents measures of early software performance such as grade factor normal or instructor ranking since it is standardized, aim, and related throughout institutions.

evaluation

To investigate how the primary, remaining, optimum, and suggest ratings of individuals with diverse TEAS attempts evaluate with scores of people with a single attempt, the 4 rating forms have been calculated for all examinees. From these rankings, the arithmetic suggest of every type become then calculated for every neighborhood, described by way of number of TEAS attempts and software category.

To find the relationships of each and every of the score varieties (first, remaining, highest, and imply) with early program performance on the fundamentals of Nursing assessment, the correlation of every rating class with Fundamentals rating was calculated one at a time for every community of examinees, defined by means of variety of TEAS attempts and application category.

results

desk 2 offers the mean first, ultimate, highest, and mean ratings for ADN students with multiple TEAS attempts, separated with the aid of the number of TEAS attempts. The mean TEAS score for students with a single attempt is proven for evaluation.

Means of Test of Essential Academic Skills (TEAS®) Examination Score Types by Number of Examinee Attempts, Associate's Degree Program Type

desk 2:

means of test of simple tutorial advantage (TEAS®) Examination ranking types by way of number of Examinee makes an attempt, associate's diploma application category

For ADN college students, the suggest first attempt score for college students with only 1 effort is seventy two.three% correct and reduces for companies with additional makes an attempt. The suggest first attempt score for students taking the TEAS six times is 55.three% suitable, which is a mean change of −17 features. despite the fact, a assessment of six-time-testers' closing and maximum rankings to single-testers' first-time ratings displays dramatically reduced imply changes of −5.2 and −three.1 aspects, respectively.

table 3 offers the mean first, ultimate, optimum, and imply scores for BSN students with numerous TEAS attempts, separated through the number of TEAS attempts. The suggest TEAS ranking for college students with a single attempt is shown for assessment.

Means of Test of Essential Academic Skills (TEAS®) Examination Score Types by Number of Examinee Attempts, Bachelor's Degree Program Type

desk three:

capability of look at various of standard academic abilities (TEAS®) Examination score types by variety of Examinee attempts, Bachelor's degree program category

The pattern for BSN students is akin to ADN students; the imply first attempt score for students with only one effort is seventy five.5% suitable and decreases for corporations with additional makes an attempt. The suggest first effort rating for students taking the TEAS six instances is 59.2% proper, a median change of −sixteen.three points, similar to that in the ADN sample. again, a assessment of six-time-testers' closing and optimum ratings to single-testers' first-time scores reveals dramatically reduced mean changes of −three.9 and −2.four aspects, respectively. As might be anticipated, the suggest of the all scores option produces rating differences which are much less severe than either the primary effort or last and optimum alternate options for each ADN and BSN students.

To reply analysis query two, the correlation between each score type (first, final, maximum, and imply) and Fundamentals rating become calculated for companies of examinees with each and every variety of TEAS attempts. Tables four–5 latest these correlations for ADN and BSN students, respectively.

Correlation of Test of Essential Academic Skills (TEAS®) Examination Score Types With Fundamentals, Associate's Degree Program Typea

desk 4:

Correlation of test of basic tutorial advantage (TEAS®) Examination ranking forms With Fundamentals, affiliate's diploma application type

Correlation of Test of Essential Academic Skills (TEAS®) Examination Score Types With Fundamentals, Bachelor's Degree Program Typea

desk 5:

Correlation of check of standard academic competencies (TEAS®) Examination rating types With Fundamentals, Bachelor's diploma application category

With one exception for six-time testers making use of to ADN classes, the ranking classification most totally correlated with Fundamentals rankings is the average of all TEAS attempts (suggest).

dialogue

The analyses offered right here cause a number of conclusions of practical import for institutional resolution makers, specifically as they searching for to make choices about examinees presenting rankings from varied makes an attempt on an admissions evaluation.

question one explored the pattern of imply ratings through number of TEAS makes an attempt for first, remaining, maximum, and regular scores. consequences printed that for both BSN and ADN students, the first attempt score is optimum for these examinees who take the TEAS best as soon as and decreases successively for businesses with additional TEAS attempts. within the excessive case, individuals who eventually take the TEAS six instances have a median first effort rating as lots as 17 elements (ADN; sixteen.3, BSN) beneath their single-attempt peers.

although, by the time they comprehensive all TEAS trying out, individuals with six TEAS attempts appear a great deal more like single-testers than they did at the start attempt. This discovering is in step with prior analysis indicating that, on common, students' admissions test ratings boost with each and every further attempt (Wolkowitz, 2011a). For each ADN and BSN students, the gap between single-attempt rankings and dissimilar-effort final and maximum scores is meaningfully below for first-effort rankings. on account of this, an institution could make different admissions decisions in response to its approach to distinctive look at various ratings. figuring out which ranking remedy is most correlated with future efficiency is a remember of functional importance to institutional resolution makers.

question two asked which strategy to diverse look at various rankings turned into most particularly correlated with future performance early in a nursing application, as measured by using a nationally accessible standardized verify of nursing fundamentals capabilities. The statistics in Tables 4–5 demonstrate that youngsters the correlations between all TEAS rating cures and Nursing Fundamentals scores are enormous for many agencies, the correlation is often most beneficial for the mean look at various score approach. This finding is in keeping with literature from other fields recommending that courses use the common of all of an examinee's check scores in making decisions (Dalessandro & McLeod, 1999; Roszkowski & Spreat, 2016; Wightman, 1990; Zhao et al., 2010). Conceptually, use of the standard of examination rankings looks to strike a cheerful medium; it offers an opportunity for examinees to remediate and enhance whereas deliberating the entire history of their examination attempts. Taken as a whole, the statistics presented right here indicate that the ranking treatment most strongly involving future efficiency in a nursing software is the typical of all an examinee's examine attempts.

Conclusion and obstacles

The analyses listed here are introduced with two referred to barriers. the first is that the records included could be assumed to characterize a restriction of latitude; most effective students having both TEAS and Fundamentals ratings were covered, meaning that they needed to were admitted to a nursing software and accomplished at least the first semester (to the aspect of administration of the basics assessment). possibly, college students with very low TEAS scores wouldn't have met these criteria. consequently, the correlations offered between TEAS and Fundamentals probably represent an underestimate of the true relationship between ratings on the two exams. besides the fact that children, during this case, the emphasis of this text is on the relative magnitude of correlations between each rating medication and Fundamentals, which might all be equally affected by the limit of range.

The 2nd predicament is that these analyses don't trust the admissions coverage of the colleges to which college students utilized, notably even if the establishment has a minimal threshold rating fundamental for acceptance. Prior research has discussed the concept of satisficers and maximizers. without realizing the admissions policies of the institutions to which people utilized, it is not possible to examine any potential modifications within the relationship between entrance examination ranking and future efficiency. Future research may still include such establishment-level admissions policy counsel.

The query of how to contain the ensuing information into the admissions choices is a practical and significant one for nursing education courses. certainly, as a result of examinee rankings raise, on regular, with each and every attempt, the strategy an institution takes to handling assorted verify rankings has a true have an effect on on candidates' futures. this text used data from a nursing admissions examination to examine this query and found that, on stability, the ranking remedy most enormously correlated with future performance early in a nursing application is the standard of scores from all examination attempts. This discovering held authentic in spite of the variety of test attempts and for both BSN and ADN application forms, aside from six-time-testers in ADN courses. These conclusions are of practical import for institutional determination makers and should deliver proof-primarily based tips for using ratings from assorted attempts at an admissions assessment.


starvation strike over Entrance checks: JU officials supply in to college students’ calls for | killexams.com Real Questions and Pass4sure dumps

with the aid of: categorical information service | Kolkata | published: July 11, 2018 1:08:44 am

JU V-C Suranjan Das (centre) with college students after the government council assembly on Tuesday night. (specific photograph through Subham Dutta)

Succumbing to relentless protests, Jadavpur tuition authorities on Tuesday evening revoked their resolution to scrap admission exams for six Humanities topics. They back to their outdated admission mannequin, in which board marks and entrance examination rankings could be given 50-50 weightage. The determination to carry again admission assessments changed into taken in an govt council assembly held on Tuesday. although, Vice-Chancellor Suranjan Das and pro Vice-Chancellor P ok Ghosh did not accept as true with the resolution adopted in the assembly and expressed their want to resign.

“The pro V-C and i didn't believe the decision adopted these days by the EC. We had been not birthday celebration to the resolution. we can meet Governor and varsity Chancellor Keshari Nath Tripathi to categorical our want to resign. We can not run the institution beneath these circumstances,” Das informed newshounds.

The resolution adopted within the EC assembly study, “That in six departments of Arts school (Bengali, Comparative Literature, English, historical past, overseas relations and Philosophy), admission to UG classes should be on the groundwork of fifty per cent weightage on an admission examine and 50 per cent weightage on the marks got in the plus two board checks. In view of the inability of the admission committee, college of Arts to make a decision upon the modalities for conducting the admission test in these six departments…”

Registrar Chiranjib Bhattacharjee abstained from the deliberations, while Dr Monojit Mondal, who is the nominee of the state greater education council to the executive council, gave his note of dissent to the resolution. The admission committee will cling a meeting on Wednesday to decide upon sparkling dates for conducting admission tests.

four of around 20 college students, who had long past on hunger strike final Friday to protest against the scrapping of admission checks, have been admitted to a medical institution after falling sick Tuesday. The Jadavpur institution academics association (JUTA), which had additionally registered its protest towards the school’s determination, welcomed the choice.

“we've been saying that the autonomy of the college should still no longer be compromised below any circumstances. We all the time desired admission assessments in involved subjects,” said JUTA assistant secretary Partha Pratim Ray.

The pupil protesters talked about it turned into an ethical victory for them. “it is a moral victory for us as we have been disturbing that admission exams be conducted in six Humanities subjects. despite the fact, we have to see that exterior academics aren't concerned within the admission procedure and the academic autonomy of the university is covered,” said a scholar. On June 27, the JU government council had decided to provide equal weightage to admission test marks and board exam marks. It had reversed the choice in one more assembly held on July 4. This had resulted in Arts college students Union students beginning their protest on Friday.

Following this, college members of all six departments littered with the resolution additionally announced that they would no longer take part in the admission method, as an indication of protest. the college authorities had then written to the Governor, looking for his intervention. Tripathi had on Monday advised the authorities to abide through the determination of the govt council and requested Das to make use of his energy as per the statute of the tuition to take imperative action to get to the bottom of the deadlock.

in the meantime, both college students and teachers categorical their shock following stories that Das has expressed a need to step down. “We under no circumstances demanded that the vice-chancellor should still step down. He has taken a personal determination. but we want him to reside within the institution and preserve its autonomy,” referred to a scholar.

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poor display in DU admission checks | killexams.com Real Questions and Pass4sure dumps

whereas circulate fees within the SSC and HSC examinations are on the upward push, admission checks at Dhaka school this 12 months saw around eighty three % aspirants fail to reap even pass marks.

battling for round 6,600 seats of first yr honours lessons, 2,sixty one,409 candidates took the tests and simplest forty five,278 of them came out a success.

Even the performance of top graders of the Secondary school certificate (SSC) and the greater Secondary certificates (HSC) tests is upsetting.

around sixty six percent of 76,003 GPA-5 holders in the two tests failed to cozy move marks in the DU admission exams, in line with institution sources. The rate was sixty two percent in the outdated academic year.

A GPA-5 scorer capacity the scholar has obtained eighty percent marks in all topics on a normal.

The admission check consequences within the previous three tutorial years -- 2011-12 to 2013-14 -- additionally supply a dismal image with failure rates of 81 %, eighty three p.c and eighty one % respectively.

DU sources noted many of the admission seekers failed in Bangla and English. most effective two out of 1,364 students certified to be enrolled on the DU English branch.

Expressing situation, stated educationists say the admission test outcomes reflect the low nice of schooling at schools and faculties.

Contacted, Prof Emeritus of DU Serajul Islam Choudhury observed that lecturers are failing to train students effectively at secondary and better secondary stages, leading to deterioration of education satisfactory.

lecturers, he spoke of, are not being recruited on the groundwork of merit and they're not even getting relevant working towards.

Rasheda okay Choudhury, executive director of campaign for widely wide-spread education, referred to an increase in circulate costs doesn't necessarily imply stronger schooling.

peculiarly, she referred to, there are many questions about the great of fundamental training.

"The weakness and lapses on the simple level is reflected in bigger schooling too," she noted and recommended finding out the issues via analysis and ending blame video games.

Prof Nazrul Islam, former chairman of the school delivers fee, said time has come to rethink the total schooling gadget critically.

"The satisfactory of common teaching and gaining knowledge of at secondary and better secondary levels is on the wane. greater students are passing but few of them are attaining expected level of competence," he observed when contacted.

in the remaining three years, there become a gradual upward push in SSC move rate. This yr, the pass rate in SSC and equivalent exams hit a checklist excessive of 91.34 p.c, which become 86.37 % in 2012.

The number of GPA-5 achievers also improved within the closing three years. This year, 1,42,276 college students acquired GPA-5 as in opposition t 82,212 in 2012.

handiest seventy six examinees obtained GPA-5 when the grading device turned into introduced at SSC stage in 2001.

This 12 months's HSC checks noticed 70,602 getting GPA-5; it became sixty one,162 in 2012. simplest 20 college students scored GPA-5 when the grading gadget became added for the HSC level in 2003.

The flow fee in HSC tests also rose from seventy six.50 p.c in 2012 to 75.seventy four.

within the wake of widespread criticism over the DU verify consequences, training Minister Nurul Islam Nahid on Sunday put the blame squarely on the test formulation.

Terming the admission verify "inaccurate", he noted the institution authorities intentionally set harder questions so that handiest a few students could get via.

"Questions had been so difficult that most effective two college students handed the examine [for enrolment in English department]. This changed into accomplished deliberately,” he instructed journalists at his secretariat office.

in line with the DU authorities, the questions for the exams were meticulously chosen and the college students who had superior realizing of textbooks and present affairs succeeded.

Prof Hasibur Rashid, convener of the DU on-line admission committee, referred to there is no weakness within the admission procedure as a result of all the tiers were reviewed by using academic and admission committees and academic council.

The DU holds a one hundred twenty-mark admission examine for each and every of its 5 units. Admission tests for science neighborhood take location below “Ka” unit, humanities beneath “Kha” and enterprise reports beneath “Ga” unit. college students from every discipline can take checks beneath “Gha” and “Cha” devices.

The institution the day past announced the outcomes of “Gha” unit by which simplest sixteen p.c passed.

"We tried our best to design the check as a complete one so that we will decide the intellectual stage of students," DU Vice-Chancellor Prof AAMS Arefin Siddique informed The day by day star final nighttime. 

"Our admission manner is clear and transparent.”




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

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Relationship of Multiple Attempts on an Admissions Examination to Early Program Performance | killexams.com real questions and Pass4sure dumps

Literature Review

Admissions personnel are tasked with selecting prospective students who are likely to be successful in nursing programs. Many selection criteria are often required when applying for admission to a program, as no single criterion is a perfect predictor of success. Standardized test scores' use has grown in popularity in recent years. Standardized tests have been shown to be a predictor of nursing program success when considered alongside other factors, such as grade point averages, achievement in science courses, and admissions essays (Cunningham, Manier, Anderson, & Sarnosky, 2014; Schmidt & MacWilliams, 2011).

However, approximately half of students retake standardized tests, which complicates the admissions decision (Patterson, Mattern, & Swerdzewski, 2012; Roszkowski & Spreat, 2016). Why would a student retake a standardized test? Although there are many reasons why an examinee might decide to retake an admissions test, the only definitive rationale is to raise a score (Lane & Feìtz, 1976; Roszkowski & Spreat, 2016; Wolkowitz, 2011a; Wightman, 1990). If students are attempting to raise their scores, what does that tell us about the student, and how are admissions officers supposed to treat multiple scores on an examination?

An applicant's decision to retake an examination may tell us something about motivation. For instance, Roszkowski and Spreat (2016) discuss Simon's (1955) theories of satisficing and optimizing when retaking the SAT college admissions test. Examinees who are optimizers are trying to improve their score to be the best it can be, while those who are satisficers are trying to reach some minimal threshold. Other researchers consider re-taking an examination to be an indicator of grit or determination (Roszkowski & Spreat, 2016; Zhang & Patterson, 2010). Zhang and Patterson (2010) examined the persistence of those taking the general education diploma (GED) and found that motivation played a role. They found a positive relationship between retesting and passing the GED when an examinee's goal was to gain entrance into a 2-year college after earning a GED. Regardless of examinees' motivation, the end goal of raising scores is the same.

To evaluate validity concerns related to admissions policies, many studies have described the nature of taking an admissions examination multiple times. With repeated attempts, scores typically increase and retesters tend to have lower initial scores, compared with students who test only once (Roszkowski & Spreat, 2016; Wolkowitz, 2011a). Villado, Randall, and Zimmer (2016) examined this issue and found that even though scores tend to increase over multiple attempts, single and repeat attempt scores show similar levels of correlation with the criterion. Repeat testers also tend to take their final attempt closer to program entrance, compared with those who only test once (Patterson, Mattern, & Swerdzewski, 2012). These concerns must be considered when comparing scores for students who take entrance examinations multiple times.

Consider policies that admissions offices could implement when prospective students have attempted an examination multiple times. They might choose to use the first attempt, most recent attempt, highest single attempt, average of all attempts, or some combination of the highest scores across multiple sections of an examination (Patterson et al., 2012; Roszkowski & Spreat, 2016). Patterson et al. (2012) examined this issue in relation to the SAT and found that none of the methods undermined the predictive validity of the test. Currently, no consensus exists in the literature for the proper treatment of multiple scores, although using the average of all attempts is often recommended (Dalessandro & McLeod, 1999; Roszkowski & Spreat, 2016; Wightman, 1990; Zhao, Oppler, Dunleavy, & Kroopnick, 2010).

Specialty programs, such as nursing, attract a considerably more homogenous group of examinees than general college admissions tests. However, little exists in the nursing literature related to this topic. Therefore, policies from other specialty programs, such as medical and law schools, are useful for comparison. These specialty programs incorporate various guidelines for multiple attempts of the MCAT and LSAT, which are consistent with the aforementioned polices used for general college admission (Dalessandro et al., 1999; Wightman, 1990; Zhao et al., 2010).

The College Board (2015) also provides some insight into how nursing programs handle multiple attempts of the SAT by disclosing the practices of institutions that have chosen to share their policies. A search for institutions with “nursing” in the title yielded 13 institutions which consider the highest sections for each examinee, six that consider all submitted examinee scores, two that request that examinees contact the institution for the policy, and one that considers the highest single sitting for the SAT.

Many nursing programs use more specific admission tests, such as the TEAS V developed by ATI, for use in program entrance decisions. The TEAS V results provide a recommended set of thresholds for institutions to consider when evaluating students: Developmental, Basic, Proficient, Advanced, and Exemplary (ATI, 2010; Wolkowitz, 2010, 2011b). Nursing admissions programs choose to implement the recommended thresholds, with the Proficient often being the lowest level of acceptable performance for admission. Therefore, it is reasonable to conclude that many nursing students retaking the TEAS V may fall into the “satisficing” category in that they are trying to reach a particular level required for entrance.

Other entrance examinations, such as the SAT, ACT, MCAT, and LSAT, do not have official cut scores. For those examinations, the process of devising acceptable thresholds for admission is left up to institutions (Albanese, Farrell, & Dottl, 2005; Briggs, 2009; Kreiter, 2007). A study by Briggs (2009) surveyed institutions to assess their use of entrance examination scores and how small differences in scores increase the likelihood of acceptance. The study found that 20% to 25% of institutions set internal cut scores for the SAT and ACT, and those intuitions were more likely to agree that small increases, such as 10 to 20 points on the SAT, would increase a student's likelihood of admission. Therefore, institutions are using examination scores similarly, regardless of the presence or absence of official cut scores.

As this literature review shows, recent research addresses the issue of multiple attempts for college entrance examinations. However, nursing program entrance has received much less scholarly attention. Other than the study by Wolkowitz (2011a), which examined score increases with respect to form taken, studies have not examined the influence of retake policy on early nursing program success. This study applies similar methodology used with the SAT (Briggs, 2009; Roszkowski & Spreat, 2016), ACT (Briggs, 2009), MCAT (Zhao et al., 2010), and LSAT (Dalessandro et al., 1999; Wightman, 1990) to examine admissions policies for multiple attempts of the TEAS V examination. A goal of this study is to provide guidance to nursing program admissions offices.

MethodSample

Data for use in the analysis were available in the ATI database and deidentified before analysis. Scores from the first six attempts for each student were queried for all students taking the TEAS between January 1, 2013, and December 14, 2016. Using a numeric variable randomly assigned to all students, students' sets of TEAS scores were matched with their RN Fundamentals of Nursing 2013 scores where available. Table 1 shows the number of students by program type (ADN and BSN) having each number of TEAS attempt scores available.

Number of Examinees by Program Type and Number of Test of Essential Academic Skills (TEAS®) Examination Attempts

Table 1:

Number of Examinees by Program Type and Number of Test of Essential Academic Skills (TEAS®) Examination Attempts

Table 1 shows that although the majority of students (approximately 75% in each program type in this data set) take the TEAS only once, the remaining students (n = 11,076 ADN; n = 7,796 BSN) take the assessment multiple times. The large number of examinees with multiple attempts underscores the utility of this article's focus. It should be noted that there are students who have taken the TEAS more than six times; however, due to small sample sizes in these groups, their scores are not reported in this article.

Instrumentation

Admissions Test. The admissions test of interest was the TEAS V. The TEAS V assesses objectives in the content areas of Reading, Math, Science, and English & Language Usage and reports subscores for each of these areas, as well as a composite score. Because of equating adjustments made to account for differences in difficulty across multiple forms, the composite score is referred to on the TEAS score report as an Adjusted Composite Score, which is reported as a percentage correct. Reliability estimates for composite scores from the TEAS V forms A and B are reported at .93 and .92, respectively (ATI, 2011). Because ATI recommends that only the Adjusted Composite Score be used for admissions decisions, this is the only score used for these analyses.

Outcome Measure. The RN Fundamentals of Nursing assessment by ATI is typically given in the first semester of a nursing program to measure students' mastery of fundamental nursing concepts. This 70-item standardized multiple choice assessment contains 60 scored items and 10 unscored pilot test items. The reliability of scores from the RN Fundamentals of Nursing 2013 examination is reported at .670 (ATI, 2015). The Fundamentals examination was selected over other potential measures of early program performance such as grade point average or instructor rating because it is standardized, objective, and comparable across institutions.

Analysis

To determine how the first, last, maximum, and mean scores of individuals with multiple TEAS attempts compare with scores of individuals with a single attempt, the four score types were calculated for all examinees. From these scores, the arithmetic mean of each type was then calculated for each group, defined by number of TEAS attempts and program type.

To find the relationships of each of the score types (first, last, maximum, and mean) with early program performance on the Fundamentals of Nursing assessment, the correlation of each score type with Fundamentals score was calculated separately for each group of examinees, defined by number of TEAS attempts and program type.

Results

Table 2 provides the mean first, last, maximum, and mean scores for ADN students with multiple TEAS attempts, separated by the number of TEAS attempts. The mean TEAS score for students with a single attempt is shown for comparison.

Means of Test of Essential Academic Skills (TEAS®) Examination Score Types by Number of Examinee Attempts, Associate's Degree Program Type

Table 2:

Means of Test of Essential Academic Skills (TEAS®) Examination Score Types by Number of Examinee Attempts, Associate's Degree Program Type

For ADN students, the mean first attempt score for students with only one attempt is 72.3% correct and decreases for groups with additional attempts. The mean first attempt score for students taking the TEAS six times is 55.3% correct, which is a mean difference of −17 points. However, a comparison of six-time-testers' last and maximum scores to single-testers' first-time scores reveals dramatically reduced mean differences of −5.2 and −3.1 points, respectively.

Table 3 provides the mean first, last, maximum, and mean scores for BSN students with multiple TEAS attempts, separated by the number of TEAS attempts. The mean TEAS score for students with a single attempt is shown for comparison.

Means of Test of Essential Academic Skills (TEAS®) Examination Score Types by Number of Examinee Attempts, Bachelor's Degree Program Type

Table 3:

Means of Test of Essential Academic Skills (TEAS®) Examination Score Types by Number of Examinee Attempts, Bachelor's Degree Program Type

The pattern for BSN students is similar to ADN students; the mean first attempt score for students with only one attempt is 75.5% correct and decreases for groups with additional attempts. The mean first attempt score for students taking the TEAS six times is 59.2% correct, a mean difference of −16.3 points, comparable to that in the ADN sample. Again, a comparison of six-time-testers' last and maximum scores to single-testers' first-time scores reveals dramatically reduced mean differences of −3.9 and −2.4 points, respectively. As might be expected, the mean of the all scores option produces score differences that are less extreme than either the first attempt or last and maximum options for both ADN and BSN students.

To answer research question two, the correlation between each score type (first, last, maximum, and mean) and Fundamentals score was calculated for groups of examinees with each number of TEAS attempts. Tables 4–5 present these correlations for ADN and BSN students, respectively.

Correlation of Test of Essential Academic Skills (TEAS®) Examination Score Types With Fundamentals, Associate's Degree Program Typea

Table 4:

Correlation of Test of Essential Academic Skills (TEAS®) Examination Score Types With Fundamentals, Associate's Degree Program Type

Correlation of Test of Essential Academic Skills (TEAS®) Examination Score Types With Fundamentals, Bachelor's Degree Program Typea

Table 5:

Correlation of Test of Essential Academic Skills (TEAS®) Examination Score Types With Fundamentals, Bachelor's Degree Program Type

With one exception for six-time testers applying to ADN programs, the score type most highly correlated with Fundamentals scores is the average of all TEAS attempts (mean).

Discussion

The analyses presented here lead to several conclusions of practical import for institutional decision makers, especially as they seek to make decisions about examinees presenting scores from multiple attempts on an admissions assessment.

Question one explored the pattern of mean scores by number of TEAS attempts for first, last, maximum, and average scores. Results revealed that for both BSN and ADN students, the first attempt score is highest for those examinees who take the TEAS only once and decreases successively for groups with additional TEAS attempts. In the extreme case, individuals who ultimately take the TEAS six times have a mean first attempt score as much as 17 points (ADN; 16.3, BSN) below their single-attempt peers.

However, by the time they complete all TEAS testing, individuals with six TEAS attempts appear much more like single-testers than they did at first attempt. This finding is consistent with prior research indicating that, on average, students' admissions test scores increase with each additional attempt (Wolkowitz, 2011a). For both ADN and BSN students, the gap between single-attempt scores and multiple-attempt last and maximum scores is meaningfully less than for first-attempt scores. Because of this, an institution might make different admissions decisions based on its approach to multiple test scores. Understanding which score treatment is most correlated with future performance is a matter of practical significance to institutional decision makers.

Question two asked which approach to multiple test scores was most highly correlated with future performance early in a nursing program, as measured by a nationally available standardized test of nursing fundamentals knowledge. The data in Tables 4–5 show that although the correlations between all TEAS score treatments and Nursing Fundamentals scores are significant for most groups, the correlation is generally greatest for the mean test score approach. This finding is consistent with literature from other fields recommending that programs use the average of all of an examinee's test scores in making decisions (Dalessandro & McLeod, 1999; Roszkowski & Spreat, 2016; Wightman, 1990; Zhao et al., 2010). Conceptually, use of the average of examination scores seems to strike a happy medium; it provides an opportunity for examinees to remediate and improve while taking into account the full history of their examination attempts. Taken as a whole, the data presented here suggest that the score treatment most strongly related to future performance in a nursing program is the average of all an examinee's test attempts.

Conclusion and Limitations

The analyses here are presented with two noted limitations. The first is that the data included may be assumed to represent a restriction of range; only students having both TEAS and Fundamentals scores were included, meaning that they had to have been admitted to a nursing program and completed at least the first semester (to the point of administration of the Fundamentals assessment). Presumably, students with very low TEAS scores would not have met these criteria. As a result, the correlations presented between TEAS and Fundamentals likely constitute an underestimate of the true relationship between scores on the two tests. However, in this case, the emphasis of this article is on the relative magnitude of correlations between each score treatment and Fundamentals, which would all be equally affected by the restriction of range.

The second limitation is that these analyses do not consider the admissions policy of the schools to which students applied, specifically whether the institution has a minimum threshold score necessary for acceptance. Prior research has discussed the concept of satisficers and maximizers. Without knowing the admissions policies of the institutions to which individuals applied, it is not possible to examine any potential differences in the relationship between entrance examination score and future performance. Future research should incorporate such institution-level admissions policy information.

The question of how to incorporate the resulting information into the admissions decisions is a practical and important one for nursing education programs. Indeed, because examinee scores increase, on average, with each attempt, the approach an institution takes to handling multiple test scores has a real impact on applicants' futures. This article used data from a nursing admissions examination to examine this question and found that, on balance, the score treatment most highly correlated with future performance early in a nursing program is the average of scores from all examination attempts. This finding held true regardless of the number of test attempts and for both BSN and ADN program types, with the exception of six-time-testers in ADN programs. These conclusions are of practical import for institutional decision makers and should provide evidence-based guidance for using scores from multiple attempts at an admissions assessment.


KBE approves new high school graduation requirements, starting with class of 2023 | killexams.com real questions and Pass4sure dumps

wayne lewis interim commissioner of kentucky department of educaiton_1524672356953.JPG.jpg © Provided by TEGNA Inc. wayne lewis interim commissioner of kentucky department of educaiton_1524672356953.JPG.jpg

FRANKFORT, Ky. (WHAS11) — The Kentucky Board of Education voted unanimously to approve a proposal that will change the minimum high school graduation requirements for students who will graduate in the classes of 2023 and 2024.

Kentucky Education Commissioner Wayne Lewis spoke to the board before the vote, providing data from K-PREP, NAEP, and ACT test scores to explain why the graduation requirements needed to change.

Lewis said that despite low testing scores, Kentucky has one of the highest high school graduation rates in the country – awarding 93 percent of its 12th-grade students a high school diploma.

"Rather than celebrate our high school graduation rate, we should hang our heads in shame that what we've given to many students is a certificate of attendance," Lewis said.

The proposed requirements say a graduate must:

  • Complete a minimum of 22 credits
  • Demonstrate foundational skills in reading and mathematics on high school assessments
  • Complete the state science and social studies assessments
  • Pass a state-mandated civics test
  • Receive instruction in financial literacy
  • Demonstrate essential skills and technology
  • The requirements for graduation are divided into three components: foundational, personalized and transition-ready.

    Under the foundational and personalized components, students must successfully complete:

  • English I and II AND 2 additional English language arts credits aligned with the student’s Individual Learning Plan (ILP)
  • Algebra I and Geometry AND two additional mathematics credits aligned with the student’s ILP
  • 3 social studies credits (at least 1 aligned with the student’s ILP)
  • 3 science credits (at least 1 aligned with the student’s ILP)
  • 1/2 health credit
  • 1/2 physical education credit
  • 1 visual and performing arts credit
  • 6 additional credits aligned with the student’s ILP
  • To demonstrate academic readiness, students must score at or above the benchmark score as determined by the Council on Postsecondary Education (CPE) on the college admissions examination; or:

  • Complete six or more hours of KDE-approved dual credit courses and receiving a grade of B or higher in each course; or
  • Complete two or more Advanced Placement (AP) courses and receiving a score of 3 or higher on each AP assessment; or
  • Receive a score of 5 or higher on 2 examinations for International Baccalaureate (IB) courses; or
  • Score at or above the benchmark on 2 or more Cambridge Advanced examinations; or
  • Complete a combination of academic readiness indicators listed above
  • Students who are demonstrating career readiness must:

  • Score at or above the benchmark on industry certifications as approved by the Kentucky Workforce Innovation Board (KWIB) on an annual basis; or
  • Score at or above the benchmark on Career and Technical Education (CTE) end-of-program assessments for articulated credit; or
  • Complete six or more hours of KDE approved CTE dual credit courses, and receiving a grade of B or higher in each course; or
  • Complete a KDE-approved or Labor Cabinet-approved apprenticeship; or
  • Complete a KDE-approved alternate process to verify exceptional work experience.
  • The requirements will be subject to a 30-day public comment period, likely to begin on November 1.


    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.



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    zoho.com : https://docs.zoho.com/file/5bym2927f92ba92c7458aa2568f1793a23ec9
    coursehero.com : "Excle"






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