Causal Effects of Single-Sex Schools on College Entrance Exams and College Attendance: Random Assignment in Seoul High Schools - Comment

2012 ◽  
Author(s):  
Youjin Hahn ◽  
Liang Choon Wang
Keyword(s):  
High Schools ◽  
College Attendance ◽  
Causal Effects ◽  
Random Assignment ◽  
College Entrance ◽  
Entrance Exams ◽  
Single Sex ◽  
College Entrance Exams

scholarly journals Teaching Astronomy at Keio Senior High School, Japan

1990 ◽  
Vol 105 ◽  
pp. 280-283
Author(s):  
Yukimasa Tsubota
Keyword(s):  
High School ◽  
High Schools ◽  
Science Curriculum ◽  
Earth Science ◽  
Ministry Of Education ◽  
General Science ◽  
College Entrance ◽  
Graduation Requirement ◽  
Entrance Exams ◽  
College Entrance Exams

The major problem in teaching astronomy in our senior high schools has to do with the nature of the Japanese educational system. The typical science curriculum consists of physics, chemistry, biology, earth science, and general science I & II. The Japanese Ministry of Education allows General Science I to fulfill the minimum high-school graduation requirement in science. General Science I covers the basics of earth science. Astronomy has been taught as a part of General Science I and Earth Science.Many Japanese high schools do not offer earth science because it is not covered in the college entrance exams (Table l). Moreover, teachers usually spend many hours with the students memorizing the basics of earth science rather than allowing some time in the laboratory.

Failed policy attempts for measuring English speaking abilities in college entrance exams

English Today ◽  
2020 ◽  
pp. 1-7
Author(s):  
Yuko Goto Butler ◽  
Jiyoon Lee ◽  
Xiaolin Peng
Keyword(s):  
South Korea ◽  
English Education ◽  
National Level ◽  
College Entrance ◽  
High Stakes ◽  
Ability Test ◽  
Entrance Exams ◽  
College Entrance Exams ◽  
English Speaking ◽  
The Government

English as a foreign language education in East Asia has received repeated criticism for its lack of success in developing sufficient English oral proficiency among its students (Muller at al., 2014). In response to the criticism, the governments of China, Japan and South Korea attempted to include assessment of students’ speaking abilities as part of their high-stakes college entrance exams, hoping for positive washback effects in both primary- and secondary-school English education as well as on shadow education (i.e., non-formal private-sector education). These attempts often failed. In South Korea, a new test called the National English Ability Test (NEAT), which included direct assessment of students’ speaking skill among other skills, was developed in 2012. However, the government's plan to use NEAT to replace the current exam – the Korean College Scholastic Aptitude Test (KCSAT) – was quickly dropped before its implementation. In China, the government has tried to promote more communicative methods of English education through incorporating English speaking test in high-stakes tests such as the Gaokao – college admission tests – in addition to reducing the weight of English in the traditional paper-based exams. However, the policies have received heavy resistance at the regional level and have not been implemented at the national level. In Japan, the government asked universities to accept designated external proficiency tests as part of the Common Test, the existing college entrance exam, in order to make up for the exam's missing speaking component. After a mountain of criticism from test users, implementation of the plan is still pending. In this light, the aim of this paper is to discuss why these policy attempts failed. While these policy attempts occurred in three different contexts, we could see striking underlying commonalities. We argue that these policy attempts were made based on a set of beliefs separate from the reality of the stakeholders (e.g., students, parents and teachers). More specifically, the failures can be largely attributed to the governments’ monolithic view of the English language and their insufficient consideration for equity rather than equality.

scholarly journals Cooperativismo: alternativa viável para a gestão escolar? Um estudo de caso

2019 ◽  
Vol 87 (217) ◽  
Author(s):  
Gerrá Araújo ◽  
Candido Gomes
Keyword(s):  
College Entrance ◽  
Public And Private ◽  
Entrance Exams ◽  
Documentary Analysis ◽  
College Entrance Exams ◽  
Level Of Satisfaction ◽  
Educational Cost ◽  
Tuition And Fees ◽  
The City

Analisa a Cooperativa de Ensino da Cidade de Goiás e o Colégio Alternativo, na cidade de Goiás, fundados em virtude da insatisfação de um grupo de pais de camadas sociais médias tanto com a escola pública quanto com a particular. O estudo de caso coletou dados por meio de observação, análise documental, entrevistas e grupos focais. Os resultados apresentam um estabelecimento em que todos os atores participam da gestão. Do ponto de vista pedagógico, alcança eficazmente a apropriação de conteúdos pelos seus alunos para concursos públicos e o acesso à educação superior, conforme as aspirações dos pais. As despesas revelam que a remuneração docente é a mais alta da comunidade, porém a contribuição financeira das famílias é menor que a mensalidade da escola privada. Palavras-chave: ensino médio; ensino fundamental; custos educacionais; gestão participativa; cooperativismo educacional. Abstract This research project focuses on an educational co-operative and its junior and senior high school in the city of Goiás, Brazil. It was founded as a result of parents’ low level of satisfaction concerning both public and private schools. The case study analysed data from observation, documentary analysis, interviews and focus groups. The results reveal that all school actors participate in its management. From the educational perspective, the school effectively teaches the contents required by college entrance exams and other kinds of selection, according to the parents’ aspirations. The teachers’ salaries reach the highest level in the community, however, the families’ financial contribution is lower than the private school’s tuition and fees. Keywords: secondary education; primary education; educational cost; participative management; educational cooperativism.

Preparing Students for College Entrance Exams

2008 ◽  
Vol 30 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
Jemma Robertson Kalberg ◽  
Emily Mofield ◽  
Joseph H. Wehby ◽  
Robin J. Parks
Keyword(s):  
College Entrance ◽  
Entrance Exams ◽  
College Entrance Exams

Do Parents Value Changes in Test Scores? High Stakes Testing in Texas

2004 ◽  
Vol 3 (1) ◽  
Author(s):  
Angela K. Dills
Keyword(s):  
Test Scores ◽  
School Quality ◽  
High Stakes Testing ◽  
College Entrance ◽  
High Stakes ◽  
Entrance Exams ◽  
Housing Value ◽  
College Entrance Exams ◽  
Improved Performance ◽  
Value Changes

Abstract Texas evaluates, accredits, and financially rewards schools based on student test scores. Test scores increased dramatically following this implementation of high stakes testing. This paper examines whether homebuyers valued these test score increases. The results show little or no relation between changes in test scores and changes in total housing value in a district. Strikingly, improved performance on college entrance exams is associated with increased total housing value. Using the college entrance exams as a benchmark, the results on the state test suggest that high stakes testing failed to increase perceived school quality.

Korean College Entrance Exams: An Inside Look

2011 ◽  
Vol 105 (3) ◽  
pp. 208-213
Author(s):  
Dae S. Hong ◽  
Kyong Mi Choi
Keyword(s):  
Problem Solving ◽  
High Stakes Testing ◽  
College Entrance ◽  
Korean Students ◽  
High Stakes ◽  
Mathematical Concepts ◽  
Entrance Exams ◽  
College Entrance Exams

The mathematical concepts, skills, and problem-solving methods that Korean students need to know in preparation for high-stakes testing.

Sign in / Sign up

Export Citation Format

Share Document