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Americans overwhelmingly agree that diversity in our schools, neighborhoods, workplaces, and community organizations is enormously positive.
This publication describes innovative "race-neutral" programs being implemented across the country.
Young people benefit greatly when they are exposed to a wide variety of people-for example, people from various geographic regions, socioeconomic backgrounds, cultural heritages and different points of view. Postsecondary institutions are grappling with the question of how to ensure that students come from a wide variety of backgrounds. However, many colleges and universities, as well as elementary and secondary schools, are reconsidering preferences based on race and ethnicity.
Because of these strong legal and policy trends, many educational institutions have responded by looking for innovative "race-neutral" alternatives to ensure that their student bodies are accessible to people from a wide variety of backgrounds.
States are creating many new skills development programs-projects designed to improve educational achievement among students who attend traditionally low-performing schools.
Texas, California and Florida have all created admissions plans for students who finish at the top of their high school classes. The purpose of this report is to describe a number of race-neutral approaches that postsecondary institutions across the country are using. The primary purpose of this report is not to assess these programs; this should not be read as a "best practices" guide. After reading this catalog of programs, it will be clear to the reader that there are dozens of race-neutral options available to educational institutions and that the early results appear promising. The purpose of this publication is to create a positive climate in which these race-neutral alternatives can be seriously considered.
We believe that this catalog or description of race-neutral approaches can significantly assist educational institutions across the country.
Second, focusing on race-neutral alternatives promotes the principles and goals of No Child Left Behind.
The goal of equal opportunity for all our citizens is elusive in large part because low-performing schools year after year, generation after generation, graduate young people who cannot compete on an equal basis with others. A similar achievement gap exists between low-income and more economically advantaged children. The No Child Left Behind Act, a bipartisan effort at education reform, proceeds from the assumption that every child can learn and excel. While No Child Left Behind will deliver dramatic reforms to our educational system, the country must also renew family structures and rebuild our urban communities. In August 1999, the University of Texas System created an Advanced Placement Initiative to diversify the range of students who take college-level courses before they graduate from high school. The AP Initiative tries to reach underserved students populations that have not previously participated in the AP program. Schools are provided bonuses for each student who successfully completes one or more AP exams-in 2002; it was $100 per student per successful exam. Many colleges and universities around the country are investing in nearby elementary and secondary schools.
For example, the University of California higher education system has adopted a detailed plan to expand partnerships with elementary and secondary schools.
Second are "school partnerships." Each campus in the University of California system partners with K-12 schools that are the lowest performing in the state (established by the school's rank on the state's Academic Performance Index).
Third, the University of California system offers a number of professional development programs to help K-12 teachers increase their skills and effectiveness.
Finally, there are informational programs-enrichment programs designed to provide information about effective ways to improve the educational system and provide additional opportunities for students in low-performing schools.
California's expanded outreach efforts have also encountered obstacles that must be overcome.
The University of Pennsylvania has made a major commitment to the neighborhoods that surround its campus.
The University of Vermont has created a partnership with one specific school- Christopher Columbus High School in Bronx, New York. The state of Florida also has instituted partnerships among universities and elementary and secondary schools. In 2000, the state of Florida entered into a partnership with the College Board, the nonprofit education services association that seeks to prepare students for postsecondary education.
While the College Board has a statewide partnership with only one state, it has similar agreements with a number of school districts.
Other states and school districts could implement similar partnerships with the College Board or with similar organizations. Students attending low-performing schools have less opportunity to take courses that will challenge them and help them to reach their full potential. Some institutions are expanding access to financial aid as part of a strategy for diversifying the pool of students who have the skills to complete a college education but lack the resources. President Bush announced in his proposed budget for 2004 a record amount of money for federal Pell Grants, which seek to ensure that low-income and disadvantaged students will be able to afford a postsecondary education. Many students from low-peschools never consider that college might be an option for them. All of the postsecondary institutions described in this report undertake active recruitment and outreach efforts. Another example is the University of Vermont's active recruitment of promising students from its partner high school. Florida attempts to persuade all children in the state to consider the college opportunity in a variety of ways, such as providing the PSAT and PLAN tests free of charge to all students. College Summit is a national nonprofit organization that focuses on increasing the number of low-income students to enroll in college. The organization works directly with rising high school seniors by providing them with an intensive four-day summer workshop. The College Summit works with high schools to improve their ability to help students as well. The organization partners with more than two dozen colleges, which host the workshops and provide other services to the students. Since the organization began in 1993, it has worked with more than 4,000 students from 80 high schools in 7 states and the District of Columbia. The federal government has for many years sponsored a number of race-neutral programs designed to help young people excel in college. Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) GEAR UP is a discretionary grant program administered by the U.S. GEAR UP employs partnerships committed to serving and accelerating the academic achievement of cohorts of students through their high school graduation. The Department of Education invested $285 million in fiscal year 2002 in the GEAR UP program, and the Department estimates that more than 1.2 million students benefited from the more than 300 grants awarded.
TRIO Programs The federal TRIO Programs are educational opportunity outreach programs designed to motivate and support students from disadvantaged backgrounds. The Department's Office of Vocational and Adult Education (OVAE) administers an innovative project that provides high school graduates with the solid academic foundation that is necessary for their future success. On August 29, 2002, President Bush launched the State Scholars Initiative to provide support to states that are committed to improving the academic course of study for all students.
Texas has had a Texas Scholars program since 1991, encouraging students to complete the challenging curriculum referred to as the Recommended High School Program (RHSP). The federally funded Center for State Scholars will explore the possibility of expanding these requirements into other states. Several state university systems have created race-neutral policies to determine which students are admitted and which are not. Some educational institutions are replacing preferences based on racial or ethnic category with preferences based on an applicant's socioeconomic status.
The definition of socioeconomic disadvantage often begins with three key factors: parents' education, family income, and parents' occupation(s). While race is not a factor in socioeconomic preference plans, certain minority students may benefit under many plans of this nature because their racial and ethnic groups are disproportionately disadvantaged according to socio-economic factors.
Advocates for preferences based on socioeconomic status argue that the most glaring opportunity gaps in our educational system are between those from low-income families and those from middle-class and upper income families rather than between racial groups.
Many believe that, to truly attack the root causes of failure in our educational system, we should focus on socioeconomic status rather than using race as an imperfect proxy for disadvantage.
A number of postsecondary institutions are implementing preferences based on socioeconomic status. After the 1996 elections, when California voters enacted Proposition 209 prohibiting using race as a factor in public university admissions, UCLA Law School adopted a socioeconomic preference program. Texas supplements the Top 10 Percent plan with a flexible set of criteria to determine which students are admitted.
Florida, like Texas, is best known for its class-rank alternative to racial preferences-the Talented 20 plan. In recent years, a number of elementary and secondary school districts across the country have also adopted needs-based school integration plans.
For example, in 1992 the school board in La Crosse, Wisconsin implemented a policy to better integrate the schools by economic status. When a student is admitted, the college or university he or she chooses will review the applicant's record to determine if he or she might require additional college preparatory work.
Proponents of the Texas plan argue that class-rank approaches reward students who have worked hardest and achieved the most. Florida has created a similar plan, which guarantees all public high school seniors who graduate within the top 20 percent of their class will be admitted to the state university system. The state of Florida supplements the Talented 20 program with a variety of partnerships, challenges and financial incentives designed to assist students and low-performing schools and to prepare the students for college.
While the Texas plan allows Top 10 students to attend any of the state's colleges or universities that he or she selects, Florida's plan only guarantees that the student will be accepted into one of the state's schools. In response to a state referendum (Proposition 209) that eliminated race-preferential programs, the University of California system implemented a complicated and sophisticated admissions process. Finally, some students are admitted through "Eligibility by Examination Alone," which allows some to be admitted solely because of an extraordinarily high-standardized test score. As noted above, the state of Florida guarantees admission to students who finish in the top 20 percent of their graduating class; the state does not, however, guarantee which state institution the student will be admitted to. The University of Texas Law School has also decided to create a targeted class-rank admissions approach. Pennsylvania has adopted an admissions program for graduates of its two-year community colleges that guarantees students who successfully complete an associate degree program at one of the community colleges admission into a state system of higher education university. The expansion of innovative race-neutral programs has been an important recent development in civil rights law and education policy. As educational institutions analyze different race-neutral opportunities, the measures of success should be clearly established.
The reconsideration of race-preferential policies is also fostering an atmosphere of innovation. It is also evident that there can be significant social benefits from race-neutral policies. There is already evidence that socioeconomic approaches, combined with percentage plans, can diversify student bodies in ways that had not previously been achieved. In California, more students from traditionally low-performing schools are gaining admission. These race-neutral plans have also resulted in participation rates of minorities comparable to those of race-based ones.
The steps taken by the state of Texas, including but not limited to the 10 Percent Plan, have had the by-product of restoring racial and ethnic diversity across the university system to pre-Hopwood levels.
The University of Texas at Austin has also seen increased enrollment of racial and ethnic minorities.
Many universities offer online accounting degrees, but only a handful have received the gold standard of business accreditation, AACSB. CSU Sacramento is currently the only university in the CSU system to offer an Online Masters of Accountancy. Classes are 5 weeks long taken one at a time, with 9 different start dates throughout the year. This entry was posted in Education and tagged AACSB, Education, Masters of Accounting, Online Degrees on July 18, 2010 by admin. The American Physical Therapy Association (APTA) is an individualmembership professional organization representing physicaltherapists, physical therapist assistants, and students of physicaltherapy. The Florida Physical Therapy Association is a healthcare professional organization thatrepresents practicing physical therapists and physical therapist assistants in the state ofFlorida.
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In the past, many educational institutions have tried to reach this important goal by giving preferences to certain individuals based on their race or ethnicity. Educational institutions will find that there are dozens of race-neutral options available to them. Rather, our hope is to foster innovative thinking about using race-neutral means to produce diversity among educational institutions. For many years, some educational institutions have used "race-preferential" approaches to admitting students. In several states, courts have struck down racial preferences that were being used by educational institutions. This report cannot describe all race-neutral approaches because institutions are employing so many kinds of programs to help improve their communities and strengthen the diversity of their student bodies.
This report merely describes these programs, relying primarily on a review of the literature published about these programs. The early results may also understate the full effectiveness of these programs-the true impact of these programs will not be known until they are implemented over time and in diverse, widespread educational contexts. First, focusing the nation's attention on innovative race-neutral programs will have civic benefits. No Child Left Behind encourages innovative approaches to educating all of our young people. If we could ensure that all children receive the world-class education they deserve, the pool of applicants prepared to succeed in our selective institutions would be significantly diversified and enriched. This can be measured by looking at the gap between the academic achievement of students eligible for the federal free and reduced-price lunch program and more economically advantaged students not eligible for the program.
By authorizing increased federal funding levels while holding states accountable for the achievement of all students and by empowering parents with information and options, No Child Left Behind aims to close the achievement gaps. We cannot expect young people to concentrate on homework and research when the conditions in their homes and neighborhoods are so difficult.
Most of the attention is focused on admissions plans (for example, the Texas 10 Percent Plan).
State and federal initiatives also reach out to students from traditionally low-performing schools to encourage them to attend and graduate from highly selective universities through recruitment and financial aid strategies. The state found that in 1998, only slightly more than one-half of middle and high schools in Texas had any student taking an AP or International Baccalaureate exam. For example, teachers are offered the opportunity to participate in summer institutes at University of Texas schools that enable them to teach the AP courses. Participation in AP courses in Texas has increased since 1999 by 29,012 students-a 57 percent increase. The state found that AP courses were rarely offered in schools serving low-income populations. Department of Education also administers two related programs: the Advanced Placement Test Fee program and the Advanced Placement Incentive Program. These postsecondary institutions recognize that these types of partnerships expand their educational mission by giving professors and students an opportunity to put into practice the theories they are learning in the classroom. It is an after-school program that helps low-income youth in Oakland explore their own community using "archeological inquiry and content as a learning framework." Anthropology undergraduates use hands-on activities, multimedia CD-ROMS and computer games, word processing and spreadsheets to introduce ancient history and cultures to middle school students.
The University established a Center for Community Partnerships to help build bridges between the University and the community of West Philadelphia. Every public and private community college and four-year institution has been challenged to form Opportunity Alliances with low performing elementary and secondary schools. The State provides the College Board with resources and provides it with access to Florida's students and teachers. It begins with helping to prepare students for the PSAT, a standardized test given to tenth graders. The College Board offers professional development workshops, primarily targeting those who work in difficult school districts.
For example, it has a similar agreement with the Charlotte-Mecklenburg school district, which has more than 100,000 students. Florida has bypassed poor school curricula by expanding the Florida Virtual School, which provides an online curriculum. In many neighborhoods where these schools are located, few people have attended postsecondary institutions and much of the economy of those areas is built on occupations that are not dependent on college graduation. One of the early positive results of the Texas 10 Percent Plan discussed in more detail below is the vast increase in recruitment that has been undertaken by college officials. The University of Florida has hired four new admissions officers, and has provided funding for another three to four new officers in future years. Before, only students who were already aspiring to attend college (and could afford the fee) would sign up for these standardized tests.
High school counselors and other teachers join the students in the essay writing and financial aid trainings sessions, and learn to implement the curriculum with all of their students throughout the school year.
Colleges and universities who have partnered with the College Summit have seen their student bodies enriched by the enrollment of low-income students who likely would not have come to their attention except for this innovative program. Of the students who attend a College Summit workshop, 79 percent enroll in college and 80 percent of those students have stayed in college. Educational institutions should be aware of these programs because they could make more and better use of these opportunities. For example, the Brookline Housing Authority received a GEAR UP grant to work with students and families who live in the public housing in that city. Another large component of TRIO is Student Support Services, which provides opportunities for academic development, assists students with basic college requirements, and serves to motivate students toward the successful completion of their postsecondary education. Many argue that students who complete a more rigorous course of study increase their likelihood of postsecondary success-measured in terms of persistence and completion. The Center for State Scholars, in partnership with OVAE, will work initially in seven states. This is another example of a race-neutral program that seeks to develop the skills of young people so that they are prepared to succeed in college without special preferences. In other words, university admissions committees might favor students who have performed well despite having faced various social and economic obstacles. Even with race-based preferences in place at most selective colleges, low-income students are virtually absent. One prominent example is the University of California system's Comprehensive Review. Most students are now admitted based solely on their academic performance, but some are admitted based on a combination of academic achievements and socioeconomic obstacles overcome. But as in Texas, the class rank approach has been supplemented by consideration of socioeconomic factors. The board required that no school have less than 15 percent or more than 45 percent of its students eligible for free lunch (130 percent of the poverty line).
If so, the institution may require the student to participate in appropriate enrichment or orientation programs. In other words, after the student is automatically guaranteed admission into the state system, he or she must still compete to gain a slot at the institution he or she prefers. California's admissions system uses class rank, but in addition uses a number of other methods to determine which students it will admit. The University of Florida decided to supplement the Talented 20 Plan by offering admission directly to the top 5 percent of public high school graduates. The Law School recognized that it has very few students who are graduates of several colleges located in southern Texas. This Academic Passport for such students is extremely beneficial for minority students because historically, a higher percentage of college-bound minority high school graduates in Pennsylvania attend a community college first, rather than a four-year college. Since many race-neutral programs are still in their infancy, conclusive data on their effects are not yet available. Much of the analysis to date has focused on only one factor: what is the "racial dividend" of these policies?
Many of the developmental approaches are designed to attack root problems in our nation's schools. Class-rank plans send a message to students that if they will study hard and rise to the level of competition within their schools, they will be admitted to a prestigious state university.
State government officials and administrators of public educational institutions are now re-thinking traditional policies, searching for new ideas and implementing many of them. By adopting race-neutral approaches, postsecondary institutions can avoid costly and counterproductive litigation.
College campuses are often divided by bitter debates about the role of race and ethnicity in admissions. The impact of the University of California's "Eligibility in the Local Context"-the 4 percent plan-is greatest on those high schools that typically sent few students to U.C. A University of California report concluded, "Participation in ELC by schools in urban and rural areas was above 93 percent in the first year and about 97 percent in the second year of the program [2002]. Obviously, any race-neutral program is unlikely to produce racial diversity with the precision that using race will. The big four accounting firms, which include Deloitte, Price Waterhouse Coopers, Ernst and Young, and KPMG, all put a high value on degrees with this top notch accreditation.
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For more information, please contact the Department's Alternate Format Center at 1-202-260-9895 or 1-202- 205-8113. People of goodwill have reached different conclusions about the merits of these policies. The purpose of this publication is to help create a positive climate in which such race-neutral alternatives can be seriously considered. It is precisely that diversity, broadly understood, that President Bush and the Department of Education want to help educational institutions achieve. Many of these race-neutral programs are focused on closing the achievement gaps and promoting education within traditionally low-performing schools in a manner consistent with No Child Left Behind.
Implementing race-neutral programs will help educational institutions to minimize litigation risks they currently face. While 40 percent of white fourth-graders are proficient or above in reading according to the National Assessment of Educational Progress reading assessment, only 16 percent of their Hispanic peers and 12 percent of their black peers read at that level. No Child Left Behind is holding schools accountable for the achievement of all students without regard to their race, national origin, disability and other factors. Families and communities must recapture a culture of learning-an environment that both nurtures young people as they learn and places heavy demands on them to be successful in the classroom. However, another large category of race-neutral efforts must also be considered-policies designed to develop the skills, resources and abilities of students who might not otherwise apply to and succeed in, college. First, AP students may learn more because they are in a more demanding and challenging course. The state pays each teacher who attends a seminar a stipend on the condition that the teacher begin at least one new AP course when he or she returns to school.
The state also offers financial incentives to students to encourage them to take the courses and pass the examinations (paying, in some cases, all but $5 of the $80 fee for an exam).
A great deal of this growth comes from schools where AP courses were never before offered. Moreover, they recognize that helping to better educate young people who attend traditionally low-performing schools will broaden the pool of students who can qualify for admission to college. The admissions department from the University holds workshops for students and parents, attempting to demonstrate that college is a viable option for the graduates. In cooperation with Florida's community colleges, tutoring opportunities have been offered at 62 of the lowest performing schools in the state, in which 107,000 students are served. Teachers employed at the low-performing schools are given priority for any workshop they desire to attend and the state government pays the registration fees. The state has expanded the number of courses offered through this online option, and many minority students are taking advantage of them.
President Bush estimates that 4.9 million students would be able to take advantage of Pell Grants, nearly one million more than two years ago.
Now, more students are aware of the option of taking these exams and see it as an affordable opportunity. The organization argues that the highest performing low-income students are identified and then recruited by colleges and universities, but the "mid-performing" low-income students are left behind.
The organization also focuses on helping to develop high school guidance counselors who work in schools with high concentrations of low-income students. In addition, these programs could serve as models for state and local governments that want to expand their own race-neutral efforts.
The National Association of Housing and Redevelopment Officials presented its Award of Excellence to the Housing Authority for the outstanding results its GEAR UP project has achieved.
TRIO includes a training program for directors and staff of TRIO projects and a dissemination partnership program to encourage the replication or adaptation of successful practices of TRIO projects at institutions and agencies that do not have TRIO grants.

The initiative will ensure that schools are given support by local businesses and will coordinate efforts among the education officials in that state. Advocates of socioeconomic preferences argue that a student from a single-parent family living in a neighborhood with high concentrations of poverty who has a B+ average and a 1000 score on the SAT is likely to be more resourceful and capable than a student from a wealthy suburban home who has had access to expensive after-school tutoring programs and has achieved an A- average with a 1200 score on the SAT. One noted study found that 86 percent of black students at the selective colleges studied were from middle or high socioeconomic backgrounds.
In November 2001, the University of California Board of Regents adopted this admissions plan to supplement the 4 Percent Plan. Florida admissions officials look for "holistic information," which allows campuses to admit students on race-neutral grounds. The board took this approach largely because teachers said that in their judgment, the driving educational issue has been concentrations of poverty rather than race.
In part because of this admissions preference program, the number of students transferring from schools such as the Community College of Philadelphia to Cheyney University of Pennsylvania (the oldest historically black university in the country) has significantly increased. In other words, most analysts have looked at whether minorities have been admitted to college in the same numbers as they were under the earlier race-preferential systems. The willingness to attempt new approaches is a positive development for our educational system. If postsecondary institutions aggressively implement race-neutral policies and maintain diversity, the contentious atmosphere could be replaced by constructive efforts to resolve the root causes of inequality. But current evidence suggests that they can have the incidental benefit of producing a substantial amount of racial diversity. In fact, you may be automatically disqualified as a candidate from these firms if you lack the proper accreditation on your accounting degree. It is encouraged to submit your application well in advance of the deadline to be considered for admission. Members of FPTA are involved in physical therapy policies andpractice that contribute to the health care of state residents. Moreover, the initial positive results are only the beginning; the full advantages of many of the race-neutral alternatives described in this publication will not be fully felt until they are seriously implemented and several classes of students have been able to benefit from them.
These race-neutral programs seek to improve the educational performance of our nation's students, particularly those who attend traditionally low performing schools, to such an extent that the admissions process will naturally produce a diverse student body. Texas has expanded the number of AP Summer Institutes and has created a Master Teacher Summer Institute.
The percentage of minority students taking AP courses in Texas has increased by 74 percent for the same period.
State law provides that, for each student who scores a 3, 4 or 5 on an AP exam, teachers receive a $50 bonus. These partnerships now extend to 256 low-performing California schools, including 73 high schools, 55 middle schools and 128 elementary schools. For example, the University offers approximately 130 courses in which community service is an element. The workshops initially focused on freshmen and sophomores, emphasizing early awareness of the option of attending college. Workshops are offered to train teachers in a number of areas, including how to prepare students to successfully complete standardized tests such as the Florida Comprehensive Assessment Test and the PSAT. But the partnership also emphasizes more than just getting senior high school students to take these more challenging courses. In the 1999-2000 school year, only 200 minority students took classes from the Florida Virtual School; two years later, more than 1,200 minority students were enrolled. The result has been a two-year increase in African American PSAT test-takers of 176 percent. These types of students in suburban schools are enrolling in college in part because they benefit from a culture that encourages college attendance-parents and neighbors who are college graduates themselves and school systems that are very familiar with the college enrollment process. And they need a way to distinguish who-among the masses of mid-performing applicants-is most likely to succeed. GEAR UP provides five-year grants to states and partnerships to provide services at high-poverty middle and high schools.
All of these factors are quantifiable and can be made readily available when students complete their applications for college and for financial aid.
The number of students attending school districts with socioeconomic integration policies has skyrocketed from roughly 20,000 in 1999 to more than 400,000 today.
Today, despite a relatively high poverty rate, La Crosse reports that it has a low dropout rate and rising test scores. President Bush, as Governor of Texas, implemented the Texas 10 Percent Plan, which was a bipartisan response to Hopwood. In addition to President Bush's recent statement endorsing race-neutral policies, the Citizens Commission on Civil Rights, a prominent civil rights organization, has also publicly called for further study of these issues and suggested that this could create common ground between those who traditionally oppose one another on these issues.
For example, the percentage of students from California's lower-performing schools applying to the U.C. Any aspiring CPA or accounting professional is strongly advised to pursue a Masters of Accountancy degree that has been accredited by AACSB.
Students who lack an undergrad degree in accounting will be required to complete additional foundation courses. Race-neutral programs have the potential to promote diversity of viewpoint and experience without employing racial preferences.
No Child Left Behind will make our colleges and universities more diverse not through artificial means such as the use of racial preferences, but rather by ensuring a more diverse pool of fully prepared, high-achieving students. In other words, these policies try to ensure that students from traditionally low-performing schools receive such a good education that they can qualify for admission to an excellent postsecondary institution. Participation in AP classes has grown steadily in all counties where there is a University of Texas-affiliated college or university, but most notably in the border regions that have a majority Hispanic population.
The fee program makes awards to state education agencies to cover part or all of the cost of test fees for low-income students who are enrolled in an AP course and plan to take the exam.
First are "student-centered programs." University of California students and professors work directly with K-12 students in the areas of tutoring, mentoring, advising about college, helping with college preparatory coursework and helping to find educational experiences outside of the classroom that would be helpful to K-12 students.
One product of this community involvement is the West Philadelphia Improvement Corps (WEPIC), an organization created by undergraduates in an honors history course that has expanded to such an extent that it now works with approximately 10,000 children and family members. University of Vermont education students teach at the high school as part of their course fieldwork experience and numerous professors have spent time teaching classes at the school or helping train teachers.
More than 2,000 students have taken these courses through partnerships among the state of Florida, the College Board and the Urban League of Miami and the Urban League of Broward County.
The College Board provides teachers with strategies for integrating materials into their daily routine that will allow them to teach their typical curriculum as well as prepare the students to be successful in these critical tests. Similarly, there has been an increase of 257 percent in the number of Hispanics taking the PSAT in Florida.
However, low-income students who are not at the top of their classes but who are capable of being successful in postsecondary settings do not enroll because of a lack of information and encouragement. College Summit trains teachers to play this management role at school," the organization claims. GEAR UP grantees serve an entire cohort of students beginning no later than the seventh grade and follow the cohort through high school. Prior to 1999-2000, the average number of students enrolled in Oklahoma's college tuition scholarship program was about 1,350 each year.
Financial incentives are also given to encourage students to accumulate all of these credit hours. Class-rank plans guarantee admission to state universities to high school seniors who graduate within a specified percentage of their school's senior class, and, in certain cases, fulfill certain other basic minimum requirements. In other words, economically disadvantaged students are 25 times less likely to be found on selective college campuses as economically advantaged students. Under this admissions plan, the top 10 percent of every state accredited public or private high school's graduates are guaranteed admission into the University of Texas campus of their choice.
The "subject requirement" means that a student must complete 15 specified high school classes. The administrators also evaluate the location of the applicant's secondary school and residence to provide for geographic diversity in the student population and to account for the wide variety of educational environments existing in California. The long-term effects will be better-prepared high school and college students and more diverse student bodies. Below you will find a list of Universities that offer Online Masters of Accounting degrees that are fully accredited by AACSB.
Policies granting preferences on the basis of race and ethnicity raise constitutional questions and are increasingly being overturned in the courts. In other words, they respond to the goals of those on both sides of the divisive debate about the role of race in admissions. Naturally, a student who has achieved a 4.5 grade point average in several classes will present a more compelling application to a college admission official than a student who has not had this opportunity.
System, the number of teachers participating in AP Summer Institutes has grown from 1,882 in the first year of the initiative, to 2,584 in 2002, an increase of 37 percent. The incentive program provides funds to states and local school districts with the purpose of expanding access to AP classes.
By providing the test for free, the state seeks to attract students who might not have had the opportunity to attend college. The College Board has provided free college planning and readiness materials to more than 275,000 public school students in English, Spanish and other languages.
Because of the GEAR UP initiative and other measures to make the tuition scholarship program more accessible, the enrollment increased by 9,735 students in 2000-2001. In 1999, the state legislature tied $100 million in college financial aid to students who complete these requirements. Worth, Houston and San Antonio, as well as from rural white high schools in East and Northeast Texas.
The "scholarship requirement" means that a student must have a grade point average and standardized test score that fits within a sliding scale "eligibility index;" and, the "examination requirement" means that a student must have a sufficient standardized test score. Florida believes that the 2+2 admission policy ensures that even the most disadvantaged students are able to work toward and ultimately receive a university degree. One specific example is Highlands High School in San Antonio where more than three-quarters of the students are economically disadvantaged, and, prior to the 10 percent plan, had only one graduate attend the University of Texas at Austin.
These programs are an ideal route for online students looking to satisfy the 150 credit Certified Public Accountant requirement. Moreover, voters in various jurisdictions have passed state and local initiatives restricting the use of racial preferences.
For example, funds are provided for the development of pre-advanced placement courses, for coordination and articulation between grade levels to prepare students for academic achievement in AP courses and exams and to provide teacher training.
The focus of this effort has been to deliver information to students in low-performing schools. More than 1,000 teachers and administrators have enrolled in these professional development workshops. Each of the 16 high schools in the school district offers at least 12 AP courses and more than 300 teachers completed the AP training courses in 2001-02. Nearly as many students enrolled in the program in 2000-2001 as in the first eight years of the program combined. Two-thirds of the participants in any SSS project must be either disabled or potential first-generation college students from low-income families.
Fourteen Highlands graduates enrolled at UT-Austin in 1992 as a result of the percentage plan and a special scholarship aimed at schools in poor and working class areas. These legal and policy trends mean that we must work together to look for new solutions. The Center sponsors an Urban Nutrition Initiative, involving approximately 1,000 young people in classes that promote health and nutrition in the context of social studies, math and language arts and Access Science, which connects professors and students in the Math, Physics, Chemistry and Biology departments with teachers and students in the community schools. This diagnostic information helps the student and the student's family understand how to best prepare for college. There is an on-going effort to ask each college and university in Texas to make the RHSP a basic minimum requirement for admission.
A serious effort to implement race-neutral programs, coupled with education reform efforts such as the No Child Left Behind Act of 2001 (No Child Left Behind), could help unite our country as we focus on attacking the root causes of the various achievement gaps. The University also leads an effort to coordinate with other colleges and universities in the Philadelphia area to expand the work (The Philadelphia Higher Education Network for Neighborhood Development) and is part of a national and international effort to encourage colleges and universities to invest in local communities (the WEPIC Replication Project). In addition to working closely with students from those schools, the University announced that it would offer full scholarships to the top five high school graduates from these partnership schools. The test also produces data that are given to the school-helping to identify strengths and weaknesses in the student body and helping to identify students that should be targeted for advanced classes. The Department of Education spent more than $800 million on the programs in fiscal year 2002. A New York Times article on the Vermont-Christopher Columbus partnership noted, "In putting down roots in the Bronx, the University of Vermont joins a growing list of institutions in rural areas-including Colgate University, Skidmore College and St. The test produces data for colleges and universities, helping them to identify promising students. Michael's, another Vermont college-that have created similar partnerships in recent years with public schools in New York or Boston. These policies have led to a 191 percent increase in the number of minority students who take the PSAT exam.

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