Transcript No Slide Title

Welcome
Class of
2015
Learning Targets
• I can statements:
• 1) State where I stand in the nationally-normed ACT-style test,
compared to others in my school and to the national group of
examinees, and see what my projected ACT composite might be
• 2) Review my specific test answers to the four sections of the preACT, analyzing my areas of strength and weakness on this assessment,
and link this information about what I need to review in order to
improve weaknesses
• 3) Know where I stand for college readiness in the 4 pre-ACT test
areas
• 4) See if the “need help” statements I made match my test scores
• 5) Relate my score information on the pre-ACT exam to two things:
the level of college I hope to get into; and, the kind of scores usually
attained by people in the job I stated was of interest to me
http://www.youtube.com/watch?v=v-prdUJyw8c
2012-20123
PLAN Score Report
Side 1, Top Part
Your Scores
Test scores are based on the number of questions you answered correctly. (In other words,
you were not penalized for guessing.)
Each test score provides a useful estimate of your educational development in the area
tested. Remember: It is an estimate, not an exact measure.
You notice there are four subscores in English and mathematics. These scores may indicate
specific areas that need improvement.
Each column represents a comparison group: nationally, tenth graders who took this test in
the fall, and, your classmates at BBHHS. Percents at or below are given for each test score,
subscore, and the composite.
(5 + 3)  2  4
? ? ? ? ?
Subscore total may
not equal total
section score
Your Estimated ACT
Composite
Score Range
College Readiness
Your High School Course Plans
Compared to Core
8
(See just above fold)
7
(Flip to back of report)
REVIEW YOUR ANSWERS
Admission Standards/ Profile for Success
(flip back to front of report)
Your Career Possibilities
In other words, it’s
time to start putting
the pieces together
… looking ahead to
college/other plans
Be your own
CSI (Career
Scene
Investigator)
How you can
put it all
together???
Go to this!
http://www.actstudent.org/plan/index.html
Other Important Informational
Links
• HARD HITTING INFORMATION
ABOUT SCHOOL SUCCESS
• SOPHOMORE GLOSSARY
• SOPHOMORE TIMELINE
• PRINTED SOURCES OF INFORMATION
ON COLLEGES
AP Helps Students Graduate on
Time
•Students who take AP courses and exams are much more likely than
their peers to complete a college degree on time in four years.
• Only one in four students who enter college will complete their
bachelor’s degree on schedule in four years.
• Research consistently shows that students taking AP courses and exams
have a much higher likelihood of earning their college degree on
schedule in four years. Example:
– A 2008 study conducted by researchers from the Texas Higher Education
Coordinating Board found that AP English Literature students had fouryear college graduation rates that were 62 percent higher than students
who had not taken AP English Literature.
• Students who take five years or more could spend $8,000-$27,000 for
each additional year needed to complete their degree.
• Full study can be found at: www.collegeboard.org/research
AP Student Performance in College
• Dodd & Hargrove, University of Texas at Austin found:
“AP students earn higher GPAs in the advanced
college courses into which their AP credit
allowed them to place, compared to students
with the same high school class rank and SAT
scores who did not earn AP credit and who did
not skip the entry-level college course.”
AP COURSES PREPARE STUDENTS MAJORING IN
ENGINEERING, BIOCHEMISTRY, AND OTHER STEM
MAJORS IN COLLEGE
• Twenty-seven prestigious colleges and universities participated in a
study comparing the degree to which AP science, math and technology
students chose to pursue STEM majors, in comparison to students who
did not receive exposure to these disciplines via AP.
• The sort of student who participates in AP science, math and technology
course work in high school is far more likely than other students to
proceed to major in a related STEM discipline.
• This relationship between the AP course and the choice of a STEM
major holds true across several groups of students most underrepresented in STEM majors today: women and minorities.
• Full study can be found at: www.collegeboard.org/research. Rick
Morgan and John Klaric, “AP Students in College: An Analysis of FiveYear Academic Careers.”
RECENT STEM FINDINGS PUBLISHED BY HARVARD
EDUCATION PRESS
•Taking into account relevant control variables (e.g., prior academic
achievement, gender, ethnicity, parental education, socioeconomic status),
results of a new study showed that:
•Students who took an AP Calculus Exam were more likely to earn
degrees in physical science and engineering concentrations compared to
students who did not take any AP Calculus exams.
•Students who took an exam in AP Biology, Chemistry or Physics were
more likely to earn degrees in life science concentrations than students
who did not take any AP science exams.
•Robert H. Tai , Christine Qi Liu, John T. Almarode and Xitao Fan:
“Advanced Placement Course Enrollment and Long-Range Educational
Outcomes.” To learn more about this study, visit the Harvard Education
Press website.
•
HIGH SCHOOL PLANNING CHART . . . Take Charge
This chart can be used to plan your classes for the next years. First write in your ninth-grade classes, tenth grade classes and then pencil in the
classes you expect to take in the eleventh and twelfth grades. These choices may change later depending on your interests and career plans.
Check with your counselor to make sure your schedule meets your high school graduation goals and possible colleges you’ll apply to.
HOW MUCH
GRADUATION
REQUIREMENT
WHAT
HONORS
DIPLOMA
REQUIREMENT
English
4
4
1/Mathematics
Algebra I
Geometry
AlgebraII/Trigonometry
Advanced classes such as:
Calculus
Science
Science Foundations
Biology
Chemistry
Physics
Other
Social Studies
American History
World History
Economics/Government
Other
Health & Physical Education
or PE Exemption
4
4
3
4
Fine Arts
Art
Music
Drama
Other
World Languages
Chinese
German
Spanish
Applied Arts
Business
Industrial Technology
Total Electives
Occupational/Tech-Prep
(Must include
Chemistry & Physics)
3
½
½
1
4
1
3
E
L
E
C
T
I
V
E
S
(OR 2 + 2)
5
See Options Book
WHEN
9TH
1ST SEM
10TH
2ND SEM
1ST SEM
2ND SEM
11TH
1ST SEM
2ND SEM
12TH
1ST SEM
IMPORTANT TERMS
2ND SEM
The follow terms are important to know when
planning for high school:
1.
Graduation Requirements – are
established by your local school
district and must include state
standards.
2.
Credit – is granted upon successful
completion of semester or year
course.
3.
Unit – is the value assigned to each
individual course. A course can be
worth ¼, ½, or 1 unit (typically 1
unit equals 1 year).
4.
Elective – is an optional course you
may choose.
5.
Prerequisite – is a course which
must be taken before you enroll in
another related course. (Example:
Photo I is a prerequisite for Photo
II.)