75th Percentile SAT Scores

An Explanation of 25th / 75th Percentile SAT Scores Much of the SAT data on this site and elsewhere on the web show SAT scores for the 25th and 75th percentile of matriculated students. But what exactly do these numbers mean, and why dont colleges present SAT data for the full range of scores? Key Takeaways: SAT Percentiles The 25th and 75th percentiles mark the boundaries for the middle 50% of admitted students. Half of students scored above or below these numbers.Having a score above the 75th percentile does not guarantee admission. Grades, essays, and other factors are important parts of the equation.Having a score below the 25th percentile does not mean you should not apply. Just be sure you consider the school a reach. How to Interpret 25th and 75th Percentile SAT Score Data Consider a college profile that presents the following SAT scores for the 25th and 75th percentiles: SAT Critical Reading: 500 / 610SAT Math: 520 / 620SAT Writing: 490 / 600 The lower number is for the 25th percentile of students who  enrolled in (not just applied to) the college. For the school above, 25% of enrolled students received a math score of 520 or lower. The upper number is for the 75th percentile of students who enrolled in the college. For the above example, 75% of enrolled students got a math score of 620 or lower (looked at another way, 25% of students got above a 620). For the school above, if you have an SAT math score of 640, you would be in the top 25% of applicants for that one measure. If you have a math score of 500, you are in the bottom 25% of applicants for that measure. Being in the bottom 25% is obviously not ideal, and your admissions chances will be lessened, but you still have a chance of getting in. Assuming the school has holistic admissions, factors such as strong letters of recommendation, a winning application essay, and meaningful extracurricular activities can all help compensate for less-than-ideal SAT scores. Most important of all is a strong academic record. Numerous studies have shown that high school grades are a better predictor of college success than standardized test scores. What the SAT Numbers Mean for You Understanding these numbers is important when you plan how many colleges to apply to, and when you figure out which schools are a reach, a match, or a safety. If your scores are below the 25th percentile numbers, you should consider the school a reach even if other parts of your application are strong. Note that this does not mean you wont get in- remember that 25% of students who enroll have a score that is at or below that lower number. However, when your scores are on the low end for admitted students, youll have an uphill fight to win admission. Because SAT scores still play a significant role in the admissions process for the majority of selective colleges and universities, youll want to do all you can to get the best scores possible. This may mean taking the SAT more than once, often at the end of junior year and again at the beginning of senior year. If your junior year scores arent what you had hoped for, you can use the summer to take practice tests and learn test-taking strategies. Fortunately, with the redesigned SAT, preparing for the exam focuses much more on learning skills that will help you in school than memorizing obscure vocabulary words. SAT Score Comparison Tables If youre interested in  seeing what the 25th and 75th percentile scores are for some of the countrys most prestigious and selective  colleges, check out these articles: Ivy League | top universities | top liberal arts | top engineering | more top liberal arts | top public universities | top public liberal arts colleges | University of California campuses | Cal State campuses | SUNY campuses | more SAT tables Keep in mind that many of these tables focus on the countrys most selective schools, so youll see a lot of schools for which SAT scores up in the 700s are the norm. Realize that these schools are the exceptions, not the rule. If your scores are in the 400 or 500 range, youll still find plenty of good choice. Options for Students with Low SAT Scores And if your SAT scores arent what youd like, be sure to explore some of these excellent colleges where the SAT doesnt carry much weight: 20 Great Colleges for Students with Low ScoresColleges that dont require SAT scores Hundreds of colleges have joined the test-optional movement, so if you have good grades but simply dont perform well on the SAT, you still have lots of excellent options for college. Even at some top schools like Bowdoin College, College of the Holy Cross, and Wake Forest University, youll be able to apply without submitting SAT scores.

Power Phys Essays

Power Phys Essays Power Phys Paper Power Phys Paper Controlled Variables Frequency of stimulation Type Of neuron Experiment 2: Effect of Frequency of Stimulation on Action Potential Generation 1. Dependent Variable Frequency to stimulation Type of neuron Stimulus Strength (voltage) 4. Which part Of the neuron was stimulated? Action potential is first generated in the dendrites of the neuron, or where the neuron receives the action potential of Other neurons. 5. Where was membrane potential measured? 6. What was used to measure membrane potential? RESULTS See Table 3: Membrane Potentials at Different Stimulation Voltages, by Location See Graph 1: Maximal deportation of membrane potential at axon hillock and axon after different stimulation voltages, 1. What was the resting membrane potential (no stimulation) recorded in Table 3? The Resting Membrane Potential Voltage ;-70 NV 2. At Which stimulation voltage(s) did you see detrimental conduction Of graded potential from axon hillock to axon? At V the graded potential went from 64. 8 738 3. At What stimulus voltage(s) did an action potential occur? Action potential occurred at V 4. What was the membrane potential at the axon hillock when the action potential was generated? The membrane potential was 30. 2 at the axon hillock at V when action potential was generated. S. For each of the stimulation voltages, indicate whether it was sub-threshold, threshold, or supersaturates. 2 V Subtrahend 4 V Subtrahend 6 V Threshold 8 V Threshold See Table 4: Effect of Supra-Threshold Stimulation Frequency on Action Potential Generation. See Graph 2: Number of action potentials generated at different times between simulations. 6. State the amount Of time between stimulations for each frequency Of stimulation. 25 Hzs 40 mess 50 100 Hzs 200 Hzs 400 Hzs 20 mess 10 mess S mess 2. 5 mess 7. For each frequency of stimulation, indicate whether the period between stimulation is longer or shorter than the length of an action potential. Length of action potential in pyramidal neuron is about 15-20 milliseconds (mess) 25 Hzs longer 50 Hzs same shorter 8. Estimate the length of the refractory period for the pyramidal neuron. The length of refractory period avgas approximately 10 mess between the 15-20 increasing the action potentials almost doubling them from 3 to 5. DISCUSSION 1. In Experiment 1, discuss why the amplitude of the action potential did not increase as stimulation voltage increased above threshold. All-or-nothing theory.. Once the threshold is met, a refractory period is needed. All and then nothing, repeat. 2. In Experiment 1, explain why the membrane potential between the axon hillock and axon either changed or did not change with subtrahend stimulus. Differences of NV or less are not significant, It did not change, Unless the deportation occurs, the sodium ions cannot enter created change. This only happens at the threshold, 3. In Experiment 2, explain why the membrane potential between the axon lock and axon either changed or did not change with threshold stimulus. Differences of I NV or less are not significant . It did not change Unless the 4. In Experiment 2, explain why the number of action potentials generated varied With increased stimulation frequency. Action potentials can occur more frequently as long there is a continued source of stimulation, as long as the relative refractory period has been reached, Which in experiment 2 the refractory period was complete. 5. Restate your predictions that were correct and give the data from your experiment that supports them. Restate your predictions that were not correct and correct them, giving the data from your experiment that supports the correction, 1) Exceeding threshold deportation does not change the likelihood to an action potential being produced, Due to the need for a refractory period this is (all or nothing) In the experiment from V-V in the axon hillock the difference in amplitude went from 30. 2 to 30. 9 (not a remarkable increase) 2) Amplitude does not change with distance, From the experiment, the action potential amplitude does NOT change as it propagates down the axon. (The change was small at 0. C,2) 3) Increasing frequency of stimulation of the trigger zone does not increases the production of the action potentials. This goes back to the threshold All or nothing theory. APPLICATION 1. KEF potassium levels affect resting membrane potential. Hyperemia (excessive levels of potassium in the blood) and hypoglycemia (abnormally low blood potassium levels) both affect the function of nerves and muscles. Explain how hyperemia will initially affect the resting membrane potential and the generation of an action potential. Hyperemia depilatories muscle cells, reducing the membrane potential from -90 NV to approximately -80 NV.

Is C the Most Common Answer on the SAT

Is C the Most Common Answer on the SAT SAT / ACT Prep Online Guides and Tips No doubt you’ve heard one piece of advice more than any other when it comes to test-taking: â€Å"If you need to guess on a multiple choice test, always pick C.† But is the popularity of this strategy an indication of its efficacy? Do you have a better chance at gaining points if you guess C on your SAT questions in comparison toany other guessing strategy? And if not, what can you do to improve your odds when guessing? Let’s look at the facts. Why You Should Answer Every Question on the SAT First things first: the old SAT is dead and gone, and so is any guessing penalty. You will not be penalized for getting a wrong answer on the SAT, so make sure to never leave a question blank! For every correct answer you choose, you’ll earn one point, and for every blank or wrong answer, you’ll earn zero points. If you don't know an answer and guess it wrong, you'll gain the same number of points that you would have had you left it blank (zero). And if you guess the question right, you'll earn yourself one point! Of course, guessing is still a last resort, sinceit’s always better to try to find the correct answer first whenever possible. But sometimes you’ll have no choice but to guess and that'swhere guessing strategy is key. There are two main types of guessing- educated guessing and blind guessing- and you’ll have to figure out which one to use based on the situation you find yourself in. So let's break down how and when to go about making each type of guess. Educated Guessing An educated guess is a guess based on some amount of reason and understanding, whether it be large or small. Typically, an educated guess means you’re able to eliminate one or more answer optionsor estimate a reasonable ballpark range in which the correct answer can lie. For instance, you can make an educated guess if you: Understand the gist of a question, but don't have the time to work through it completely Understand parts of a question, but don’t quite know how to work through it completely Are torn between a few answer options, but have some idea of what the answer can or can’t be For example, let's look at an SAT math problem: If you're not familiar with either the coordinate plane or slopes, or you just don't think you can solve this problem for any reason, then you can at least make an educated guess and increase your chances of picking the correct answer. It's all too easy to panic and choose an obviously wrong answerwhen you're taking a marathon test like the SAT, so try to take a beat and think strategically before you fill in a bubble. In a geometry problem like this, figures will generally be drawn to scale unless there's a specific line of text that says otherwise. If you know that coordinates are written as (x, y), then you know that p represents the value along the x-axis. (And if you didn't know this, then you can still infer it by seeing that the point (p, 0) has a rise of 0, which means thatp must be the value along the x-axis, not the y-axis.) You can immediately eliminate answer choices A and B, since they will be too small to equal p. Why? Ifyou eyeball where the -5 is along the x-axis and place a rough approximate at the opposite side on +5, you'll see why you can cross off A and B straight away. C or D must be the correctanswer because they are the only answer options where p is greater than 5. And, since the estimated location for +5 looks about halfway between 0 and p, Dis probably the best guess between the two options. [Spoiler: D is totally the right answer] Blind Guessing The second category of guesswork is blind guessing, which is a guess based more on chance than on reason. It's time to make a blind guess if you: Come up against a question and have absolutely no clue where to begin Areabout to run out of time and still have questions left to answer If you can’t eliminate any answer options (or don’t even have the time to read the question), you just have to fill in an answer bubble and keep going. Leaving a question blank is tantamount to throwing your points away, so you may as well fill in something. But when you have to make a blind guess like this (or multiple blind guesses), are you better off choosing C than any other answer choice? Let's see. Having a strategy makes any journey easier, and it's no exceptionfor the SAT Fact or Fiction: Is C the Most Common Answer on the SAT? If it were true that you're better off choosing C than any other letter, itwould mean that correct answer choices weren't randomly assigned.After all, if the answer keys were randomized, why should C be any more likely to be the right answer than any other letter option? Now, true randomization will depend on the type of test in question. Someof your high school teachers likely design their tests by hand, which means that their answer keys will not be statistically random. No matter how much your teachers may try to randomize their choices, human beings are NOT random and cannot properly randomize a series. For instance, a truly random sampling will actually produce bizarre strings of patterns- six B’s in a row, or twenty questions without a D- and most people do not (or cannot) create these patterns when they try their best to be â€Å"random.† Fortunately or unfortunately, this is NOT the case on the SAT. Unlike many of the tests you take in high school, SAT answer keys are completely computer generated. And computers are very good at being random. Every answer choice on the SAT will have a statistically even distribution of 1 in 4 for each answer choice letter, A, B, C, or D. In other words? There is no most common answer on the SAT. Ultimately, guessing C (or any letter!) will give you the correct answer only a statistical 25% of the time. Which means it's NOT true that choosing C will give you a better rate of success than choosing any other letter for your blind guessing. What to do, then? So How Should You Guess? If C isn't the most common answer on the SAT, then how should you guess? The truth is, that when it comes to making blind guesses, it doesn't matter which letter you pick, only that you stick to the one you choose every time you make a blind guess. The best strategy, and the one that will maximize your overall point gain, is to pick your favorite letter and fill it in for every blind guess. Whether that letter is A, B, C, or D doesn't matter- just be sure to stick with it every single time. So, if you like it best, then definitely go right ahead and choose C to be your designated letter! (Just don't expect C to be abetteranswer choice than A, B, or D.) But maybe youthinkthat this strategy soundsillogical. Why would you be better off filling in the same letter over and over again instead of doing your best to create a random guess spread? Let’s see. Once you pick a guessing path, just keep going forward and don't deviate! Why Does Sticking to One Letter Increase Your Odds of Guessing the Right Answer? Sticking by the same letter for every blind guess won’t increase your chances of getting any one particular question correct, but it will maximize your total point gain potential. Why? Because people aren’t random. If you’re making your own "random" blind guesses in a spread, you’ll almost certainly reduce your overall guessing odds. Your best attempt at random guessing can never replicate computer-generated randomness. By sticking to your same designated letter when making blind guesses, you are re-introducing an element of randomness and maximizing your chances for success over time. Let’s see this in action to better demonstrate why this works. Scenario: you’re down to the wire, and you’ve run out of minutes on the clock. You have 15 questions left and only a few seconds to bubble in your answers. There’s no time to even look at the questions, so now you’ll have to make the best blind guesses you can and figure out how to get as many points as possible before it’s pencils down. You’re left with two options: make a random guess spread, or fill in every letter with the same answer choice. Let’s see how each option does when compared to a real SAT answer guide [note: we are using the first 15 answers from the reading section of the 2016SAT test #1]. (Note: for our random spread, we tried to guess as randomly as we could without looking at the answer key, and for our consistent letter, we simply went with C.) â€Å"Random† Spread Consistent Guess (C) Correct Answers D C B A C B A C C D C A C C C B C D B C D B C B D C C C C B D C A A C B C C D B C A D C A By trying our best to guess randomly, we earned 2 points, but by sticking by a consistent choice of C, we earned 3 points (and spared ourselves the effort of trying to be "random"). Again, sticking to the same letter won't work better for each individual question, but on average and over a spread, the strategy will let you maximize your total point-gain. If you gotta roll the dice anyway, you may as well learnhow to do it in your favor The Take-Aways Is C the correct answer more often than any other? No. But is it the best letter to choose when you're in a bind and don't know what the right answer choice is? Well, yes and no. When it comes to making guesses, try to eliminate answer choices whenever possible. But if you can't, and you must make a blind guess, then stick to one letter and run with it every single time. If you want this letter to be C, then go right ahead! Just make sure you stick with it for each and every guess. C isn't any better or worse than any other letter, or any more likely to be the correct answer, but if you decide to stick with it for every blind guess you make, you'll have a better chance of success than if you try your best to be "random." What's Next? You've learned how to make the best possible guess on the SAT when you're in a bind, but remember that eliminating answer choices is always better! Check out our guideto eliminating answer optionson the SAT. Want more SAT practice? We've gotall the SATs available online, free and available for you to take aspractice. Not sure what SAT score to aim for? Check out what makes a "good" or "bad" SAT score and how to find the perfect score goal for you. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Life in Britain is expensive.As a result many mothers have to work to Essay

Life in Britain is expensive.As a result many mothers have to work to pay the bills. This has caused the break-up of family life and had a disastrous effect on - Essay Example are for under 2 years of age has gone up by 33% in the past 6 years (Easier Finance, 2008) and the cost of electricity and gas is up by 16% compared to last year (The Times, 2008) to quote a few. This situation has resulted in more people in a family especially mothers going out to work in order to make ends meet as revealed by a recent study that 1 in every 3 parent’s work (Easier Finance, 2008). There has been a substantial increase in the proportion of married mothers going to work since the mid-1960s according to an article published by McRae, S. According to a recent survey, the number of women going to work as increased by 18% since 1993 (Easier Finance, 2008).A major reason identified for this is the increasing cost of living and in addition work also provides women confidence in themselves, a way of exposing their skills and also increased social contact (Orr, J, 1997). The publicly funded childcare mounts to only 2 % of children under 3 years of age. While earlier on mothers took up part-time jobs now they prefer to go for full-time jobs in order to make ends meet (Orr, J, 1997, Reynolds, T, Calleder, C, Edwards, R, 2003).This trend of both the parents going to work has affected the quality time they spend with their children (Easier Finance, 2008). A study conducted has revealed that children of working mothers showed lesser educational achievement due to lack of ma ternal care (Orr, J, 1997). The study also showed that among working mothers, children of mothers who worked part-time fared better in examinations compared to those whose mothers worked full-time reflecting the fact that the amount of time spent on children by the mother had an influence on the cognitive development of the child. Another new trend that is fast growing is the atypical working hours taken up by mothers. This includes working at weekends and in shifts during weekdays in order to manage both home and work. A Recent study has revealed that children get to spend less time with

Diversity in the work place (USA) managers challanges Research Paper

Diversity in the work place (USA) managers challanges - Research Paper Example Legislations and new technologies have made it possible for those with disabilities to join the workforce as it has become unlawful to deny a qualified person job opportunity due to physical disability (Nelson and Quick, 2012). Globalization in business transactions has also resulted in a diversified workforce as business organizations continue to discover new markets leading to opening of branches abroad therefore bringing together people from diverse national origins to work in teams for the organization (Cullen and Parboteeah, 2013). I recently visited a bank to open an account and did not fail to notice the racial, gender, and cultural diversity of the employees. On reading the banks brochure I discovered since it was an international banking agency, employees could be rotated all over the world. The U. S society is also a factor in workplace diversity where Nelson and Quick (2012) note that by about 2020, the country’s minority population will make up over one-half of new employees who join the U.S. workforce. This the authors point out is as a result of the improved participation rates of African Americans and Hispanic Americans in the labor force. Further, the authors see white non-Hispanics in the workforce making up 68 percent by the year 2020, 14 percent Hispanic, 11 percent African Americans and 5 percent Asian. The authors note this is an improved percentage that will see the workplace being more diversified (Nelson and Quick, 2012). Diversity in the culture of employees might pose a big challenge to managers who want to work with such a team. One of the major challenges for a diversified workforce is based on the difficulties in communication. People from diverse cultures have different ways of encoding and decoding messages whether verbal or nonverbal. Such cultural-based interpretation of communicated messages may lead to misunderstanding among employees leading to poor workplace relations due to misinterpretation of each other’s in tentions (Reece, 2013). Workplace diversity runs the risk of causing disorganization in the work place. People from the same background tend to form their own subgroups since they present the same ideas and viewpoints. This poses a challenge to the management, as they cannot rally all the employees to take a common stand through consensus building. Due to the disorganization in the workplace, the organization suffers as production is lowered when all employees and management cannot come together to champion a common course. Diversity in the workplace comes with stereotypes on how different groups of people work in the organization. Stereotyping increases stress and anxiety as the worker faced with such a challenge feels discriminated upon leading to low output levels (Nelson and Quick, 2012). The problem for mangers is coming up with strategic measure that will ensure effective management of people through creation of an organizational environment that attracts and retains diverse w orkforce by responding to changes in the demographic and social patterns

Quality Control Annotated Bibliography Example | Topics and Well Written Essays - 500 words

Quality Control - Annotated Bibliography Example The law provides special protection for infants and children; incentives for the American farmers to develop and maintain effective crop protection measures; the need for periodic evaluation of pesticide registration and tolerance for collection of scientific data and expediting approval of pesticides application. This law is under review for further refinements U.S. Environmental Protection Agency. â€Å"Accomplishments under the Food Quality Protection Act (FQPA)† August 3, 2006 -- 10th Anniversary of the Food Quality Protection Act. Pesticides: Regulating Pesticides. Web. This article presents the accomplishments of the Food Quality Protection Act, 10 years after it was implemented. This is only a narrative presentation but lacks data on numbers. The report said that FPQA has accomplished its task of ensuring that all pesticides used on food in the U.S. meet safety standards. EPA, in this report, has achieved to get the cooperation of the private sector partners to provide the world with abundant supply of healthy food products that met the American quality food standards. EPA hopes that with the tools provided to the agency by the law, they will continue to become a reliable food supplier in the world. Th. Blaha â€Å"The Importance of Quality Assurance and Food Safety in Modern Food Production Systems†. University of Minnesota College of Veterinary Medicine Department of Clinical and Population Sciences. Web. In the introductory of this topic, Th. Blaha, points to the food=borne disease and deaths caused by unsafe meat food products. He traced this to the lack of quality control system on meat inspection and proper hygiene; although author admitted that safety controls are much more advanced now than in previous years. Author said that consumers now are more health conscious as they demand for economical, healthy, tasty and safe food. Consumer behavior now shows respect towards animal

Reflection 03081 Essay Example | Topics and Well Written Essays - 1000 words

Reflection 03081 - Essay Example The presentation that we gave was about the first industrial revolution. The most important objective was to highlight the noteworthy inventions that were made in this period and what has happened since then. Tasks were assigned to individuals equally in order to ensure successful completion of the project. There was three group members, one was given the task to do the research and collect data, the second group member was reasonable for designing the presentation and I was give the task of writing the slide contents. The following sections will include the interpretation and outcome of our group efforts. As mentioned above, we were tasked with the preparation of a PowerPoint presentation regarding the first industrial revolution. We decided to conduct group meetings every alternative day in the week in order to discuss our individual progress regarding the overall presentation. The division of work was done very effectively as each of us go the work that we do best. However, one of the major drawbacks of our group was that no one was clearly defined as the leader. Although we were making individual progress there was no leader who would give proper direction to the flow of our work. Occasionally we have conflict of issues which deviate us from the actual path of the assignment’s objective. I decided to implement the ideas the Tuckman teamwork theory. It was extremely important for me to make sure that the team go through all the four phases of team development mentioned in this theory (forming, storming norming and performing). I witnessed that initially the group members were finding it difficult to gel in with each other. So I decided to clarify the overall objective of the team in order to make sure that group members work towards a unified goal. This helped me to establish coordination among the team members once they started to feel comfortable within the group (Riebe, et al.,