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The following standardized tests are designed and/or administered by state education agencies and/or local school districts in order to measure academic achievement across multiple grade levels in elementary, middle and senior high school, as well as for high school graduation examinations to measure proficiency for high school graduation.
As a result, about 75% of HSMSE students study German, which is offered through the Advanced Placement level, and many of them continue to study German in college. The school employs two full-time German teachers and is one of nine US partner schools of the PASCH program of the Goethe Institut through its "Schools: Partners for the Future" program.
In mathematics, only 26% were proficient, even though 90% of the parents asked thought their children met grade standards. [22] Having a higher NAEP math score in eighth grade is correlated with high academic standing, higher income, lower rates of adolescent parenthood, and lower chances of criminality. [233]
Students graduating in 2012 (who were 9th grade students in 2008) were the first cohort of students required to take all five Regents Exams with a passing score of 65 and obtain a Regents Diploma to graduate. [19] Previously, school districts had been permitted to offer a Local Diploma, with less stringent requirements than the Regents Diploma ...
The fact that few eighth graders are proficient by this standard and achieve at twelfth grade level has been misinterpreted to allege that few eighth graders achieve even at eighth grade level. [26] NAEP says, "Students who may be proficient in a subject, given the common usage of the term, might not satisfy the requirements for performance at ...
From this grew a system of seven senior colleges, four hybrid schools, six community colleges, as well as graduate schools and professional programs. CUNY was established in 1961 as the umbrella institution encompassing the municipal colleges and a new graduate school. [12] Over the years, the configuration of the institutions of CUNY has changed.
CUNY has served a diverse student body, especially those excluded from or unable to afford private universities. Its four-year colleges offered a high-quality, tuition-free education to the poor, the working class, and the immigrants of New York City who met the grade requirements for matriculated status.
[3] Learning standards are also present at the local level in curriculum published by school districts where they often take the form of guidelines by grade of what a student can or should be able to do, or possibly even activity level learning objectives. These often are based on the state standards but at a finer grain.