University of Houston Acceptance Rate, SAT/ACT Scores, GPA

The University of  Houston is a large public university with an acceptance rate of 62%. Founded in 1927, U of H is today the flagship campus of the four-campus University of Houston system. The university offers over 100 major and minor programs for undergraduates, and business is particularly popular. Academics are supported by a 22-to-1  student/faculty ratio. Many students take advantage of the University of Houstons urban location to engage in internships in the city. The university has a chapter of the prestigious  Phi Beta Kappa  honor society for its strengths in the liberal arts and sciences. On the athletic front, the Houston Cougars compete in the NCAA Division I  American Athletic Conference. Considering applying to the University of Houston? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, the University of Houston had an acceptance rate of 62%. This means for every 100 students who applied, 62 students were admitted, making University of Houstons admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 22,461 Percent Admitted 62% Percent Admitted Who Enrolled (Yield) 37% SAT Scores and Requirements University of Houston requires that all applications submit either SAT or ACT scores. During the 2017-18 admissions cycle, 88% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 570 650 Math 560 660 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of University of Houstons admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to U of H scored between 570 and 650, while 25% scored below 570 and 25% scored above 650. On the math section, 50% of admitted students scored between 560 and 660, while 25% scored below 560 and 25% scored above 660. Applicants with a composite SAT score of 1310 or greater will have particularly competitive chances at the University of Houston. Requirements The University of Houston does not require the SAT writing section, nor does the university require SAT Subject tests. That said, students are welcome to submit subject test scores, and they may be used for placement purposes. The university does not superscore the SAT; your highest total score from a single test date will be considered. ACT Scores and Requirements University of Houston requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 35% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 21 27 Math 22 27 Composite 22 28 This admissions data tells us that most of University of Houstons admitted students fall within the top 37% nationally on the ACT. The middle 50% of students admitted to U of H received a composite ACT score between 22 and 28, while 25% scored above 28 and 25% scored below 22. Requirements University of Houston students are not required to take the ACT Plus Writing, nor are students who take the ACT required to take any SAT Subject tests. Note that University of Houston does not superscore ACT results; your highest composite ACT score from a single test date will be considered. GPA In 2018, the average high school GPA for incoming University of Houston freshmen was 3.75, and 83% of all incoming students had a GPA of 3.5 or higher. These results suggest that most successful applicants to University of Houston have primarily A grades. Class rank can also play a significant role in the admissions process, and Texas students who are ranked in the top 10% of their high school class have assured admission to Texas public universities. In 2018, 32% of incoming University of Houston students ranked in the top 10% of their high school class, and 66% were in the top 25%. University of Houston GPA/SAT/ACT Graph University of Houston Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to the University of Houston. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and  calculate your chances of getting in  with a free Cappex account. Admissions Chances University of Houston, which accepts over half of applicants, has a somewhat selective admissions process. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. However, University of Houston is interested in more than test scores and GPAs. The university uses the Common Application and the ApplyTexas application to gather information about your high school coursework and  extracurricular activities. The admissions office wants to see that you have taken  challenging college preparatory classes  and have an upward trend in grades. Applicants should also consider including an optional essay to boost their application. Note that some schools at UH such as the College of Engineering and College of Natural Sciences and Mathematics have higher admissions standards than the university as a whole. In the graph above, the blue and green dots represent accepted students. Note that there are some red dots (rejected students) and yellow dots (waitlisted students) mixed in with the green and blue in the middle of the graph. Some students with grades and test scores that were on target for the University of Houston were rejected. On the flip side, note that some students were accepted with test scores and grades a little bit below the norm. If You Like University of Houston, You May Also Like These Schools More selective. These universities will be more difficult to get into than the University of Houston:  Rice University,  Baylor University,  University of Texas at Austin,  University of Texas at DallasSimilar selectivity. These universities have a student profile that is similar to the University of Houston:  Texas Christian University (TCU),  Texas Tech University,  LSULess selective.  This universities are all less selective than the University of Houston, but note that some are only slightly less selective:  Ã‚  Texas State University,  University of Texas San Antonio,  University of North Texas. Youll want to apply to a range of match, reach, and safety schools to assure that youll have some options when admissions decisions arrive. All admissions data has been sourced from the National Center for Education Statistics and University of Houston Undergraduate Admissions Office.

The Jewish Genocide in World War II Essay - 850 Words

Genocide is a reality that has ended millions of family trees, changing the course of the future and leaving a massive mark that the human race can never forget. The word genocide was created to describe the mass murdering of the Jewish people along with Slavic, Romanians, Greeks, African-Europeans, homosexuals, and mentally or physically disabled people. This certain genocide was named The Holocaust, or â€Å"Sacrifice by Fire† (Holocaust Facts). There are also more recent genocides, like the Rwandan Genocide located in Africa, a land where warlords and murderers control whole countries and kill there people for sport, or their beliefs. But let us focus on the Holocaust, a Genocide where one man and his fellow officers was capable of killing†¦show more content†¦This, by itself, is teetering on the edge of genocide. As most see it, this is most certainly genocide. The people attacked were attacked in their own homes, beaten on the streets, and hated throughout and en tire nation, and let’s not forget that 11 million of them were swiftly murdered solely because of their believes. Seeing the facts given to us, most people do not see how you can say that this is not genocide, but merrily a casualty of World War II. Let’s look at the perspective of the people that do believe the holocaust is genocide. As you may already know, the Germans were taking Jewish teachers and students from their schools and homes to go to concentration camps. However, they didnt want anyone else figuring out what was really happening at those camps. At an interview with a woman named Helga Weiss, she told her story of how she survived the Holocaust. During the interview, she quoted,† †¦A building was tarted up to look like a school, with a sign reading ‘Holidays’ to explain the absence of teachers and pupils †¦Ã¢â‚¬  (Helga Weiss). This means the Germans were attempting to trick people into thinking that the people sent to the ca mps where really on a holiday vacation. Another way that makes The Holocaust genocide is the extremely large amount of people that died. With a body count of more than 11 million people, some not even Jewish, Germany takes the sour cake for the highest number of deaths in their genocide. The soldiers that liberated the deathShow MoreRelatedHow is the extinguishing of the Jewish and Native American races similar?1743 Words   |  7 PagesI will be researching extinguishing of the Jewish and Native American races; the reasoning behind the atrocities, the suffering, and the aftermath. Both groups of people were stripped of their rights. The Native Americans were simply denied their rights and in Germany, during World War II, the Jewish population’s rights were taken away. The plight of the Native American expanded over a longer time period, but there race was practically eradicated. The systematic state-sponsored murder of six millionRead MoreThe Holocaust : The Destruction Of The Jews1717 Words   |  7 PagesThe Holocaust is by far the worst genocide ever committed, with between 5 and 6 million Jews murdered; along with countless other minorities the Germans deemed inferior (The Holocaust Chronicle Appendices). The Holocaust began with the boycott of Jewish businesses, and ended in camps such as Auschwitz. The destruction of the Jews was made possibly with the rise of Adolf Hitler to power, as he and his fellow Nazi followers attempted to exterminate the Jewish populace of Europe. In the paragraphs toRead MoreThe Mass Murder Of A Totalitarian Leader1112 Words   |  5 Pagesdiscrimination against Jewish individuals. Discrimination against Jewish individuals was also known as anti-Semitism; hostility and prejudice towards the Jewish race; anti-Semitism can take many different forms, including: Institutional, verbal, or physical. 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Historical events have causal factors and in certain instances can be traced to an individual level. Therefore, certain individuals do matter in history directly altering the course the world takes. Adolf Hitler is one of these individuals. Hitler, the figurehead of the Nazi regime that led Germany to World War II, and instigated one of the most infamous genocides in history, the HolocaustRead Moreember World War II, and the effects it caused around the world, especially to the Jewish People.1500 Words   |  6 Pagesember World War II, and the effects it caused around the world, especially to the Jewish People. During that time the Nazi’s were killing off Jewish people, and sending them to co ncentration or work camps to be eventually killed off or worked till they are almost dead. People called it the holocaust, and it was the genocide of the Jewish. Genocide is one of the worst things in the world today, as it injured and killed many people. It is referred to having malicious intent of destroying or hurting

Destination Disneyworld Free Essays

Destination to Disneyworld Our family’s favorite tradition is summer vacation road trips. No doubt, our vacations turn out to be a success each and every year. Throughout my childhood and into my teenager years, we have gone from the beaches in Florida to the valleys in California. We will write a custom essay sample on Destination Disneyworld or any similar topic only for you Order Now The most memorable one I could recall was our vacation to Disneyworld in Orlando, FL in 2004. I always have the notion as child that amusement park take your imagination to a new and entirely different level. On television commercials and billboard ads, it shows that Disneyworld is a destination where dreams come true and magic happen. It was a hot and humid day on the first week of June, my brothers and sister was so excited and anxious to see what this wonderful place has to offer. Every summer, my parent would take their hard earning saving from their account and treat my siblings to a vacation. It was a special time for my mom because it shows how important it is for our family to reunite with each other. Although I was only ten at the time, I could remember all of my vacations like it all happen yesterday. Being so young and naive, all my mind could think was meeting Mickey Mouse, Donald Duck, and all the other characters. On our first day there, we visit the Magic Kingdom and Universal Studio and one word that comes to mind was magical. My parent turn back to when they were kids and the environment and atmosphere there was unbelievable. My brother and I were jumping up and down and doesn’t have the care for the world because we were having so much fun. Our next day there, my entire family rode the Splash Mountains and Tower of Terror which I was scared at the beginning but it ended up to be another ride I enjoyed. The laser light show was the most awesome thing I have seen, it was at least twenty minute of lights, lasers firework, animation, and dancing waters. The shows consisted of all of the Disney characters and with Mickey Mouse telling a stories with his magical wand. The next morning, we spent the entire day at the MGM studios. This park was all movie themes which offers behind the glimpse of Hollywood style action with live shows, thrilling attractions, and backstage tours that are mainly dedicated to entertainment. On our last night there, I realized how amazing this place was and was in totally disbelief that it was almost time to go home. My family all thought every penny spent there was worthwhile and planning to visit it again once our families expand. How to cite Destination Disneyworld, Essay examples

School Teacher Pay and Reward in Kazakhstan

Question: Discuss about a way forward with key policy and practice recommendations. Answer: According to Townley (2014), teachers are rewarded in accordance to their study qualifications as well as the period they have been in the teaching career but not according to their performance. This does not motivate the teacher to be a good performer. Instead, a teacher would strive to earn an additional degree in order to earn a high pay. If one has spent all their years teaching and they have several degrees, then they are highly rewarded. An individual who is new to the teaching profession would have to be satisfied with the pay they get until they are several years in the profession. This lowers performance of all the teachers because there is nothing to motivate them. According to Branch (2011), motivations are important in every organization in case it aims to remain productive and successful. Teachers require to be compensated and rewarded in accordance to the work that they do. Compensations and benefits are the extra rewards that employees receive in addition to their basic wages. Branchs argument reveals that if employees are not rewarded, their aim will only be reporting to their workstations but they do not care on whether what they do has impacts. This is the same case with teachers in Kazakhstan. Those that teach and ensure that students understand whatever they teach do it because of their codes of ethics. It is ethical to maintain honest and integrity and put the public interests before their own. A different pay system would act as a motivator to all teachers no matter their age in the teaching career. After a thorough research on the current teacher pay system and performance-based teacher pay system as detailed in this article, performance-pay strategy has a good number of benefits than the current system. Teachers morale would be improved, their performance would increase, students would grasp more concepts than they currently do and school administration would develop. All these advantages are not offered by the current teacher-pay system. It is for this reason that I recommend performance- pay strategy. However, though performance- based system appears better than the current pay system, it does not appear singly. There are three models that represent performance- based programs and only one of them can be applied. Knowledge and skill based compensation is a performance- based model. According to Lundahl et al. (2013), this model involves individual financial awards for established skills, knowledge and qualifications obtained. Skills, knowledge and qualifications of a teacher directly reflect on the performance of students. In this system of payment, teachers are compensated based on their education attainment and individual skill levels. Teachers receive a pay increase as a reward after reaching certain education, skills development and training goals (Bradley, 1995). If such a system is implemented, teachers would get incentives to improve their levels of education and skills. Even though the skills and knowledge of teachers reflect on the performance of the students, some teachers would concentrate more on self-improvement and fail to work hard on making students perform. This would lead to the current pay system. School- based compensation is also a performance- based model where financial rewards are group based. According to Busher and Saran (2013), rewards in this model are allowed in accordance to the performance of students. In this pay strategy, the performance of students is used to evaluate schools through added value gains to the scores of students or absolute achievement of the students. Once a school is determined to have high performance, all the teachers from that school are financially rewarded. According to Hobson and Malderez (2013), merit-pay model generally considers individual financial awards which are given after classroom observation as well as student performance. This model aligns individual teachers objectives, milestones and targets with the goals of Kazakhstans education system. In order to implement such a model, a standard way of determining the performance of students in schools is put in place so that all schools in the country utilize it (Ballou and Podgursk, 1993). For instance, there could be standard exams that students do at certain levels of their education. After such exams are marked and graded, comparisons are made with previous results in order to determine whether improvements have been made. According to the improved performance, teachers would expect their merit levels to be increase by a certain set parameter. In the merit-pay model, amount merit rewards vary in accordance to performance. For instance, a 0% salary increase can be offered to una cceptable performance while a salary increase of between 2% and 3 % can be permitted to those who meet expectations. Among all the performance- pay models, merit pay model is the best and it would ensure that teachers are paid according to the performance of the students. I recommend the use of this model. In addition, the teacher can work individually to raise the performance of his/her students and get rewarded for it. Also, the whole school does not have to perform in order for the individual teacher to be compensated. This would ensure that the current teachers who are not eager to see students perform get no rewards. In order to implement this model, the national examination body would release information on improvements that have been made to the body that pays the teachers in Kazakhstan. In order to make payments to the teachers, the table below can be used. Table on recommended salary increases according to performance Teachers Performance Appraisal Salary increase Exceeds Expectations 3.5 to 6 percent increase Meets expectations 2.25 to 3.25 percent increase Partially meets expectations 0 to 2 percent increase Unacceptable performance 0 percent increase The implementation of these salary increment would increase the Kazakhstans national budget. However, policies on payment of public workers, including teachers permit that their salaries be increased from time to time depending on the economy. For instance, according to Tengi News (2015), Kazakhstans government decided that it would increase the salary of teachers in that country at the beginning of 2016. This salary increase came in earlier because there were earlier announcements that the increases would be done on 2017. The decision that led to 2016 pay increase resulted from the free-floating rate policy that has been in place since August 2015. Conclusion Performance based systems on the other hand have been used globally in many nations including the United States. Most countries have adopted this performance-based strategy in order to modify the conventional salary scales. One of the notable characteristics of pay-for-performance strategy is that teachers get sanctions and rewards in accordance to their performances after evaluations. In a majority of pay-for-performance programs, rewards are offered once the teacher exhibits good knowledge of his/her work and students show a high performance. Contrary to the current strategy of paying teachers in Kazakhstan, where a teacher is not motivated by anything, the pay-for-performance strategy has the advantage the teacher gets motivation from students good performance as well as from the feeling of satisfaction rather than from monetary rewards. Pay-for-performance also reward teachers by sponsoring further development of their professionalism through course advancement and by offering va rious holiday and vacation packages. The recommendation of a pay-for-performance strategy within Kazakhstan would positively affect the education system and largely impact on the development of the country. This is because, unlike the current teacher- pay system, performance based system would focus on the performance of the school, the performance of the teacher, reward duration, advancement of teachers salary as well as the pecuniary nature of compensation. This would raise competition among teachers and improve the performance of their work. There has been arguments for and against performance related pay. Individuals who argue against performance related pay argue that the clarity of goals in education is reduced as concentration would be more on how teachers perform than how they teach. Through the arguments, an evaluation of perfect needs of the teachers indicate that the performance of the students would be reduced. However, even if there are arguments against the effectiveness of the performance pay strategy, th e current system is no better. Students are left at risk of not gaining from their teachers while the government keeps making losses as the money it uses to pay the teachers fails to have some effect. Among the three models that represent performance pay, merit pay has a completely different approach and would be easy to implement once each section of the recommendation is put in place. The model would see teachers being rewarded individually after their work leads to the performance of their students. The school doesnt have to wholly perform in order for the teacher to be rewarded, but the teachers students have to show a better performance for the teacher to be rewarded. This model ensures that the teacher makes every effort in order for the student to perform better. According to government policies on payment of public workers, it would be easier to make the additional payments to teachers. The government regularly raises teachers salaries by a certain percentage each year. Salary increments according to this recommendation would have a very small effect on the national budget, which would be easily accounted for. References Ballou, D., Podgursk, M. (1993). Teachers' attitudes toward merit pay: Examining conventional wisdom. Industrial Labor Relations Review, 47(1), 50. Bradley, A. (1995). Researchers set out to devise new pay structure for teachers. Education Week, 14(28), 16. Branch, D. (2011). Employee Motivation, Recognition, Rewards, and Retention: Kicking It Up a Notch! CPA Practice Management Forum, 7(11), 5-7. Busher, H. and Saran, R., 2013.Managing teachers as professionals in schools. Routledge. Hobson, A.J. and Malderez, A., 2013. Judgementoring and other Threats to Realizing the Potential of School-based Mentoring in Teacher Education. International journal of mentoring and coaching in education,2(2), pp.89-108 Tengi News, (2015). Kazakh government confirms wages raise for teachers. Tengi News. Retrieved 29 May 2016, from https://en.tengrinews.kz/politics_sub/Kazakh-government-confirms-wages-raise-for-teachers-261728/ Townley, B., 2014. Selection and appraisal: reconstituting.New Perspectives on Human Resource Management (Routledge Revivals), p.92.