Ridge14 said:
LoveAussie said:
DeepEastTxAg said:
Aston04 said:
And that sums up the issue... We have some top 10 percent kids virtually not even trying on the SAT because of guaranteed admission. The admission system should be reformed to give sufficient incentive for kids to do their best on it, so our university is given a statistically-fair comparison with peer schools. As is, the current system pummels our academic standing, as evidence by the last 15 years.
True. However, I think this also suggests that the SAT is not worth the stock we put in to it. It's a test that is coached. A lot of the time, it doesn't accurately show the strengths of the candidate. I personally think that the method by which we rank schools should be changed. Who cares what we take in? Who cares if we take in students with high SAY scores? In my opinion, what matters much more than the students we admit are those we graduate. Why not alter to the ranking system to reflect what graduates do after they leave A&M? That's the point of college anyway. To get a degree and do something with it.
anyone get below 700 out of 800 should rethink their path if they decide to pursue an engineering or science major.
For potential students reading, completely disagree. If you are dedicated and want to do engineering and have a "low" test score - don't let it hold you back. I didn't do SAT test prep and I scored below 700 on SAT math. My roommate also scored below 700 on SAT math. Neither of us took AP calculus, physics, etc. in highschool.
We both graduated magna cum laude in engineering, just missing summa cum laude (myself by less than 0.03 points).
In my opinion, SAT doesn't measure: intelligence, learning ability, work ethic.
When we talk about a large population, there will always be exceptions, but exceptions cannot define the average. There're many articles writen in their own interest trying to interpret the SAT scores' correlation with lots of stuff, but I think language is vague, so here're the diagram for SAT's relationship with first year's or later year's GPA & retention rate.
http://highered.colorado.gov/Academics/Groups/AdmissionTransferReview/meetings/handouts/20130111_SAT_Validity_Summary.pdfhttp://files.eric.ed.gov/fulltext/ED563105.pdfAlso, I never say people with lower SAT score will never succeed in engineering, I said they need to rethink their future curriculum/career plan, is that because other reasons hold them back (like previous post said the 10% rule grant admission people don't have intention to do good on SAT), or they tried their best but cannot do good on math.
SAT in my opinion measures how well a student is prepared for college, has nothing to do with intelligence, learning ability or work ethics, as I said it is just a simple/fundamental test, I still remembered the first question for my test is 1+1/x=2, what is the value of x? And they even gave choices... But a normal college engineering test would be like this, clearly see the difference, right?
https://engineering.purdue.edu/~mikedz/ee301/Exam1SP2017.pdfRecently I had a chat with an Aggie friend who worked in education field in another country, she asked me if I know A&M ranks lower and lower every year on US News, I got shocked and went back to do some research on how US News rank the universities. Some factors like class size definitely favor small size private schools and give A&M negative impact, others like admitted average SAT scores & retention rate also don't give A&M enough justice compared to other public schools. Now UC Berkeley has more than 20% of out of state students, if it is also required to admit top 10% from all California schools, will it hold its rank? I don't think so. One can always argue that the current ranking methodology used by US News is flawed blah blah blah, but in the game, play by the rules. A high ranking and good international reputation can help a school recruit more qualified professors, get more funding, and therefore attract more students.
FYI, here's the GRE data published by department's webpage, A&M's graduate program is very selective and competitive!
"The department does not have a minimum requirement on standardized test scores however successful applicants typically have very competitive scores. Average scores for graduate students entering the ECE department in Fall 2015 were: Quantitative 166/170, Verbal 151/170, Writing 3.3/6.0. New scoring format."
