Howard University Acceptance Rate, SAT/ACT Scores, GPA

Howard University is a private, federally-chartered university with an acceptance rate of 32%. Located in Washington D.C., Howard Universitys rich history began shortly after the Civil War when the First Congregational Society of Washington established a university for the education of African Americans. To this day, Howard remains a national leader in fulfilling that mission. The 256-acre main campus has an impressive 8-to-1  student/faculty ratio, and its strengths in the liberal arts earned it a chapter of  Phi Beta Kappa. In athletics, the Howard Bison compete in the NCAA Division I  Mid-Eastern Athletic Conference  (MEAC) with other historically black colleges. Popular sports include basketball, football, soccer, tennis, track and field, and cross country. Considering applying to Howard University? 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, Howard University had an acceptance rate of 32%. This means that for every 100 students who applied, 32 were admitted, making Howards admissions process competitive. Admitted Students (2017-18) Number of Applicants 20,946 Percent Admitted 32% Percent Admitted Who Enrolled (Yield) 23% SAT Scores and Requirements Howard University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 75% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 590 650 Math 550 635 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Howards admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Howard University scored between 590 and 650, while 25% scored below 590 and 25% scored above 650. On the math section, 50% of admitted students scored between 550 and 635, while 25% scored below 550 and 25% scored above 635. Applicants with a composite SAT score of 1285 or higher will have particularly competitive chances at Howard University. Requirements Howard University does not require the SAT writing section. Note that Howard participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements Howard University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 42% of applicants submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 22 28 Math 20 26 Composite 22 27 This admissions data tells us that most of Howard Universitys admitted students fall within the top 37% nationally on the ACT. The middle 50% of students admitted to Howard received a composite ACT score between 22 and 27, while 25% scored above 27 and 25% scored below 22. Requirements Note that Howard University does not supescore ACT results, your highest composite ACT score will be considered. Howard does no require the ACT writing section. GPA In 2018, the average high school GPA for incoming Howard University freshman was 3.55, and over 60% of admitted students had average GPAs of 3.5 and above. These results suggest that most successful applicants to Howard University have primarily B/B grades. Self-Reported GPA/SAT/ACT Graph Howard University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Howard University. 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 One of the countrys top HBCUs,  Howard University has a competitive admissions pool with a low acceptance rate and high average SAT/ACT scores. However, Howard University, like nearly all selective colleges and universities, has a  holistic admissions  process involving other factors beyond your grades and test scores. A  strong application essay, optional resume,  and  glowing letters of recommendation  can strengthen your application, as can participation in  meaningful extracurricular activities  and a  rigorous course schedule. Howard wants to see applicants complete a core curriculum that includes four years of English, three years of math, and two years of social science, science (including lab), and foreign language. Applicants to the Division of Fine Arts have additional admission requirements including auditions and portfolios. Students with particularly compelling stories or achievements can still receive serious consideration even if their test scores a re outside of Howard Universitys average range. In the graph above, the blue and green dots represent accepted students. Most admitted students had a high school GPA of B- or higher, an SAT score of 1000 or higher (ERWM), and an ACT composite score of 20 or higher. Many applicants had scores and test scores well above this lower range. Note that there are a few red dots (rejected students) and yellow dots (waitlisted students) hidden behind the green and blue in the center of the graph. Howard is selective, and some students with grades and test scores that were on target for admission did not get in. Note also that a few students were accepted with test scores and grades a bit below the norm. All admissions data has been sourced from the National Center for Education Statistics and Howard Universitys Undergraduate Admissions Office.

The Importance of Setting Repetition in Siddhartha and...

The path to maturity and enlightenment can’t be completed in just one step. Trials are the events that define a hero, but even when he reaches the final destination, it isn’t his end identity that is most important; it’s the journey by which he suffers and conquers. In order to experience the troubles that define him, he must travel from his home. The importance of location is vital for a hero because it allows for varying situations and more chance for growth. There are settings, however, that repeat themselves within the course of their quests. This is representative of the cyclical nature of the world and life. One cannot always be somewhere new; there are always recurring events in life that are vital for change. Candide by Voltaire†¦show more content†¦He reaches the end of the forest, however, and walked straight into El Dorado. For the second half of his voyages, he searches for Cunegonde, traveling from El Dorado, back to Europe, and then finally finding her in Turkey. In each location, he still searches for the best of all worlds, yet no matter where he ends up, it is never complete without his love. The sea is the venue by which Candide finds hope that he will somehow land in the right spot to find his fair maiden. The sea is flowing, it is vast, and it is a great mystery. It is only by great chance that Candide lands at the right shore where Cunegonde dwells. Without the sea to take him on his journey, he would not have been able to make the choices he does about life as well as receive multiple shots at the specific happiness he desires. Siddhartha is a man of destiny, yet he doesn’t reach it unless he endures the hardships he puts himself through. The forest and the river are only venues that transport him to and from each destination, yet they are extremely instrumental to his potential development. It is under the banyan tree that he decides to depart from his home, where he finds Gotama pondering before exit ing the Jetavana Grove, and where he last makes love to Kamala before leaving her. The significance of these trees is to allow a place for piece and tranquility so that Siddhartha can arrive at revolutionary conclusions. The forest is the primary place that

Youth empowerment through quality education Free Essays

string(33) " human and national development\." This paper considers quality education, its importance to youth empowerment and in what ways it empowers. The paper recommended proper implementation of the curriculum, continued Teacher Education, adequate budgetary allocation and priority for education and parental encouragement to mention a few. Nigeria celebrated another Independence Day recently marking her 53rd anniversary; however the pace of development and that at which policy decisions of government and by extension its policy makers are implemented, is not commensurate with how long she has been an independent state. We will write a custom essay sample on Youth empowerment through quality education or any similar topic only for you Order Now It is believed that one sure way of measuring the responsiveness or otherwise of any government in the world today, is in its quick implementation of key policy agreement or decisions that will boost the advancement of any sector such policy is formulated As a resul t, it is not surprising to observe that nations that want to be reckoned with in terms of youth empowerment, religious tolerance, technological advancement, national transformation etc strive to position education as a focal point in its march towards development. It is in the face of this, that the steady decline in the overall standard of education cross all tiers in the nation therefore that education experts have continued to clamour for initiatives that would promote massive development of the sector that is daily experiencing backwardness. In fact, many graduates cannot express themselves properly. Some in practical disciplines can’t practice what they have supposedly learnt in school. While some in offices lack adequate knowledge and sit idling away redundantly due to lack of empowerment. To empower means â€Å"to promote self-actualization or influence of† something or someone (Merriam-Webster Collegiate Dictionary, 2000) or to â€Å"make (someone) tronger and more confident, especially in control of their life and rights† (Oxford Advanced Learners Dictionary, 6th edition). Empowerment can therefore be said to be the process of increasing the educational, social, economic, political etc strength of an individual. Opeyemi (The Punch, 2013) quoting Olatokunbo Somolu, chairman, Board of Trustees for Vision 20:2020 in his address at the 16th Vision 20:2020 Career Workshop in Lagos earlier this year noted that â€Å"one of the steps needed to move the nation forward is through youth empowerment†. He explained that youth empowerment as a tool for evelopment is an attitudinal, structural and cultural process whereby young people gain the skill, ability and authority to make decisions and implement change in their own lives and the lives of other people (youths and adults inclusive) and the society in general. He further said, miouth empowerment is often addressed as a gateway to intergenerational equity, civic engagement and democracy building. The need to guide and nurture our youth who are the future of our great country Nigeria cannot be over-emphasized and further pointed out that empowering of youths is an investment that pays off anytime, anywhere. Adding that, by investing in youths, government corporations, communities, NGOs and individuals can help prepare the youths for the challenges ahead†. Many things can be said to be responsible for non empowerment, under empowerment or inadequate empower. For instance, Oyeleye ( in SUN 2013:45) quoted an Oba saying † youths nowadays see elders especially those in power as the problem of the nation having failed to provide for them, thus mortgaging the future of the nation†. He further said that â€Å"for this nation to see a brighter future, government must devote resources to developing youths and empowering them etore they learn and operate a new style ot internal terrorism†. This paper however, is not meant to ascribe blame but to promote youth empowerment through quality education. With that said, who then are the youths of a society? What is quality education? How can quality education bring about youth empowerment? What are the imperatives for achieving such education? YOUTH AND YOUTH EMPOWERMENT Youth is â€Å"a time of life when one is young especially the period between childhood or adolescence and maturity’ (Merriam-Webster Collegiate Dictionary, 2000). It is â€Å"the period between childhood and adult age† (Oxford Advanced Learners Dictionary, 6th dition). It is at this age or period of live that an individual is formed. The lessons, morals, values etc picked up or learnt at this stage of life that shapes who the individual becomes in the future. It is therefore paramount at this age, to promote self- actualization and increase the educational, social, economic, political etc strength of an individual. Youth empowerment occurs in homes, at schools, through youth organizations, government policy-making and community organizing campaigns. Major structural activities where youth empowerment happens throughout society include community ecision-making, organizational planning, and education reform. It is often addressed as a gateway to intergenerational equity, civic engagement and democracy building. Many local, state, national, and international government agencies and nonprofit organizations provide programs centered on youth empowerment. Activities involved therein may focus on youth-led media, youth rights, youth councils, youth activism, youth involvement in community decision- making etc Even in politics, major political parties in the world have statements supporting youth empowerment. It is also a central tenet of the United Nations Convention on the Rights of the Child, which almost every country in the world (if not all) has signed into law. Presently, there are a variety of youth empowerment initiatives underway around the world. The 53 member countries of the Commonwealth of Nations have all signed up to the Commonwealth Plan of Action for Youth Empowerment (2007-2015). The Plan of Action underpins the work of the Commonwealth Youth Programme (CYP). On the Commonwealth definition, â€Å"Young people are empowered when they acknowledge that they have or can create choices in life, are aware of the implications of those choices, make an intormed decision treely, ake action based on that decision and accept responsibility for the consequences of those actions. Empowering young people means creating and supporting the enabling conditions under which young people can act on their own behalf, and on their own terms, rather than at the direction of others. † QUALITY EDUCATION In any form or way it is presented, education is vital for human and national development. You read "Youth empowerment through quality education" in category "Papers" Through it, people acquire basic skills and attitudes by which they make meaningful living and coexistence (Okwuolise, 2005). Education brings about refinements, sobriety, dynamism, faith, technological advancement, empowerment, elf regard, aggregation etc (Okwuolise 1999). Osifo-Whiskey (in Okwuolise, 2005) said that â€Å"learning and knowledge determines what people or society is, backward or advanced, civilized or primitive, enlightened or in darkness. Learning and knowledge are the equivalent of thinking in the matter of who is man or who is an animal†. Education however does not only achieve these, it â€Å"accretes equally national development and transformation, depending on the aspirations of the nation and the objectives intended to be achieved by it† (Okwuolise, 2005). From the foregoing, if considered in a formal sense, education is a process of nstruction for the purpose of preparing the learners to become useful to themselves and the society. It is therefore no wander, Onah et al (2012:41) defined education as â€Å"the process of transmitting what is worthwhile (desirable skills, knowledge, attitude, aptitude etc) to those who are committed to it, whether they are children, youths or adults in the hope of promoting their usefulness to themselves and the society’. Quality on the other hand means â€Å"of high worth, value or standard† (American Heritage Dictionary, 1996), or â€Å"degree or standard of excellence† (Collins English Dictionary, 2000). Quality education therefore means education that is of high or valuable standard, adequate and with valid teaching or instructional outings in terms of method and content. It must also, reflect the three domains of education (the cognitive, affective and psychomotor domains). It therefore goes without saying that, there are certain societal expectations or traits an empowered person (child, youth or adult) is expected to manifest. Along the line of philosophy and the line of educational domains as seen above, the empowered man should; l. Be a man of knowledge, i. e. e must be well grounded in what he is supposed to do, or what he is exposed to. II. Be of good nature with good relation and must be a sociable person and not a recluse Ill field of empowerment. Be able to practically pertorm and deliver . By and by, if we are to examine the role and importance of quality education in youth empowerment, much could be said. This paper however limits itself to the following areas where quality education accretes to youth empowerment; Knowledge and Insight Knowledge is the â€Å"acquaintance with or understanding of a science, art or echnique†, â€Å"range of one’s information or understanding† while insight is the â€Å"ability to understand people and situations in a very clear way’ (Merriam-Webster Collegiate Dictionary, 2000). One of the attributes of quality education is the ability to instill in learners (in this case, youths) the total understanding and a range of information in a very clear way of who they are, what they want, can be and their role in nation building and transformation. It gives them the ability to apply theory and principles learnt, discriminatory analysis and sharpen their mental reflexes by which they are able to contribute in problem olving whenever the situation arises. Approval This is â€Å"the belief that something or someone is good or acceptable: a good opinion of someone or something† (Merriam-Webster Collegiate Dictionary, 2000). It refers to â€Å"when someone likes something or someone and thinks that they are good† (Longman Dictionary of Contemporary English). Quality education instills in one traits, attitudes and capabilities that makes him/her acceptable and considered good enough anywhere, anytime. Such people are always involved in issues that enhance national development and transformation. Even the ible said â€Å"study to show thyself approved†¦. a workman that needeth not to be ashamed†¦. † (2 Tim: 2v1 5). Responsibility and Discipline Responsibility is â€Å"the state of being the person who caused something to happen† while discipline is an â€Å"orderly conduct or pattern of behavior† (Merriam-Webster Collegiate Dictionary, 2000). A person empowered through quality education is a doe r; always taking charge and making things happen instead of Just sitting back and letting others do the work. Such a person always conducts himself/herself in orderly manners and with refined behavior. nation. This group ot people is those who can contribute to the progress ot any Self Reliance and Confidence Self-reliance is â€Å"the reliance on one’s own effort and abilities† while Confidence is â€Å"a feeling or belief that you can do something well or succeed at something† (Merriam- Webster Collegiate Dictionary, 2000). When one’s education is of high standards, the person understands he/she is in control of their live and will always trust in his [her abilities, believing that success can be achieved at whatever task being given since the necessary information required to succeed has been duly imparted. It is obvious then that, quality education makes a man confident and confidence in turn gives him the impetus to rely on his effort. Resourceful This means being â€Å"able to act effectively or imaginatively, especially in difficult situations† (Merriam-Webster Collegiate Dictionary, 2000). An empowered person who has knowledge and insight, is confident and self-reliant, disciplined and responsible will be able to think outside the box. He is not easily put down by difficulties and challenges. Imperatives of Quality Education It is now obvious that quality education empowers. Be that as it may, there are ertain necessities which are sine-qua-non for engendering quality education. They include: l. Educators must do their Job of educating thoroughly well. II. Provision of adequate infrastructure which includes good learning environments and classrooms. Ill. Employment of well trained, competent and professional teachers and educators. IV. Provision of adequate learning materials including well equipped libraries and laboratories. V. Organizing field trips, excursions and industrial (practical) trainings. VI. Provision of teaching aids including public address systems and visual aids. VI’. Parental encouragement and support. VIII. Incentives for outstanding performances and performers. ‘X. Introduction and proper implementation of quality curriculum. X. Prioritization of the education sector in terms of budgetary allocation and funding. X’. Continuous teacher education. XII. Teacher motivation. Summary and Conclusion Through the ages, education has been known to be the antidote to poverty and ignorance, and key for unlocking natural resources ( ObaJi, in Onuoha, 2006). She stated that no nation striving for accelerated development does so without first developing its educational system. According to her; the visibility and publicity which ducation has enjoyed in recent times derives from the importance attached to education in national development. Quality education ensures the development of knowledgeable, insightful, self-reliant, skilled, disciplined, and a healthy population with the capacity to drive and sustain the socio-economic development of the nation. It goes without saying therefore, that in order to enable the youth to contribute constructively to the society; it is imperative to improve the quality of the educational system to ensure that the products of our educational institutions become critical thinkers, problem solvers nd accomplished leaders. There is therefore, a strong connection between education and national growth and development. Education not only provides scientific and technical skills, it also provides the motivation, Justification and social support for pursuing them. How to cite Youth empowerment through quality education, Papers

Malcolm Hendrix Essay Example For Students

Malcolm Hendrix Essay The Racist Malcolm was a racist, violent Black Man. He has been an anti-whiteall through his previous life as he had confessed, and has remained the sameeven after his pilgrimage to Mecca. His thoughts and emotions deny the Whiteman, and he still sees them as hypocrites who try to benefit from the Blacks,using Negroes as tools to enrich their lives. The influence he had receivedduring his past years from Elijah Muhammad, and his learning of the history ofthe White man had so much affect on him. Although he had professed to witness tohave understood the real teachings of Islam, his ideas and opinions of theWhites did not change. His preaching still focused on the Black mans plight, ashe had done when he served as the Minister of the Nation of Islam. Malcolm says, I didnt miss a single opportunity to tell the truth about the crimes,the evils and the indignities that are suffered by the black man in America (pg351). He simply generalizes all Whites to be evil and tells how the Whitemen had oppressed them. He doesnt seem to realize that Whites nowadays aredifferent from who they were before in the past. He was telling the truth, ofthe cruel history of the Whites, but the truth didnt apply to all Whites as hethought. If he had witnessed the spirit of true brotherhood during hispilgrimage in Mecca, shouldnt he be more open-minded, have more sympathy and amagnanimous heart towards the White people? His speeches caused the blacks tohate the Whites and commit violent crimes against them. New York Cityspress was highly upset about a recent killing in Harlem of a White woman, forwhich many were blaming me at least indirectly (pg 365). This shows thatMalcolm was a great orator, who could unite the blacks, bur it would have beenbetter off if he had thought more to love one another, to become one asbrothers, as written in the Quran. His Blood Brothers only consisted ofNegroes. If we all are, as he says, the descendents of Gods creation, why cantWhites as well be a part of his Blood Brother? Malcolm actually says thatthere is only a minority of brotherly white people. Yes, I havebeen convinced that some American whites do want to help cure the rampant racismwhich is now the path to destroy this country! (Pg. 365) He has nosympathy for other Whites than the White Muslims, and doesnt even try tocompromise with them. As much as he defended the rights of the Blacks, andpreached of the Whites historical crimes, he denied the Whites and couldnt getout of his racial prejudice. How could he actually say that there was only aminority of brotherly white people, when he, himself, didnt evenbother to socialize or integrate with the Whites in America, to get to know eachof them better? Muslims of white complexions were the only people whom Malcolmconsidered as brothers. He did not accept other Whites as his brothers; he wasstill a racist to them. Malcolm denies the White people, and before acceptingthem as human beings, he first perceives their white skin color and starts tohold a racial prejudice against them. He lies the responsibility of the Blackmans sufferings on the White man unconditionally, that it is their entirefault.