Wentworth Institute of Technology Acceptance Rate, SAT/ACT Scores, GPA

Wentworth Institute of Technology is a private technical design and engineering university with an acceptance rate of 76%. Located in Boston, Massachusetts, Wentworth is a member of the Colleges of the Fenway consortium. Popular majors include Computer Science, Mechanical Engineering, and Biomedical Engineering. Wentworths curriculum also includes a large cooperative education program for students to gain professional, paid work experience prior to graduation. The Wentworth Leopards compete in the NCAA Division III Commonwealth Coast Conference and Eastern College Athletic Conference. Considering applying to Wentworth Institute of Technology? 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, Wentworth Institute of Technology had an acceptance rate of 76%. This means that for every 100 students who applied, 76 students were admitted, making Wentworths admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 7,312 Percent Admitted 76% Percent Admitted Who Enrolled (Yield) 19% SAT Scores and Requirements Wentworth requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 90% of admitted students submitted SAT scores. Note that beginning with the 2019-20 admissions cycle, Wentworth Institute of Technology will become test-optional. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 530 630 Math 550 650 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Wentworths admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to WIT scored between 530 and 630, while 25% scored below 530 and 25% scored above 630. On the math section, 50% of admitted students scored between 550 and 650, while 25% scored below 550 and 25% scored above 650. Applicants with a composite SAT score of 1280 or higher will have particularly competitive chances at Wentworth Institute of Technology. Requirements Wentworth Institute of Technology does not require the SAT writing section. Note that Wentworth 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 Wentworth Institute of Technology requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 14% of admitted student submitted ACT scores. Note that beginning with the 2019-20 admissions cycle, Wentworth Institute of Technology will become test-optional. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 21 25 Math 23 27 Composite 22 27 This admissions data tells us that most of Wentworths admitted students fall within the top 36% nationally on the ACT. The middle 50% of students admitted to Wentworth received a composite ACT score between 22 and 27, while 25% scored above 27 and 25% scored below 22. Requirements Note that Wentworth does not superscore ACT results; your highest composite ACT score will be considered. WIT does not require the ACT writing section. GPA In 2019, the average high school GPA of Wentworth Institute of Technologys incoming class was 3.2. This data suggests that most successful applicants to Wentworth have primarily B grades. Self-Reported GPA/SAT/ACT Graph Wentworth Institute of Technology Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Wentworth Institute of Technology. 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 Wentworth Institute of Technology, which accepts just over three-quarters of applicants,  has somewhat selective admissions. However, WIT also has a  holistic admissions  process which is based on much more than numbers. A strong  application essay  and a glowing  letter of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. Students with particularly compelling stories or achievements can still receive serious consideration even if their test scores are outside Wentworths average range. Wentworth has a  rolling admissions policy so that applications are reviewed as they are received. Note that all applicants are required to have completed math at a minimum level of Algebra II, at least one lab science course (Biology, Chemistry, or Physics), and four years of English. Students interested in Applied Mathematics, Applied Sciences, Computer Science, Cybersecurity, or Engineering must have completed math through Pre-Calculus. In the graph above, the blue and green dots represent students who were admitted. You can see that most had a combined SAT score (ERWM) of 1000 or higher, an ACT composite score of 20 or higher, and a high school average in the B range or better. If You Like Wentworth, You May Also Like These Schools Rochester Institute of TechnologyDrexel UniversitySuffolk UniversityBoston UniversityUniversity of Rhode IslandSyracuse UniversityTufts UniversityMassachusetts Institute of TechnologyUniversity of Connecticut All admissions data has been sourced from the National Center for Education Statistics and Wentworth Institute of Technology Undergraduate Admissions Office.

Reaction Paper on Accounting - 1912 Words

Chapter 7 Reflection Paper Financial Accounting Buildings, machinery, equipment, furniture, fixtures, computers, cars and trucks are examples of assets that will last for more than one year, but will not last indefinitely. These are some examples of long-lived non-monetary assets. When these assets were acquired, the company has made an expenditure. If the company will benefit in the curret period, the cost of the goods are expenses. If the benefits are expected in future periods, the costs are assets during the current period and the expenditures are capitalized. The cost of these non-monetary assets should be matched with the revenues that are obtained from its use in the future periods. In general there are two types of long-lived†¦show more content†¦Under any depreciation method, the maximum depreciation during the life of an asset is limited to the cost of the asset. The difference in depreciation methods involves when you will report the depreciation. Its a matter of timing. When property, plant, and equipment are disposed of, their dollar amounts must be removed from the accounts and any other assets received must be recorded. One reason knowledge of the effects of disposals of property, plant, and equipment are important to managers is that such disposals can result in useful resources. Another reason is that such disposals can affect the companys net income. When considering disposing of property, plant, and equipment, managers must consider whether the advantages of obtaining usable resources are enough to offset the possible negative income effects. It is also possible to increase resources through the disposal of property, plant, and equipment. In such cases, resources and sources of resources increase. The increases in sources of resources are called gains and appear on the income statement as part of other revenues and expenses. Some properties and equipments are disposed by trading them in or exchanging them for new assets. 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Abolition for Bilingual Education Free Essays

One half of United States children who are not proficient in English live in California, a state who’s future depends on these three million children becoming fluent in English. In 1968, the Bilingual Education Act was passed with the theory that if you academically instructed students in their native language first, learning English would be better and faster in the long run. Since the passage of bilingual education, there has been a continuing debate over whether or not the programs are benefiting children. We will write a custom essay sample on Abolition for Bilingual Education or any similar topic only for you Order Now Although there is not any research to support this conclusion, bilingual advocates believe that â€Å"bilingual students who first master Spanish and then make a transition to English, do at least as well academically in the long run as their English-only counterparts† (Netkin 1). Supporters feel that even if students are not gaining in English, the programs keep them from falling behind in content areas and also boost their self-esteem, which gives them the confidence to catch up later. The search for some proof that the five hundred million dollar industry works to help immigrant children learn English, in order to prosper in a California society, continues with little success. For decades throughout California, bilingual education has been commended as a miracle for schoolchildren who are not proficient in English, but the programs have been proven to be unsuccessful and should be abolished. Research indicates that bilingual programs are not helping children, but instead are bringing about high drop out rates and low test scores. There have been many struggles to educate children in bilingual programs. Teachers and instructional materials are hard to find, which makes instruction in academic subjects to the great number and mix of children difficult. Highly transient students and the inability to involve parents in their children’s education present a barrier to instruction. Bilingual programs require great amounts of money that California taxpayers should not have to provide because taxpayers should not be responsible for teaching immigrants the American language. Proposition 227 was passed in June of 1998 that was to eliminate bilingual education and place children with limited English proficiency into classes where English is the only language spoken. This new law will enable California schoolchildren to succeed in America and taxpayers will no longer have to provide for a program that â€Å"actually keeps children from learning English, the language of their future, and hinders success in American society† (McCain). â€Å"63% of research shows no difference between bilingual education and doing nothing† (Research Evidence of Bilingual Education 4). Each year, only five percent of the bilingual schoolchildren gain English proficiency. Scores on comprehensive tests reveal that students who move from bilingual classes to English-only classes are unable to perform. Latino children in bilingual classes â€Å"end up not speaking either Spanish or English well† (Netkin 2). They have the highest dropout rate, forty percent, of any ethnic group and have consistently scored the lowest on Scholastic Assessment Tests. Instructing children in their official language and not teaching them English is making the children unable to succeed in society. Since this is an American country, children should be placed in English speaking classrooms in order to learn the language of the dominant group. Educating children in bilingual programs is difficult. Schools cannot provide the proper bilingual instruction because teachers and materials are limited or unavailable. Students speak languages that are not historically represented in the United States so bilingual teachers and materials for the languages are nonexistent. Even in schools where all students speak Spanish, teachers are hard to find and have to be recruited from Spanish speaking countries. However, sometimes the immigrant teachers cannot be certified to teach because they lack a college degree or simply cannot pass the English portion of a state teacher certification test. The California Department of Education estimates that about twenty-two thousand bilingual teachers are needed for instruction and studies predict that filling the need may be impossible. Bilingual education cannot provide children with the instruction needed to prosper in California so the programs should be eliminated. Immigrant students are highly transient which makes continuous instruction difficult. New students arrive to schools on a monthly basis, contributing to overcrowded classrooms that make teaching complex. Existing students move frequently or are regularly absent for long periods of time, disrupting their learning. Often times, students with excessive absences from school cannot be promoted to the next grade level or graduate, which makes the children discouraged and leads to them dropping out of school. Transient actions effect a student’s ability to receive an education, contributing to the failure of bilingual programs. Parental involvement is important for student achievement, but extreme struggles arise when trying to involve parents in their children’s education. Many parents are illiterate in their native language as well as English, making communication impossible. Translators are used successfully, but for uncommon languages, very few translators are available. Parental self-help classes are provided to parents who have trouble communicating. The classes have taught parents how to help their children in school, but several problems with parent involvement remain. Without the five hundred million dollars a year that taxpayers provide to the federal government, bilingual education programs would not exist. Why should the taxpayer be responsible for immigrants learning the American language? Before entering this country immigrants know that English is the dominant language, therefore, they should be responsible for learning the language themselves. By not knowing English and being unable to communicate effectively, newcomers are only hurting themselves. Taxpayers should not be responsible for educating immigrants. Learning English should be the responsibility of the person seeking to speak the language. Proposition 227 was passed to eliminate bilingual education. Children with limited English proficiency are to be placed into English-only classes where their native language is never spoken. This practice is called English immersion, a non-taxpaying system that will push children toward the quickest path to success in America. Students will learn English better and faster by being around the language all-day and everyday. The quicker they learn the language the sooner the students will be able to join in with their peers and develop an education. Although Proposition 227 was passed in June of 1998 to eliminate bilingual education, the programs remain in schools. â€Å"In Redwood City, south of San Francisco, the school district reports that eighty percent of Spanish-speaking children are still enrolled in bilingual† (Michels). Many other schools have confessed to not eliminating bilingual classes. The schools feel that the children need to be transferred to English-only classes slowly in order to avoid student confusion. Bilingual supporters feel that the programs give children self-esteem and a better education. This is absurd. Separating children from others because they cannot speak English makes them feel insecure and different. If anything, the students loose self-esteem and pride, making learning difficult. Bilingual programs are a failure and schools should obey the law and abolish the instruction. â€Å"The students will gain whatever added self-esteem they need when they develop proficiency in English, the language in which their peers are learning, and the language that they will need to succeed in the United States† (Netkin 1) How to cite Abolition for Bilingual Education, Papers