Nearly everyone in Massachusetts is waiting for Joseph P. Kennedy II to make up his mind.
For as long as anyone can remember, introductory physics at the Massachusetts Institute of Technology was taught in a vast, windowless amphitheater known by its number, 26-100.
For the 5,500 college admissions officials and high school guidance counselors who gathered here over the weekend, there were discussions, debates and analyses of things like the ethics of tracking student applicants on Facebook and “Why Good Students Write Bad College Essays — and How to Stop It.”
The United States is failing to develop the math skills of both girls and boys, especially among those who could excel at the highest levels, a new study asserts, and girls who do succeed in the field are almost all immigrants or the daughters of immigrants from countries where mathematics is more highly valued.
Georgia Green, a music education professor at Baylor University in Waco, Tex., said she did not believe it when a colleague told her in June that Baylor was offering incoming freshmen financial incentives to retake the SAT.
A commission convened by some of the country’s most influential college admissions officials is recommending that colleges and universities move away from their reliance on SAT and ACT scores and shift toward admissions exams more closely tied to the high school curriculum and achievement.
A prominent education professor at Harvard has begun leading “reflection” seminars at three highly selective colleges, which he hopes will push undergraduates to think more deeply about the connection between their educations and aspirations.