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Understanding Pandemic Learning Loss

May 5, 2023 Brad Hoffman Leave a Comment

Parents and educators have observed firsthand that the pandemic caused massive disruptions in the academic, emotional, and social lives of students. The compounded effect of the past three years is responsible for significant pandemic learning loss. Meira Levinson and Daniel Markovits note in their article for The Atlantic that no other historical event has so suddenly and so drastically changed the way that American children spend their days–not the Great Depression, not World War II. For children and teens especially, a year or two is a large chunk of their lives. As we wrap up the second full year of in-person schooling since the onset of the pandemic, we are beginning to have enough data and perspective to better understand the impacts that the pandemic has had on our students and how we will continue to recover from them.

Quantifying Pandemic Learning Loss

Recent studies show that the pandemic’s major disruptions to daily instruction have set today’s students back significantly. A meta-analysis of studies conducted in 15 countries by Nature Human Behavior suggests that pandemic learning loss for students is the equivalent of 35% of a school year’s worth of learning. Indeed, 2022 US National Assessment of Educational Progress (NAEP) logged significant drops in reading ability and the greatest decline in student math performance in American history. Students in New York state were hit especially hard. On average, their math and reading losses were double those of their peers across the country. In purely quantitative terms, the pandemic’s impact on learning has undone decades of progress in American student performance in English and Math. Getting test scores back to pre-pandemic levels would take decades at the current rate of recovery.

American students in 2022 were, on average, about 15 to 24 weeks behind in math and nine weeks behind in reading compared with 2019. History scores have also fallen significantly. National test scores for 2023 reflect an “accelerated…downward trend [in history] that began nearly a decade ago” with only 13 percent of eighth graders achieving scores deemed proficient in U.S. history, and about 40 percent scoring “below basic,” according to The New York Times. The average 8th grader is performing one full year below grade level.

Pandemic learning loss disproportionately impacted students who were already struggling academically before the pandemic, to the point that statistical declines across subjects have largely been driven by the lowest-performing students. Students from lower-income families and districts also tended to suffer greater setbacks than students in high-income families and districts. At the middle- and high-school levels, male and female students experienced similar rates of academic achievement declines across all subjects. Results reported by the Enrollment Management Association indicate that performance gaps between students of different racial identities are wider today than they were pre-COVID. Public school students experienced significantly larger declines than private school students. Asian and Black students at the middle-school level experienced much sharper declines in quantitative scores than their peers of other racial identities.

Across socioeconomic lines, children whose schools remained remote longer tended to suffer greater academic setbacks. Most often, the schools that managed to limit the amount of time students were in Zoom school were often well-resourced private schools. In fact, many elite private schools practically avoided pandemic learning loss due to lower student-teacher ratios, more in-person instruction, and greater ease in implementing remote learning measures when their buildings were closed during the 2020-2021 school year.

Beyond Test Scores: Mental Health Impacts of the Pandemic

The social isolation of the pandemic caused suffering in people of all ages but this is compounded in children and teens, who are still developing the skills needed to form and maintain friendships, collaborate with others, and cope with their emotions. 94% of the 362 school guidance counselors surveyed by The New York Times last April reported higher rates of anxiety and depression among their students; 88% percent said students were struggling to regulate their emotions; and almost 75% said that students were struggling to resolve conflicts with their friends. A CDC survey of high-school students from January to June 2021 found a 20% increase in teens who felt “persistently sad or hopeless” over the previous year. 20% of the students surveyed had “seriously considered attempting suicide.” The rates of hospitalization and suicide attempts were even higher for girls. In response to this data, the American Academy of Pediatrics, the American Academy of Child and Adolescent Psychiatry, and the Children’s Hospital Association declared a national emergency in child and adolescent mental health in 2021. The declaration itself notes that while the pandemic exacerbated the mental health crisis in children and teens, the growing rates of mental health concerns predate it.

As we come to grips with this alarming situation and plan for the future, it is also important to note that students who were able to maintain social connections–whether to a friend, counselor, or teacher–during lockdown and remote learning, tended to fare much better than those who did not.

A Patchwork of Solutions

What’s especially concerning about pandemic learning loss is that there is no tried and tested method for recovering so much missed instruction at scale. So how have districts been spending the $190 billion dollars provided as pandemic relief funds? Some of the most common academic recovery interventions among schools surveyed by Future Ed, a research lab at Georgetown University, are summer learning, instructional materials, investing in software, afterschool enrichment, and tutoring. Among the most promising and prevalent interventions is “high-dosage” tutoring, where school districts hire a “tutor corps” that can provide individual and small-group instruction to students. States crafted their own plans, but most address some combination of making up for lost instructional time, investing in student mental health, hiring new staff, training existing staff, and infrastructural investments like expanding internet access for students.

The Center for Education Policy Research at Harvard University released a study that measures the impact of COVID recovery interventions and has identified some effective strategies for alleviating pandemic learning loss. However, the study notes that, “The implementation challenges district leaders recounted suggest that the simple-sounding logic of academic intervention—identify students in need and provide them extra support—belies a host of complex design and implementation decisions.” In other words, the reality is that even apparently straightforward academic interventions are cumbersome to implement at scale, and would require historic action to be effective.

As states and districts weigh their options for how to address these historic setbacks in the academic success and emotional health of American students, we must remember that the statistics we’ve outlined here are helpful for painting a picture of our present reality in aggregate. Yet, it is important not to lose sight of the fact that the development of academic ability, emotional resilience, and self-regulation are deeply personal journeys that each individual student undertakes. Students’ academic abilities and emotional wellbeing are certainly impacted and conditioned by context, but in addition to the way that states, districts, and independent schools end up addressing pandemic learning loss, one thing is for certain: our students will need our continued support, encouragement, and guidance as we continue to make our way out of this strange and difficult time.

To discuss your family’s needs in more detail, please contact us to schedule a call.

By Brad Hoffman, M.S.Ed., Board Certified Educational Planner, and Faya Hoffman, M.A., Board Certified Educational Planner

Sources

Betthäuser, B. A., Bach-Mortensen, A. M., & Engzell, P. (2023). A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic. Nature Human Behavior. https://doi.org/10.1038/s41562-022-01506-4
Howard, J. (2023, January 30). Children lost about 35% of a normal school year’s worth of learning during the pandemic, study suggests. Retrieved May 4, 2023, from https://edition.cnn.com/2023/01/30/health/covid-learning-loss-study-wellness/index.html
Levinson, M., & Markovits, D. (2022, June 23). The Biggest Disruption in the History of American Education. The Atlantic. https://www.theatlantic.com/ideas/archive/2022/06/covid-learning-loss-remote-school/661360/
O’Neill, J. (2023, March 15). New York 4th-graders lost twice as much ground as peers and lost year of learning during pandemic virtual learning. NY Post. https://nypost.com/2023/03/15/nys-4th-graders-saw-test-scores-plummet-during-pandemic/?utm_campaign=iphone_nyp&utm_source=pasteboard_app
Bryant, J., Dorn, E., Pollack, L., & Sarakatsannis, J. (2023, January 11). COVID-19 learning delay and recovery: Where do US states stand? McKinsey & Company. Retrieved May 4, 2023, from https://www.mckinsey.com/industries/education/our-insights/covid-19-learning-delay-and-recovery-where-do-us-states-stand
Braga, Dana, and Kim Parker. “Most K-12 Parents Say First Year of Pandemic Had a Negative Effect on Their Children’s Education.” Pew Research Center, https://www.pewresearch.org/short-reads/2022/10/26/most-k-12-parents-say-first-year-of-pandemic-had-a-negative-effect-on-their-childrens-education/. Accessed 5 May 2023.
AAP-AACAP-CHA Declaration of a National Emergency in Child and Adolescent Mental Health. https://www.aap.org/en/advocacy/child-and-adolescent-healthy-mental-development/aap-aacap-cha-declaration-of-a-national-emergency-in-child-and-adolescent-mental-health/. Accessed 5 May 2023.
Kane, Thomas. “Kids Are Far, Far Behind in School.” The Atlantic, 22 May 2022, https://www.theatlantic.com/ideas/archive/2022/05/schools-learning-loss-remote-covid-education/629938/.
“Academic Recovery.” FutureEd, 7 June 2022, https://www.future-ed.org/academic-recovery/.
“With an Influx of Covid Relief Funds, States Spend on Schools.” FutureEd, 3 Jan. 2021, https://www.future-ed.org/with-an-influx-of-covid-relief-funds-states-spend-on-schools/.
Carbonari, M., Davison, M., DeArmond, M., Dewey, D., Dizon-Ross, E., Goldhaber, D., Hashim, A., Kane, T., McEachin, A., Morton, E., Patterson, T., Staiger, D. (2022) The Challenges of Implementing Academic COVID Recovery Interventions: Evidence From the Road to Recovery Project. Research Report. Cambridge, MA: Center for Education Policy Research, Harvard University. Accessed on May 5, 2023. https://cepr.harvard.edu/road-to-covid-recovery
Mervosh, S. (2023, May 3). It’s Not Just Math and Reading: U.S. History Scores for 8th Graders Plunge. The New York Times. https://www.nytimes.com/2023/05/03/us/us-history-test-scores.html?smid=nytcore-ios-share&referringSource=articleShare
Koo, J. K., Wright, K. D. (2023). Effects of COVID-19 on Educational Outcomes: Enrollment Management Association Special Report. Enrollment Management Association.

AP and IB Programs: Why Consider Them?

May 3, 2023 Brad Hoffman Leave a Comment

Advanced Placement (AP) and International Baccalaureate (IB) Programs—we hear these phrases with varying degrees of frequency in public and private high schools across America. What do they mean, and what are the differences? How do AP and IB programs factor into college planning, and, more importantly, in your learning and growth? Let’s explore potential answers to these questions.

Better Understanding the AP Program

To compare and contrast AP and IB programs, let’s take a closer look at each. The Advanced Placement program is designed by the College Board (the same publisher that provides the SAT). It was first implemented in the 1950s, with courses and exams in ten subject areas. There are now 38 AP courses available, covering everything from Microeconomics to Music Theory to Human Geography (along with all the core subjects). If your school offers AP courses, you can typically elect to take however many you’d like and in any subjects, although taking more than three at a time–as a general rule–can make it a challenge to balance schoolwork. It is, of course, a matter of quality over quantity–take what speaks to you and is meaningful. AP courses are considered college-level, and these courses are intended to explore subjects more deeply and move faster (covering more material) than a non-AP course. At the end of the course is an AP exam, which is where possible college credit or course selection advantages come into play. Depending on the college or university, a score of 3, 4, or 5 may earn you some amount of credit, or potentially allow you to bypass certain courses once you get to college.

AP also offers another rigorous opportunity called the AP Capstone, which involves taking AP Seminar and then AP Research (two year-long classes that develop research, analysis, collaboration, and presentation skills). Students may earn an AP Capstone Diploma by scoring a three or higher on these two exams, plus a three or higher on four additional AP exams of their choosing.

Better Understanding the IB Program

For further comparison of AP and IB programs, let’s look more closely at the IB program. The International Baccalaureate (IB) program similarly offers college-level coursework and demands a great deal of academic investment from its students, but it operates in a different manner from the AP program. The IB program is more fully concerned with the learning experience across grade levels, rather than specific, segmented courses as you elect to take them. Developed in Switzerland in the 1960s, IB offers a Primary Years Program (PYP) and a Middle Years Program (MYP) in addition to the Diploma Program available in grades 11 and 12, but you can start the program in high school without having participated in the PYP or MYP. You can also take some IB courses without completing the full IB diploma if your school’s policies allow it; and any IB course will prepare you for the associated IB exam at the end of the year. The IB curriculum promotes an international focus and interdisciplinary thinking, asking students to take standard- and higher-level courses in various subjects but also in broader genres, such as Theory of Knowledge, service, and creativity. Writing and analysis are major components of the program, and students will practice often, ultimately writing the extended essay (a 4,000-word research paper) as a culminating project for the full Diploma Program.

As one parent of an IB student recently shared, the IB program “teaches the skills that are necessary in today’s world and memorization is the least of these. It’s the difference between being a passive receptor of knowledge and actually becoming the driving force behind your learning process. I see IB as both content and individual exploration of a topic because students have an “IA”, independent assessment, in each of their IB subjects. The 4,000 word thesis is one project but certainly not the only individual project you are doing.”

How are AP and IB Programs Similar?

Both the AP and IB programs can result in either college credits or placing out of certain prerequisite courses at many colleges in the US, depending on a student’s exam level, exam score, and college policy. However, college credit or course selection and placement aren’t the primary reasons to involve yourself in these extensive and intensive academic programs. The most compelling reason to participate in an AP course or the IB program would be that you are excited about learning and want to dive deep into a given topic, or challenge yourself to sharpen the very skills you use to learn any subject. From a learning perspective, the exams at the end of the year are the smallest part of the AP and IB experience; the substance is in everything you will learn and encounter along the way. Moreover, AP and IB courses often contribute to a weighted GPA, which is a way of demonstrating that a student has more rigorously challenged themselves at the high school level.

How are AP and IB Programs Different?

In the same vein as AP, students may earn college credit or place out of certain prerequisite courses via qualifying IB exam scores. Unlike AP, to earn the IB diploma, students must be enrolled in an accredited IB school. Another difference between AP and IB programs is that you may not take an IB end-of-year exam without having been enrolled in the course. It’s possible to take an AP exam without having taken the course, though doing so will probably require extra effort and investment on the student’s own time, whether through practice booklets or working with a private tutor. We see the reverse happen, as well: students can take an AP course throughout the year and decide not to sit for the exam (provided they are at a school that doesn’t require students enrolled in AP classes to take the tests).

The way AP and IB programs function at different schools can vary widely. A growing number of private schools are actually phasing out AP classes, due to the feeling on the part of some teachers that the highly structured (in most subjects) curriculum doesn’t allow for sufficient pedagogical freedom. Some of these schools continue to offer the option for students to take the exams in May and often make the argument that their Honors or Advanced courses can be leveraged for the AP exam. Others may ask that interested students find another nearby school to host them for the exam, though actually making this arrangement has proven extremely challenging (if not impossible) in our experience. Again, as with many factors on the path to college, the details are very school-dependent. Moreover, the AP exams are only offered in May or June, thus scores from grades 10 or 11 may be factored into a college application process, but scores from grade 12 don’t generally affect the application package since scores come back in the summer, well after seniors have already been accepted and decided where they’re going to school. This timing is also true for the IB Diploma Program as results are not available until the summer after senior year has concluded.

It’s important to note that certain universities in the UK require AP exams for their American applicants. This is, of course, a major difference from American colleges, where, as we’ve mentioned, AP scores are not required. Even among the UK schools, AP scores are not universally needed—St Andrews in Scotland, for example, is an exception (it’s also on the Common Application, thus US students can apply without engaging in the UCAS process). So, ultimately, we return to the idea of the value of the courses themselves.

AP and IB Programs Both Offer Challenging Learning Experiences

Both AP and IB programs can offer an exciting depth of knowledge, challenge, and discovery to the student who is willing to spend their time and effort in that learning journey. Both are challenging and richly rewarding. The genuine goal of either program is not to receive college credit, but to take advantage of a truly substantive academic opportunity, and to reap the intellectual benefits. The material, the expansion of critical thinking, and the engagement with peers who are equally invested can afford you a meaningful and memorable year in class, and often the desire to explore further. If your school doesn’t offer AP or IB programs, then focus on selecting the most rigorous courses available to you and don’t fret! Competitive and ambitious students seek out appropriately challenging courses within the framework of whatever their schools make available, and optimizing your high school experience is what’s most important as you navigate your learning journey.

By Jordi Rozenman, M.A., College Counselor and Private Tutor, Brad Hoffman, M.S.Ed., Board Certified Educational Planner, and Faya Hoffman, M.A., Board Certified Educational Planner

What Are A Levels?

May 2, 2023 Brad Hoffman Leave a Comment

In the UK’s unique education system, all students are required to sit formal examinations called GCSEs at around the ages of 15 to 16, after which they are allowed to leave school with no further education requirements. For those who wish to continue their high school education, however, the next step is to study A Levels (Advanced Levels) during the two years between the ages of 16 and 18.

A Levels are designed as a two-year course culminating in exams and a qualification that is superior to a GCSE qualification, but less advanced than a university degree. Indeed, A Levels are an important stepping stone to gain admittance to university in the first place, with universities offering prospective candidates conditional places, dependent upon their achieving certain grades on the final A Level tests. For example, the university may require “three As”, or “two Bs and a C” and it is up to the student to attain these results in their final exams.

Grading

A Levels are graded by letters, ranging from A* (for scores above 90%) through A (for scores above 80%) then B (for scores above 70%) and so on down to E for scores above 40%. Anything under 40% will earn a U, meaning that it was unclassified.

Assessment

Examinations for A Levels happen at the end of the second year of study in one flurry of examinations taking place across several days during the early summer. Certain subjects, such as Art & Design or the main trio of sciences (Biology, Physics and Chemistry) include a significant coursework element that will be completed before these final exams; nonetheless this coursework component will only be worth up to 20% of the overall grade, making it a significant, but not primary part of the assessment.

Uniqueness

The most remarkable feature of A Level courses, which makes them so unique globally, and so notably different from the American system or the European Baccalaureate, is that there are no mandatory subjects. At the age of 16, students are able to choose the subjects that they wish to study and drop all other subjects. Students may pick a maximum of five subjects to study, but most students study three subjects, which is what most universities expect. It may seem tempting to attempt to study more than three subjects, since this would make a student stand out to top universities; but each course of study is very demanding, and there is a very real possibility of struggling under the workload if one takes on too many courses, potentially causing grades to suffer and having the opposite effect of that intended.

The lack of mandatory subjects may be a good or bad thing for the student’s academic growth. For example, a student who loathes math may well thrive once they are no longer obliged to spend time struggling with a hated subject; at the same time, this subject will get no further support and existing math skills may atrophy during the two years that they study their chosen courses. If they wish subsequently to study at an American university, for example, they may find the compulsory math requirements in the American system to be particularly onerous.

However, the unique feature of A Levels that allows for the student to pick courses that they actually want to study encourages students to choose areas of personal interest that will motivate them to pursue their academic career. Studying only three subjects may result in a narrower academic field, but the courses explore those areas more deeply, beginning at an early age a process of specialization that continues into university and the world of employment beyond. By comparison, most American students follow a broader but therefore less in-depth curriculum throughout high school and into their first years of college, only beginning to specialize at the point that they pick their major.

Choosing A Levels

One issue with choosing A Levels at the age of 16 is that many students don’t know at this point in their lives what they wish to study in the future or what vocation they might want to pursue, and therefore do not feel clear about which subjects to pick, and perhaps more importantly which ones they can safely drop. For example, dropping Chemistry at this point would effectively rule out the possibility of a career in medicine.

With over 80 subjects to choose from, trying to make the ‘correct’ choice of which subjects to study can be overwhelming. It is therefore helpful to consider the end-goal, since most students study A Levels with the intention of moving on to university. Universities are typically looking for students with sufficiently strong grades in three subjects, and they will be looking for subjects that pertain to the college course itself. Thus, for example, a student who wants to study for a medical degree will have to have a chemistry A Level and then another two STEM subjects, such as Biology and Math. On the other hand, someone wishing to pursue Politics at university could happily choose more diverse subjects, but will definitely need to have studied at least one essay-based humanities A Level, such as English literature or History, since the college course will have a heavy essay component.

Therefore, it is sensible to contact universities that you might wish to attend to see how many A Level subjects they expect and also what grades are typically required. Alternatively, you might consult UCAS’s guide to choosing a course. The Russell Group, which represents 24 of the leading UK universities, also offers a website to help students make informed choices. However, if you are not yet sure what you wish to study at university – which is typical for 16 year olds – the top ten subjects that keep your options open are: Chemistry, Biology, Physics, Mathematics, Further Mathematics, History, Geography, English Literature, and Languages (either modern or classical). These are all ‘safe’ choices. Ultimately, however, the great gift of A Level is the ability to study whatever is of interest to the student, and it is almost always better to choose subjects that the student will enjoy studying and will be motivated to work on, rather than subjects that they ‘ought’ to do.

International A Levels

As well as the regular UK-based A Levels, there is also a variation called the International A Level (IAL). The IAL has fewer course options (about 55 rather than 85), but there is not a significant difference between the content to be studied. The big difference is in how the tests are taken. The regular A Level is assessed at one set of tests at the end of the second year of study. International A Levels are more flexible: you have the option to sit them in the same way as the regular A Level in one go at the end of the second year; or you can sit half of them at the end of the first year, and the other half at the end of the second year. Also, there is more than one opportunity to sit these tests during the same year, meaning that it’s also easier to resit the IAL if need be. This modular approach to test-taking may suit some candidates who do not like to have all the pressure of the exams happen in one fell swoop; but for many candidates it is preferable to spend the full two years studying and developing their knowledge and skills before having to put them to the test. Indeed, by taking half the exam after only one year of studying, there is much less time to prepare and master the material, which potentially makes the process harder rather than easier.

Flexibility and Depth

Ultimately, the appeal of A Levels lies in the authority it places on the learner themselves: the student gets to choose for themselves what to study and what matters to them; at the same time they are empowered to stop studying subjects that they do not enjoy and don’t care to pursue. This personal investment and choice will – ideally – lead to a more focused and specialized student who takes genuine interest in their studies and develops a depth of appreciation in three areas that simply wouldn’t be possible if they were having to study more subjects.

For support with college planning in the US, UK, EU, or Canada, please contact our office.

By Nick Thomas, Private Tutor, Brad Hoffman, M.S.Ed., Board Certified Educational Planner, and Faya Hoffman, M.A., Board Certified Educational Planner

What are the (I)GCSEs?

May 1, 2023 Brad Hoffman Leave a Comment

In the UK, around the age of 15 to 16, students take public examinations called GCSEs (General Certificate of Secondary Education). These are the only mandatory public examinations in the UK system, which means that after earning these qualifications, 16-year olds are allowed to leave school altogether; nevertheless 16-year old school-leavers are still required to enrol in some form of traineeship or apprenticeship until the age of 18, even if they start a regular job.

For most students, however, GCSEs are merely a stepping-stone towards A Levels, which in turn are needed for enrollment in universities. GCSEs are designed as a two-year course, though some schools may start teaching the curriculum a year earlier to allow students longer to prepare. The courses culminate in a separate qualification for each subject studied. It is obligatory to study English, math and science, but it is typical for students to study at least five GCSE courses since this is a key metric used by the government in rating schools. However, students who expect to pursue their academic studies to A Level and beyond will likely take 9 or 10 GCSEs, and potentially more.

Other than the mandatory subjects, students have a very wide range of courses that they can choose from, including eclectic choices such as Food Technology or Ceramics. As a result, students can begin to direct their own future trajectory at a young age in the UK system, but choices do need to be carefully made at this stage with one eye on A Levels and University: for example, if a student decides not to study chemistry at GCSE, then they won’t be able to study it at A Level, and then they won’t be able to apply to study medicine at university.

In practice, however, the freedom to choose is usually limited by the options available at the student’s school. For example, “Manufacturing” is a GCSE course that only 50 students took in 2017 since almost no schools have the ability to offer it. Most schools also set their own required courses and typically this follows another important metric – the EBacc, or English Baccalaureate. This is a score – not altogether dissimilar to the GPA – awarded to each individual student based on their exam results in English, Math, Science, a language (either ancient or modern), and either History or Geography. As a result, schools usually expect their students to take all these subjects, and since the English requirement usually involves both English Literature and English language, and the Science requirement counts for either two or three GCSEs, it is not unusual for students to have six or seven courses chosen for them, leaving them with the ability to choose only a few courses for themselves.

Grading

A significant overhaul of the GCSE system in 2017 means that exams are now graded with a number between 1 and 9 rather than with letters. 9 is the highest possible grade, and represents a very high level of achievement, equivalent to the old A* grade. The lowest score to be considered a “pass” is a 4, and any score between 4 and 9 will earn a “level 2” qualification which is almost certainly the minimum needed to pursue further education either at A Level or university. Anything below a 4 will earn a “level 1” qualification and a score below that will earn a U, meaning that it was unclassified.

The new grade system has narrower bands and therefore draws sharper distinctions between students’ relative levels. For example, the old A-grade is now separated between 7 (a standard A) and 8 (a strong A), and similarly the old C-grade is distinguished between 4 (a standard passing grade) and 5 (a strong passing grade).

Universities will almost certainly require a 4 or 5 in English and Math at the very least, but at the upper end it should be noted that more than ten GCSEs will only be beneficial if the grades are consistently high. If studying further courses will overburden a student and cause the quality of their work and the resultant grade to suffer, then doing more courses could easily and unnecessarily backfire.

Assessment

Examinations for GCSEs happen at the end of the second year of study in one flurry of examinations taking place across several days during May and June. Resits – if needed – happen in November. GCSE courses used to contain a lot of coursework until the overhaul in 2017; nowadays there is almost no coursework in GCSE courses and the final examinations are almost entirely responsible for the full grade in almost all subjects.

International GCSEs (IGCSEs)

As well as the regular UK-based GCSEs, there is also a variation called the International GCSE (IGCSE). In the past, IGCSEs were more distinct from the GCSEs, but now that GCSEs have been overhauled and have removed the old coursework requirements, there is really very little to tell between the two tests, and they are certainly treated as interchangeable by universities and businesses.

There are, however, two meaningful differences: first of all, the IGCSE can be sat at multiple sessions throughout the year, in November or January or at the classic end-of-year session during May and June. By contrast the GCSE exams are only sat once a year in May and June, with resits occurring during November if necessary.

The second and more important difference is that the IGCSE is truly an international test. It is offered in over 150 countries whereas the GCSE exam is only offered in the UK and at select schools in a handful of other countries. In other words, someone not based in the UK will almost certainly be looking at taking IGCSEs rather than GCSEs. This will typically be preferable for other reasons too: since the IGCSE course is offered all around the world, it means that an international student whose family moves around the world can continue to study the same course and take the same exam, even when they change countries and change schools.

The IGCSE variant is designed for an international audience, and in some courses it even adapts to different countries. Thus, for example, the UK-centric GCSE requires students in English to study Shakespeare and the GCSE course in History places a lot of significance on British history; meanwhile, the IGCSE in English makes Shakespeare optional, and the IGCSE in History offers more variation in topics and cultures from around the world.

Summary

GCSEs (and IGCSEs) are an important stepping stone in the British system, marking the end of formal schooling for some, and a gateway to further education (at A Level and university) for others. It also marks the first point in the system that a student can begin to pick their own courses, although in practice this ability to exercise choice is typically strongly limited by the school that the student attends. Nevertheless, students start to make plans for themselves and their futures, which is a big hallmark of the UK’s A Level exams and university system. The new system is able to distinguish more precisely between candidates, allowing the best students to shine, while at the same time making it straightforward for almost all students to achieve a solid qualification that they can add to their resumes as they choose their next steps in life.

For support with college planning in the US, UK, EU, or Canada, please contact our office.

By Nick Thomas, Private Tutor, Brad Hoffman, M.S.Ed., Board Certified Educational Planner, and Faya Hoffman, M.A., Board Certified Educational Planner

UCAS Overview

April 29, 2023 Brad Hoffman Leave a Comment

The United Kingdom is famous for its university system. Every year, British institutions dominate the top places in international higher education rankings, making the UK an attractive place for applicants from around the world. In order to apply to these universities, students must use University and College Admissions Service, better known as UCAS. This centralized admissions application service is used by all UK universities and colleges. In the 2022-2023 academic cycle, UCAS received 596,590 applicants.

Here is a step-by-step guide to understanding and applying to UK universities through UCAS:

Research

Start by researching the universities and courses that you are interested in. You can use the UCAS website, university websites, league tables, and prospectuses to find out more about the courses on offer. International students can apply through UCAS, just like UK students, but they will need to do some extra paperwork.

Choose a course of study

Once you have registered, you can search for courses using the UCAS website. You can search by course type, location, and subject. Applicants can choose up to five courses to apply for, while in the US, there are no limits.

Another important difference: Whereas most American students enter university without a declared major and finish in four years, UK universities expect students to hit the ground running in order to complete their studies in just three years. UK Students are admitted into specific programs, like Engineering or Classics, so before they even walk through a UK university’s gates, they will have selected and prepared for a major, or course of study.

This process begins with challenging coursework during the first two years of high school in the UK, which is then assessed by GCSEs. It is followed by even more focused and specialized coursework during the last two years of high school in the UK, which is then assessed by A Levels.

Converting international standardized test scores

For US applicants without A levels, APs are strongly encouraged – and often required – in order to demonstrate preparedness for the course to which you are applying. If your school doesn’t offer AP exams, you should be able to arrange to take exams at a nearby high school that administers AP Exams. In practice, this coordination is quite challenging. Students may also include ACT or SAT scores to further show academic excellence depending on the parameters of each university’s admissions office.

Many UK universities also make offers based on overall IB point score (or range) and specific points to be achieved in higher level subjects. For international applicants taking an IB diploma course, the conversion of points into scores is complex.

The highest total that a Diploma programme student can be awarded is 45 points. (42 from six subjects plus three from the Core). A student who manages to earn 45 points on their IB Diploma will get the equivalent to 5 A* at A Level. Following this same logic, 24 points is equivalent to 5 Ds. In the higher level individual courses, 7 is equivalent to A Level A* and 3 equivalent to E. In the standard level individual courses, 7 is equivalent to AS Level A and 3 equivalent to E.

Confused? Speak to your high school’s college counselor, who should be able to provide you with a more detailed explanation of how the IB converts to A Level scores.

Write your personal statement

You will need to write a personal statement that explains why you are interested in the courses that you have chosen and why you are suitable for them. This is your chance to show your passion for your chosen subject and demonstrate your skills and achievements. You can find out more about the differences between the American Common App essay and the UCAS personal statement here.

Provide your education history

You will need to provide details of your qualifications, including GCSEs, A Levels, and any other qualifications that you have. You will also need to provide the name and address of your school or college. If English is not your first language, you will need to demonstrate your proficiency in the language. Most universities in the UK require an English language qualification such as IELTS, TOEFL, or Cambridge English. Check with each university to see which qualifications they accept and what the minimum score requirements are.

A note on Oxbridge

Oxford and Cambridge are the two oldest English-speaking universities in the world and among the most prestigious, making them attractive to many students. Both universities use a special, intensive screening process for applicants and require a round of interviews for all potential admitted students. It is important to keep in mind that with these traditions come a number of unique quirks regarding their application processes. For example, while Cambridge and Oxford are both excellent schools, students may only apply to one, not the other–unless you happen to be a church organist!

Other significant details: At Cambridge, you apply directly to one of the 31 colleges within the university, while at Oxford, you can choose to apply to a specific college or make an open application. Harry Potter fans may already be familiar with the college system. Just like at Hogwarts, students live, dine, and socialize through their college, and each one has its own traditions and culture. Some colleges are women-only, while others specialize in certain subjects, like the sciences. Make sure to carefully research the colleges you’re interested in before applying, as it’s very rare for students to switch once they are admitted.

Additionally, Oxford requires applicants to take the Thinking Skills Assessment (TSA) while Cambridge may require specific admissions tests depending on the course you are applying for, especially if it is technical. Again, make sure to thoroughly read any additional requirements before applying!

Prepare and submit your application

Once you have completed all the sections of the application, you can submit it through UCAS.

If you wish to apply to Oxford or Cambridge, you must submit your application by mid October (it is October 16 for 2024 entry); for all other schools, the deadline is late January (it is January 31 for 2024 entry).

If you are applying as an international student, you will need to provide additional documents to support your application, including your academic transcripts (translated into English) and proof of English language proficiency. You may also need to provide additional documents such as a passport, visa, or financial statement to show that you have enough funds to cover your tuition fees and living expenses in the UK.

You can track the progress of your application on the UCAS website. You will be able to see when your application has been received, when universities have made decisions, and when you have received offers.

When to expect your offers

Once you have received offers, you will need to reply to them through UCAS. These offers will arrive at different times depending on the school and course you’ve applied to.

In the case of Oxford and Cambrdge, all decisions are made after interviews are held in November or December with candidates usually being notified by the end of January. But most other schools will send out letters in March, April, May, and even as late as July!

If you are also applying to American schools, this schedule may make it difficult to know what options you have, which is why it’s best to apply as early as possible in order to make an informed decision. And remember that if you have been accepted on early decision or selective early action to certain American schools, those decisions are binding.

Firm choice vs Insurance

Unlike the American university system, in which offers of admission are almost never reneged on so long as a student remains in good standing, UK schools offer admission based on predicted grades and mock A Level exams. However, this admission is conditioned on students’ final grades and A Level results, which are taken at the end of the academic year. This means students don’t have a clear sense of where they will be attending until the summer between sixth form (or high school) and the start of university.

For many students, this uncertainty necessitates a back up. If you’ve sat your practice A Levels and been accepted for a course at your Firm Choice that requires two As and an A* and then you fail to clear that same bar on your actual A Levels, your offer may be revoked.

The insurance school provides a sense of safety. Choose one with a slightly lower set of requirements than your firm choice. Though it’s not required on the UCAS application, it’s highly recommended.

Getting there

If you live outside the UK and are accepted to study at a UK university, you will need to apply for a student visa. Check with the university for guidance on how to apply for a visa and what the requirements are. Once you have received your offer and your visa, you can start preparing for your studies in the UK. This may include arranging accommodation, booking travel, and familiarizing yourself with the UK’s culture and customs. Tea, anyone?

For support with college planning in the US, UK, EU, or Canada, please contact our office.

By Brad Hoffman, M.S.Ed., Board Certified Educational Planner, and Faya Hoffman, M.A., Board Certified Educational Planner

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What Are A Levels?

Grading

Assessment

Uniqueness

Choosing A Levels

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Flexibility and Depth

What are the (I)GCSEs?

Grading

Assessment

International GCSEs (IGCSEs)

Summary

UCAS Overview

Research

Choose a course of study

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Provide your education history

A note on Oxbridge

Prepare and submit your application

When to expect your offers

Firm choice vs Insurance

Getting there

Company Overview

School Planning

Private Tutoring

Test Preparation