Recalculating High School GPAs How Its Done

HomeApplyCollege AdmissionsRecalculating High School GPAs: How Its DoneThis page may contain affiliate links.Nov 27, 2019Ask any college admissions officer the most important part of a high school senior’s application and the answer is likely, â€Å"The strength of the student’s curriculum and the grades the student gets in those classes.† Sounds straightforward, no? It should be. But it’s often more complicated than that, thanks to high schools’ various grading scales, including weighted averages. Colleges sometimes recalculate high school GPAs as a way to deal with this. Converting GPAs In its 2018 report, â€Å"State of College Admission, the National Association for College Admissions Counseling (NACAC) found that of the top five factors in admissions decisions, three relate to high school classes—grades in college prep classes, grades in all classes, and strength of curriculum. But how do colleges compare the grades from High School A, which grades on a numerical scale (0-100) to High School B, which gives 4 points for every A, 3 points for a B, etc., treating physics and PE the same (both unweighted GPAs)? And what about High School C, which gives extra points for Advanced Placement (AP) and International Baccalaureate (IB) classes, to reflect the rigor of those classes, where an A gets 5 or 6 points and a student’s grade point average (GPA) can be higher than a 4.0 (a weighted GPA)? Pretty confusing stuff. To help level the playing field, the SAT was introduced. It was intended to be a standardized, uncoachable test that measured students’ academic ability and avoided the difficulties of comparing many different grading scales. Although whether or not it’s achieved its goal is debatable, it has leveled the playing field somewhat.But it’s not a perfect system, and we’re often left still trying to understand how colleges understand high school GPAs. How Does Your High School Calculate Your GPA? Colleges know that a student’s performance in high school classes is the best measure of how a student will perform in college. But that still leaves applicants with a lot of questions. For instance, when a college publishes the median GPA of its incoming freshman class, what does that number mean? And how do you know whether your GPA is a â€Å"good† GPA for a particular college? The first step is to understand how your high school calculates your GPA. If your high school uses letter grades, those grades are converted to a numerical equivalent (a widely used scale is 4.0 = A, 3.7 = A-, 3.3 = B+, etc.). The school the adds together all of the class grade numerical equivalents for each grading period for which your high school calculates your GPA (semester, trimester, yearly), and divides by the number of classes. For example: English 11 A = 4.0 Geometry B+ = 3.3 World History B = 3.0 Chemistry B- = 2.7 Spanish III A = 4.0 17 divided by 5 classes = 3.4 GPA To calculate your cumulative GPA, add together the GPAs for each of the grading periods on your transcript and divide by the number of grading periods. The College Board has a useful GPA calculator describing how to convert GPAs to a 4.0 scale. If your English and World History classes are AP classes and your high school has a weighted grading scale, your A in English might be worth 5 points and your B in World History worth 4. If you have a choice, report your weighted GPA on your applications. Unlike an unweighted GPA, it reflects not just your grade, but also the rigor of your curriculum. But how will a college know that As in your high school are much harder to get than As in your friend’s high school across town? Comparing Different High Schools When your high school sends your transcript to colleges, it’s usually accompanied by a high school â€Å"profile.† This document is critically important to college admissions officers, especially for high schools from which they’ve had few applicants. The profile typically provides lots of facts about your high school including student population, number of faculty members, and other demographics. It also provides a breakdown on how the grading system works and which classes are included in the GPA calculation (i.e., only academics or are electives and classes like music and art included as well), and what advanced classes the school offers. Sometimes a profile will provide a chart showing the GPA ranges of students in last year’s senior class. If a tiny percentage of last year’s seniors had GPAs in the 3.8-4.0 range, that tells a college just how tough that school’s grading might be Some colleges create a kind of grade equivalency among applicants by recalculating students’ GPAs. Some colleges simply use their own scale to recalculate applicants’ transcripts so they can be easily compared. Other colleges recalculate the GPA by dropping electives or non-academic classes (that A in Physics counts, while the A in PE is dropped). Some colleges drop an applicant’s 9th grade grades or only use grades through 11th grade. Each college’s system is as unique as each high school’s, which makes it difficult to fully understand what a college is going to do with your high school GPA. But you can rest assured that while it varies from school to school, all applicants to a particular college will have their high school grades evaluated in the same way. Some Examples Let’s take a closer look at the way some different colleges recalculate high school GPAs. University of California The University of California system recalculates applicants’ GPAs, including only college prep classes and awarding 4 points for an A. An extra point for each semester of honors-level classes (which for out-of-state students is defined as only AP and IB classes) in 10th and 11th grades, up to a maximum of 8 points. The system is very explicit about the GPA minimums they seek—3.0 for California residents and 3.4 for out-of-state applicants. University of Michigan The University of Michigan recalculates GPAs using an unweighted 4.0 scale for all classes in 9th through 11th grade, ignoring plusses and minuses (that is, they treat a B+, B, and B- equally as a B). But the university’s website also says, â€Å"Additionally, we review the number of demanding courses separately, and during the holistic review process the rigor of the applicant’s curriculum is taken into consideration.† Wellesley College But other colleges, like Wellesley College, use a different approach. Wellesley explains on its website, â€Å"We really don’t spend much time on the GPA (weighted or unweighted),†¦instead we read each transcript line by line and look at the student’s performance in each individual class. We pay close attention to the rigor a student has taken at their high school†¦, but do not place a whole lot of value in their calculated GPA due to so many variations.† What Makes a Good GPA? So what’s a â€Å"good† GPA for a college? As you can probably guess, it varies from school to school. To give you some idea, many colleges publish a profile of their incoming freshman class that often includes an average GPA. Read carefully what the number represents. Maybe it’s the average GPA of admitted students, which is likely to be higher than the GPA of students in the entering class. The important distinction here is that the former might include the GPAs of students who also were accepted at and chose to attend a more competitive school. Also look to see if the college defines the GPA. Is it weighted? Unweighted? Re-calculated? In the absence of an explanation, it’s hard to know what that number means. But you can use it as a guide. If your unweighted GPA is significantly higher or lower than that number, you will have a sense of whether you will be competitive for admission. How a college will assess your transcript is important to know in order to understand how that college will evaluate your high school performance. But given the many variations in how colleges view GPAs, there’s no secret to how to put together the â€Å"best† transcript other than getting good grades in classes that challenge you. Every college wants to see applicants who have tested themselves with rigorous courses in high school, even if that means an occasional grade lower than you might earn in an easier course. Every college likes to see students whose grades trend upward during high school (unless, of course, you have a straight A average from the start of 9th grade!). And while your transcript may be the most important part of your application, it’s not the only part that colleges evaluate.

Pips Aspirations in Great Expectations - Literature Essay Samples

Great Expectations is the account of a young boy’s transition into adulthood as Pip, the central character, searches for contentment. Born into no particular wealth or distinction, he may have lived wholly satisfied with his modest pedigree had it not been for his association with Miss Havisham and consequently Estella. It was with Estella’s bold expression of â€Å"contempt† for Pip’s â€Å"coarse† appearance that a shadow of discontent was cast over his menial existence. Pip was rapidly overwhelmed by this darkness; it incited in him aspirations towards a brighter, more â€Å"uncommon,†Ã¢â‚¬Å"gentlemanly† existence. This paper traces Pip’s attempts to reach that status and how he ultimately finds contentment.The novel begins with Pip as the quintessential innocent, but his parents’ deaths and his encounter with an escaped convent quickly initiate Pip to his difficult journey to adulthood. This opening incident triggers t he restlessness that governs a majority of the novel’s tone.The impressionable Pip becomes disillusioned upon his first excursion to the ironically named Satis house. Pip is deeply affected by the abovementioned slight from the shrewd, alluring Estella; his overwhelmed heart becomes the most prominent influence on his young life. Quickly after his encounter with Estella, Pip comes to equate being a gentleman with being happy. He simultaneously becomes conscious to the fact that his current situation severely hinders his ability to become a gentleman. Pip’s ambition to become a gentleman, though unlikely, is not unfounded. The early part of the Victorian era saw the rise of the middle class and consequently a great blurring of social distinctions. The unsophisticated began to flourish by way of merchant trade, gaining equal footing with the Victorian â€Å"gentlemen† formerly defined by possession of wealth and property. One specific trait associated with gentlem en in Pip’s society was education, but beyond that society’s definition of gentility was ambiguous. Dickens’ writing is similarly ambiguous; he leaves it to readers to speculate as to how a Victorian gentleman appears and is perceived.Pip quickly gains his own perspective on society’s conception of a gentleman. His desire to attain this end might have been respected as assertiveness had it not been for his injudicious motives. His only goal is to attain Estella’s respect and admiration. He feels that confidence defines a gentleman, as does a self-assured pretense of superiority, particular mannerisms, and thorough education. Pip is unaware that knowledge does not equate to intelligence, and neither guarantees sophistication.Pip never directly confirms that he believes leaving the lower-class working world would elevate him in Estella’s eyes, but he laments his status based on the assumption that it would. He therefore begins to feel dissatis fied with his devoted â€Å"true friend,† Joe, and their way of life: â€Å"I wish my boots weren’t so thick nor my hands so coarse,† he says, and goes on to divulge that he believed himself to be â€Å"ignorant and backward† (105). Joe attempts to console him by comparing Pip’s fundamental education with that of a prince, but Pip is not swayed. Pip is entirely fixed on becoming a gentleman when opportunity strikes. Miss Havisham’s lawyer informs him of his endowed â€Å"expectations.† Pip begins to revel in the thought that his life is actually headed towards that of a gentleman – and toward Estella. Hasty in his conviction that Miss Havisham is indeed his benefactor and intends him for Estella, he toils little over his decision to leave the forge. At this point, assuming a secure future, Pip’s contempt for the â€Å"common or coarse† is fully ingrained. Without yet bettering himself, he sees himself bettered. He displays his newfound arrogance to Biddy upon her attempt to check his swelling pride: â€Å"You are envious, Biddy, and grudging. You are dissatisfied on account of my rise in fortune† (181). Pip’s egoism in this situation is unbecoming; it draws further attention to his inexperience. Pip’s departure from Gad’s Hill at the end of the first volume epitomizes his departure from innocence. The second stage of Great Expectations sees Pip coming to realize his goal to an insincere degree. Whereas a true gentleman comfortably and unconscientiously resides in his role, Pip is not yet accustomed to it; he feels obliged to act the part but does not necessarily succeed. His self-conscious attempts at the gentleman role are obvious as he contemplates the potential confrontation of Trabb’s boy upon return to Gad’s Hill: â€Å"Deeming that a serene and unconscious contemplation of him would best beseem me, and would be most likely to quell his evil mi nd, I advanced with that expression of countenance, and was rather congratulating myself on my success† (274). Pip believes acknowledgment of the boy, who was of similar age (and previously, status) is now beneath him. The conscious effort put forth to rebuff Trabb’s boy is taken with warranted offense, as Pip has become a condescending shell of a gentleman. Pip’s discomfort with his newly acquired status was evidently apparent to the ill-mannered boy of Mr. Trabb, who upon receiving the snub made use of every opportunity to humiliate â€Å"Mr. Pip.† While Pip had outwardly expressed indifference to the boy, he admits that â€Å"Words cannot state the amount of aggravation and injury wreaked upon me† (275) – hardly the cool reaction one would expect from a more sophisticated gentleman.The end of the second and the third stage of Great Expectations reveal the destruction of Pip’s optimism and the consequent nullification of his desire t o be a gentleman. With the abrupt return and revelation of his benefactor, Pip’s fear of being apprehended for aiding an escaped convict eclipses any desire to consider his outward appearance. In addition, he comes to realize that â€Å"gentleman† is merely a title. Estella has commenced a courtship with Bently Drummle, who – if accepted by Estella – should theoretically personify Pip’s assertions. But in attempting to discern the characteristics that make Drummle a gentleman, Pip becomes disillusioned with and turns away from the role of gentleman. One may interpret Great Expectations as a novel of failure, in that Pip fails to realize his initial objective of becoming a gentleman, but perhaps this is a fortunate failure. Pip comes to appreciate the contentment that comes with existence as a good, honest man and not necessarily a gentleman – whatever that means. He realizes, in the end, that happiness is not reserved to gentlemen alone.