As 2013 has comes to a close and 2014 has emerged, educational statistics of the 2012-13 year are being published. One such article caught my eye: The stats on the GRE 2012-13 report. I found some interesting facts that will interest you too. So what is the GRE and what does it mean to you the student?
The Graduate Record Examination better known as the GRE is a standard test that is an admissions requirement for most graduate schools in the USA. For the record there are schools that do not require the GRE and depending on the school the weight of the GRE varies. The GRE was established in 1949 to measure verbal reasoning, quantitative reasoning, analytical writing and creative writing. The test is not related to any one subject but more to capture the overall aptitude of the student.
§ Students are younger. Students in the 18-22 bracket increased from 34% the previous year to 37%.
§ Increased science-orientation: Identifying a degree in natural sciences has gone from 27% the previous year to 32%.
§ The next most popular fields where engineering, social sciences, humanities and education.
§ This report shows the continued importance of the international student population to American graduate educations. Non-U.S. citizens represent about one-third of all GRE test-takers.
§ Asia is sending the most students on American graduate programs.
§ 58% of the GRE test-takers in the U.S. are women and 62% of test-takers in Asia are men.
§ Figures show numerous countries beating the U.S, significantly in the quantitative category that may be key for science and technology.
Average GRE Scores by Race and Ethnicity, U.S. Citizens
Group
|
Verbal
|
Quantitative
|
Writing
|
American Indian
|
150.9
|
147.4
|
3.6
|
Asian
|
152.9
|
153.8
|
3.8
|
Black
|
146.7
|
143.3
|
3.3
|
Mexican
|
149.9
|
146.8
|
3.6
|
Puerto Rican
|
149.4
|
146.3
|
3.4
|
Other Hispanic
|
150.5
|
147.4
|
3.6
|
White
|
154.1
|
150.7
|
3.9
|
GRE Average Scores by Country
Country
|
Number of Test Takers
|
Verbal
|
Quantitative
|
Writing
|
Bangladesh
|
1,664
|
145.7
|
155.8
|
2.9
|
Brazil
|
1,430
|
149.8
|
151.3
|
3.0
|
Britain
|
1,559
|
157.2
|
153.1
|
4.3
|
Canada
|
5,510
|
156.0
|
153.8
|
4.2
|
China
|
42,357
|
146.6
|
163.4
|
2.9
|
Colombia
|
1,294
|
148.6
|
150.2
|
3.0
|
France
|
1,269
|
153.7
|
156.9
|
3.4
|
Germany
|
1,555
|
153.6
|
155.9
|
3.8
|
Ghana
|
1,225
|
145.9
|
146.8
|
3.1
|
India
|
56,782
|
144.7
|
154.3
|
2.9
|
Iran
|
6,326
|
142.4
|
157.4
|
2.9
|
Japan
|
1,374
|
145.1
|
156.6
|
3.0
|
Korea (South)
|
4,870
|
148.3
|
158.8
|
3.1
|
Mexico
|
2,499
|
148.9
|
149.1
|
3.1
|
Nepal
|
1,556
|
145.5
|
154.8
|
3.0
|
Nigeria
|
2,932
|
146.8
|
147.6
|
3.1
|
Pakistan
|
1,955
|
148.7
|
153.5
|
3.4
|
Russia
|
1,101
|
148.3
|
155.7
|
3.1
|
Saudi Arabia
|
4,288
|
137.8
|
142.4
|
2.1
|
Taiwan
|
2,742
|
145.3
|
160.4
|
2.8
|
Turkey
|
2,713
|
144.5
|
158.5
|
2.9
|
United States
|
337,782
|
152.9
|
149.9
|
3.8
|
The good news is that other countries are very interested in studying in the U.S. bad news is we are getting our behinds kicked in the quantitative arena ugh.
No comments:
Post a Comment