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ere.
ia
esco
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e.
co
m
Predic
ting Em
ira
ti
stud
ent
a
ca
dem
ic outco
mes
:
scho
o
l t
ra
cks
a
nd stand
a
rdized
tests
F
a
t
im
a
Al
-
Ali,
J
o
hn
Rice
C
o
l
l
e
g
e
o
f
B
u
si
n
e
ss A
d
mi
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i
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nfo
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ticle
his
to
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y:
R
ec
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ed
Dec
7
,
2
0
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4
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ev
is
ed
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u
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ted
Sep
30
,
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0
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G
lo
b
a
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e
d
u
c
a
ti
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n
s
y
ste
m
s
a
p
p
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y
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p
in
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stra
teg
ies
to
e
n
h
a
n
c
e
a
c
a
d
e
m
ic
o
u
tco
m
e
s.
T
h
e
Un
it
e
d
Ara
b
Emir
a
tes
(
UAE
)
h
a
s
d
e
v
e
lo
p
e
d
sc
h
o
o
l
trac
k
s
to
a
d
d
re
ss
p
e
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rm
a
n
c
e
g
a
p
s
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y
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ff
e
rin
g
m
o
re
v
a
ried
h
ig
h
-
sc
h
o
o
l
tr
a
c
k
s
wh
il
e
a
lso
c
re
a
ti
n
g
a
lo
c
a
l
Emira
tes
S
tan
d
a
rd
ize
d
Tes
ts
(EmS
AT)
fo
r
m
e
a
su
re
m
e
n
t.
Th
is
st
u
d
y
e
x
a
m
in
e
s
th
e
imp
a
c
t
o
f
e
d
u
c
a
ti
o
n
a
l
trac
k
s
in
Emira
ti
sc
h
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o
ls
a
n
d
EmSAT
sc
o
re
s
o
n
UA
E
u
n
iv
e
rsit
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stu
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e
n
ts’
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
.
A
q
u
a
n
t
it
a
ti
v
e
m
u
lt
iv
a
riate
a
n
a
ly
sis
o
f
3
,
1
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0
U
n
i
v
e
rsity
o
f
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h
a
rjah
st
u
d
e
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ts
c
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p
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re
d
t
h
e
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s
a
c
ro
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d
iffere
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ig
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n
d
a
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e
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s
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u
n
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m
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g
ra
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CG
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n
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y
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k
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with
e
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ts
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e
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in
g
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e
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f
o
ll
o
we
d
b
y
t
h
o
se
in
th
e
a
d
v
a
n
c
e
d
a
n
d
sc
ien
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trac
k
s.
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b
ic
a
n
d
m
a
th
e
m
a
ti
c
s
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o
re
s
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re
d
ict
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A
m
o
re
stro
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g
l
y
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h
a
n
En
g
li
sh
,
wh
ic
h
h
a
s
a
m
o
d
e
r
a
te
e
ffe
c
t.
G
e
n
e
r
a
l
trac
k
stu
d
e
n
ts
a
c
h
iev
e
h
ig
h
e
r
CG
P
As
c
o
m
p
a
re
d
t
o
o
t
h
e
r
trac
k
s,
e
v
e
n
a
fter
c
o
n
tr
o
ll
i
n
g
EmSAT
p
e
rfo
rm
a
n
c
e
a
n
d
g
e
n
d
e
r,
su
g
g
e
stin
g
a
c
o
m
p
lex
re
latio
n
sh
i
p
b
e
twe
e
n
h
ig
h
sc
h
o
o
l
e
x
p
e
rien
c
e
s
a
n
d
u
n
i
v
e
rsity
su
c
c
e
ss
.
Th
e
fin
d
in
g
s h
ig
h
li
g
h
t
t
h
e
trac
k
m
o
d
e
l’s
e
ffe
c
ti
v
e
n
e
ss
,
wit
h
th
e
e
li
te
fo
ste
rin
g
stro
n
g
a
c
a
d
e
m
ic
p
a
th
wa
y
s.
Ho
we
v
e
r,
t
h
e
o
v
e
rlap
in
u
n
iv
e
rsity
a
c
h
iev
e
m
e
n
t
b
e
twe
e
n
th
e
g
e
n
e
ra
l
a
n
d
a
d
v
a
n
c
e
d
wa
rra
n
ts
fu
r
th
e
r
re
se
a
rc
h
.
Th
e
stu
d
y
p
ro
v
id
e
s
in
si
g
h
ts
fo
r
p
o
li
c
y
m
a
k
e
rs
t
o
re
fi
n
e
e
d
u
c
a
ti
o
n
a
l
stra
teg
ies
a
n
d
e
n
h
a
n
c
e
stu
d
e
n
t
o
u
tco
m
e
s.
K
ey
w
o
r
d
s
:
Aca
d
em
ic
o
u
tco
m
es
E
m
SAT
Hig
h
s
ch
o
o
l
Hig
h
er
ed
u
ca
tio
n
L
an
g
u
ag
e
p
r
o
f
icien
cy
Sch
o
o
l tr
ac
k
s
UAE
ed
u
ca
tio
n
p
o
licy
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Fatim
a
Al
-
Ali
C
o
lleg
e
o
f
B
u
s
in
ess
Ad
m
in
is
t
r
atio
n
,
Un
iv
e
r
s
ity
o
f
Sh
ar
jah
Sh
ar
jah
,
Un
ited
Ar
ab
E
m
ir
ate
s
E
m
ail:
u
2
0
1
0
2
6
1
8
@
s
h
ar
jah
.
a
c.
ae
1.
I
NT
RO
D
UCT
I
O
N
Glo
b
ally
,
th
e
r
e
ar
e
two
way
s
o
f
o
r
g
an
izin
g
e
d
u
ca
tio
n
al
s
y
s
tem
s
.
T
h
e
f
ir
s
t
is
th
e
in
teg
r
ate
d
s
y
s
tem
,
wh
ich
in
v
o
lv
es
h
eter
o
g
e
n
eo
u
s
g
r
o
u
p
s
o
f
s
tu
d
en
ts
with
v
ar
y
in
g
ab
ilit
ies
to
g
eth
er
n
ar
r
o
w
in
g
ac
ad
em
ic
g
ap
s
an
d
p
r
o
m
o
tin
g
e
d
u
ca
tio
n
al
an
d
s
o
cial
eq
u
ality
.
T
h
e
s
e
co
n
d
s
y
s
tem
o
r
g
a
n
izes
s
tu
d
en
ts
in
to
r
elativ
ely
h
o
m
o
g
en
eo
u
s
g
r
o
u
p
s
b
ased
o
n
th
eir
ac
ad
e
m
ic
ab
ilit
ies,
cr
ea
tin
g
tr
ac
k
s
f
o
r
h
ig
h
-
p
o
ten
tial
an
d
lo
wer
-
p
o
ten
tia
l
s
tu
d
en
ts
[
1
]
,
[
2
]
.
I
n
th
e
Un
it
ed
States
,
Alam
an
d
Mo
h
an
t
y
[
3
]
f
o
u
n
d
t
h
at
s
tu
d
en
ts
’
a
ca
d
em
ic
o
u
tco
m
es
im
p
r
o
v
e
d
wh
en
th
e
y
tr
an
s
itio
n
ed
f
r
o
m
ab
ilit
y
to
m
i
x
ed
ab
ilit
y
g
r
o
u
p
s
with
an
in
cr
ea
s
e
in
ad
m
is
s
io
n
to
ad
v
an
ce
d
class
es a
n
d
b
etter
r
e
s
u
lts
.
C
o
n
v
er
s
ely
,
p
lacin
g
s
tu
d
en
ts
in
lo
wer
g
r
o
u
p
s
ex
ac
er
b
ates
th
eir
p
r
io
r
wea
k
n
ess
an
d
in
g
r
a
in
s
s
o
cial,
r
ac
ial
an
d
cu
ltu
r
al
d
is
cr
im
in
a
tio
n
,
co
n
tr
a
d
ictin
g
s
o
cial
ju
s
tice
,
an
d
eq
u
al
o
p
p
o
r
tu
n
ities
[
1
]
,
[
4
]
.
B
r
itis
h
an
d
Swis
s
s
tu
d
ies
s
h
o
wed
th
at
ea
r
ly
tr
ac
k
in
g
r
ein
f
o
r
ce
s
s
o
cial
an
d
eth
n
ic
d
is
p
ar
ities
[
1
]
,
[
2
]
.
Similar
ly
,
in
ec
o
n
o
m
ically
ch
allen
g
ed
co
m
m
u
n
ities
in
T
o
r
o
n
t
o
,
C
an
ad
a,
th
e
tr
ac
k
in
g
d
ee
p
en
e
d
s
o
cial
d
iv
is
io
n
with
f
r
ien
d
s
h
ip
s
f
o
r
m
ed
with
in
t
h
e
s
am
e
ac
ad
em
ic
tr
ac
k
s
,
wh
ich
r
ein
f
o
r
ce
d
r
ac
ial
d
iv
is
io
n
s
.
St
u
d
en
ts
in
th
e
lo
wer
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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2252
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2
P
r
ed
ictin
g
E
mir
a
ti st
u
d
en
t a
c
a
d
emic
o
u
tco
mes:
s
ch
o
o
l tra
ck
s
a
n
d
s
ta
n
d
a
r
d
iz
ed
test
s
(
F
a
tima
A
l
-
A
li
)
4593
tr
ac
k
s
ex
p
er
ien
ce
d
th
e
m
o
s
t
n
eg
ativ
e
im
p
ac
t,
in
clu
d
i
n
g
b
u
lly
in
g
[
5
]
.
Als
o
,
v
ar
io
u
s
co
u
n
tr
ies
h
av
e
ad
o
p
ted
d
if
f
er
en
t
ac
a
d
em
ic
ap
p
r
o
ac
h
es.
Fo
r
ex
am
p
le,
I
ce
lan
d
,
S
wed
en
,
Den
m
a
r
k
,
So
u
th
Ko
r
ea
,
an
d
J
ap
an
u
s
e
in
teg
r
ated
s
y
s
tem
s
o
f
v
a
r
y
in
g
s
tu
d
en
t
b
ac
k
g
r
o
u
n
d
s
an
d
a
b
ilit
ies.
Ho
wev
er
,
Au
s
tr
ia,
B
elg
i
u
m
,
Ger
m
a
n
y
,
an
d
s
ev
er
al
Swis
s
ca
n
to
n
s
em
b
r
ac
e
th
e
s
ep
ar
ate
s
tr
ea
m
s
,
s
tar
tin
g
in
ea
r
ly
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
[
2
]
.
I
n
ad
d
itio
n
,
h
o
m
o
g
en
eo
u
s
g
if
ted
g
r
o
u
p
s
y
ield
ad
v
an
ta
g
eo
u
s
r
esu
lts
,
b
u
t
h
av
e
co
m
p
lex
p
s
y
c
h
o
-
s
o
cial
e
f
f
ec
ts
[
6
]
.
E
n
v
ir
o
n
m
en
tal
f
ac
to
r
s
s
u
ch
as
s
o
cio
-
ec
o
n
o
m
ic
s
tatu
s
(
SES)
s
ig
n
if
ican
tly
in
f
lu
en
ce
t
h
e
lear
n
er
s
’
co
g
n
itiv
e
ab
ilit
ies
an
d
ac
co
m
p
lis
h
m
en
ts
m
o
r
e
th
an
ag
e,
r
a
ce
,
an
d
g
en
d
er
[
7
]
.
Als
o
,
h
o
m
o
g
en
o
u
s
s
ch
o
o
ls
in
ter
m
s
o
f
ag
e
,
r
ac
e,
d
is
ab
ilit
y
,
an
d
g
e
n
d
er
lim
ited
class
r
o
o
m
en
g
ag
em
e
n
t
[
8
]
.
I
n
g
e
n
er
al,
h
o
m
o
g
e
n
o
u
s
class
es
b
en
ef
it
h
ig
h
ac
h
iev
er
s
,
wh
ile
ad
v
an
ce
d
less
o
n
s
en
h
a
n
ce
c
r
itical
th
in
k
in
g
an
d
o
f
f
e
r
ch
a
llen
g
in
g
ac
tiv
ities
.
C
o
n
v
er
s
ely
,
it
ca
n
b
e
p
r
o
b
le
m
atic
f
o
r
o
th
e
r
s
an
d
lead
to
u
n
d
er
ac
h
iev
er
s
in
lo
wer
tr
ac
k
s
.
T
h
is
em
p
h
asizes
m
em
o
r
izin
g
,
r
esu
ltin
g
in
lo
we
r
ex
p
ec
tatio
n
s
f
r
o
m
th
e
teac
h
e
r
s
.
T
h
er
ef
o
r
e,
s
tu
d
en
ts
f
ee
l
ap
p
r
eh
en
s
iv
e
to
s
ee
k
h
elp
,
f
ea
r
in
g
b
ein
g
s
ee
n
as
in
co
m
p
eten
t
[
9
]
.
Mo
r
e
o
v
er
,
a
s
tu
d
y
in
C
h
in
a
f
o
u
n
d
s
im
ilar
class
d
is
p
ar
ities
an
d
s
u
g
g
ested
s
o
lu
tio
n
s
to
ad
d
r
es
s
in
eq
u
alities
b
y
r
aisi
n
g
th
e
to
tal
en
r
o
llm
en
t
i
n
h
ig
h
er
ed
u
ca
tio
n
allo
ca
ted
to
v
o
ca
tio
n
al
an
d
g
e
n
er
al
h
i
g
h
s
ch
o
o
l
g
r
a
d
u
ates.
Ho
wev
e
r
,
p
o
licy
i
n
itiativ
es
r
elate
d
to
en
h
a
n
ce
d
h
ig
h
er
ed
u
ca
tio
n
o
p
p
o
r
tu
n
ities
f
o
r
all
s
tu
d
en
ts
h
av
e
n
o
t y
et
b
ee
n
ad
d
r
ess
ed
[
1
0
]
.
Me
an
wh
ile,
th
e
U
n
ited
Ar
a
b
E
m
ir
ates
(
UAE
)
h
ad
o
n
l
y
t
wo
tr
ac
k
s
,
s
cien
tific
a
n
d
liter
ar
y
tr
ac
k
s
,
b
ef
o
r
e
2
0
1
5
wh
ich
cr
ea
te
d
a
s
ce
n
ar
io
wh
er
e
m
o
r
e
th
an
h
alf
th
e
s
tu
d
en
ts
o
p
ted
f
o
r
lit
er
ar
y
tr
ac
k
s
d
u
e
to
in
ad
eq
u
ate
s
k
ills
[
1
1
]
,
[
1
2
]
.
Als
o
,
g
en
d
er
r
ep
r
esen
tatio
n
in
s
taf
f
was
p
o
o
r
as
m
o
s
t
f
em
ale
s
taf
f
wo
r
k
ed
with
th
e
g
ir
ls
,
with
th
e
b
o
y
s
le
f
t
with
o
u
t
E
m
ir
ati
teac
h
er
s
.
T
h
ese
ch
allen
g
es
r
esu
lted
in
p
o
o
r
ac
ad
em
ic
p
er
f
o
r
m
an
ce
with
f
em
ale
lea
r
n
er
s
co
n
s
id
er
ab
ly
o
u
tp
er
f
o
r
m
in
g
th
eir
m
ale
co
u
n
ter
p
ar
ts
[
1
3
]
.
Fu
r
th
e
r
m
o
r
e
,
f
em
ales
o
u
tn
u
m
b
er
ed
m
ales
in
m
an
y
i
n
s
titu
tio
n
s
o
f
h
ig
h
er
lear
n
in
g
.
Als
o
,
m
ale
lear
n
er
s
f
ac
ed
d
if
f
ic
u
lties
in
lan
g
u
ag
e
p
r
o
g
r
am
s
an
d
en
r
o
llm
en
t
s
tan
d
ar
d
s
[
1
4
]
.
I
n
UAE
u
n
iv
er
s
ities
,
th
e
E
n
g
lis
h
lan
g
u
ag
e
is
th
e
p
r
im
ar
y
m
ed
iu
m
o
f
in
s
tr
u
ctio
n
.
T
h
is
p
o
s
es
ch
allen
g
es
f
o
r
g
r
a
d
u
at
es
f
r
o
m
p
u
b
lic
o
r
g
o
v
er
n
m
en
t
s
ch
o
o
ls
,
wh
o
ar
e
ed
u
ca
ted
in
Ar
ab
ic,
a
n
d
it
af
f
ec
ts
th
eir
p
er
f
o
r
m
a
n
ce
an
d
p
r
o
g
r
ess
in
E
n
g
lis
h
co
u
r
s
es.
C
o
n
tr
asti
n
g
ly
,
p
r
iv
ate
s
ch
o
o
l
g
r
ad
u
ates
wh
o
ar
e
in
s
t
r
u
cted
in
E
n
g
lis
h
ten
d
to
b
e
m
o
r
e
en
g
ag
ed
a
n
d
s
u
cc
ess
f
u
l
ac
ad
em
ically
[
1
5
]
.
I
n
2
0
1
4
,
a
p
p
r
o
x
im
ately
3
3
%
o
f
th
e
UAE
’
s
e
d
u
ca
tio
n
b
u
d
g
et
was
allo
ca
ted
t
o
im
p
r
o
v
in
g
E
n
g
lis
h
p
r
o
f
icien
cy
to
ass
is
t
in
th
eir
p
u
r
s
u
it
o
f
h
ig
h
er
e
d
u
ca
tio
n
.
Nev
er
th
ele
s
s
,
th
e
UAE
h
as
co
n
tin
u
ed
to
in
v
est
to
b
ec
o
m
e
a
r
eg
io
n
al
lead
er
d
esp
ite
n
o
t
attain
in
g
ab
o
v
e
-
a
v
er
ag
e
r
an
k
in
g
in
in
ter
n
atio
n
al
ex
am
in
atio
n
s
y
s
tem
s
[
1
3
]
.
R
ec
o
g
n
izin
g
th
ese
ch
allen
g
e
s
r
ev
ea
ls
th
e
im
m
en
s
e
g
ap
s
th
at
th
e
UAE
n
ee
d
s
to
f
ill
in
its
s
u
b
s
tan
tia
l
in
v
estme
n
ts
to
im
p
r
o
v
e
th
eir
a
ca
d
em
ic
o
u
tco
m
es a
n
d
m
ee
t w
o
r
k
p
lace
n
ee
d
s
[
1
2
]
,
[
1
3
]
,
[
1
6
]
.
Po
s
t
2
0
1
5
,
th
e
UAE
g
o
v
er
n
m
en
t
d
ev
elo
p
ed
th
e
E
m
ir
ates
Sch
o
o
l
Mo
d
el,
o
f
f
er
in
g
a
s
tr
ea
m
in
g
ap
p
r
o
ac
h
b
ased
o
n
ac
ad
em
ic
ap
titu
d
e,
t
o
p
r
o
v
id
e
tailo
r
ed
o
p
p
o
r
tu
n
ities
in
clu
d
in
g
d
iv
e
r
s
e
ac
ad
em
ic
an
d
ap
p
lied
tr
ac
k
s
[
1
2
]
.
E
n
g
lis
h
a
n
d
s
cien
tific
cu
r
r
ic
u
lu
m
ar
e
d
eliv
er
ed
in
E
n
g
lis
h
v
ia
ce
r
tifi
ed
E
n
g
lis
h
-
s
p
ea
k
i
n
g
teac
h
er
s
[
1
7
]
,
[
1
8
]
.
A
cu
r
r
ic
u
lu
m
with
d
iv
er
s
e
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
en
h
an
ce
s
s
tu
d
e
n
ts
’
m
o
tiv
atio
n
an
d
en
g
ag
em
e
n
t
[
1
9
]
.
Fu
r
th
er
m
o
r
e
,
alig
n
in
g
with
th
e
UAE
Vis
io
n
2
0
7
1
,
th
e
m
at
h
em
atics
cu
r
r
i
cu
la
wer
e
d
esig
n
ed
to
alig
n
with
th
e
co
n
te
n
t
k
n
o
wled
g
e
an
d
in
ter
n
atio
n
al
ass
ess
m
en
t
s
tan
d
ar
d
s
[
1
2
]
.
T
h
e
s
ec
o
n
d
ar
y
g
o
v
er
n
m
en
t
s
ch
o
o
ls
o
f
f
er
th
r
ee
m
ain
tr
ac
k
s
:
ac
ad
em
ic,
tech
n
ical,
an
d
v
o
ca
tio
n
al.
T
h
e
ac
a
d
em
ic
tr
a
ck
is
f
u
r
th
er
d
iv
i
d
ed
in
to
elite
f
o
r
th
e
h
ig
h
ac
h
ie
v
e
r
s
,
ad
v
an
ce
d
a
n
d
g
en
er
al
,
r
es
p
ec
tiv
ely
.
Ho
wev
e
r
,
t
h
e
tech
n
ical
an
d
v
o
ca
tio
n
al
tr
ac
k
s
in
clu
d
e
ad
v
an
ce
d
tech
n
ical,
g
en
er
al
tech
n
ical,
an
d
a
p
p
lied
[
1
8
]
.
T
h
e
g
en
er
al
tr
ac
k
is
r
o
o
ted
in
d
eliv
er
in
g
in
s
tr
u
ctio
n
s
o
n
a
b
a
s
ic
u
n
d
er
s
tan
d
in
g
o
f
g
en
e
r
al
c
u
ltu
r
e
an
d
h
is
to
r
y
an
d
ap
p
lied
s
cien
tific
k
n
o
wled
g
e,
s
u
p
p
o
r
ted
b
y
th
e
m
ater
ials
th
at
en
h
an
ce
t
h
e
p
r
ac
tical
ar
ea
.
T
h
is
en
ab
les
th
e
lear
n
er
s
to
atten
d
h
ig
h
er
ed
u
ca
tio
n
an
d
e
n
r
o
ll
in
ap
p
lied
s
cien
tific
d
is
cip
lin
es
t
h
r
o
u
g
h
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
an
d
f
u
tu
r
e
n
ee
d
s
.
Stu
d
en
ts
s
tu
d
y
v
ar
io
u
s
s
u
b
je
cts
s
u
ch
as
m
ath
em
atics,
b
u
s
in
ess
ad
m
in
is
tr
atio
n
,
ch
em
is
tr
y
,
h
ea
lth
s
cien
ce
,
c
o
m
p
u
ter
s
cien
ce
,
b
io
lo
g
y
,
an
d
p
h
y
s
ics,
alo
n
g
with
co
m
m
o
n
s
u
b
jects
in
o
th
er
ed
u
ca
tio
n
al
tr
ac
k
s
,
s
u
ch
as
E
n
g
lis
h
,
Ar
ab
ic,
I
s
lam
ic
s
tu
d
ies,
s
o
cial
s
tu
d
ies,
an
d
ar
t.
T
h
ey
ca
n
also
lear
n
f
o
r
eig
n
lan
g
u
a
g
es,
in
clu
d
in
g
C
h
in
ese,
J
ap
an
ese,
an
d
Fre
n
ch
[
1
8
]
.
B
ased
o
n
p
r
i
o
r
test
in
g
d
u
r
in
g
u
p
p
er
p
r
im
ar
y
ed
u
ca
tio
n
,
p
r
o
f
icien
t
lea
r
n
er
s
in
m
ath
e
m
atics
ar
e
o
f
f
er
ed
th
e
a
d
v
a
n
ce
d
t
r
ac
k
,
wh
ich
o
f
f
er
s
m
o
r
e
ad
v
a
n
c
ed
s
cien
tific
s
u
b
jects
in
m
a
th
em
atics,
p
h
y
s
ics,
ch
em
is
tr
y
,
an
d
b
i
o
lo
g
y
,
en
a
b
lin
g
ad
m
is
s
io
n
to
s
cien
tific
,
e
n
g
in
ee
r
in
g
,
an
d
m
e
d
ical
u
n
i
v
er
s
ity
p
r
o
g
r
am
s
[
1
8
]
,
[
2
0
]
.
T
h
e
last
tr
ac
k
is
th
e
c
o
m
p
etitiv
e
tr
ac
k
,
elite
,
wh
ich
is
r
eser
v
ed
f
o
r
th
e
to
p
1
0
%
o
f
E
m
ir
ati
s
tu
d
en
ts
wh
o
ex
ce
l
in
m
ath
em
atics
an
d
s
cien
ce
d
u
r
in
g
th
e
ea
r
l
y
p
r
im
ar
y
s
tag
e.
T
h
is
tr
ac
k
is
d
is
tin
ct
f
r
o
m
o
th
er
s
,
r
u
n
n
i
n
g
f
r
o
m
g
r
ad
e
5
t
o
g
r
a
d
e
1
2
,
an
d
aim
s
to
ex
p
o
s
e
s
tu
d
en
ts
to
a
d
v
an
ce
d
lea
r
n
in
g
r
eso
u
r
ce
s
an
d
ex
p
er
ie
n
ce
s
.
T
h
e
tr
ac
k
em
p
h
asizes
p
r
o
g
r
ess
iv
e
s
cien
tific
an
d
in
n
o
v
ativ
e
s
k
ills
am
o
n
g
y
o
u
t
h
as
p
er
th
e
UAE
’
s
Natio
n
al
I
n
n
o
v
atio
n
Stra
teg
y
to
d
iv
er
s
if
y
th
e
ec
o
n
o
m
y
,
b
y
o
f
f
er
in
g
a
p
r
e
-
ad
v
an
ce
d
p
lace
m
en
t
(
Pre
-
AP)
cu
r
r
icu
lu
m
f
r
o
m
g
r
ad
es
5
t
o
8
an
d
a
n
ad
v
an
ce
d
p
lace
m
en
t
(
AP)
cu
r
r
icu
lu
m
f
o
r
th
e
th
ir
d
cy
cle
f
r
o
m
g
r
ad
es
9
to
1
2
[
1
8
]
,
[2
0
]
–
[
2
3
]
.
T
ab
le
1
s
u
m
m
ar
ize
s
cu
r
r
icu
lu
m
d
etails f
o
r
ea
ch
tr
ac
k
.
Me
an
wh
ile,
ass
ess
m
en
t
test
s
h
av
e
b
ec
o
m
e
ess
en
tial
to
o
ls
f
o
r
t
h
e
co
m
p
ar
ativ
e
ev
al
u
atio
n
o
f
ed
u
ca
tio
n
al
q
u
ality
an
d
h
u
m
an
ca
p
ital
d
ev
elo
p
m
en
t
a
cr
o
s
s
n
atio
n
s
.
Fo
r
ex
am
p
le,
th
e
Pro
g
r
am
f
o
r
I
n
ter
n
atio
n
al
Stu
d
en
t
Ass
ess
m
en
t
(
PISA)
test
,
co
n
d
u
cte
d
b
y
th
e
Or
g
an
izatio
n
f
o
r
E
co
n
o
m
i
c
C
o
-
o
p
er
atio
n
a
n
d
Dev
elo
p
m
en
t
(
OE
C
D
)
,
ass
es
s
es
s
tu
d
en
ts
’
ab
ilit
ies
in
r
ea
d
in
g
,
m
ath
e
m
atics,
an
d
s
cien
c
e
k
n
o
wled
g
e
[
2
4
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
5
9
2
-
4
6
0
3
4594
Similar
ly
,
th
e
T
r
en
d
s
in
I
n
ter
n
atio
n
al
Ma
th
em
atics
an
d
Scien
ce
Stu
d
y
(
T
I
MSS)
h
as
b
ee
n
d
ev
elo
p
ed
to
f
o
c
u
s
o
n
m
at
h
em
atics
an
d
s
cien
ce
s
k
ills
ac
h
iev
em
en
t
[
2
5
]
.
Fu
r
t
h
er
more
,
C
air
n
s
an
d
Ar
ee
p
at
tam
an
n
il
[
2
6
]
u
s
ed
a
m
u
lti
-
lev
el
ap
p
r
o
ac
h
to
a
n
aly
ze
PISA
2
0
1
5
r
esu
lts
in
Au
s
tr
alian
s
ch
o
o
ls
to
esti
m
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
in
d
iv
id
u
al
PISA
item
s
(
ass
es
s
m
en
t
item
s
in
clu
d
e
d
if
f
er
en
t
q
u
esti
o
n
s
)
an
d
lear
n
er
s
’
s
cien
ce
o
u
tco
m
e
s
co
r
es.
I
t
also
p
r
e
d
icted
teac
h
er
-
d
ir
ec
ted
p
r
ac
tices
’
in
ter
m
e
d
iar
y
im
p
ac
t
o
n
th
ese
ass
o
ciatio
n
s
.
T
h
e
f
i
n
d
in
g
s
h
ig
h
lig
h
ted
th
e
n
ee
d
f
o
r
clea
r
p
r
o
ce
d
u
r
es to
en
h
a
n
ce
th
e
im
p
lem
en
tatio
n
o
f
th
e
e
x
p
lan
ato
r
y
in
s
tr
u
ctio
n
s
in
th
e
s
cien
ce
s
ess
io
n
s
f
o
r
b
etter
ac
h
iev
em
en
ts
.
T
ab
le
1
.
Su
m
m
a
r
y
o
f
th
e
e
d
u
c
atio
n
al
tr
ac
k
s
’
cu
r
r
icu
lu
m
G
e
n
e
r
a
l
:
B
a
si
c
sc
i
e
n
t
i
f
i
c
s
u
b
j
e
c
t
s
(
i
n
A
r
a
b
i
c
)
A
d
v
a
n
c
e
d
:
K
n
o
w
l
e
d
g
e
d
e
p
t
h
i
n
s
c
i
e
n
t
i
f
i
c
su
b
j
e
c
t
s
(
i
n
E
n
g
l
i
s
h
)
,
i
n
c
o
r
p
o
r
a
t
i
n
g
S
TR
EA
M
st
a
n
d
a
r
d
s
i
n
t
o
s
u
b
j
e
c
t
s
El
i
t
e
:
P
l
a
c
e
me
n
t
c
u
r
r
i
c
u
l
u
m (A
P
)
i
n
c
o
o
p
e
r
a
t
i
o
n
w
i
t
h
t
h
e
C
o
l
l
e
g
e
B
o
a
r
d
A
r
a
b
i
c
A
r
a
b
i
c
A
r
a
b
i
c
En
g
l
i
sh
En
g
l
i
sh
En
g
l
i
sh
p
l
u
s
M
a
t
h
e
ma
t
i
c
s
M
a
t
h
e
ma
t
i
c
s
M
a
t
h
e
ma
t
i
c
s
I
sl
a
mi
c
e
d
u
c
a
t
i
o
n
I
sl
a
mi
c
e
d
u
c
a
t
i
o
n
I
sl
a
mi
c
e
d
u
c
a
t
i
o
n
S
o
c
i
a
l
st
u
d
i
e
s
/
m
o
r
a
l
e
d
u
c
a
t
i
o
n
S
o
c
i
a
l
st
u
d
i
e
s
/
m
o
r
a
l
e
d
u
c
a
t
i
o
n
S
o
c
i
a
l
st
u
d
i
e
s
/
m
o
r
a
l
e
d
u
c
a
t
i
o
n
A
r
t
s:
v
i
s
u
a
l
a
r
t
s/
d
r
a
m
a
/
m
u
s
ic
A
r
t
s:
v
i
s
u
a
l
a
r
t
s/
d
r
a
m
a
/
m
u
s
i
c
A
r
t
s:
v
i
s
u
a
l
a
r
t
s/
d
r
a
m
a
/
m
u
s
i
c
O
t
h
e
r
l
a
n
g
u
a
g
e
s
:
F
r
e
n
c
h
,
C
h
i
n
e
se
,
a
n
d
J
a
p
a
n
e
se
O
t
h
e
r
l
a
n
g
u
a
g
e
s
:
F
r
e
n
c
h
,
C
h
i
n
e
se
,
a
n
d
Jap
a
n
e
se
O
t
h
e
r
l
a
n
g
u
a
g
e
s:
F
r
e
n
c
h
,
C
h
i
n
e
se
,
a
n
d
J
a
p
a
n
e
se
C
o
m
p
u
t
e
r
s
c
i
e
n
c
e
(
g
r
a
d
e
s
9
a
n
d
10)
/
c
r
e
a
t
i
v
e
d
e
si
g
n
a
n
d
i
n
n
o
v
a
t
i
o
n
(
g
r
a
d
e
s
1
1
a
n
d
12)
C
o
m
p
u
t
e
r
s
c
i
e
n
c
e
(
g
r
a
d
e
s
9
a
n
d
1
0
)
/
c
r
e
a
t
i
v
e
d
e
s
i
g
n
a
n
d
i
n
n
o
v
a
t
i
o
n
(
g
r
a
d
e
s
1
1
a
n
d
12)
C
o
m
p
u
t
e
r
sc
i
e
n
c
e
(
g
r
a
d
e
s
9
a
n
d
1
0
)
/
c
r
e
a
t
i
v
e
d
e
si
g
n
a
n
d
i
n
n
o
v
a
t
i
o
n
(
g
r
a
d
e
s
1
1
a
n
d
12)
C
h
e
mi
s
t
r
y
C
h
e
mi
s
t
r
y
C
h
e
mi
s
t
r
y
B
i
o
l
o
g
y
B
i
o
l
o
g
y
B
i
o
l
o
g
y
P
h
y
s
i
c
s
P
h
y
s
i
c
s
P
h
y
s
i
c
s
H
e
a
l
t
h
s
c
i
e
n
c
e
(
G
r
a
d
e
s
1
1
a
n
d
1
2
)
H
e
a
l
t
h
s
c
i
e
n
c
e
(
g
r
a
d
e
s
1
1
a
n
d
1
2
)
H
e
a
l
t
h
sc
i
e
n
c
e
(
g
r
a
d
e
s
1
1
a
n
d
1
2
)
B
u
s
i
n
e
ss
a
d
m
i
n
i
s
t
r
a
t
i
o
n
-
-
N
o
t
e
:
S
c
i
e
n
c
e
,
t
e
c
h
n
o
l
o
g
y
,
r
e
a
d
i
n
g
a
n
d
w
r
i
t
i
n
g
,
e
n
g
i
n
e
e
r
i
n
g
,
a
r
t
s,
a
n
d
mat
h
e
mat
i
c
s
(
S
TR
EA
M
)
Mo
r
g
an
[
2
7
]
ex
am
in
ed
th
e
ass
ess
m
en
t
to
o
ls
th
at
d
if
f
er
en
t
co
u
n
tr
ies
ad
o
p
ted
esp
ec
ially
with
in
th
e
Ar
ab
r
eg
io
n
an
d
f
o
u
n
d
th
at
Qata
r
an
d
th
e
UAE
u
s
e
g
lo
b
al
ac
co
u
n
tab
ilit
y
f
r
am
ewo
r
k
s
wh
ich
h
av
e
en
ab
led
th
em
to
r
ef
o
r
m
th
eir
ed
u
ca
tio
n
s
y
s
tem
s
.
Ho
wev
er
,
th
e
au
th
o
r
h
ig
h
lig
h
ted
th
e
v
alu
e
o
f
lo
ca
lized
s
o
lu
tio
n
s
wh
ich
ar
e
alig
n
ed
to
th
e
co
m
m
u
n
ity
n
ee
d
s
[
2
7
]
.
T
h
ese
v
iews
wer
e
s
u
p
p
o
r
ted
b
y
Kan
d
ee
l
[
2
5
]
wh
ich
n
o
ted
th
at
co
m
m
u
n
ity
en
g
ag
em
en
ts
in
th
e
UAE
an
d
Sau
d
i
Ar
ab
ia’
s
in
ter
n
atio
n
al
test
s
wer
e
s
im
ilar
to
o
th
er
co
u
n
tr
ies
s
u
ch
as
C
h
in
a
wh
ich
h
av
e
im
p
r
o
v
ed
th
eir
r
esu
lts
.
W
h
ile
g
lo
b
al
ex
am
s
h
av
e
f
o
cu
s
ed
o
n
test
in
g
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
s
ac
r
o
s
s
d
if
f
er
en
t
p
ar
ticip
atin
g
co
u
n
tr
ies,
s
o
m
e
n
atio
n
s
s
u
ch
as
th
e
Un
ited
States
(
US)
,
th
e
R
u
s
s
ian
Fed
er
atio
n
(
R
F),
an
d
th
e
UAE
u
s
e
n
atio
n
al
s
tan
d
ar
d
ized
test
s
to
en
s
u
r
e
th
e
s
tu
d
en
ts
’
r
ea
d
in
ess
f
o
r
co
lleg
e
an
d
to
ex
am
in
e
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
ed
u
ca
tio
n
s
y
s
tem
,
in
clu
d
in
g
th
eir
ed
u
ca
tio
n
p
o
licies
an
d
lear
n
er
s
’
o
u
tco
m
es
[
2
8
]
.
T
h
e
s
ch
o
last
ic
ac
h
iev
em
en
t
test
(
SAT)
was
d
esig
n
ed
b
y
th
e
C
o
lleg
e
B
o
ar
d
,
a
n
o
t
-
f
o
r
-
p
r
o
f
it
m
em
b
er
s
h
ip
o
r
g
an
izatio
n
,
to
en
h
an
ce
s
tu
d
en
t
o
p
p
o
r
tu
n
ities
an
d
s
k
ills
d
ev
elo
p
m
en
t.
I
t
is
u
s
ed
g
lo
b
ally
as
an
in
d
icato
r
o
f
attain
m
en
t
[
2
9
]
.
Usi
n
g
d
ata
f
r
o
m
a
n
o
r
th
ea
s
ter
n
u
n
iv
er
s
ity
in
th
e
US,
r
esear
ch
er
s
r
ev
ea
led
th
at
th
e
b
ac
k
g
r
o
u
n
d
o
f
f
o
s
ter
ca
r
e
s
tu
d
en
ts
d
ir
ec
tly
af
f
ec
ted
th
eir
ex
am
s
co
r
es
an
d
co
lleg
e
r
ea
d
in
ess
[
3
0
]
.
I
n
Nig
er
ia,
Ak
p
o
to
r
an
d
E
g
b
u
le
[
3
1
]
ass
ess
ed
g
en
d
er
d
if
f
er
en
ce
s
in
p
h
y
s
ics
u
s
in
g
SAT
d
ata,
s
h
o
win
g
th
at
m
ales
o
u
tp
er
f
o
r
m
ed
f
em
ales
th
u
s
r
eq
u
ir
in
g
m
o
r
e
s
u
p
p
o
r
t.
W
ei
[
3
2
]
u
s
ed
SAT
s
co
r
es
to
in
v
esti
g
ate
two
d
if
f
er
en
t c
o
u
n
tr
ies’
p
o
licies (
C
h
in
a
an
d
th
e
US)
to
en
s
u
r
e
co
lleg
e
ac
ce
p
tan
ce
an
d
s
tu
d
en
ts
'
p
r
ep
ar
atio
n
.
E
ls
ewh
er
e
,
SAT
an
d
Am
er
ican
C
o
lleg
e
T
esti
n
g
(
AC
T
)
ar
e
u
s
ed
alo
n
g
with
th
e
h
ig
h
s
ch
o
o
l
cu
m
u
lativ
e
g
r
ad
e
p
o
in
t
av
er
ag
e
(
C
GPA)
,
to
p
r
ed
ict
co
lleg
e
g
r
ad
u
atio
n
in
Am
er
ican
h
ig
h
er
ed
u
ca
tio
n
[
3
3
]
.
Mo
r
eo
v
er
,
SAT
an
d
AC
T
ac
co
m
m
o
d
atio
n
co
u
r
s
es
ar
e
u
s
ed
b
y
Asi
an
p
ar
en
ts
to
s
u
p
p
o
r
t
th
eir
ch
ild
r
en
in
ac
h
iev
in
g
h
ig
h
er
s
co
r
es
in
th
e
US.
T
h
e
s
tu
d
y
s
h
o
wed
th
at
teac
h
er
s
in
h
ig
h
-
p
er
f
o
r
m
in
g
s
ch
o
o
ls
wo
u
ld
h
av
e
m
o
r
e
f
r
eq
u
en
tly
co
n
s
id
er
ed
ca
r
ee
r
g
o
als
wh
en
cr
ea
tin
g
p
er
s
o
n
al
lear
n
in
g
p
lan
s
,
s
h
ar
in
g
th
e
p
r
o
ject
o
u
tco
m
es
with
th
e
co
m
m
u
n
ity
,
an
d
ass
ess
in
g
n
o
n
-
ac
ad
em
ic
o
u
tco
m
es.
T
h
ese
s
tr
ateg
ies
lead
to
b
etter
ac
ad
em
ic
o
u
tco
m
es a
n
d
h
ig
h
p
er
f
o
r
m
an
ce
m
ea
s
u
r
ed
b
y
s
tan
d
ar
d
ized
ass
ess
m
en
ts
[
3
4
]
.
Me
an
wh
ile,
Gr
ab
ar
n
ik
et
a
l
.
[
2
8
]
o
b
s
er
v
ed
s
ig
n
if
ican
t
v
ar
iatio
n
s
in
th
e
g
o
als
o
f
th
e
US
an
d
th
e
R
F
n
atio
n
al
ex
am
s
.
Fo
r
in
s
tan
ce
,
th
e
SAT
an
d
AC
T
s
in
th
e
US
m
ain
ly
m
ea
s
u
r
e
f
u
n
d
am
en
tal
s
k
ills
s
u
ch
as
liter
ac
y
,
m
ath
em
atics,
an
d
wr
itin
g
s
k
ills
f
o
r
co
lleg
e
s
u
cc
ess
.
I
n
co
n
tr
ast,
th
e
UC
S
test
s
in
R
F
ev
alu
ate
s
tu
d
en
ts
’
k
n
o
wled
g
e
ac
q
u
ir
ed
d
u
r
in
g
s
ch
o
o
lin
g
,
en
s
u
r
in
g
eq
u
al
o
p
p
o
r
tu
n
ities
an
d
tr
an
s
p
ar
en
cy
d
u
r
in
g
th
e
ass
ess
m
en
t
to
m
in
im
ize
co
r
r
u
p
tio
n
in
co
lleg
e
ad
m
is
s
io
n
[
2
8
]
.
Dis
cu
s
s
in
g
ed
u
ca
tio
n
r
ef
o
r
m
s
in
th
e
m
ed
ia
s
ee
m
s
v
ital
in
in
f
lu
en
cin
g
p
u
b
lic
p
er
ce
p
tio
n
s
o
f
ed
u
ca
tio
n
p
o
licies.
Stu
d
ies
o
n
s
tan
d
ar
d
ized
test
s
h
av
e
ex
ten
d
ed
b
ey
o
n
d
th
e
co
n
tex
t
o
f
th
e
ed
u
ca
tio
n
al
d
o
m
ain
to
en
co
m
p
ass
th
e
m
ed
ia
d
o
m
ain
.
E
v
id
en
ce
lin
k
ed
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
-
8
8
2
2
P
r
ed
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g
E
mir
a
ti st
u
d
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t a
c
a
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emic
o
u
tco
mes:
s
ch
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o
l tra
ck
s
a
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d
s
ta
n
d
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iz
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test
s
(
F
a
tima
A
l
-
A
li
)
4595
teac
h
er
q
u
ality
with
s
tu
d
en
t
ac
h
iev
em
en
t
an
d
s
tan
d
ar
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ized
test
r
esu
lts
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u
n
d
er
s
co
r
in
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its
im
p
o
r
tan
ce
in
co
n
n
ec
tin
g
to
p
u
b
lic
d
is
co
u
r
s
e
[
3
5
]
.
T
o
g
eth
er
with
ex
am
s
,
an
ev
alu
atio
n
s
y
s
tem
in
th
e
UAE
is
ess
en
tial
f
o
r
g
en
er
atin
g
a
co
m
p
r
eh
en
s
iv
e
d
atab
ase
o
f
s
tu
d
en
ts
'
ac
h
iev
em
en
ts
in
s
ev
er
al
s
u
b
jects.
T
h
er
ef
o
r
e,
th
e
MO
E
in
tr
o
d
u
ce
d
th
e
E
m
ir
ates
Stan
d
ar
d
ized
T
ests
(
E
m
SAT)
,
co
n
s
is
tin
g
o
f
elec
tr
o
n
ic
ex
am
s
ap
p
lied
an
n
u
ally
[
3
6
]
.
T
h
e
test
r
esu
lts
r
ef
lect
th
e
s
tu
d
en
ts
an
d
s
ch
o
o
l
p
er
f
o
r
m
an
ce
,
p
r
o
v
id
in
g
v
alu
ab
le
in
s
ig
h
ts
f
o
r
p
o
licy
an
d
d
ec
is
io
n
-
m
ak
er
s
to
en
h
an
ce
th
e
ed
u
ca
tio
n
s
y
s
tem
.
C
o
r
r
esp
o
n
d
in
g
ly
,
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
ca
n
u
s
e
th
e
d
atab
ase
to
f
ac
ilit
ate
s
ea
m
less
tr
an
s
itio
n
s
f
r
o
m
s
ec
o
n
d
ar
y
to
h
ig
h
er
ed
u
ca
tio
n
[
1
8
]
,
[
3
6
]
.
C
o
m
p
ar
ed
with
th
e
I
n
ter
n
atio
n
al
E
n
g
lis
h
L
an
g
u
ag
e
T
esti
n
g
Sy
s
tem
(
I
E
L
T
S),
th
e
ea
r
ly
s
tag
e
o
f
im
p
lem
en
tin
g
th
e
E
m
SAT
d
o
es
n
o
t
ass
ess
s
p
ea
k
in
g
an
d
lis
ten
in
g
,
th
er
ef
o
r
e
alig
n
in
g
E
m
SAT
with
th
e
E
n
g
lis
h
C
o
m
m
o
n
E
u
r
o
p
ea
n
Fra
m
ewo
r
k
(
C
E
FR
)
to
s
er
v
e
th
e
ac
ad
em
ic
n
ee
d
s
[
3
7
]
.
Fu
r
th
er
m
o
r
e,
Go
b
er
t
[
1
7
]
r
aised
a
co
n
ce
r
n
ab
o
u
t
th
e
s
ig
n
if
ican
t
ac
h
iev
em
en
t
g
ap
b
etwe
en
p
r
iv
ate
an
d
g
o
v
er
n
m
en
t
s
ch
o
o
ls
’
g
r
ad
u
ates
wh
o
en
r
o
lled
in
o
n
e
p
u
b
lic
in
s
titu
te.
Desp
ite
a
y
ea
r
in
th
e
u
n
iv
er
s
ity
f
o
u
n
d
atio
n
p
r
o
g
r
am
,
th
e
lear
n
er
s
f
ailed
to
m
ee
t
th
e
m
in
im
u
m
r
eq
u
ir
ed
E
m
SAT
s
co
r
e
o
f
1
1
0
0
.
T
o
ad
d
r
ess
th
is
g
ap
,
th
e
au
th
o
r
s
u
g
g
ested
im
p
lem
en
tin
g
a
s
ch
o
o
l
v
o
u
ch
er
p
r
o
g
r
am
,
as
an
in
n
o
v
ativ
e
s
o
lu
tio
n
u
s
ed
in
th
e
US,
o
f
f
er
in
g
s
ch
o
lar
v
o
u
ch
er
s
to
th
e
UAE
n
atio
n
als
to
en
r
o
ll
th
eir
ch
ild
r
en
in
th
eir
p
r
ef
er
r
ed
p
r
iv
ate
s
ch
o
o
ls
.
Su
p
p
o
r
tin
g
th
is
,
Ma
r
q
u
ez
et
a
l
.
[
1
3
]
f
o
u
n
d
th
at
th
e
p
er
f
o
r
m
an
ce
o
f
UAE
p
r
iv
ate
s
ch
o
o
ls
(
in
clu
d
in
g
E
m
ir
ati
s
tu
d
en
ts
en
r
o
lled
in
p
r
iv
ate
s
ch
o
o
ls
)
o
u
tp
er
f
o
r
m
ed
p
u
b
lic
s
ch
o
o
ls
,
b
ased
o
n
2
0
1
8
PISA
d
ata.
T
h
e
r
eg
r
ess
io
n
an
aly
s
is
s
u
p
p
o
r
ts
th
e
s
ch
o
o
l
ty
p
e
f
ac
to
r
as
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
ac
ad
em
ic
ac
h
iev
em
en
t,
r
ev
ea
lin
g
a
d
ec
r
ea
s
e
o
f
3
3
%
to
4
7
% o
v
er
all
in
b
o
th
p
u
b
lic
an
d
p
r
iv
ate
s
ch
o
o
ls
in
r
ea
d
in
g
,
s
cien
ce
,
an
d
m
ath
em
atics wh
en
co
m
p
ar
in
g
b
o
th
n
ativ
e
an
d
n
o
n
-
n
ativ
e
s
tu
d
en
ts
en
r
o
lled
in
g
o
v
er
n
m
en
t
v
er
s
u
s
p
r
iv
ate
s
ch
o
o
ls
.
Ho
wev
er
,
UAE
s
ch
o
o
ls
wh
ich
ap
p
lied
th
e
n
ew
in
itiativ
es
in
s
cien
ce
,
tech
n
o
lo
g
y
an
d
in
n
o
v
atio
n
in
f
lu
en
ce
d
s
tu
d
en
ts
’
asp
ir
atio
n
[
1
3
]
,
[
3
8
]
.
B
esid
es,
th
e
p
r
iv
ate
s
ch
o
o
l
f
ee
s
ar
e
in
f
lu
en
ce
d
b
y
in
s
p
ec
tio
n
r
esu
lts
,
with
th
e
I
n
ter
n
atio
n
al
B
ac
ca
lau
r
ea
te
(
I
B
)
s
ch
o
o
ls
m
ar
k
ed
ly
o
u
tp
ac
in
g
o
th
er
cu
r
r
icu
la
s
ch
o
o
ls
s
u
ch
as
B
r
itis
h
,
I
n
d
ian
,
an
d
Am
er
ican
in
th
e
2
0
1
8
PISA
[
1
3
]
.
T
h
ese
r
esu
lts
wer
e
s
im
ilar
to
2
0
2
2
r
esu
lts
[
3
9
]
.
C
o
n
s
eq
u
en
tly
,
ac
ad
em
ic
p
er
f
o
r
m
an
ce
d
if
f
er
en
ce
s
ca
n
b
e
s
ee
n
m
ain
ly
d
u
e
to
th
e
ty
p
e
o
f
s
ch
o
o
l
atten
d
ed
,
f
o
llo
wed
b
y
s
o
cial
an
d
ec
o
n
o
m
ic
f
ac
to
r
s
[
1
3
]
,
[
4
0
]
.
Ad
d
itio
n
ally
,
s
tu
d
en
t d
em
o
g
r
ap
h
ic,
co
lleg
e
r
ea
d
in
ess
an
d
m
ajo
r
ca
n
in
f
lu
en
ce
g
r
ad
u
atio
n
[
4
1
]
.
As
f
o
r
co
m
p
u
ter
p
r
o
g
r
am
ad
m
is
s
io
n
,
o
n
e
o
f
th
e
s
tu
d
ies
f
o
u
n
d
th
at
th
e
E
n
g
lis
h
E
m
SAT
in
f
lu
en
ce
d
th
e
s
tu
d
en
ts
’
en
r
o
llm
en
t,
f
o
llo
wed
b
y
th
e
m
ath
em
atics
E
m
SAT,
wh
er
ea
s
th
e
h
ig
h
s
ch
o
o
l
av
er
ag
e
h
ad
n
o
ef
f
ec
t
[
4
2
]
.
A
f
u
r
th
er
s
tu
d
y
ex
am
in
ed
th
e
ch
allen
g
es
f
ac
ed
b
y
E
m
ir
ati
p
u
p
ils
in
th
eir
f
ir
s
t
y
ea
r
o
f
ter
tiar
y
ed
u
ca
tio
n
in
E
lectr
ical
E
n
g
in
ee
r
in
g
an
d
I
n
f
o
r
m
atio
n
T
ec
h
n
o
lo
g
y
p
r
o
g
r
am
s
,
s
h
o
win
g
th
at
m
an
y
ac
h
iev
ed
u
n
d
er
th
e
ex
p
ec
tatio
n
s
.
T
h
e
p
ap
er
ex
am
in
ed
th
e
lear
n
er
s
’
E
n
g
lis
h
p
r
o
f
icien
cy
u
s
in
g
E
m
SAT
an
d
I
E
L
T
S
test
,
an
d
s
u
g
g
ested
im
p
r
o
v
in
g
E
n
g
lis
h
s
k
ills
at
th
e
p
r
im
ar
y
lev
el
to
b
r
id
g
e
th
e
g
ap
.
T
h
ey
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
o
b
tain
in
g
E
n
g
lis
h
p
r
o
f
icien
cy
f
o
r
all
h
ig
h
er
ed
u
ca
tio
n
co
u
r
s
es
in
s
id
e
th
e
UAE
o
r
ab
r
o
ad
[
4
3
]
.
Aly
am
m
ah
i
[
4
4
]
r
aised
co
n
ce
r
n
s
ab
o
u
t
th
e
ex
ten
s
iv
e
ad
o
p
tio
n
o
f
E
n
g
lis
h
,
wh
ich
co
u
ld
p
o
ten
tially
in
f
lu
en
ce
n
atio
n
al
id
en
tity
.
T
h
e
s
tu
d
y
r
ec
o
m
m
en
d
ed
in
co
r
p
o
r
atin
g
Ar
ab
ic
p
r
o
f
icien
cy
as
a
u
n
iv
er
s
ity
ad
m
is
s
io
n
r
eq
u
ir
em
en
t
in
p
ar
allel
to
th
e
ex
is
tin
g
E
n
g
lis
h
E
m
SAT
r
eq
u
ir
em
en
ts
,
to
p
r
eser
v
e
th
e
Ar
ab
ic
lan
g
u
ag
e
as
a
v
ital p
ar
t o
f
n
atio
n
al
id
en
tity
.
B
esid
es,
Al
-
I
s
s
a
[
4
5
]
em
p
h
asized
th
e
v
alu
e
o
f
th
e
Ar
ab
ic
lan
g
u
ag
e,
n
o
tin
g
E
n
g
lis
h
as
a
m
ed
iato
r
o
f
ac
ce
s
s
to
p
r
esti
g
io
u
s
p
o
s
itio
n
s
.
Similar
ly
,
th
e
UAE
an
d
m
o
s
t
g
u
lf
n
atio
n
s
ad
o
p
ted
ea
r
ly
s
ec
o
n
d
ar
y
s
ch
o
o
l
tr
ac
k
in
g
.
T
o
s
u
p
p
o
r
t
b
ilin
g
u
alis
m
,
th
e
r
esear
ch
er
ad
v
o
ca
ted
f
o
r
m
ain
tain
in
g
Ar
ab
ic
in
s
ch
o
o
ls
an
d
s
o
ciety
.
Ho
wev
er
,
th
e
s
u
cc
ess
f
u
l
jo
u
r
n
ey
to
u
n
iv
er
s
ity
also
n
ec
ess
itated
attr
ac
tin
g
p
r
o
f
ess
io
n
al
f
ac
u
lty
,
en
h
an
cin
g
teac
h
in
g
s
ty
les,
an
d
in
ce
n
tiv
izin
g
E
m
ir
ati
s
tu
d
en
ts
[
4
6
]
.
T
h
er
ef
o
r
e,
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
ar
e
k
ey
f
o
r
s
tu
d
en
ts
’
p
r
ep
ar
atio
n
.
T
h
ey
ar
e
s
ee
n
as
em
p
lo
y
m
en
t
d
ev
elo
p
er
s
an
d
b
u
s
in
ess
es
wh
ich
co
n
d
u
ct
an
d
tr
an
s
f
er
k
n
o
wled
g
e
in
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
ts
to
en
h
an
ce
lear
n
er
s
’
s
k
ills
,
p
ar
ticu
lar
ly
in
tech
n
o
lo
g
y
an
d
cr
ea
tiv
ity
,
to
m
ee
t m
ar
k
et
d
y
n
am
ics
[
4
7
]
–
[
4
9
]
.
T
h
is
s
tu
d
y
en
r
ich
es
th
e
b
o
d
y
o
f
k
n
o
wled
g
e
b
y
ass
ess
in
g
th
e
tr
ac
k
in
g
in
itiativ
e
an
d
th
eir
r
esu
lts
.
I
t
also
ass
ess
es
th
e
im
p
ac
t
o
f
d
ev
elo
p
ed
ed
u
ca
tio
n
al
tr
ac
k
s
o
n
u
n
iv
er
s
ity
s
tu
d
en
ts
'
o
u
tco
m
es,
ad
d
r
ess
in
g
th
e
s
ca
r
city
o
f
r
esear
ch
o
n
th
e
im
p
ac
t
o
f
s
ch
o
o
l
tr
ac
k
s
o
n
E
m
ir
ati
SAT
test
s
,
an
d
th
e
ef
f
ec
ts
o
f
tr
ac
k
in
g
o
n
s
u
b
ject
o
u
tco
m
es.
T
h
e
f
in
d
in
g
s
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
f
o
r
d
ec
is
io
n
-
m
ak
er
s
to
ass
ess
th
e
in
itiativ
es
an
d
d
ev
elo
p
f
u
tu
r
e
ed
u
ca
tio
n
p
o
licies.
Als
o
,
it e
n
d
o
r
s
es p
r
ev
io
u
s
r
ec
o
m
m
en
d
atio
n
s
to
ass
ess
th
e
lo
n
g
-
ter
m
ef
f
ec
ts
o
f
tr
ac
k
in
g
[
4
]
.
As
s
u
ch
,
th
e
s
tu
d
y
in
v
esti
g
ates
th
e
im
p
ac
t
o
f
s
ch
o
o
l
ty
p
e
(
r
ep
r
esen
ted
b
y
d
if
f
er
en
t
tr
ac
k
s
in
E
m
ir
ati
s
ch
o
o
ls
:
elite,
ad
v
an
ce
d
,
g
en
er
al
)
o
n
E
m
SAT
test
s
an
d
later
o
n
u
n
iv
er
s
ity
ac
ad
em
ic
ac
h
iev
em
en
t
m
ea
s
u
r
ed
b
o
th
b
y
p
er
f
o
r
m
an
ce
o
n
E
m
SAT
test
s
an
d
C
GPA.
Su
b
-
o
b
jectiv
es
ar
e
to
d
eter
m
in
e
wh
eth
er
th
er
e
is
a
co
r
r
elatio
n
b
etwe
en
s
ch
o
o
l
ty
p
e
an
d
E
m
SAT
r
esu
lts
in
m
ath
em
atics
,
Ar
ab
ic,
an
d
E
n
g
lis
h
,
an
d
to
id
en
tify
th
e
m
o
s
t
in
f
lu
en
tial
v
ar
iab
les
im
p
ac
tin
g
u
n
iv
er
s
ity
ac
h
iev
em
en
ts
.
T
o
ad
d
r
ess
th
ese
o
b
jectiv
es,
a
r
eg
r
ess
io
n
m
o
d
el
an
aly
ze
d
th
e
im
p
ac
t
o
f
v
ar
io
u
s
f
ac
to
r
s
,
in
clu
d
in
g
E
m
SAT
test
s
,
g
en
d
er
,
an
d
s
ch
o
o
l
ty
p
e,
o
n
cu
m
u
lativ
e
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
I
n
o
r
d
er
to
r
esp
o
n
d
to
th
e
r
esear
ch
p
r
o
b
lem
,
a
q
u
an
titativ
e
s
tu
d
y
an
s
wer
ed
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
5
9
2
-
4
6
0
3
4596
i)
T
o
wh
at
ex
ten
t
d
o
s
ch
o
o
l
tr
ac
k
s
/ty
p
es
(
g
en
er
al
–
ad
v
an
ce
d
–
elite
an
d
s
cien
tific
)
in
f
lu
en
ce
(
Ar
ab
ic,
E
n
g
lis
h
,
m
ath
em
atics)
s
tu
d
en
ts
E
m
SAT
p
er
f
o
r
m
an
ce
?
ii)
Ho
w
d
o
g
en
d
er
,
E
n
g
lis
h
,
Ar
ab
ic,
an
d
m
ath
em
atics E
m
SAT
s
co
r
es p
r
ed
ict
C
GPA?
2.
M
E
T
H
O
D
T
h
e
cu
r
r
en
t
q
u
an
titativ
e
s
tu
d
y
aim
ed
to
ex
p
lo
r
e
th
e
ac
ad
em
ic
tr
ac
k
s
in
E
m
ir
ati
s
ch
o
o
ls
o
n
u
n
iv
er
s
ity
ac
ad
em
ic
ac
h
iev
em
en
ts
.
T
h
er
ef
o
r
e,
th
e
d
ep
en
d
en
t
v
ar
iab
le
f
o
r
th
e
d
escr
ip
tiv
e
an
aly
s
is
is
C
GPA.
I
n
ad
d
itio
n
,
m
u
ltiv
ar
iate
an
aly
s
is
is
co
n
d
u
cted
f
o
r
th
e
r
eq
u
ir
ed
co
m
p
ar
is
o
n
o
f
th
e
im
p
ac
t
o
f
d
iv
er
s
e
s
ch
o
o
l
tr
ac
k
s
o
n
u
n
iv
er
s
ity
ac
ad
em
ic
o
u
tco
m
es,
wh
er
ea
s
th
e
r
eg
r
ess
io
n
is
im
p
lem
en
ted
to
test
th
e
p
r
ed
ictiv
e
p
o
wer
o
f
C
GPA.
Mo
r
eo
v
er
,
d
ata
an
aly
s
is
was p
er
f
o
r
m
ed
u
s
in
g
I
B
M
SP
SS
Statis
tics
2
0
.
T
h
e
r
esear
ch
er
s
an
aly
ze
d
cr
o
s
s
-
s
ec
tio
n
al
d
ata
f
r
o
m
3
9
,
5
7
4
s
tu
d
en
ts
en
r
o
lled
at
th
e
Un
iv
er
s
ity
o
f
Sh
ar
jah
s
in
ce
2
0
1
7
,
ex
tr
ac
ted
f
r
o
m
th
e
u
n
iv
er
s
ity
’
s
ac
ad
em
ic
r
ec
o
r
d
s
s
y
s
tem
.
T
h
e
s
am
p
le
s
elec
tio
n
cr
iter
ia
in
clu
d
ed
th
e
f
o
llo
win
g
:
i
)
s
tu
d
en
ts
ad
m
itted
b
etwe
en
f
all
2
0
2
0
–
2
0
2
1
to
f
all
2
0
2
3
–
2
0
2
4
,
an
d
s
p
r
in
g
2
0
2
0
–
2
0
2
1
to
s
p
r
in
g
2
022
–
2023
;
ii)
ac
tiv
e
UAE
s
tu
d
en
ts
atten
d
ed
o
n
e
o
f
f
o
u
r
h
ig
h
s
ch
o
o
l
tr
ac
k
s
–
s
cien
tific
(
ex
is
tin
g
in
p
r
iv
ate
s
ch
o
o
ls
)
,
ad
v
an
ce
d
,
elite
,
an
d
g
en
er
al
(
ex
is
tin
g
in
g
o
v
er
n
m
en
t
s
ch
o
o
ls
)
;
iii
)
s
tu
d
en
ts
wh
o
co
m
p
leted
all
E
m
SAT
test
s
in
Ar
ab
ic,
E
n
g
lis
h
,
an
d
m
ath
em
atics
;
an
d
iv
)
s
tu
d
en
ts
with
a
C
GPA
g
r
ea
ter
th
an
ze
r
o
.
Af
ter
s
cr
ee
n
in
g
,
a
s
am
p
le
o
f
3
,
1
9
0
s
tu
d
en
ts
was r
etain
ed
f
o
r
an
aly
s
is
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Dem
o
g
ra
ph
ic
a
na
ly
s
is
T
h
e
an
aly
s
is
s
ee
k
s
to
in
v
esti
g
ate
s
ch
o
o
l
tr
ac
k
s
atten
d
an
ce
o
n
u
n
iv
er
s
ity
ac
ad
em
ic
o
u
tco
m
es.
T
ab
le
2
s
h
o
ws
th
at
th
e
s
am
p
le
in
clu
d
ed
3
,
1
9
0
s
tu
d
en
ts
,
with
a
m
ajo
r
ity
(
7
3
.
6
%)
f
em
ale
an
d
(
2
6
.
4
%)
m
ale.
T
h
e
f
in
d
in
g
s
s
h
o
wn
in
T
ab
le
2
r
ev
ea
l
a
p
er
s
is
ten
t
g
en
d
er
g
ap
ev
id
en
t
in
th
e
UAE
ed
u
ca
tio
n
al
s
y
s
tem
,
alig
n
in
g
with
th
e
p
r
ev
io
u
s
s
tu
d
ies
s
h
o
win
g
f
em
ales
ex
ce
ed
m
ales
in
h
ig
h
er
ed
u
ca
tio
n
wh
ich
is
co
n
s
is
ten
t
with
v
iews
in
p
r
ev
io
u
s
s
tu
d
ies
[
1
4
]
,
[
1
5
]
.
Me
an
wh
ile,
T
ab
le
3
s
h
o
ws
th
e
p
r
o
p
o
r
tio
n
o
f
s
tu
d
en
ts
wh
ich
wer
e
r
eg
is
ter
ed
in
to
v
ar
io
u
s
s
ch
o
o
l tr
ac
k
s
in
th
e
UAE
.
T
ab
le
3
s
h
o
ws
th
e
d
is
tr
ib
u
tio
n
o
f
s
tu
d
en
ts
ac
r
o
s
s
f
o
u
r
s
ch
o
o
l
tr
ac
k
s
,
th
u
s
h
ig
h
lig
h
ts
th
e
d
is
tin
ctio
n
b
etwe
en
p
r
iv
ate
an
d
g
o
v
er
n
m
en
t
in
s
titu
tio
n
s
.
T
h
e
s
cien
tific
tr
ac
k
ar
e
o
f
f
er
ed
p
r
iv
ately
,
wh
ile
ad
v
an
ce
d
,
elite,
an
d
g
en
er
al
tr
ac
k
s
ar
e
g
o
v
er
n
m
en
t
-
r
u
n
.
T
h
ese
d
if
f
er
en
ce
s
in
s
ch
o
o
l
tr
ac
k
s
an
d
th
e
in
f
lu
en
ce
th
at
th
is
m
ay
h
av
e
o
n
r
esu
lts
is
a
k
ey
f
o
cu
s
o
f
th
is
r
esear
ch
.
B
esid
es,
th
e
p
er
ce
n
tag
es
o
f
s
tu
d
en
ts
o
p
ted
in
th
eir
p
r
ef
er
r
ed
tr
ac
k
p
r
o
v
es
th
e
d
iv
er
s
e
o
p
tio
n
s
th
at
allo
wed
th
e
s
tu
d
en
ts
to
en
r
o
ll
in
co
m
p
ar
ed
to
th
e
lim
ited
ch
o
ices
in
th
e
p
r
io
r
s
y
s
tem
,
esp
ec
ially
th
e
s
cien
tific
tr
ac
k
s
wh
ich
r
ep
r
esen
ted
in
ad
v
an
ce
d
an
d
elite
in
th
e
p
u
b
lic
s
ch
o
o
ls
[
1
1
]
,
[
1
2
]
,
[
1
8
]
.
E
lite
h
ad
a
m
u
ch
s
m
aller
s
am
p
le
s
ize
(
n
=9
0
)
co
m
p
ar
ed
to
o
th
er
tr
ac
k
s
,
d
u
e
to
th
e
p
o
licy
ad
m
itted
f
o
r
a
lim
ited
n
u
m
b
er
o
f
d
is
tin
g
u
is
h
ed
lo
ca
l stu
d
en
ts
[
1
8
]
.
T
ab
le
2
.
Sam
p
le
c
h
ar
ac
ter
is
tics
G
e
n
d
e
r
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
F
e
mal
e
2
,
3
4
8
7
3
.
6
0
5
M
a
l
e
8
4
2
2
6
.
3
9
5
To
t
a
l
3
,
1
9
0
1
0
0
.
0
0
0
T
ab
le
3
.
Sch
o
o
l
t
r
ac
k
s
S
c
h
o
o
l
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
S
c
i
e
n
t
i
f
i
c
1
,
2
5
4
3
9
.
3
A
d
v
a
n
c
e
d
1
,
1
3
7
3
5
.
6
El
i
t
e
90
2
.
8
G
e
n
e
r
a
l
7
0
9
2
2
.
2
To
t
a
l
3
,
1
9
0
1
0
0
.
0
3
.
2
.
Descript
iv
e
a
na
ly
s
is
T
ab
le
4
s
u
m
m
ar
izes
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
in
d
if
f
er
en
t
d
is
cip
lin
es
in
ter
m
s
o
f
C
GPA
an
d
E
m
SAT
s
co
r
es.
As
ex
p
ec
ted
,
s
ig
n
if
ican
t
E
m
SAT
s
co
r
e
v
ar
ian
ce
was
ev
id
en
t
b
etwe
en
th
e
f
o
u
r
tr
ac
k
s
,
in
f
lu
en
ce
d
b
y
a
s
elec
tio
n
b
ias,
as
s
tu
d
en
ts
ar
e
s
elec
ted
in
to
th
e
v
ar
io
u
s
tr
ac
k
s
b
ased
o
n
ea
r
ly
h
ig
h
s
ch
o
o
l
ac
ad
em
ic
ac
h
iev
em
en
t,
in
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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2252
-
8
8
2
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6
s
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a
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T
ab
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7
s
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th
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T
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k
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t
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h
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test
s
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wh
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p
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m
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ch
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th
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ter
m
s
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E
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co
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T
ab
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7
p
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p
air
wis
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co
m
p
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E
m
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ev
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is
ten
t
an
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s
tatis
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ig
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t
d
if
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in
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n
E
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d
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in
th
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s
cien
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m
ed
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o
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ig
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ican
tly
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r
m
in
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etter
th
an
th
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e
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th
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ad
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d
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tr
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s
.
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h
e
g
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ad
th
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lo
west
s
co
r
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m
p
ar
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to
all
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s
.
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r
Ar
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ile
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T
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g
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est
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at
Ar
ab
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p
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ay
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ly
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p
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ted
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t
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th
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tain
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to
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with
ad
v
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d
s
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also
p
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in
g
well.
T
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e
s
cien
tific
tr
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h
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wed
m
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ate
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wh
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co
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is
ten
tly
lag
g
ed
b
eh
in
d
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
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a
l
S
c
i
e
n
t
i
f
i
c
G
e
n
e
r
a
l
T
ab
le
9
.
R
eg
r
ess
io
n
s
u
m
m
ar
y
(
m
o
d
el
s
u
m
m
a
r
y
-
L
AST_
C
GPA
)
M
o
d
e
l
R
R²
A
d
j
u
st
e
d
R
²
R
M
S
E
H₀
0
.
3
5
4
0
.
1
2
5
0
.
1
2
4
0
.
7
7
5
H₁
0
.
3
7
7
0
.
1
4
2
0
.
1
4
0
0
.
7
6
8
N
o
t
e
:
Th
e
n
u
l
l
mo
d
e
l
i
n
c
l
u
d
e
s
g
e
n
d
e
r
,
En
g
l
i
sh
EmS
A
T,
A
r
a
b
i
c
EmS
A
T
,
a
n
d
mat
h
e
mat
i
c
s E
mS
A
T
T
h
e
n
u
ll
m
o
d
el
(
H₀)
,
wh
ich
in
clu
d
ed
o
n
ly
th
e
E
m
SAT
s
co
r
es
an
d
g
en
d
er
,
ex
p
lain
ed
1
2
.
5
%
o
f
th
e
v
ar
ian
ce
in
C
GPA
(
R
²=
0
.
1
2
5
,
ad
ju
s
ted
R
²=
0
.
1
2
4
)
.
T
h
e
co
m
p
lete
m
o
d
el
(
H₁)
,
wh
ich
ad
d
ed
s
ch
o
o
l
tr
ac
k
d
u
m
m
y
v
ar
iab
les,
ex
p
lain
ed
1
4
.
2
%
o
f
th
e
v
ar
ian
ce
(
R
²=
0
.
1
4
2
,
ad
ju
s
ted
R
²=
0
.
1
4
0
)
,
a
s
m
all
b
u
t
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t
o
v
er
th
e
n
u
ll
m
o
d
el.
T
h
e
r
o
o
t
m
ea
n
s
s
q
u
ar
e
er
r
o
r
(
R
MSE
)
d
ec
r
ea
s
ed
s
lig
h
tly
f
r
o
m
0
.
7
7
5
in
th
e
n
u
ll
m
o
d
el
to
0
.
7
6
8
in
th
e
f
u
ll
m
o
d
el,
in
d
icatin
g
a
m
o
d
est
im
p
r
o
v
em
en
t
in
th
e
m
o
d
el'
s
p
r
ed
ictiv
e
ac
cu
r
ac
y
[
5
0
]
.
As
s
h
o
wn
i
n
T
ab
le
1
0
,
th
e
ANOV
A
r
esu
lts
f
o
r
th
e
r
eg
r
ess
io
n
m
o
d
els
co
n
f
ir
m
th
at
b
o
th
th
e
n
u
ll
an
d
f
u
ll
m
o
d
els
s
ig
n
if
ican
tly
p
r
ed
ict
C
GPA.
Fo
r
th
e
n
u
ll
m
o
d
el,
F
(
4
,
3
1
8
5
)
=1
1
4
.
2
4
4
,
p
<0
.
0
0
1
,
in
d
icate
s
th
at
th
e
E
m
SAT
s
co
r
es
an
d
g
en
d
er
s
ig
n
if
ican
tly
p
r
ed
ict
C
GPA.
F
(
7
,
3
1
8
2
)
=7
5
.
4
5
0
,
p
<0
.
0
0
1
f
o
r
th
e
en
tire
m
o
d
el,
s
u
g
g
esti
n
g
th
at
ad
d
in
g
s
ch
o
o
l
tr
ac
k
d
u
m
m
y
v
ar
iab
les
s
ig
n
if
ican
tly
im
p
r
o
v
es
th
e
m
o
d
el
’
s
p
r
ed
ictiv
e
p
o
wer
.
I
n
T
ab
le
1
1
,
th
e
r
eg
r
ess
io
n
co
ef
f
icien
ts
p
r
o
v
id
e
in
s
ig
h
ts
in
to
th
e
r
elativ
e
im
p
o
r
tan
ce
o
f
ea
ch
p
r
ed
icto
r
v
ar
iab
le
in
th
e
m
o
d
els.
T
ab
le
10
.
R
eg
r
ess
io
n
m
o
d
el
A
NOVA
M
o
d
e
l
S
u
m
o
f
s
q
u
a
r
e
s
Df
M
e
a
n
sq
u
a
r
e
F
P
H₀
R
e
g
r
e
ssi
o
n
2
7
4
.
2
4
2
4
6
8
.
5
6
0
1
1
4
.
2
4
4
<
0
.
0
0
1
R
e
si
d
u
a
l
1
9
1
1
.
3
8
7
3
1
8
5
0
.
6
0
0
To
t
a
l
2
1
8
5
.
6
2
9
3
1
8
9
H₁
R
e
g
r
e
ssi
o
n
3
1
1
.
1
3
1
7
4
4
.
4
4
7
7
5
.
4
5
0
<
0
.
0
0
1
R
e
si
d
u
a
l
1
8
7
4
.
4
9
8
3
1
8
2
0
.
5
8
9
To
t
a
l
2
1
8
5
.
6
2
9
3
1
8
9
N
o
t
e
:
T
h
e
n
u
l
l
mo
d
e
l
i
n
c
l
u
d
e
s
g
e
n
d
e
r
,
E
n
g
l
i
s
h
EmS
A
T,
A
r
a
b
i
c
EmS
A
T,
a
n
d
mat
h
e
m
a
t
i
c
s
EmS
A
T.
T
ab
le
11
.
R
eg
r
ess
io
n
c
o
ef
f
icie
n
ts
M
o
d
e
l
U
n
st
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
S
t
a
n
d
a
r
d
i
z
e
d
c
o
e
f
f
i
c
i
e
n
t
s
T
S
i
g
.
B
S
t
d
.
e
r
r
o
r
B
e
t
a
1
(
C
o
n
st
a
n
t
)
1
.
1
0
8
0
.
0
8
9
1
2
.
4
2
2
0
.
0
0
0
En
g
l
i
sh
EmS
A
T
0
.
0
0
0
4
0
.
0
0
0
0
.
0
1
5
0
.
8
0
5
0
.
4
2
1
A
r
a
b
i
c
EmS
A
T
0
.
0
0
1
0
.
0
0
0
0
.
2
2
0
1
2
.
0
2
1
0
.
0
0
0
M
a
t
h
e
ma
t
i
c
s E
mS
A
T
0
.
0
0
0
0
.
0
0
0
0
.
1
8
9
9
.
7
6
3
0
.
0
0
0
2
(
C
o
n
st
a
n
t
)
0
.
8
0
6
0
.
0
9
7
8
.
2
7
7
0
.
0
0
0
En
g
l
i
sh
EmS
A
T
0
.
0
0
0
0
.
0
0
0
0
.
0
7
9
3
.
6
6
3
0
.
0
0
0
A
r
a
b
i
c
EmS
A
T
0
.
0
0
1
0
.
0
0
0
0
.
2
2
0
1
1
.
3
5
5
0
.
0
0
0
M
a
t
h
e
ma
t
i
c
s E
mS
A
T
0
.
0
0
1
0
.
0
0
0
0
.
1
9
9
1
0
.
1
9
9
0
.
0
0
0
El
i
t
e
d
u
mm
y
0
.
0
6
4
0
.
0
8
6
0
.
0
1
3
0
.
7
4
2
0
.
4
5
8
A
d
v
a
n
c
e
d
d
u
mm
y
-
0
.
0
2
7
0
.
0
3
6
-
0
.
0
1
6
-
0
.
7
5
6
0
.
4
5
0
G
e
n
e
r
a
l
d
u
mm
y
0
.
2
9
0
0
.
0
4
4
0
.
1
4
5
6
.
6
2
9
0
.
0
0
0
a
.
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
:
LA
S
T_
C
G
P
A
I
n
th
e
n
u
ll
m
o
d
el,
th
e
Ar
ab
ic
E
m
SAT
(
B
=0
.
0
0
1
,
β=0
.
2
2
0
,
p
<0
.
0
0
1
)
an
d
m
ath
em
atics
E
m
SAT
(
B
=0
.
0
0
0
,
β=0
.
1
8
9
,
p
<0
.
0
0
1
)
wer
e
s
ig
n
if
ican
t
p
r
ed
icto
r
s
o
f
C
GPA,
wh
ile
th
e
E
n
g
lis
h
E
m
SAT
was
n
o
t
(
B
=0
.
0
0
0
4
,
β=0
.
0
1
5
,
p
=0
.
4
2
1
)
.
I
n
th
e
f
u
ll m
o
d
el,
all
th
r
ee
E
m
SAT
s
co
r
es si
g
n
if
ican
tly
p
r
ed
icted
C
GPA,
with
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
5
9
2
-
4
6
0
3
4600
th
e
Ar
ab
ic
E
m
SAT
h
av
in
g
th
e
m
o
s
t
s
u
b
s
tan
tial
ef
f
ec
t
(
B
=0
.
0
0
1
,
β=0
.
2
2
0
,
p
<0
.
0
0
1
)
,
f
o
llo
wed
b
y
th
e
m
ath
em
atics
E
m
SAT
(
B
=0
.
0
0
1
,
β=0
.
1
9
9
,
p
<0
.
0
0
1
)
an
d
th
e
E
n
g
lis
h
E
m
SAT
(
B
=0
.
0
0
0
,
β=0
.
0
7
9
,
p
<0
.
0
0
1
)
.
T
h
e
ge
n
er
al
s
ch
o
o
l
tr
ac
k
d
u
m
m
y
v
ar
iab
le
was
also
a
s
ig
n
if
ican
t
p
r
ed
icto
r
(
B
=0
.
2
9
0
,
β=0
.
1
4
5
,
p
<0
.
0
0
1
)
,
in
d
icatin
g
th
at
g
en
er
al
tr
ac
k
s
tu
d
en
ts
h
ad
s
ig
n
if
ican
tly
h
ig
h
er
C
GPAs
th
an
th
o
s
e
in
th
e
r
ef
er
en
ce
g
r
o
u
p
(
s
cien
tific
tr
ac
k
)
af
ter
co
n
tr
o
llin
g
f
o
r
E
m
SAT
s
co
r
es a
n
d
g
en
d
er
.
T
h
e
elite
an
d
ad
v
an
ce
d
s
ch
o
o
l tr
ac
k
d
u
m
m
y
v
ar
iab
les we
r
e
n
o
t sig
n
if
ican
t p
r
ed
icto
r
s
o
f
C
GPA.
Ov
er
all,
th
e
r
eg
r
ess
io
n
an
aly
s
is
in
d
icate
s
th
at
th
e
Ar
ab
ic
an
d
m
ath
em
atics
E
m
SAT
s
co
r
es
ar
e
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
s
o
f
C
GPA.
At
th
e
s
am
e
tim
e,
th
e
E
n
g
lis
h
E
m
SAT
is
less
in
f
lu
en
tial
b
u
t
s
till
h
as
a
s
ig
n
if
ican
t
ef
f
ec
t
wh
en
co
n
s
id
er
in
g
s
ch
o
o
l
tr
ac
k
.
No
tab
ly
,
th
e
g
en
er
al
tr
ac
k
is
ass
o
ciate
d
with
h
ig
h
er
C
GPAs
,
ev
en
af
ter
co
n
tr
o
llin
g
f
o
r
E
m
SAT
p
er
f
o
r
m
an
ce
an
d
g
en
d
er
.
Ho
wev
er
,
as
th
e
m
o
d
els
ex
p
lain
o
n
ly
a
m
o
d
est
p
r
o
p
o
r
tio
n
o
f
th
e
v
ar
ian
ce
in
C
GPA,
o
th
er
u
n
ex
am
in
ed
f
ac
to
r
s
m
ay
also
p
lay
a
r
o
le
in
p
r
ed
ictin
g
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Fu
r
th
er
m
o
r
e,
th
e
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
p
r
io
r
r
esear
ch
d
em
o
n
s
tr
atin
g
th
e
p
r
ed
ictiv
e
v
alid
ity
o
f
s
tan
d
ar
d
ized
test
s
ak
in
to
th
e
SAT
an
d
AC
T
,
u
n
d
er
lin
in
g
th
e
im
p
o
r
tan
ce
o
f
en
s
u
r
in
g
s
tu
d
en
t
r
ea
d
in
ess
f
o
r
h
ig
h
er
ed
u
ca
tio
n
[
2
8
]
,
[
3
0
]
,
[
3
2
]
,
[
3
3
]
,
[
3
6
]
,
[
4
1
]
,
[
4
3
]
.
T
h
e
u
n
ex
p
ec
ted
ef
f
ec
ts
o
f
th
e
Ar
ab
ic
E
m
SAT
s
u
g
g
ested
th
at,
d
esp
ite
u
s
in
g
th
e
E
n
g
lis
h
lan
g
u
ag
e
as
th
e
p
r
im
ar
y
lan
g
u
ag
e
o
f
in
s
tr
u
ctio
n
f
o
r
th
e
u
n
iv
er
s
ity
,
it
s
ee
m
s
th
at
th
e
en
v
ir
o
n
m
en
tal
f
ac
to
r
o
f
th
e
Ar
ab
ic
lan
g
u
ag
e
as
th
e
o
f
f
icial
lan
g
u
ag
e
in
th
e
co
u
n
tr
y
an
d
as
th
e
m
ed
iu
m
o
f
in
s
tr
u
ctio
n
r
em
ain
s
s
tr
o
n
g
er
s
in
ce
s
tu
d
en
ts
ar
e
im
m
er
s
ed
in
Ar
ab
ic
in
th
eir
d
aily
liv
es
[
1
5
]
.
Mo
r
eo
v
er
,
th
e
s
tr
o
n
g
ef
f
ec
t
o
f
th
e
m
ath
em
atics
E
m
SAT
is
co
n
s
is
ten
t
with
o
th
er
s
tu
d
ies’
f
in
d
in
g
s
[
1
2
]
,
[
1
8
]
.
I
t a
ls
o
r
ef
lects
th
e
ef
f
ec
tiv
e
UAE
in
itiativ
es in
in
n
o
v
atio
n
an
d
tech
n
o
lo
g
y
[
3
8
]
,
as
well
as
th
e
u
p
d
ated
E
m
ir
ati
Sch
o
o
l M
o
d
el
[
1
2
]
,
[
1
7
]
,
[
1
8
]
.
3
.
3
.
P
ra
ct
ica
l
i
m
pli
ca
t
io
ns
T
h
e
s
tu
d
y
is
r
elev
an
t
f
o
r
ed
u
c
atio
n
p
o
licy
-
m
ak
in
g
as
it
p
r
o
v
id
es
n
ew
ev
id
en
ce
o
n
th
e
e
f
f
ec
tiv
en
ess
o
f
th
e
UAE
’
s
s
ch
o
o
l
tr
ac
k
s
y
s
tem
an
d
s
tan
d
ar
d
ized
test
s
.
T
h
e
f
in
d
in
g
s
co
n
tr
ib
u
te
to
th
e
g
lo
b
al
d
is
co
u
r
s
e
o
f
ed
u
ca
tio
n
al
eq
u
ity
an
d
d
e
v
elo
p
m
en
t
o
f
ed
u
ca
tio
n
al
p
o
licies
alig
n
ed
with
wo
r
k
f
o
r
ce
n
ee
d
s
.
T
h
e
liter
atu
r
e
r
ev
iew
u
n
d
er
s
co
r
es
th
e
v
ar
ie
d
in
ten
tio
n
s
b
eh
in
d
tr
ac
k
in
g
in
d
if
f
er
en
t
co
u
n
tr
ies.
W
ith
t
h
is
r
ec
o
g
n
itio
n
,
th
e
s
tu
d
y
ad
v
o
ca
tes
f
o
r
ev
al
u
atio
n
o
f
th
e
UAE
’
s
tr
ac
k
in
g
s
y
s
tem
an
d
E
m
SAT
b
e
y
o
n
d
ac
a
d
e
m
ic
p
er
f
o
r
m
an
ce
b
y
in
co
r
p
o
r
atin
g
ec
o
n
o
m
ic,
s
o
ci
etal
an
d
tem
p
o
r
al
f
ac
to
r
s
.
T
h
er
ef
o
r
e
,
it
p
r
esen
ts
an
u
p
d
a
ted
E
m
ir
ati
s
ch
o
o
l
m
o
d
el
with
d
iv
er
s
e
s
p
ec
ializatio
n
s
th
at
ad
d
r
ess
lab
o
r
m
a
r
k
et
d
e
m
an
d
s
a
n
d
o
v
e
r
co
m
e
p
ast
s
y
s
tem
g
a
p
s
.
Me
th
o
d
o
lo
g
ically
,
th
e
s
tu
d
y
e
m
p
h
asized
th
e
d
u
al
-
f
o
cu
s
ap
p
r
o
ac
h
o
f
a
n
aly
zin
g
s
ch
o
o
l
tr
a
ck
in
g
an
d
E
m
SAT
s
co
r
es
to
p
r
ed
ict
u
n
iv
er
s
ity
s
u
cc
ess
,
s
u
g
g
esti
n
g
a
n
u
an
ce
d
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
en
t
p
e
r
f
o
r
m
a
n
ce
b
ey
o
n
d
ac
ad
em
ic
m
etr
ics.
B
y
em
b
ed
d
in
g
th
e
an
aly
s
is
with
in
th
e
UAE
’
s
s
o
cio
-
ed
u
ca
tio
n
al
co
n
t
ex
t,
th
e
s
tu
d
y
o
f
f
er
s
ac
tio
n
ab
le
in
s
ig
h
ts
tailo
r
ed
to
r
eg
io
n
al
n
ee
d
s
,
th
er
eb
y
en
h
an
cin
g
th
e
p
r
ac
tical
r
elev
an
ce
o
f
its
co
n
clu
s
io
n
s
.
Ad
d
itio
n
ally
,
th
e
r
esear
ch
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
s
tr
o
n
g
er
co
o
r
d
in
atio
n
b
etwe
en
h
ig
h
s
ch
o
o
ls
an
d
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
to
en
s
u
r
e
s
m
o
o
th
er
tr
an
s
itio
n
s
an
d
co
h
esiv
e
ed
u
ca
tio
n
al
p
lan
n
in
g
.
T
h
e
in
n
o
v
ativ
e
u
s
e
o
f
th
e
E
m
SAT
d
atab
ase
en
ab
les
ev
id
en
ce
-
b
ased
ed
u
ca
tio
n
al
r
ef
o
r
m
s
,
h
elp
in
g
in
s
titu
tio
n
s
m
ak
e
in
f
o
r
m
ed
,
d
ata
-
d
r
iv
en
d
ec
is
io
n
s
to
o
p
tim
ize
r
eso
u
r
ce
allo
ca
tio
n
an
d
s
tu
d
en
t
s
u
p
p
o
r
t.
W
h
ile
v
ar
iab
ilit
y
in
E
m
SAT
o
u
tco
m
es
ac
r
o
s
s
tr
ac
k
s
s
u
g
g
ests
p
ar
tial
ef
f
ec
tiv
en
ess
,
th
e
in
s
ig
h
ts
g
ain
ed
ca
n
g
u
id
e
f
u
tu
r
e
s
tr
ateg
ies
to
im
p
r
o
v
e
th
e
ed
u
ca
tio
n
s
y
s
tem
’
s
ap
p
r
o
ac
h
to
s
tu
d
en
t
s
u
cc
ess
an
d
r
eso
u
r
ce
m
an
ag
em
en
t.
I
n
s
u
m
m
ar
y
,
th
e
s
tu
d
y
p
r
o
v
id
es
a
co
m
p
r
eh
en
s
iv
e
ass
ess
m
en
t
o
f
th
e
p
r
ed
icto
r
s
o
f
u
n
iv
er
s
ity
p
er
f
o
r
m
an
ce
in
th
e
UAE
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
alig
n
in
g
s
ch
o
o
l
s
tr
u
ctu
r
es,
s
tan
d
ar
d
ized
ass
ess
m
en
ts
,
an
d
h
ig
h
er
ed
u
ca
tio
n
s
tr
ateg
ies.
I
t
en
h
an
ce
s
s
ch
o
lar
ly
u
n
d
er
s
tan
d
in
g
o
f
tr
ac
k
in
g
’
s
lo
n
g
-
ter
m
ef
f
ec
ts
wh
ile
o
f
f
er
in
g
a
s
o
lid
f
o
u
n
d
atio
n
f
o
r
d
ev
elo
p
in
g
in
clu
s
iv
e,
r
esp
o
n
s
iv
e,
an
d
f
o
r
war
d
-
lo
o
k
in
g
ed
u
ca
tio
n
p
o
licies.
3
.
4
.
L
im
it
a
t
io
ns
o
f
t
he
s
t
ud
y
T
h
e
lim
itatio
n
is
u
s
in
g
C
GPA
as
th
e
s
o
le
in
d
icato
r
o
f
co
lleg
e
s
u
cc
ess
,
as
it
n
ee
d
s
to
ca
p
tu
r
e
o
th
er
im
p
o
r
tan
t
o
u
tco
m
es
s
u
ch
as
r
eten
tio
n
,
g
r
ad
u
atio
n
r
ates,
an
d
p
o
s
t
-
g
r
ad
u
ate
em
p
lo
y
m
en
t.
Ad
d
itio
n
ally
,
th
e
s
am
p
le
is
lim
ited
to
a
s
in
g
le
UAE
in
s
titu
tio
n
an
d
m
ay
lim
it
th
e
g
en
er
aliza
b
ilit
y
.
Fu
tu
r
e
r
esear
ch
co
u
ld
ex
p
lo
r
e
a
wid
er
r
an
g
e
o
f
p
r
ed
icto
r
s
an
d
o
u
tco
m
es,
in
co
r
p
o
r
atin
g
s
tu
d
en
ts
f
r
o
m
m
u
ltip
le
in
s
titu
tio
n
s
an
d
co
lleg
es.
T
h
e
d
ata
r
ev
ea
ls
a
g
r
o
win
g
in
ter
est
am
o
n
g
s
tu
d
en
ts
in
th
e
elite
an
d
ad
v
an
ce
d
tr
ac
k
s
,
co
m
p
ar
ed
to
th
e
g
en
er
al
.
Ho
wev
er
,
th
e
s
am
p
le
s
ize
is
to
o
s
m
all
to
d
r
aw
d
ef
in
itiv
e
co
n
clu
s
io
n
s
.
A
b
r
o
ad
er
an
aly
s
is
with
a
lar
g
er
d
ataset
wo
u
ld
o
f
f
er
a
m
o
r
e
p
r
ec
is
e
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
en
ts
’
p
r
ef
er
en
ce
s
an
d
p
er
f
o
r
m
an
ce
.
Ad
d
itio
n
ally
,
th
is
ap
p
r
o
ac
h
wo
u
ld
b
e
cr
u
cial
f
o
r
alig
n
in
g
ed
u
ca
tio
n
al
o
u
tco
m
es
with
f
u
tu
r
e
n
ee
d
s
,
an
d
f
o
r
b
etter
in
f
o
r
m
in
g
p
o
licy
an
d
cu
r
r
icu
lu
m
d
ev
elo
p
m
en
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
r
ed
ictin
g
E
mir
a
ti st
u
d
en
t a
c
a
d
emic
o
u
tco
mes:
s
ch
o
o
l tra
ck
s
a
n
d
s
ta
n
d
a
r
d
iz
ed
test
s
(
F
a
tima
A
l
-
A
li
)
4601
4.
CO
NCLU
SI
O
N
I
n
co
n
clu
s
io
n
,
th
is
s
tu
d
y
p
r
o
v
id
es
ev
id
en
ce
th
at
E
m
SAT
s
co
r
es
an
d
s
ch
o
o
l
tr
ac
k
s
p
r
ed
ict
co
lleg
e
p
er
f
o
r
m
an
ce
am
o
n
g
E
m
ir
ati
s
tu
d
en
ts
.
Ar
ab
ic
an
d
m
ath
em
atics
s
co
r
es
ar
e
th
e
m
o
s
t
in
f
lu
en
tial,
f
o
llo
wed
b
y
E
n
g
lis
h
p
r
o
f
icien
cy
an
d
h
ig
h
s
ch
o
o
l
tr
ac
k
.
T
h
e
f
in
d
in
g
s
in
d
icate
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
E
m
SAT
s
co
r
es
ac
r
o
s
s
tr
ac
k
s
,
with
elite
tr
ac
k
s
tu
d
en
ts
g
en
er
ally
p
er
f
o
r
m
in
g
th
e
b
est,
f
o
llo
wed
b
y
th
e
a
d
v
an
ce
d
an
d
s
cien
tific
tr
ac
k
s
.
T
h
e
r
eg
r
ess
io
n
an
aly
s
is
co
n
f
ir
m
ed
th
at
Ar
ab
ic
an
d
m
ath
em
atics
E
m
SAT
s
co
r
es
wer
e
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
s
o
f
u
n
iv
er
s
ity
C
GPA,
wh
ile
th
e
E
n
g
lis
h
E
m
SAT
h
ad
a
wea
k
er
y
et
s
till
s
ig
n
if
ican
t
ef
f
ec
t.
I
n
ter
esti
n
g
ly
,
wh
en
co
n
s
id
er
in
g
th
e
im
p
ac
t
o
f
s
ch
o
o
l
tr
ac
k
s
,
th
e
g
en
er
al
s
ch
o
o
l
tr
ac
k
was
ass
o
ciate
d
with
h
ig
h
er
C
GPAs
th
an
an
ticip
ated
af
ter
co
n
tr
o
llin
g
f
o
r
E
m
SAT
p
er
f
o
r
m
an
ce
an
d
g
en
d
er
,
in
d
icatin
g
co
m
p
lex
r
elatio
n
s
h
ip
s
b
etwe
en
h
ig
h
s
ch
o
o
l
ex
p
er
ien
ce
s
an
d
h
ig
h
er
ed
u
ca
tio
n
o
u
tco
m
es.
T
h
ese
r
esu
lts
alig
n
with
p
r
io
r
r
esear
ch
aim
ed
at
p
r
ed
ictin
g
h
ig
h
er
ed
u
ca
tio
n
o
u
tco
m
es
b
ased
o
n
h
ig
h
s
ch
o
o
l
ac
h
iev
em
en
t,
co
n
f
ir
m
in
g
th
e
co
m
p
lex
an
d
m
u
ltifa
ce
d
f
ac
to
r
s
at
wo
r
k
in
th
is
p
r
ed
ictiv
e
m
o
d
el.
T
h
e
f
in
d
in
g
s
o
f
f
er
v
alu
ab
le
in
s
ig
h
ts
f
o
r
p
o
licy
m
ak
er
s
to
en
h
an
ce
f
u
tu
r
e
ed
u
ca
tio
n
p
o
licies.
Hig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
th
e
UAE
s
h
o
u
ld
co
n
s
id
er
th
ese
f
ac
to
r
s
in
to
th
eir
ad
m
is
s
io
n
p
o
licies
in
clu
d
in
g
p
r
o
g
r
am
s
tr
u
ctu
r
es,
to
f
ac
ilit
ate
s
tu
d
en
ts
’
s
u
cc
ess
.
Mo
r
eo
v
er
,
b
est
p
r
ac
tices
ca
n
b
e
s
h
ar
ed
to
en
h
an
ce
E
n
g
lis
h
an
d
Ar
ab
ic
teac
h
in
g
in
g
o
v
er
n
m
en
t
an
d
p
r
iv
ate
s
ch
o
o
ls
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
r
ec
eiv
ed
n
o
f
u
n
d
in
g
.
AUTHO
R
CO
NT
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