By Ned Vare
Part of the series: School Is Hell
Who Owns the Public Schools?
“Without a real private competitive market for education in America, all that is available is what the state education central planners choose to provide.”
-- Richard M. Ebeling, President, The Future of Freedom Foundation
The so-called "public” school system does not belong to the public; it is owned and run by the government. Therefore, the public schools serve government needs, not the public's needs. In contrast, private schools are owned and run (and are paid for directly) by members of the public, and are accountable to their patrons.
We must not make the mistake of believing that “We, the people,” are our government. While politicians and other officials claim to represent us, they are an elite class who pay little attention to their constituents. Further, the school system is a world of its own that has virtually no responsibility to the public it pretends to serve. Its superintendents actually work for the state department of education. Their only connection with the town is that local residents are forced to pay their salaries.
Also, we should not expect public schools to offer real education. They are intended to provide schooling only – basic concepts of literacy and numeracy, with a shallow smattering of other knowledge. However, even those basic skills are sorely neglected in today’s schools. They are crowded out by political mandates, social engineering and other concerns. The result is a confusing hodgepodge of opinions, attitudes and values (often contrary to family and religious traditions) with no cohesion, no consistency and no real point other than to turn out docile group-thinkers who will be dependent on the government.
“Local control” of public education simply does not exist. Local school boards do not represent the people who elect them. In my state, CT, state law says, "School boards are not agents of their towns, but are creatures of the state." In other words, the school boards are puppets of the state education bureaucracy, which also controls the state legislature on schooling issues. School board members are also members of political parties and are responsive to their pressures. They simply pretend to control the schools when in fact they decide only trivial details. More and more, what we have is a national school system controlled from distant offices by non-elected bureaucrats with unknown agendas. Even state control is giving way to a virtual federal takeover, through such bad laws as No Child Left Behind and Goals 2000.
The school wars rage on because the system's goals for children are virtually the opposite of the goals that parents have for them. The government uses its schools in order to turn out masses of obedient controllable employees and soldiers; therefore, it offers an experience that conditions our children for low level jobs and/or the military. That should explain why the state-run schools offer a routine that says to children, "Sit down, be quiet, don't ask questions, we'll tell you what to think and do." To parents, it says, “We don’t care what you want.”
Meanwhile, parents are consistently disappointed by what the government schools offer their kids, but are helpless to change them. School board meetings are charades arranged by the employees in order to prevent input from parents and the public. The entire show is controlled by state and local administrators and the employee unions in order to benefit themselves, not the public or the children.
Parents should not expect the public schools to offer real education, and yet many still do. The government school system has never had the intention to offer what most parents want. Public school is a union-controlled program of coercion paid for by the force of taxation. The employees’ qualifications are questionable, their "certifications" are bogus, “tenure” is a sham, and their union constantly seeks maximum pay for minimum work. It is designed to provide political and social indoctrination, with only a minimum of skills and knowledge, but not education. The result is mediocrity, secrecy, and deception with accountability to no one. Fewer and fewer people believe that government is an appropriate agency to offer "public education."
About the Author
Ned Vare is co-author, with his wife, Luz Shosie, of the book, SMARTING US UP; the undumbing of America ($18 to Wildrose Press, 22 Wildrose Ave., Guilford, CT 06437) He is author of many articles (see http://www.borntoexplore.org/unschool and two other books. Vare may be reached at TheSchoolWars@mac.com.
Wednesday, March 17, 2010
Learn to Read #1: Facts and Myths for Parents
by Janet Twyman Ph.D
Learn to Read #1: Facts and Myths for Parents
Part One: Read to Succeed Series. What Parents Need to Know to help their kids learn to read.
We all agree that "Read to Succeed" is more than a marketing slogan. It is truth in today's globally competitive world for our children. Yet we as parents still suffer from learning to read myths, perhaps passed on from our parents, perhaps propagated by society. If we as parents truly want our children to "read to succeed", we need to overcome these myths and help our kids by supporting what really is proven to work for reading success.
A child's (and a person's for that matter) ability to read sets the tone for life success. There is no controversy over this statement. We have all seen the literacy rate studies where the US falls behind many other countries. We have all heard about the "No Child Left Behind" push from the US government and the increased pressure on our school systems to deliver measurable test improvement scores on basic literacy. We all agree that "Read to Succeed" is more than a marketing slogan. It is truth in today's globally competitive world for our children. Yet we as parents still suffer from learning to read myths, perhaps passed on from our parents, perhaps propagated by society. If we as parents truly want our children to "read to succeed", we need to overcome these myths and help our kids by supporting what really is proven to work for reading success.
Hard-to-Believe Learning-to-Read Facts:
If we want to make a difference for our children, we need to know and accept the learning-to-read facts without hiding our head's in the sand:
The following facts give you an idea of the severity of our nation's reading problem:
Nearly 40% of Fourth Graders have not mastered basic reading skills. It's nearly 60% in California, and almost half of these children live with college-educated parents. Source: -- Council for Basic Education If a child is a poor reader at the end of First Grade there is a nearly 90% probability that the child will remain a poor reader at the end of Fourth Grade. Source: -- The Public Library Association Experts say about 5% of the nation's children learn to read with ease, almost intuitively. An additional 20% to 30% learn to read with relative ease once they enter school and begin formal instruction. However, the bulk of children (about 60%) have difficulty. Source: -- Council for Basic Education Hard-to-Believe Learning-to-Read Myths:
Now, consider the following myths that we as parents accept without thinking as true, but are in fact not true at all. These Learning-To-Read Myths help perpetuate poor reading skills and prevent us from taking action to make a change: MYTH: Kids learn to read by being read to.
FACT: Reading to young children will help develop their interest in reading. Many children learn bits and pieces this way; however, "being read to" does not equal "learning to read." And only 5% of children actually learn to read by being immersed in reading. Learning to read is not like learning to speak, where children literally "soak up" a spoken language. Children must learn the skills necessary for reading, and for all but a few, this requires explicit instruction.
MYTH: Reading is a natural process that will happen on its own when a child is ready.
FACT: There must be a certain level of reading readiness, and most two-year-olds, for example, are not ready to read. At one time, reading was thought to develop naturally, when a child was "mature" enough, but this is no longer the belief. Research now indicates that the 4- to 6-year-old range is the sweet spot for teaching reading. Beyond the age of 6 or 7, teaching a child to read is simply a game of catch up. Most children do not learn to read "on their own" - and if a child is struggling to read at age nine, the Council for Basic Education maintains there's a 75% chance he or she will have difficulties with reading throughout high school.
MYTH: All kids will learn to read in school.
FACT: Not necessarily. The range of entering skills among young children - regardless of their background - varies widely, and is extremely challenging to manage even for our best teachers. Providing individual attention and interaction based on each child's unique capabilities, and managing an entire class at the same time, is a daunting challenge. Yet reading experts say that children need lots of practice with reading fundamentals (phonics, sounding out, blending, etc.). Given the "facts of life" in a classroom - overall student/teacher ratios and general work overload - most teachers do the best job they can. However, too many children are being left behind. One thing is clear: Too many of our children cannot read or have difficulty reading. And, if they don't read fluently, the chances for a fulfilling life - in terms of job skills, financial stability, or academic achievement - are greatly diminished.
What Parents Can Do With Your School:
As in all problems parents have to solve, understanding and distinguishing between the true facts and the "conventional wisdom" myths is the key to making improvements. This first step is education. Take these facts and myths to your kid's teacher, your kids school administrators, your school district and your friends. Ask them what they think. Ask them to dispute these facts and myths. Challenge them to face the truth about what it takes to teach a child to read, and to explain to you how they are addressing these issues. Ask them if they are focused on improving their reading programs? Ask them if they have a plan... are they embracing technology; do they have individualized reading programs? What are they going to do?
Get active. Get loud. Email this article, or better yet, print it out and take if to you kid's educators in person. Make a difference for your children with your school system. Quite literally, your child's future, and the future of our great nation depends on it.
What Parents Can Do On Your Own:
In part II of this article, we will offer help and suggestions as to what you as an individual parent can do on your own to help your young child to "Read to Succeed". Stay tuned. The future of your children, and our nation is in your hands.
About the Author
Janet Twyman is the Vice President of Instructional Development at Headsprout, (http://www.headsprout.com) Dr. Twyman developed the research methods and systems that led to Headsprout's ground-breaking scientific formative evaluation model of reading development. Additional parent resources can be seen at: http://www.headsprout.com/home/parentResources.cfm http://www.headsprout.com/home/research.cfm email: info@headsprout.com.
Learn to Read #1: Facts and Myths for Parents
Part One: Read to Succeed Series. What Parents Need to Know to help their kids learn to read.
We all agree that "Read to Succeed" is more than a marketing slogan. It is truth in today's globally competitive world for our children. Yet we as parents still suffer from learning to read myths, perhaps passed on from our parents, perhaps propagated by society. If we as parents truly want our children to "read to succeed", we need to overcome these myths and help our kids by supporting what really is proven to work for reading success.
A child's (and a person's for that matter) ability to read sets the tone for life success. There is no controversy over this statement. We have all seen the literacy rate studies where the US falls behind many other countries. We have all heard about the "No Child Left Behind" push from the US government and the increased pressure on our school systems to deliver measurable test improvement scores on basic literacy. We all agree that "Read to Succeed" is more than a marketing slogan. It is truth in today's globally competitive world for our children. Yet we as parents still suffer from learning to read myths, perhaps passed on from our parents, perhaps propagated by society. If we as parents truly want our children to "read to succeed", we need to overcome these myths and help our kids by supporting what really is proven to work for reading success.
Hard-to-Believe Learning-to-Read Facts:
If we want to make a difference for our children, we need to know and accept the learning-to-read facts without hiding our head's in the sand:
The following facts give you an idea of the severity of our nation's reading problem:
Nearly 40% of Fourth Graders have not mastered basic reading skills. It's nearly 60% in California, and almost half of these children live with college-educated parents. Source: -- Council for Basic Education If a child is a poor reader at the end of First Grade there is a nearly 90% probability that the child will remain a poor reader at the end of Fourth Grade. Source: -- The Public Library Association Experts say about 5% of the nation's children learn to read with ease, almost intuitively. An additional 20% to 30% learn to read with relative ease once they enter school and begin formal instruction. However, the bulk of children (about 60%) have difficulty. Source: -- Council for Basic Education Hard-to-Believe Learning-to-Read Myths:
Now, consider the following myths that we as parents accept without thinking as true, but are in fact not true at all. These Learning-To-Read Myths help perpetuate poor reading skills and prevent us from taking action to make a change: MYTH: Kids learn to read by being read to.
FACT: Reading to young children will help develop their interest in reading. Many children learn bits and pieces this way; however, "being read to" does not equal "learning to read." And only 5% of children actually learn to read by being immersed in reading. Learning to read is not like learning to speak, where children literally "soak up" a spoken language. Children must learn the skills necessary for reading, and for all but a few, this requires explicit instruction.
MYTH: Reading is a natural process that will happen on its own when a child is ready.
FACT: There must be a certain level of reading readiness, and most two-year-olds, for example, are not ready to read. At one time, reading was thought to develop naturally, when a child was "mature" enough, but this is no longer the belief. Research now indicates that the 4- to 6-year-old range is the sweet spot for teaching reading. Beyond the age of 6 or 7, teaching a child to read is simply a game of catch up. Most children do not learn to read "on their own" - and if a child is struggling to read at age nine, the Council for Basic Education maintains there's a 75% chance he or she will have difficulties with reading throughout high school.
MYTH: All kids will learn to read in school.
FACT: Not necessarily. The range of entering skills among young children - regardless of their background - varies widely, and is extremely challenging to manage even for our best teachers. Providing individual attention and interaction based on each child's unique capabilities, and managing an entire class at the same time, is a daunting challenge. Yet reading experts say that children need lots of practice with reading fundamentals (phonics, sounding out, blending, etc.). Given the "facts of life" in a classroom - overall student/teacher ratios and general work overload - most teachers do the best job they can. However, too many children are being left behind. One thing is clear: Too many of our children cannot read or have difficulty reading. And, if they don't read fluently, the chances for a fulfilling life - in terms of job skills, financial stability, or academic achievement - are greatly diminished.
What Parents Can Do With Your School:
As in all problems parents have to solve, understanding and distinguishing between the true facts and the "conventional wisdom" myths is the key to making improvements. This first step is education. Take these facts and myths to your kid's teacher, your kids school administrators, your school district and your friends. Ask them what they think. Ask them to dispute these facts and myths. Challenge them to face the truth about what it takes to teach a child to read, and to explain to you how they are addressing these issues. Ask them if they are focused on improving their reading programs? Ask them if they have a plan... are they embracing technology; do they have individualized reading programs? What are they going to do?
Get active. Get loud. Email this article, or better yet, print it out and take if to you kid's educators in person. Make a difference for your children with your school system. Quite literally, your child's future, and the future of our great nation depends on it.
What Parents Can Do On Your Own:
In part II of this article, we will offer help and suggestions as to what you as an individual parent can do on your own to help your young child to "Read to Succeed". Stay tuned. The future of your children, and our nation is in your hands.
About the Author
Janet Twyman is the Vice President of Instructional Development at Headsprout, (http://www.headsprout.com) Dr. Twyman developed the research methods and systems that led to Headsprout's ground-breaking scientific formative evaluation model of reading development. Additional parent resources can be seen at: http://www.headsprout.com/home/parentResources.cfm http://www.headsprout.com/home/research.cfm email: info@headsprout.com.
Wednesday, March 10, 2010
GMAT - Top ten best methods to improve your mathematical skills
A high score in the GMAT exam is essential to get admission in top business schools. The GMAT exam is made of three parts: GMAT Verbal, GMAT Math and Analytical Writing. Usually GMAT Exam takers have years of training and practice in the verbal and writing part. However, the same is not true for GMAT Math. A high GMAT score, therefore, is largely dependent on high GMAT Math score. What can students do to get a high score in GMAT Math? What are the best methods and strategies that are taught in effective GMAT Courses? The top 10 strategies on GMAT math preparation are listed below. Said differently, the following is a list of “Do and Don’ts” in obtaining a high GMAT score.
1. High School Math: The areas in math tested in the GMAT exam are not different from what one has learned in the high school. In fact, the syllabus of GMAT Math is shorter than what one may have studied many years ago in the school. The problem is that one may not easily remember or recall what one has seen several years ago. A good GMAT course, either self-made or through review classroom, should therefore, first emphasize and help recall what one already knows. Therefore, to get started, GMAT aspirants should simply pull out old high school books and familiarize themselves with formulas and concepts described there.
2. Different Format: While the GMAT course content is limited and based on high school math, what makes the GMAT exam difficult in the way questions are asked. How often is an individual required to resolve a ‘data-sufficiency’ question, either during high school days or now? Never! Similarly, the word problems in the GMAT Exam require a good understanding of the way the question is being asked. Needless to say, a majority of high GMAT scorers do familiarize and train themselves in understanding the format of GMAT exam and practice working within the framework of the GMAT format.
3. Computer-adaptive Test: The GMAT Math is not only different in the way questions are asked, but the order and difficulty of GMAT math is also very unique. Experts contend that a high GMAT score is dependent on the ability to tackle the adaptive style of the GMAT exam. Since the level of difficulty of a regular question is dependent on correctness of the previous response, all test-takers feel challenged when taking the GMAT exam in the computer adaptive environment. Thus, learning how to face difficult testing conditions may have many advantages. In short, students may want to build stamina to deal with hard GMAT Math questions without feeling stressed out.
4. Word Problems: Studies have shown that students, who get high GMAT score, are extremely good at solving the word problems. There are two reasons for that: (1) about one-third of all GMAT math questions are word-problems and (2) cracking word-problems does not require learning a new math topic. Experts conclude that high scorers have one thing in common – they have mastered the art of translating the given GMAT Math problem from English statements (word and sentences) to arithmetic / algebra forms thus making it mathematically solvable. The rule of thumb is simple: translate word problems verbatim in the same order. Upon correct translation, one could see how difficult looking problems become simple and solvable. All good GMAT course train GMAT exam takers in the word problem transformation process.
5. Practice, Practice and Practice: It may sound like a cliché, but the truth remains that practicing is the key to get a high GMAT score. Popular GMAT courses can only offer a limited number of contact hours. The number of hours spent in the review classroom or with the instructor / tutor can never be adequate. While most GMAT courses are helpful in exposing you with basics of the GMAT exam, no GMAT course can guarantee you a high GMAT score unless you spend dozens of hours every week practicing new tips & tactics in GMAT Math. On the conservative side, one may require over 2 months to practice and over 3 practice tests to fully realize one’s potential and score high in the GMAT Exam.
6. Study Aid: Students (and in some cases, new instructors) often search for the “best” book on GMAT math. Nowadays, with so many other medium to learn from, for example GMAT CD / DVD, GMAT exam toolkit, Flashcard, Audio-book etc. the search for the one “best” study aid has become even more challenging and confusing. It is, however ironical that despite differences of opinion on the “best” source, most of the study aids are very good and no single tool may be “best” or “perfect” or “complete”. Students interested in obtaining a high GMAT score, therefore, are recommended to: (1) choose a GMAT course that provides maximum number of contact hours, (2) purchase a book or CD or DVD toolkit which is popular and readily available, (3) use 1 and 2 from different sources i.e., book or CD from company A and classroom review course from company B.
7. GMAT Math preparation time: No matter how dedicated and hard working one may be, a high GMAT math score cannot be earned overnight. One may need over 2 hours of GMAT math practice for over 2 months. For those who feel that their preparedness for GMAT exam is weak, or those who really require a very high GMAT score for top business schools, it is recommended that they study for about 3 hours or more everyday for 3 months or more. It is better to spread one’s study hours and days over a long period of time. For example 2 hours of study over a 5-day period is more beneficial than studying for 10 hours in a single day. Human mind, can best learn and apply those learning, if it is trained slowly. Without doubt, the GMAT Exam requires a lot of learning and training of mind.
8. Day before the GMAT Exam: All the stories about overnight miracle are untrue and therefore it is not helpful to study for long hours on the day of the exam or on the previous day of the exam. In fact, the counter-intuitive prescription is truer. In order to get a high GMAT score with one’s level of knowledge and preparedness, one should STOP studying for GMAT math 2 days before the actual GMAT exam. By studying close to the actual exam or attending crash sessions of GMAT course, one may be doing more harm than benefit from it. Scholars in educational psychology have maintained this premise for years. Test-takers must follow it in order to get a high GMAT score in the GMAT exam.
9. Take practice tests: All students want to get a high GMAT score and most of them prepare in that direction (for example by taking an expensive GMAT course) but not all of them do well in the GMAT math. The GMAT exam is as much about the substance as it is about style. Theoretical knowledge of the format, and familiarity with topics and types of questions asked in the exam is necessary, but not sufficient. What is really needed is actual practice with real GMAT like tests. The more practice tests one takes, the more comfortable one becomes with the pressure, stress, format, timing, one’s strength and weaknesses. This in turn may help the said student align his/her energies in the right direction and secure a high GMAT score.
10. Don’t kill over the GMAT exam: Without dispute, a high GMAT score may bring a clear advantage over other candidates who have similar credentials but a lower score. And a high score in GMAT math is critical for high score in the overall exam. However, having said that, one is not required to kill oneself for not being able to do so. There are other factors that go in the GMAT exam, in the admission to business school, and in life in general. The factor of fate and luck may also play a big role. One has to remember that one is lucky (or unlucky) only half the time. One should work smart, and work hard, but not at the cost of other good things in life. Good luck!
About the Author
A Senior Associate (Development & Quality) at Win Education Service India, Sudeshna Sonal Kumari has tutored GMAT for over 7 years. Rewarded with the ‘Most popular instructor’ title by students in 2005 and 2006, she has lead a 5-member business development team in developing gmat course material and marketing plan for the WinGMAT education services. Under her leadership, WinGMAT has seen an increase in enrollment by 15% on an annualized basis.
1. High School Math: The areas in math tested in the GMAT exam are not different from what one has learned in the high school. In fact, the syllabus of GMAT Math is shorter than what one may have studied many years ago in the school. The problem is that one may not easily remember or recall what one has seen several years ago. A good GMAT course, either self-made or through review classroom, should therefore, first emphasize and help recall what one already knows. Therefore, to get started, GMAT aspirants should simply pull out old high school books and familiarize themselves with formulas and concepts described there.
2. Different Format: While the GMAT course content is limited and based on high school math, what makes the GMAT exam difficult in the way questions are asked. How often is an individual required to resolve a ‘data-sufficiency’ question, either during high school days or now? Never! Similarly, the word problems in the GMAT Exam require a good understanding of the way the question is being asked. Needless to say, a majority of high GMAT scorers do familiarize and train themselves in understanding the format of GMAT exam and practice working within the framework of the GMAT format.
3. Computer-adaptive Test: The GMAT Math is not only different in the way questions are asked, but the order and difficulty of GMAT math is also very unique. Experts contend that a high GMAT score is dependent on the ability to tackle the adaptive style of the GMAT exam. Since the level of difficulty of a regular question is dependent on correctness of the previous response, all test-takers feel challenged when taking the GMAT exam in the computer adaptive environment. Thus, learning how to face difficult testing conditions may have many advantages. In short, students may want to build stamina to deal with hard GMAT Math questions without feeling stressed out.
4. Word Problems: Studies have shown that students, who get high GMAT score, are extremely good at solving the word problems. There are two reasons for that: (1) about one-third of all GMAT math questions are word-problems and (2) cracking word-problems does not require learning a new math topic. Experts conclude that high scorers have one thing in common – they have mastered the art of translating the given GMAT Math problem from English statements (word and sentences) to arithmetic / algebra forms thus making it mathematically solvable. The rule of thumb is simple: translate word problems verbatim in the same order. Upon correct translation, one could see how difficult looking problems become simple and solvable. All good GMAT course train GMAT exam takers in the word problem transformation process.
5. Practice, Practice and Practice: It may sound like a cliché, but the truth remains that practicing is the key to get a high GMAT score. Popular GMAT courses can only offer a limited number of contact hours. The number of hours spent in the review classroom or with the instructor / tutor can never be adequate. While most GMAT courses are helpful in exposing you with basics of the GMAT exam, no GMAT course can guarantee you a high GMAT score unless you spend dozens of hours every week practicing new tips & tactics in GMAT Math. On the conservative side, one may require over 2 months to practice and over 3 practice tests to fully realize one’s potential and score high in the GMAT Exam.
6. Study Aid: Students (and in some cases, new instructors) often search for the “best” book on GMAT math. Nowadays, with so many other medium to learn from, for example GMAT CD / DVD, GMAT exam toolkit, Flashcard, Audio-book etc. the search for the one “best” study aid has become even more challenging and confusing. It is, however ironical that despite differences of opinion on the “best” source, most of the study aids are very good and no single tool may be “best” or “perfect” or “complete”. Students interested in obtaining a high GMAT score, therefore, are recommended to: (1) choose a GMAT course that provides maximum number of contact hours, (2) purchase a book or CD or DVD toolkit which is popular and readily available, (3) use 1 and 2 from different sources i.e., book or CD from company A and classroom review course from company B.
7. GMAT Math preparation time: No matter how dedicated and hard working one may be, a high GMAT math score cannot be earned overnight. One may need over 2 hours of GMAT math practice for over 2 months. For those who feel that their preparedness for GMAT exam is weak, or those who really require a very high GMAT score for top business schools, it is recommended that they study for about 3 hours or more everyday for 3 months or more. It is better to spread one’s study hours and days over a long period of time. For example 2 hours of study over a 5-day period is more beneficial than studying for 10 hours in a single day. Human mind, can best learn and apply those learning, if it is trained slowly. Without doubt, the GMAT Exam requires a lot of learning and training of mind.
8. Day before the GMAT Exam: All the stories about overnight miracle are untrue and therefore it is not helpful to study for long hours on the day of the exam or on the previous day of the exam. In fact, the counter-intuitive prescription is truer. In order to get a high GMAT score with one’s level of knowledge and preparedness, one should STOP studying for GMAT math 2 days before the actual GMAT exam. By studying close to the actual exam or attending crash sessions of GMAT course, one may be doing more harm than benefit from it. Scholars in educational psychology have maintained this premise for years. Test-takers must follow it in order to get a high GMAT score in the GMAT exam.
9. Take practice tests: All students want to get a high GMAT score and most of them prepare in that direction (for example by taking an expensive GMAT course) but not all of them do well in the GMAT math. The GMAT exam is as much about the substance as it is about style. Theoretical knowledge of the format, and familiarity with topics and types of questions asked in the exam is necessary, but not sufficient. What is really needed is actual practice with real GMAT like tests. The more practice tests one takes, the more comfortable one becomes with the pressure, stress, format, timing, one’s strength and weaknesses. This in turn may help the said student align his/her energies in the right direction and secure a high GMAT score.
10. Don’t kill over the GMAT exam: Without dispute, a high GMAT score may bring a clear advantage over other candidates who have similar credentials but a lower score. And a high score in GMAT math is critical for high score in the overall exam. However, having said that, one is not required to kill oneself for not being able to do so. There are other factors that go in the GMAT exam, in the admission to business school, and in life in general. The factor of fate and luck may also play a big role. One has to remember that one is lucky (or unlucky) only half the time. One should work smart, and work hard, but not at the cost of other good things in life. Good luck!
About the Author
A Senior Associate (Development & Quality) at Win Education Service India, Sudeshna Sonal Kumari has tutored GMAT for over 7 years. Rewarded with the ‘Most popular instructor’ title by students in 2005 and 2006, she has lead a 5-member business development team in developing gmat course material and marketing plan for the WinGMAT education services. Under her leadership, WinGMAT has seen an increase in enrollment by 15% on an annualized basis.
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