What percentage of all asian americans only in America pursue higher education and are only straight A students?

I actually really just want to know for sure because I like higher education and education and I just only want to know the actual accurate approximate percentage rate for only in The United States Of America and nothing else. So can you please tell me the actual accurate approximate percentage rate for only in The United States Of America? I would really gladly appreciate it if you do tell me the actual accurate approximate percentage rate for only in The united States Of America and no other country and especially if it is an answer that I really like,like 90% and higher. What percentage rate of all asian americans both females and males only in The United States Of America pursue higher education and are only straight A students all through school and college all through their lives without nothing never ever less than an A on their report cards?

Asked by Talltree 25 months ago Similar questions: percentage asian americans America pursue higher education straight students Education & Reference.

Similar questions: percentage asian americans America pursue higher education straight students.

I am not sure. But I can provide some information regarding that. It may help your education.

The American Association for gher Education (AAHE) is an independent professional membership organization that promotes change and reform in higher education, fosters quality teaching and learning at the college and university level, and promotes public awareness of the value of higher education in the United States. The AAHE's objectives include identifying and analyzing critical problems, trends, and developments in higher education and seeking constructive solutions; helping to coordinate the efforts of educational institutions and agencies at all levels; ProgramThe AAHE National Conference on gher Education is the best-known regular activity of the association. Held annually in March, the conference has established itself as a central forum for addressing the most pressing issues facing postsecondary education in the United States.

Other annual AAHE conferences include the Assessment Conference and the Conference on Faculty Roles and Rewards. The first is sponsored by the AAHE's Assessment Forum, which promotes the development of new and effective approaches to faculty, student, and institutional assessment. The second conference is sponsored by the AAHE Forum on Faculty Roles and Rewards, which was inaugurated in 1991 with the mission of reexamining methods of communicating faculty expectations and evaluating faculty rewards and remuneration.

Since 1993 the AAHE Quality Initiatives program has explored the application of continuous quality improvement principles to postsecondary education. In 1996 the Quality Initiatives program began holding an annual Summer Academy at which teams of six to ten people from up to thirty-five institutions gather to discuss and develop programs to enhance the quality of undergraduate education. Other AAHE programs include the Service Learning Project, a two-part initiative that promotes the integration of service learning in all disciplines; the project includes the preparation and publication of an eighteen-volume series addressing community-based learning.

The AAHE's Teaching Initiatives program helps institutions improve the effectiveness and status of college-level teaching. AAHE members involved in this initiative work to promote the view that postsecondary teaching is important scholarly work and to generate dialogue about the value and effectiveness of teaching in institutions of higher education. AAHE publications include the bimonthly Journal of a scholarly journal published since 1930, and the bimonthly magazine Change, published in conjunction with the Helen Dwight Reid Education Foundation.

Change features articles on new trends in higher education and analyzes the implications of new educational practices. The AAHE Bulletin, published every month from September through June, is a newsletter for members that features interviews, reports, practical articles, and news about AAHE activities. In 1991 the AAHE's National Teaching and Learning Forum began a major joint venture with the Educational Resources Information Center (ERIC) Clearinghouse on gher Education to publish and disseminate important research literature on various topics in higher education.

The AAHE also publishes numerous books, monographs, and papers on topics of concern to the higher education community, many in collaboration with other publishers and organizations. In addition to these, special publications are produced in conjunction with current AAHE projects or in areas where a need for additional information has been determined. All AAHE publications are available to the association's members free or at a reduced cost.

Some are available electronically via the AAHE website. Special projects consistent with the AAHE's goals are undertaken with funds from outside sources and through partnerships. Notable among these projects is the Urban Universities Portfolio Project: Assuring Quality for Multiple Publics, a three-year effort begun in 2000 in partnership with Indiana University - Purdue University Indianapolis (IUPUI) and the Pew Charitable Trusts.

The Portfolio Project aims at helping urban institutions of higher education create institutional portfolios and innovative auditing processes that can be effectively communicated to the public. Such projects underscore the AAHE's concern for the teaching-learning process as the center toward which a major part of its activities are oriented. Organizational StructureThe AAHE is governed by a twenty-member board of directors, which is headed by a chair and a chairelect.

Board members are chosen by AAHE members by mail ballot each year. The board establishes policy, determines programs, and appoints committees as needed. The day-to-day operations of the AAHE are overseen by a staff of approximately twenty-five individuals under the direction of an appointed president.

Read more :http://www.answers.com/topic/american-association-for-higher-education Sources: http://www.answers.com/topic/american-association-for-higher-education .

By Representative Dana Rohrabacher Over the past few years, charges have been made that some of our nation's foremost colleges and universities are using quota systems to limit admissions of Asian-Americans. When I was first alerted to the problem by leaders of the Asian-American community, I had my staff look into the allegations. The more they investigated the problem, the more information they uncovered that seems to suggest that there is a conscious effort by some of our finest institutions of higher learning to limit the number of their Asian students.

At the University of California at Los Angeles, an internal memo from the Director of Admissions said the campus "will endeavor to curb the decline of Caucasian studentsi'.'The memo went on to predict that Asian-Americans would begin to express concern as their numbers declined. At Harvard University, 12 percent of Asian-American applicants are admitted contrasted with an overall admissions rate of 15.2 percent, despite the fact that Asian-Americans average higher grades and SAT scores than other students - 112 points higher in 1982. Admitting Discrimination.

Amid complaints from Asian-Americans, the University of California at Berkeley initiated an internal study to determine whether bias against Asian applicants existed. Chancellor man later admitted the school's policies caused a decline in Asian-American undergraduate enrollment stating, "It is clear that decisions made in the admissions process indisputably had a disproportionate impact on Asians. " Ttat is academic gobbledygook for: "We discriminated."

Brown and Stanford Universities have conducted internal studies showing the percentages of Asian-American students accepted have remained roughly the same, even though the number of highly qualified from Asian-American applicants has risen dramatically. Soon after gathering this information, I introduced with several colleagues H.Con.Res. 147, a bill that puts Congress on record as opposing discriminatory quotas.My resolution says: 1) institutions of higher education should review their admission policies and, if necessary, revise them to ensure that applicants are not being illegally excluded; 2) the Attorney General should investigate allegations of illegal racial discrimination and pursue legal action when justified; and 3) the Secretary of Education should conclude, as soon as possible, the compliance reviews on admissions policies that were started over a year ago.

Victimized by Quotas. Earlier in this century, the Jews in this country were victimized by restrictive quotas in university admissions.It was a tragic situation. Hard working students were being judged not by their work and abilities, but by their religion.

Considering the Sources: http://www.heritage.org/research/politicalphilosophy/hl216.cfm .

"I'm not sure anyone keeps track of this kind of info...

2 Your question is impossible to answer, I know of no statistics that produce the type of information you are looking for. No one knows how many A's an asian person got on their report card.

Your question is impossible to answer, I know of no statistics that produce the type of information you are looking for. No one knows how many A's an asian person got on their report card.

3 Well, of my wife's brothers and sisters, all of them pursued a college education and all graduated. Unfortunately, on the only A side, none of them were able to do that so 10/10 for pursuing post-high school education and 0/10 in the "Only A's group". Now, good luck collecting the rest of your data...

Well, of my wife's brothers and sisters, all of them pursued a college education and all graduated. Unfortunately, on the only A side, none of them were able to do that so 10/10 for pursuing post-high school education and 0/10 in the "Only A's group". Now, good luck collecting the rest of your data...

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Closing the 401k account and higher education.

I cant really gove you an answer,but what I can give you is a way to a solution, that is you have to find the anglde that you relate to or peaks your interest. A good paper is one that people get drawn into because it reaches them ln some way.As for me WW11 to me, I think of the holocaust and the effect it had on the survivors, their families and those who stood by and did nothing until it was too late.