St. Anthony of Pauda Catholic Church

----- Forwarded Message ----- From: Anthony Salpino <[email protected]> Sent: Wednesday, February 28, 2024 at 07:02:54 PM EST Subject: Fw: College Level Examination Program and End of Course Tests FOR TONY AND DOLORES LUDOLPH ----- Forwarded Message ----- From: Anthony Salpino <[email protected]> To: [email protected] <[email protected]> Sent: Wednesday, February 28, 2024 at 06:19:19 PM EST Subject: Fw: College Level Examination Program and End of Course Tests TO WHOM IT MAY CONCERN I AM VERY MAD GRANDFATHER BECAUSE MY GRANDSON IS AUTISTIC AND IS AN OVER-ACHIEVER WITH AN A- AVG AND NO ONE HAD THE DECENCY TO DICUSS THE COLLEGE LEVEL EXAMINATION PROGRAM OR THE END OF COURSE STANDARIZED TESTS. I HAVE MADE AN EFFORT TO TALK TO INDIVIDUALS THAT ARE OVER 40 AND MANY OF THEM JUST LOOKED AT ME LIKE I WAS OUT OF MY MIND. THE PROGRMAS ARE A GREAT WAY TO REDUCE STUDENT DEBT AND FROM WHAT I KNOW NOW WE HAVE REALLY GENERATIONALLY DROPPED THE BALL ON THESE PROGRAMS. MFOR VERIFICATION PURPOSES. THIS EMAIL CAN BE DOUBLE CHECKED. I HAVE BEEN PERSONAL AND PROFESSIONALLY CONNECTED TO ANTHONY AND DOLORES LUDOLPH. TONY IS ARETIRED DEACON AGE 93 LIVES IN SAN ANTONIO TX AND STILL HAS MASS SEVERAL TIMES A WEEK. DOLORES HIS WIFE IS 87 AND HAS BEEN FIGHTING ISSUES WITH HER HEART AND IS IN AND OUT OF HOSPICE. ANTHONY LUDOPH CAN BE REACHED (210) 316-5806 DOLORES LUDOLPH (210) 316-5596. LTC ANTHONY LUDOLPH WAS MY IMMEDIATE RATER WHEN I WAS A ARMY CAPTAIN. AS A MATTER OF FACT HE WAS MY MENTOR AT 2ND REGION ARADCOM SELFRIDGE AIR FORCE BASE FROM 1969 TO 1971 AT THAT TIME I WAS THE NUCLEAR WEAPONS OFFICER FOR ALL THE NIKE HERCULES SITES IN 2ND REGION TO INCLUDE THE NUCLEAR ACCIDENT INCIDENT PROGRAM AND THE OVERALL RESPONSIBILITY NUCLEAR ACCIDENTS AND INCIDENTS OFFICER (NAICO OFFICER) ALSO ALL ASPECTS OF TRANSPORTATION AND MOVEMENTS OF THE WARHEADS. ----- Forwarded message ----- From: Anthony Salpino <[email protected]> To: [email protected] <[email protected]> Sent: Wednesday, 28 February 2024 at 17:44:13 GMT-5 Subject: Fw: College Level Examination Program and End of Course Tests To ni SCAM in cenim vaše evropske izkušnje in mednarodne zamisli v zadevah, kot je ta. Stara sem več kot 65 let in posamezniki, ki so še vedno podobni meni, so še vedno domoljubni in imajo občutek generacijskih vrednot, kot ste vi. Ne vem, če ste že kdaj bili na River Walk v Heidelbergu, toda ko ste bili samski, je bilo v nedeljo popoldne super opazovati čudovite dame, ki se sprehajajo po parku. Tako kot šola Lufthansa Stewardess, kjer je bila angleščina obvezna. Bog te blagoslovi Gospa Trump, vem, da imate zelo natrpan urnik, vendar vem tudi, da je ena od vaših strasti izobraževanje, katerega v Združenih državah imamo nekaj resnih težav. Moj vnuk je avtističen in je preveč uspešen in študent, ko sem svojega sina Tonyja vprašal o Anthonyju, če bi mu svetovali na izpitnem programu College Leel (CLEP). Moj sin ni imel pojma, o čem govorim. Zato vam te podatke pošiljam kot strokovna oseba. Varna Slovenija nekaj denarja z zmanjšanjem študentskega dolga ----- Forwarded Message ----- From: Anthony Salpino <[email protected]> To: [email protected] <[email protected]> Sent: Wednesday, February 28, 2024 at 05:13:05 PM EST Subject: Fw: College Level Examination Program and End of Course Tests Subject: College Level Examination Program and End of Course Tests Dear Ambassador Kennedy I would appreciate if you would have one of your Education experts read this Snapshot as to what has been going on since 1967 with the Inception of taking Semester hours and converting them to Continuous Educational Credits. This quick snapshot of our Education system, leaves a lot to be desired when it comes, to the low income population. Especially when 13 year old students can take the CLEP test with parental permission. I did have the pleasure of meeting David Eisenhower in 1968 at the 83rd Ordnance Battalion at a village named Anyang-Ni, South Korea about 10 miles in those days from Osan AFB without Seoul's expansion. Respectfully Anthony Joseph Salpino Jr 1. Life Member of Military Officers Association of America 2. Military Families and Networking.org Combat Veteran Viet Nam and Desert Storm for cost purposes I am going to send this on 1 email. For Verification with all this Scamming that is going on. For double Verification, I am personal and professional friends with Steve R Petrillo, Inventor of the Klear Camera System other Defense patents. Also a Sgt Major of the 8th Air Force Air Rescue unit, Korea. We are Professional friends. (DISCLAIMER) Any memories notes expressions and views are strictly of my own doing since, today with everyone trying to be the "Subject Matter Expert OF NOTHING" without a large database of Experience. Then you try in the computer world as was said on one of the You Tube cyber Programming Conventions in Las Vegas. I believe for GAMERS sponsored by the CIA all the individuals were laughing and joking about who the upper hand on codes until the Speaker indicated that "Someone would Probably have to go to New Jersey and checkout what they had in mind for a core line change. The only PROBLEM WAS THE SUBJECT MATTER EXPERT ONLY HAD A HIGHSCHOOL EDUCATION. The Audience of young experts with advanced degrees "Did Not Laugh" The Human Race does not need Smartphones and Databases to Stop killing each other within reasonable 'Common Sense" Steve R Petrillo is a Personal and more so a Professional friend of mine. He asked me for help and I could not even with a Capstone IP get the minimum support I needed to install his Klear Camera system on School-buses, EMT Vehicles, Police Vehicles. Not for my own Profit just to save 1 life. Steve you went Deep, I just picked something that I could go Deeper. Now here is a Statement of Fact: In the United States, the age of majority, which is when a person is legally considered an adult, is 18 years old in most states12. However, there are a few exceptions. In Alabama and Nebraska, the age of majority is 19 years old, and in Mississippi, it’s 21 years old12. As for decisions related to education, parental consent is generally required for minors. Federal law requires public schools to get parental consent before taking certain actions involving a child3. Parents have legal rights, including the right to be informed about their child’s education, the right to give or withhold consent for evaluations and services, and the right to participate in the development of their child’s Individualized Education Plan (IEP)4. Regarding the cost of education, parents often bear the responsibility. The out-of-pocket cost of attending a public college can be significantly higher for student parents than for their peers without children5. However, the specifics can vary greatly depending on the individual circumstances, the state, and the educational institution. It’s always best to consult with a financial advisor or the financial aid office of the specific educational institution for the most accurate information. Since 1968 to 2024, Strictly in the United states of America; how much has the cost of a Bachelors, Masters and Doctrotrate's degrees increased in cost per Semester Hour and for Necessary Books and other Reference Materials. As versus, if I obtained my first year of Undergraduate work using the College Level Examination Program (CLEP) for the first 30 Semester hours. Then additionally what cost saving would be incurred, if I also used the Maximum Allowable Semester hours Credit from End of Course Standardized Tests (EOCT)to and then go full-time to obtain an Undergraduate degree, a Masters Degree or a Doctoral Degree. The cost of higher education in the United States has seen a significant increase from 1968 to 2024. However, the exact figures can vary widely depending on the institution, the degree program, and other factors. Here’s some information based on the search results: Cost of Degrees: For the academic year of 2023/24, the average cost of attendance (which includes tuition, fees, room, and board) in public four-year in-state higher education institutions in the United States was $24,0301. The average tuition and fees at private ranked colleges have climbed by about 4% over the last year, according to data for the 2023-2024 school year2. The average tuition and fees for full-time graduate students in public institutions is $12,394 per academic year, while the average cost for those in private institutions is $26,621 per academic year34. · The cost of a doctoral degree can vary significantly based on the field of study and the institution from 1968 to 2024 is not readily available. Cost of Books and Other Reference Materials: In addition to tuition and fees, students must also pay other expenses, such as housing, food, and books, which can run thousands of dollars a year2. · The cost of necessary books and other reference materials can vary widely depending on the specific course requirements. Unfortunately, specific cost data for these materials from 1968 to 2024 is not readily available. Cost Saving from CLEP: The College Level Examination Program (CLEP) offers exams at a fraction of the price ofa college course,potentially saving you hundreds of dollars5. Students who earn 15 CLEP credits could save up to $5,000 on the cost of tuition67. At a local community college, you pay an average of $141 per credit hour, or $423 for the typical 3-credit hour class. You could end up saving over $1,000 if you take one of these tests for college credit8. Cost Saving from EOCT: · The cost savings from using Maximum Allowable Semester Hours Credit from End of Course Standardized Tests (EOCT) can vary depending on the specific policies of the institution. Unfortunately, specific cost-saving data for this method is not readily available. Please note that these are average costs and actual costs can vary significantly depending on the institution and the specific degree program. It’s always a good idea to check with the specific institution for the most accurate and up-to-date information. Also, remember that financial aid, scholarships, and grants can help offset these costs. 1statista.com2usnews.com3mydegreeguide.com4forbes.com5clep.collegeboard.org 6blog.collegevine.com7universityhq.org8collegeraptor.com9franklin.edu10bursar.gatech.edu 11bestcolleges.com12gradschools.com13onlineu.com14elearners.com15bigfuture.collegeboardg16research.com17research.com18fsapartners.ed.gov19savingforcollege.com20usnews.com Qualified Expenses You Can Pay for With a 529 Plan Parents can pay for 529 qualified expenses, but not all college costs are covered. If a 13-year-old boy or girl were denied the right to take the College-Level Examination Program (CLEP) or End-of-Course Standardized Tests EOCT), several consequences could arise: 1. Educational Disadvantage: Denying access to these tests could put the student at a significant educational disadvantage. These exams allow students to earn college credit for what they already know, potentially saving them time and money on their educational journey1. Without this opportunity, the student might miss out on valuable learning experiences and the chance to accelerate their studies. 2. Limited College Credit: CLEP exams provide an alternative path to earning college credit. By passing these exams, students can demonstrate their knowledge in specific subjects and receive credit without taking traditional courses. Denying access to CLEP exams could limit the student’s ability to earn college credit efficiently and cost-effectively1. 3. Financial Implications: Taking CLEP exams is more affordable than enrolling in college courses. Denying access to these exams could result in higher costs for the student and their family. Additionally, if the student is unable to take these exams, they may need to pay for full-length courses to earn the same credit1. 4. Delayed Progress: Without the opportunity to take CLEP exams or end-of-course standardized tests, the student’s academic progress may be delayed. They might need to complete introductory courses that cover material they already understand, which could slow down their overall degree completion timeline1. 5. Missed Opportunities: CLEP exams allow students to “test out” of introductory courses and move directly into more advanced coursework. Denying access to these exams could prevent the student from accessing higher-level classes sooner, potentially affecting their academic and career opportunities1. 6. Impact on Motivation: Being denied the right to take these exams could negatively impact the student’s motivation and enthusiasm for learning. Feeling excluded or unfairly treated may discourage them from pursuing higher education or striving for academic excellence1. In summary, denying a 13-year-old student the right to take CLEP exams or end-of-course standardized tests could have far-reaching consequences, affecting their educational journey, financial situation, and overall academic experience. It is essential to ensure equal access to educational opportunities for all students, regardless of their age. Military and Government Federal, State and Local civilians should pursue opportunities of taking College Level Examination Program and End of Course Tests. This would lead to a higher academic level in both professions and thus increase professional development. Pursuing more opportunities to take CLEP (College-Level Examination Program) tests and End-of-Course Tests could potentially lead to a higher academic level in both the U.S. military and U.S. government professions/positions. Here’s why: Enhanced Knowledge: These tests can help individuals demonstrate their mastery of certain subjects. This could lead to a deeper understanding and application of knowledge in their respective fields. Professional Development: Passing these tests often leads to college credits, which could contribute towards a degree. A higher level of education can open up new opportunities for career advancement. Efficiency: CLEP tests allow individuals to receive college credit for what they already know, potentially saving time and resources that can be used for further professional development. Motivation: The opportunity to take these tests could motivate individuals to engage in continuous learning, which is a key aspect of professional development. Also, there are other strategies to Enhance Professional development: Set Clear Goals: Setting detailed, measurable goals can provide a roadmap for your professional development. These could include obtaining an academic degree, earning industry certification, joining a professional organization, learning new technology, or increasing duties and responsibilities. Take Initiative: Taking initiative in your professional development is crucial to advancing your career1. This could involve seeking out new responsibilities or projects that challenge you and help grow your skill set. Build a Strong Professional Network: Networking can open up new opportunities and provide valuable insights from others in your field . Ask for Feedback: Regular feedback can help you identify areas for improvement and track your progress. Continuing Education: Further education, such as earning a certificate, license, or higher degree, can improve your professional development by increasing your knowledge and showing your dedication to your career. Onboarding and Regular Learning: Incorporating learning into onboarding and giving employees time for it regularly can boost retention and promote professional development. Coaching: Offering coaching to all employees, not just executives, can provide personalized guidance and support. Remember, professional development is a continuous process, and it’s important to reassess your goals and strategies regularly to ensure they align with your career aspirations. It’s also beneficial to communicate your professional development plan to your manager and team, as they can potentially help you access resources such as tuition reimbursement programs, certification opportunities, and mentoring options. 7 Ways You Can Achieve Your Professional Development Goals Career advancement can be difficult. If you’re struggling to reach your professional development goals, here are... WHY IS IT IN 2024 THAT I FIND NO MATTER WHO I TALK TO THAT THE COLLEGE LEVEL EXAMINATION PROGRAM (CLEP) AND THE END OF COURSE STANDARDIZED TESTS (EOCT) ARE NOT PART OF THE PROFESSIONAL; DEVELOPMENT OPTIONS FOR INDIVIDUALS SEEKING A DEGREE ABOVE THE UNDERGADUATE LEVEL??? Frustrated, with the CLEP and EOCT options for Professional Development. According to the College Board website1, the CLEP exams are designed to help students earn college credit for what they already know, and to skip introductory courses in college. The EOCTs are assessments that measure how well students have learned the knowledge and skills outlined in the state-adopted curriculum standards2. Therefore, these exams are mainly intended for undergraduate students who want to demonstrate their proficiency in certain subjects or courses. They are not meant to be professional development tools for individuals seeking a degree above the undergraduate level. If you are looking for professional development opportunities in your field of interest, you may want to explore other options, such as online courses, workshops, webinars, certifications, or conferences. These may help you enhance your skills, knowledge, and credentials, and prepare you for advanced studies or careers. 1: https://support.collegeboard.org/professional-development 2: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/EOCT-Resources.aspx How Exams are Developed – CLEP | College Board Learn how CLEP exams are developed and the process in which they are administered and scored. WHAT IS WRONG WITH OUR EDUCATIONAL SYSTEM THAT I AM ABLE TO TALK TO INDIVIDUALS THAT ARE IN THEIR LATE 40'S AND EARLY 50'S AND HAVE GRAND CHILDREN THAT ARE GETTING READY TO GO TO COLLEGE ALREADY ACCUMULATING DEBT AND NO ONE KNOWS ANYTHING ABOUT THE COLLEGE LEVEL EXAMINATION PLAN (CLEP) OR END OF COURSE TESTING (EOCT) WHICH CAN BE USED EITHER FOR SEMESTER UNDERGRADUATE HOURS OR FOR CONTINUING EDUCATIONAL CREDITS (CEC'S) FOR CERTIFICATION OR TRADE SCHOOL. I HAVE EXPERIENCED WHERE WOMEN ESPECIALLY HAVE TOLD ME, IF THEY HAD KNOWN ABOUT THESE TESTS ETC, THEN THEY WOULD HAVE CHOSEN A DIFFERENT CAREER PATH. WHAT CAN BE DONE NATIONALLY TO MAKE THE WORKING POPULATION MORE AWRE OF THESSE PROGRAMS WHICH NIS NOT FOR EVERYONE, BUT IT WILL SURE HELP SOMEONE THAT IS STRUGGLING TO BREEAK THE BONDS OF IGNORANCE AND POVERTY. Your concern about the lack of awareness regarding educational programs like the College Level Examination Plan (CLEP), End of Course Testing (EOCT), and Continuing Educational Credits (CEC’s) is valid. These programs can indeed provide significant benefits to students, including the potential to save time and money, and to earn college credits or certification. CLEP is a program that allows students to earn college credit for what they already know, at a fraction of the cost of a college course12. It is accepted by 2,900 colleges and universities and is administered in more than 2,000 test centers12. EOCT is an academic assessment conducted in many states by the State Board of Education3. It tests from the ninth to twelfth grades, and covers core class subjects such as math, science, social studies, and English3. CEC’s are a tracking mechanism that allows individuals to document their involvement in varied professional development activities4. They are often compatible with Continuing Education Units (CEUs) that are often used by other professional certification programs such as teaching or healthcare4. To increase awareness of these programs, several strategies could be implemented: 1. Educational Institutions: Schools and colleges can play a significant role in promoting these programs. They can incorporate information sessions about these programs into their curriculum or orientation programs. 2. Government Initiatives: Government agencies can launch awareness campaigns about these programs. They can also mandate the inclusion of information about these programs in school curriculums. 3. Online Platforms: Online learning platforms and educational websites can provide detailed information about these programs. They can also offer guidance on how to prepare for these exams. 4. Community Outreach: Community centers and local libraries can host informational sessions about these programs. They can also provide resources for exam preparation. 5. Employers: Companies can inform their employees about these programs, especially if they offer tuition reimbursement or continuing education programs. 6. Media Campaigns: Utilizing various media platforms like television, radio, social media, and newspapers to spread awareness about these programs. Remember, while these programs can provide significant benefits, they may not be suitable for everyone. It’s important for individuals to research and consider their own educational goals and learning styles before deciding to pursue these options. The “KEY”IS NO ONE IS FORCED TO DO ANY OF THIS. 1clep.collegeboard.org2bigfuture.collegeboard.org3en.wikipedia.org4acacamps.org 5bigfuture.collegeboard.org6counselors.collegeboard.org7dpi.nc.gov8gosa.georgia.gov 9nfpt.com10cezoom.com11en.wikipedia.org12clep.collegeboard.org13coursera.org 14clep.collegeboard.org Understanding CLEP – CLEP | College Board Get answers to your questions about how CLEP exams are developed and validated. How many colleges accept clep exam and end of course tests and are they recognized by the top 25 universities in the united states CLEP (College-Level Examination Program) is a fantastic way for students to earn college credit based on their existing knowledge. It allows you to save time and money by demonstrating proficiency in specific subjects through exams. Here’s what you need to know: 1. Number of Colleges Accepting CLEP: o There are nearly 3,000 colleges in the United States that recognize CLEP exams1. o Each college has its own policy regarding which exams they accept and the amount of credit granted. It’s essential to understand your school’s specific policy2. 2. Top Public Colleges That Accept CLEP Credits: o Let’s explore a couple of universities that are CLEP-friendly: § University of Central Florida (UCF): With an undergraduate enrollment of over 60,000 students, UCF is one of the largest universities in the U.S. They award credit for all CLEP exams, provided students score 50 or higher. However, students cannot be within 60 credit hours of graduation when taking CLEP exams1. § University of Wisconsin: This large research institution grants credit for 13 different CLEP exams. Students must earn a minimum score of 65 and take CLEP exams before completing 16 semester hours of college credits1. § University of Massachusetts: UMass offers over 110 majors and has generous CLEP policies, granting credit for nearly every exam1. 3. Recognition by Top 25 Universities: o While CLEP is widely accepted, it’s essential to check each university’s specific policy. o Thousands of colleges and universities accept CLEP credit, but the criteria vary by institution. You can use the College Board’s tool to check if your preferred college recognizes CLEP credit3. o Keep in mind that not every college will recognize CLEP exams for credit. If your college does accept them, ensure that the specific class you want to CLEP test out of is eligible and meets the required score4. In summary, CLEP exams are a valuable option for earning college credit, but it’s crucial to verify individual college policies. 🎓📚 Learn more 1scholarships360.org 2clep.collegeboard.org 3coursera.org 4collegeraptor.com5clep.collegeboard.org How to Find a College's CLEP Policy – CLEP | College Board Learn how to find a college's CLEP policy so you can see if they grant credit for CLEP exams. Information related to Education and Specific Autism (Over Achievers) Yahoo/Sent To Whom It May Concern: (Disclaimer) "All information provided in this email has been accomplished by My Own Personal Research and is not reflective of any Federal, State or local Government entities input and is the most current information provided by Public Non-Commercial nor 3rd party entities:" TO WHOM IT MAY CONCERN, Since the CLEP test can be taken at age 13 and end of course tests are also available and they both can be converted to continuing educational credits then why is there not more emphasis placed on them in highschool for greater student options in the undergraduate area. Something is definitely wrong with the current EDUCATIONAL SYSTEM: I HAVE A GRANDSON, WHO HAS AUTISM AND IS AN OVER-ACHIEVER. HE WAS AN A MINUS STUDENT AND IS NOW CLEANING APARTMENTS TO GET MORE SOCIALLY ADJUSTED. I ASKED HIM OVER 2 YEARS AGO HOW HE LIKED SCHOOL. HE INDICATED THAT HE HAD SOME DIFFICULTY WITH SOME OF THE STUDENTS, BUT NOT IN A CONFORTATIONAL ROLE. HE INDICATED THAT HE ENJOYED TALKING TO OLDER STUDENTS AND TEACHERS. HE SAID HE FELT MORE RELAXED IN THAT ENVIRONMENT. WHEN I ASKED MY SON IF ANTHONY HAD BEEN OFFERED THE COLLEGE LEVEL EXAMINATION PROGRAM (CLEP) HE HAD NO IDEA WHAT I WAS TALKING ABOUT. YET HE HAD TO GO TO DIFFERENT SCHOOLS TO MAINTAIN CLASSES UNDER THE AUTISM PROGRAM. I DO NOT KNOW IF YOU HAVE SPECIAL NEEDS AND MONIES IS AVAILABLE FOR THAT THEN WHY WOULF YOU NOT DISCUSS OTHER ACADEMIC OPTIONS IF THE PERSON WERE IN THAT LEVEL OF AUTISM. USING A COMMON-SENSE APPROACH AND MINIMUM A-1, INPUT THIS IS THE ANSWER I WAS ABLE TO HAVE A HARD TIME DIGESTING: The College Level Examination Program (CLEP) and End-of-Course TESTS (EOCT’S), indeed offer valuable opportunities for students to earn college credits while still in high school. However, the emphasis on these programs can vary widely depending on the school, district, or state policies, as well as the awareness and resources available to students and educators. CLEP Tests: CLEP exams are designed to help students earn college credit, regardless of whether they’re in high school, the military, or living on campus1. High school students who score 50 or higher on CLEP tests and matriculate to a four-year college have higher retention and graduation rates than a comparable group of students without early credit2. Despite these benefits, not all high schools may have the resources or awareness to promote CLEP exams to their students. End-of-Course Tests: EOC tests are used in some states to measure student achievement in specific subjects like Algebra, Biology, American History, and English3. Students can earn graduation points based on their performance on these tests3. However, the use of EOC tests can be influenced by various factors, including state education policies and concerns about over-testing4. (LET THE PARENTS AND STUDENTS DECIDE THIS WITH 3RD PARTY INPUT GEARED SPECIFICALLY TO THIS CATEGORY OF AUTISM.) In summary, while both CLEP and EOC Tests Offer Significant Benefits, the extent to which they are emphasized in high schools can depend on a variety of factors, including state and district policies, resources, and awareness about these programs among educators and students. It’s also worth noting that every student’s academic journey is unique, and what works best for one student might not work as well for another. Therefore, it’s important for students to explore all available options and choose the path that best fits their individual goals and circumstances. “BOTTOMLINE WE NEED BETTER OR MORE WELL INFORMED COUNSELORS AND NOT ALWAYS CHASING PHANTOM BOTTOMLINES AND PUT A BIT OF GOOD OLD FASHION COMMON-SENSE APPROACH TO HANDLING AUTISTIC CASES OF THIS SPECIFIC CATEGORY”. Learn more 1.speedyprep.com 2.clep.collegeboard.org 3.education.ohio.gov 4.fordhaminstitute.org 5.clep.collegeboard.org 6.clep.collegeboard.org 7.education.ohio.gov Should Autistic children in the United States of America that are (Over Achievers) at age 13 be counseled on the Availability of the College Level Examination Program CLEP and the End of Course Standardized Tests (EOCT) for future Educational or Vocational Skills-Sets? If this situation does not currently exist, Is it a viable Concept or Option? The concept of counseling autistic children who are overachievers about the availability of the College Level Examination Program (CLEP) and End of Course Standardized Tests (EOCT) for future educational or vocational skill-sets is indeed viable and potentially beneficial. Autistic students, like all students, have a diverse range of abilities and potential. High-achieving autistic students may certainly benefit from early exposure to college-level material and testing, which can provide them with academic challenges and opportunities for advanced learning12. However, it’s important to note that standardized tests can present unique challenges for autistic students3. These challenges can include difficulties with language comprehension and the rigid administration guidelines of these tests3. Therefore, any counseling or preparation for these tests should take into account the specific needs and abilities of the individual student3. Moreover, there are already programs and resources available that focus on supporting autistic students in higher education12. These programs provide individualized skill building and therapeutic support to degree-seeking students with Autism Spectrum Disorders1. In conclusion, while this concept is viable, it’s crucial that the implementation is individualized and takes into account the unique needs and abilities of each student. It’s also important to ensure that the students, parents, and educators are well-informed about the potential challenges and strategies for success3. My grandson Anthony was not counseled on this. The same as many other “NORMAL Junior-High and High-school students are not. This is not about some Apps idea, but Personal Interaction with another Human Being, like a respected Teacher or Counselor. I think, it may be necessary to bring a Class Action Law-Suits against the System that failed my Grandson and other students, by providing him with the minimum Options to become an adult with identifiable Skill-Sets. We pay a huge amount in Taxes and Student-Debt in my opinion and for what. Both Programs apply to Primary and Secondary Vocational Education or a Combination of both for Degree completion with the Semester Hour to Continous Educational Credit (CEC) Conversion Formula. 1myautism.org 2collegeconsensus.com 3scholarworks.iu.edu 4mocase.wildapricot.org 5autism.org.uk 6ibcces.org 7docs.autismspeaks.org 8speechpathology.com 9fullspectrumaba.com 10cdc.gov 11iidc.indiana.edu HOW TO CONVERT COLLEGE CREDIT HOURS TO CONTINOUS EDUCATIONAL CREDIT (CEC’S) Yes, it is possible to convert college credit hours to continuous educational credit. The conversion formula for determining the number of credit hours in an educational program has changed recently. Previously, the formula required an institution to use a ratio of 37.5 in-class clock hours to each semester/trimester credit hour, or 25 in-class clock hours to each quarter hour, except that institutions could include “work outside of class” (out-of-class) hours as long as the in-class hours met a lower ratio – 30 clock hours to one semester hour or 20 clock hours to one quarter hour and the institution’s accrediting agency had not identified any problems with the institution’s establishment of credit hours 1. However, under the new regulations, if your institution offers an undergraduate educational program in credit hours that is considered a non-degree program, the appropriate conversion formula must be applied unless: The program is at least two academic years in length and provides an associate degree, a bachelor’s degree, a professional degree, or an equivalent as determined by the Department; or Each course within the program is acceptable for full credit toward a single associate degree, bachelor’s degree, or professional degree provided by that institution, or equivalent degree as determined by the Department, provided that the institution’s degree requires at least two academic years of study and the institution can demonstrate that students enroll in, and graduate from the degree program. The formula will determine if, after the conversion, the program includes the minimum number of credit hours to qualify as an eligible program for FSA purposes. The formula also determines the number of Title IV credit hours associated with each class that an institution can use to determine a student’s enrollment status during the program. As outlined in the September 2, 2020 final rule, the conversion formula for determining the number of credit hours in an educational program has changed. Previously, the formula required an institution to use a ratio of 37.5 in-class clock hours to each semester/trimester credit hour, or 25 in-class clock hours to each quarter hour, except that institutions could include “work outside of class” (out-of-class) hours as long as the in-class hours met a lower ratio – 30 clock hours to one semester hour or 20 clock hours to one quarter hour and the institution’s accrediting agency had not identified any problems with the institution’s establishment of credit hours 1. Implementation of updated clock-to-credit conversion regulations (EA ID:... If a 13-year-old Boy or Girl were denied the right to take the College-Level Examination Program (CLEP) or End-of-Course Standardized Tests EOCT), Several Consequences could Arise: 1. Educational Disadvantage: Denying access to these tests could put the student at a significant educational disadvantage. These exams allow students to earn college credit for what they already know, potentially saving them time and money on their educational journey1. Without this opportunity, the student might miss out on valuable learning experiences and the chance to accelerate their studies. 2. Limited College Credit: CLEP exams provide an alternative path to earning college credit. By passing these exams, students can demonstrate their knowledge in specific subjects and receive credit without taking traditional courses. Denying access to CLEP exams could limit the student’s ability to earn college credit efficiently and cost-effectively1. 3. Financial Implications: Taking CLEP exams is more affordable than enrolling in college courses. Denying access to these exams could result in higher costs for the student and their family. Additionally, if the student is unable to take these exams, they may need to pay for full-length courses to earn the same credit1. 4. Delayed Progress: Without the opportunity to take CLEP exams or end-of-course standardized tests, the student’s academic progress may be delayed. They might need to complete introductory courses that cover material they already understand, which could slow down their overall degree completion timeline1. 5. Missed Opportunities: CLEP exams allow students to “test out” of introductory courses and move directly into more advanced coursework. Denying access to these exams could prevent the student from accessing higher-level classes sooner, potentially affecting their academic and career opportunities1. 6. Impact on Motivation: Being denied the right to take these exams could negatively impact the student’s motivation and enthusiasm for learning. Feeling excluded or unfairly treated may discourage them from pursuing higher education or striving for academic excellence1. In summary, denying a 13-year-old student the right to take CLEP exams or End-of-Course Standardized Tests could have far-reaching consequences, affecting their Educational Journey, Financial Situation, and Overall Academic experience. It is Essential to ensure Equal Access to Educational opportunities for all Students, Regardless of Their AGE. Since the Inception of the College Level Examination Program,which allows any 13year Old that is a U.S. citizen to take the CLEP tests without Prejudice. What would be the overall impact to the program, if it were not presented to the 13 year old Students as a Possible means to make a Career Decision on either going to College for a Degree or using the Semester Hours for conversion to Continuing Educational Credits (CEC'S) to be used for a Trade School or future Technical Certificatons for Programming Computers etc. The College Level Examination Program (CLEP) has had a substantial impact on the Education System. It has been found that over 42% of beginning freshmen took CLEP examinations and over 38% received credit for passing one or more examinations1. This program provides students with an opportunity to gain college credits based on their knowledge, potentially accelerating their academic progress1. If the CLEP program were not presented to 13-year-old students as a means to make a career decision, it could potentially limit their understanding of the various educational pathways available to them. Here are some potential impacts: 1. Limited Exposure to Career Options: Without the introduction of CLEP and the potential to convert semester hours to Continuing Educational Credits (CECs), students might not be aware of the diverse career paths available, such as trade 2. School or Technical Certifications for programming computers2345. 3. Potential Impact on Academic Progress: If students are unaware of the potential to convert CLEP credits into CECs, they might miss out on opportunities to accelerate their academic progress7. As for the conversion of semester hours to CECs, it’s typically done using specific formulas891011. For example, one academic semester hour is often considered equal to 10 continuing education credits10. However, the exact conversion can vary depending on the specific regulations of the educational institution or program8. Implementation of updated clock-to-credit conversion regulations (EA ID:... In conclusion, presenting the CLEP program to 13-year-old students as a means to make a career decision can provide them with a broader understanding of the various educational and career pathways available to them. It can also potentially accelerate their academic progress and career development. However, it’s important to note that the ultimate decision should be based on the individual student’s interests, abilities, and career goals. This is good information for all Employees and their Dependents and those that maybe active within the local COMMUNITY. Anthony Jospeh Salpino Jr Retired Veteran (Viet-Nam and Desert Storm) Lifetime Member Military Officers Association of Amerca [email protected]