New York City Creates Replacement for Student Data Website

Starting next week, parents of students in New York City public schools will be able view their children’s attendance, grades and, ultimately, scores on Regents exams and state reading and math tests on a new website, NYC Schools.

The city’s Education Department created NYC Schools to replace Achievement Reporting and Innovation System, or ARIS, a data system built at great expense under Mayor Michael R. Bloomberg’s administration that was used by only a small fraction of parents. At the end of last year, the department ended its contract with Amplify, the company that maintained ARIS and is run by Joel I. Klein, who was schools chancellor during the system’s creation. Since then, parents have not had a way of viewing their children’s information online.

Hal Friedlander, the department’s chief information officer, said on Tuesday that NYC Schools was designed internally for less than $2 million and was expected to cost under $4 million for further development over the next four years. By contrast, ARIS, developed by IBM and a group of subcontractors, cost the Education Department $95 million from 2007 to 2014. Department officials said that only 3 percent of parents used it. Teachers and principals used it more often, but a 2012 audit report by the city comptroller found that nearly half of them had not logged into the system during the previous year.

Justin Hamilton, a spokesman for Amplify, said: “Over six years ago, we were called in to fix this project when it was well underway. We did so on time and on budget and are proud of what we accomplished.”

Starting on Monday, according to the department, parents and other guardians can register for an account in person at their children’s schools. They will need photo identification, an email address and their child’s student identification number. They will immediately be able to see on the website the contact information on file for their child and how many days their child has been tardy or absent.

Report card grades are to go online at the end of the year, and scores on Regents exams and state reading and math tests will be available in the summer, after they are released by the state. Previous years’ grades and test scores are to be added later in the year.

The schools chancellor, Carmen Fariña, said on Tuesday that though the department planned to add to the website over time, “at least right now, no parent can say to us, ‘Well, I didn’t know my child wasn’t doing well.’”

The website includes an option for parents to comment about what else they would like to see. For now, one piece of data that was available on ARIS but is not on the new website is high school students’ credit accumulation.

Mr. Friedlander said that to protect students’ privacy, all of the student data will be encrypted, and, because the system will be maintained by the department, no outside vendor will have access to the data.

Carolyn Pereira, whose son is in seventh grade at Quest to Learn, a middle and high school in Manhattan, said she had used ARIS and had been disappointed when it was discontinued. She said she mostly used ARIS to look at her son’s test scores and the analysis of his test performance.

“It would really be detailed about what they did well in and what they didn’t do well in,” she said. “Say it was math, it would say if it was the fractions that he did bad in or did good in.” A department spokeswoman said that there were no current plans for NYC Schools to include that kind of analysis of test performance, but that it could be added if parents requested it.

Ms. Pereira said she also used it to verify her son’s information and correct mistakes; in one case, the department had him listed as the wrong ethnicity.

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http://www.nytimes.com/2015/06/03/nyregion/new-york-city-creates-replacement-for-student-data-website.html?ref=education

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Canada’s Forced Schooling of Aboriginal Children Was ‘Cultural Genocide,’ Report Finds

 

Aboriginal Canadians were forced to attend boarding schools like this one in the Northwest Territories, shown around 1936. Credit Library and Archive of Canada

 

 

OTTAWA — Canada’s former policy of forcibly removing aboriginal children from their families for schooling “can best be described as ‘cultural genocide.’ ”

That is the conclusion reached by the country’s Truth and Reconciliation Commission after six years of intensive research, including 6,750 interviews. The commission published a summary version on Tuesday of what will ultimately be a multivolume report, documenting widespread physical, cultural and sexual abuse at government-sponsored residential schools that Indian, Inuit and other indigenous children were forced to attend.

The schools, financed by the government but run largely by churches, were in operation for more than a century, from 1883 until the last one closed in 1998.

The commission documented that at least 3,201 students died while attending the schools, many because of mistreatment or neglect, in the first comprehensive tally of such deaths.

The report linked the abuses at the schools, which came to broad public attention over the last four decades, to social, health, economic and emotional problems affecting many indigenous Canadians today. It concluded that although some teachers and administrators at the schools were well intentioned, the overriding motive for the program was economic, not educational.

“The Canadian government pursued this policy of cultural genocide because it wished to divest itself of its legal and financial obligations to aboriginal people and gain control over their lands and resources,” the report said. “If every aboriginal person had been ‘absorbed into the body politic,’ there would be no reserves, no treaties and no aboriginal rights.”

The Canadian government apologized to former students in a landmark 2008 court settlement and established the commission to document what had happened and to reconcile Canada’s native and nonnative peoples.

The commission, led by Justice Murray Sinclair, an Ojibwa who was the first aboriginal judge in the province of Manitoba, said Tuesday that it would take considerable effort and significant social, legal and political changes to achieve that mandate.

“A just reconciliation requires more than simply talking about the need to heal the deep wounds of history,” the report said. “Words of apology alone are insufficient; concrete actions on both symbolic and material fronts are required.”

In contrast, the commission found that “all too often, policies and programs are still based on faded notions of assimilation.”

In its report, the commission offered 94 recommendations, including an overhaul of the child welfare system for aboriginal children, which continues to produce cases of abuse and neglect, and a change in Canada’s oath of citizenship to include a promise to “faithfully observe the laws of Canada, including treaties with indigenous peoples.”

A principal recommendation is a step that has long been a sore point between aboriginal groups and the government. The report repeatedly calls on the government to fully adopt the United Nations Declaration on the Rights of Indigenous Peoples as the basis of a new relationship.

Canada, along with the United States, Australia and New Zealand, has been reluctant to take that step, saying instead that the country endorses the declaration only as a “non-legally-binding aspirational document.”

The major sticking point is the declaration’s requirement that issues involving the lands, territories and resources of aboriginal people be subject to their “prior and informed consent.” The government is concerned that the requirement would essentially give aboriginal groups a sweeping veto over Canadian law.

The commission said, however, that the declaration affirmed rights already held by native groups under treaties with the government and was consistent with recent decisions by the Supreme Court of Canada related to aboriginal rights.

Aboriginal groups and the government see reconciliation very differently, the report said: The government appears to believe that it involves aboriginal people’s accepting “the reality and validity” of the government’s power “in order to allow the government to get on with business.”

“Aboriginal people, on the other hand, see reconciliation as an opportunity to affirm their own sovereignty and return to the ‘partnership’ ambitions they held,” the report said.

Prime Minister Stephen Harper’s Conservative government has had a strained relationship with indigenous people, even though it was Mr. Harper who made the apology in 2008. When a reporter at a news conference on Tuesday asked whether the Conservatives were at all likely to adopt the commission’s recommendations, Justice Sinclair said, “We are writing for the future, not just for this government,” a remark that met with prolonged applause and cheers from the largely aboriginal audience.

Bernard Valcourt, the aboriginal affairs minister, said Tuesday: “This dark chapter in Canada’s history has left a mark on our country. I’m confident that we can build on the important work that’s been done and continue to heal as a nation.”

Leaders of the Protestant churches that ran many of the schools apologized long ago. But the report and Justice Sinclair urged Pope Francis to formally take that step for the Roman Catholic Church, which ran some of the schools, saying that apologies from local Catholic officials were not enough.

The research and interviews conducted by the commission detailed a boarding school system that was woefully underfunded, inadequately staffed and largely ineffective at its stated aim of providing useful education.

Some former students interviewed by the commission cited school sports and music and arts programs as bright spots in their lives. But those programs were not generally part of the system, and most former students, even those who were not physically or sexually harmed or neglected, said their daily lives had been heavily regimented and lacked privacy and dignity. At many of the schools, students were addressed and referred to by number as if they were prisoners.

“In the school, I didn’t have a name,” Lydia Ross, a former student, told the commission. “I had No. 51, No. 44, No. 32, No. 16, No. 11 and then finally No. 1, when I was just coming to high school.”

The commission found that the government had in effect blocked criminal investigations of some sexual predators employed at the schools. The report documented widespread bullying and beating involving both staff members and older students.

Many staff members were paid poorly, and the government justified the policy by arguing that “because many employees belonged to missionary organizations, pay was a ‘minor consideration,’ ” the commission found. Nuns at one school in the 1960s were paid just $50 a month, the report said, a situation that made its principal “feel like a heel.”

The report documented instances in which students tried to burn down their schools or died after running away from schools in remote locations. Justice Sinclair said at the news conference that although the commission was able to document 3,201 student deaths, research suggested that 6,000 or more may have died.

A disproportionate number of aboriginal people are imprisoned in Canada, and aboriginal children account for a much larger part of the child welfare system’s caseload than their share of the population. The commission said both of those trends were consequences of the regimented residential school system.

People raised in the schools, the report said, “sometimes found it difficult to become loving parents.” Those who were abused often went on to abuse other people as adults, or fell victim to substance abuse.

“Students who were treated and punished like prisoners in the schools often graduated to real prisons,” the commission wrote. “For many, the path from residential school to prison was a short one.”

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http://www.nytimes.com/2015/06/03/world/americas/canadas-forced-schooling-of-aboriginal-children-was-cultural-genocide-report-finds.html?ref=education

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For the Poor, the Graduation Gap Is Even Wider Than the Enrollment Gap

Graduates listening to President Obama's  commencement address at Lake Area Technical Institute in Watertown, S.D., last month. Credit Jonathan Ernst/Reuters

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Rich and poor students don’t merely enroll in college at different rates; they also complete it at different rates. The graduation gap is even wider than the enrollment gap.

In 2002, researchers with the National Center for Education Statistics started tracking a cohort of 15,000 high school sophomores. The project, called the Education Longitudinal Study, recorded information about the students’ academic achievement, college entry, work history and college graduation. A recent publication examines the completed education of these young people, who are now in their late 20s.

The study divided students into four equally sized groups, or quartiles, depending on their parents’ education, income and occupation. The students in the lowest quartile had parents with the lowest income and education, more likely to work in unskilled jobs. Those in the highest quartile had parents with the highest income and education, those more likely to be professionals or managers.

In both groups, most of the teenagers had high hopes for college. Over all, more than 70 percent of sophomores planned to earn a bachelor’s degree. In the top quartile, 87 percent expected to get at least a bachelor’s, with 24 percent aiming for an advanced degree.

In the bottom quartile, 58 percent of students expected to get at least a bachelor’s degree and 12 percent to go on to graduate school.

Thirteen years later, we can see who achieved their goals.

Among the participants from the most disadvantaged families, just 14 percent had earned a bachelor’s degree.

That is, one out of four of the disadvantaged students who had hoped to get a bachelor’s had done so. Among those from the most advantaged families, 60 percent had earned a bachelor’s, about two-thirds of those who had planned to.

Seeing these numbers, some readers may wonder whether the poor children were simply overconfident, with aspirations outstripping their academic skills. Maybe the low-income children weren’t completing college because they were not able.

Continue reading the main story

The Advantage of Wealth in College

A low-income college student with top math scores has the same chance of graduating with a bachelor’s degree  (41 percent )  as a rich student with mediocre scores. 

B.A. completion rate in three socio-economic groups, ranked in four groups of math test scores.

74%

Low

Middle

High

Lowest quartile

Second

Third

Highest

5%

12%

23%

41%

8%

19%

35%

53%

21%

41%

61%

74%

B.A. completion rate in three socio-economic groups, ranked in four groups of math test scores.

Low

Middle

High

Lowest quartile

Second

Third

Highest

5%

12%

23%

41%

8%

19%

35%

53%

21%

41%

61%

74%

B.A. completion rate in three socio-economic groups, ranked in four groups of math test scores.

Low

Middle

High

Lowest
quartile

Second

Third

Highest

5%

12%

23%

41%

8%

19%

35%

53%

21%

41%

61%

74%

Source: Department of Education: Education Longitudinal Study

The survey lets us check this hypothesis. As part of the study, high school students completed a battery of tests in math and reading. And the results show that the hypothesis is wrong: educational achievement does not explain the gap in bachelor’s degree attainment.

Consider the teenagers who scored among the top 25 percent of students on the math test. In this group, the students from the top socioeconomic quartile had very high bachelor’s degree completion rates: 74 percent of the most advantaged students with top math scores earned a four-year college degree by the time they were in their late 20s.

But only 41 percent of the poorest students with the top math scores did so. That’s a completion gap of 33 percentage points, not much smaller than the overall gap of 46 percentage points.

Academic skills in high school, at least as measured by a standardized math test, explain only a small part of the socioeconomic gap in educational attainment.

Here’s another startling comparison: A poor teenager with top scores and a rich teenager with mediocre scores are equally likely to graduate with a bachelor’s degree. In both groups, 41 percent receive a degree by their late 20s.

And even among the affluent students with the lowest scores, 21 percent managed to receive a bachelor’s degree, compared with just 5 percent of the poorest students. Put bluntly, class trumps ability when it comes to college graduation.

Poor students are increasingly falling behind well-off children in their test scores, as recent research by Sean Reardon at Stanford University shows.

That is, any poor children who manage to score at the top of the class are increasingly beating the odds. Yet even when they beat the odds in high school, they still must fight a new set of tough odds when it comes to completing college.

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Texas Lawmakers Pass a Bill Allowing Guns at Colleges

The campus of the University of Texas at Austin, where the new gun law would take effect next year. Credit Ilana Panich-Linsman for The New York Times


HOUSTON — Students and faculty members at public and private universities in Texas could be allowed to carry concealed handguns into classrooms, dormitories and other buildings under a bill passed over the weekend by the Republican-dominated Legislature. The measure is being hailed as a victory by gun rights advocates and criticized by many students and professors as irresponsible and unnecessary.

The so-called campus-carry bill is expected to be signed into law by the Republican governor, Greg Abbott. It would take effect in August 2016 at universities and August 2017 at community colleges.

Supporters say it will make college campuses safer by not preventing licensed gun owners from defending themselves and possibly saving lives should a mass shooting occur, such as the one that unfolded at Virginia Tech University in 2007.

Opponents say the notion that armed students would make a campus safer is an illusion that will have a chilling effect on campus life. Professors said they worry about inviting a student into their offices to talk about a failing grade if they think that student is armed. And Democratic lawmakers and some university leaders worry about increased security costs and the bill’s effect on recruiting potential teachers and students from other states.

“The perception in academia will be that Texas is a free-fire zone with yokels in the classrooms packing heat,” said Lynn W. Tatum, a professor at Baylor University in Waco and the former president of the Texas conference of the American Association of University Professors.

Texas will be one of eight states to allow the carrying of concealed weapons on public college campuses, joining Colorado, Idaho, Kansas, Mississippi, Oregon, Utah and Wisconsin, according to the National Conference of State Legislatures. Nineteen others ban concealed weapons on campus, including California, Florida and New York, and 23 others, including Alabama and Arizona, leave the decision to the colleges or state board of regents.

The bill that passed in Texas was something of a compromise that allows private universities to opt out and public ones to designate parts of their campuses as gun-free zones. But coming at a time when legislatures have allowed guns at places from bars to houses of worship, it reflects the seemingly limitless legislative clout of gun interests, particularly in Republican-dominated states.
Continue reading the main story
Related Coverage

    Crayle Vanest, an Indiana University senior, recently became the first woman on the board of Students for Concealed Carry.
    A Bid for Guns on Campuses to Deter RapeFEB. 18, 2015

One of the most prominent opponents of the campus-carry bill was an unlikely figure — a former member of the Navy SEALs. Adm. William H. McRaven, the former commander of United States Special Operations forces who directed the raid that killed Osama bin Laden, is now the chancellor of the 15-campus University of Texas System.
Photo
Adm. William H. McRaven, the chancellor of the University of Texas System, is an opponent of the campus-carry bill. Credit Marsha Miller/The University of Texas at Austin , via Associated Press

“I’m a guy that loves my guns,” Admiral McRaven said. “I have all sorts of guns. I just don’t think bringing guns on campus is going to make us any safer. If you’ve ever been shot at, which I have, then you have an appreciation for what a gun can do.”

In addition to the campus-carry bill, Republican lawmakers also approved an open-carry bill, which gives those licensed to have a concealed weapon the option of carrying it openly in a holster, although open carry will not be allowed on a college campus. The debate over both bills made gun rights a dominant issue of the legislative session.


One of the bill’s chief architects was Senator Brian Birdwell, a Republican and a retired Army lieutenant colonel wounded in the Sept. 11, 2001, attack on the Pentagon. Those backing it included local and national gun rights groups, including Students for Concealed Carry and the state affiliate of the National Rifle Association; Tea Party activists; and Sheriff Parnell McNamara of McLennan County, which includes Waco. Other law enforcement officials testified against the bill, including Adrian Garcia, who at the time was the sheriff of Harris County, which includes Houston.

Supporters said that because Texans licensed to have concealed firearms must be 21 years or older, the number of the state’s 850,000 license holders who will ultimately carry on campus will be small, and will most likely be older community college students more interested in protecting themselves as they walk to their cars at night on campus than in carrying their weapons to a fraternity party.

“An armed society is a safe society, so any time you have gun control, there is far more opportunity to become victims,” said State Representative Jonathan Stickland, a Republican and Tea Party favorite who often does his legislative work at the Capitol wearing his concealed .40-caliber semiautomatic pistol. “The criminals aren’t going to obey the laws. It’s the responsible folks who we should be encouraging to protect themselves in the community they live in.”

At the University of Texas at Austin, interviews with more than a dozen students Tuesday found little support for campus carry. The university was the scene of the nation’s first campus mass shooting on Aug. 1, 1966, when a sniper, Charles Whitman, fired at people from the school’s clock tower in a day of violence that left 16 people dead. The campus-carry law will take effect there Aug. 1, 2016, exactly 50 years later.

“I don’t think guns should be allowed, because that’s pretty scary,” said Sarah Wang, 18, a computer science major and sophomore who stood near the tower. “We’ve already seen so many instances where people get hurt because there are guns in schools.”

In some ways, the legislative battle over the bill was symbolic. For years, Texans who were licensed by the state to carry a concealed firearm had never been prohibited under the law from walking on or through the grounds of most college campuses with their weapon. The bill gives those licensed to carry a concealed firearm the right to have their firearms while they are inside buildings and clarifies that they can be armed while on campus, although several caveats pushed by Democratic lawmakers will dampen the impact of the legislation.

The bill gives private and independent colleges the option of opting out entirely. Public colleges have no such option, but lawmakers allowed university presidents at public institutions to come up with concealed-weapons regulations that could let them establish gun-free zones on their campuses. The bill says university officials can establish “reasonable rules,” but states those regulations cannot “generally prohibit” license holders from carrying concealed handguns on campus.

“While the passage of campus carry is disappointing, the legislation is better than it could have been in that we will be able to exercise some local control,” said Neal J. Smatresk, president of the University of North Texas, a public institution in Denton. “We need to review the legislation thoroughly to ensure that we understand our latitude in controlling concealed carry on campus.”

The Texas version of campus carry is more watered down than the laws passed by other states. In Utah, the presidents of the public colleges have no discretion to write concealed-handgun rules. At Southern Utah University in Cedar City, students and faculty can have concealed weapon just about anywhere on campus — in classrooms, dormitory buildings and at sporting events.

“It’s never been an issue,” said Rick Brown, the university’s chief of police.

The only episode he could recall was the day a few years ago when a teacher found a loaded clip in a classroom after class was dismissed and notified the campus police. Mr. Brown said the clip apparently fell out of a student’s backpack during class.

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http://www.nytimes.com/pages/education/index.html

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12 Useful Math Hacks That They Didn't Teach You In School

After finding these math hacks, I’m convinced that all those years of being forced to struggle through math class really was just a torture ploy created by evil math teachers everywhere. Check out these amazing math tips and you’ll agree! Watch out though, you may just unleash the inner math whiz you never knew was in you…

1. How To Convert Fahrenheit to Celsius

As if it was this simple all along…

2. How To Multiply Large Numbers In Your Head

Who knew?

3. How To Multiply By 11

Finally! I can now multiply more than single digits by 11 in my head.

4. Secret To Remembering The Numbers In Pi

Also a cool party trick.

5. How To Find Fractions Of Whole Numbers

 

6. How To Figure Out What Day Of The Week Falls On What Date…

You might be confused looking at the picture below, but the math is actually quite simple (albeit a bit elaborate). You’ll need the codes HERE, which will help you master this.

July simply has a code of 5.
20th is 6 because 7 goes into 20 twice, which is 14. 20 – 14 = 6.
2069 is 2 because the leap year code of 2068 is 1 and 2069 is 1 year after, so that’s 2.

The math can be difficult at first because there are a lot of codes, but it works out incredibly well once you pick it up. Here’s a separate example:

January 3, 2014 is a Friday, right?

So, January, according to the table, is 6, and we handle days by using multiples of 7. We don’t need to, so it’s actually just 3 in this case. Next we need to know the closest leap year, which was 2012. That has a year code of 1 and 2013 is 2 years after, so 3 again.

We get 6 + 3 + 3 = 12 – 7 = 5! FRIDAY!

7. How to Add And Subtract Fractions

 

8. How To Figure Out Multiples Of Nine

Just count up in the tens column and down in the ones column.

9. How To Use Your Hands For 5, 6, and 9 Times Tables

Click HERE for more detailed instruction…

10. How To Figure Out Percentages

 11. How To Remember Which Sign Is Greater Than and Which Is Less Than

Alligator always eats the bigger number!

12. Use Lines To Multiply

 The above is actually a method used often by the Japanese. Here is video demonstrating:

 

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The most truthful and popular infographics for students is available at "Infographics student"

The most truthful and popular infographics for students is available at "Infographics student"

http://infographicsstudent.blogspot.com/

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RATING world's best universities Times Higher Education, 2014. THE World University Rankings 2014-2015.

RATING universities in the country

1 California Institute of Technology California Institute of Technology US
2 Harvard University, Harvard University USA
3 University of Oxford University of Oxford United Kingdom
4 Stanford University Stanford University USA
5 University of Cambridge University of Cambridge UK
6 MIT Massachusetts Institute of Technology US
7 Princeton University Princeton University USA
8 University of California at Berkeley, University of California, Berkeley USA
9 Imperial College London Imperial College London UK
9 Yale University Yale University USA
11 University of Chicago University of Chicago US
12 University of California, Los Angeles University of California, Los Angeles USA
13 Swiss Federal Institute of Technology in Zurich, Swiss Federal Institute of Technology Zürich, Switzerland
14 Columbia University Columbia University USA
15 Johns Hopkins University Johns Hopkins University USA
16 University of Pennsylvania University of Pennsylvania USA
17 University of Michigan University of Michigan US
18 Duke University Duke University USA
19 Cornell University Cornell University USA
20 University of Toronto University of Toronto, Canada
21 Northwestern University Northwestern University USA
22 University College London University College London United Kingdom
23 University of Tokyo University of Tokyo, Japan
24 Carnegie Mellon University Carnegie Mellon University USA
25 National University of Singapore National University of Singapore Singapore
26 University of Washington University of Washington United States
27 Georgia Institute of Technology Georgia Institute of Technology United States
28 University of Texas at Austin University of Texas at Austin US
29 University of Illinois, Urbana University of Illinois - Urbana USA
29 University of Munich Ludwig-Maximilian Ludwig-Maximilians Universität München Germany
29 University of Wisconsin-Madison University of Wisconsin Madison United States
32 University of British Columbia University of British Columbia, Canada
33 University of Melbourne University of Melbourne, Australia
34 Federal Polytechnic Institute of Lausanne École Polytechnique Fédérale de Lausanne, Switzerland
34 London School of Economics and Political Science, London School of Economics and Political Science UK
36 University of Edinburgh University of Edinburgh United Kingdom
37 University of California, Santa Barbara University of California, Santa Barbara United States
38 New York University New York University US
39 McGill University McGill University, Canada
40 King's College London King's College London UK
41 University of California, San Diego University of California, San Diego United States
42 Washington University in St. Louis Washington University Saint Louis United States
43 University of Hong Kong University of Hong Kong Hong Kong
44 Karolinska Institutet Karolinska Institute Sweden
45 Australian National University Australian National University, Australia
46 University of Minnesota University of Minnesota USA
46 University of North Carolina University of North Carolina USA
48 Peking University Peking University, China
49 Tsinghua University Tsinghua University, China
50 Seoul National University, Seoul National University, South Korea
51 Hong Kong University of Science and Technology of Hong Kong University of Science and Technology Hong Kong
52 Korean Institute of Advanced Science and Technology Korea Advanced Institute of Science and Technology, South Korea
52 University of Manchester University of Manchester UK
54 Brown University Brown University USA
55 University of California at Davis, University of California Davis United States
55 Catholic University of Louvain Katholieke Universiteit Leuven Belgium
57 Boston University Boston University USA
58 Pennsylvania State University Pennsylvania State University USA
59 Kyoto University, Kyoto University, Japan
60 University of Sydney University of Sydney, Australia
61 Polytechnic Institute of École Polytechnique, France
61 Nanyang Technological University Nanyang Technological University of Singapore
63 Higher Normal School in Pisa Scuola Normale Superiore di Pisa Italy
64 Leiden University Leiden University Netherlands
65 Australia's University of Queensland University of Queensland Australia, Australia
66 Pohang University of Science and Technology Pohang University of Science and Technology, South Korea
67 University of Göttingen University of Göttingen, Germany
68 Ohio State University Ohio State University USA
69 Rice University Rice University USA
70 University of Heidelberg Ruprecht Karl Ruprecht Karl University of Heidelberg, Germany
71 Delft University of Technology Delft University of Technology Netherlands
72 Erasmus University Rotterdam Erasmus University Rotterdam Netherlands
73 Wageningen University and Research Centre Wageningen University and Research Center Netherlands
74 University of Bristol University of Bristol UK
75 University of Basel University of Basel, Switzerland
75 University of South Carolina University of Southern California USA
77 University of Amsterdam University of Amsterdam Netherlands
78 Ecole Normale Superieure in Paris École Normale Supérieure, Paris, France
79 Utrecht University Utrecht University Netherlands
80 Humboldt University of Berlin Humboldt University of Berlin, Germany
81 Free University of Berlin Free University of Berlin, Germany
82 Michigan State University Michigan State University USA
83 Durham University Durham University UK
83 Monash University Monash University, Australia
85 Middle East Technical University Middle East Technical University TURKEY
86 University of Arizona University of Arizona USA
86 Notre-Dame University, University of Notre Dame United States
88 University of California, Irvine University of California, Irvine USA
88 Tufts University Tufts University United States
90 Ghent University Ghent University Belgium
91 University of Massachusetts University of Massachusetts USA
91 University of Pittsburgh University of Pittsburgh United States
93 Emory University Emory University USA
94 University of Glasgow University of Glasgow United Kingdom
94 McMaster University McMaster University named Canada
96 Vanderbilt University Vanderbilt University USA
97 University of Colorado University of Colorado USA
98 Stockholm University Stockholm University Sweden
98 Technical University of Munich Technical University of Munich, Germany
98 Uppsala University Uppsala University Sweden
101 Maastricht University Maastricht University Netherlands
102 Purdue University Purdue University USA
103 University of Helsinki University of Helsinki, Finland
103 University Pierre and Marie Curie Pierre and Marie Curie University, France
103 University of Warwick University of Warwick United Kingdom
103 University of Zurich University of Zürich, Switzerland
107 University of Geneva University of Geneva, Switzerland
107 Queen Mary University of London Queen Mary, University of London UK
109 University of California at Santa Cruz University of California, Santa Cruz United States
109 University of New South Wales, University of New South Wales, Australia
111 University of St Andrews University of St. Andrews UK
111 University of Sussex University of Sussex United Kingdom
113 University of Montreal Université de Montréal, Canada
113 Tübingen University and Eberhard Carl Eberhard Karls University, Tübingen, Germany
113 University of York University of York UK
116 Case Western Reserve University Case Western Reserve University United States
117 University of Groningen University of Groningen Netherlands
118 Royal Holloway University of London Royal Holloway, University of London UK
119 Lund University, Lund University Sweden
120 University of South Paris, Université Paris-Sud, France
121 University of Rochester University of Rochester USA
121 University of Sheffield University of Sheffield UK
121 Danish Technical University, Technical University of Denmark Denmark
124 University of Alberta, University of Alberta, Canada
124 University of Cape Town University of Cape Town, South Africa
126 Boston College Boston College USA
126 University of Florida University of Florida USA
126 Royal Institute of Technology Royal Institute of Technology Sweden
129 The Chinese University of Hong Kong Chinese University of Hong Kong Hong Kong
130 University of Virginia University of Virginia USA
131 Lancaster University Lancaster University UK
132 University of Bern University of Bern, Switzerland
132 University of Maryland, College Park University of Maryland, College Park USA
132 University of Southampton University of Southampton United Kingdom
135 Technical University of Dresden, Dresden University of Technology, Germany
136 University of Lausanne University of Lausanne, Switzerland
136 Free University Amsterdam VU University Amsterdam The Netherlands
138 Trinity College, Dublin Trinity College Dublin Ireland
139 Bogazici University Boğaziçi University, Turkey
140 Radbudsky University in Nijmegen Radboud University Nijmegen Netherlands
141 Colorado School of Mines Colorado School of Mines United States
141 Texas University of Agriculture and Mechanics of Texas A & M University United States
141 Tokyo Institute of Technology Tokyo Institute of Technology, Japan
144 Eindhoven University of Technology Eindhoven University of Technology Netherlands
144 State University of New Jersey named after Rutgers Rutgers, the State University of New Jersey USA
146 University of Leeds University of Leeds United Kingdom
147 Brandeis University Brandeis University US
148 University of Birmingham University of Birmingham UK
148 University Sungkyunkvan Sungkyunkwan University, South Korea
150 University of California, Riverside University of California, Riverside United States
150 Indiana University Indiana University United States
152 Dartmouth College Dartmouth College USA
153 Aarhus University, Aarhus University Denmark
154 University of Exeter University of Exeter United Kingdom
155 National Taiwan University National Taiwan University Taiwan
156 RWTH Aachen University RWTH Aachen University, Germany
157 University of Liverpool University of Liverpool UK
157 Osaka University Osaka University, Japan
157 University of Western Australia University of Western Australia, Australia
160 University of Copenhagen University of Copenhagen Denmark
160 Ecole Normale Superieure of Lyon École Normale Supérieure de Lyon, France
162 University of Utah University of Utah USA
163 University of Freiburg University of Freiburg, Germany
164 University of Adelaide University of Adelaide, Australia
165 Istanbul Technical University, Istanbul Technical University, Turkey
165 Karlsruhe Institute of Technology Karlsruhe Institute of Technology, Germany
165 University Pompeu Fabra Pompeu Fabra University Spain
165 Tohoku University Tohoku University, Japan
169 University of Miami University of Miami USA
170 University of Antwerp University of Antwerp Belgium
171 Catholic University of Louvain Université Catholique de Louvain Belgium
171 University of Nottingham University of Nottingham UK
173 Georgetown University Georgetown University USA
173 University of Victoria University of Victoria, Canada
175 University of Auckland University of Auckland, New Zealand
175 University of Iowa University of Iowa US
177 Syracuse University Syracuse University US
178 University of Aberdeen University of Aberdeen United Kingdom
178 University Joseph Fourier (Grenoble 1) Joseph Fourier University - Grenoble 1 France
180 University of Delaware University of Delaware USA
180 University of Paris VII Denis Diderot named University Paris Diderot - Paris 7, France
182 Arizona State University Arizona State University USA
182 Sabanci University Sabanci University, Turkey
182 University of Vienna University of Vienna Austria
185 Northeastern University Northeastern University United States
186 University of Oslo University of Oslo Norway
186 Yeshiva University Yeshiva University USA
188 University of Ottawa University of Ottawa, Canada
188 University at Stony Brook Stony Brook University USA
188 Tel Aviv University Tel Aviv University, Israel
191 State University of New York at Buffalo State University of New York Buffalo USA
192 Hong Kong City University City University of Hong Kong Hong Kong
193 Fudan University, Fudan University, China
193 Iowa State University Iowa State University USA
195 University of Bonn University of Bonn, Germany
196 Moscow State University named after MV Lomonosov Moscow State University Lomonosov Moscow State University Russia
196 St. George's University, London St George's, University of London UK
198 University of East Anglia University of East Anglia UK
199 University of Leicester University of Leicester United Kingdom
200 Florida Institute of Technology Florida Institute of Technology US
200 George Washington University George Washington University USA

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