Knewton Challenge Discussion – GMAT Problem Solving (Cello-Viola Pairs)

November 17th, 2010

Here’s a tough Problem Solving question from Session 11′s QC homework. So far, 69.8% of students have missed it. How would you solve it?

Give it a shot, then share your answers, questions, and thought processes in the comments below. Remember, if you’re in our GMAT class now, add your teacher name and session to your comment (e.g., Zwelling, MW 1:30).

A certain music store stocks 800 cellos and 600 violas. Of these instruments, there are 90 cello-viola pairs, such that a cello and a viola were both made with wood from the same tree (each tree can make at most one viola and one cello, so there are no pairs other than these 90). If one viola and one cello are chosen at random, what is the probability that the two instruments are made with wood from the same tree?

[A] 3/16,000
[B] 1/8,100
[C] 3/1,600
[D] 1/90
[E] 2/45

Posted in Challenge Discussions, GMAT, Quant Guide | 14 Comments »

MBA Admissions Tip: The Comparison Trap

November 17th, 2010

Here’s another weekly MBA admissions tip from our friends at Clear Admit. For more advice about the b-school application process, check out their blog.

We wanted to take some time today to discuss a frequently-made mistake in the application process. In their desire to make their case to their target MBA programs, many applicants devote sentences and even paragraphs to explaining why the school in question is their “first choice” and arguing its superiority over other schools.

Though certainly understandable, this is actually not a very productive exercise. Let’s consider a few reasons why, from the schools’ point of view:

Tell me something I don’t know. A popular strategy – and not always bad one – for applicants seeking to demonstrate their fit with one school above any other is to study its website to understand the program’s self-determined selling points, and then profess an interest in those. The thing that essay writers don’t always consider is that while a school’s distinguishing characteristics might be the factors that set it apart from others, this is not necessarily what the admissions committee wants to read about in an applicant’s essays. The very admissions officer reading your file spends months every year pushing this marketing message out to prospective students. Members of Harvard’s and Darden’s admissions staff know all about the merits of the case method, Kellogg and Duke’s admissions committees are already up to their ears in team-orientation, and Stanford and Yale could not be more aware of the benefits of a small class size. This isn’t to say that you shouldn’t touch briefly on these key points (the schools highlight these for a reason), only to suggest that to put together a really compelling application, it’s important to push beyond high-level differentiators and immediate association and demonstrate that you’ve learned about the program on a deeper level. In making room for this level of detail within a restrictive word limit, cutting other schools out of the picture is a great starting point.

Enough about us, let’s talk about you. It’s not uncommon for applicants to become so engrossed in explaining how their target program differs from other business schools that they neglect to really articulate how their own interests, personality and preferences fit into the picture. Very nearly every school requires that prospective students compose an essay explaining how the MBA program will help them accomplish their goals, but there’s not a single one that adds “better than any other MBA program.” Though several schools do explicitly inquire about other target programs if an applicant advances to an interview, at this early point the adcom is much more interested in hearing about the candidate and his or her fit with the school. It’s a bit premature to assure a school that it’s your number one pick when the adcom hasn’t even decided whether they’re interested. It’s better to use all the space at your disposal in the essays to cover your experiences and accomplishments, share your aspirations and showcase your research on the MBA program.

I bet you say that to all the girls. Seriously, though, if an applicant goes out of his way to profess that Chicago Booth is the best school for him, is his first choice, etc., Booth really has no assurance that this applicant hasn’t written an equally passionate love letter to regional rival Kellogg. If a strategy seems likely to work in one place, might as well use it everyplace, right? Yes, it’s generally true that schools prefer to admit students who are excited about their program and seem likely to attend, but actions speak louder than words. The details of campus visits and conversations with students and alumni are far better topics to cover in your essays. To invoke a classic essay-writing maxim, “show, don’t tell” the adcom that you care. Further, the best way to convince the adcom that you “only have eyes for their school” is to not mention any other school at all.

We hope that this offers a number of helpful “do”s to offset this big essay “don’t.” It is very important to get an in-depth understanding of your target MBA programs and engage members of the community. Taking the time to learn about the school’s curriculum, special programs and extracurricular activities – whether through a visit to campus, conversations with members of the community or reading the Clear Admit School Guides – will pay dividends here.  Happy writing and researching!

Posted in GMAT, MBA Admissions | No Comments »

What to do if you bomb the GMAT

November 17th, 2010

Obviously, no one wants to get a low GMAT score. But at the same time, doing poorly on the test isn’t the end of the world, and beating yourself up over your score isn’t healthy, or productive. Instead, try to deal with your disappointment in a way that will help you prepare for the GMAT, round two – if and when you feel up to it.

Here’s how to bounce back if you get a score much lower than your target:

The GMAC claims that statistically speaking, retaking the GMAT is unlikely to raise your score. But don’t give up hope! We’ve seen students get huge score gains from their first attempt to their last, and there are many factors that can lead to someone falling short of their best possible performance.

If you feel that “something” wasn’t up to par on test day, getting a better score might be as simple as fixing that something. Maybe you could have studied harder; maybe test day presented unexpected psychological challenges; maybe you just weren’t feeling well.

If you did poorly on the GMAT, ask yourself a few questions to help guide your thoughts about what to do next:

1. How far is your score from where you would like it to be?

Start by assessing the damage. You should have had a realistic target score in mind. The Standard Error of Measurement (SEM) on the overall score is 29 points (David Kuntz, Knewton VP of research, can explain more on that). If you were aiming for a 670 and got a 650, your target score and your actual score fall within the standard error; 20 points lower does not constitute “bombing” the test. Retaking may not be worth it if you’re only hoping to gain 20 points or so.

Remember: when you submit your scores to a b-school, they receive all of your GMAT scores from the last five years. Admissions officers will see not just your scores—they will see your decision to retake the test. And they will evaluate whether or not you made a good decision. If your score was well below your target, retaking the test might be a good idea.  A much-improved score will illustrate your perseverance.

So, if your score was well below your target, ask yourself this next question:

2. What, if anything, made your performance on test day less than optimal?

Inadequate preparation is an obvious culprit. Most test-takers spend several months of concerted effort preparing for test day. Even if you have the best GMAT teachers, not practicing is a surefire way to keep your score lower than it could be.

Maybe you did practice as hard as you could, but you did so without the right guidance. If you self-studied, try to assess your methods. Did you target your GMAT weaknesses, while still setting aside time to “maintain” your stronger skills? Studying for the GMAT is like working your muscles – if you do a month of chin-ups, and then stop to focus solely on sit-ups, your upper body strength will fade away. The same logic applies to studying Verbal and Quant: for optimal performance, it’s important to develop your skills on both sections in tandem.

If you self-studied, you should also be sure that you didn’t overlook any key strategies: sometimes, a simple tip on a certain section of the test can help shave off time, increase accuracy – and improve your score.

Or maybe you took a GMAT course, but still didn’t get the score you wanted. Did you attend class regularly? Did you complete your homework assignments? When you had trouble with a question type, did you seek extra help and/or complete additional exercises until you had the question type down pat? Taking a GMAT course can be very helpful in providing structure and guidance, but you still have to do the heavy lifting.

3. How much of your difficulty with the test was mental?

A test like the GMAT doesn’t just require verbal and quant practice; success also depends on mental preparation and focus. Sometimes, even if you’ve prepped as much — and as wisely — as possible, you still don’t achieve your target score.

Did test anxiety affect your performance? Maybe you were so nervous about not finishing or doing poorly that you weren’t able to focus on the questions. Or perhaps you weren’t able to sleep in the days or weeks before the test, and fatigue threw you off your game. If this is the case, check out our blog posts on how to conquer GMAT test anxiety and how to train your body for the GMAT.

Were you exhausted halfway through the test? This might be a result of not doing any (or enough) full-length GMAT practice tests under test-like conditions. In a sense, the GMAT is like a marathon. Just as you wouldn’t run 26.2 miles without adequate practice beforehand, you shouldn’t take the GMAT without preparing yourself for the mental strain.

If there were legitimate short-comings that you can address, move on to the next question:

4. How do I retake the test?

First, note that you can only take the GMAT once per calendar month. Also, note that schools won’t receive your new score automatically. If you’ve already sent your scores to any schools, you’ll need to do so again. (This will require re-selecting the programs when you retake the test, or ordering an Additional Score Report later, which requires an additional fee.)

When you do reschedule, don’t panic and select the soonest possible date. Give yourself enough time to actually address the issue(s) from question 2. Again, honesty is key—if it you have a lot of work coming up, don’t lie to yourself and think that you’ll take the next month to study more. Take the time you need to feel confident. Three months is often a good timeline to shoot for. If you feel like this timeframe is right for you check out this post on How to Study for the GMAT in 3 months. Then retake the test and show those admissions officers that you take self-improvement seriously.

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GMATPrep Q&A: Tackling a Tough Sentence Correction Question

November 16th, 2010

We get a lot of interesting questions from Knewton students about GMATPrep® problems. Today, we’ll take a look at a particularly tricky Sentence Correction question dealing with comparisons, modifiers, and pronouns.

The stars, some of them at tremendous speeds, are in motion just as the planets are, yet being so far away from Earth that their apparent positions in the sky do not change enough for their movement to be observed during a single human lifetime.

(A) The stars, some of them at tremendous speeds, are in motion just as the planets are, yet being
(B) Like the planets, the stars are in motion, some of them at tremendous  speeds, but they are
(C) Although like the planets the stars are in motion, some of them at tremendous speeds, yet
(D) As the planets, the stars are in motion, some of them at tremendous  speeds, but they are
(E) The stars are in motion like the planets, some of which at tremendous speeds are in motion but

Take a shot at the problem on your own, then take a look at the explanation below to see how you did.

–

Explanation:

When looking at this question, you should first try to identify whether the original sentence is grammatically correct. In this case, the original sentence is not correct, for several different reasons. Since “at tremendous speeds” refers to the way that the stars are in motion, this modifier has to come at the end of that phrase to make sense.

“Some of them at tremendous speeds” is something called an absolute phrase. An absolute phrase is a noun phrase that is almost exactly like an appositive, only it doesn’t modify a particular noun; it modifies the ENTIRE previous clause. If this phrase were an appositive, then placing it after “the stars” would be correct. However, because it is an absolute phrase, it needs to come at the beginning or the end of the clause that it modifies, not right in the middle of it. This sentence is also a fragment because “yet” is a coordinating conjunction and must be followed by an independent clause, but in this case it is followed by the participial phrase “being so far away from Earth.” Therefore, answer choice A is incorrect.

Choice C is incorrect because “although… speeds” is a dependent clause, so the sentence does not have a main verb. D is incorrect because it uses “as” to compare two nouns: “the planets” and “the stars.” E is incorrect because “some of which at tremendous speeds are in motion” is convoluted and, as a relative clause, refers to “planets” instead of “stars,” changing the meaning of the sentence.

This leaves answer choice B. B is correct because “like” is used to compare two nouns: “planets” and “stars.” “Some of them at tremendous speeds” now correctly acts as an absolute phrase, modifying the entire clause “the stars are in motion.” In addition, we have an independent clause after the comma + “but.” Although it may seem that the pronoun “they” is ambiguous and could refer to either the “planets” or the “stars,” the reference is actually clear because the subject of this sentence is “stars” and the whole sentence is about stars.  Planets are just a kind of “throw-away” comparison here.

Correct Answer: B

GMATPrep® problem appears courtesy of the GMAC.

Posted in GMAT, GMAT Tips, Verbal Guide | No Comments »

9 Ways to Save Time on the SAT

November 16th, 2010

Managing your time on the SAT can be a tricky task. Most sections of the test allow for less than a minute per question if you want to finish.

That said, with proper time management and knowledge of the test format, it is entirely possible to successfully complete every section on the SAT. There are, however, some important strategies to keep in mind along the way.

1. Don’t rush through sections.

With the exception of the reading comprehension section, questions on all the multiple choice sections increase in difficulty as they go, and there is no penalty for skipping a question. Therefore, it is not wise to rush through a section. You’ll likely make sloppy mistakes on easier questions you should have gotten right, all to allow yourself a couple of minutes to attempt questions that will be much harder to get right in any amount of time.

2. “Listen” for the error

On the Identifying Sentence Errors section, don’t examine the answer choices one by one. Instead, “listen” for the error and trust your instincts. The improving sentences/paragraphs sections are not quite as simple, as you must not only identify the error but select a correct version as well. You can, however, identify the error using the same method and use it to eliminate any answer choices that clearly don’t address it.

3. On Sentence Completion, pay attention to direct indicators and keywords

SC questions require test-takers to choose a word or pair of words that would logically complete a sentence. Keywords are clue words in the sentence that point you to the right answer; direction indicators tell you what relationship the right answer must have to the keywords. Look out for these words – they’ll allow you to eliminate at least a couple of options right off the bat.

4. Break your good habits in the Math section

On regular math tests, your teacher probably docks points if you don’t show all your work. But remember, this is the SAT: you don’t have to show all your work (though it might help to jot a few things down), you don’t need to copy down formulas and, with the exception of the grid-in section, you don’t even need to write out your final answer. If it seems faster, plug in numbers rather than solving the “right” way.

5. Make your calculator your best friend

Invest in a scientific calculator so factorials and exponents don’t require you to hit the multiplication button 10 times. Get a feel ahead of time for the combination of buttons needed for more complicated functions. Know when to use mental math instead of pencil and paper or a calculator.

6. Never read a Reading Comprehension passage twice

That’s just a waste of time! Before you start reading, glance at the questions to see which part(s) of the passage they focus on (they’ll generally provide you with line numbers) and read that part of the passage only before answering that question. Save the questions about the passage as a whole for last – by the time you get to them, you’ll know the passage well and won’t need to read again. With paired passages, always answer all the questions about the first passage before even looking at the second, and save the “compare and contrast” questions for last. Jotting down little notes about the main ideas of various paragraphs will also help ensure you don’t have to read the passage twice.

7. Write an outline for the SAT essay.

It might seem like a waste of time, but it’s actually a great time-saver. Just three well-focused minutes writing an outline can save you countless additional minutes halfway through a paragraph, puzzling over what to write.

8. Prepare your SAT essay arsenal.

While you will not know your SAT essay topic in advance, the prompts will inevitably touch upon one of a handful of broad themes (heroism, independent thought, facing adversity, and technology and progress are some of the most common). Keep a few examples in the back of your mind about which you know a fair amount and to whom a variety of different topics can apply (90% of essay topics can apply to people like Martin Luther King Jr. and Gandhi if you get just a little bit creative!).

9. Don’t stress out about the time!

Ironically, thinking too much about the passing time might be the biggest time waster of all. Yes, it’s good to be aware of when your time is running out so you can use your last few minutes wisely – but don’t let it preoccupy your  mind. Instead, concentrate on figuring out the most efficient way to attack each problem type and stay focused on what you’re doing.

Posted in SAT, SAT Tips | No Comments »

B-School Profile: MIT Sloan

November 16th, 2010

Here at Knewton, we know that business school applications can be a lot of work. We’re eager to do everything we can to help simplify the process. While we can’t write your personal statement (keep dreaming!), we can do some of your b-school research!

In our new B-School Profiles series, we’ve compiled key deadlines, stats, and fun facts about MBA programs around the globe. We’ll be adding many more schools to the series as time goes on, so stay tuned!

Featured B-School

MIT Sloan School of Management

When to apply

Application Deadlines 2010 – 2011:

Round 1: October 26, 2010
Round 2: January 4, 2011

Who gets in

Mean GMAT: 711
Median GMAT: 710
Acceptance Rate: 14%
Mean Age of Entering Class: 27

How it compares

Ranking: #9 (Businessweek), #3 (U.S News)

What it costs

Tuition: $97, 844
Graduating Salary: Not provided

How it’s different

MIT Sloan’s curriculum is focused on action learning, which requires that students apply concepts learned in the classroom to real-world business settings. Established in 1914, Sloan’s mission is to develop principled, innovative leaders who improve the world and to generate ideas that advance management practice.

Where it is

View Larger Map

How to follow

Blog
Twitter

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Should I Study Quant and Verbal at the Same Time?

November 15th, 2010

At Knewton we get a lot questions about the best ways to prepare for exam day. Abhijit, a Beat the GMAT user, posed an important question on the forums that we thought was worth addressing in more detail.

Question: Do you recommend doing Verbal and Quantitive at the same time or one after the other? I have started Verbal and plan on doing Quant after a month.

Answer: You should study both at the same time!

Studying Verbal for a while, and then studying for Quant for a while might lead to high section scores in the short term, but this strategy is not as effective in the long run.

If mastering the GMAT were as simple as memorizing groups of facts, like memorizing all the U.S. states and then all the Canadian provinces, you could plan your studies sequentially like Abhijit suggests. In fact, it would probably make sense to. However, memorization is not a big part of the GMAT (except for certain handy-to-know items like idioms and common squares): it’s much more important to build all your test-taking skills in combination.

Studying for the GMAT is like working your muscles – if you do a month of chin ups, and then a month of sit ups, the rippling shoulders and biceps you built up after the first month will have faded away by end of the second month. In GMAT terms, your Quant skills might be chiseled and strong on test day, but you won’t have the same endurance on the Verbal section that you had at the end of your training a month earlier.

That’s why most GMAT classes (like ours) are structured to develop your Quant and Verbal knowledge in tandem: one lesson covers Sentence Correction AND Quant strategy, the next lesson covers number properties AND Reading Comprehension, and so on. This ensures that you build a steady foundation for each section of the test — and it prevents the burnout you might feel from immersing yourself in GMAT verbal questions for an entire month!

If you’re studying on your own, you should structure your preparation the same way. Vary your work with Quant and Verbal exercises, and use your drills for each question type to give you a break from all the others.

That way, your GMAT muscles will be strong and evenly developed when exam day comes along.

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Tipping the Scales: Letters of Recommendation

November 15th, 2010

If your grades or SAT scores are on the borderline of acceptability for your college of choice, sometimes a strong letter of recommendation is the best way to tip the scales in your favor. When I was deferred after applying early decision to Oberlin College, I ran around like a maniac getting everyone but my mailman to write me a recommendation, and ended up getting in the spring.

While I can’t be sure, I have a good idea of which recommendations ended up doing me the most good and why.

I believe that my most effective letter of recommendation came from my AP English teacher who, as the school’s only PhD, was affectionately known as “Doc.” While I didn’t read the letter, I have a good sense of what she would have said based on our conversations. I think that her letter was particularly effective for a couple of reasons.

  • She actually knew me outside the classroom. She knew that I wrote music and poetry, that I read extensively outside of class, and that I was frustrated with my high school environment for what she believed were legitimate reasons. A recommendation that says you’re bright and hardworking in the classroom will only get you so far; after all, schools already know your grades and have seen your application essay.
  • She told them things they didn’t know. Her letter of recommendation contained important things about me as a student, artist, and person. She helped convince them that the fact that my GPA was not as high as my SAT scores and essay suggested they should be (most likely the reason for my initial deferment), was due to an unsuitable school environment rather than laziness on my part.
  • She was familiar with my school of choice and thought I’d be a good fit there. Most letters of recommendations say something to the effect of, “Student X is bright and hardworking and deserves to go to a good school,” and could be mailed out to 10 different schools without making changes. My teacher, on the other hand, knew a lot about Oberlin’s history and reputation for progressive education, and believed the school environment would help me grow in ways my high school (or another college) could not.

To sum up, here’s what this experience taught me about obtaining an effective letter of recommendation:

  1. Find someone who has something specific to say about you and who knows something about you that admissions officers can’t find out any other way. For example, they should already know the quantity of time you spend on a given extracurricular activity, but a good recommender can have something new to say about the quality of that time.
  2. If a school accepts multiple recommendations, get letters that show you from different angles; this will emphasize that you’re a well-rounded person.
  3. Find someone who is familiar with the school you’re applying to, thinks it’s a good fit, and has a good reason why that reflects positively on you.

Posted in College Admissions, SAT | No Comments »

MBA Expert Series: The science of b-school admissions

November 15th, 2010

Welcome to another installment of our MBA expert series! This week, we were fortunate enough to sit down with MBA admissions expert Walter Hutchinson, founder of ApplicationAdvantage.com, the boutique international admissions advisory, and also founder of MBAdashboard.com, the admissions supersite powered by proprietary technology tools designed specifically for global business school applicants. Walter holds degrees from Columbia University and has lived in North America, Asia and Europe while advising professionals and students representing more than 20 countries.

Do you think the admissions process is very much a science? Or is it unpredictable and human?

It depends on who you talk to, but I think of the process as a blending of both; to label it as one or the other, misses the mark. For my part, I base my opinion on perspective I gained first as an applicant to top universities, then as an admitted student, admissions office staffer and later professional consultant to students from all over. My sense is that the process cannot be distilled down to points on a single examination – committees could not select a well-rounded class of students solely on that basis. At the same time, the human factor alone is not effective in filtering hundreds or thousands of applications in a systematic way.

I have been analyzing this compelling paradox ever since my high school and Columbia days when I first worked for admissions offices. Those experiences combined with an early tool I developed for one of those offices, enabled me to define unique challenges the process poses for students depending on where they are from. For instance, future MBA and graduate students from countries where the educational and career advancement system is examination-oriented, usually perform better across the board on GMAT, TOEFL and other standardized tests, than students from countries where soft skills and leadership training are more-typical paths to career success. Between those two extremes, there is a lot of variation among countries, regions and cultures, but the point is that the local frame of reference tends to influence whether future students are more comfortable with the process as a scientific or a human, unpredictable one.

This is why countless students perform incredibly well – almost effortlessly – on some aspects of the process, while revealing stark weakness on others. To help students improve their profiles and become better-prepared to be well-rounded competitors, I designed and commissioned construction of an admissions platform in 2007 called MBAdashboard.com, which draws on experience advising people from many of the countries and cultures I alluded to; it will become available  between 2010 and 2011.

The admissions process is always going to challenge students to excel on multiple levels, because rising to the top of a profession demands the same or more. So my idea was to create a way for all types of applicants to turn the entire admission process to their individual advantage regardless of whether they approached it as a scientific effort or an unpredictably human one.

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A Teacher's View on Technology in Schools

November 14th, 2010

Recently, veteran teacher turned ed-tech expert and author of Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms Will Richardson gave an interview with Education Week about the growing role of technology in schools. The article stood out because it is (unfortunately) very rare to hear from someone with such intricate knowledge not only of technology, but also of the ways that technology can work to address the most pressing problems and needs in America’s schools today.

Perhaps most importantly, Richardson points out the monumental change in the kind of skills required for success in today’s society. Thanks to technology, a flood of information is constantly at our (and our children’s) fingertips. As a result, informational skills – knowing how to find, synthesize and apply relevant information – are becoming exponentially more important. At the same time, content knowledge – i.e. what each individual “knows” – is becoming increasingly less important compared to how well one is able to communicate and collaborate with others.

Technology is a primary cause of this changing reality, and, according to Richardson, teaching about and through technology is the only way to prepare students to deal with it in their everyday lives.

Richardson also notes that while students are generally quite savvy at the social uses of technology, they often have difficulty negotiating what the MacArthur Foundation’s study Learning with New Media calls its “interest-based” uses—those which connect users based on what they want to learn rather than their social connections.

This is an incredibly important distinction for teachers to understand for two reasons. First, it points out the limits of the idea that children are inherently more skilled in the use of technology than adults and therefore don’t have much to learn. In fact, the technological skills most kids have are easy for adults to acquire, and those that they don’t have, most educated adults do. Second, understanding this distinction shows teachers that that they have an opportunity to teach essential learning skills using a medium with which students are familiar – yet not so familiar as to make teachers extraneous – and which allows students to choose content that interests them.

Teachers can guide students through internet-research projects with their goal being not just to learn about their chosen topic but to learn how to determine relevant information, to think critically about sources and bias, to synthesize new knowledge with prior knowledge, and more, all in the hypertext environments with which students are already comfortable.

Simply using the internet as a new medium for teaching the same old content to be memorized and regurgitated – using YouTube videos instead of filmstrips or PowerPoint presentations from a laptop projector instead of slideshows from an overhead projector—misses the point entirely. The ways in which technology has transformed the way we live, learn, and work are not superficial, but completely transformational; the ways in which technology is implemented into education must be transformational as well.

Ideally, technology should push school culture away from obsession with “right” answers, away from the idea that collaboration is “cheating,” and away from the idea that everybody must constantly be learning the same content as everyone else in their age group at any given time. It  should be skill-based, student-centered, and integrated seamlessly into every aspect of the curriculum, not limited to a “unit” or once-a-week “special.”

The fact that schools lag so far behind every other aspect of modern life in terms of the technology used and skill sets valued is simply unacceptable, and is indicative of the fact that we have not seriously thought about the overriding purpose of K-12 education in quite some time. If we believe that its purpose, or at least an important part of its purpose, is to prepare students for higher education and work in today’s digital world, we would be well-served to take Mr. Richardson’s recommendations to heart.

Posted in EdTech, Education, Education & Technology, Knewton, Technology | No Comments »

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