What Is The Digital Divide?

What Is The Digital Divide? One of the worlds most serious problems is the ever increasing gap between the rich and the poor. A small percentage of the worlds population enjoys luxuries while global poverty seems to be increasing. A key aspect of this divide is the digital divide where a large difference in terms of access to information communication technology. Throughout developing nations in Africa, Asia and Latin America access to such technology is limited whereas in developed nations members enjoy the convenience provided by such technology and is more efficient and effective through usage of such technology and also takes advantage of the educational opportunities made available by ICT (Tiene, 2002). The concept of the digital divide can be explained from two perspectives: (1) the distance between countries who have access to electronic information and those that do not, (2) the difference in internet literacy between citizens of developing and developed nation (Brooks, Donovan, Rumble, 2005). (http://www.ebscohost.com/uploads/imported/thisTopic-dbTopic-873.pdf) The second scenario is often considered as a direct result of the former where the lack of infrastructure made available does not create an environment suitable to encourage a higher literacy rate of usage of the internet. The digital divide refers mainly to the division between the information rich and the information poor and is also used to divide the globe geographically similar to the NorthSouth dichotomy (Gudmonsdottir, 2005). The difference in the divide can be attributed to 5 factors, socioeconomic, geographical, educational, attitudinal and generational factors. Information Communication Technology (ICT) has pla yed a major role in the 21st century. However, usage of such technology remains poles apart when compared between developing and developed nations. The term digital divide is used to describe situations where there are gaps in the market in terms of access to the use of ICT devices (Singh, 2012). The measure of the digital divide is not limited to access of the internet and measures other gaps such as access to mobile technology and other forms of communicative technology. According to OECD (2001), the term digital divide refers to the gap between individuals, households, business and geographic areas at the different socio-economic levels with regard to their opportunities to access of ICTs and their use of the internet. It reflects the differences between and within countries. For the purpose of this paper, it will examine the digital divide using the concept of the haves (represented by developed countries) and have nots (developing nations) along with the key assumptions as to h ow the digital divide determines the future of class, education and economic capacity with long-term and social political consequences. The paper will further examine the efforts made by global agencies and the policies that they have developed to overcome this divide and examines the level of success of these policies. The digital divide exists between countries with different levels of progress and even within the country between urban and rural areas (ITU, 2002). It is a result of the disparities of society and is likened to the divides created by income, health and education. The primary reason for the disparity is poverty where when a countrys citizens have less money it is less likely that they would use ICT (Figure 3). Difference in access to ICT has created a difference in the measure of power in society with the digital divide reflecting how power is being distributed. The digital divide in reference to figures 1 and 2, can be seen that developed nations are among those with the highest internet penetration boasting penetration of over 60%. Developing nations represent the lower half in terms of internet penetration and do not even have a .25% penetration among the 10 countries with the lowest internet penetration. Internet usage among those countries is largely associated with the more dev eloped cities and usage of internet in rural areas is almost unheard of. ] Recent efforts by organizations have shown evidence that the digital divide is shrinking. Developing nations have been able to increase the number of internet users by 2% in 1991 to 23% in2001. However, advancements in technology has led to a new form of digital divide where shifts have been made from basic to advanced communciations. This is harder to measure as it measures the quality of ICT used. For example, international internet bandwidth is a good measure of users experiences as the greater the bandwidth the quicker the response time improving efficiency. Comparisons between developed and developing nations can be illustrated where the 400,000 citizens in Luxembourg have more international internet bandwidth compared to Africas 760 million citizens. The highspeed internet access made available in developed nations allows internet users to better quality access and allows them access to more advanced sites that allow video streaming rather than basic usage like checking emails. Impact of the Digital Divide The digital divide and its impact on developing nations economies is that of a spiral where they do not have the economy to support the infrastructure necessary to allow developing nations to utilize technology to level the competitive advantages with developed nations. Primary concerns among developing nations is that poor countries have more pressing concerns such as focusing on food, healthcare and basic needs of the people rather than focusing on technological advancement (http://www.masternewmedia.org/news/2007/01/27/the_digital_divide_issues_and.htm). As a result of this, developing nations lack the capabilities of establishing the infrastructure necessary to allow their nations to have wide enough coverage to be effective. This puts their country in a position where they schools are unable to teach IT skills necessary in more industrialized industries which would help move a country beyond an agricultural themed economy. Also, it puts students from these schools at a disadvant age as they are unable to take advantage of the vast amounts of information available on the web. In comparison, developed nations have the ability to recruit highly trained individuals who are equipped which enables them to produce more giving the country a higher economic growth. Also, countries that lack the IT infrastructure will be unable to carry out e-commerce or e-businesses putting themselves at a disadvantage in the global market. With e-commerce representing 12% of retail sales in the United States, it indicates the impact of technology in the market. It also helps improve overall growth of an economy by reducing costs of some processes such as the elimination of the brick and mortar stores, ease of advertising, reducing search costs and improving efficiency of doing business. Also, access to mobile technology has a significant impact on economies of developed and developing countries. In developing countries the impact is more pronounced as in Wavermans model a developin g country an increase of 10 mobile phones per 100 people helps boost the GDP growth by .6 percentage points. To illustrate this, in Bangladesh, farmers and fishermen use these mobile phones as a means of identifying the best prices they can get for their goods. Small businesses can use mobile phones as a means to shop around for products. Use of technology in this manner reduces transaction costs, broadens trade networks and helps reduce the need for transportation and broadens the trade network (http://www.economist.com/node/3742817?story_id=3742817). However, as developing nations do not have the infrastructure in place to allow broad usage of such technology, it reduces the production capability of the individuals in their country reducing their competitiveness on the global scale. One of the most important effects of the digital divide is the impact it has on educational efforts in developing nations. With the use of digital technology, it grants access for students to large amounts of information provoking thoughts in dynamic ways and encourages them to work more efficiently. Without access to ICT, developing nations face the possibility of being unable to keep up with their peers. The United Nations Development Program in its Human Development Report for 2001, noted that the technology divide is consistent with the trend of following the income divide across the globe. A lack of education in ICT puts citizens of a developing nation in a weaker position of benefitting from new technologies reinforcing the economic disparities between the rich and poor (Henry, 2012). The digital divide in the societal sense can be likened to events in the past, similar to the industrial revolution. Taking a look at the Meiji Restoration in Japan, it can be observed that with the industrialization it enabled international competitiveness and economic benefits which in turn led to Japan being able to compete on a global scale. Introducing industrialization has led Japan to become a globally recognized force in the world with great technological advancement in manufacturing and information technology. In comparison however, nations who have yet to adopt industrialization can see their GDP per capita and living standards at rate considerably lower compared to Japan. ICT adoption of nations in the developed world is considerably greater in comparison to developing nations as they have better access in terms of resources and have the existing infrastructure to support it. ICT adoption in terms of the digital divide can create a parallel collapse to an even greater degr ee in comparison with the industrial revolution. The ICT revolution creates barriers such as access to information, restructuring society and creating horizontal networks divided by access to information technology. Differences in the scale of technology adoption restructures society by altering class structure to create a new degree of equality in the potential it gives to access to common knowledge via technology such as the internet. Limited adoption of ICT by developing countries further exasperates the divide as it creates a new class system of access. It creates a division of the haves and have nots. The divide could lead to unemployment in more advanced industries which adopt technology as new skills are required and could lead on through generations if members of society are not trained. This could force members of developing nations to focus on primary industries such as agriculture and mining which would lead to such nations being left behind in terms of competitiveness in other industries. United Nations (2001) Human Development Report New Technologies and the Global Race for Knowledge Chapter 2, pp.57-75. Gudmunsdottir, C. (2005). Approaching the digital divide in South Africa. NETREED Conference. Retrieved 22nd September 2012. From http://www.netreed.uio.no/conferences/conf2005/GretaGudmundsdottir.pdfudmundsdottir.pdf Venkat, K. (2002) Delving into the Digital Divide IEEE Spectrum, Volume 39, Issue 2, February, p.14. Retrieved 22nd September 2012. From http://www.cleanmetrics.com/pages/IEEESpectrum-02-2002.pdf Henry, L. (2012). The Digital Divide, Economic Growth and Potential Poverty Reduction: The Case of the English Speaking Caribbean. University of West Indies, St Augustine. Retrieved 22nd September 2012. From http://www.caribank.org/uploads/publications-reports/research/conference-papers/development-strategy-forum/The%20Case%20of%20the%20English-speaking%20Caribbean.pdf Peà ±a-Là ³pez, I. (2003) Want bad news?: ITU Digital Access Index: Worlds First Global ICT Ranking In ICTlogy, #3, December 2003. Barcelona: ICTlogy. Retrieved 22nd September 2012 from http://ictlogy.net/review/?p=38 Source: OECD Communications Outlook 2011 [www.oecd.org/sti/telecom/outlook] Bridging the Digital Divide This section of the paper examines the causes of the digital divide and the efforts put forward by organizations towards bridging the gap. The relationship between ICT and lifelong learning and policies and objectives by governments towards improving the economic competitiveness and reducing the social exclusion are complex. The figure below illustrates the complexity and the road towards bridging the digital divide. Policies made by governments and organizations have to support both competitiveness and inclusion and also at the same time use digital technologies to support lifelong learning. By creating the center of the diagram larger, the digital divide can be overcome with the right policy objectives. The following will identify the objectives needed to be met in order to bridge the divide. http://www.oecd.org/site/schoolingfortomorrowknowledgebase/themes/ict/41232069.jpg Guide to Bridging the Digital Divide Sourced from Mcnair, 2000 An important objective is to secure access for all to ICT as one of the major causes of the digital divide is the difference between the technologically advanced and technologically poor nations (Mcnair, 2000). A good indicator of the level of the digital divide is the number of access lines and access paths per 100 inhabitants. As the graph below indicates the total communication paths in OECD countries has steadily increased over the years however, it is still not evenly distributed as the highest ratios of access paths are still being held by developed nations. The digital divide is even deeper for internet access with China, Taipei, Singapore, Hong Kong and Israel accounting for 52% of all internet hosts outside the OECD and Argentina, Brazil, Malaysia and South Africa representing a further 24%. This indicates that there is the distribution even among developing nations is skewed such that approximately 76% of internet hosts outside the OECD nations are in 9 countries (OECD, 200 1). A solution to this issue is to consider liberalizing the telecommunications market. The liberalization of telecommunications services helps improve the competition forcing existing firms to improve on their service quality; it will lead to price reductions, better service coverage and improve access to ICT (OECD, 2001). As the affordability of access to ICTs reduce, it encourages usage of ICTs (Pena-Lopez, 2003). In Europe for example, it can be observed that with liberalization, the average cost of telephone charges continue to decline. The average price for bundle services dropped by 32% after liberalization of the telecommunications industry in Europe in 1998. Similar circumstances occur with bandwidth prices in Europe where competition and a rapid drop in bandwidth prices occurred as can be observed in the figure below. The increased competition on a global scale has led to several key factors in addressing the digital divide (1) Computing costs have steadily decreased and c apacity is increasing in a variety of devices to prices where many users can afford. (2) Competition among technology firms has led to improvements in technology such as the new wireless protocols which are able to overcome technical and financial problems when expanding into rural communities in developing nations. (Smyth, 2006) (http://www.intel.com/it/pdf/wireless-technologies-and-e-learning-bridging-the-digital-divide.pdf) Source: OECD Communications Outlook 2011 Developing infrastructure necessary to facilitate the usage of ICT is also crucial in bridging the digital divide. The responsibilities of this however falls on, local governments, private institutions and also international organizations with the technological expertise in helping facilitate the construction of the infrastructure. Among the key projects which have been launched is the optical fibre network being deployed throughout South and East Africa. As part of a project by national and cellphone operators, national research and education networks are emerging in African countries as part of a consortia to link their major institutions by purchasing internet bandwidth. This project SANREN, is being funded by the Meraka institute as well as the tertiary education network to create a broadband system for its higher education and research institutes. The project aims to be the Geant of Africa and is expected to be at least 1,000 times faster than the current infrastructure made ava ilable. The Eastern Africa Submarine Cable System (EASSy) is another initiative considered to be a milestone in the region. The objective of which is to connect the countries of Eastern Africa with the rest of the world via an optical cabling system. This allows countries in the region to no longer rely on expensive satellite systems as a means for connectivity. This project is being funded by the Developmental Bank of Southern Africa and the World Bank. (http://www.saao.ac.za/fileadmin/files/Publications/Quest_Digital_Divide.pdf) Having the infrastructure in place helps increase access paths reducing the barriers to access to ICTs. Another key would be using education as a means to bridge the digital divide. Disparities in the level of education explain 9.9-14.4% in computer penetration gaps with the average number of years of school in the Sub-Saharan region of Africa being 3.7 years and 8.3 years in Europe and Central Asia. In comparison, the average years of schooling in the United States is 12.1 years. Having computers requires a certain degree of education to be used therefore countries with low levels of human capital have limited demand for computers(http://cgirs.ucsc.edu/publications/wp/wp2004-3.pdf) (Caselli and Coleman (2001) and Pohjola (2003)). It is imperative therefore that for organizations to create a learning economy within developing nations where individuals, firms and countries will be able to create wealth in proportion to their capacity to learn and share. Creating a learning economy places emphasis on life-long learning to foster dissemination, circles of discovery and an emergence of sha red understandings. The World Bank has implemented several measures to help develop developing nations towards a knowledge economy http://www.worldbank.org/education/digitaldivide/DD_EXT.pdf. The Human Development Network (HDN) provides knowledge management, training resources and technical assistance for developing countries in areas such as education and the use of technology for educational purposes. It has also developed a program that provides training for teaching staff and students in developing countries known as the Developmental program. Another initiative by the World Bank is setting up Global Distance Learning Centers which aim to provide tailored learning programs and state of the art facilities for internet-based learning (http://gdln.org/about). The Bank has also developed financing instruments for education based programs. The number of education technology activities increased by 20 and 90% in 1997 and 1999. 1/3 of this financing went towards developing nations in L atin America and the Caribbean. Building on the initiatives taken, the World Bank has set up a specific task force with the aim of bridging the digital divide through education. The objective of the task force is to assist developing countries in developing strategies with regards to technology in education. The task force is also assigned to promote projects that help address key issues in terms of education such as quality and increased access to ICT. This task force will work hand in hand with another division of the World Bank, the Global Distance Education Network which has similar goals in reducing the digital divide. By providing its expertise in these areas and helping set up a proper mapping guide as to how to improve education, it creates better environments to educate citizens of developing nations. The higher the level of education, the higher the demand for computers resulting in better usage of ICTs in these developing nations (Fairlie, 2003). These initiatives also help educate citizens of developing nations and trains up a workforce able to develop, maintain and provide value-added products and services required by the knowledge economy which will in turn help improve the countries competitive capabilities (Hudson, 2000)_(http://mitpress.mit.edu/books/BRYUH/12.hudson.pdf). Examining the digital divide, it can be observed that the digital divide is getting smaller, however it is still not equal across all borders. Certain developing nations still face more pressing issues such as fulfilling basic needs of their people particularly in countries with the lowest digital access index such as Niger, Mali and Chad. Political turmoil in these countries make it difficult for international organizations such as the World Bank to assist in narrowing the digital divide. Progress can definitely be seen as some key points are examined. In 2010 there were approximately 2 billion internet users worldwide having doubled from 1 billion in 2005 with China leading the charge at 418.9 million. Information based development in China has exceeded the worlds average level as a result of its initiatives in bridging the divide. Lack of access to ICT leads to a lack of education, wealth and income, in turn leading to lack of access to ICT infrastructure and services and so continues the digital divide. Several socio-economic groups, especially within the developed world, have benefited enormously from the innovative creations of the ICT industry, not least in the arenas of learning and collaboration. By sharing this experience and expanding the key uses of ICT in education to other groups within our own society and in the developing world we can kick-start the beginning of the end for the digital divide. To date, communications equipment has been expensive and requires good infrastructure to be in place. Rural communities and developing countries often do not have either the necessary infrastructure or the available funding to put such infrastructure in place. With the advent of the new wireless technologies, there is an unprecedented opportunity to remedy this situation at a fraction of the cost, and in a f raction of the time, that would previously have been required. The digital divide must then be fought on at least two battlefields: economy and education. Regarding the possibility to allow more people to be able to afford a computer or a mobile phone, a good accomplishment is represented by the fact that the cost of digital technologies lowers year after year. The UN are currently helping eliminating the digital divide in developing countries by promoting international initiatives, and also private institutions are contributing with ideas such as the One Laptop Per Child project. On the other hand, there is still a lot to do to make sure everyone can properly use digital technologies; for example, the Internet which is the expression of the new media world is still not completely accessible and interactive to most of its users. Starting with web design, a big accomplishment would represent a more distributed adoption of the W3C accessibility guidelines, let alone the use of a writing style that is based on simple grammar and makes content easily searchable and readable. The major issue, however, remains the lack of education that influences many people and does not allow them to access certain information sources that are only reachable via digital technologies. In this case, the progressive spread of mobile phones and the expansion of mobile networks (as stated in a recent report by Word Bank) might certainly represent a significant improvement in the lives of all those individuals whose access to the digital era is still denied. Link: http://www.masternewmedia.org/news/2007/01/27/the_digital_divide_issues_and.htm#ixzz28RyJWlzR

Increasing the Educational Benefits of War Veterans Essay

It is tough to be an American soldier. After the September 11, 2001 terrorist attacks on the mainland, the United States of America has been on the offensive in hunting down the terrorists responsible for the crime. The US launched a war against Al Qaeda in Afghanistan and a few years after in Iraq. And in order to sustain the offensive, more American youths are drafted to join the military. America’s military men and women serve as national role models for their selfless sacrifice. They spend more than a year in the front lines combating terrorists, insurgents and help liberating foreign lands from the tyranny. Soldiers help rebuild war torn nations through much needed infrastructure and by introducing democracy. But as the war on terror drags, the number of enlisted men killed in encounters increase day by day. More and more troops return home suffering from debilitating injuries, not just the physical but including invisible scars of posttraumatic stress disorder (PTSD). The patience and vigilance of America’s military men and women have preserved peace, stability and helped fulfill the nation’s destiny. It is therefore reasonable that they receive all the needed support and remuneration after serving the country. War veterans acquire assistance and benefits through the G. I. Bill. The original G. I. Bill officially known as the Servicemen’s Readjustment Act of 1944 provided college or vocational education (covered full tuition at public or private schools, fees, books, and a living stipend) for returning World War II veterans (commonly referred to as or G. I. ’s) as well expensive healthcare. It also provided loans for returning veterans to buy homes and start businesses (Hyman 1986). The G. I. Bill helped around 7. 8 million the World War II veterans re-adjust to civilian life. The unprecedented educational opportunity immensely transformed the American society. A whole generation of blue-collar workers became engineers, doctors, lawyers, teachers and entrepreneurs (Humes, 2006). The G. I. Bill was one of America’s most successful investments. According to the 1988 report for Congress’s Subcommittee on Education and Health of the Joint Economic Committee by 1952, the US government had spent $14 billion (1952 dollars) on educational and job training benefits for 7. 8 million veterans. Of these funds, $7 billion was spent on college and graduate school for 2. 2 million G. I. ’s. ? The first benefit from this investment was increased growth in the economy. The report calculated that about 40 percent of those who took advantage of the G. I. Bill would not otherwise have been able to attend college. The extra output those people created in the economy amounted to $35. 6 billion (1952 dollars after factoring out inflation) over the next 35 years. There is no doubt that better educated veterans have higher income levels that will inevitably increase tax revenues. For instance according to the same report, for every $1 invested in education under the original G. I. Bill of 1944, the government received at least $6. 90 in return economic benefits such as increased tax revenue. Unfortunately at present time, the educational benefits provided for by the G. I. bill is not enough to cover even the educational expenses of the war veterans. The sad reality is that while the cost of an education has increased, the benefits available to veterans have decreased. To obtain a college education, veterans must pay their own tuition, room and board and other college costs and then are reimbursed only up to their eligible benefit amount over the course of the semester. In 2005-2006, the average cost of a four-year college (tuition, fees, and room and board) topped $17,000 a year. Yet full-time G. I. benefits covered barely more than half those expenses (USA Today, 2008). All these limitations effectively put the dream of higher education out of reach for far too many soldiers who have served the nation in the current wars. As the war on terror drags, the prospect of serving the country among young Americans appears gloomy. A sound G. I. Bill is critical to the military in meeting its recruitment goals and attracting high-quality college-bound high school graduates. In order to ensure a steadier stream of good recruits, the government must enact legislation that would increase the benefits received by the war veterans. Investing on American war veterans through the GI Bill proved to be one of the most rewarding investments the country had. We must renew the commitment to a new generation of men and women who have served our country with extraordinary courage and distinction. In so doing, they will achieve the better lives they so richly deserve and we will secure a better America. We need a revamped GI bill that would address the educational needs and other benefits of our war veterans. I propose that the veterans committee provide an increase in the educational benefits or if possible award the same benefits received by the World War II veterans to the new generation of US war heroes. References Labor Institute and Public Health Institute (1997). Corporate Power and the American Dream: Toward an Economic Agenda for Working People. New York: Apex Press. Hyman, H. M. (1986). American Singularity: The 1787 Northwest Ordinance, the 1862 Homestead and Morrill Acts, and the 1944 G. I. Bill. University of Georgia Press. Humes, E. (2006). Over Here: How the G. I. Bill Transformed the American Dream. Harcourt Brace. Marklein, M. B. (2007, June). How Far Do G. I. Benefits Go? USA TODAY. Retrieved: April 20, 2008 from USA TODAY website: http://www. usatoday. com/news/education/2007 07-10-gi-bill-report_N. htm Subcommittee on Education and Health of the Joint Economic Committee (1988). A Cost Benefit Analysis of Government Investment in Post-Secondary Education Under the World War II GI Bill.

Gun Control Second Amendment and Right to Bear Arms

Adelphi University Acceptance Rate, SAT/ACT Scores, GPA

Adelphi University is a private university with an acceptance rate of 74%. Founded in 1896, Adelphi is located on a 75-acre campus in Garden City, New York about 45 minutes from New York City. Academics are supported by an 11-to-1  student / faculty ratio  and an average undergraduate class size of 21. High-achieving students might be interested in the Honors College. Perks include small seminar classes, special cultural events, and a range of travel and research opportunities. In athletics, the Adelphi Panthers compete in the NCAA Division II Northeast-10 Conference for most sports. Considering applying to Adelphi University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Adelphi University had an acceptance rate of 74%. This means that for every 100 students who applied, 74 students were admitted, making Adelphis admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 13,006 Percent Admitted 74% Percent Admitted Who Enrolled (Yield) 13% SAT Scores and Requirements Adelphi University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 74% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 540 630 Math 540 640 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Adelphis admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Adelphi scored between 540 and 630, while 25% scored below 540 and 25% scored above 630. On the math section, 50% of admitted students scored between 540 and 640, while 25% scored below 540 and 25% scored above 640. Applicants with a composite SAT score of 1270 or higher will have particularly competitive chances at Adelphi University. Requirements Note that Adelphi participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. The SAT essay is optional at Adelphi University. ACT Scores and Requirements Adelphi requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 21% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 21 27 Math 20 27 Composite 22 27 This admissions data tells us that most of Adelphis admitted students fall within the top 36% nationally on the ACT. The middle 50% of students admitted to Adelphi University received a composite ACT score between 22 and 27, while 25% scored above 27 and 25% scored below 22. Requirements The ACT writing section is considered optional for admission to Adelphi University. Unlike many universities, Adelphi superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA In 2018, the average high school GPA of Adelphi Universitys incoming freshmen class was 3.5, and over 58% of incoming students had average GPAs of 3.5 and above. These results suggest that most successful applicants to Adelphi University have primarily high B grades. Self-Reported GPA/SAT/ACT Graph Adelphi University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Adelphi University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances Adelphi University, which accepts just under three-quarters of applicants, has a somewhat competitive admissions pool with above average GPAs and SAT/ACT scores. However, Adelphi also has a  holistic admissions  process involving other factors beyond your grades and test scores. A  strong application  essay  and  glowing letters of recommendation  can strengthen your application, as can participation in  meaningful extracurricular activities  and a  rigorous course schedule. Adelphi also recommends that all students submit a resume. While not required, applicants are encouraged to schedule an admissions interview. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and test scores are outside Adelphis average range. In the graph above, the blue and green dots represent students who were accepted to Adelphi. Most had SAT scores of 950 or higher, an ACT composite of 18 or higher, and a high school average of a B or better. A significant number of applicants had grades in the A range. If You Like Adelphi University, You May Also Like These Schools: Hofstra UniversityBaruch CollegeSUNY New PaltzStony Brook UniversityIthaca CollegeCUNY Brooklyn CollegeBoston UniversitySyracuse UniversityUniversity at AlbanySt. Johns University All admissions data has been sourced from the National Center for Education Statistics and Adelphi University Undergraduate Admissions Office.