assuming iq scores are normally distributed, with a mean of 100 and a standard deviation of 15. a school has a gifted program for students with an iq...
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One difficulty is that it's far from clear what the ideal dropout rate should be. Probably not zero, for two reasons:

 1. Even the best students sometimes find that their interests change over time, in ways nobody could have predicted. Dropping out may become a quite sensible choice, in which case it's harmful for the university to discourage it.
2. It's reasonable for a university to give someone a chance even if it's not certain that they will succeed. The only way to get a really low drop-out rate is to admit just the applicants that are obviously destined for success. The top few schools can get away with this, but if everyone tried it, then many talented candidates would be shut out from graduate school.

 So some attrition is OK, and some is bad but may be a necessary consequence of policies that are on the whole good. The question then becomes how you distinguish these kinds from needless and damaging attrition, and then how you minimize that kind.

 Advisors play a key role here, because some are much better than others at being supportive or motivational. However, at least in mathematics, most advisors don't supervise very many students, so the numbers often aren't large enough to see patterns clearly.

 I'm sure people have studied this problem, and perhaps identified best practices for addressing it. However, in my experience any studies or solutions are not especially influential (at least in the few math departments I've been in). Most discussions are at the stage of trying to figure out whether there is a real problem and if so why, rather than what to do about it. What I never get is that schools that perform well get more funding which gives good incentives to teachers etc... but worse performing schools get less funding continuing the cycle those who have studied school psychology will be able to work with children who may have some issues in life. there are some children who sometimes need someone to talk to. the school psychologist will be the right person for that. a school Hello  

  

You don’t have to do anything special to change cognition. There are a lot of tests to check for adhd and specific learning disabilities. Based on the results, the teachers will tailor to your son’s needs. Content which is often omitted from a written curriculum can be termed as unwritten, unintended lessons or view points that students learn in school. Such content is linked to recognition that student absorb lessons that are not part of the formal course of study. An example of such content can be telling students on how to relate with each other and how to respond to adults. Such content is often uninformed by students, teachers and the wider community. hii..

according to me,the cut off will be around 90-95 marks for general category,50-55 marks for obc category,35-40 marks for sc category and 25-30 marks for st category.so it is difficult to be predict now.

please see the table below for previous years trends:-

 

jee main cut off trends (2013-2017)

| s.no. | category | 2017 | 2016 | 2015 | 2014 | 2013 |
| 1 | general | 81 | 100 | 105 | 115 | 113 |
| 2 | obc-ncl | 49 | 70 | 70 | 74 | 70 |
| 3 | sc | 32 | 52 | 50 | 53 | 50 |
| 4 | st | 27 | 48 | 44 | 47 | 45 | here is a very good article on how to get better score in gre

http://www.usnews.com/education/best-graduate-schools/articles/2012/04/30/test-prep-6-tips-for-gre-success for p = 1:10
 for q = 1:10
 if p ~= q
 ...
 end
 end
end
without a for loop:
x = rand(10, 10);
index = (1:10) ~= (1:10).';
mean(x(index)) % mean of elements, which are not on main diagonal given statement is true. for most schools, your application is considered complete once all parts of your application have been sent in; this includes test scores. therefore, unless you specifically request otherwise, it's going to be a toss-up as to whether or not your application gets looked at before your second set of s…