Journal articles on the topic 'College Entrance Examination Board. College-Level Examination Program'

Admission tests in college assess students’ readiness for the college level education while mock board examination evaluates readiness for the licensure examination. The performance of BS Customs Administration students in these two tests and their relationship to their performance in the Licensure Examination for Customs Brokers (LECB) were considered in the investigation. Using inferential statistics, scores in the entrance examination and ratings in the mock board examination of BSCA students for the past four years were correlated with their ratings in the LECB. A total of 66 students who graduated from 2011 to 2014 who took the licensure examination and with complete entrance exams and mock board exam records served as respondents of this study. Results revealed a positive significant relationship between the composite score in the admission test and students’ scores in the four subjects of the LECB: Customs Laws and Implementing Rules and Regulations; Tariff Laws and International Trade Agreements; Warehousing, Transportation and Cargo Handling Operations; and Practical Computations of Customs Duties, Taxes, and other charges. Ratings in the four subject areas of the mock board examination were also significantly related to scores in the equivalent subject areas of the LECB. The study concludes the importance of entrance tests as part of the admission policy in the BSCA program and the mock board examination in improving the performance of graduates in the Licensure Examination for Customs Brokers.

The articulation of secondary school and college mathematics is a critical problem facing educators today (National Council of Teachers of Mathematics, 1980; Staff, 1984). The placement in college mathematics courses of students who have taken calculus in secondary school is an especially critical and difficult task. Calculus can be taught at various levels, and its subject matter components can receive varying degrees of emphasis. The Advanced Placement (AP) program attempts to provide a uniform and high-quality calculus course for secondary school students by publishing a detailed course syllabus, encouraging special training for AP instructors, and administering an examination that validates a student's AP Calculus experience (College Entrance Examination Board, 1984). Nonetheless, some evidence suggests that AP Calculus students have difficulty earning advanced placement and credit for the calculus they learned in secondary school (Lefkowitz, 1971; Neatrour & Mullenex, 1973; Pocock, 1974; Rash, 1977; Sklar, 1980; Sorge & Wheatley, 1977). One reason for this difficulty may be that AP Calculus students are not achieving at the same level as college students.

The College Entrance Examination Board's (CEEB) Scholastic Aptitude Test (SAT) is widely taken by high school juniors and seniors for college admission and to apply for college scholarships. (The CEEB is also known as the College Board.) In addition, SAT scores have been used to describe the health of precollege education, particularly in reading, language arts, and mathematics. Parents, teachers, and school systems have tried to improve the SAT scores of their students by instituting SAT test-preparation programs. These programs use a variety of SAT-oriented materials and have recently begun to include computer software packages. Indeed, in a recent cartoon (Weaver 1984), a child asks, “What does the SAT measure?” Another child responds, “Whether your parents can afford a computer.”

Education plays a vital role in human life, serving as a means to achieve a high quality of life. Within the realm of formal education, higher education holds particular significance in enhancing the human resources of a nation and contributing to their continual improvement. The objective of this service initiative is to provide comprehensive information on the official college selection process and deliver training through entrance examination questionnaires, enabling participants to better equip themselves for the official college entrance examinations. This community service endeavor primarily utilizes socialization and facilitates access to official school information, achieved through collaboration with external service partners. Specifically, the "Neutron" tutoring institution in Pekalongan acts as a dedicated partner, actively engaging in discussions concerning official school entrance examination questions. The activity drew participation from 114 students representing various schools in Pekalongan. The outcomes of the community service activities showcased a high level of enthusiasm among the participants, evident in their positive response and active engagement throughout the program. This positive response was demonstrated by the participants' enthusiastic completion of practice questions, thereby reinforcing their preparation for the official college entrance examinations. Information dissemination and provision of practice questions aim to empower participants to adequately prepare for their future academic pursuits.

Education plays a vital role in human life, serving as a means to achieve a high quality of life. Within the realm of formal education, higher education holds particular significance in enhancing the human resources of a nation and contributing to their continual improvement. The objective of this service initiative is to provide comprehensive information on the official college selection process and deliver training through entrance examination questionnaires, enabling participants to better equip themselves for the official college entrance examinations. This community service endeavor primarily utilizes socialization and facilitates access to official school information, achieved through collaboration with external service partners. Specifically, the "Neutron" tutoring institution in Pekalongan acts as a dedicated partner, actively engaging in discussions concerning official school entrance examination questions. The activity drew participation from 114 students representing various schools in Pekalongan. The outcomes of the community service activities showcased a high level of enthusiasm among the participants, evident in their positive response and active engagement throughout the program. This positive response was demonstrated by the participants' enthusiastic completion of practice questions, thereby reinforcing their preparation for the official college entrance examinations. Information dissemination and provision of practice questions aim to empower participants to adequately prepare for their future academic pursuits.

Through the years, female enrollees to the civil engineering program increase. The BSCE program which was once male-dominated has gradually developed into a co-ed profession. Nevertheless, doubts as to how competitive the female civil engineers are still exist despite the non-significant difference in the abilities of males and females in other programs resulting from research findings. This bias could have originated from the years they were in college. This study aims to discover gender difference in the scholastic and board performances among the 2018 BSCE graduates in the College of Engineering, University of Northern Philippines.The college grades and board ratings of 88 male and 64 female graduates who took the board examination in this same year were analyzed. The college grades, called scholastic performance, were requested from the University Registrar. Board ratings, taken as the board performance, were requested from the Professional Regulation Commission (PRC). These ratings were analyzed as to their mean, significant difference and correlation. The findings reveal that the female graduates performed the same as their male counterparts in college, as suggested by the not significant difference in their scholastic performance. In the board examination, the female and male graduates performed the same in the Mathematics, Surveying and Transportation Engineering and Hydraulics and Geotechnical Engineering components of the board examination, but not anymore in the Structural Engineering and Construction component. As a whole, there is significant difference in the board performance of the 2018 female and male BSCE graduates, with more male graduates passing the licensure, meaning, they are not on the same level of capability in solving problems in the board examination. It was also found out that there exists significant relationship between their scholastic and board performances, suggesting that the subjects covering the three board components taken .....

The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) stresses the need to empower all students and to encourage students to study mathematics throughout their four years in high school. For the past forty years, the Advanced Placement program of the College Board has offered students the opportunity to pursue collegiate-level course while in high school. The offering in mathematics consists of a full-year course in either Calculus AB or Calculus BC. Each Advanced Placement course culminates with an examination, typically three hours in duration, for which students may receive college credit or advanced standing when entering college.

The importance of fostering critical thinking (CT) in community college education has been recognized highly worldwide. However, limited studies have been conducted to investigate CT abilities among community college students in the Asian context. A cross-sectional correlational study was conducted with 209 Chinese community college students to assess the levels of CT cognitive skills and CT dispositions and to identify the associated factors. The California Critical Thinking Skills Test (CCTST), California Critical Thinking Disposition Inventory (CCTDI), and a questionnaire on the students’ socio-demographic and academic profiles were used. The results showed that the average level of CT cognitive skills was 17.82 ± 4.10, which was at the upper end of the moderate range. For CCTDI scores, the mean value was 278.81 ± 22.61 and positive disposition towards CT was shown in four subscales: open-mindedness, analyticity, confidence in reasoning, and inquisitiveness. From regression analysis, HKDSE total score (i.e., university entrance examination total score), CT subject grade level, CCTDI truth-seeking, and CCTDI analyticity were identified as the four significant factors associated with their CT cognitive skills. The findings provide significant implications when reviewing the program design and curriculum as well as the addition of CT elements in a separate course to promote students’ CT abilities for sustainable development.

Objective The purpose of this study was to examine predictors for success on Parts I and II of the National Board of Chiropractic Examiners (NBCE) written examinations. Methods Two validity studies were conducted to examine the criterion validity of Logan College assessments for Part I and II NBCE scores. Both studies consisted of a longitudinal design to examine the validity of entrance grade point average (GPA), in-program chiropractic course content GPA, and an institutional practice exam on Parts I and II of the NBCE. Results Analyses revealed that Part I GPA and practice exam scores combined accounted for 72% of the variance within Part I NBCE scores. Furthermore, every subtest of the Part I NBCE could be reliably predicted by course performance. In the 2nd study, Part I GPA, Part I NBCE score, and Part II GPA accounted for 75% of the variance within Part II NBCE scores. Conclusions Internal training and educational assessments (eg, course grades and practice exams) proved to be strong determinants of NBCE performance above and beyond initial levels of preparedness, thus validating the impact of the chiropractic curriculum on NBCE test achievement.

ABSTRACT The accounting profession will experience a 50 percent decline in its ranks in the next ten years as accounting professionals from the Baby Boomer generation retire. To replace these professionals, the accounting profession will have to compete with law, medicine, engineering, and other professions that will also be replacing their “boomers.” During the period the boomers are retiring, the number of high school graduates is expected to decline, which suggests that the currently high accounting enrollments are unlikely to continue. If the accounting profession is to compete for the best and brightest students in the future, it is in its best interest to address structural impediments that exist in its educational supply chain. One significant structural impediment in the supply chain is the traditional high school accounting course. In 2000 the AICPA's Taylor Report stated high school accounting courses were a “systemic barrier” to entry into the profession for the very high school students the profession wants to attract (Taylor 2000). These courses have not changed substantially since the Taylor report was issued. The Accounting Pilot and Bridge Project (The Project) proposes to eliminate this barrier and has created a new college-level high school accounting course that provides college credit for those students who take the course and pass a rigorous qualifying examination. The Project is modeled after the College Board's highly successful Advanced Placement (AP) program. Once specific goals are achieved, The Project plans to submit a proposal to the College Board for it to adopt accounting as part of its Advanced Placement curriculum. After describing the research and initiatives that led to the creation of The Project, this paper discusses the goals of The Project, the process to have accounting added to the College Board's AP Curriculum, the curriculum used in the pilot course, the progress made to date, and what lies ahead.

Abstract Introduction: Antibody-drug conjugates (ADC) are designed to effectively deliver cytotoxic agents directly to malignant cells. Trastuzumab deruxtecan (Tdx), an ADC of trastuzumab, an enzyme-cleavable linker, and a cytotoxic topoisomerase I inhibitor, has been shown to have antitumor activity in patients with breast cancer with low levels of HER2. However, current companion diagnostic tests for HER2-targetting therapies, immunohistochemistry (IHC) and fluorescent in situ hybridization (FISH), were optimized for high (gene amplified) levels of HER2. We hypothesize that the current common assays used in clinic do not efficiently differentiate between patients whose cancers have “0” HER2 expression and “1+” HER2 expression and thus could miss patients who would benefit from treatment with this drug. Methods: Here, we evaluated two years of HER2 surveys from the College of American Pathologists’ (CAP) Proficiency Testing Surveys for HER2 expression in breast cancer from 2019 and 2020. Participating laboratories received two tissue microarrays (TMAs) of 10 breast cancer cores, each Laboratories stained for HER2 using the standard IHC assay used in their labs. The scores were returned to the CAP as part of their quality assessment program. Each survey dataset covers the scores from around 1400 labs of 20 cores each as well as supplemental questions regarding the methodology used. We summarized the relative frequency and distribution of each score given to every core. A second independent analytic dataset was selected from the archives of the Department of Pathology at Yale, from breast biopsies in 2018. The set, enriched in HER2 2+ and 3+ cases, was read by eighteen board-certified pathologists, most with over 5 years’ experience, participating in an interobserver variability study. Hematoxylin and eosin (H&E) and HER2 IHC digitally scanned images of 170 independent cases were provided. Pathologists scored the cases as 0,1, 2, or 3+. Fisher’s exact test was used to compare the 0/1+ concordant cases to 2+/3+ cases. All tests were two-sided at a significant level 0.05. Statistical analysis was performed using Graphpad Prism Version 9.0.1 and the dplyr package in R Version 1.0.143. This study was approved by Yale Human Investigation IRB protocol ID 9505008219. Results: We found that 65% of the 80 cores evaluated in the CAP survey (52/80) had a concordance rate ≥90%. This high concordance was limited to scores of 0 and 3+. The lowest concordance was found between 0 versus 1+. Of the 80 cores, 56 were considered negative (HER2 score of 0 or 1). In 25% of those cores there was < 70% concordance (n=15; 6 in 2019 and 9 in 2020). Analytic concordance was assessed in the independent, Yale cohort where we found that of the 170 cases, 92 were read as 0 by at least one pathologist. Of these 92, 24 were concordant (26%), defined as a ≥90% agreement. In comparison, 45/170 were read as 3+ by at least one pathologist. Again,. using a 90%definition of concordance, 26 of 45 cases (58%) were concordant. Comparison of 0/1+ concordant cases versus 2+/3+ concordant cases showed a significant difference (χ2 = 12.07, p<0.0005). Conclusions: Assessment of laboratory performance of around 1400 CAP labs using common current HER2 assays on CAP survey specimens, there is significant discordance in the evaluation of 0 vs. 1+ cases. In a separate selected breast biopsy cohort examined by 18 breast pathologists, we showed that discordance between scores of 0 vs 1+ is significantly larger than that between 2+ and 3+. Given the efficacy of T-DXd, we believe patients may be mis-assigned for treatment or no treatment if the decision depends on performance of the standard current HER2 assays. Citation Format: Aileen I Fernandez, Matthew Liu, Andrew Bellizzi, Jane Brock, Oluwole Fadare, Krisztina Hanley, Malini Harigopal, Julie M. Jorns, M. Gabriela Kuba, Amy Ly, Mirna Podoll, Kimmie Rabe, Mary Ann Sanders, Kamaljeet Singh, Olivia L Snir, Rinda Soong, Shi Wei, Hannah Wen, Serena Wong, Esther Yoon, Lajos Pusztai, Emily Reisenbichler, David L. Rimm. Examination of low Her2 expression in breast cancer [abstract]. In: Proceedings of the 2021 San Antonio Breast Cancer Symposium; 2021 Dec 7-10; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2022;82(4 Suppl):Abstract nr P1-02-02.

Various self-regulated learning (SRL) problems often occur in early childhood during the transition from pre-school to elementary school. The ability to self-regulated learning is im- portant for school readiness and success throughout life, requiring the ability of parents to encourage the development of these abilities. The purpose of this study is to develop childcare strategies on self-regulation, such as children's ability to regulate metacognition, motivation and behavior to re- duce problems. Research produces certain products and tests their effectiveness. Respondents in- volved parents from 18 districts in 9 cities in the technique of data analysis using quantitative and qualitative approaches. The results showed differences in the average scores of children's independ- ent learning both before and after parents learned and applied the contents of the manual book. The result of the effectiveness test is sig = 0,000 <α = 0.05. 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The Institute of Education and Teacher Training provides quality teaching and prepares students for life and teaching career. However, graduates of this program must pass the Board Licensure Examination for Professional Teachers (BLEPT) to practice the profession, which challenges the institution to produce professionals and beat national standards. Hence, this study aims to analyze the trend of Davao Oriental State College of Science and Technology (DOSCST) performance in the licensure examination for professional teachers supervised by the Professional Regulation Commission. The authors employed archival quantitative research to analyze records and data results. The subject of the investigation was performance passing rates covering from 2010 to 2021 treated with frequencies, percentages, and differences. The findings revealed that all programs performed at least 50% passing rates and higher than the national passing percentage. The elementary program indicated 67.03%, secondary level marked 71.33%, and BPE-SPE gained 75.18% passing rates for first takers. Further results found that the elementary and secondary teacher education indicated 20% to 49.99% passing rates with less than the national passing scores. Finally, the school's overall performance passing rates went beyond the national passing rates. Meanwhile, both elementary and secondary programs earned many overall turnouts compared to the BPE-SPE program. Establishing a free academic clinic to coach and mentor the repeaters as part of extension activities and application of success predictors to improve licensure examinations is hereby recommended.

This study was focused on the Quality Assurance Mechanisms utilized by the HEI’s in Region XII in relation to global concern and innovation particularly among 12 public and private colleges and universities under the jurisdiction of the Commission on Higher Education in Region XII. Specifically, described internal and external quality assurance mechanism utilized by HEIs relate these with global concerns and innovations observed and the performance of the respondent HEIs in the areas of Accreditation Level, Board Exam passing rate and Graduation Rate. The study was limited to 10 public and private colleges and universities of Region XII that offers degree programs with board exam and submitted for accreditation for the past three (3) years. Respondents were 603 MIS/Registrar, school administrators, faculty and staff and 3rd year and 4th year college students. Descriptive – correlational research design was used. Data were gathered using survey questionnaires, check list and secondary data. Mean, percentage, and Pearson r correlation were the statistical tools used. Study revealed that Internal and external Quality Assurance Mechanism is greatly observed, global concerns and innovations can be realized in 10 years’ time and the HEI’s performance is generally does not surpass the National Passing Rate, majority of the programs are not accredited yet and generally, only few students can graduate within the prescribed period on the degree programs with board examination. HEIs internal and external quality assurance mechanism has very little correlation with board examination performance and accreditation level. A moderately small positive relationship between HEI global concern and innovations and the internal quality assurance mechanism while there is a high positive correlation with external quality assurance mechanism. Therefore, in house policies and level of accreditation does not warrant a good performance in board exam but the more the HEI submit the program to peer review, the more the chance of going global. It is therefore recommended that all indicators of quality assurance mechanism and other media shall be considered to ensure quality education and to be globally competitive.

Abstract Context The United States Medical Licensing Examination (USMLE) Step 1 and Comprehensive Osteopathic Medical Licensing Exam (COMLEX) Level 1 transitioned from a numeric scoring system to a Pass/Fail designation in 2022. This transition intended to decrease stress, improve medical student well-being, and encourage residency program directors to emphasize other aspects of residency applications. Pass/Fail score transitions in the undergraduate medical education curriculum have improved medical student psychological well-being and satisfaction; whether these same benefits translate to the board examination period is unknown. Objectives The objectives of this study are to assess the impact of USMLE Step 1 and COMLEX Level 1 grade scale transition on medical student stress, wellness, board preparation decisions, and future residency selection processes. Investigators hypothesized that students under the Pass/Fail designation would experience less stress during the intensive study period leading up to USMLE Step 1 and COMLEX Level 1 and devote more time to other aspects of their residency applications. Methods To examine the impact on osteopathic medical student (OMS) stress and approach to board preparation, two surveys were administered to Rocky Vista University College of Osteopathic Medicine (RVU-COM) students before (Class of 2023) and after (Class of 2024) the transition to a Pass/Fail designation. All students within the RVU-COM Classes of 2023 and 2024 were invited to participate. The Cohen Perceived Stress Scale (PSS-10) was administered at the beginning of the focused board study period in May 2021 and 2022 to the Class of 2023 and 2024, respectively. The investigator-designed Licensing Exam Questionnaire (LEQ), meant to capture board preparation patterns, residency application perspectives, and wellness during examination preparation, was administered immediately after the board examination deadline in July 2021 and 2022 to the Class of 2023 and 2024, respectively. Statistical analysis included the use of independent t tests (numeric variables) and chi-square tests (categorical data). This project was considered exempt from full Institutional Review Board review. Results Approximately one-third of the Class of 2023 (PSS-10: n=86; LEQ: n=93) and 2024 (PSS-10=89; LEQ: n=92) responded. No difference was detected in mean PSS-10 score, 20.14 (SD=7.3) compared to 19.92 (SD=6.56) for the Class of 2023 and 2024 (p=0.84), respectively. The Class of 2023 reported more weeks studying (mean 6.27 weeks, SD=0.79) vs. the Class of 2024 (mean 5.44 weeks, SD=0.007), p<0.001, more practice examinations taken X 2 (1, n=182)=13.75, p<0.001, and a greater proportion scheduled examinations after June 20 X 2 (1, n=182)=29.01, p<0.001. No difference existed in hours studying per day, sequence of Step 1/Level 1, time between examinations, money spent, or type of study resources utilized. Conclusions The transition of USMLE Step 1 and COMLEX Level 1 to a Pass/Fail designation did not reduce stress for OMSs at a single, multicampus COM. Respondents, however, altered board preparation practices in meaningful ways. As student behaviors and board-study patterns emerge, these insights must be connected to outcomes in the future.

This is the eighteenth issue of the Journal of Educational Sciences, which is published by the College of Education at Qatar University. We feel fortunate that the publication of this issue coincides with the start of the academic year in most universities in the Arab world and around the globe, as we welcome news of progress toward overcoming the Covid-19 pandemic. This issue of the journal includes seven carefully selected articles. The first article proposes a model for the motivation of Omani students for practicing sports activities. The second article is entitled "Professional Learning for Teachers in the Sultanate of Oman: Reality and Practice". The third research investigates the relationship between self-esteem and academic achievement in college students. The fourth article examines the effect of a treatment program to reduce burnout in mothers of children with Autism Spectrum Disorder and Down Syndrome in the State of Kuwait. The fifth article provides an intriguing examination of organizational loyalty to the teaching profession. The sixth article is entitled "Electronic Developmental Supervision and Its Impact on Teachers' Attitudes and Improving Their Teaching Performance: A Quasi-Experimental Study". Finally, the seventh article is entitled "Servant Leadership Practices of the Department Chairmen and Its Relationship to Team’s Professional Learning from Teachers’ Perspectives". Readers of this edition and the previous ones of the journal will clearly recognize the keenness of the editorial board on ensuring a diversity of topics within each issue, to meet the multifarious nature of its readership while maintaining the highest level of editorial scrutiny for which the journal has become known.

The study evaluated the quality of graduates of Philippine Teacher Education Institutions (TEIs) through the performance of the graduates in the Board Licensure Examination for Professional Teachers (BLEPT) and the teaching performance of the beginning teachers in their first three years of teaching. A nationwide survey study employing a descriptive cross-sectional design was conducted to 2,680 respondents from 16 regions in the country, selected using a multi-stage approach. Results revealed an increasing trend in the beginning teachers’ performance in the licensure examinations from 2017 to 2019. These teachers were also consistently averaging a rating of Very Satisfactory from 2019 to 2021 in their teaching performance. Furthermore, socio-economic status, grade point average in college, and grade level taught were other factors found to be significant in relation to teaching performance. As a result, a graduate’s score on the teacher licensure exam has an impact on their success during their first three years of teaching. The dimensions of teacher quality in the country are anchored on the alignment of the outcomes and competencies in the written and tested curricula, effective program delivery, and qualified faculty which contribute to the high probability of passing the BLEPT that ultimately results in better teaching performance of beginning teachers. By focusing on these aspects, institutions can play a pivotal role in nurturing highly competent educators who make a lasting impact on the education system. The findings of this study serve as a valuable guide for educational policymakers and institutions striving to elevate the standard of teacher education across the country.

ObjectivesTo 1) describe time trends of the percentage of individuals in the U.S that consume eggs, 2) describe time trends of the daily amount of eggs consumed per day, and 3) examine differences in the amount of eggs consumed per day; overall and by gender, age, income, education, race‐ethnicity, Supplemental Nutrition Assistance Program (SNAP) participation, and food security status.MethodsData on food consumption and sociodemographic characteristics were acquired from the National Health and Nutrition Examination Survey (NHANES), 2001–2012. Weighted linear regression models were used to test for time trends in the percentage of individuals aged 20+ who reported consuming eggs, and the amount of eggs consumed, among each sociodemographic group. To examine differences in the amount of eggs consumed per day between sociodemographic groups, data from all survey years were pooled. The National Cancer Institute's method was used to estimate usual intake, and standard errors were estimated using the balanced repeated replication method. Covariates included gender, age, race‐ethnicity, and survey year. Differences between means were tested using the z‐statistic, with Bonferroni's adjustment for multiple comparisons.ResultsThe percentage of the population that reported consuming eggs did not differ across survey years, overall or by sociodemographic group. The amount of eggs consumed increased by 11% from 2001–2002 to 2011–2012 (P=0.01). Egg consumption increased among women (P=0.02) but not men (P=0.16). No significant time trends were observed among age groups. Non‐Hispanc black individuals increased consumption by 15% (P=0.01), but there was no significant time trend among Mexican‐Americans or non‐Hispanic whites. Individuals classified as fully food secure reported a 20% increase (P=0.02) in egg consumption, but no time trends were observed among individuals of marginal or low/very low food security status. Individuals who were not income‐eligible for participation in SNAP increased their egg consumption (P=0.04), but no time trends were observed for SNAP participants and SNAP‐eligible non‐participants. No differences in consumption across survey years were observed by education level or by income. Pooled data showed that individuals with less than a high school education consumed more eggs than individuals that attended college. Non‐Hispanic whites consumed less eggs than Mexican‐Americans and non‐Hispanic blacks.ConclusionsEggs are nutritious and easy to prepare, so they may be a good food choice to improve nutritional status while keeping food costs low. Although per capita egg consumption increased over the study period it was limited to selected sociodemographic groups, and no trends were observed in the proportion of the population consuming eggs on a regular basis.Support or Funding InformationEgg Nutrition Center/American Egg Board and USDA‐ARS3062‐51000‐051‐00D