- The ABA's policymaking body voted earlier this month to retain the standardized admission test requirement
- But another arm of the organization wants schools to have more room to innovate
California Lutheran University is Test-Optional. Students seeking undergraduate admission are not required to submit standardized testing as a component of their application process.
This test optional policy aligns with the Office of Undergraduate Admission and its longstanding practice of holistic admissions. With an emphasis on student equity and access, the focus of evaluation will be based academic achievement, curriculum and rigor. This is further contextualized by letters of recommendation, access to resources and involvement beyond the classroom. The review process will also provide consideration of the impact of an individual’s environment, community engagement and their ability to demonstrate success as a potential student at Cal Lutheran.
On the Common Application for Cal Lutheran, you will have the option to indicate if you wish for your test scores to be considered as part of your application.
If you indicate “No. I am applying test-optional,” we will not consider your ACT or SAT scores in your application review, regardless of how they are reported. For example, if you choose to apply test optional and will not be submitting test scores, and your scores appear on your high school transcript or in the self-reported score section of the Common Application, they will not be reviewed in the admission process. International students applying as test-optional will be contacted to complete an interview with an admission counselor.
You can change your Test-Optional status if your application has not been officially reviewed. Contact the Office of Admission to inquire about your application.
Regardless of test score submission, all students will be considered for merit scholarships up to $32,500, renewable annually. Students may also qualify for our Public Price Promise and Visual and Performing Arts Scholarships. View Scholarships
Students are still welcome to submit standardized testing if they believe it is an indication of their academic ability. They can either be submitted directly from ACT or College Board or using the Test score Form found in the Cal Lutheran application portal by the application deadline. Scores posted on the high school transcript or in the Common Application self-report section will not be considered.
Please note that your application will be considered complete once you have submitted all required materials and may be reviewed by our Admissions Committee even if your ACT/SAT scores have not been received.
Cal Lutheran's Test-Optional Policy is subject to change at the discretion of the Office of Undergraduate Admission.
When completing your Common Application, indicate that you want to apply as test optional.
Yes, but only if you contact us to update your test-optional status before your application has been officially reviewed.
As long as you indicate on your application that you are applying test optional, we will not use scores when reviewing your file.
Yes. All applicants are considered for most merit based and institutional scholarships.
No. Transfer students with less than 30 units are required to submit official high school transcripts and official transcripts for all college institutions attended.
Transfer students with more than 30 units will be evaluated on their college performance only.
Yes. If you have taken the SAT or ACT more than once, we will take the highest scores you earned in each section.
Yes, you can submit self-reported scores using the Test Score Form found in your Cal Lutheran application portal. We do not accept self-reported scores from the Common Application or transcripts. Enrolling students who were admitted with self-reported scores will be required to verify those scores by submitting an official score report prior to starting classes.
(Reuters) - The section of the American Bar Association that oversees law schools on Friday revived its push to let schools go test-optional.
The ABA’s Council of the Section of Legal Education and Admissions to the Bar overwhelmingly voted to resubmit a controversial proposal to end by 2025 the longstanding requirement that schools use the Law School Admission Test or other standardized test when admitting new students.
That decision comes less than two weeks after the ABA’s policymaking body rejected that change amid warnings that law student diversity would suffer.
“It’s important that we move ahead,” said councilmember Daniel Thies on Friday, adding that the admission test rule will continue to inhibit innovation if left in place.
The proposal to end the admissions test rule will return to the ABA’s House of Delegates in August—the same group that voted it down on Feb. 6. The legal education council can enact the change even if the House rejects it for a second time because the U.S. Department of Education recognizes that council as the official accreditor of law schools.
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It first attempted to get rid of the admission test rule in 2018 but backed off when it became clear that the House of Delegates would not go along with the plan.
The proposal has divided the legal academy with no clear consensus this time around.
Opponents, including a group of 60 law school deans and the Law School Admission Council, which designs and administers the LSAT, warned that eliminating the test requirement would make admissions offices more dependent on subjective measures such as the prestige of an applicant’s college. That could disadvantage minority applicants, they say.
Those who want to get rid of the test requirement have argued that the LSAT is a barrier for minority would-be lawyers because on average they score below white test-takers, and because law schools rely too heavily on those scores. A 2019 study found the average score for Black LSAT takers was 142, compared to 153 for white and Asian test-takers.
Law School Admission Council President Kellye Testy told the legal education council Friday that she was "disappointed" by the decision to move ahead with ending the admission test rule. Testy said she had hoped it would take more time to reconsider the change.
The Law School Admission Council offered an alternative proposal under which the ABA would enable law schools to admit up to 20% of their classes from applicants who did not submit a standardized test. In rejecting that proposal, Thies called the 20% figure “arbitrary” and said it would not break the “regulatory monopoly” that admissions test-makers enjoy in legal education.
Read more:
ABA votes to keep law school standardized test requirement
Proposal to axe LSAT requirement spurs debate over test’s effects on diversity
ABA votes to end law schools' LSAT requirement, but not until 2025
Our Standards: The Thomson Reuters Trust Principles.
Whether you are exploring our ESL, undergraduate, graduate or doctoral programs, the SNHU International Admission team is here to help.
Once you have reviewed the admission requirements for your program, complete your application and pay the application fee to start the process. The application fee is $20 USD for ESL and undergraduate programs and $80 USD for graduate and doctoral programs.
Applications for Summer '23 graduate programs are now closed. We are now accepting applications for Fall '23:
These requirements apply to international applicants for on-campus study. Applicants who wish to study online can refer to our online admission section. Online applicants do not qualify for an F-1 visa.
Once we have received your official third-party evaluation, the admission file will be reviewed. Admission counselors will follow up with next steps for admitted students, which will include a tuition deposit, and will also include required documents necessary to receive an I20. A financial certain demonstrating the ability to cover the financial obligation of studying in the U.S. for the first academic year is required. These are the current amounts required:
|
Program (2022-2023 Academic Year)* |
Minimum Financial Obligation Requirement |
|---|---|
|
Undergraduate (Bachelor’s) - $15K Program |
$30,800** |
|
Undergraduate (Bachelor's) - $10K Program |
$25,800 |
|
Graduate (Master’s) |
$28,700 |
|
ESL (English) |
$12,800 |
|
Semester at SNHU |
$15,300 |
|
Undergraduate Language Studies (ULS) |
$14,600 |
*Laptops are an additional expense and can be purchased prior to or after arrival.
**Engineering programs require an additional $3,000 due to lab fees.
|
Program (2023-2024 Academic Year)* |
Minimum Financial Obligation Requirement |
|---|---|
|
Undergraduate (Two Semesters) |
$33,500** |
|
Graduate (Two Semester) |
$33,000 |
|
Doctoral |
$34,000 |
|
ESL (Four Months) |
$14,500 |
|
Undergraduate Language Studies (ULS) |
$15,500 |
|
Study Abroad (UG)(Semester) |
$9,960 |
|
Study Abroad (GR)(Semester) |
$10,960 |
*The financial obligations above include an estimated cost for a laptop purchase, which can be purchased prior to or after arrival, but is expected for all Undergraduate and Graduate programs.
**Engineering programs require an additional $3,000 due to lab fees.
Please do not submit financial documents until requested to do so by your admission counselor. If you have any questions, please contact us at international@snhu.edu.
*Note: All admission decisions are at the discretion of SNHU International Admission. Applicants submitting admission documents (transcripts, bank documents, English proficiency scores, etc.) that have been altered or fabricated will be denied admission. Denials based on fraudulent documents cannot be appealed.
Learn more about our test-optional policy:
Can I switch my testing plan after submitting my Common Application?
Students who submit standardized test results to Boston College and indicate on their applications that they wish to have scores considered, will be unable to switch their application to test-optional at a later point in time. Once scores become part of a student's file, they cannot be removed.
Students who apply as test-optional candidates and later wish to have the Admission Committee consider their standardized test results may request to do so in writing at bcapplicant@bc.edu. For full consideration, students should contact us directly as close to our deadlines as possible.
Does this policy apply to international students?
Yes. International students are still required to demonstrate English language proficiency via TOEFL, IELTS, or Duoligo English Test results. This English language proficiency requirement may be waived for students who speak English as their native language, have attended a US high school for at least three years in a non-ESOL curriculum, or submit standardized test results including scores of 650 or greater on the SAT EBRW or 29 or greater on the ACT English section. Learn more here.
Does this policy apply to home-schooled students?
Yes. However, because the Admission Committee has little context in which to evaluate home-schooled students’ academic results, standardized test results are extremely helpful to the Admission Committee. Home-schooled applicants are strongly encouraged to submit standardized test scores that allow us to put their applications in context with others in our pool. Other quantitative measures that students may also benefit from submitting include AP test scores and/or college coursework. Official college transcripts should be submitted for all college courses completed.
Does this policy apply to athletic recruits?
Yes. The NCAA has removed the test score requirement for athletic eligibility in Division I sports. Recruited athletes are responsible for ensuring their NCAA eligibility.
UMass Lowell accepts self-reported SAT and ACT scores. Here's what you need to know:
The UMass Lowell Office of Undergraduate Admissions remains committed to a fair application review process. Please feel free to contact us by email at admissions@uml.edu if you have any additional questions or concerns.
After you've completed your application, activated your MyNEVADA account and accepted your admission, you need to complete your Advanced Registration. Advanced Registration includes paying your fully refundable deposit and completing a questionnaire.
Advanced Registration deposit
In order to register for classes, receive a class schedule before current University students and attend summer orientation, you must pay your fully refundable $125 deposit. This deposit is applied towards your tuition and is paid directly in MyNEVADA.
Log-in to MyNEVADA and you will see "Advanced Registration Deposit" under the "What I Owe" section. Navigate to "Make a Payment" and you can pay your deposit by credit card or electronic check.
Advanced Registration Deposit deferrals may be available. Email mynevada@unr.edu with “Advanced Registration Deposit Deferral” on the subject line to make a request .
Submit your Advanced Registration questionnaire
After paying your deposit, you can submit the questionnaire. The questionnaire may be found in the Supplemental Forms section in your MyNEVADA account.
Log-in to MyNEVADA using your NSHE ID and password. You will see a list of forms available to you, including the "Advanced Registration Questionnaire." Click on the link for the form, answer all of the questions and then click "Submit."
Advanced Registration is not complete until both the Deposit is paid (or deferred, if applicable) and the questionnaire is submitted.
Under the bar association’s procedures, though, the final word on law school admission standards rests with the Council of the ABA Section of Legal Education and Admissions to the Bar, which is the association’s accrediting arm. The council last year gave the proposal preliminary approval.
“The Council is disappointed in the House of Delegates’ vote,” Bill Adams, the bar association’s managing director of accreditation and legal education, said in a statement. The council will consider next steps at a Feb. 17 meeting, he said.
The LSAT is the most widely used admission test for law schools. It assesses skills in reading comprehension, analytical reasoning and logical reasoning, and has long been a prime metric for gatekeepers of law schools. The LSAT poses multiple-choice questions in one part, and in a second part it prompts test-takers to write a persuasive essay under proctored conditions. More than 100,000 people take it annually.
In accurate years, many colleges and universities have adopted test-optional policies for undergraduate admissions. Law schools, though, are required to use admission test scores to meet the bar association’s accrediting standards.
Critics of admission tests say they pose an unnecessary barrier to disadvantaged students who otherwise have strong potential. Proponents say tests provide useful information to admissions officers and help qualified applicants make their case. They also are often used, in combination with grade-point averages and other factors, to help decide whether admitted students will qualify for scholarships.
Even if the bar association drops the mandate for admission test scores, individual law schools still would be allowed to require them.
The debate over the LSAT comes at a moment of unusual flux and scrutiny for legal education, as many prominent law schools have declared opposition to cooperating with U.S. News & World Report’s influential annual rankings. LSAT and GRE scores have long been a part of the U.S. News ranking formula. In addition, many schools are bracing for the possibility that the Supreme Court later this year will reverse decades of precedent and end race-conscious affirmative action in college and university admissions.
Marc L. Miller, dean of the University of Arizona’s law school, said he was disappointed in the House of Delegates vote. The admissions testing requirement, he said, makes law schools “an outlier” in graduate-level professional education. And he said the mandate is “harmful for the widely shared goal of increasing diversity and access in our profession.”
We don’t require applicants to submit standardized test scores because we think there are better ways to determine if you’ll be successful at Conn. And we want you to highlight your strengths in the application process, not write about a random course we've assigned. We believe your high school transcript, essay, recommendations or other application materials may show your strengths better than test scores.
Our advice is to submit your scores if you feel they are representative of your achievement and will enhance your application. (Review the middle 50% range of scores submitted for the Class of 2024.) However, if you feel your standardized test scores do not reflect your full potential and elect not to submit them, you will not be at a disadvantage in the admission process.
In the Common App, simply choose which one testing score option you'd like us to consider:
If you would like us to consider your tests scores as part of your application, note that we accept both official and self-reported test scores.
Official test scores can be submitted in any of the following ways:
Self-reported test scores can be submitted in either of the following ways:
If you submit self-reported scores, please note that your official test scores will be required upon enrollment. Any discrepancies from self-reported test scores may result in rescinding our offer of admission.
We “superscore” the SAT Reasoning Test and use the combined highest composite score from the ACT. You should send scores from every SAT/ACT date for which you received your best scores in specific sections.
Scores from standardized tests taken through November typically arrive in time for Early Decision I consideration. Tests taken in December will arrive in time for Early Decision II and Regular Decision applicants.
Standardized test scores are not considered in the transfer application process.
Conn's standardized testing policy does not apply to testing for purposes of demonstrating English proficiency. Students whose first language is not English must submit the TOEFL, IELTS, Duolingo or PTE.
Study Abroad faculty and staff should contact SAS with any questions or concerns, and encourage students to start thinking about accommodation needs early
Students requiring accommodations for an internship or practicum placement should initiate requested accommodations as far in advance as appropriate based on their specific academic program requirements and deadlines. Students must participate actively throughout the process of identifying a placement agency and negotiating accommodations for internships and practica. Students should initiate a meeting with their academic department and Student Accessibility Services at least one semester prior to placement during which information about internship expectations might be shared and planning for accommodations can begin.
Instructors include a welcoming statement in their syllabi to inform students about how to secure reasonable accommodations and to instruct students to notify the instructor if they are not able to access course content.
Faculty notification is initiated by the student in the form of an Accommodation Notification form. Students must pick up, deliver, and return their signed Acknowledgement form in a timely manner. Returned forms indicate that the student has notified his or her professors of the need for accommodations. SAS keeps the Acknowledgement forms in a locked cabinet for one calendar year.
Requests for accommodations should be made in a timely manner. Students determine if and when they will use their accommodations. Students are encouraged to meet privately with their professors at the start of each semester. Accommodations can be made at any time during the semester; however, accommodations will not be provided retroactively.
When a prospective student schedules an Admissions test with Student Accessibility Services, a Disability Service Provider (DSP) informs the student that documentation is required to support the need for accommodations.
If there is insufficient time before the Admissions test for the RCLD to review the documentation and make a determination,
The student is entered in SAM under the generic entry until he or she registers with SAS.
Provisional accommodations are provided when
To follow is information on some, but not all, of the accommodations for which a student may be eligible.
Students who are eligible for priority (early) registration are encouraged to use this accommodation by meeting deadlines for advising and arranging a schedule. Priority registration allows the student to select courses that meet their individual needs, and allows the university to arrange accommodations in advance. Course prerequisites and registration holds are the responsibility of the student. Student Accessibility Services does not have the authority to override students into restricted classes.
It is the student’s responsibility to initiate requests for testing accommodations. Each test should be scheduled at the time it is being taken by the rest of the class. If an alternate time is needed, the student must secure the approval of the instructor.
Students who miss exams scheduled with Student Accessibility Services will be required to notify their professors, as Student Accessibility Services will not reschedule exams without the approval of the faculty. A student who is late for a scheduled test must finish the test in the time remaining (extended time will be calculated from the scheduled time of the test, not the time of arrival).
When a prospective student schedules an Admissions test with Student Accessibility Services, a Disability Service Provider (DSP) informs the student that documentation is required to support the need for accommodations.
If there is insufficient time before the Admissions test for the RCLD to review the documentation and make a determination
The student is entered generically in SAM, the student accommodation management system, until he or she registers with SAS.
A quiet testing room is a low-distraction testing environment. Sometimes a quiet testing room is used because extended time cannot be provided in the classroom. There may be one or more other students in the quiet testing room. There are no other students in a private testing room. Private rooms are often the best option when a student uses certain kinds of assistive technology for testing.
Extended time is most often 1.5 times the amount of time the class is given to take the test. Some students are eligible for double time as an accommodation. (The amount of time is based on the student’s documentation and the impact of the disability.) Extended time means an extension on what the class is given, even if the class was given “more than enough time”. Extended time is required on all assessments, to include unannounced quizzes.
Formula sheets and word banks must be created by the instructor, or by the student and approved by the instructor. The formula sheet must be sent to SAS or the testing center with the test
Some students require note-takers due to the functional limitations of their disability. Students who qualify for a note-taker have the accommodation “Assistance Obtaining Class Notes”. The student must review his/her accommodations with their instructor.
If a student requests a note-taker in a class, the note-taking system will send an automated email to the instructor. The system will also send an email to the class roster requesting a note-taker. Instructors’ assistance may be required in locating a note-taker by making an announcement in class without revealing the students’ name. It is critical that a student who requires note-taking services receive this service. Instructors may share their lecture notes as an alternative to a note-taker.
Students needing to request a note-taker may do so through notetaker.ung.edu.
All note-takers must register at notetaker.ung.edu (login required) and follow all instructions carefully in order to receive compensation.
Extended time for assignments is not a common accommodation, as it, in many cases, makes successfully completing the semester more challenging. It is, however, an accommodation that is critical for some students.
The extended time on assignments is a reasonable extension, and should be worked out between the student and the professor, and sometimes with an SAS representative. If the professor is concerned about this accommodation, he or she should speak with an SAS representative to discuss factors that determine if a reasonable extension of time on assignments would result in a fundamental alteration of the course.
If completion of course work by the end of the semester becomes a major concern, both the student and the professor should speak with an SAS representative to consider alternatives.
Some disabilities require consideration of flexibility in attendance requirements with regard to excused absences. An excused absence is an administratively approved absence from class or required activities of a program, without penalty. Absenteeism is not expected to be excessive, but a reasonable amount of time, as needed. The professor defines a reasonable number of disability-related absences.
A determination that a flexible attendance accommodation would fundamentally alter the nature of a course requires a documented deliberative process, to include consideration of the following:
Faculty may determine that a student can master course content despite absences that may exceed the course attendance policy. In other situations, attendance is fundamental to course objectives. For example, students may be required to think and argue critically or to participate in group projects. Instructors are not required to lower or modify standards for accommodation purposes. Instructors determine practices regarding make-up work and missed quizzes and exams.
The student will provide the letters to his/her professors to initiate discussions concerning attendance polices, anticipated absences, and procedures for making-up course work (Naturally, the student must also listen closely to faculty announcements about attendance and make-up policies and procedures, and must refer to the syllabus frequently throughout the semester for information about these issues.) Students are encouraged to discuss flexibility with absences prior to the start of the semester.
The professor can then review specifics, such as how many additional absences can be allowed, and how make up work would be handled. This gives the student the information needed to determine if he/she should stay in that class or select another.
It is the responsibility of the student to notify professors promptly of disability-related absences, and particularly of any prolonged absences. If the student encounters an unexpected disability-related circumstance, such as an emergency hospitalization or illness, he/she should notify Student Accessibility Services and his/her professors. The student must also contact professors to arrange to make-up work or other assignments.
Students with a documented disability related absence accommodation are NOT required to provide medical documentation for absences due to a barrier.
SAS does not excuse students with disabilities, nor does it establish attendance policies. However, an SAS representative is available to meet with the professor, or the student and the professor, to discuss factors that determine if a reasonable number of additional absences would result in a fundamental alteration of the course.
If a student is not able to attend enough classes to meet the fundamental requirements of his or her courses, the student may not be "otherwise qualified" (see definitions) to attend school at this point in time. The medical situation may require the student to focus on his or her health for the present, and it may be advisable for the student to pursue a medical withdrawal.
Student Accessibility Services works in cooperation with UNG Residence Life to assist students with on-campus housing needs. If Student Accessibility Services determines that documentation supports a reasonable accommodation, a request for accommodations will be submitted to Residence Life.
To follow is information on some, but not all, of the available auxiliary aids and services.
Real-time captioning technologies include live captioning for television, telecommunications relay services, and transcription services such as CART and C-Print.
Speech-to-text provides access for individuals who are deaf or hard of hearing, and for many other groups. Captioning professionals must meet speed and accuracy standards.
There are two types of real-time captioning presently used at UNG; CART and C-Print.
CART is word-for-word speech-to-text translation provided on scene in just about any venue. It can be delivered on location or remotely. The text produced by the CART service can be displayed on an individual’s computer monitor, projected onto a screen, combined with a video presentation to appear as captions, or otherwise made available using other transmission and display systems.
C-Print® is meaning-for-meaning (as opposed to verbatim) speech-to-text translation that is primarily used in educational settings. C-Print® was developed at the National Technical Institute for the Deaf (NTID) to convert spoken messages into text. A C-Print® captionist is specially trained in text-condensing strategies and types on a laptop computer using an abbreviation system. The text is displayed without abbreviations on one or more student computer (laptop) monitors.
C-Print captionists provide communication in real-time, and also provide a transcript of the class within 24 hours. Transcripts are for the student with the C-Print captioning accommodation, and are not available to other students or to the professor.
The decision to schedule personal C-Print captioning versus remote captioning (the captionist is listening and typing from a remote location) is determined by several factors
Technology is available to students to assist them in taking charge of their learning. SAS provides training and makes available the following (the list is not inclusive):
All technology complies with institutional policies and procedures and with relevant codes and laws. Student violations of technology policies must follow established institutional student disciplinary procedures.
SAS provides students with alternative media such as digital textbooks, braille, or large print texts. Professors may be asked to provide a reading or materials list 6 or 7 weeks prior to the start of the semester to allow for the material to be made available in an accessible format.
SAS arranges for adapted furniture to be in the classroom, as needed, for students who require this accommodation. The instructor communicates with the student to insure that the classroom set up does not interfere with access. Any student experiencing who becomes aware of a physical barrier should contact Student Accessibility Services.
Accommodations are not required to be provided retroactively. An accommodation cannot fundamentally alter the nature of a course or program, and professors are not required to lower or modify standards for accommodation purposes
Federal regulations associated with the Americans with Disabilities Act specifically state that post- secondary institutions are not required to "provide attendant, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature".
Personal care needs are the responsibility of the student. A student who needs personal assistance, as indicated by his or her documentation, should procure the most appropriate services to ensure safety. The University of North Georgia, however, does have the responsibility to aid the student in need of personal care by accommodating the personal care attendant in the educational and residential environment.
Personal or private content specific tutoring is the financial responsibility of the student. Tutorial services, such as those available through the Math Lab and the Writing Lab, are available to all students at the University of North Georgia.
Because accommodations are a legal right and not a privilege, they are not contingent on behavior, and cannot be withheld. Instructors address violations of the Student Code of Conduct by students with disabilities as they would address similar violations for other students. All students, including students with documented disabilities, are held to the UNG Student Code of Conduct.
Institutions must ensure that registered students with disabilities receive their approved accommodations and academic adjustments both on campus and online
Students in traditional classes increasingly have at least some course content online. That content must be accessible as well and faculty must be deliberate and proactive in anticipating, identifying and addressing disability-related issues.
