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Exam Code: LSAT Law School Admission Test (LSAT) education January 2024 by Killexams.com team

LSAT Law School Admission Test (LSAT)

The LSAT (Law School Admission Test) is a standardized test required for admission in law schools in countries such as the US, Canada, Australia etc. It is offered 4 times in a year (6 times starting from 2018-19). The total duration of the exam is 3 hours and 30 minutes excluding all breaks. The maximum score one can attain on the exam is 180, and the average score is ~150. The basic cost of the exam is $175, but there are other fees involved as well.

It is a paper-based test and contains 5 sections of 35 minutes each. The test is MCQ-based. One section is experimental and does not contribute to the final score of the candidate.

Logical Reasoning (2 sections): the section tests the candidates ability to analyze, think critically, and evaluate an argument on its objective merits.

Reading Comprehension (1 section): the section tests the ability to derive information from complex written text, make relevant connections and glean insights.

Analytical Reasoning (1 section): the section tests the ability to interpret the make-up of relationships and deriving logical reasoning about the structure at hand.

Another 35 minute writing section (unscored) is administered at the end of the test, which is sent to all the schools. A “good LSAT score” is dependent upon your target schools, and the top law schools have a steep demand in terms of the score (170+ out of 180).

LSAT Syllabus

The following broad question types are a part of the LSAT analytical/logical reasoning:

- must be true and main point questions

- conditional statements, analyzing arguments, additive inferences

- strengthen and weaken arguments

- linear and advanced linear games

- grouping principles and numerical distributions

- rare games types such as circular, pattern and mapping games

- case and effect reasoning

- necessary and sufficient assumptions

- flaws in reasoning, parallel reasoning

- resolving paradox

Analytical Reasoning

Analytical Reasoning aka logic games is one of the most hyped sections of the LSAT, and for a good reason. The section tests the ability to understand the logical structures and their interconnecting parts.

The candidate is expected to employ deductive reasoning from a set of principles that can describe relationships among things, people or circumstances. The skills that are tested on this section have strong parallels to the case where one needs to discover truth given a set of regulations, conditions or a contract.

The questions appear in sets, and each set is dependent on a passage. For example, a passage might describe 8 dignitaries that need to sit around a table, and the protocols are specified alongside regarding who can sit where.

The test taker needs to understand the logical implications of the presented information, and also accommodate possible changes through additional information (if any). You might be asked if a particular seating arrangement is possible, impossible neighbor-pairs etc.

The games will be a mix of different types – linear, grouping, a combination, or even something obscure like pattern/mapping etc. After enough practice sessions, youll likely discover that you are stronger in some logic games and weaker in others.

Plus, some games are inherently difficult than others – a basic linear game that is well-defined and balanced is far easier than a partially defined grouping game. You should attack the game types you are most comfortable with in order to gain momentum.

Moreover, try solving a game that has a larger number of questions associated with it: the return on your effort/time is proportionally higher. Diagramming skills come in handy when it comes to logic games.

Logical Reasoning

Logical Reasoning questions require you to read a passage and answer corresponding questions. The questions test the ability to critically analyze and understand arguments presented in everyday language.

The main skills that are tested relate to arriving at evidence-backed arguments, determining the effect of an evidence on an argument, reasoning by analogy, and identifying the flaws in a set of arguments. The source of the questions is scholarly publications and general interest newspapers/magazines/advertisements.

The arguments presented are modeled after the type of arguments one might encounter during legal reasoning. It is not assumed that a candidate knows about the logical terminology such as “ad hominem” or “syllogism”.

Both the logical reasoning sections have about 25 questions each. There are about 13 question types in total, and mostly 9-10 types occur with the most frequency. Moreover, the difficulty of the questions tends to increase as one progresses with the section.

A question can “appear” to be difficult based on your areas of strength/interests, or it can be inherently difficult. For instance, a simple conditional reasoning question is easier to tackle when compared to a long parallel reasoning question.

Solving the questions in this section over at least a couple of passes is a good idea: picking the “low-hanging fruits” first. Shorter questions tend to be simpler and take lesser time.

It is imperative to not get bogged down by any question — one cannot afford to waste too much time. This ensures that your time is spent on solving questions that have the highest chance of adding to your final score.

Reading Comprehension

Reading Comprehension contains 4 sets of practicing questions, and you need to answer 5-8 questions based on the provided practicing material. The main skill tested is the ability to derive insights from lengthy and often complex material. The practice of law requires a broad practicing of pithy and complex texts and requires judgment when it comes to separating the wheat from the chaff.

3 of the 4 sets contain just a single passage. The single passages generally focus on the understanding of terms, holistic themes, authors tone/opinion, and function of a paragraph or the passage. One set contains 2 short passages that are related, called Comparative Reading.

The passages depend upon each other in different ways, and the candidate needs to identify the underlying relationship among the passages. The relationship between the passages can be spread across the whole spectrum- from the authors of the passages in overall agreement, to directly opposed arguments.

The passages will be from different areas: science, law, humanities, and interdisciplinary. Generally, the text is fairly abstruse, uses high-level vocabulary, and presents rhetoric in an advanced manner. Based on your interests and other factors, the passages can appear to be easy or difficult.

The inherent difficulty of the passage is hard to detect in the starting and might only present itself as you start answering questions. You should ideally start from the passage based on a topic/area you feel the most confident about as it will help in establishing momentum and building confidence.
Law School Admission Test (LSAT)
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We are doing great struggle to collect real LSAT dumps with test questions and answers. Carefully tested LSAT Q&A are valid and updated. No matching LSAT dumps you will will find on internet. Remembering our LSAT test questions is sufficient to pass LSAT exam with high marks.
Law School Admission Test (LSAT)
Answer: D
Question: 173
When did the Lindberghs map an air route to China?
A. Before they worked for an airline.
B. Before Charles worked with Dr. Carrel.
C. After World War II.
D. While designing the 747.
E. When he was 30 years old.
Answer: B
Question: 174
What event happened last?
A. Lindbergh patented an artificial heart.
B. The Lindberghs mapped a route to the Orient.
C. Lindbergh helped design the 747 airliner.
D. Lindbergh flew 50 combat missions.
E. Lindbergh was finally given an honorary degree from college.
Answer: C
Question: 175
Always read the meter dials from the right to the left. This procedure is much easier, especially if
any of the dial hands are near the zero mark. If the meter has two dials, and one is smaller than
the other, then it is not imperative to read the smaller dial because it only registers a small
amount. Read the dial at the right first. As the dial turns clockwise, always record the figure the
pointer has just passed. Read the next dial to the left and record the figure it has just passed.
Continue recording the figures on the dials from right to left. When finished, mark off the
number of units recorded. Dials on water and gas meters usually indicate the amount each dial
These instructions show you how to...
A. Read a meter.
B. Turn the dials of a meter.
C. Install a gas meter.
D. Repair a water meter.
E. Be prepared for outside employment.
Answer: A
Question: 176
Always read the meter dials...
A. From top to bottom.
B. From right to left.
C. From left to right.
D. From the small to the large dial.
E. From the large dial to the small dial.
Answer: B
Question: 177
As you read the first dial, record the figures...
A. On the smaller dial.
B. The pointer is approaching.
C. The pointer has just passed.
D. At the top.
E. At the bottom.
Answer: C
Question: 178
When you have finished practicing the meter, mark off...
A. The number of units recorded.
B. The figures on the small dial.
C. The total figures.
D. All the zero marks.
E. The last practicing of the month.
Answer: A
Section 19: Sec nineteen (179 to185)
Details: practicing 12
The village of Vestmannaeyjar, in the far northern country of Iceland, is as bright and clean and
up-to-date as any American or Canadian suburb. It is located on the island of Heimaey, just off
the mainland. One January night in 1973, however, householders were shocked from their sleep.
In some backyards, red-hot liquid was spurting from the ground. Flaming "skyrockets" shot up
and over the houses. The island's volcano, Helgafell, silent for 7,000 years, was violently
erupting! Luckily, the island's fishing fleet was in port, and within 24 hours almost everyone was
ferried to the mainland. But then the agony of the island began in earnest. As in a nightmare,
fountains of burning lava spurted 300 feet high. Black, baseball-size cinders rained down. An
evil-smelling, eye-burning, throat-searing cloud of smoke and gas erupted into the air, and a river
of lava flowed down the mountain. The constant shriek of escaping steam was punctuated by ear-
splitting explosions. As time went on, the once pleasant village of Vestmannaeyjar took on a
weird aspect. Its street lamps still burning against the long Arctic night, the town lay under a
thick blanket of cinders. All that could be seen above the 10-foot black drifts were the tips of
street signs. Some houses had collapsed under the weight of cinders, while others had burst into
flames as the heat ignited their oil storage tanks. Lighting the whole lurid scene, fire continued to
shoot from the mouth of the looming volcano. The eruption continued for six months. Scientists
and reporters arrived from around the world to observe the awesome natural event. But the town
did not die that easily. In July, when the eruption ceased, the people of Heimaey Island returned
to assess the chances of rebuilding their homes and lives. They found tons of ash covering the
ground. The Icelanders are a tough people, however, accustomed to the strange and violent
nature of their Arctic land. They dug out their homes. They even used the cinders to build new
roads and airport runways. Now the new homes of Heimaey are warmed from water pipes heated
by molten lava.
Question: 179
The village is located on the island of...
A. Vestmannaeyjar.
B. Hebrides.
C. Heimaey.
D. Helgafell.
E. Heima.
Answer: C
Question: 180
The color of the hot liquid was...
A. Orange.
B. Black.
C. Yellow.
D. Red.
E. Gray.
Answer: D
Question: 181
This liquid was coming from the...
A. Mountains.
B. Ground.
C. Sea.
D. Sky.
E. Ocean.
Answer: B
Question: 182
The island's volcano had been inactive for...
A. 70 years.
B. 7,000 years.
C. 7,000 months.
D. 700 years.
E. 70 decades.
Answer: B
Question: 183
Black cinders fell that were the size of...
A. Baseballs.
B. Pebbles.
C. Golf balls.
D. Footballs.
E. Hailstones.
Answer: A
Question: 184
Despite the eruption...
A. The buses kept running.
B. The radio stations kept broadcasting.
C. The police kept working.
D. The street lamps kept burning.
E. Television stations kept broadcasting.
Answer: D
Question: 185
This volcanic eruption lasted for six...
A. Weeks.
B. Hours.
C. Months.
D. Days.
E. Years.
Answer: C
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As online college and other alternative higher ed options have grown in popularity, standardized testing has become less important at the college level, with many colleges going test-optional. But high school students across the U.S. still take the SAT and ACT® to prep for college admissions.

At the K-12 level, standardized testing remains a vital metric for measuring students’ comprehension and competency in core subject areas like math, reading, writing and science. Standardized test scores provide primary and secondary school teachers and administrators with data-driven insights that inform curriculum development and shape educational policies and practices. These scores can also impact a school’s funding and resource allocation.

In this article, we rank the states with the highest standardized test scores and discuss the evolving role of standardized testing, including K-12 assessments and college entrance exams.

Why Does Standardized Testing Matter in the U.S.?

Standardized testing assesses the academic performance of students, teachers and schools. Test scores offer a quantitative metric to determine whether schools meet established standards and help educators and policymakers identify areas for improvement.

K-12 Standardized Assessments

At the K-12 level, standardized testing evaluates students’ proficiency in core subject areas at their respective grade levels. Test scores offer insights into the factors affecting a student’s, school’s or state’s performance. They can also inform instructional strategies and shape curriculum development.

The National Assessment of Educational Progress (NAEP) is a comprehensive assessment encompassing print and digital assessments across multiple subject areas, including math, practicing and science. NAEP is usually administered at the state and district levels among fourth and eighth grades. On this page, we use fourth- and eighth-grade math and practicing assessments to determine our rankings.

K-12 standardized testing often faces criticism for its testing practices. Teachers, administrators and parents argue that standardized testing doesn’t account for each student’s unique learning style and strengths, instead testing students using a one-size-fits-all approach. Some say the education system’s focus on standardized testing has narrowed the scope and focus of curriculums to accommodate test results.

This criticism drives an ongoing dialogue about the need for more holistic and inclusive testing and assessment practices. Teachers, administrators and curriculum developers continue to propose alternative assessment methods—such as performance tasks, project-based work and portfolios—to better capture the multifaceted nature of student learning.

College Entrance Exams

During their third and fourth years of high school, students often take college entrance exams ahead of submitting their applications for admission. These exam scores measure learners’ academic readiness for higher education. Colleges and universities use standardized tests to inform their admissions decisions.

Colleges and universities also consider several other factors during the admissions process, such as academic performance, extracurricular activities, personal statements and letters of recommendation. Also, many colleges have adopted test-optional admissions policies, which lift entrance exam requirements for first-year applicants.

Though test-optional colleges do not require the ACT or SAT for college admission, most still consider entrance exam scores when applicants choose to submit them.

Our ranking looks at metrics from the following standardized tests.

  • SAT: The SAT is a multiple-choice test that covers math, evidence-based practicing and writing. Each section of the SAT is scored on a 200- to 800-point scale, making 1600 the highest possible score.
  • ACT: The ACT evaluates students’ knowledge in four areas: English, reading, mathematics and science. There’s also an optional writing section, which does not affect the composite ACT score. Your composite score comprises the average of the four subject scores, rounded to the nearest whole number. Possible ACT scores range from one to 36.
  • MCAT: All medical school programs in the U.S. use the MCAT for medical school admissions. This computer-based, multiple-choice exam evaluates critical thinking, problem-solving, and knowledge of behavioral, natural and social science concepts and principles.

States With the Best Test Scores

Below we rank each U.S. state based on its standardized testing performances. Our methodology uses data from K-12 assessments, focusing on fourth- and eighth-grade math and practicing assessments and college entrance exam performances.

Top Five States

The top five states in our standardized testing performance ranking are:

  1. Massachusetts
  2. Utah
  3. New Jersey
  4. New Hampshire
  5. Connecticut

Common factors contributing to these states’ strong performances include rigorous academic standards, adequate funding, student-to-teacher ratios, professional development and successful education policies and reforms.


Massachusetts consistently ranks among the states with the highest standardized test scores in the U.S. and secured the top spot on our list. At the fourth grade level, 42.9% of students demonstrated proficiency or higher in math; 42.61% achieved the same in reading.

In the eighth grade, Massachusetts students maintained their position as top performers among students nationwide, with 35.06% demonstrating proficiency or higher in math and 39.8% achieving the same in reading. While Massachusetts students received slightly lower average SAT scores than students in some other states, they earned the nation’s highest average ACT and MCAT scores.


Utah ranked second on our list, with 42.9% of NAEP test takers demonstrating proficiency or higher in math and 36.83% achieving the same in reading. Utah students received the highest average SAT score in the nation, with average ACT and MCAT scores trailing just below Massachusetts.

New Jersey

New Jersey placed third in our ranking, with 39.42% of fourth graders performing at or above proficiency in math and 38.02% at or above proficient in reading. New Jersey scored higher average ACT scores than Utah, and its average SAT and MCAT scores ranked just below Massachusetts and Utah.

New Hampshire

New Hampshire’s standardized testing performance ranked fourth, with 39.96% of fourth graders demonstrating proficiency or higher in math and 37.02% achieving the same in reading. These rates dropped slightly through the eighth grade. New Hampshire had the highest average MCAT scores of any U.S. state.


Connecticut claimed the fifth spot in our ranking, where 37.01% of fourth graders demonstrated proficiency or higher in math, and 34.62% showcased the same in reading. Connecticut students maintained their overall performances through eighth grade, though math levels dropped by 7.06%. Connecticut’s average ACT and MCAT scores were on par with those of Massachusetts.

Bottom Five States

Mississippi, Alabama, West Virginia, New Mexico and Oklahoma ranked in the bottom five states for standardized test scores.

Various educational, economic and social factors influence these scores. For example, states with lower socioeconomic status may face challenges such as resource allocation to education or limited resources.


Mississippi ranked fifth-lowest in our ranking, with 32.07% of fourth graders demonstrating proficiency or above in math and 30.64% performing the same in reading. This trend continues through the eighth grade, with the percentages of students performing at this level declining to 17.75% in math and 21.98% in reading.


Alabama ranked fourth-lowest on our list, with 27.17% of fourth graders demonstrating proficiency or above in math and 28.26% demonstrating the same in reading. These performance levels persisted through the eighth grade, dropping by 8.48% in math and 6.23% in reading. Notably, Alabama students earned higher average ACT and MCAT scores compared to Mississippi; however, their average SAT scores were lower.

West Virginia

West Virginia placed third from the bottom, with 22.84% of fourth graders demonstrating proficiency or above in math and 22.28% achieving the same in reading. The percentage of students performing at this level dropped slightly through the eighth grade to 15.09% in math and 21.66% in reading.

West Virginia students saw lower average SAT scores than learners in Mississippi and Alabama; however, their average ACT and MCAT scores kept up.

New Mexico

New Mexico ranked second-to-last in terms of standardized testing performance, with just 19.12% of fourth graders demonstrating proficiency or higher in practicing and 20.97% achieving the same in reading. Performance rates through the eighth grade dropped by 6.43% in math and 2.54% in reading. Students in New Mexico received the lowest average SAT scores of any state. However, their average ACT and MCAT scores were comparable to students in Mississippi, Alabama and West Virginia.


Oklahoma placed at the bottom of our ranking, with 26.83% of fourth graders demonstrating proficiency or higher in math, and 24.02% performing the same in reading. NAEP performances declined through the eighth grade, falling by 5.55% and 2.74% in math and reading, respectively.

The Bottom Line

Massachusetts, Utah, New Jersey, New Hampshire and Connecticut lead the nation in standardized testing performance. Overall, students in these states maintained strong NAEP performance levels through the eighth grade, with only minimal changes in practicing and math performances.

Comparatively, the bottom five states—Mississippi, Alabama, West Virginia, New Mexico and Oklahoma—experience a sharper decline in proficiency levels from fourth to eighth grade.

These contrasting performances highlight how various factors may impact standardized testing outcomes at various grade levels, emphasizing the importance of addressing educational disparities.


To determine the states with the best test scores, Forbes Advisor Education obtained data on test performance at the elementary, middle, high school and college levels.

At the elementary level, we analyzed the percentage of fourth-grade students who scored at or above grade-appropriate proficiency in the math and practicing sections of NAEP, according to government data from The Nation’s Report Card. We conducted an identical analysis of eighth-grade student scores.

To measure high school standardized test performance, we looked at the average ACT and SAT scores among test takers who graduated from high school in 2023. This data came from ACT and the College Board, respectively.

Finally, to measure how a state’s college-educated test takers compare, we used the average MCAT scores of medical students expected to earn their MD in 2023–24, separated according to students’ states of legal residence. This data came from the Association of American Medical Colleges.

Frequently Asked Questions (FAQs) About Standardized Testing

What is meant by a standardized test?

A standardized test is an assessment that’s administered and scored in a consistent and uniform manner across a broad population. Standardized tests are designed to measure students’ comprehension and competency in specific subject areas, evaluate overall academic performance and inform educational policies.

What are the problems with standardized testing?

Standardized testing often faces criticism from teachers, administrators and parents. Some argue that the one-size-fits-all approach overlooks students’ diverse learning styles and strengths. Moreover, some say standardized testing includes biases that can influence schools’ curriculums and funding allocations.

What are the pros and cons of standardized testing?

In primary schools, standardized testing offers a quantitative assessment of academic performance, theoretically removing subjective biases that come from individual instructors and district-specific assessments. Some say standardized testing favors certain learning styles and socioeconomic backgrounds and stifles creativity.

Is the SAT a standardized test?

The SAT is a standardized college entrance exam usually taken during the junior or senior year of high school. Many colleges and universities use SAT scores during admissions; however, schools commonly adopt test-optional admissions processes that do not require applicants to submit standardized test scores.

Thu, 04 Jan 2024 04:33:00 -0600 Mariah St John en-US text/html https://www.forbes.com/advisor/education/which-states-have-the-highest-standardized-test-scores/
5 College Admissions Resolutions For 2024

The last three years of college admissions changes—including the universal adaption of test-optional policies, the ending of race-conscious admissions by the Supreme Court, and the decreased emphasis on legacy admissions—are enough to spin the heads of many college applicants (and their parents).

Amid these changes, the question is not what are the new college admissions boxes to check (forgo the random volunteer hours), but rather, how does an applicant make 2024 their year to tackle college admissions with tenacity, grace, and ease? Here are five college admissions resolutions that will help applicants to channel their efforts as strategically as possible to reach the Ivy League and similarly selective institutions.

Pledge To Foster Your Intellectual Curiosity

Beyond the academic curriculum available at their high schools, students who stand out in their applications nurture intellectual interests in one or more subjects. Commonly, they do so via conducting research. My students’ most successful research projects were published and conducted under the guidance of a university professor.

Other more accessible opportunities to foster intellectual curiosity are by simply practicing books on a subject of personal intellectual interest. Whether it’s reflecting on Charles Darwin’s On the Origin of Species, diving deeply into feminist theory, or going down rabbit holes in the Stanford Encyclopedia of Philosophy, students can also develop an intellectual interest by finding the most important books and articles in their field of interest.

Develop Original Ideas About Intellectual Works

It’s not enough to read great books, foundational academic works and publish a research paper. Rather, colleges are looking for you to reflect upon these works and the deeper meaning of your scholarship.

When you write your application for admissions offices, it is important to show how your intellectual curiosity intersects with your identity and character. What life experiences have made your intellectual interests compelling for you? How have your pursuits shaped your beliefs and goals?

For example, one of my students is a philosopher and discussed in his essay how he wrestled with two different schools of thought and his own conclusion about his beliefs.

Make A Genuine Effort To Connect With College Representatives

To make the strongest possible case to be admitted to college, an applicant must understand in what ways the college will enrich them both academically and personally. By speaking with faculty, administrators (such as cultural resource centers) and students (such as those who graduated from your high school), applicants will gain a genuine and clear understanding of why the college fits them and how they will be able to use the resources in pursuit of their goals. The best college essays include validated and concrete reasons for why you’re applying to a particular college.

Choose The Right Major Before You Apply To College

This pledge is not about making a final decision on one’s career or life trajectory. Rather, this pledge is about encouraging applicants to develop self-knowledge that will help them to set appropriate goals for their college major; and create a narrative that backs up that choice. For example, if an applicant wants to pursue a computer science major but has less than ideal grades in STEM subjects and no portfolio to show, it may not be the best option.

Rather, choose a major that showcases your demonstrated strengths from in-class and out-of-class experiences. My most successful applicants have an abundance of stories to share about the major they have chosen on their application because it is the field of study that matches with their genuine interests and pursuits. Even if a student decides to change majors once arriving at a college, they can have confidence in their application knowing that they are choosing the best major for the present moment.

A Compelling Mission For Why You Want To Go To College

In our schools, communities, and families, going to college may be an expectation. That standard expectation does not always deliver space for applicants to reflect on why they personally want to attend and how college fits their overall goals. For applicants to identify their mission, I ask a question that feels strange to them: If you imagine yourself as a retiree, how will you have made the world a better place through your work and life? How does the college you are applying to fit into the trajectory of what you want to accomplish in your life? Perhaps an applicant wants to Boost healthcare access, create a cleaner planet, or develop spaces for conversations that bridge differences.

The only constant in college admissions policy is change, but what has not changed is applicants’ agency in preparing strategically and well for college. By setting these resolutions for college admissions (and keeping them), students have the best possible chance to succeed in school, which conveniently, makes them much more attractive college applicants.

Thu, 21 Dec 2023 08:28:00 -0600 Dr. Aviva Legatt en text/html https://www.forbes.com/sites/avivalegatt/2023/12/21/five-college-admissions-resolutions-for-2024/
Loyola Now Accepting JD-Next Scores in Admissions Process
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NEW ORLEANS – Loyola University New Orleans College of Law said it is the first and only law school in Louisiana to accept JD-Next scores as a part of its admissions process. Effective immediately, Loyola Law will allow candidates to its juris doctor (JD) program to apply for admission with either JD-Next test scores, Law School Admissions Test (LSAT) or the Graduate Record Examination (GRE).

“What’s important to us is enrolling students who can analyze the law, who are curious thinkers,” said Dean of the Law College Madeleine Landrieu. “The course shows the students who can do that. We’re excited to have them.”

Developed by the University of Arizona with the support of AccessLex Institute, JD-Next is an online, eight-week academic course that introduces students to fundamental legal analysis skills. The course concludes with an examination that applicants may use for law school admission. The JD-Next exam tests the participant’s grasp of the material. After study and testing, the American Bar Association announced, via its accrediting body, that it will allow this exam in addition to or in lieu of the GRE and LSAT scores. This month, the Loyola University New Orleans College of Law faculty voted to support accepting JD-Next scores beginning in the current application cycle.

Accepting JD-Next is part of Loyola’s broader strategy to expand access to higher and legal education. The JD-Next exam aims to reduce admission test score disparities for underrepresented groups by providing a different form of testing for law school admission.

“Our decision to accept JD-Next scores is a testament to our dedication to inclusivity,” said Associate Dean of Law Admissions Kimberly Jones. “We want to attract a diverse pool of qualified candidates who will contribute to our learning community, and we know this is another step in that direction.”

Thu, 04 Jan 2024 09:13:00 -0600 en-US text/html https://www.bizneworleans.com/loyola-now-accepting-jd-next-scores-in-admissions-process/
How to Use practice tests to Study for the LSAT No result found, try new keyword!Unlike other standardized tests, real LSAT tests are not hard to come by. In fact, the Law School Admission Council, which administers the exam, has made available more than 70 full, real ... Tue, 11 Oct 2022 01:36:00 -0500 https://www.usnews.com/education/blogs/law-admissions-lowdown/articles/how-to-use-practice-tests-to-study-for-the-lsat Test Optional

Calvin will no longer require students to submit standardized test scores when applying for undergraduate admission.

We know that you are more than your test scores. Our experience at Calvin, as backed up by extensive research, has shown that academic achievement in the classroom is a stronger indicator of student success. With our test-optional approach, we hope students who view standardized tests as a barrier to college—or those who have not been able to take standardized tests during the pandemic—will have increased access to a Calvin education.

What does it mean to apply as test optional?

Simply put, test optional means that students do not need to provide standardized test scores in order to be considered for admission to Calvin University. Students may choose not to include their SAT, ACT, or CLT test score(s) when they apply for admission. Their application file will still be reviewed for an admissions decision.

How do I apply as test optional?

A new test optional question is included on both the Common Application and the Calvin Application. Simply check “Yes” or “No.”

How will Calvin review my application without test scores?

Calvin has always used a holistic review process when reviewing applications for admission. Our admissions team will consider your academic achievement, unique talents, leadership and service activities, and any other information you choose to submit in your application. We look for students who demonstrate they want to be involved in a welcoming diverse campus community and who value faith, discovery, and community.

Will applying as test optional affect my eligibility for scholarships?

You are eligible to receive the same academic scholarships whether you apply as test optional or submit your test scores (SAT, ACT, or CLT).

If you choose not to submit test scores when you apply for admission, your GPA will be used to calculate any academic scholarship for which you qualify. You will be notified of an academic scholarship in your admission letter.

If you decide to submit your test scores later—even if you applied as test optional—Calvin will review new scores until March 1 and notify you by email of any increase to your academic scholarship. New test scores will not reduce your previously awarded academic scholarship, so there is no disadvantage to submitting test scores.

Certain named (donor) scholarships require a test score in order to qualify. Many named (donor) scholarships do not require a test score.

There are also some outside agencies that require test scores. For example, to automatically qualify for the Federal TEACH Grant, you may want to submit your test score(s). However, this can be done at a later date.

Who can apply as test optional?

  • Domestic first-year applicants who are applying to Calvin for the first time and who have never formally matriculated at another college or university are eligible to apply as test optional.
  • International first-year applicants whose first language is English are eligible to take advantage of the test-optional policy. However, if English is not your first language or you are attending a school where English is not the primary language of instruction, you will be required to submit the results of your Test of English as a Foreign Language (TOEFL), the International English Language Test System (IELTS), or Duolingo as evidence of English proficiency.

If you take the SAT and earn a score of 500 or higher on the Evidence-Based practicing and Writing section (EBRW), your English proficiency admission requirement will be waived.

Should I apply as test optional?

If you feel that your test scores are an accurate portrayal of your academic ability, feel free to include your test scores in your application. If you feel that your academic ability is better demonstrated by your high school transcripts than with your test scores, you should consider applying as test optional.

Can I change my mind about applying as test optional?

Upon application to Calvin as test optional, students agree to have their application reviewed for an admissions decision without scores. This means that after receiving an admissions decision you may not submit test scores in order to be considered for early admission to a specific academic program (i.e., early admission to Nursing or Speech Pathology). However, Calvin recognizes that standardized testing has been interrupted due to the pandemic and will work with applicants who want to submit scores but are not able to.

Special circumstances

  • Students who choose test optional may be asked for additional information. The student's admissions representative or the admissions committee may request additional information such as a new writing demo or a letter of recommendation.
  • Deferred students: Students who applied for a previous semester but did not attend and are now reapplying may now apply as test optional.
  • Denied students: If a student chose to include test scores when applying for admission and was denied admission, Calvin will not re-review them as test optional. Students should go through the regular appeal process to appeal the denial and provide new academic information for consideration.
Sun, 02 Aug 2020 09:48:00 -0500 en text/html https://calvin.edu/admissions/apply/test-optional.html
Duolingo English Test and U.S. College Admissions No result found, try new keyword!Here's what international students should know about using Duolingo to demonstrate English language proficiency. Fri, 08 Dec 2023 03:49:00 -0600 https://www.usnews.com/education/best-global-universities/articles/duolingo-english-test-and-u-s-college-admissions GITAM Unveils Schedule For GAT 2024 Admission Test For UG And PG Courses No result found, try new keyword!GITAM (Deemed to be University) has unveiled the schedule for the GITAM Admission Test (GAT) 2024, designed for admission to undergraduate and postgraduate courses for the academic session 2024-25. Fri, 05 Jan 2024 01:41:35 -0600 en-us text/html https://www.msn.com/ Graduate Admission FAQ

Find answers to frequently asked questions about the admission process at Saint Louis University, including information about transcripts, financial aid and more. 

The Application Process 

Graduate admission requirements at Saint Louis University may vary by program. Contact the department directly for minimum test scores and other required materials. You can find contact information, as well as additional admission requirements, on degree-specific pages or answers to frequently asked admission questions below: 

Can I apply to more than one program?

Yes. The University offers several pre-approved dual degree programs. SLU also considers any requests to enroll in two programs and pursue multiple degrees at the same time on a case-by-case basis.

Contact the departments of both programs to determine the eligibility and policies for concurrent enrollment. If you wish to pursue a dual degree, you will need to apply to and be accepted by both degree programs.


Your academic transcripts will be required for graduate admission to Saint Louis University. Learn more below: 

Tuition and Financial Aid

Saint Louis University's graduate tuition and fees vary by specific program.

See a Current Schedule of Tuition & Fees

Assistantships are awarded by individual programs or departments and usually require you to assist with teaching, research or other departmental duties. As part of your application, you’ll be asked to indicate whether you are interested in an assistantship, but you should also check with your program to see if any additional application is required. The program or department can provide you with details on the availability of assistantships.

Fellowships are awarded to newly accepted master's or doctoral level students who demonstrate outstanding scholastic achievement and potential for success.

More on Graduate Assistantships and Fellowships at SLU

International students may have additional admission requirements to Saint Louis University's academic programs. Specific information can be found on degree-specific pages. For general questions, see below: 

Wed, 27 Jul 2016 13:32:00 -0500 en text/html https://www.slu.edu/admission/graduate/FAQ.php
Admission Process for Counseling Programs

Consideration for admission to graduate study in Counseling will occur in the fall and spring semesters. The completed application packet must be received by the Counseling Program from the Graduate School by the dates shown for each program on the School of Education Graduate Admissions page.

NOTE: Applicants to the Marriage, Couples and Family (MCF) or Clinical Mental Health (CMH) certificate program are not required to submit all document listed below. Instead, applicants for the MCF or CMH certificate submit an abbreviated application via the UAB Graduate School website. See the MCF or CMH certificate pages for more information.

Register for an information session

Applications for Master’s Degree in Counseling

Admission to graduate study in Counseling is initiated through the Graduate School and all required materials are to be submitted per specified instructions delineated by the Graduate School.

Each applicant seeking admission to a Counseling program concentration must include with the other required materials, a typewritten statement of professional purpose that reflects the applicant’s background, development, pertinent work-related experience, professional career objectives and specified ways that completion of this program will contribute to his/her goal for becoming a professional counselor. Applicants to the school counseling concentration who do not already hold a teaching certificate in the state of Alabama must complete fingerprinting and a background check as part of their application.

Standardized Test Scores and GPA Requirements

Undergraduate GPA: (2.75 or better)

Standardized Test Scores: GRE-V (146 or better) and GRE-Q (147 or better)

Per the 2016 Council for the Accreditation of Counseling and Related Educational Program (CACREP) Standards, admission decisions must include consideration of each applicant’s (1) career goals, (2) aptitude for graduate-level study, (3) potential success in forming effective counseling relationships, and (4) respect for cultural differences.

Given these requirements, the admission committee considers multiple sources of information when making decisions. Because GRE test scores are one of several indicators, lower scores will not automatically disqualify applicants just as high scores do not automatically certain admission. Additional sources of information include previous/current grade point average, letters of recommendation, and a personal statement. It should be noted that our applicants typically score above the 50th percentile on both the quantitative and verbal domains.

In addition, applicants deemed to have acceptable scores, strong references, appropriate statement of purposes, and grades will be invited for an interview that will include a series of individual interviews, a group experience, and a possible writing demo with the Counseling faculty. Applicants should not infer they have been admitted into the program if granted an admissions interview.

The Counseling faculty will make admission decisions after reviewing the applicant's credentials in their entirety, and some candidates meeting minimum requirements may not be admitted. Further, the faculty reserves the right to make subjective decisions about a candidate’s ability to appropriately complete graduate work which may influence the decision to admit. Candidates participating in the interview may be given one of two decisions: a) admit, b) denied. Students are notified of their admission status following the interview.

Non-Degree Seeking Students

Potential students may take classes prior to admission to the Counseling Program as "non-degree seeking" students. However, non-degree seeking students are limited to 12 hours of coursework that may be transferred into the Counseling Program. Non-degree seeking students may enroll in elective courses with the permission of the instructor. It would be important for non-degree seeking students to make an advising appointment with a Counseling faculty member prior to enrolling in courses. Non-degree seeking students are not permitted to take courses not designated as open to non-degree seeking students. It is also important to note that students taking coursework as a non-degree seeking student do so at their own risk. Enrolling and passing non-degree seeking coursework does not certain admission into the program as admission criteria (e.g., test scores, undergraduate GPA, and interview) are the primary factors considered when reviewing student suitability for the program.

Fri, 13 Sep 2019 17:57:00 -0500 en-US text/html https://www.uab.edu/education/home/counseling-admission-process
College Direct Admissions: What to Know No result found, try new keyword!Under the direct admissions approach, a college makes an offer of admission before a student has even applied – if they meet certain academic and, sometimes, demographic requirements. Tue, 12 Dec 2023 07:27:23 -0600 en-us text/html https://www.msn.com/

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