The American Bar Association’s House of Delegates on Monday rejected a proposal to end an admission testing requirement for law schools, an action that stalls the test-optional movement for legal education but does not necessarily kill it.
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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 exact 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.”
Admission test for MBBS in government and private medical colleges of the country is set to take place on March 10
The application process for admission to government and private medical colleges in Bangladesh began on Monday.
It would continue till February 23.
Online application fee can be submitted till 11:59pm on February 24.
Director of Health Education Department (Medical Education) Dr Mujtahid Muhammad Hossain said admission test for MBBS in government and private medical colleges of the country is set to take place on March 10.
The exam will be held from 10am to 11am on that day.
Earlier it was informed in a circular that according to the policy-2023 formulated by Bangladesh Medical and Dental Council for medical admission, application can be made online at the scheduled time. Applicant must be a citizen of Bangladesh.
Students who have obtained GPA 9 collectively in Secondary School Certificate (SSC) and Higher Secondary Certificate (HSC) can apply for admission online.
There are 4,350 seats in 37 government medical colleges and 6,489 seats in 72 private medical colleges.
In 2022, the medical admission test was held on April 1 where 143,000 students participated.
Under political pressure, a task force Tuesday changed its recommendations on a permanent admissions process for Boston's exam schools in a way one of its leaders says will limit increases in their racial-ethnic diversity.
The task force will recommend 20 percent of the invitations to each of the city’s three exam school be allocated to students by rank academic order city-wide, a shift from the policy the group had been hammering out over the last five months. Just a day earlier, the panel had reached a consensus that all invitations at each exam school be allocated to students within tiers related to census tracts and socioeconomic status.
“The data is very clear about who and what the 20 percent represents,” said co-chair Tanisha Sullivan, who is also president of the Boston NAACP.
Sullivan said she didn’t want to make a concession, noting that the 20 percent of invitations benefit white students from more prosperous neighborhoods who have acess to greater resources to prepare to win admission. Black and Latino students have been underrepresented at Boston Latin School, Boston Latin Academy and John D. O'Bryant School of Mathematics and Science.
“I am a student of the civil rights movement, and so what I know to be true is that this is not new,” she told the task force. “We cannot be deterred. I want to be clear about this 20 percent conversation. It is political. As I look at the data it is clear about who this benefits … and there are those who are adamant it must exist.”
Neither Sullivan nor the other co-chair, Michael Contompasis, disclosed the exact source of the political pressure, but the Boston City Council will vote this week on the $1.3 billion schools budget and could reject it if a majority objects to the admissions plan.
Contompasis offered a way to lessen the impact of the last minute political demands on increasing diversity. He recommended giving students in public housing or foster care or who are homeless a better chance at admission by adding five points to their composite entrance score, a combination of their GPA and entrance exam score.
A student's GPA will be weighted at 70 percent, and the exam score at 30 percent. In the past, the two factors carried equal weight. Students attending a high poverty school where more than half of students are economically disadvantaged would receive 10 additional points to their score.
Contompasis, a former headmaster of Boston Latin School, noted the political sacrifice Sullivan made and acknowledged members have put in 60 hours of work since February to craft their recommendations.
But he also warned the members that if they did not agree to the change, “there may well be an impact on the district that none of us want to see."
The remaining 80 percent of exam school invitations would be allocated to students within tiers under the latest task force recommendations, with the lowest socioeconomic tiers receiving offers first.
Boston’s exam schools have not changed their admissions policies in two decades and temporary changes to the policies have already led to a fierce legal battle. Earlier this year, a group of white and Asian Boston parents sued the district for alleged discrimination saying the temporary changes in admissions to the exam schools were racially motivated and discriminatory.
But U.S. District Court Judge William G. Young ruled in April that the plan was "race neutral" and allowed grades and zip codes to be used to assign students for the upcoming year. The school department said a traditional entrance exam could not be administered this year because of the pandemic.
The 13-member task force had been charged with drafting a permanent plan that would expand diversity at the schools.
While several members said they would get behind the changes, four members said they disagreed or felt conflicted about the last-minute revisions.
Task force member Zena Lum, a parent of a student at Boston Latin Academy, expressed frustration. The task force’s charge was to create a more racially, geographically and economically diverse student body, and it had crafted a plan designed to accomplish those goals.
“We had a consensus, and it was taken away from us,” she said. “It has been taken away from us, not that it hasn’t been reached.”
Task force member Roseann Tung, a researcher, said the schools need more equity and justice, not 20 percent “set asides for the powerful.”
The panel ultimately agreed to present the recommendations to the school committee.
Sullivan said Superintendent Brenda Cassellius will present their recommendations to the school committee at its regularly scheduled meeting on Wednesday evening. The committee plans to vote on the recommendations in July. If approved, the changes would take effect in two years.
GBH News reporter Saraya Wintersmith contributed to this report.
Penn State will continue to implement test-optional admissions through 2025, meaning prospective students are not required to include SAT or ACT scores with their applications, according to a university news release on Tuesday.
Instead of standardized test scores, the Office of Undergraduate Admissions will continue to focus on other components like a student’s grades, essay or personal statement, Advanced Placement and International Baccalaureate coursework and honors work.
The test-optional initiative was first implemented in June 2020 in response to the limited test availability caused by the pandemic. It was later extended until 2023 and now 2025 due to concerns about the impact of COVID-19 on high school education.
“One intent of an extension is to continue the standardized testing relief to students," Rob Springall, assistant vice president for enrollment management and executive director of Undergraduate Admissions, said in a statement. "There was already anxiety about tests before the pandemic. COVID-19 added even more stressors and changed college admissions.
“Two more years will also give Penn State the benefit of time to see what has permanently changed and how we can do our work even better. We are making this announcement now so current high school juniors and sophomores can make their college application and testing plans.”
Since 2020, more than half of Penn State applications have been submitted without an SAT or ACT score. Given the various barriers brought on by experiencing education during the pandemic, Penn State’s Undergraduate Admissions hopes to uncover how the test-optional process affects students’ performance.
“It’s still difficult to discern the complete impact of test-optional admission,” Vince Timbers, director of Undergraduate Admissions information systems and research, said. “Penn State only has one class that was admitted test-optional that has also completed at least one year at our campuses. Analysis of added first-year classes will better separate the impact of test-optional admissions from the aftereffects of COVID-19. That’s why we concluded that our work isn’t finished.”
More information on test-optional admissions can be found here.
The post Penn State Extends Test-Optional Admissions Through 2025 appeared first on StateCollege.com.
The CAT exam is one of the most challenging exams out there, and for those looking to join top business schools in India, it's an absolute must. But conquering the CAT can seem like a daunting task - luckily, this article provides you with the tools you need to ace this high-stakes test! Get ready to explore our section-wise study guide and tips for success as we prepare ourselves for the upcoming CAT exam 2023.
Introduction to the CAT exam and What to Expect
The CAT exam is a computer-based test that assesses a candidate's ability to think critically and solve problems. The exam consists of three parts: verbal, quantitative, and analytical. Each section contains a variety of question types, ranging from multiple-choice to essay.
Candidates are given 2 hours to complete the exam. It is important to note that the CAT exam is not a pass/fail test; instead, it is meant to provide insights into a candidate's strengths and weaknesses. The results of the CAT exam are used by business schools to make admissions decisions.
CAT 2023 Exam: Section-wise Tips to Score Maximum Percentile: -
Firstly, we need to know the CAT exam Pattern, Understand the Question Types & Create a Study Plan.Assuming you are a fresher, seeking admission into the Indian Institutes of Management (IIMs), here are key section-wise tips to help you prepare for the CAT exam 2023:
1) Quantitative Aptitude Section of the CAT Exam
The Quantitative Aptitude section of the CAT exam is one of the most important sections in the exam. This section tests your ability to solve mathematical problems and to interpret data. The questions in this section are based on arithmetic, algebra, geometry, and data interpretation. Some tricks for quantitative aptitude:
2) Data Interpretation and Reasoning Section of the CAT Exam
Data Interpretation, Reasoning is one of the most important sections of the CAT exam. This section tests your ability to interpret data and make logical deductions. The questions in this section are based on charts, graphs, and tables.
You will be given a set of data and you will be required to answer questions based on that data. The questions will test your ability to understand the data, make deductions from the data, and to solve problems. Here are tips you can use:
3) Verbal Ability Section of the CAT Exam
The Verbal Ability section of the CAT exam is designed to test your ability to understand and interpret written English.
Mock Tests & Practice Questions
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In order to decode the exam pattern for CAT 2023 Exam, it’s required to undertake practice with as many CAT Mock Test demo Paper as possible. This will not only help you get familiar with the exam format, but also allow you to identify your strengths and weaknesses.
You may opt for CAT Mock Test demo Papers of some renowned publishers such as Oswaal Books, that have exam-ready toolkit such tips, short-tricks, quick revision notes, mind-maps that helps to score maximum percentile. This book is also useful for SNAP, NMAT & XAT Exams.
However, it is important to be careful when using these resources, as some of them may not be of high quality.
Once you have access to the CAT Mock Test demo Paper for the 2023 Exam, it is time to start studying! Begin by looking at the question types that will be on the exam, and then focus on practicing those types of questions. If you can find some demo exams, even better - this will help you get an idea of what to expect on test day.
With enough practice, you will be able to confidently walk into the CAT exam feeling prepared and ready to conquer it!
The CAT exam is a formidable challenge, but with the right preparation and dedication, it can be conquered. By following our section-wise study guide and tips for success you should have all the confidence and knowledge necessary to succeed in this exam. With enough practice and hard work, you will be able to ace your CAT exam 2023! So, start working on it today! Good luck!
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After a lengthy debate, the American Bar Association’s House of Delegates voted down a resolution that would have eliminated the standardized admission test requirement for ABA-accredited law schools.
Resolution 300 failed by voice vote Monday at the policymaking body’s midyear meeting in New Orleans.
The federal judge hearing a lawsuit that alleges racial discrimination in Boston's new, temporary plan for admission to the city's exam schools sounded notes of skepticism Tuesday about the case brought by a group of Asian and white parents.
The suit, filed by the Boston Parent Coalition for Academic Excellence, argues that a plan the school committee adopted for this fall is an "unconstitutionally race-based system" that disadvantages white and Asian students. Under the plan, 20% of seats in Boston Latin School, Boston Latin Academy and the John D. O'Bryant School of Mathematics and Science would be filled in rank order by grade point averages achieved before the pandemic. The remaining 80% would be allocated to students with qualifying GPAs based on zip codes, with those who live in the lowest-income zip codes getting to choose first.
U.S. District Court Judge William G. Young held a virtual hearing Tuesday to determine filing deadlines and set a date for a trial, which he scheduled for April 6. He is hearing the expedited case without a jury and expects to issue a decision by April 15 so the school department can assign students to the three exam schools.
The lead counsel for the parents group, William Hurd, told Young that his clients were ready for a trial after the parties Monday submitted a 19-page outline of facts they all agree to. The judge told the lawyers assembled on Zoom that he did not intend to hear arguments Tuesday, but Hurd slipped into them on ocassion.
"The purpose of the zip code plan is to achieve racial balancing," said Hurd, who works for a law firm based in Richmond, Va.
"Wait a minute — maybe," Young replied.
At other points in the hearing, the judge suggested that assigning students based on zip codes did not appear to be discriminatory on its face.
"The use of zip codes seems truly race neutral," he said. "It doesn't pit one race against another. It makes competitive students in that zip code."
Young said the plan would make make students assignments "in a mechanistic fashion" based on "objectively established" factors. "There is no back room where students are compared one to another," he added. "No racial markers are used."
The judge also questioned the parents group for invoking a U.S. Supreme Court opinion of four justices in a 2007 case that involved student assignments in Seattle and Louisville. Young said a concurring opinion by retired Justice Anthony Kennedy is considered to have decided that case against the school districts. "I have some questions about citations of the plurality decision as if it were a holding," Young said.
Hurd signalled his team plans to argue that the school committee's intent was shaped by racial considerations.
"We have to show only a racial motivation, benign though it may be," he said. "This plan imposes a disparate impact upon Asian and white students of Boston."
Young allowed the Anti-Defamation League to enter the case as a friend of the court, siding with the school committee.
Correction: This story has been corrected to indicate Justice Anthony Kennedy is retired from the US Supreme Court.
Let’s compare and contrast two Globe editorials on public school admissions — one from last week about the state’s voc-tech schools (“Mass. needs more voc-tech schools — and a fairer way for students to get into them,” Feb. 8) and one from 2021 about Boston Public Schools’ exam school admissions debate. For almost every sentence of last week’s editorial, one could substitute “vocational schools” with “exam schools.” Both lament public schools that cherry-pick their students, resulting in admissions of greater proportions of white students and economically advantaged students than their applicants. Both call for expanding access to these public schools in high demand by creating more of them so that, as the exam school editorial put it, “all have a chance to maximize their potential.” Both argue for reform to inequitable admissions policies.
That’s where the parallels end. Last week’s editorial, rightly so, has a tone of outrage and suggests a lottery as the obvious way of “doing the right thing.” The exam school one gingerly suggests a more incremental approach, in which it’s OK for exam schools to cherry-pick the top 20 percent and keep an exam rather than to use a lottery, which “would make admission feel beyond the control of the individual student.”
Both types of schools should have equitable, lottery-based admissions for any students who desire the type of education they offer. Neither should use admissions tests. Research shows that how students perform on standardized tests better reflects their parents’ income and education levels than their academic aptitude. If some admitted students need support to tackle the curriculum, the school should provide resources such as summer boot camps, academic advisers, and affinity study groups.
Why does the Globe think students from historically marginalized groups deserve an equal shot at vocational schools but not at exam schools?
Jamia Millia Islamia: It is expected that Jamia Millia Islamia will stick to its own entrance exam for timely admission to the varsity for the upcoming academic session. As the varsity has no plan to implement the Common University Entrance Test (CUET) for admission across all its undergraduate and postgraduate courses.
The CUET was introduced last year for admission to graduate and postgraduate courses by the University Grants Commission (UGC). The JMI, however, did not adopt the CUET for all its undergraduate and postgraduate courses. While last year, the university opted for the CUET for admitting students to 10 undergraduate programmes, this year, the number is likely to rise.
Speaking to PTI, JMI Vice Chancellor Najma Akhtar said, "Like last year, this year too we will take admission in several courses through CUET. Last year there were 10 courses, but now the number will increase." According to the Jamia website, the varsity offers 62 undergraduate courses and 72 master programmes.
A senior official informed PTI that the Academic Council recently decided that the University should adopt the CUET for admissions to "a few" UG courses like last year. The matter will be presented to the Executive Council, which is the highest decision-making body of the university, the official said.
The UGC had in March last year announced that undergraduate admissions will be conducted in all central universities through a common entrance test and not on the basis of class 12 marks. Reacting to the UGC's direction making it mandatory for central universities to conduct admissions through the CUET, Akhtar said, "The university will look into it."
The decision on the courses for the CUET will be taken in the meeting of the Deans of the Faculties under the Chairmanship of the Vice-Chancellor, as per the minutes of the recently held academic council meeting. During the meeting, it was also resolved that admissions to the courses governed by the regulatory bodies be done through the prescribed testing agencies like JEE, NEET, and others, according to the approved practice.
"After due deliberations on the matter, the House (council) decided that the University should allot a few courses of UG and PG to the CUET as per last year’s practice and conduct its own entrance tests for all the remaining courses to ensure timely admissions," the minutes accessed by PTI read.
"The decision on allotment of courses to the CUET will be taken in the meeting of the Deans of the Faculties under the Chairmanship of the Vice-Chancellor," the minutes said. Major central universities in the national capital partially or wholly adopted CUET for admissions to UG courses in the academic session 2022-23. More than 14 lakh candidates appeared for the CUET in the first edition of the exam.
UGC chairman M Jagadesh Kumar in May last year announced that the CUET for PG admissions will be introduced in the 2022 academic session. However, he added that, unlike the CUET-UG, the CUET-PG will not be mandatory for the central universities.
(with inputs from PTI)
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