Students who have not earned credit for English Composition (EH 101) with a grade of C or better must take the English Placement Survey and Writing Sample.
Exceptions
- Minimum score of 20 on both the English and reading sub-scores of the ACT.
- Minimum reading test score of 26 on the SAT.
- Have received transfer credit for EH 101 with a C or better (includes dual enrollment credit).
- Have earned college credit for EH 101 based on qualifying AP, IB, AICE, or CLEP scores.
- International students (see below)
Test-Optional students may use ACT or SAT sub-scores to satisfy requirements. If you did not send scores to UAB and wish to have them utilized for placement purposes, please send your scores to the Office of Undergraduate Admissions at least two weeks prior to your Blazer Beginnings session.
Deadline
You must complete the English Placement Survey and Writing demo at least two weeks before you attend Blazer Beginnings, UAB's orientation program. If you submit your materials later than this two-week window, you run the risk of not having results prior to registering for classes.
International Students
International students who meet the following requirements will be placed in EH 101 (English Composition I):
- Minimum TOEFL Writing sub-score of 23
- Minimum TOEFL Essentials Writing sub-score of 7.0
- IELTS Writing sub-score of 6.0
International students who meet the following requirements will be placed in EH 108 (English Composition for Second Language Writers):
- Minimum TOEFL Writing sub-score of 16-22
- Minimum TOEFL Essentials Writing sub-score of 6.5 – 6.9
- IELTS Writing sub-score of 5.5 – 5.9
If you do not have the score requirements to place in EH 101 or EH 108, you will be placed in the requisite course in UAB’s INTO Program.
Adam Johnson is the lead instructor for test preparation workshops at UTSA. Adam has over 20 years of experience teaching standardized test preparation classes.
After teaching for several years for a leading test-preparation company, Adam taught English and test-preparation in Valencia, Spain. He has consistently scored in the 99th percentile on standardized tests including perfect scores on the GRE and LSAT.
He's not only an expert on the tests that he teaches, but also a devoted and energetic instructor who can communicate strategies to help others Excellerate their scores.
Bethel is committed to helping students start in the right math course based on their major and background:
-
Several majors do not require students to take a math course in their first semester. Most students in these majors will not need to take a math placement exam. If a student elects to take Precalculus or Calculus 1, they will need to take a math placement exam (see “Do I need a math test?” below). Students exploring majors in math, science, and computer science are encouraged to take Precalculus or Calculus 1 in their first semester (see “Placement for Math, Science, and Computer Science Majors” below).
- Some majors, especially those in math, science, and computer science, do require students to take a math course in their first semester. Usually students begin with Precalculus or Calculus 1, which require a math placement exam. Students who have already completed college-level Calculus courses may begin in a more advanced math course. Check the catalog to see if your major requires Precalculus or Calculus: click “College of Arts & Sciences” in the menu, then click “Academic Programs” and select your major. See below for more information about math placement if you plan to major in one of these areas.
- Elementary Education majors will have a math course as part of the curriculum for their major, usually taken in the second year. Transfer students majoring in Elementary Education should use this flowchart for details about math placement.
Placement for Math, Science, and Computer Science Majors
New students who select a major that requires Precalculus or Calculus on their Academic Registration Information Form will be required to:
-
Take the math placement exam if you plan to take Precalculus or Calculus 1
-
Submit transcripts or AP test scores for any college-level Precalculus, Calculus 1, or higher level math courses you have earned. Note: If you have previously earned college credit for Precalculus, you will still need to complete a Math Placement exam before enrolling in Calculus 1 at Bethel.
See “Do I need a math test?” below for more details.
Students who have not yet completed one of the actions listed above may see one or both of the following indicators:
-
A red “X” on the “Math Placement” portion of the enrollment checklist
-
A temporary “GES004 Math Placement” course on your class schedule
These indicators remind students that they need to take action before their first semester schedule can be completed. Once a student completes the math placement exam or submits transcripts or test scores, the enrollment checklist “Math Placement” requirement will be changed to a green checkmark and the student schedule will be completed.
If students change their major to a major not requiring Precalculus or Calculus 1, they can notify the College of Arts and Sciences Registrar’s office at cas-registrar@bethel.edu to have them remove the math placement requirement from the enrollment checklist. For other questions, please contact the Director of Math Testing at: mathcs-testing-manager@bethel.edu.
Special registration requirements exist for three Bethel math courses: Precalculus, Calculus 1, and Math for El. Ed. 1. Testing may be required to make sure students enroll in the right course and are prepared for these courses. Your academic advisor, instructor, and personnel available at Welcome Week and registration times will also help you in your course decision.
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Students planning to take Precalculus (MAT123M) or Calculus 1 (MAT124M) must take a math placement exam to enroll in the course. See the complete policies for Precalculus/Calculus Placement.
-
There are no placement test requirements for Calculus 2 (MAT125) or higher-level math courses. Transfer credit for Calculus 1, or the appropriate AP exam score, are the required prerequisites for Calculus 2. This AP scores document (pdf) explains how AP scores relate to Bethel math courses.
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Students planning to be elementary education majors and who take Math for El. Ed. 1(MAT201M) must have completed one of these options:
-
Those with ACT or SAT scores, must:
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have scored 24 or higher on the math portion of the ACT, or
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have scored 560 or higher on the math portion of the SAT score, or
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successfully complete Bethel's ALEKS Math for Elementary Education Prep course
-
-
Those without ACT or SAT scores must:
-
Students having fewer than 15 semester credits are not generally admitted to MAT201M (See policies). See the complete policies for Math for El. Ed. 1 Pretests.
The requirements, testing times, and procedures are specific to the class you intend to take.
Bethel University is committed to creating access to all students, therefore for those students who may need accommodations for placement tests because of a disability, please contact the Office of Disability Resources and Services at 651.638.6833 or email disability-services@bethel.edu.
For additional questions, please contact the Director of Math Testing at: mathcs-testing-manager@bethel.edu.
Over 550 professional colleges, or nearly a tenth of India’s total, are estimated to have pulled down shutters in the last five years on account of non-viability. A black-swan event like the covid pandemic is not the only culprit. The higher education sector has problems of declining student enrolment (barring medical colleges) and financial challenges that require radical changes in the way it functions. A financial stress test will probably confirm that more colleges face closure.
Colleges often struggle because their various departments work in mutual isolation, with no alignment. As competition for students, high-quality faculty and corporate recruiters heats up, it is all the more crucial for the academic, admission, marketing and placement folks to come together and forge a cohesive action plan to increase revenues and enhance the college’s reputation.
The struggle to strike a balance between admission numbers and faculty strength has been perennial. Good teaching staff not only means higher salary bills, but a better brand reputation as well.
Educational institutions, like other organizations, also suffer from their marketing departments working in silos. Dwindling revenues have reduced budgets, and without a collaborative effort, marketers in this sector cannot hope to make an impact.
Existing and new institutions will have to fight for potential students in many streams. As if this is not daunting enough, they must contend with changing preferences and rising questions about the value of a college degree in the wake of high unemployment. While thousands of engineering graduates find it hard to get gainful employment, three-year degree holders have it worse. Starting salaries have been stagnant for most of them, even in the hallowed IT corridors. Yet, tuition fees have been rising every year.
Many promoters lose sleep over how to convince students and parents of the value of a degree. In an empirical study conducted by Medici Institute, most promoters and administrators admitted a lack of data to measure it and articulate their differentiated value propositions. This resonates with findings in the US market, where most universities and colleges have a broad positioning that promises everything to everyone.
Marketing departments in this sector tend to be under-staffed and under-funded, with little strategic thinking to speak of. Lessons from success stories, though, show that they succeeded because of cross-functional teams working together on campaigns with good coordination among academics, the admissions wing and marketing. Experiential tours, outreach programmes, participation in ranking exercises and, of course, plain vanilla advertising can all help. Here is what these businesses can do:
Seal leaky buckets: One of the growing issues is of increasing drop-outs. This is a direct revenue hit, as seats vacated midway can’t be filled. A policy can be made to acquire students in any year via migration from other colleges. Also, supporting existing students to continue their education is far cheaper than acquiring new ones. Faculty attrition is another issue that needs addressing. Courses that attract low enrolments should be eliminated to release resources and Excellerate return on investment.
Develop new business models: What is preached in strategy classes should be put in practice. Colleges can do a ‘SWOT analysis’ of ‘strengths, weakness, opportunities and threats’ to arrive at a differentiated value proposition. There may exist a sweet spot for a mid-size university or a specialized hi-tech institute like CalTech. Positioning the institution as small enough to provide personal attention but big enough to offer a variety of courses would hold merit. How much flexibility the regulatory body is willing to offer is critical to this approach. Another business model could ask students to pay only once they start earning.
Co-create course content with the real world: The sector should embrace the real world closer. Institutes should connect with local industry, chambers of commerce, MNCs and alumni to co-create courses that let students hit the road running once placed in companies. This way, jobs can be guaranteed, which is a key factor for enrolment and brand reputation. Most higher education aspirants in India look for jobs, and so a job certain makes higher tuition fees easier to justify. For instance, a college could team up with employers in fast-emerging fields to offer highly specialized courses that raise employability.
Bounce back with an opportunistic product mix: The turbulence caused by the pandemic has created educational demand from those who lost jobs and want to up-skill and re-skill themselves. Opportunities also lie in short-span training courses for emerging sectors. This initiative could be expanded to corporate training, which is a lucrative segment across the world, with revised key-performance targets for the faculty. External faculty members could also add great value.
Mergers and acquisitions: The higher education sector could do with M&A activity to become more competitive. While India has not seen much of this, there are many cases in the US where ailing institutions have merged with or got acquired by others. The 135-year old California-based CST, for example, was acquired by the Oregon-based Willamette, and moved its campus to Oregon, where real estate prices and taxes are lower. Like in other fields, once this trend starts, its pace will probably pick up sharply. It’s another way to enhance value.
Updated: 21 Aug 2023, 09:37 PM IST
MARION — Linn-Mar school leaders have set a goal of increasing by 6 percent points the standardized test scores of student demographic groups that fall below the district’s average in the next two years, with targeted support, under a new strategic plan.
This is just one goal in the district’s new five-year strategic plan unanimously approved Monday evening by the Linn-Mar school board. Over the last year, the district has held several community conversations and collected survey responses to guide the plan.
In addition to setting academic goals, the plan includes strategies to Excellerate community engagement, retention and recruitment of teachers and management of the districts financial, physical and technological infrastructure, according to the document.
This school year, the plan holds, all students in the Linn-Mar district will increase their standardized testing scores by 3 points, including the Formative Assessment System for Teachers (FAST) reading assessment for K-2 students and the Iowa Statewide Assessment of Student Progress (ISASP) for students in third through 11th grade.
These goals would be achieved with the continued implementation of a learning framework that helps educators provide academic and behavioral strategies for students with different needs called Multi-Tiered system of Supports. The district also will continue to implement the Marzano High Reliability Schools framework — a school improvement plan also used in the Cedar Rapids and Iowa City school districts that aims to create a safe, supportive and collaborative culture.
The demographic groups to get targeted support can include those based on race, the English Language Learner program and students with an Individualized Education Plan, a legal document created for children with special needs setting supports and performance goals.
By the end of the 2028-29 school year, 85 percent of all students would score proficient on standardized tests, according to the strategic plan. This would be an increase from 77 percent on FAST, an increase from 75.5 percent in English Language Arts scores on the ISASP, and an increase from 74.5 percent in math on the ISASP.
School leaders also aim to increase the participation rates of students from low socio-economic groups at the high school by margin of 2.5 percent through “purposeful course scheduling and advising of students“ in the following:
- Taking the ACT, a standardized test used for college admissions,
- Taking Advanced Placement testing, which allow a student to get college credit for taking and passing the test,
- Enrolling in Venture Academics, the districts project-based learning program that first launched in fall 2021,
- Taking dual-enrollment classes, which allows high school students to take college classes while still enrolled in high school and counts toward both high school and college credit,
- And engaging in internships and job shadows.
By spring 2029, this would represent an increase in participation for those groups from 7 to 15 percent in the ACT, an increase from 9.5 to 17.5 percent in Advanced Placement testing, an increase from 20 to 28 percent in enrollment in Venture Academics and an increase from 8.1 to 16.1 percent in dual-enrollment classes.
Another goal of the plan includes improving results in the state’s Condition for Learning Survey and surpassing the state average in all categories by the 2028-29 school year. The Condition for Learning Survey seeks to Excellerate safety, student engagement and the overall learning environment, so students have optimum conditions for learning. For example, the survey asks questions about student safety while on school grounds and about the extent to which students feel safe from verbal abuse, teasing and exclusion.
Under the plan, the district would strive to Excellerate retention of educators by 1.1 points from 89.9 to 91 percent by implementing strategies that align with staff data from surveys, exit interviews and conditions of learning reports.
By the spring 2029, the retention rate of certified staff — teachers — will increase by 3.1 points to 93 percent.
Other goals of the plan include:
- Installing a districtwide intercom system by the end of the 2028-29 school year for emergency notifications.
- Extending, by going to voters in the district, the Physical Plant and Equipment Levy — a capital projects fund for the purchase and improvement of grounds, construction and remodeling of buildings, and major equipment purchases, including technology, funded by property taxes levied and collected by the school district — by the end of the 2023-24 school year for another 10 years.
- And conducting surveys and data analysis to review and better understand student enrollment trends.
Comments: (319) 398-8411; grace.king@thegazette.com
The Common Admission Test (CAT) exam pattern/format, which includes information regarding the structure of the question paper, including the types of questions given, the scoring system, and subjects, is released on the official website of CAT - https://iimcat.ac.in/
The CAT exam Pattern underwent several revisions in the past years. Because no more modifications were made to the pattern in 2021 and 2022, the CAT exam Pattern 2023 is expected to be the same as the previous two years' exams.
|
Category |
Details |
|
Mode |
Computer Based Test (CBT) |
|
Duration |
Other Candidates - 2 hours (120 mins) PwD Candidates - 2:40 hours (160 mins) |
|
Types of Questions |
MCQs and non-MCQs |
|
Total no.of Questions |
66 |
|
Total Sections |
3 |
|
Total Marks |
198 |
|
Marking Scheme |
MCQs: +3 for correct answers -1 for incorrect answers Non-MCQs: +3 for correct answers |
|
Language |
English |
CAT exam Sections and Duration:
The CAT has a set time limit for each section. On completion of the set time limit, the timer would reach ‘Zero’, the section will be locked and auto-submitted, and the candidate will be taken to the next section.
As per the most latest CAT exam Pattern, the sectional timings and slot-by-slot information are given below for reference:
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Morning session: 8:30 am – 10:30 pm
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Afternoon session: 12:30 am – 2:30 pm
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Evening session: 4:30 pm – 6:30 pm
(Candidates are not allowed to appear in more than one session/shift. Candidates who take the test more than once will be disqualified from the selection process.)
|
Section |
Topic |
Duration |
No. of Questions |
|
Section 1 |
Ability and reading ComprehensiVerbalon (VARC) |
Others - 40 mins PwD - 53 mins 20 secs |
24 |
|
Section 2 |
Data Interpretation and Logical Reasoning (DILR) |
Others - 40 mins PwD - 53 mins 20 secs |
20 |
|
Section 3 |
Quantitative Ability (QA) |
Others - 40 mins PwD - 53 mins 20 secs |
22 |
While answering the questions in each section, the candidates are allowed to use the following options:
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Save & Next - Saves answer and moves to next question
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Clear Response - Clears the selected answer for the specified question only
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Mark for Review & Next - Would mark the question for review later (either to be answered/not answered)
A virtual keyboard would be displayed on the screen for answering a non-MCQ question. The use of an external/physical calculator is prohibited; however, a virtual calculator would be available for the candidates.
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