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GMAT Graduate Management Admission Test: Analytical Writing Assessment (AWA), Quantitative section, Verbal section 2023 study help |

GMAT study help - Graduate Management Admission Test: Analytical Writing Assessment (AWA), Quantitative section, Verbal section 2023 Updated: 2024

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Exam Code: GMAT Graduate Management Admission Test: Analytical Writing Assessment (AWA), Quantitative section, Verbal section 2023 study help January 2024 by team

GMAT Graduate Management Admission Test: Analytical Writing Assessment (AWA), Quantitative section, Verbal section 2023

• Overview of Lesson Plan • Key Content Covered

1&2 • An introduction to GMAT.

• Handing over Princeton Review

Book and Package

• DVD from the course book and an

insight into the logic of GMAT.

• Introducing the idea of the skills

to be developed

• An outline and brief description of

each the Verbal sections

• Answering questions general from

the student.

• Introduction to memory

improvement techniques

• GMAT introduction

• Princeton Review Book and Package

• Basic exam structure review

including description of CAT

• The GMAT scoring scale

• Verbal sections defined

• Memory improvement techniques

• Home assignment: GMAT intro


3&4 • Definition of terms for the

Quantitative Section of the


• Answering questions related to

this subject coming from the G2

course preparation test.

• Foundation of basic arithmetic.

• Definition of terms

• Properties of integers

• Fractions

• Decimals

• Home assignment: Arithmetic

practice questions (not from

GMAT test)

5&6 • Continuation of the foundation

in basic arithmetic.

• Real Numbers

• Ration & Proportion

• Percents

• Powers & Roots of Numbers

• Descriptive Statistics

• Sets

• Counting Methods

• Discrete Probability

• Home assignment: Arithmetic

practice questions (not from

GMAT test)

7&8 • Critical Reasoning 1

• An introduction to Critical

Reasoning part of GMAT and the

history and changes of the section

• Description of how CR skills are a

good place to start for the

Reading Comprehension

• Very basic outline of the 4 basic

parts of an argument (greater

detail in Critical Reasoning 2)

• Explanation of how this section

falls into 8 categories (greater

detail in Critical Reasoning 2)

• Principles on how to identify

these categories and logically

approach them.

• Argument construction

• Argument Evaluation

• Formulating and Evaluating a plan

of Action

• Home assignment: easy examples

from Bin1

9&10 • Fundamentals of Algebra.

• Explanation of how important this

topic is and in how many

questions will involve the use of

these fundamentals.

• Reviewing first year High School

but in the GMAT paradigm.

• Simplifying Algebraic


• Equations

• Solving Linear Equations with one


• Solving Linear Equations with two


• Solving Equations by Factoring

• Solving Quadratic Equations

• Exponents

• Home assignment: Algebra

practice questions (not from

GMAT test)

11&12 • Fundamentals of Algebra


• An introduction to problem

solving with equalities and

inequalities involving multiple

variables and solutions

• Explanation of principle of

plugging-in (to be covered in

detail in later lesson)

• Inequalities

• Absolute Value

• Functions

• Solving Equations

• Solving Inequalities

• Transforming Algebra into


• Home assignment: Algebra

practice questions (not from

GMAT test)

13&14 • Introduction to Sentence


• Areas of grammar which are

typically covered in the GMAT

are outlined and students will

review the basics

• A few grammar drills designed to

help review each area and affirm


• Pronoun Agreement

• Pronoun Ambiguity

• The Test Masters Catalog of


• Misplaced Modifiers

• Parallel Construction

• Verb Tenses, Part One

• Subject/Verb Agreement

• Home assignment: Grammar review


15&16 • Sentence Correction 1

• Grammar areas are completed as

an introduction

• Grammar drills focused on the

topics covered

• Feedback and explanations

designed to isolate weaknesses

and homework allocated


• Noun Agreement

• Comparison Words

• Quantity Words

• Redundancy

• Verb Tenses, Part Two

• The Subjunctive Mood

• Home assignment: Grammar review


17&18 • Fundamentals of Geometry

• The final area of math

fundamentals essential to the


• Shown to be not as important as

algebra but a key area where

candidates should be confident

• A few example questions for each

topic to help visualise and

understand principles in GMAT

test environment

• Lines

• Intersecting lines and angles

• Perpendicular lines

• Parallel lines

• Polygons (convex)

• Triangles

• Quadrilaterals

• Geometry

• Home assignment: Geometry

practice questions (not from

GMAT test)

19 & 20 • Fundamentals of Geometry


• More example test questions and a

review of all the courses from


• Focused effort on Coordinate

Geometry as the largest part of

the field needed in GMAT

• Circles

• Rectangular solids and cylinders

• Surface areas

• Volumes

• Coordinate Geometry

• Home assignment: Geometry

practice questions (not from

GMAT test)

21&22 • An introduction to studying

Comprehension and the GMAT

test question structure

• Presentation on the value of

developing studying techniques

• Brief introduction to fundamental

techniques of how to effectively

approach GMAT studying

Comprehension questions

• Description of the 3 subject fields

that these questions will come


• An outline of what is meant by

interpretive, applied and

inferential test questions

• Definition of terms

• studying Comprehension structure

• Approach techniques

• Subject field overview

• Home assignment: 2 genuine

Reading Comprehension test

questions from Bin1

23&24 • Review of key points from

previous 2 lessons

• Feedback from home assignment

• Focused suggestions

• genuine previous GMAT questions

from Bin2

• Comprehension tips

• Test questions

• Home assignment: revise key

points from studying


25&26 • Introduction to Data Sufficiency

• Explanation of math skills needed

• Overview of the wide variety of Data

Sufficiency problems which GMAT


• Basic introduction on how to

analyze a quantitative problem

• Question structure

• Answering fundamentals

• Definition of essential terms

• Common pitfalls

• Basic tips

and recognize which information

is relevant

• Basic introduction on how to

determine what information is

sufficient to solve a given


• Very important tips to remember

from the very beginning

supported by basic interactive


• Definition of terms and why they

need to be memorized

• Common pitfalls to avoid

• Approach techniques

• Basic interactive drills

• Home assignment: 2 test questions

from Bin1

27&28 • Review of Data Sufficiency

efficient methodology

• Feedback from home assignment

• Interactive drills designed to Strengthen

the approach of candidates to the test

questions using the methodology

taught combined with their own

natural intelligence, logic process

and experience

• Review of the wide variety of Data

Sufficiency problems which GMAT


• Methodology review

• Feedback

• Interactive drills

• Home assignment:2 Questions

from Bin2

29&30 • Critical Reasoning 2

• A quick review of what was

covered in Critical reasoning 1

• Candidates are given tips on how

to prepare their brains to approach

these types of Questions

• The 4 main parts of an argument‘s

structure is described and broken

down into more detail

• A detailed look into the structure

of the 8 types of argument


• Brain preparation tips

• Premises, conclusions, assumptions,


• Assumption

• Strengthen the argument

• Weaken the argument

• Inference

• Parallel the reasoning

• Resolve or explain

• Evaluate an argument

• Identify the reasoning

• Home assignment: review the 4

parts of an argument and the 8

types of GMAT Critical

Reasoning questions

31&32 • Review home assignment

• Outline main tips for efficiently

gaining maximum points from

this section

• Interactive drill with Critical

Reasoning questions from Bin2

• Reminder of rudiments of GMAT

logic not formal logic

• Critical Reasoning Bin 2

• Tips

• GMAT logic

• Home assignment: 2 Bin 2 GMAT

test questions

33&34 • Problem Solving 1

• A brief overview of what GMAT

Problem Solving questions look

like and a reminder of the math

skills reviewed from Arithmetic,

Algebra and Geometry

• An introduction to the principle of

effective exam question


• When to shortcut/fully solve/plugin answers

• An introduction to the principle of

the Process of Elimination

• How to avoid partial answers

• How to spot ‚crazy‘ answer


• The absolute importance of

avoiding the answers that Joe

Bloggs would choose in harder


• Arithmetic, Algebra and Geometry

• Shortcut/fully solve/plug-in


• Partial answers

• Crazy answers

• Joe Bloggs

• Home assignment: Quick

overview of lesson content

35&36 • Problem Solving 2

• Review of Problem Solving

questions key points from home


• Introduction to rate, work, function,

probability, combination and

• Rate problems

• Work problems

• Mixture problems

• Measurement problems

permutation problems (will be

covered in detail in a separate lesson)

• How to approach interest rate

problems and basic statistics like

mean, median, mode, and standard


• Rate

• Work

• Probability

• Combination and permutation

• Interest rates

• Statistics

• Standard deviation

• Home assignment: GMAT test

questions from Bin 1/2

37&38 • Sentence Correction 2

• Review foundations of grammar

from Sentence Correction 1

• Introduce GMAT English rules

and logic and accepting the fact

that this is not about pure

grammar in the normal world

• Description of the types of errors

that are tested in GMAT Sentence

Correction test questions

• Explanation of how the test

writers decide upon the 4

alternative options they deliver in

the test

• Describe POE technique

• Candidates will go through Bin 1

questions to drill the various

points brought up

• Brief grammar review

• GMAT English principles

• Use Your Ear

• Contextual Clues

• Simplicity is Bliss

• Sentence Fragments

• Parallel Construction Error

• Faulty Comparison

• Punctuation

• Word Confusion

• Adjective/Adverb Error

• Correct pronoun usage

• Disagreement Between Subject and Verb

• Verb Tense Error

• Misplaced Modifier

• Incorrect Idiomatic Expression

• POE technique

• Sentence Correction Bin1 drill

• Home assignment: 2 Bin 2 test


39&40 • Sentence Correction 3

• Feedback from home assignment

• Review POE technique

• Focused in depth coverage of the

typical areas of focus

• Bin 3 drilling

• Sentence Correction typical areas

of focus

• Home assignment: review of

typical areas of focus and 2

questions from Bin 3
Graduate Management Admission Test: Analytical Writing Assessment (AWA), Quantitative section, Verbal section 2023
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Question: 1491
For every X, the action [X] is defined: [X] is the greatest integer less than or equal to X. What is the value of [6.5] x
[2/3] + [2] x 7.2 + [8.4] 6.6?
A. 12.6.
B. 14.4.
C. 15.8.
D. 16.2.
E. 16.4.
Answer: C
[6.5] x [2/3] + [2] x 7.2 + [8.4] 6.6 = 6 x 0 + 2 x 7.2 + 8 6.6 = 15.8
Question: 1492
What is the decimal equivalent of ( )2
A. 0.0032
B. 0.032
C. 0.00625
D. 0.003125
E. 0.0016
Answer: E
( )4 = ( )4 = = 16 x 10-4 = 0.0016
Question: 1493
How many four-digit numbers that do not contain the digits 3 or 6 are there?
A. 2401
B. 3584
C. 4096
D. 5040
E. 7200
Answer: B
The first digit has 7 possibilities (10 0, 3 and 6). The other three digits have 8 possibilities each.
7*8*8*8= 3584. The correct answer is B.
Question: 1494
The telephone company wants to add an area code composed of 2 letters to every phone number. In order to do so, the
company chose a special sign language containing 124 different signs. If the company used 122 of the signs fully and
two remained unused, how many additional area codes can be created if the company uses all 124 signs?
A. 246
B. 248
C. 492
D. 15,128
E. 30,256
Answer: C
The phone company already created 122*122 area codes, now it can create 124*124. 1242-1222= (124+122) (124-
122) = 246*2 = 492 additional codes.
Question: 1495
The average (arithmetic mean) of seven numbers is 12.2. If the sum of four of these numbers is 42.8, what is the
average of the other 3 numbers?
A. 12.4
B. 14.2
C. 16.8
D. 18.6
E. 19.2
Answer: B
This is an average problem, so use the average formula. If the average of 7 numbers is 12.2, we can solve for their
sum: 7 12.2 = 85.4. If four of these numbers total 42.8, then by subtracting 42.8 from 85.4, we get the sum of the
other three numbers, 42.6. To find the average of these three numbers, we divide their sum by their number: 42.6/3 =
Question: 1496
A is a prime number (A>2). If C = A3, by how many different integers can C be equally divided?
A. 3.
B. 4.
C. 5.
D. 6
E. 7
Answer: B
Factorize C: C = A x A x A: C can be equally divided into 1, A, A2, and A3 =C is 4 numbers total. The correct answer
is B.
Question: 1497
If X is a positive integer and (405) 4 is a multiple of 3X, what is the largest possible value of X?
A. 5.
B. 12.
C. 16.
D. 20
E. 26.
Answer: C
Find the factors of (405) 4 and see what the largest value of X can be. 405 = 81 x 5 = 9 x 9 x 5 = 3 x 3 x 3 x 3 x 5
(405) 4 = (3 x 3 x 3 x 3 x 5) 4 = 316 x 54. The largest possible value of 3X that is still a factor of (405) 4 is the largest
possible value of X and that is 316. X = 16. The correct answer is C.
Question: 1498
N is a prime number bigger than 5. Which of the following expressions must be even?
A. (N+2)2.
B. N2+2.
C. N (N+2).
D. (N+1) (N+2).
E. (N 2)2.
Answer: D
Answer D is a multiplication of two consecutive numbers, therefore one of them must be even, and an even number
multiplied by a different number is an even number.
Question: 1499
On a map, 1 inch represents 28 miles. How many inches would be necessary to represent a distance of 383.6 miles?
A. 5.2
B. 7.4
C. 13.7
D. 21.2
E. 28.7
Answer: C
This is a proportion problem. Dividing the requested amount of miles by the reference amount would deliver us the
answer in inches. 383.6 / 28 = 13.7 inches.
Question: 1500
15 Java programmers, working in a constant pace, finish a web page in 3 days. If after one day, 9 programmers quit,
how many more days are needed to finish the remainder of the job?
A. 5.
B. 2.
C. 8.
D. 4.
E. 6.
Answer: A
The total working days for finishing a web page are (15 x 3) 45. If after one day 9 programmers quit, only 15 working
days are done and the rest of the programmers (6) Need to finish (45 15) 30 days of work. It will take them 5 more
Question: 1501
Tim and lan are 90 miles away from one another. They are starting to move towards each other simultaneously, Tim
at a speed of 10 Mph and lan at a speed of 5 Mph. If every hour they multiply their speeds, what is the distance that
Tim will pass until he meets lan?
A. 30 miles.
B. 35 miles.
C. 45 miles.
D. 60 miles
E. 65 miles
Answer: D
Tim is traveling at twice the speed of lan, and so will be after they multiply their speeds. In other words, their speeds
will always be at a 2:1 ratio no matter what and therefore the ratio between the roads that theyll pass will also be 2:1
or 60 miles to 30 miles. Tim will go through 60 miles.
Question: 1502
An investment yields an interest payment of $228 each month. If the simple annual interest rate is 9%, what is the
amount of the investment?
A. $28,300
B. $30,400
C. $31,300
D. $32,500
E. $35,100
Answer: B
Principal percent interest time = interest earned
Principle (0.09) 1/12 = $228.
Solve to find the principal (228 12)/0.09= $30,400.
The correct answer is B.
Question: 1503
In a psychology school the grade of the students is determined by the following method: At the end of the first year the
grade equals to twice the age of the student. From then on, the grade is determined by twice the age of the student plus
half of his grade from the previous year. If Joeys grade at the end of the first year is 40, what will be his grade at the
end of the third year?
A. 44.
B. 56.
C. 62.
D. 75.
E. 80.
Answer: D
From the grade 40 at the end of the first year we learn that his age is 20. At the end of the second year, he will be 21
and his grade will be (21 x 2 + x 40 = 62).
At the end of the third year, he will be 22 and his grade will be (22 x 2 + x 62 = 75). The correct answer is D.
Question: 1504
Roy is now 4 years older than Erik and half of that amount older than Iris. If in 2 years, Roy will be twice as old as
Erik, then in 2 years what would be Roys age multiplied by Iriss age?
A. 8
B. 28
C. 48
D. 50
E. 52
Answer: C
Translate piece by piece into numbers. R (Roy) = Erik E. + 4. The second equation: R = I (Iris) + 2. The third
equation: R +7 = 2(E + 7). We have three equations with three variables. Roy is 6, Iris is 4 and Erik is 2. In four years
Erik would be 6 and Iris 8, the answer is 48. The correct answer is C.
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Van Thompson is an attorney and writer. A former martial arts instructor, he holds bachelor's degrees in music and computer science from Westchester University, and a juris doctor from Georgia State University. He is the recipient of numerous writing awards, including a 2009 CALI Legal Writing Award.

Thu, 26 Jul 2018 12:21:00 -0500 en-US text/html
Which State Has The Best Test Scores? Analyzing Standardized Testing Trends

Editorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations.

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, studying 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 studying 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 studying 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 studying 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 studying 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 studying 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 studying 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
How to Use practice questions to Study for the LSAT No result found, try new keyword!A good LSAT study plan ... you’ll face less test anxiety. Following this plan will help make test day feel like just another day of practice – hopefully your last! Law Admissions Lowdown ... Tue, 11 Oct 2022 01:36:00 -0500 Master of Quantitative Finance Admissions Process

Find all the information you need to successfully complete your application. This page will provide information about:

  • Application deadlines
  • Tuition and fees,
  • Housing,
  • Application requirements,
  • Admissions events, and more.

We seek a diverse student body to bring to the classroom varying experiences and backgrounds. Rutgers Business School — Newark and New Brunswick admits those students who, in the opinion of the Graduate Admissions Committee, show promise of succeeding in the program.

Primary consideration is given to the applicant’s scholastic record and the GRE or GMAT score. Other considerations include professional work experience, professional appraisals, civic leadership and extracurricular participation, responses on the application form, and the essay.

Ready to begin? Create a profile in our application portal.

Tue, 13 Jun 2023 22:17:00 -0500 en text/html
Test-Optional Policy 2023-24

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 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 exam 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.

Thu, 30 Nov 2023 21:45:00 -0600 en text/html
How to Handle MCAT Study Burnout No result found, try new keyword!Preparing for the Medical College Admission Test, commonly known ... sense of accomplishment to help propel you forward. Many students make the mistake of trying to study for the MCAT all day ... Tue, 12 Jul 2022 22:06:00 -0500 Study Abroad: All About The Graduate Management Admission Test (GMAT) No result found, try new keyword!The Graduate Management Admission Test (GMAT ... The four sections in the test are: Analytical writing Verbal reasoning Quantitative reasoning Integrated reasoning The scores achieved ... Sun, 19 Nov 2023 10:00:00 -0600 en-us text/html Admissions advice

1. What are the usual standard offer requirements? 

A*AA – AAB at A level / 37 – 38 IB points with 666 or 766 at HL. Visit our entry requirements and international students pages for details of alternative accepted qualifications.  

2. How do you use contextual information?

For Home/UK applicants, we also use contextual information to gain a more complete picture of the educational and individual context of an applicant. 

The selector may use this information in the following ways:

- to make an applicant a standard offer where the applicant’s academic record (eg, GCSEs/AS levels or equivalent) or personal statement may be marginally less competitive than the cohort overall

- to make an applicant a standard offer where the applicant is predicted marginally below the usual entry requirements

- when making confirmation decisions for offer holders that have marginally failed to meet the entry criteria (usually this means one grade below the standard entry requirements)

- to make a contextual offer, where the contextual offer is one or two grades lower than the standard offer for the programme. Any mathematics requirement must still be met.

Visit our Admissions Information page for more detailed information. 

3. Are there any interviews or admissions tests?

LSE does not interview for any of our degree programmes. All LLB Laws applicants are required to take the LNAT (National Admissions Test for Law), and the TMUA (Test of Mathematics for University Admission) is recommended for our maths degree programmes. Please see our Applying to LSE page for more information.  

4. How competitive is it to get a place at LSE? 

Overall applications to places ratio = 13:1 

Economics 17:1 
Government/Philosophy 16:1 
Law 15:1 

Each of our programme pages list the application/offer/registration data for the previous application cycle.  

5. Can students apply to more than one programme at LSE? 

Students can apply to more than one degree at LSE, however they will only be able to submit one personal statement. The programmes will therefore need to be closely related to enable the applicant to show sufficient interest and enthusiasm for their chosen discipline. Applicants are only eligible to receive one offer in the same admissions cycle, so are advised to think carefully about whether applying to multiple courses at one institution is the most effective use of their UCAS application. 

6. Is a student more likely to be made an offer if they apply early on in the application cycle? 

No. All applications received by the UCAS January deadline are treated equally. Applications received early on in the cycle may therefore be held as part of a ‘gathered field’ to ensure that the students we make offers to are the best fit for their chosen programme, rather than simply the first to apply.

7. Do you consider deferred entry? 

LSE is happy to consider applications from students who are taking a gap year. We would encourage them to briefly outline how they intend to spend the year in their personal statement. If the student is applying for a quantitative course, providing an indication of how they intend to maintain or refresh their mathematical knowledge during their gap year is helpful. Students can also request a deferral after they have been made an offer. Whilst the Undergraduate Admissions team will try to accommodate these requests, it is not guaranteed.  

8. Is there an age requirement? 

We can consider applications from students who will be under 18 at the time of registration. Details of successful candidates under the age of 18 at the time of registration will be communicated to the relevant academic departments and the senior adviser to students. This enables the School to consider putting in place reasonable adjustments or conditions of study to protect the interests of one or more parties, including those of the applicant. Notification of the School’s policy for under 18s is included as part of the standard offer letter. Halls of residence will also be notified.  

9. What is LSE doing to widen participation? 

Our Widening Participation Team run a number of projects for students attending non-selective state schools and colleges, designed to raise aspirations and encourage progression to higher education. Our Access and Participation Plan details our commitment to improving access to, and success within, the School for those groups currently underrepresented at LSE and in the wider HE sector. 

10. Can a student drop a subject after they’ve been made an offer? 

Please ask the student to contact the Undergraduate Admissions team before they drop any subject – even if it has not been included in their offer conditions. Offers are made based on the information supplied on the UCAS form, therefore any changes in study circumstances will need to be re-assessed. An admissions selector will consider the request and we aim to provide a final decision within two weeks.  

11. Is there a quota for international students? 

The number of student places at the School is determined through the School’s capacity to teach them. The School meets this requirement by setting caps on the number of UK and overseas students on each programme of study. This system therefore involves two selection processes for each programme (i.e. one for home students, and another for overseas students). LSE receives many more applications from highly qualified candidates than there are places available. The level of competition for places is intense, and therefore, the School is unable to make offers to many of these highly qualified candidates. 

12. Is there a limit to how many students you can accept from one school? 

No. Each applicant is assessed based on their individual academic merit, personal statement and UCAS reference. We do not have a set limit of places per school or college.  

13. How do I communicate extenuating circumstances to LSE? 

Please complete the online Extenuating Circumstances form.

Tue, 28 Jul 2020 02:02:00 -0500 en-GB text/html
How to get into an MBA program: Our top tips

Key takeaways

  • Applying for an MBA program can be a long and difficult process.

  • Focus your energy on optimizing the key application components to create a standout application.

  • Know your application deadlines and plan in advance to complete each part of your MBA application on time.

Getting into a Master of Business Administration (MBA) program is certainly a challenge. The average acceptance rate for the top MBA programs in 2022 was 22.2 percent. But the odds are getting better over time. This acceptance rate used to be under one in five.

Even with improved odds, getting into an MBA program can seem daunting. However, with the right preparation, persistence and a little guidance from an expert, you can increase your likelihood of getting accepted.

What you’ll need to get into an MBA program

Each school has its own application process, and you’ll need different information for each one. However, there are a few common requirements for your MBA application.

Stand-out standardized test scores

MBA applications require test scores from the Graduate Management Admission Test (GMAT) or Graduate Record Examination (GRE) to compare applicant ability.

The GMAT evaluates an applicant’s quantitative, analytical, writing, studying and verbal skills. Students should take this test several months before the application deadline to deliver themselves enough time to retake it if needed.

Applicants can prepare for the test through in-person or online prep courses. You can find a lot of free or low-cost resources online. The makers of the GMAT have provided several of their own resources to help test-takers prepare, including a mini quiz and a free eight-week study planner.

Business schools often accept scores in the 650 to 690 range but prefer 700 or higher.

While the GMAT is often the first choice for MBA students and schools, you can also consider the GRE. This standardized test measures academic readiness for graduate programs of many types. More than 1,000 business schools accept GRE scores.

The costs for the two different tests vary. You can take the GMAT at a Test Center for $275 or online for $300. Taking the GRE costs $220.

A strong undergraduate transcript

Undergraduate transcripts showcase the applicants’ academic ability. MBA admissions officers look at your cumulative GPA but also consider factors like the undergraduate institution’s academic reputation and the types of courses you’ve taken.

These factors help admissions officers compare and rank students by their GPAs.

Many top business schools do not set a minimum requirement for undergraduate GPAs, but you’ll have the best chance of being accepted to top MBA programs with a GPA above 3.5.

A tailored resume

Your resume should focus on grabbing the attention of the MBA admissions counselor. A traditional resume highlights your job skills and experiences. With an MBA resume, you want to highlight your accomplishments and help the reader understand why they matter.

“I always ask this question: ‘So what?’ after studying each bullet on a resume,” says Barbara Coward, founder and principal of MBA 360° Admissions Consulting. “Make the reader care. Show the significance of your work. Also, establish an emotional connection with the reader. Tie all of your experiences and education together through a single narrative.”

The resume should tell the story of why you are a good fit for the program. To craft a stellar resume, familiarize yourself with the MBA program and what they look for in candidates. Highlight experiences and skills that show you fit the mold.

Well-written essays

Many business schools require between one and three personal essays from applicants.

MBA admissions officers use personal essays to get to know the candidates. A well-written essay may be the deciding factor among applicants with similar academic backgrounds. Admissions officers look for clear, concise and persuasive essays with no grammatical errors.

Students should expect essay prompts like:

  • How will this MBA program help you meet your career goals?

  • What will you contribute to the business school/MBA program?

  • What makes you a good candidate for this MBA program?

There are a few keys to writing a good essay for your MBA application. One of the common mistakes applicants make is not answering the question, according to Coward Ensure that your essay actually addresses the prompt. She also advises that you focus on clarity over complexity.

“Make it easy for the reader to understand what you are saying,” says Coward. “Simple sentences and concise messaging make it easy for a reader to get to know you better. You’re not trying to impress. Your job is to educate the reader so they can make an informed decision.”

Letters of recommendation

MBA programs typically require one to three letters of recommendation from people who know the applicant in a professional capacity, such as an employer or college coach. Students should avoid asking for letters from family members or friends.

Letters of recommendation must emphasize professional accomplishments and desirable qualities and should explain why the applicant would be a good candidate for the program.

Interview skills

Many MBA programs require applicants to interview. This can be a sign that you’ve moved on to the next stage in the admissions process. You may interview with an admissions officer or an program alumnus alumnus. In all scenarios, the MBA interview is a chance to stand out and fill in any gaps in your application.

Preparing effectively for the interview can deliver you a leg up on other applicants. Here are a few things to remember as you prepare:

  • Practice (but not too much). Research common interview questions and rehearse your answers. You may want to practice adding more details than you normally would if you don’t like to talk about yourself. However, don’t practice so much that it feels like you are reciting a script. Instead, memorize your main talking points for each answer and vary your delivery.

  • Review your application materials. Look over your resume, personal essays and other application materials before the interview. The interviewer may ask you questions about what you wrote, so you’ll want to have a fresh memory. Make sure your written application and interview answers are consistent.

  • Be yourself. You’re looking for a program that wants you, so let your personality and interests shine. Talk about how you want to use your MBA. Discuss your passions and interests and don’t try to be a different person. Showing your personality can help your application be unique.

What MBA admissions officers want to see

While you want to show your personality, it’s important to understand what MBA admissions officers are looking for. You don’t want to be fake, but you also want to show desirable qualities.

Emotional intelligence, ability to work with others, empathy, curiosity and kindness are some of the key traits that MBA admissions officers search for in MBA candidates, according to Coward.

“I say that the admissions process is like the TSA at the airport. You don’t want that alarm to go off when you walk through security,” she adds. “Show that you will be a positive contributor to the cohort and that you are a nice person, not a jerk.”

Look at your own experiences and resume and think about how you can highlight examples of these traits in your own life. You can also show that you have these key traits through your interview process.

When to start prepping

Many business schools have several rounds of deadlines for admissions throughout the year. Students typically apply during the fall, winter or spring and receive an admissions decision within two to three months.

You’ll want to deliver yourself plenty of time to prepare each of the components of your MBA application. Think about how long each part of the application may take you and build a timeline accordingly. You’ll also need to consider when you can take the GMAT or GRE in order to get the scores by the application deadline. As you prepare, try to deliver yourself extra time so you don’t feel overly stressed.

If you find yourself on a tight turnaround to complete an application, remain calm. It’s best to focus your energy on the components you find most difficult first. You can get those out of the way and complete the easier application components closer to the deadline.

The bottom line

Getting accepted into an MBA program is a competitive process, particularly at the most prestigious schools. As you embark on this effort, be sure to do your research. Track application deadlines and lay the groundwork for a compelling application. Plan on gaining relevant work experience, building relationships with potential references and preparing for the GMAT or GRE.

Once your application is locked in, explore MBA loans and other funding options to ensure you can cover the cost of attendance.

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Undergraduate Admissions Assessment

The School appoints examiners to prepare and mark the Undergraduate Admissions Assessment (UGAA), designed to test use of evidence, written communication skills and numeracy. The UGAA is conducted as an online examination.

The purpose of the Undergraduate Admissions Assessment

The Undergraduate Admissions Assessment is used to fairly assess applicants from non-traditional educational backgrounds or those applying with qualifications we do not recognise for direct entry. It provides an opportunity to see a demo of the applicant’s original work, produced under examination conditions, and seeks to assess applicants in a fair and equitable manner.

There are several reasons why applicants need to be tested in this way:

  • the applicant has no latest or relevant record of study and examination i.e. within three years of the proposed programme start date 

  • the applicant’s qualifications are acceptable but only in conjunction with the UGAA

Key dates

The Undergraduate Admissions Assessment usually takes place at the end of March. 

Applicants who are required to sit the Undergraduate Admissions Assessment will be notified in March, as soon as details have been finalised.

The assessment is three hours long with is two sections: an essay question; and mathematical problems. It is not an assessment of general knowledge.

There are two different Mathematics papers. Depending on the programme you are applying for, you will take either :  Mathematics for non quantitative programmes without a Maths requirement OR Mathematics for quantitative programmes with a Maths requirement.

Applicants applying for LLB Laws (M100) will not be asked to sit the UGAA. 

LSE requires students studying certain qualifications to complete the UGAA before a final decision can be made on their application. The UGAA is a compulsory requirement for all students who are invited; students who decline the UGAA invite will be automatically rejected.  There are a number of reasons why further assessment is needed for students from these educational backgrounds, some of which include:

  • the qualification contains few formal examinations – as the majority of assessment at LSE is exam based, we need to see how you perform under examination conditions

  • the qualification is not standardised – grades can vary from school to school so we would like an independent assessment of your skills
  • we are uncertain whether your curriculum offers full coverage of required subject material, especially mathematics
  • the qualification is relatively new or recently reformed, or we have not had many applicants with that qualification before. The UGAA gives us an independent measure of how well the qualification prepares students for study at LSE

  • you have taken a break from study or followed a non-standard educational pathway

Only the most competitive students with these qualifications are invited to sit the assessment. Applicants cannot request to sit the assessment.

Applicants applying for LLB Laws (M100) will not be asked to sit the UGAA. Instead, the essay section of the LNAT will be assessed. 

UK Qualifications

  • Access to Higher Education Diploma
  • BTEC National Extended Diploma (13 units) if taken without accompanying A levels
  • Cambridge Technical Extended Diploma Level 3 if taken without accompanying A levels
  • Certificate of Higher Education (Cert HE)
  • Foundation programme, including the University of London International Foundation Programme (IFP)
  • Foundation Year
  • Foundation Degree
  • Scottish Wider Access Programme (SWAP)

International Qualifications

Countries Qualifications
Austria Reife-und-Diplomprufung
Bosnia-Herzegovina Matura/Diploma o završenoj srednjoj školi/Diploma o položenom maturskom ispitu
Brunei BDTVEC Higher National Diploma
Bulgaria Diploma za Zavarsheno Sredno Obrazovanie
Croatia Maturatna Svjedodzba
Czech Republic Maturita
Estonia Gumnaasiumi Ioputunnistus with the Riigieksamitunnistus
Iceland Stúdentspróf
Israel Bagrut
Kosovo Diplomë për kryerjen e shkollës së mesme të lartë
Lithuania Brandos Atestatas
North Macedonia (FYR) Matura
Malaysia Unified Examination Certificate (UEC)/ Malaysian Matriculation Programme/Matrikulasi
Montenegro Maturski ispit/Diploma o završenoj srednjoj školi
Morocco Diplôme du Baccalauréat/Baccalauréat de l’Enseignement Secondaire
Serbia Matura
Slovenia Splošna Matura
Sweden Gymnasieexamen
Turkey Anatolian High School Diploma/French Diploma for Foreign Schools in Turkey
Uganda Uganda Advanced Certificate in Education (UACE)

The UGAA is usually held at the end of March each year. 

The UGAA is conducted as an online examination, accessed via a standard web browser.

Due to the strict time constraints which govern our admissions procedures, we do not host multiple assessment days, nor can we move the date or time of the assessment under any circumstances.

Students are expected to make every effort to participate in our assessment. Specific concerns and requests for special accommodations should be sent to Undergraduate Admissions after you have received your invitation. 

Invitations to sit the UGAA are usually sent in early March. Applicants who are required to sit the UGAA will be contacted by the Undergraduate Admissions team as soon as the details have been finalised.

Replies must be made promptly to ensure arrangements can be made to access the assessment. The final response deadline will be stipulated on your invitation. If we have not received a response by the stated deadline, you will no longer be eligible to sit the assessment. Please note the UGAA is a compulsory requirement for all students who are invited. We are unable to further consider students who decide not to sit the assessment, as their application will be considered incomplete. 

The criteria below provide a rough guide of what the Admissions Selector is looking for from candidates. These elements will be taken into consideration alongside your overall mark and UCAS application form.

We are looking for an essay that:

  • answers the essay question clearly and thoughtfully
  • shows an ability to present alternative views and assess them
  • contains a well-developed and reasoned argument supported by evidence
  • incorporates information from the source texts critically, analytically and selectively
  • summarises and paraphrases the source texts accurately and appropriately  
  • has a logical structure including an effective introduction, conclusion and paragraphs
  • makes appropriate use of English including language style, clarity and accuracy
  • is at least 500 words long
  • broadly assessed on A level syllabus
  • knowledge of the key techniques of differential and integral calculus of a single variable
  • an understanding of the meanings of the key concepts in calculus (in particular, the derivative and integral)
  • an ability to apply these to solve problems requiring an element of mathematical modelling proficiency in algebra and algebraic manipulation
  • competence in using algebra and calculus to solve unfamiliar problems (rather than routine problems)

Results are reviewed in comparison to other similar applicants for your programme; therefore passing the UGAA does not ensure an offer will be made. The UGAA has a notional pass mark of 60 per cent, including at least 50 per cent in each section. Students applying to programmes with higher entry requirements will usually be expected to achieve more competitive grades

The Admissions Selector’s final decision is based on your overall application, not only on your test performance. This assessment includes a full range of information on the UCAS application form i.e. predicted/achieved grades, contextual information, personal statement, and UCAS reference.

The UGAA does not require any specific preparation; it is designed to test general skills that should be covered in your current or most latest programme of study. We make past papers available so that students can see the level of English and Mathematics that is expected (see below). Note that past papers should be used as a guide for the level of the test, not the exact format of the forthcoming assessment. If you are concerned about a particular part of the UGAA and would like to undertake some preparation, our Admissions Selectors have made some suggestions.

Below you can find previous papers to help you understand what was expected of students in previous years. However, the assessment is reviewed on a yearly basis and therefore these should only be used as a guide to the level of testing not the specific format. 

2022 past papers

UGAA English Paper

UGAA Maths (Non Quantitative) 

UGAA Maths (Quantitative)

2021 past papers

UGAA English Paper

UGAA Maths (Non Quantitative)

UGAA Maths (Quantitative)

2020 past papers

UGAA exam Test 1 2020 (for Quantitative programmes)

UGAA exam Test 2 2020 (for non Quantitative programmes)

Fri, 04 Aug 2023 14:21:00 -0500 en-GB text/html

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