In Chapter 10 of Should I Stay or Should I Go?, Efraín Ochoa unpacks the art of mastering exams in a competitive academic environment. In this chapter, the narrative blends personal experiences—from a transformative winter trip to Israel to the strategic nuances of UCLA's curved grading system—with insights on cultural differences in exam-taking. Discover how performance, strategy, and adaptability play a key role in navigating not just tests, but the diverse rhythms of academic life.

Disclaimer

• All characters and events in this chapter —even those based on real people—are entirely fictional.
• The following chapters contain coarse language and situations and due to its content it should not be read by anyone.

Chapter 10 “Test taking”

The diverse range of cultural and travel opportunities during winter break began to reveal itself as the quarter progressed. One standout was a trip to Israel, organized by the Jewish Student Association. The trip aimed to showcase the country's holiday traditions and cultural heritage. Interestingly, it was almost entirely free, which led me to suspect there might have been a strategic angle—perhaps to encourage participants to explore their Jewish roots or even consider relocating to Israel.

What caught my attention, however, was that the trip was exclusively open to Jewish students. This exclusivity highlighted an interesting demographic within the MBA program. A noticeable number of Jewish students had initially enrolled in the MBA, only to later transition into the PhD track. It seemed to be a common pathway, particularly for Israeli students, who might have found this route a more convenient or advantageous way to further their academic pursuits.

In those early weeks, another surprise—albeit one we had been warned about—was the grading system. UCLA's infamous curve system created a unique academic dynamic. Individual grades weren’t evaluated in isolation but instead measured against the highest and lowest performances within the group.

This approach meant that success was, to some extent, relative. It wasn’t enough to simply do well; you had to outperform your peers. Being at the lower end of the curve risked failure, while securing a spot at the top brought certain privileges.

One such privilege was the ability to waive certain courses like economics or marketing. If you could demonstrate proficiency by passing a waiver test you could take an extra subject, however if you didn´t waive it you’d easily receive an A+ for the course. That was the main reason, many students—even those eligible—chose not to waive. The reason? These courses provided an opportunity to secure easy high grades, and in a program governed by the curve, such decisions could influence overall standing.

This added a layer of strategic complexity to the academic experience. Performance wasn’t just about personal effort but also about positioning oneself wisely within the broader group.

Taking exams became an art form, closely tied to the realities of the curve. It was a delicate dance of speed, strategy, and subtle peer awareness. Completing the test quickly was important, but handing it in too soon could inadvertently raise anxiety levels among classmates.

As someone who was accustomed to finishing exams early, I often lingered for 20 minutes before submitting my paper. It wasn’t because I needed the extra time—I just didn’t want to unnerve others.

I quickly learned, however, that not everyone shared this perspective. Many of my Asian classmates, for example, showed little hesitation in submitting their exams as soon as they finished, sometimes within record-breaking timeframes. They seemed unfazed by how this might affect others, focusing purely on their own performance.

Initially, I found this surprising. I couldn't help but feel a little unsettled watching the rapid procession of early submissions. But as the pattern repeated itself, I realized it was simply a cultural difference—one that emphasized individual achievement over collective consideration.

Eventually, I let go of my need to wait. By the end of the quarter, I often found myself among the first few to submit, recognizing that my actions had little bearing on the overall outcome.

Reflecting on this experience, I came to appreciate the broader lesson about cultural awareness and adaptability. What’s considered polite or considerate behavior in one context may not hold the same weight in another. Sometimes, the best approach is to adapt—to blend into the rhythm of the environment and embrace the norms of the community around you.