High School 2 College

October 31, 2018

How Often Should I Take the SATs or ACTs? Which Test Should I Take?

First let me answer a question that parents often ask: What’s the difference between the SAT and ACT – and which should my student take?

In a nutshell, the SAT and ACT are both college entrance exams, and ALL colleges in the United States (yes, even the Ivy League schools) accept either equally.  They want you to take whichever shows you in the best possible light.  All the colleges also know that there’s very little difference between the tests.  Academically-inclined students do well on both.  Students who are struggling academically will do poorly on both.  So it really comes down to which style you prefer.

Before I discuss which of these tests any given student should take, what about the schools that no longer require either test?  Parents often tell me that they’ve heard that students can just skip the tests.  That’s both true and false.  There are some schools that require neither, but there are more schools that require that you take the SATs or ACTs.  I think students who take neither test will regret having to narrow their school search exclusively to those schools that don’t require either.  Some of the schools that say they don’t require the SAT or ACT do require two or more SAT Subject Tests.  Some of the schools that don’t require any standardized tests require students to submit a few graded research papers or critical analysis papers from class, or they require several application essays.  If you decide not to take any tests, choose a few schools that don’t ask for tests and read their admission websites very carefully.  You may change your mind.

If I’ve convinced you that you’ll have to take either the SAT or ACT (or both), which one should you take?  In general, here’s a comparison:

SAT

  • more time per question in every section
  • more reading per question in every section (including math!)
  • reading questions can be fairly subjective (requiring interpretation)
  • math includes a section where calculators are prohibited
  • math includes questions that require you to figure out the answer yourself (not multiple choice)
  • five reading passages, usually including reading from 1900 or earlier

ACT

  • less time per question – speed is a signficant factor
  • math is a bit more straightforward – fewer logic questions, less reading
  • reading questions are straightforward and clear, but again, speed is a factor
  • calculator permitted in all math sections
  • all math questions are multiple choice
  • four reading passages, with most passages contemporary writing
  • includes a separate science section – knowledge of school-taught science only required for 2 of 40 questions but ability to analyze graphs and charts critical

 

Typically, students who excel in English and Social Studies do a bit better on the SATs, and students who excel in Math and Science do a bit better on the ACTs.  Slower readers can do well on either test if they are decisive about answering questions (can you decide quickly what the answer is, or at least decide you don’t know and move on to the next question?).

But how can you know for sure?  Some students sit for at least one SAT and one ACT to see which they prefer.  But you can find out the same information by buying the ACT book by the ACT organization or downloading for free the student guide which contains one complete test (starting at page 12 of the booklet).  Take the test TIMED (each section must be timed precisely because that’s the challenge of the ACT, even if you don’t take all sections on the same day.  Then try the SAT by buying the College Board SAT book or downloading a test for free (download a paper test).  Again, time each section, even if you don’t take all the sections in one sitting.  

About half of my students do precisely the same on the SATs and the ACTs.  Some decide to continue with the one test that feels more comfortable, but others decide to take both tests.

So how often should you take each test?  That depends on you.  Some students say, “I’ll practice as much as necessary and test as often as necessary to get the best possible score.”  Others say, “I’ll show up once a week for tutoring, but don’t expect me to do any preparation at home.  I’ll take one of the tests once or perhaps twice, but whatever I get will have to do.”  Which is closer to your feeling?

Most students are between those extremes.  If that’s you, you’ll probably find that you want to either take one test three times (either SAT or ACT) OR take two SATs and two ACTs.  Experts suggest you should expect to test at least twice, but you can test four or more times if you want.

Given that most students apply to most if not all of their college choices by mid-October to take advantage of the boost that applying early provides, you should plan on completing your testing by the summer after junior year at the very latest, but by June of junior year if possible.  (But you will be able to test once more senior year if necessary.)

So the prime times for most students to take SATs are

  • December of junior year
  • March of junior year
  • May of junior year
  • August before senior year

And the best times to take ACTs are

  • December of junior year (a different Saturday than the SATs)
  • April of junior year
  • June of junior year
  • July before senior year (but they’re not given in New York, so you’ll need to go to Connecticut or New Jersey to take them)

There are other test dates, both for the SAT and the ACT, but these are the most popular because they fit into the application cycle the best.

If you need help preparing for either test, you know where you can find me!

Good luck!

 

10612713_787141027999111_7430352819739466241_n

 

Advertisements

March 7, 2018

The SAT Is This Week — Is There Anything I Should Do Before The Test?

Filed under: Advice for high school juniors,SAT,Testing,Uncategorized — highschool2college @ 8:17 pm
Tags: , , , , , ,

I’m sure you’ve been preparing diligently for the SAT.  Don’t forget these last minute suggestions:

The reading questions tend to go roughly in line number order.  That means you can read a paragraph, answer a few questions, read the next paragraph, answer a few more, and so on.  That strategy will help keep you focused — and prevent you from having to reread an entire passage if there’s something you don’t understand.

For the grammar section, remember these general guidelines (not hard-and-fast rules but handy guidelines);

  • They prefer shorter sentences rather than longer sentences.
  • They prefer fewer commas rather than more commas.
  • The words “being” and “having” are almost never correct.  Avoid any answer with these words unless the remaining choices are just awful.

Don’t spend too much time on any one math question If you get a question you can’t answer easily, circle the question number (so you can go back later), bubble in your favorite letter, and move on.

Here are a few more things you can do:

1. The night before the test, get a good night’s sleep.  Don’t try to go to bed too early or you’ll be up half the night staring at the ceiling.  Just get a good amount of sleep after a restful evening.  NO STUDYING TODAY!  Not even for the SATs.

2.  Saturday morning of the test, dress up a little.  When you’re wearing comfy, floppy clothes, your brain takes a rest, too.  When you dress up a little (whatever that means to you), you sit a little straighter and concentrate better.  Insider tip: several studies suggest that kids do worse on standardized tests if they see or wear the color red because they associate red with failure.  So, keep away from red.

3.  Have breakfast.  Even if you don’t usually have breakfast, have breakfast the morning of the SATs.  Make sure it’s mostly protein, not mostly carbohydrates like a bagel or muffin.  Carbs give you a quick burst but leave you feeling sleepy when they wear off.  Remember that the SATs are over four hours long!

4.  Get to the test site a bit early.  I’d recommend arriving between 7:30 and 7:45, especially if you are not testing at your own high school.  Get there early so you can settle in calmly.

5.  Choose your seat.  If they let you pick your seat, choose one away from distractors like the door or windows.  Some kids do better if they’re not near friends; others do better if they sit near friends.  Sit where you can concentrate.  You can socialize afterwards.

6.  Leave your cell phone home! If they catch you using it, even to check the time, they’ll take your SAT away from you and send you home.  It’s been done in local high schools before.

7.  Bring the following:

  • photo ID — driver’s license or permit or school photo ID.
  • admit ticket — print out another from collegeboard.org if you lost it.
  • pencils – bring at least three or four #2 pencils with clean erasers.
  • calculator — change the batteries this week and make sure it works.  Yes, a graphing calculator is fine.
  • watch — many schools don’t have working wall clocks.  Even if the room you’re in has a working clock, it may be behind you or hard to see.  Don’t rely on the proctor to keep track of how much time you have left.  If you don’t want to wear a watch, put it on the desk in front of you.  Remember, you can’t use your phone to tell the time.
  • snacks — the most important thing you can bring! Bring lots of little chewy things (like tootsie rolls) that you can pop in your mouth easily.  Also bring a more substantial snack for the 10-minute break in the middle.  A power bar or granola bar works nicely.
  • drink — tea helps you concentrate.  The caffeine helps quite a bit, too.   Bring iced tea or hot tea with sugar, not diet.  If you hate iced tea, bring soda with caffeine and sugar.  Gatorade has too much sodium, which ironically can make you more thirsty later.

Word of warning, especially for girls:  During the long break, if you need the restroom, go there BEFORE you eat your granola bar or drink your iced tea.  If you are delayed by a long bathroom line, they will start without you.  (This did happen to a few kids I know!)

The SAT is a stamina test.  The most important thing you can do is get some rest the day or two before.  Know that no matter how smart the other kids in the room may be, if you’ve been working with me, you’re as prepared as anyone there and you’ll do just fine.  Don’t forget to let me know your scores when they come back!

hsc3683l 

Wendy Segal

http://www.wendysegaltutoring.com/

February 11, 2017

What Do You Mean I’m Not Ready For College-Level Work?!

A recent report has spurned a flurry of even more reports on the problem of high school students’ lack of preparedness for college-level work.

It seems that the majority of colleges regularly accept students whom they subsequently assign to remedial English or math classes.  What’s the problem with that?

For colleges, it means that precious resources have to go to bring students up to the level where they have a chance of succeeding in college, rather than in creating offerings for students who can already manage the work.

For taxpayers, it means that the tax money spent on high school education may not be the investment taxpayers think it is, and more money has to go to re-educate students once they get to state-supported public colleges.

But the biggest problem is for the students themselves.  Students, nearly all of whom got passing grades (if not superior grades), grades good enough to get them into college, have been deluded into thinking they know more than they do and are smarter than they really are, and are more educated than they are.  These students who enter college unprepared have to spend several semesters on remedial work before they can begin the classes they really went to college to attend.  And even more disheartening, most of these remedial classes do not count toward required college credits.  Sadly, many if not most of these  overwhelmed, discouraged, and frustrated students who have to take remedial classes do not graduate from college at all, leaving school with loans or depleted savings but without a degree.

Surely, this phenomenon of unprepared students can’t apply to us in northern Westchester, can it?  After all, most of our students come from middle-to-upper-middle class families, attend schools that have rich curricula that are well-supported by our communities, and are bound for selective or highly selective colleges.

I’ve been tutoring students for just about 30 years, college-bound high school students whose parents are at least affluent enough to pay me, a private tutor, for extra SAT and/or ACT prep and advice about and help with college applications.  I can tell you with complete certainty that the majority of my students are not prepared for most college classes.  Yes, I include students who take honors and AP classes in high school.

Over the years, I have been contacted by many, many students who have asked me for help with college freshman writing and social studies classes. Not only is it embarrassing to get poor grades on freshman classes, it’s extremely expensive to repeat a class — and many academic scholarships require that students maintain a certain grade point average to keep that scholarship. Parents gratefully hire me to work with their college students online with freshman assignments. Paying me is certainly less expensive than paying for the class all over again or replacing that scholarship, but I wish my help weren’t necessary.

Is there anything that parents and students can do to make sure their students are adequately prepared for college-level work?  There is, but but it takes a concerted effort and the student has to want it.

Here’s my advice to students who want to ensure that they will be ready for college-level work:

Don’t be lazy about math.  Each math concept builds on the knowledge before, so if you don’t understand what’s going on in math class, don’t shrug and hope the teacher changes topics soon.  Even if you’re getting the homework right, if you don’t understand it, keep asking until you do.  Ask your friends who seem to get it.  If they DO understand it, ask them to explain it to you.  If they don’t, the group of you needs to approach the teacher after school and let him know that several of you really haven’t mastered the concept. And take advantage of other resources:  review the concept on Khan Academy or read about it in a Barron’s Regents review book.

Take time to read, even if it’s not assigned.  If you went to the gym once a year, you’d find it difficult and even perhaps unpleasant.  But if you went regularly, you’d find you can lift more weight more easily over time – and it might even become an activity you’d enjoy. The same is true with reading.  If you only read occasionally (and only what’s assigned), you’ll find it arduous and tiresome.  But if you read regularly (and books of your own choosing), you’ll find it increasingly easy and even pleasant.  Read whether you like to or not.  Read books that are a bit difficult.  Read books outside your normal area of interest.  If you expect to be able to read and understand college-level material on a subject you might not find interesting, you have to begin WAY before college and you have to keep it up.

Pay attention to your writing.  Unfortunately, too many teachers only give writing assignments that students can complete in class.  Imagine if you wanted to learn to hit a ball in baseball.  If the coach gave you a bat, threw a ball at you, and when you missed said, “Come back next month and I’ll pitch another ball at you,” do you think you’d improve as a batter?  Writing an essay and turning it in with no guidance about the student’s strengths and weaknesses as a writer, with no opportunity for revising, without prompt and thoughtful feedback is likewise not going to turn you into a good writer.  Unfortunately, just like in baseball, few writers improve without a good coach.  If your English teacher won’t give you detailed, specific, and meaningful feedback, you’ll have to find a writing teacher (or tutor!) who knows how to isolate all the skills that go into good writing and can explain them.  Do you use the best verbs you can find?  (Is/Am/Are = weak writing!)  Do you use nouns instead of adjectives?  Do you write the way you read rather than the way you speak?  Have you organized your thoughts into a rough outline before you write even one line?

This essay has been unusually long because I feel unusually passionate about student achievement.  Don’t presume that teachers will challenge you to hone your basic academic skills.  Challenge yourself!

If you need more suggestions or a bit of help, please feel free to contact me!

Wendy Segal

http://www.wendysegaltutoring.com

facebook-humor

October 10, 2015

No More Vocabulary on the New SAT? HA!

When rumors of a new SAT were swirling, the College Board let it leak that they would be doing away with the fill-in-the-blank vocabulary sentences.  And they did.  The College Board representatives have held press conferences casting aspersions (look it up!) on so-called “SAT vocabulary,” insisting there would be no such vocabulary on the new test.  Instead, they’ll be using words that are more common and useful in typical high school and college reading.

The College Board released four sample tests of the new type.  In the first test,  you’ll encounter the following words.  Of course you know them because they’re not honest-to-goodness vocabulary words.  Or do you?

Can  you define these 29 words (all from Sample Test 1)?

  • anecdote (no, not antidote)
  • intrude
  • deference (nothing to do with deferring)
  • ambivalent
  • disparagement
  • mediation
  • imposition
  • reciprocate
  • celebrated (not the same as celebrating or celebration)
  • exclusionary
  • unprecedented
  • reminisce
  • substantiated (not the same as substantial)
  • template
  • momentous (nothing to do with a moment)
  • inquiries
  • hypothetical
  • feasibility
  • depiction
  • viability
  • refutes
  • objectivity
  • impartiality
  • grave (adjective, not the place you bury someone)
  • candor
  • solidarity
  • conducive
  • fanciful (nothing to do with fancy)
  • allude

Aren’t you glad they took out vocabulary?  Ah, you might be thinking.  The College Board said they’d be using words in context.  I’ll be able to figure out the meaning from the words and concepts around them.  Well, if they ask you if the author’s tone is sardonic or magnanimous, even if you understood the reading, you might not get the right answer because neither of those words would be used in context.  At least with the old/current SAT, you could learn a strategy for solving those fill-in-the-blank sentences.  With the new test, no such luck.

So don’t throw away your vocabulary books.  (By the way, one of the BEST vocabulary books, especially for students who already have a reasonably broad lexicon (again, look it up), is Word Power Made Easy by Norman Lewis.  It’s a rather ancient book (I was assigned chapters from it when I was in 7th grade, when phones were still attached to the wall with curly wires!), but year after year, the vocabulary in that book still shows up on SATs.  Furthermore, the author’s dry wit makes expanding one’s vocabulary almost fun!

If you plan on taking the new SAT, which will be offered starting in March 2016, it’s more important than ever to read, read, read.  You might put a sticky-note inside the front cover to note words that are unfamiliar to you (or even more likely, that are a little familiar to you but you couldn’t define).

Pay particular attention to common words  used in an unusual way.  (For example, as in the list above, grave normally means a hole in the ground for a dead body, but what does it mean when you say someone gave the student a grave warning?)

And lastly, don’t let your grammar get sloppy.  Grammar is now part of the reading section of the SATs.  So if  you are a stellar reader but think it’s okay to say, “Between you and I, Tom has less girlfriends than Ted,” you’ll ruin your critical reading score. (You caught both errors in that sentence, right?)

If you have any questions or need help, contact me at http://www.wendysegaltutoring.com or at wbsegal@gmail.com or on my Facebook page: https://www.facebook.com/Wendy-Segal-Tutoring-Highschool2college-202183139820161/timeline/

Wendy Segal

10520828_935072746511716_41317665270618143_n

May 11, 2015

How Much Will My Scores Go Up With Tutoring?

I get asked this question all the time.  When I’m on the phone with a parent and he or she can’t see me rolling my eyes, I just say, “It depends.”

Before I tell you what it depends on, permit me a not-so-brief rant.  

The press is full of articles and blog posts lately decrying the new SAT and wondering if college entrance tests are necessary or fair.  Anyone who knows me knows that I’m far from a fan of the new SAT.  But that doesn’t mean that a national standardized assessment isn’t a valid way for colleges to get an idea of whether a student can handle college-level work.  I encourage you to read this blog post that was in the New York Times recently about the new SAT, the old SAT, and whether either of them are worth anything.  Does the author seem to make sense to you?

Well, it’s nonsense.  I belong to several LinkedIn groups of SAT and ACT tutors who generously exchange information, insights, techniques, and news.  One of the participants, Matt McCorkle, co-founder of Clear Choice Test Prep in California, gave me his permission to share his comments with you.  Read his reaction to the New York Times article, and I think you’ll agree with him – and me. (Click here: Matt McCorkle)

Now, to answer the question, how much will my scores go up with tutoring?

1.  How much your score will go up depends on where you’re starting.  If you tell me that your writing score (the grammar part) is currently at a 420 out of a possible 800, I am confident that I can help you get your score up into the 500s or better.  Can I expect a similar 100+ point improvement if you come to me with a score of 700?  It’s not as likely that you’ll make as dramatic an increase.  Will you go up?  Probably.  By the same amount as someone who starts lower?  Probably not.

2.  How much your score will go up depends on your native ability in that area.  If you’re a good reader with a modest vocabulary, I can pretty much predict that your score will go up much more than that of a poor reader – or someone who just avoids reading.  If you’re fairly good at math, we’ve got a better shot at increasing your score than if you’ve always hated math and really haven’t mastered fractions.

3.  How much your score will go up depends on how much work you’re willing to put into it.  Work doesn’t just mean time.  When I have a student here in my home office, and as we’re grading a section that student is staring out the window, chances are his progress won’t be dramatic.  If I have a student, on the other hand, who wants to know why each wrong answer is wrong and why my answer is right, that student is actually learning from the process of taking practice sections and I can bet that that kid will indeed make a nice improvement.  If I ask you to do an essay at home, and you don’t, and I remind you the next week and you still don’t, it’s much less likely that your score will go up.  Just showing up at tutoring sessions is good and it helps, but not as much as showing up willing and ready to learn and become invested in the process.

4.  How much your score will go up depends on how nervous you get during standardized tests.  Some kids just panic.  It’s hard to score brilliantly when thoughts of “I’m no good at this.  I’ve never been good at this” are running through your mind.  One of the best benefits of tutoring is starting to build a sense that, although you won’t know precisely what’s on the test, you have a strategy for dealing with every type of question and that you’re as well-prepared as anyone in the room.  Still, kids who have a history of doing well on standardized tests go into a new testing situation with confidence and seldom second guess themselves or change answers just because they don’t trust themselves to answer correctly the first time.

Can tutoring really help my score?  Yes it can.  But read this blog post to see how and why your score will improve and why it really can’t be measured accurately.

If tutoring can really improve a student’s SAT or ACT score, isn’t that sort of unfair?  Yes, it is.  But the SATs and ACTs never promised to be an intelligence test.  It’s about being prepared for the test – both by virtue of having the academic skills necessary to perform well and having learned the techniques needed to gain the maximum score.  With or without a tutor, with or without a prep course, you can read the instructions in the beginning of the prep books, take practice tests over and over, grade them, analyze your wrong answers to see where you went wrong, draw conclusions about the type of questions you’re missing and try to fill in those gaps.  A good tutor can focus this process for you, but you can manage very nicely without any help at all if you’re self-motivated and are prepared to be honest with yourself about your weaknesses and are ready to work hard to improve.

Is it easier to improve with a tutor? Yes, it is.  It’s easier for the same reason it’s easier to get stronger with a trainer at the gym than it is to workout alone at home.  A tutor or coach can give you motivation, techniques, strategies, insights, and either a pep talk or stern lecture, depending on which you need.  But you can do it alone if you really, really put yourself into it.  And you can’t get more fair than that!

 

 

March 6, 2014

Everything You Need to Know about Changes to the New SAT

=======================================================

The College Board today announced sweeping and substantive changes to the SATs (click here to get the College Board summary).  Note that these changes will go into effect in 2016 and will affect current ninth graders.   If you are in 10th through 12th grade, none of these changes apply to you.

Here are my initial thoughts and a review of the changes – before I read what my colleagues and the pundits have to say about the one-hour announcement I just heard streaming live.

Clearly, the College Board takes itself very seriously.  It seems to think that the success of America – and indeed the world – is dependent on what the College Board does.  There were soaring pronouncements of how their new test and policies will lead to more minority students applying to more selective colleges and thereby able to go on to more successful lives.  Specifically, the College Board is going to be focused on supporting worthy African Americans, “Hispanics,” and Native Americans in a most avuncular way.  (Sorry, I didn’t mean to use what the College Board now calls an “SAT word,” one which their spokesman said isn’t likely to be encountered in the real world.  Forget you heard me use “avuncular.”  I didn’t mean to be supercilious.  Oops, I’ve done it again!)  The spokesperson implied we already have quite a few Asians (and we all know that all Asians are alike, don’t we?) who take AP classes and apply to selective schools, but what about the other minorities?  They will be given college application waivers and will be encouraged to take AP classes in high school and will be given counseling to make sure they apply to more selective colleges.  (Sadly, the College Board spokesman didn’t address the dismal rate of non-completion of college by these same minorities.  It’s good to get them in, but more attention has to be given to why there are such high minority withdrawal and/or failure rates.)  Much of the College Board’s initial comments had to do with encouraging more students to take more AP tests.  I wonder who designs AP tests, which cost about $90 each to take?  Oh, yes – the College Board!

MAJOR CHANGES:

1.  SAT tutors like me seem to be at the heart of the problem.  David Coleman, head of the College Board, said that my helping students prepare for the SATs isn’t fair.  And my charging for my time, effort, and expertise REALLY isn’t fair. So he’s going to help students prepare for the SATs.  Khan Academy, which I actually really respect and often recommend to students, will be providing free online videos and sample SAT questions.  Of course, he also said the College Board designed the new SAT to be one that will require diligence (oops, another “SAT word”!) and achievement in ongoing class work so that prepping won’t really help, but never mind – they’ll provide free prepping anyway.  But it won’t help.  But they’re going to give it to you for free.  But it won’t help.  (Yes, he spent a lot of time on that point.)

2.  Writing is crucial to high school and college success – so they’re going to make the essay optional, just like it is on the ACT.  (I wonder if colleges will, after 2016, stop requiring the ACT with writing now that it’s optional for both tests.  I hope so.  A quick, on-the-spot essay is a poor way of judging writing skills no matter what the essay topic is.)  The essay, if a student wants to take it, will be scored separately and will NOT be part of the SAT score.  The new 50-minute essay will be somewhat like a DBQ (document-based question) in that you’ll be asked to read a persuasive essay and/or a series of graphs and explain the persuasive logic employed.  I can’t imagine a lot of kids opting for that essay unless colleges absolutely require it.  The ACT essay, on the other hand, asks students to comment on a topic of general interest to average high school students, like “Should public school students wear uniforms?” or “Is it fair for high schools to require community service?”

3.  They will be going back to a 1600 score, which was the measure before 2005.  Reading and writing (not the essay, just the grammar) will be one combined score out of 800, and math will be the other component, again out of 800.  The essay, as I said, won’t be included in that score, just like they do it on the ACTs.

4.  The reading will include a wider range of subject matter including social studies and science (with graphs and tables), just like they do on the ACTs.  (Are you starting to see a pattern?  By the way, the College Board didn’t say they want to be just like the ACTs, but it’s rather obvious.  Of course, these changes have nothing to do with the fact that, as of last year, more students take the ACTs than the SATs.  Pure coincidence!)  In addition, every SAT will include at least one reading from the seminal (sorry, another “SAT word” that you’ll never see in real life) documents of American government and politics, such as the Declaration of Independence, U.S. Constitution, or Federalist Papers.  (I’m not sure how this jives with Mr. Coleman’s statement that the SAT is a global test, but never mind about that.)  Questions will be not only on the content of the reading but will ask students to identify how or why they believe their answer to be correct.

5.  As I said before, there will be no more “SAT words” on the SAT.  In fact, there will be no more sentence completion questions at all, just like on the ACTs.  Instead, they will expect students to know myriad meanings (oops!) for words.  The example Mr. Coleman gave was “synthesis.”  Synthesis, he said, is a word that all of see all around us every day.  Not true for me.  Maybe it’s true for you.

6.  Grammar will be assessed within the context of editing, just like on the ACTs, but it will no longer be a separate section.  I actually like that.  This change will prevent students from asking me to tutor the reading only and ignore the grammar, which many colleges don’t care about.  I think everyone, including college admissions people, should care about clear, correct grammar, but that’s just my personal prejudice.

7.  Math will be more practical and will include sections in which students can use a calculator and sections in which they may not.  Actually, that’s another good idea.  As I wrote on my Facebook page recently, a startlingly high number of my suburban, college-bound students cannot add three two-digit numbers without a calculator, and that’s just wrong.

8.  In an effort to make the math more practical, the SATs will focus on numbers, logic, algebra, and functions.  Gosh, who needs geometry?  Certainly not engineers or anyone trying to figure out how much wallpaper to buy for her bedroom!  Coleman seemed to say geometry will be out completely.  (Now you math people can understand my frustration with eliminating vocabulary.)

9.  Biggest change:  there will no longer be a penalty (point deduction) for wrong guesses, just like the ACTs!  Remember, this is only starting in 2016, but I’m sure the 9th graders are relieved.

Why would any student want to take the SAT (after 2016) when the ACT is faster, easier, just as widely accepted, and a known factor, rather than this longer, less familar new SAT?  I certainly will be suggesting that my students, at least in the first year or so after the new test is in place, focus on the ACT.

As I take a deeper look into the changes, I might have more to say, but I was eager to get my take on the announcement out to my students, their parents, and local guidance counselors as soon as possible.

I welcome your comments!

sat cartoon 1

Wendy Segal

http://www.wendysegaltutoring.com

March 2, 2014

Is Early SAT Prep Worth It? Is SAT Tutoring Worth It?

—————————————————-

I recently wrote a blog post with specific advice about how parents can help their students begin preparing for the SATs in middle school and early high school.

This week, a book was touted by local press in which a mother studied for and took seven SATs with her child.  Her advice agreed that it’s most effective to begin preparing years before the actual SATs.

Now I’d like to tell you WHY students should begin to prepare so early – and why it’s never too late or a waste of time and money to engage a private tutor.  

Is this shameless self-promotion?  Not really.  I already have a very busy practice, and this information is valuable whether you choose to work with me or another tutor.  In fact, as the mother who wrote the book (above) showed, you can be as own your child’s tutor if you have the ability and time and if your student will let you!

1.  Your student’s SATs will help him get into an appropriate, affordable college.  You all know that most colleges do consider a student’s SAT and/or ACT scores as part of his application package.  The larger the school, the more it relies on numbers for evaluation – numbers like GPA and SATs.  State colleges especially have a huge number of applicants and rely on numbers to eliminate some students on the bottom and grab some students on the top.  And state colleges – your state’s or another state’s schools – are generally thousands less expensive than a private college or university.

2.  Some colleges use SAT scores to give out merit aid scholarships.  Some just use the math and critical reading scores, others add the writing score.  Money spent on a tutor now might add up to much more money in college aid later.

3.  Very high PSAT scores might get your student a National Merit Letter of Commendation, Semi-Finalist, or Finalist designation.  These designations often turn into scholarship money, but even if your student’s first choice school doesn’t give aid based on the PSATs, a National Merit designation enhances her college application.  All schools like to brag that they have plenty of National Merit Scholars.  With a little early tutoring and the ability to score well on standardized tests, you could be one of those scholars, but the PSATs are given early in 11th grade, so many start working over the summer after 10th grade.

4.  Some employers ask for your SAT scores – even after your student graduates from college.  Articles like this one from the Wall Street Journal come around every year or two.  It might not be fair but it does happen:  Employers look at SAT scores when hiring for some types of white-collar jobs.

And for the most important benefits:

5.  I work with students to improve their grammar skills.  When was the last time your student studied grammar?  Has your student’s English teacher ever explained to her why a sentence written in the passive voice is weaker than one written in the active voice? Writing well is a skill that will be important in college and for most of one’s life.  Write a letter to the editor, write a proposal for a client, write a note to your child’s teacher, write an email to your boss – and you’ll be glad you studied grammar with me.  Your subjects will agree with your verbs, your pronouns will have clear antecedents, and your participles won’t be hanging.  Being able to write clearly and confidently will come in handy even when the SATs are a distant memory.

6.  I work with students to improve their test taking skills.  I watch kids answer test questions 5 days a week.  I watch some kids get low scores even though they have high grades, and others with modest grades get high scores.  Why are some students better test takers?  A private tutor can watch your student answer questions and correct his technique.  Some kids don’t pay enough attention to the question (they read the answers and hope something seems “true” to them).  Some kids second guess themselves and talk themselves out of correct answers due to lack of self-confidence.  Some kids race through questions because they’re afraid of running out of time or just because they want to be done with the test, often misreading questions.  Some kids need remedial vocabulary help (you can’t tell whether an author’s tone is curmudgeonly or benign if you don’t know what those words mean). That level of individualized instruction simply can’t be done in a class or small-group setting, but experienced private tutors do that sort of analysis and correction for a living.

7.  I improve students’ reading comprehension.  Yes, they read novels in school, but are your students reading persuasive essays like those on the SATs – and in news magazines?  Can your student understand an author’s tone – and how an accomplished reader can figure it out?  Many students can give me a one-sentence summary of an essay, but so many can’t put the individual sentences in their own words.  Understanding what you’re reading makes college studies easier. When you really understand what you’re reading, reading becomes less of a chore and more of a pleasure – a lifelong benefit indeed!

peering stupify demise

Wendy Segal

 http://www.wendysegaltutoring.com/

December 17, 2013

Major Changes Coming to SAT – and Why Middle School Students Need to Know

Major changes are coming to the SATs and ACTs.  They were supposed to be implemented in time to affect today’s high school sophomores, but the College Board just announced that they changes will be delayed by a year. What will those changes be?  Well, no one knows for sure, but there have been some hints.

Changes to the ACT:

While the press has hinted at changes to the content of the ACTs, the only change that the ACT organization will confirm is that they will offer a computer version in addition to the paper-and-pencil version of the test that students now take.  Students in some (but not all) states will have the option beginning at some time during 2015 to take the ACT test at a computer testing location and leave with their scores in hand as is done for the GRE graduate school exam.  While that sounds like an attractive feature, most students I’ve spoken to are justifiably leery of a computer-based test.  (Interestingly, most adults think it’s a swell idea but most kids, who are more familiar with computers, don’t.) What if the computer freezes?  How difficult will it be to go back and review your work?  Is it easier to hit a wrong letter than it is to circle a wrong answer in the booklet and then bubble the wrong letter on a scantron sheet?  At least for the first year or two, I concur with those students who tell me that they’ll take the paper-and-pencil version until the computer version is well tested.

Changes to the SAT:

The College Board has been hinting at major changes to the current SAT exam format, changes that would, according to their latest communications, impact current 9th graders.  Why the changes?  For the first time last year, more students took the ACT than the SAT.  (I recommend ALL high school juniors take at least one SAT and one ACT before determining which is their stronger test.)  Clearly, that fact has the College Board shaken.  And the scores of those who have taken the SATs this past year have been disappointing nationwide.  Several years ago, when the average SAT scores declined several years in a row, instead of insisting that we examine our education system, the College Board merely “re-centered” the scores so students had to get fewer correct to achieve the same score.  Just like the can of tuna that used to have 7 ounces, then 6.5, then 6 ounces, and now 5.5, a student can get several critical reading questions wrong and still get an 800 which used to indicate a perfect score.

The new SAT essay, added to the test in March 2005, has been roundly ignored by college admissions people, who find length of essay a poor criterion for grading anything. David Coleman, president of the College Board, has said that the written essay will be moving more toward content-based questions on the essay (right now, you can make up whatever you like as long as the essay itself and your sentences are long).  The SAT essay, then, might become more like a social studies DBQ (document-based question).

Some pundits have examined a statement by the head of the College Board that some of the more esoteric “SAT Vocab” words will be removed and easier words that are more commonly used emphasized.  Since students’ vocabularies have worsened over the past many years, instead of encouraging students to learn more, they’re going to make the test easier.  Others have discussed the possibility that the SATs will focus on words with multiple meanings.  In an article in The Atlantic, James S. Murphy quotes a College Board official as saying, “Vocabulary in the new SAT will focus on multiple meaning words and phrases that ask examinees to determine their meaning based on the context in which they are used.   Testing to see if the examinee knows the one and only one meaning of a word will no longer be tested in the new SAT.  Rather, we will be testing students’ understanding of the meaning of words in context.”  I wonder if they are considering eliminating the sentence-completion questions entirely.

If the College Board begins to concentrate on these words, lists of so-called “SAT vocabulary” won’t help much.  If multiple-meaning words become more important, a student won’t need to know what “somnolent” means, but will need to know that “discriminate” doesn’t always mean to act in a biased manner.  (It means to be able to discern fine differences between similar things, like having a palate so discriminating that you can tell the difference between Coke and Pepsi.)  For those who follow my Facebook page or who are on my email list, I’ll be compiling a list of some of these words that have been used by the SATs in the past few years.

But the best way, actually the only way, to prepare for the new SAT vocabulary strategy, is to read.  Students should be reading daily!  (Yes, even on weekends and on vacations.)  Students should be reading in addition to anything assigned by the school.  Students should be reading magazine articles.  Students should be reading essays and speeches.  (Try 50 Essays if you want a student-friendly anthology.) Students should be reading biographies, novels, short stories.  (Check out these collections  or this one or this one by one of my favorite funny authors – all available on Amazon.com.) Students should be reading things that are slightly harder than they think is comfortable.  In short, students should read.  Always have a magazine in the bathroom, a hardcover by your bed, a paperback in your backpack, and a Kindle in your pocketbook.  And parents should model this reading behavior by reading when and where their students can see them, and by discussing what they are reading.  (Nothing makes someone want to read like an enthusiastic review.)

Predictions are that the gap will widen between high- and low-scoring students, at least on the critical reading section.  And the single determining factor, the greatest predicter of whether your student will score low or high, will be his long-term, ongoing reading habits.

While current freshmen will be affected, all this reading needs to start in middle school, just when most students lose interest in reading.  I blame the sorts of books assigned by middle school teachers.  In my town, nearly every book students have to read centers around abuse or death.  My kids had to read books on killing young people, killing soldiers, killing birds, child abuse, and sexual abuse.  They read all about all sorts of heinous behavior as middle school students to the exclusion of anything else.  If it weren’t for me, my sons would have thought that all reading is disheartening.  I understand that teachers must think kids can relate better to reality, but I disagree.  Most kids I know who love to read, love to read fantasy or science fiction.  So why not assign some books that take kids out of their own worlds into another, be it real or imaginary or historic or foreign?  If the school won’t assign books like that, parents, please be your student’s reading coach and encourage him or her to read something engaging.

Students, if you believe that attending a competitive college might lead to a successful future, you need to prepare to get into a competitive college by getting good grades and good scores.  And you need to prepare to get good grades and good scores by reading – starting right now!

(Don’t hesitate to look up any words in this blog post that you don’t know!  And if you need book suggestions, I would be only too happy to help.)

Wendy Segal

http://www.wendysegaltutoring.com

October 5, 2012

How to Write the SAT Essay

First, I need to tell you that the SAT essay doesn’t count for much.  It’s 30% of the writing section, and the writing section is only one third of the SATs – and the least important third, at that.  The colleges know that most writers don’t do their best work with a forced topic in 25 minutes.  So promise me you won’t stress over the essay, okay?

Here’s the bottom line:  What the graders are looking for in the SAT essay is length.   They’d prefer a long, mediocre essay to a short, powerful essay.  So keep writing until you’ve used up all the space they allow you, which is the equivalent of about both sides of a sheet of notebook paper.

The best way to answer the question is to think of three examples to support your position:  an example from literature, an example from history, and an example from current events.  If you can’t think of one, double up on the other.  So if you can’t think of an example from history, use two works of literature, or two current events, or even one current event and one movie/fable/song/TV show.

Suppose the question is, “Do kids have heroes any more?”  You should be thinking, “In what book I’ve read in school (NOT Harry Potter!) is there a hero?”  What comes to my mind first is Atticus Finch in To Kill A Mockingbird.  (That’s a great book to use, by the way.  It has lots of juicy themes.  If you don’t remember it, go read the SparkNotes to re-familiarize yourself.)

Then I’m thinking that George Washington is a hero (father of our country and all that), and that the first responders on 9/11 were heroes.  Add an intro that mentions all three examples in case you don’t get to finish (they’ll see where you were going), and a one-sentence conclusion if you have time, and you’ve got yourself an 8 out of 12, presuming your grammar and spelling aren’t atrocious.

8 out of 12 is pretty good, sort of like a B+.  Not amazing, not embarrassing.  Just pretty good.

How do you get better than an 8?

Make sure your examples are connected or related.  What if I picked Atticus Finch again, but this time, I asked myself, “WHY is he a hero?”  He’s a hero because he was a white man who stood up for the rights of an unfairly accused black man in a prejudiced town.  This time, instead of a history example that just happened to pop into my head (George Washington), I think, “Do I know of anyone or group of people in history who also stood up for African Americans – even though he or they weren’t part of that group?” Perhaps now I think of Abraham Lincoln instead, since he championed the freedom of blacks despite the risks to his political career and his life.

And instead of the first responders, perhaps this time I think of whites who marched in civil rights marches in the south to protest unfair treatment of blacks in education and housing and transportation and other areas.

NOW my introduction starts with that theme, that heroes are people who stand up for others who can’t stand up for themselves.  NOW my examples are connected and make sense.  NOW, if I can write a decent essay, I get a 10 or 11 out of 12.

What if the question can’t be answered with a book, a historical example, and a current example?  What if the question is something like, “Are innovations in technology always a good thing?”

If your answer includes three thematically-tied examples, you’re on your way to an outstanding essay.  You might use the railroad, the car, and the plane either as examples of innovations that were good or flawed, but they’re all transportation.  You might use the pager, the car phone, and the cell phone, but they’re all communication devices.

Let me end as I began.  The essay just isn’t that important.  But why not get as good a score as you can?  Three linked examples in a long, long essay should do the trick.

Wendy Segal

http://www.wendysegaltutoring.com

July 25, 2012

Everything You Need to Know About The College Application Essay

So far, it has been a glorious summer in New York.  Not too cold, not too hot (not too hot for me, anyway), not too dry, not too wet.  I’m sure the very last thing you want to do now is write a college essay.  Too bad.  The summer is passing quickly and if you’re going into your senior year in high school, it’s time to write your college application essay.

There was a wonderful article ta couple of years ago in the Washington Post (wonderful because it reiterates all the advice I give my own students) about writing a college admission essay.  Keep reading, and I’ll tell you about it.

I know that many high schools provide time for you to write your essay in English class in the fall, but don’t wait.  First of all, your English teacher isn’t an expert in college essays.  In most classes, he will distribute an article and/or a sample essay, and then sit back while you struggle with what to write and how to write it.   He can’t help you much because in most cases he only met you a few weeks before and doesn’t have the slightest idea what you should write about.  Secondly, your English teacher will have dozens and dozens (and dozens) of essays to grade and at best will scan your essay for obvious spelling errors.  Most of all, if you think you’re busy now, imagine how busy you’ll be in September and October.  So don’t wait.

But what should you write about? The first step is to answer the question.  What question?  The question that the college wants you to answer.  Most colleges accept the Common Application, a generic college application that purports to allow you to apply to many schools at once.  In previous blogs, I’ve written about my concerns about the common ap, but some schools only accept the common ap, so start there.

Print out the common application.  Every college application is some variation of this form.  You’ll want to complete this in pencil, so hang on to the version you’ve printed out.  The essay questions are at the end of the application.

Print out applications of other schools that you are interested in. Nearly all schools have their applications available online, so just print them out and read the essay topic.

Group the applications by essay topic. See if you can write one essay that would fit for 5 or 6 colleges.  Sometimes kids spend all summer writing an essay that will only work for one college.

I might as well confess this now (buried as it is in the middle of my blog) that there isn’t one college essay.  You’ll probably have to write at least 3 different essays because different schools want you to respond to different questions.  Sorry to be the one to break that news.

The goal of the essay is to let the college know something about you it couldn’t find out from your transcript, your resume, or your application.  They already know from your application if you play a sport.  They know about your community service activities.  They know how smart you are by your grades.

But what makes you different from the other kids on your team?  What makes you different from the other B+ students in your English class?

The best essays portray a moment in time, an insight into the “real” you.  The best essay I ever read was written by a student of mine, Chris M.  He was just an average student in high school, about a C+ student if I remember.  But he wrote about his first hunting trip with his father and his uncle, a trip he had longed for as a child.  Now here he was, in the frost of fall morning, alone with his gear and his gun, praying that a deer didn’t come by because he realized he didn’t really want to kill a deer after all, remembering his grandfather who had died hunting, and thinking that this was way more important than sports or girls.  It was brilliant, charming, engaging, honest.  Sure, it needed cleaning up, but every line showed me a Chris I hadn’t known in all the weeks we had done SAT tutoring together.  (He got into his first choice college.)

Have you had an experience that shows us an insight into who you are, what makes you vulnerable? Read thisexcellent advice on writing a college essay from the Washington Post.   Now there are at least two of us telling you the same thing: write from the heart, be humble, don’t take yourself too seriously, show them who you are.

Here are essays that you should avoid. I’ve read DOZENS of each of these, and if I gag reading these, so do the admissions people.

  • I play sports, and I blew the big game, but I worked hard and came back to victory
  • I play sports, and now I understand about personal effort and teamwork
  • I went to Nicaragua (or Arkansas) and now I realize that there are poor people in the world and I’m very lucky
  • My mother/father/aunt/cousin had a dread disease and now I’m going to cure cancer/multiple sclerosis/heart disease
  • I most admire my dad because he’s a swell guy and he works hard for our family
  • I’ve gone to Israel/Italy/Argentina on vacation and now I understand people of the world
  • My family moved when I was 8/10/15 and I had to really define myself

I do a lot of work with kids on college essays, and I know we’ve hit on the right topic when they begin to smile.  If it’s something you really want to write about, it’s more likely that someone else will want to read it.

Lastly, keep it to 500 words. That’s about one side of a typed page at size 12 font.  When the application says 500 words, they mean 500 words or less.  Not 501.  501 says you don’t know how to follow directions, you don’t know how to edit, or you think what you have to say is more important than what other kids have to say.  Take the word counts seriously!

Write an essay or two and leave it for a few weeks. Look at it after a while.  Is it as good as you thought?  Should it be revised?  Or should it be scrapped for a new topic?  Show it to a friend or family member.  Take your time.

But don’t take so long that the summer passes by completely.  Get started now, and let me know if you need help getting started.

Wendy Segal

Next Page »

Blog at WordPress.com.

%d bloggers like this: