2-28-09
The Perfect SAT Score

Last week I ran across an article about an Irvine, CA teenager who earned a perfect score of 2400 on the SAT in 2007.  The young woman participated in community service in high school, is interested in science and planned to attend MIT.  She said that she started preparing for the exam early and was surprised by the perfect score because she had never scored 2400 on any practice test she took.  The article got me thinking about the significance of a perfect SAT score.  How many students earn a perfect score each year?  What is the profile of such a student?

I did some digging and found some information:

• In 2008, there were about 1.5 million test takers.
• In 2008, there were 294 perfect scores of 2400.
• 167 of the students earning perfect scores were male and 127 were female.
• 6677 students who took the exam scored in the top 1st percentile with a score above 2290.
• Most students take the SAT twice.
• In general, a student’s socio-economic background is closely correlated to their test score.

I stumbled upon another interesting kid, this one from Woodbridge, NJ, who scored a perfect 2400 on the SAT in 2008.  This young man reported taking the SAT for the first time in 7th grade and then once a year every year thereafter until achieving the perfect score in his junior year.  The approach taken by the NJ student is particularly interesting because the College Board, the company that owns the SAT, reports that only 15% of students take the exam 3 or more times and that repeated test-taking is unlikely to raise scores.  However, the College Board data likely only reflects “official tests” and not practice tests administered by test coaches. (Note that the NJ student also scored a perfect 800 on the SAT Biology Subject Test – through lots of practice…)

In fact, there is evidence that as a version of the SAT gets older, the number of perfect scores increase.  Thus, contrary to College Board’s assertions, it is most definitely possible to effectively prep for the exam.  As coaches become more intimately acquainted with the types of questions historically given, it makes sense that they can better prepare their students.  Of course, there is no magic bullet, just hard work on the part of the student.  But knowing in which direct direction to fire is vital.

Posted by Marlisa Johnson at 6:56 pm.

 

2-19-09
Secrets My English Teacher Never Told Me

Secret number two:  answer the why.  The “secret” to earning a higher grade on essays is remembering to answer the why.  Students are very good at explaining what: what character A did; what the setting is; what symbols and other literary devices are evident in a text, but they often miss this important step – answering the why - that leads essays to analysis, thus earning a higher grade.  For instance, a student might fully understand what has happened in a text:  i.e. Character Y has done X to Character Z, and the student discusses this event.  But the “secret” to earning the top score is to discuss not only what has happened, but also why it has happened and how the event impacts the text/characters.  A good trick to remember is at the end of each sentence, ask the question “why.”  And then answer that question.  But wait – you’re not done yet!  Ask why again and again – this is what I call exhausting the why – also known as writing a complete analysis.  Sometimes, asking why will lead to an obvious “how.”  Ask and answer that question too. Remember that answering why leads to analysis; asking how leads to evaluation.  In English teacher speak, answering these questions means a student is demonstrating “critical thinking.” Teachers like this, and they reward skillful critical thinking with higher grades.

Posted by Angela Cobb at 9:07 am.

 

2-16-09
Secrets My English Teacher Never Told Me

Students often tell me they’re not sure what they should do to earn a higher grade in English. Sometimes, they do well; sometimes, they don’t; and they’re never quite sure what they did or did not do that made the difference between the C and the B, or the B and the A. As an English teacher, I strongly believe in transparent grades; students should be fully informed of what they must do to earn the grade they want before they ever begin the assignment. Over the next several weeks, I will reveal some of these “secrets” to ensuring higher grades in English:

Secret number one:  grammar is the art of classifying. It’s that simple. Different types of nouns, different types of verbs, verb phrases versus verbals and modals – students can go crazy trying to figure out which one is which because they look at grammar as “new” learning. But grammar is not new. Students have been speaking English for many years, using verbals, modals, and the full contingent of confusing grammatical concepts, and using them correctly, without knowing the names of the individual concepts. Grammar teaches students how to classify these concepts to ensure correct usage. If students view grammar as classification instead of confusing lists of rules, grammar study will become much less complicated.

Posted by Angela Cobb at 12:18 pm.

 

2-11-09
We Survived Mid-Term Season (Again)!

The majority of our clients are currently suffering through their mid-term examinations.  What a stressful event for all involved!  Parents must become the bad guys and are on 24-7 study patrol.  Teachers must create review packets (that many students won’t even bother to complete), topic lists and most importantly they must grade all of the exams (often) in one night.  Tutors must create review packets (which many students won’t even bother to complete), must listen to non-stop bitch marathons and must conduct appointments into the wee hours of the night in order to accommodate everyone.   Students must learn new material 4 days before the exam (some teachers really are obnoxious), must re-read 200 pages of their history textbook and they must complete all of those review packets.

And yet at the end of the season, I always feel a sense of accomplishment.  We, the adults, actually successfully tricked the students into studying – studying a lot.   The big exams compel students to spend the greatest amount of focused study time that they will spend the entire school year.  So twice per year, the kids are bringing some serious dedication and commitment.  HA!

Posted by Marlisa Johnson at 7:34 am.