SHOULD I BOTHER TO TAKE THE ACT OR SAT?

FIRST CHOICE COLLEGE: "Applications do not require an ACT or SAT exam."

MOM & DAD: "So do we bother with either exam?"

TUTORING RESOURCES: "That depends...

 SHOULD I BOTHER TO TAKE THE ACT OR SAT?

More and more colleges and universities are rescinding a previous requirement to include a college entrance exam score with the admissions application.  This may be a bright spot in your student's path toward moving on to the next step in education.  Some students shouldn't worry about the tests and move instead on filling in other areas of their curriculum vitae, like leadership, grades, and non-academic talents.  Here's how to decide which, if any, exam to prepare for.

 

WILL THIS TEST HELP MY APPLICATION?

EMERGING STUDENT:  If your student had a considerable change in grades since Freshman year, adequate ACT or SAT study could help to bolster a lackluster former performance.  An exam score higher than the GPA, substantiated with an essay describing a viable reason for the positive trend and a preplanned discussion point for admissions interviews, would demonstrate the student's current intellectual commitment and status.

ADVICE: Begin studying for the test with at least 4 months of assessment, practice, original learning, and creating resources to use in college. The goal score for the ACT should be above 24 and for the SAT, above 1250.

 

AVERAGE STUDENT:  If your student happily brings in C's and B's, GPA between 2.0 and 3.0, and is applying to a school that only requires an ACT of 21, it may be more constructive to invest time and resources on an activity in which the student excels.  The goal of every college application is to help the student stand out from the thousands of other hopefuls.  For many of us, academic work is only a fraction of our skills and talents and is frequently not what counts as success in life.

ADVICE:  Consider a cost-benefit analysis to analyze your options, including whether the test results will be productive.  If the entrance exam score would simply fall within the average range of 21 to 24 (ACT) or 1070 to 1210 (SAT)  List your student's extracurricular activities and evaluate how these could contribute to the well-rounded applicant most colleges are looking for.

HIGH ABILITY STUDENT:  If you are the lucky parent of a student who consistently achieves high academic grades without excessive prompting, a merely above-average score on a college entrance exam might survive only the first cut.  High ability students (and their parents) quickly learn there are a lot of good students out there, each one of them representing the competition for admission.  For the high-ability student, especially those with, for example, a 4.3 GPA on a 4.0 system, achieving a "nearly perfect" score can be crucial.

ADVICE:  It is more difficult to raise an ACT score from 31 to 36 than it is to elevate a 21 to a 26.  Same 5 points, but with an entirely different approach.  High ability students study differently and need more focused preparation from a knowledgeable mentor. 

The self-motivated student should be encouraged to find their own errors, correct them, and highlight a plan to avoid similar mistakes in the future.  It is well worthwhile to engage a private tutor to guide the student through material that is new or presented in unique ways, someone who knows the test and can predict the concepts covered in the test and the ways in which understanding of the concept are tested, who has experience with retired tests and training in tailoring information to the student's learning style. For this academic approach, the homework goals should be stringent, with a maximum target of no more than 2 errors in any section of either test.

 

OVERARCHING CONSIDERATIONS

1.  Check out the guidance provided by your considered schools.

    a.  If no test is required, seriously examine whether the time, effort, and cost of studying for and taking the ACT or SAT is worthwhile for your student and family.

    b.  Some schools with not even LOOK AT test scores, so don't bother to send one.

    c.  If a "good" score will enhance your student's application, weigh the benefit of the school's tuition reductions and scholarships based on test score.

2.  Assess your student's academic history and commitment to set, strive toward, and achieve a realistic goal.

3.  Start now to work smarter, not just harder or longer.  For high ability and emerging students, studying with an experienced tutor can expedite progress to achieve a realistic goal score.

Dr. Sandi Ferguson is owner and lead tutor at TUTORING RESOURCES in Barrington, IL.  TR has been guiding students through the college entrance exam experience since 1989.www.tutoring-resources.com

 

LAST DAY TO CRAM BEFORE THE ACT - MATH TIPS

Last day to CRAM for the ACT!  Let's look at Math.

Math equations that you will need to use.

     SOH-CAH-TOA

     Pythagorean Theorem
          a^2 + b^2 = c^2

     distance = Pythagorean Theorem
                   = √ [(X1 - X2)^2 + (Y1 -Y2)^2]

     slope = rise over run
              = ∆ y/ ∆ x
              = (Y1 - Y2) / (X1 - X2)

     Mean = Average = Sum / Number

     Median is the middlemost

     Mode is the most frequent

     Midpoint = (the average x, the average y)
              = [(X1 + X2)/2, (Y1 + Y2)/2]

     All AREA formulas:
         Parallelogram....bh
         Triangle.....1/2 bh
         Trapezoid (often forgotten, frequently needed).....1/2 (b1 + b2)h
         Rhombus and Square (special ones using diagonals).....1/2 (d1)(d2)
         Circle.....π r^2

     General VOLUME formula:
         Flat-top prisms and cylinders……area of the base times height
         Pointed-top cones and pyramids..(area of the base times height) / 3

     Probability
         Successes / Total Possible

PROCESSES that will come in handy.

     1)  Set up ratios and proportions
          for SIMILAR TRIANGLES
          for RATES
          for CONGRUENT FRACTIONS

     2)  Write out equations and substitute values

     3)  Use all the data provided.

     4)  Draw diagrams.

     5)  Use the calculator to visualize by graphing and to check calculations.

     6)  Compare fractional values by finding a common denominator.

Don't get hung up on a single question.  Remember that the score is an accumulation of points, so missing 1 is not as bad as not finishing all 60.  Plan to spend the least amount of time on the first 30, an average of 1 minute or less on 31 through 45, and invest the remaining time efficiently on the final 15.  This last group will probably contain the most challenging problems, but be sure to recognize the 2 or 3 that are super simple; they are your reward for getting that far within the allotted time.

GOOD LUCK!!!

ACT 2 DAYS TO EXAM - ENGLISH TIPS

Only 2 days left to CRAM for the ACT.  Since you’re probably applying at an American school, let’s make sure the English section demonstrates a respectable level of knowledge. 
ENGLISH - REVIEW RULES OF GRAMMAR
Several standard rules are ALWAYS tested, some more than once on a single test.

ITS-IT’S 
its is like his — it shows possession
it’s is an abbreviation for it is

INTRODUCTORY PHRASES must relate to the subject of the sentence
(good)  Sitting on the balcony, we watched the parade.
(not good)  Sitting on the balcony, the parade passed right by us.

SUBJECT-VERB AGREEMENT
Single subjects do not usually end in ’s’ but single verbs do.
Plural subjects usually end in ’s’ but plural verbs do not.

VERB TENSE does not change in the middle of a paragraph.

PRONOUN REFERENCE
The pronoun usually refers to the preceding noun.
If you can’t answer the question “who?” then use the noun.

SPECIAL NOTES ON PUNCTUATION:
 --  Two commas (or two dashes) means that the words in between are not needed.
 --  The subject and verb can NEVER be separated by a single comma.
 --  When adding an ‘-ing’ phrase after a full sentence separate it with a comma if it does NOT describe the preceding noun.
 --  A COMMA ALONE CAN NEVER, NEVER, NEVER SEPARATE TWO INDEPENDENT SENTENCES!   (But comma-conjunction can.)
--  A period, colon, semicolon, and comma-conjunction are usually interchangeable when there is a full sentence in front, so finding more than one in the alternatives tells you to look for special circumstances.

REMOVE REDUNDANCIES
If a shorter alternative gives enough information, pick it.

COULDAV-WOULDAV-SHOULDAV
Spell it out, don’t just say it.  These contractions replace ‘could HAVE,’ ‘would HAVE,’ ‘should HAVE,’ so abbreviate them as could’ve, would’ve, should’ve.

ADVERBS VERSUS ADJECTIVES
The difference may be in the -LY (which makes the word modify a verb, adjective, or another adverb).

OMIT, DELETE
If ‘omit’ is an alternative, there is a 50% chance that it’s the right answer.  Be sure information is VITAL  before including it.
 
WHO-WHOM
“Who” is the subject doing the action.
“Whom” is the person the action is affecting (direct object, indirect object, object of a preposition).

REFLEXIVE PRONOUNS (himself, herself, myself)
The person DOING and the person RECEIVING the action must be the same person.

CONNECTOR AND TRANSITION WORDS
Lump them into general categories:
    a) showing contrast (however, but, instead, although, nevertheless, yet)
    b) showing cause and effect (therefore, consequently, as a result)
    c) giving proof or more examples (likewise, besides, moreover, indeed)
    d) Since the English section is usually informal, when given a choice between ‘however’ and ‘but’ or ‘therefore’ and ‘so,’ choose the informal ‘but’ and ‘so.’


ONLY 2 DAYS LEFT TO SATURDAY'S ACT, so if cramming is your style, you'd better get to it!

3 DAYS BEFORE ACT TIPS

With only 3 days left to CRAM for the ACT, the panic is starting to set in.  Here are 6 last minute activities to maximize your efforts.

1.  REVIEW PREVIOUS WORK
Pull out all the tests you used for practice and review the answers you got wrong.  Think about what you SHOULD HAVE DONE to get the right answer.

2.  ENGLISH - REVIEW RULES OF GRAMMAR
Since about 2/3 of the English test involves grammar, you stand to gain the most points in this area.  Tomorrow's post will list several concepts that will most likely be on Saturday's test.

3.  MATH - REVIEW BASIC ALGEBRA AND GEOMETRY EQUATIONS
Make a list of those that appear in your practice problems.  There are quite a few, but they are always the same.

4.  READING - PRACTICE FINDING SPECIFIC WORDS IN CONTEXT
Take any magazine or newspaper article.  (Magazines are better because the columns are generally  wider and more like the layout of the test.)  Have someone list 5 or 6 words they find in the article. (Nouns are the best sources since ACT questions usually refer to specific names or ideas.)   Peruse the article, circling the words listed.  This practice will help you to more quickly find specific information from the Reading passages without the need to actually READ the whole article. 

5.  SCIENCE - PRACTICE READING CHARTS AND GRAPHS
Search "science graphs" in your browser.  When I 'google' it, I get samples, pictures under the heading 'images.'  Click on one and answer the following questions:
      a) what is the independent variable? (What does the x axis represent?)
      b) what is the dependent variable?  (What does the y axis represent?)
      c) pick a spot on the graph and identify the meaning.
Here's an example:

    
      a) hours elapsed 
       b) bacteria 
       c) after 5 hours had elapsed, approximately 23 bacteria were reproducing.

Don't obsess over why we need to know this information.  Just answer the question and move on.  The test task is to read the graph accurately and work on the next question.

6.  SCIENCE - COMPARE RESULTS
Using the same graphs, analyze results.  In this example, an analysis statement might be "as the hours increase, the number of bacteria reproducing increases."  Personally, I use a shorthand system that looks more like.... 

   ....to take less time than full sentences.

Three days left.....keep working!!!

WHY SKIP THE "TRIAL ACT"

Don't let the first ACT obscure your true potential to succeed in college.

Taking a "trial" ACT just to see "how I might do on the real test" is putting the cart before the horse.  The ACT and SAT are supposed to predict readiness for college, and although you might be intellectually prepared for everything a university curriculum might challenge you with, a "pop quiz" effort is not likely to present a realistic portrait of your talents.
  
Taking any test without knowing how to respond to the
unique parameters (content, format, structure, allotted time) is like  trying to take a typing test on a manual typewriter without ever having seen a QWERTY keyboard.  You will be slow.  You won't know how much pressure is needed to make those keys hit the paper. Your fingers will accidentally hit wrong keys.  Mistakes
generated by lack of practice will obscure your true ability to type.  Don't let your first ACT obscure your true potential for success in college.

According to the publishers of the ACT, the practice of retaking the exam has gained popularity over the years.  In 2009, 41% of the tested students took more than one administration; by 2015, the number had increased to 45%.  Although 57% of the multiple-testers improved the score, 27% went down!  Of the retesters, an average increase of only 2.9 points was earned and only by sitting up to 10 times!!  Based on statistical analysis, ACT predicts that simply taking the test a second time will earn an average of only 1.1 composite points. 

To achieve a noticeable elevation in score requires identifying
     -- a clear baseline of existing knowledge,
     -- gaps in comprehension AND application, and
     -- suggested alternative strategies.

The first ACT experience should be untimed and given over a period of days so that each section receives "fresh eyes."

Analysis of the results should differentiate between concepts the student already knows and can be exploited, as well as principles that require a revised approach or additional study.

The test, taken in a stress-free environment, should pinpoint the student's natural pace in order to predict the need for timing mitigations to be instituted after sufficient mastery of concepts has been proven.

And the results should be presented as input for the sole purpose of designing an efficient, effective study program, not an intimidating appraisal of the student's intelligence.

Sitting for the ACT or SAT (in either a national administration or a "mock" setting) without sufficient preparation doesn't give a fair reading of the student's true potential on the exam.  So skip those options and find a program that focuses on a workable analysis that will inform your personal study plan.

Work smarter, not just longer or harder.

TRANSLATING GPA TO COMPARIBLE ACT/SAT SCORES

The following chart suggests ACT and SAT goal scores to support and verify GPA on a college application.

GPA                             COMPATIBLE SCORES
                                         ACT                        SAT
-----------------------------------------------------------------------------------------------
+4.0                               36                          1570-1600
4.0                                 35                          1530-1560
3.9                                 34                          1490-1520
3.8                                 33                          1450-1480
3.7                                 32                          1420-1440 
3.6                                 31                          1390-1410
3.5                                 30                          1360-1380
3.4                                 29                          1330-1350
3.2-3.3                           28                          1300-1320
3.0-3.1                           27                          1260-1290
2.8-2.9                           26                          1230-1250
2.6-2.7                           25                          1200-1220
2.4-2.5                           24                           1160-1190
2.2-2.3                           23                           1130-1150
2.0-2.1                           22                           1100-1120
1.8-1.9                           21                           1060-1090
1.6-1.7                           20                           1030-1050
1.5                                 19                             990-1020
1.4                                 18                             960-980
1.3                                 17                             920-950
1.2                                 16                             880-910
1.1                                 15                             830-870
1.0                                 14                             780-820
-----------------------------------------------------------------------------------------
While every college will have its own desired GPA and entrance exam standards, these guidelines are based on a compilation of schools across the nation.  If the student's GPA is significantly higher than the ACT or SAT would suggest, he or she should be prepared to introduce the disparity and provide a reasonable explanation on college application essays and interviews.  For example, "I've always worked harder than the classroom teacher requires and taken advanced classes where I had to study longer and smarter than some other students.  My grades are an indication of my commitment to challenging myself to achieve academic excellence."

If the entrance exam score is noticeably higher than the GPA, an explanation might include reference to an illness that was overcome or a "slow start Freshman year" that can be shown to have risen impressively over the next 2 years.

The best outcome is the highest possible GPA supported fully by the ACT or SAT result.  But if the situation requires, a college essay about a hurdle that was overcome can counter anomalies.

ACT SCORES CAN LOWER COLLEGE TUITION COSTS

Over the years, my students have reported impressive scholarship awards based on higher classroom grades and ACT scores.  To motivate students to aim high and work hard, I mention that a scholarship or tuition reduction is a gift to give to the parents.  For parents, an investment of a few hundred dollars in test preparation can significantly lower the cost of tuition.

Here are some examples of Freshman awards given to former students and renewable annually. Each of these were "automatic," based solely on exam score and GPA.
 
School                                 Past Awards             ACT            GPA
-------------------------------------------------------------------------------------------------
Hope College (Michigan)              $3000                  25            3.6
Hope College (Michigan)              $6000                  28            3.75
Illinois Wesleyen                       $10,500                   28           Top 25%
Roosevelt                                     $1500                   24           3.2
Roosevelt                                      $6000                  28           3.5
Indiana University                         $8000                  30           3.8
Indiana University                         $5000                  29           3.8
Carroll University                        $15,000                 27           3.75
Carroll University                         Full Ride               34           3.9
U of Colorado-Boulder                  $6250                  29           3.85
University of Iowa                         $7000                   26          3.6         

-------------------------------------------------------------------------------------------------
From a strictly business standpoint, preparation for the ACT has visible return-on-investment benefits.  Even a small improvement could have tremendous financial advantages across the 4 year college experience.  To get the quest for scholarship money underway, follow a few easy steps.

1.  Have the student take a verifiably accurate test to determine the current level of competence.  That means taking a test by the actual publisher, either a retired version from a previous student or from a study manual by ACT (ACT exam) or College Board (SAT exam).  Do not rely on a manual published by any other source since the questions may be mere facsimiles and not truly representative of the type or format of the real exams.  (Using authentic, published retired exams, Tutoring Resources-Barrington, IL offers a nationwide ACT/SAT Readiness Evaluation to help students analyze current strengths, knowledge gaps, and potential strategies for success.  This narrative report can be used by any qualified tutor to design a personal study program for the individual student.)

2.  Identify weaknesses for the student to mitigate through either independent study or tutorial assistance.  See "Getting Ready to Study for a College Entrance Exam" in Thenormalgenius@blogspot.com, Tuesday, June 5, 2018 -- or read suggestions for finding study help at tutoring-resources.com/test preparation/when, what, how to study.

3.  Establish a goal score that supports the student's GPA** and aims toward a result that will earn the highest potential scholarship or tuition reduction amount based on guidance from the student's college choices.

4.  Set interim benchmarks and don't forget to CELEBRATE incremental steps toward improvement. 

**Check out the next blog for suggested ACT goals based on GPA.

The NEW ACT - SCIENCE SECTION HINTS

While the SAT has undergone massive revisions in the past few months, the ACT is also responding with a few tweaks to the Science section.  Nothing major is changing, but it's worth a look so June test takers are prepared.

In the old ACT version, you would rely on there being 3 raw data, 3 research summary, and one differing viewpoints data sets, with 5, 6, and 7 questions, respectively.  In the updated version, there are still the three TYPES of information presentations, but the number of data sets and the number of questions in each can vary.

Don't worry.  The strategies for finding, comparing, and extrapolating details won't change.  The only real difference is that with possibly 6 questions based on raw data, you may have to dig a little deeper to analyze the information given.  That could actually be a benefit to the test taker because there is less need to adjust to a new topic.  Once you're "into" a data set, you can stick with it longer, albeit in greater detail.

So here's the plan for tackling the Science section.

1) Answer the questions in the order presented.  More often than not, the easier ones come first and can give you an idea of what's being reported, without trying to understand nonessential minutiae.

2) Identify key words in the question stem and match them with labels from the data set.     

   



3)  Take personal notes.  The example here uses "T" for temperature and "RT" for reaction time, but this code is temporary and refers only to this particular question set.  The next group of questions may ask about Turtles, so "T" could stand for something entirely different.  

4)  Notice that I'm not concerned at this point with what is said about Experiment 1.  My assumption is that "Reaction Time" is the time it takes for "the purple color to disappear" since that's the only thing reported in the chart.  Strategy 4 is to NOT WASTE TIME with useless information like "a 3.2 mL sample of some chemical I don't recognize anyway is poured into a clean 4L cylinder by a graduate student at UWM on Tuesday before his mother's birthday..."  Focus on the details of the question.

5)  Use your personal note taking system to organize collected data.  "T up -- RT dn" is an example.  Another question type could give a comparison and ask for sentence completion.  Be careful to identify the SUBJECT of the sentence you're finishing.

               

6) Don't be afraid to write all over the test booklet.  Nobody will ever look at it, and nobody else will be reusing your booklet. 
         
                      

Even without the ability to actually read the axes in this smudged graph, I can pick out "boiling point," match the chemical, find 80%, and estimate the direction of the curve.  This is a lot of note taking, but with it, the answer pops out as a whole lot bigger than 115˚C.  Watch for those "smaller than" and "greater than" options.  Usually, if you are expected to extend a graph past it's domain or range, the answer will be one of those extremes.

7)  Use a system of ELIMINATION to discard answers that are obviously wrong.  A, C, and D in Tip 2 are easy examples.  For this one...
        
I'm looking at Experiments and 2, and if MnSO4 is not mentioned, I'm throwing F out.

For more discussion of ACT in general or specific sections, return to top and go to the upper left corner of the first page. Enter the topic you are researching.  Scroll past the index and see what tips will help you earn a top score on the ACT.