Have you seen the blog post circulating on Facebook (FB) with the headline: Our son got accepted at Stanford? It’s written by a tech blogger whose son got into Stanford after increasing his SAT scores 720 points using an online SAT prep course. It seems to appear in my FB news feed three times a day so I’m guessing many of you have seen it somewhere along the way as well.
Given my interest in all things college you might imagine that I immediately clicked the link and began taking copious notes as I pored over the content of the post. Actually, the first few times I came upon it I glanced at the headline and scrolled past it hoping I would run across the video of the cat saying, “Hey,” instead of, “Meow.” Or better still, a quiz testing my considerable knowledge of Gilligan’s Island, lyrics to 70’s pop songs, or Bugs Bunny cartoons.
But when the Stanford piece surfaced again in my FB feed a few days ago I clicked on the link and read the post (on brianhenge.com). It’s interesting enough and there are no indications that this is some sort of gimmick or that blogger Henge is trying to deceive anyone. Quite the opposite. He genuinely believes that the Kranse SAT course was largely, if not singularly responsible his son getting into Stanford and a number of Ivy League schools – and that the course could do the same for other students as well.
So fine. He’s a proud father (with good reason!) who is trying to share information that he thinks could help other students. For sure, test taking prep courses help students develop skills and master strategies that can boost their scores. And if you’re in the market for a prep course you might want to check this one out (along with a few others).
But here’s the thing – it’s just not as simple as take an SAT prep course, raise your scores, get into Stanford. Standardized tests and the role that they play in the admissions process are complex and highly variable issues. So if you’re concerned about your performance on standardized tests and how they will impact your chances of getting into the colleges you most want to attend, it’s important to look at the whole package.
For starters, how individual colleges use standardized tests as part of the admissions process is anything but a one-size-fits-all proposition. Some colleges require you to submit SATs or ACTs, some don’t, and some require standardized test scores but give applicants greater latitude in deciding which ones to include as part of their applications (e.g. you might submit either SATs/ACTs or a prescribed number of SAT II subject tests). So it is important for you to look closely at the test requirements for each of the schools to which you plan to apply, and submit the scores that are most favorable to you. If you did better on the ACT than the SAT and you have a choice, submit the ACT. If you did substantially better on your SAT II subject tests than the general SAT or ACT and the school allows for either, then use the subject tests. Colleges want to see you in the best possible light. You should make it as easy for them as you can.
[Note: colleges generally “superscore” the test results you submit. This means they only count your best result in each element of the test. So if you take the SAT twice and get 600 R (evidence-based reading and writing), 700 M (math) the first time, and 700 R, 680 M the second time, then your scores will be 700 R, 700 M; and they do not care that your math went down the second time.]
At colleges where test scores are not required your chances truly are not harmed if you choose not to submit yours – it’s not a trick or a trap. On the other hand, if you have good test scores you should definitely submit them. Increasing numbers of colleges are choosing to make tests optional for a number of reasons. But one option is to submit scores and make no mistake, strong SAT/ACT scores never work against you.
It’s worth saying that standardized test scores have real value. SATs and ACTs and SAT IIs, etc., provide a common measure by which admissions officers (and later, academic advisors) can objectively evaluate and compare students. The fact that everyone takes the same tests that are graded in the same way makes the results unique from virtually every other form of academic performance data that is available. As such, they provide information that is incredibly helpful in piecing together a thorough profile of each student.
So test scores matter. But they are not perfect and their value varies depending on a number of different factors.
Standardized tests have proven biases that favor students from certain ethnic and socio-economic backgrounds while disadvantaging those from others. They just do. This is not politically correct hype. It’s real. It turns out that these tests more accurately assess the abilities of students from middle, upper-middle, and upper tier socio-economic backgrounds who have grown up in homes where English is the primary language and one or more parent attended college. By contrast, the tests are less accurate in assessing the abilities of students from lower-income homes where the first language is something other than English and no parent attended college. It’s not a function of who is smarter or more capable. It is simply a function of how well the test instrument assesses each student’s actual ability.
Students with learning differences often struggle to perform up to their true ability on standardized tests if they do not ask for or receive accommodations to which they may be entitled. In the past bright, hard-working students who got good grades but did poorly on standardized tests were often labeled “bad test takers.” But as we better understand the various ways in which people process information and learn, we are able to provide more sophisticated, more accurate, and fairer ways to teach and evaluate students. So if you are a student (or the parent of a student) who gets terrific grades but has always done poorly on standardized tests it may be worth your while to explore getting tested for learning differences.
Likewise, test anxiety is also a problem for many students. And as with learning differences, there are terrific counselors and learning specialists who can help students identify, manage and overcome test anxiety.
Unfortunately, some students who may struggle with learning differences or test anxiety, are reluctant to ask for help. They often feel self-conscious, fear being stigmatized by peers, and incorrectly view their learning issues as intellectual flaws or deficiencies. They are not. Providing appropriate accommodations to a student with learning differences and/or addressing test anxiety is like providing eyeglasses to a student with imperfect vision. It brings the questions into focus in a way that enables students to have an equal opportunity to answer them correctly.
Like I said before, when it comes to standardized tests there’s a lot going on. And no simple answers.
So, sure, look into SAT prep courses. Take practice SAT/ACT tests online (they’re free!) Go for extra help if you don’t understand an assignment in math. Do all the things that you can do to improve as a student because you will learn more and be better prepared for college and what follows. But remember that your test scores are only a part of your college application materials. And try not to fall into the trap of believing that your SAT scores – for good or for ill – define your intellectual ability or who you are as a student.
Now if you’ll excuse me, I need to find out how many 80’s movies I can identify by one screenshot.
