We have just finished another stress-filled “testing season.”  Most people who will apply to colleges that require superior SAT or ACT scores also take AP classes, which means that the first two weeks of May are filled with tests.  This year, the Maine “mandatory” SAT was on May 1, right before the APs.  Next year, the SAT will fall on May 7, which may be between the two AP weeks.  That schedule isn’t out, but here is a link to the recent 2010 AP schedule.

For several years, we have advised families for whom scores are important that getting an early start can significantly increase the odds of large to radical score increases.  Of the students who have achieved 400+ score increases (from PSAT to SAT comprehensive score), nearly all have begun their work at the beginning of junior year.

(In the following discussion we equate PSAT scores to SAT scores.  In order to do so, just add a “0″ to the end of the PSAT score.  So, a “62″ becomes a “620.”)

Here’s our prescription:  Begin SAT prep prior to the junior PSAT and then continue it prior to the January or March SAT.  Consider that people can achieve only what they think consider to be possible.  So, if your sophomore PSATs are in the mid-500’s, you might reasonably think you can raise each score to 600 and maybe even to 650.  But what if you need 700’s to have a chance at your first choice school?

You prep before the junior PSAT.  If by doing so you can raise each score to something like 630, all of a sudden 700 becomes visible in the distance.  Next, having experienced the pressure that comes with taking a timed test, you prep again and then sit for the January or March SAT.  If you post a typical “second” score increase, you may then be looking at scores in the 650-670 range.  Now, when you sit for the SAT in May, (a) you are a veteran of taking standardized tests; and (b) you have experienced a trend of rising scores, which makes a further rise more rather than less likely.

Don’t get me wrong.  This scenario is limited to those juniors who enjoy the challenge of learning new methods, expanding their vocabulary, and viewing math as an expression of logic rather than as a codex of rules.  But, if you think about it, anyone who is in the top quarter of his or her class probably is that sort of person.

For a fuller discussion about tests and timelines, please see our earlier post.

This entry was posted on Sunday, July 18th, 2010 at 11:32 am.