A recommended schedule for taking the SAT, ACT, and AP tests

The Princeton Review published a High School Testing Timeline, with recommendations for when to take what tests.  Keep in mind that PR is in the business of selling test prep.

Here are key parts of the Princeton Review Timeline, with brief explanations of our local high school’s approach* to testing posted in blue text:

THE FRESHMAN YEAR

The Princeton Review philosophy is to not take tests during the first year in high school. We don’t even think it’s a good idea to take a PSAT as a 9th grader, because the scores seem to create more, not less, stress for the freshmen and their families. The one consistent exception to this is if a freshman is doing very well in her (or his) 9^th grade Biology class, and is planning to take AP Biology before the end of the Junior year. If these two factors are in place, then we think it is a good idea for that student to take the Biology Subject Test (formerly known as the SAT II) in Ecology.

Our Local School —
Similar to above, except that many accelerated science students take AP Environmental Science in eighth or ninth grade as an alternative to biology.

THE SOPHOMORE YEAR

October: Take the PSAT or the PLAN
These tests during the sophomore year are opportunities for risk free practice that should not be missed. We do not recommend intensive preparation …

May: If you are in an AP class, then you will have the chance to take the AP in May. Some students take an AP class, but then do not take the AP exam. You do not want to be one of these students. College admissions people tend to frown upon students from AP classes who duck out on taking the AP exam.

June: Take any appropriate Subject Test
Traditionally, if a Sophomore is going to take a Subject Test in the 10th grade, it will be in either World History or Chemistry….

Our Local School —
Similar to above, with the opportunity to take the PLAN only recently becoming an option.  I’m glad they now offer the PLAN because it sets the stage for taking the ACT, which is a better choice than the SAT for some students.  Students taking AP classes are required to take the AP exam.

SUMMER BETWEEN THE 10TH AND 11TH GRADE YEAR

If you have the time, the inclination and the resources, this is the time frame best suited for test preparation. The students have learned the vast majority of the material that will appear on the SAT (and if they’ve completed Algebra II, they’ve learned all of it), and it’s a considerably less stressful time to be doing this work….

Our Local School —
Most students are advised to defer any test prep until after they’ve taken the SAT in their junior year.  According to guidance counselors, at that point a student will be in a better position to decide if he wants or needs tutoring.

JUNIOR YEAR

While many different scheduling strategies can satisfy individual student’s needs, the majority of students fall into two distinct categories: “Aggressive” and “Regulars”.

AGGRESSIVE
(Includes high academic achievers, kids with proactive parents, students who had a lot of time to prepare during the previous summer but who anticipate being extremely busy in the spring, students who want to try to achieve some flavor of National Merit status, very weak testers who may need extended preparation to achieve acceptable scores, and students who will apply as Early Decision candidates).
October – SAT followed by PSAT (may not be appropriate for weaker testers)
November – Language listening subject tests for native speakers
Winter – Refresher preparation
Mar – The second crack at the SAT, if necessary
April – Try the ACT
May – AP’s/Subject Tests
June – Subject Tests

REGULARS
Sep/Oct – Light prep (PSAT Clinic)
October – PSAT
Fall/Winter – Intensive prep (can do extended prep starting in November or begin in January, both in preparation for the March/April test in either the SAT or the ACT)
May/June – Subject Tests (if needed) or a second attempt at the SAT

Our Local School —
Similar to above recommendations on Subject and AP tests, but less aggressive on other testing matters.  Our high school generally recommends waiting until the spring of junior year to first take the SAT, followed by the ACT if the SAT score was lower than desired.  On the subject of test prep, our school appears slightly schizophrenic in their outlook.  Guidance counselors do not recommend extensive test prep for the vast majority of students, but the school administration sends the message that the highest test scores are the result of test tutoring.  My guesstimate is that at least half the students pay for some type of test prep.

SENIOR YEAR

The Senior year can become complicated because it is so late in the cycle, and the permutations are very dependent upon the individual student. From the broadest perspective, if you’re “Aggressive”, then October should be your last ACT/SAT/Subject Test attempt. The “Regular” students may take these exams up to, and including, December of their senior year and still make it in time for most colleges’ admission deadlines (including the UC schools).

Our Local School —
Similar to above, with a general recommendation to complete testing sooner rather than later.

* This is based on my experience and observations, so I make no claim that this is a comprehensive representation of their official policy.

Related:  College application timeline

Some reasons for the explosive growth in tutoring

The “tutoring-industrial” complex has proven to be recession resistant, experiencing an increase in business of at least 1,000 percent since 2001.

Whether they’re seeking remedial help for their child or a leg up to the Ivy League, millions of parents are encountering a frustrating new homework project of their own: learning the intricacies of the tutoring-industrial complex. The “supplemental education” sector is now an estimated $5 billion business, 10 times as large as it was in 2001, according to Michael Sandler, founder of education-research and consulting firm Eduventures. Tutoring firms no longer offer just subject-specific help in, say, Latin or chemistry; increasingly, they’re marketing a dizzying menu of test prep, study skills, enrichment tutorials, scholastic summer camps and prekindergarten readiness programs….

Recession resistant

And while other industries struggled through the downturn, the tutoring sector has grown more than 50 percent since 2008, according to Eduventures. “We’re somewhat recession-resistant,” says Joe Nativo, chief financial officer of Kumon Math and Reading Centers, a chain that says it has taught more than 4 million children worldwide.

The article gives some reasons behind the increase in tutoring.

• Growing competition for entrance to elite colleges
• Increase in average class size.  (This is a dubious claim, considering the increase is minimal and that research tying class size to student achievement is weak.)
• Higher numbers of children diagnosed with learning disabilities
• “Hand-wringing parents” fearful that their children will fall behind
• More effective marketing that plays into parents’ fears
• The No Child Left Behind mandate that schools “in need of improvement” provide tutoring for students has lead to $900 million in federal money spent annually on tutoring

Is constructivism also fueling the tutor boom?

There is no mention that the tutoring boom may also be the result of changes in teaching methods and curriculum that have come to focus on fads instead of on research-based pedagogy.  But given that the explosive growth in Kumon Math and Reading Centers with their focus on traditional skills practice  has made it the largest franchise tutoring firm in the U.S., I believe this is a factor.   I’m also reminded of a local Chyten tutoring center that advertises a return to the basics.

Math Facts Boot Camp
Pre-Algebra; Algebra I; Algebra II; Geometry
With the new emphasis on “real world” or “integrated” math, many educators agree that the skills that go into solving math problems, pure and simple, are being lost.
Chyten’s Math Facts Boot Camps are comprehensive and intensive courses in which the ability to solve equations is brought back to its rightful position, front and center in a student’s math mind.

In the enduring words of Catherine at Kitchen Table Math:

 No parent hires a constructivist tutor

Step 4 of the Kerrigan method of ‘Writing to the Point’ – FIRST DRAFT being CONCRETE

I’m still on Step 4 of the Kerrigan method of Writing to the Point, and the latest assignment to write the first draft of an essay continues the focus on being specific and concrete.  (This is part of my project to study and learn the entire Six-Step method, explained in my initial post in this series.)  For a recap, here are Steps 1 through 4.

STEP 1. Write a short, simple declarative sentence that makes one statement. (Chapter 1, page 6)

STEP 2. Write three sentences about the sentence in Step 1—clearly and directly about the whole of that sentence, not just something in it. (Chapter 2, page 18.)

STEP 3. Write four or five sentences about each of the three sentences in Step 2—clearly and directly about the whole of the Step 2 sentence, not just something in it. (Chapter 3, page 31.)

STEP 4. Make the material in the four or five sentences of Step 3 as specific and concrete as possible. Go into detail. Use examples. Don’t ask, “What will I say next?” Instead, say some more about what you have just said. Your goal is to say a lot about a little, not a little about a lot.  (Chapter 4, page 43)

…
ABSTRACT or GENERAL vs. CONCRETE or SPECIFIC:
To reiterate a point from the previous post, Kerrigan Method sentences X-1-2-3 are usually abstract or general.  In contrast, the sentences in the body of the paragraphs that follow from 1-2-3 must fill in the details by being concrete and specific.  Both types of sentences are vital to good writing.

…

THE ASSIGNMENT
Write a theme on the following sentence X:  ”A student must have a regular schedule of study.” … be specific and concrete, far beyond what you feel necessary.  Go all out in this respect.  Go into detail .  Give examples.  Don’t feel ridiculous.  You are not expected to produce a “good” theme here, but you can make it a good exercise.

After considerable head scratching, here is what I wrote.

…
X  A student must have a regular schedule of study..
1.  A student needs a study schedule to maximize academic achievement.
2.  A student needs a study schedule to accommodate his other activities.
3.  A student needs a study schedule to maintain good health.

—————————————————————————————————————————————

X  A student must have a regular schedule of study.

1.  A student needs a study schedule to maximize academic achievement.  Since his first priority is usually his schooling, it is important that a student find ways to improve his academic performance.  One way to do that is to plan and implement a study schedule that will put his school work at the top of his list of things to do.  If getting an A in a chemistry test requires three hours of reviewing notes and practicing problems, then that time must be set aside to take precedence over television, Facebook or daydreaming.  For example, sometimes scheduling 20 minutes a day to review vocabulary words is the only way to get a top grade in Spanish class.

2.  A student needs a study schedule to accommodate his other activities.  While academics are his first priority, a student must also fit in all types of other activities into his routine.  Eating, sleeping, sports, club activities, and simply relaxing are usually all important aspects of a student’s life.  Without a schedule, time is frittered away and a student may end up sleep deprived or being kicked off the track team for missing practices.  All these different activities can be planned so a student will be able to perform competently in school and as well as in other parts of his life.

3.  A student needs a study schedule to maintain good health.  Without a schedule, the elements of a healthy lifestyle will suffer.  If a student neglects to plan ahead for sufficient study time, then he may find himself up late at night cramming for a test when he should be sleeping.  He may find himself eating on the run, which often means fast food and cookies instead of healthier options.  This can lead to poor nutrition, weight gain, or more serious medical conditions.  Making time for adequate studying causes a student to feel well-prepared, while the opposite causes stress.  Sleep deprivation, poor eating habits and high stress can be avoided by a well-planned study schedule.

…

WHAT I LEARNED
There is always room for more detail.  Even when you think you’ve put in as much as can, you can usually squeeze in some more.  Editing out excessive information can be done later in the process, as I will probably learn in future assignments..
.… 

Previous posts in this series:

• The Kerrigan method of ‘Writing to the Point’
• Step 1 of the Kerrigan method of ‘Writing to the Point’ – SUBJECT & PREDICATE
• Step 3 of the Kerrigan method of ‘Writing to the Point’
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – being SPECIFIC
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – being CONCRETE
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – going into DETAIL
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – using EXAMPLES
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – ABSTRACT vs. CONCRETE
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – FUNCTION OF A PARAGRAPH

2012 New York Regents ‘English exam appears to be the easiest in memory’

Hey college professors, the student who wrote this sentence in the short response section of the New York English Regents exam may be coming to your classroom next year.

These two Charater have very different mind Sets because they are creative in away that no one would imagen just put clay together and using leaves to create Art.

According to Michael Winerip of the NY Times, this writer has a “pretty good shot” of passing the New York English Regents exam, an important criteria for graduating high school.  After reviewing the questions and and grading standards, Winerip concludes that officials have opted to dumb down the state tests.

The current state English exam appears to be the easiest in memory.

It’s hard to get zero credit

From what I can tell, it would be very hard to get zero credit for the short response questions of the test.  Here’s the criteria from the scoring guide.

Score Point 0

• is off topic, incoherent, a copy of the task/texts, or blank
• demonstrates no understanding of the task/texts
• is a personal response

According to these guidelines, the response example given above is coherent and deserves a score of 1.  Based on other examples in the teacher’s scoring guide, it appears that as long as the student makes some reference to the text in question and demonstrates even a little understanding of it, he will receive at least a one-point score.  There are no examples of “incoherent” responses in the guide, a possible indication that the bar is set very low for this category.

I remember looking at the state tests for elementary students and coming to a similar conclusion.  In particular I found that although it was easy to give some credit for each individual rubric factor and end up with an acceptable score, it was possible that the resulting paragraph in its entirety would hardly have qualified as an example of competent grade-level writing.  Funny how that worked.

UPDATE:  Catherine at Kitchen Table Math teaches college composition and says these children have been cheated, and so have we.

Comprehensive English Regents Examinations

Related:

• ‘Writing, writing, writing’ – a skill lacking among too many college graduates
• Typical undergrad ‘could not write a paper or solve an algebra problem’
• New York teachers will no longer grade their own students’ standardized tests
• Teacher intervention inflates New York Regents exam scores

Step 1 of the Kerrigan method of ‘Writing to the Point’ – SUBJECT & PREDICATE

I’m backtracking to cover some basic elements of  Kerrigan’s Writing to the Point Step 1, omitted in my previous posts. (For new readers, this is my project to study and learn the entire Six-Step method, explained in my initial post in this series.)

Here is Kerrigan’s first step in writing an expository essay:

STEP 1. Write a short, simple declarative sentence that makes one statement. (Chapter 1, page 6)

.

The Step 1 sentence is what Kerrigan calls the X-sentence, and it should have a SUBJECT and a PREDICATE.

First, a review of some basic grammar:

The subject is the person or thing that acts or is described in the sentence. The predicate, on the other hand, is that action or description.

At a basic level, the X-sentence will look like this:

Subject———1———1———1—–Predicate
Somebody or something …………… is something
Somebody or something …………… was something
Somebody or something …………… does something
Somebody or something …………… did something

Examples:
Subject———1———1———1—–Predicate
Oxygen ………………………………………. is essential for life.
George Carlin …………………………….. was funny.
Power …………………………………………. corrupts.
Grandma …………………………………….. taught us valuable lessons.

Subject and predicate – both must be parts of the X-sentence.

The X-sentence is the thesis of the essay.

A subject without a predicate is a topic, but not a thesis. For expository writing you need a thesis, not just a topic.  This is an essential point in the Writing to the Point method.  The supporting details for the thesis flow from the X-sentence, creating the structure that makes the essay concise, clear and to the point.

Here are a few more examples of X-sentences:

X  Autumn is an exhilarating time of year.
X  Hosting a teen party can be nerve-wracking.
X  The Penn State scandal is a tragic event. 

Other characteristics of the X-sentence:

• Short and simple
• Declarative sentence – a statement, not a question or a command
• Should make only one statement

All this is basic stuff, right?  Sometimes kids don’t learn (or remember) basic stuff.  I’m sometimes surprised at what kids are not taught in school.

Previous posts in this series:

• The Kerrigan method of ‘Writing to the Point’
• Step 3 of the Kerrigan method of ‘Writing to the Point’
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – being SPECIFIC
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – being CONCRETE
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – going into DETAIL
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – using EXAMPLES
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – ABSTRACT vs. CONCRETE
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – FUNCTION OF A PARAGRAPH

High school graduation goals do not include getting students ready for college

Sadly, I was not surprised to learn that our local high school does not include “college or career ready” as part of its goals for graduates.

The district has adopted graduation goals. A graduate of the Eastchester Schools will be:

• A respectful individual
• A life-long learner
• An effective communicator
• A complex thinker and problem solver
• A competent and responsible user of technology

Words have consequences.

At our local school only 59% of high school graduates are  “college or career ready” *.  This at an annual  cost of about $23,389 per pupil.

I prefer the Obama administration’s articulation of goals – much more specific, concrete, and measurable.

The goal for America’s educational system is clear: Every student should graduate from high school ready for college or a career.

Different school, similar problem
At a nearby school district, some parents are advocating that college preparation has to be front and center as goals, instead of  other squishy priorities like global awareness, global responsibility, and 21st century skills.

* UPDATE:  I changed “college ready” to “college or career ready” to accurately reflect what was measured.  In other words, 59% were not prepared for “post-secondary” success as determined by New York’s Aspirational Performance Measure (APM).

Step 4 of the Kerrigan method of ‘Writing to the Point’ – FUNCTION OF A PARAGRAPH

Although I’ve lost some momentum in getting through my writing project, today I’m going back on track to write about the next segment.  The topic is the all-important “function of the paragraph” as explained in Step 4 of the Kerrigan method of Writing to the Point.  (For new readers, this is my project to study and learn the entire Six-Step method, explained in my initial post in this series.)  For a recap, here are Steps 1 through 4.

STEP 1. Write a short, simple declarative sentence that makes one statement. (Chapter 1, page 6)

STEP 2. Write three sentences about the sentence in Step 1—clearly and directly about the whole of that sentence, not just something in it. (Chapter 2, page 18.)

STEP 3. Write four or five sentences about each of the three sentences in Step 2—clearly and directly about the whole of the Step 2 sentence, not just something in it. (Chapter 3, page 31.)

STEP 4. Make the material in the four or five sentences of Step 3 as specific and concrete as possible. Go into detail. Use examples. Don’t ask, “What will I say next?” Instead, say some more about what you have just said. Your goal is to say a lot about a little, not a little about a lot.  (Chapter 4, page 43)

…
F. THE FUNCTION OF A PARAGRAPH:
First, let’s look at the Kerrigan X-1-2-3 sentence structure, and relate it to the more traditional names used by instructors.

Traditional names for X-1-2-3:
–  X is commonly called a thesis sentence, thesis, thesis statement, main idea, or theme sentence
–  1-2-3 are topic sentences

Function of a paragraph:

… a paragraph is a group of sentences whose only function is to provide specific, concrete details for the thought expressed in its topic sentence.

This is very important!  Don’t include extra stuff in your paragraph, even if it sounds good!  I suspect many developing writers break this rule often, resulting in less coherent, wordy, rambling essays that distract and tire the reader while failing to clearly make their point.  [This blogger is guilty as charged!]

I like this passage, having seen young writers struggle this way.

If writing seemed to you, before you began to study this book, a process of putting down one thought, then thinking of another thought and putting it down, then racking your brains to think of still another; then a paragraph, for you, meant an indentation marking some greater break in thought than occurs between sentences. *

By the way, the punctuation (especially the semicolon) in the sentence quoted above intrigues me, but I’ll not explore further for now and just assume it is correct.  This is Kerrigan writing, after all.

Editing is vital
If the paragraph’s function is solely to elaborate and explain more about the topic sentence, than  it is almost inevitable that some editing must occur.  Here’s Kerrigan on the pain of deleting material.

If you plant a vegetable garden, you may have to pull out a flower simply because it does not belong.

Even if it’s a gorgeous bloom that has touched your heart, yank it out if it doesn’t belong.

…
WHAT I LEARNED
Stick to the topic in your first sentence!

* CORRECTIONS IN RED

…
Previous posts in this series:

• The Kerrigan method of ‘Writing to the Point’
• Step 3 of the Kerrigan method of ‘Writing to the Point’
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – being SPECIFIC
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – being CONCRETE
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – going into DETAIL
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – using EXAMPLES
• Step 4 of the Kerrigan method of ‘Writing to the Point’ – ABSTRACT vs. CONCRETE

More classrooms trying Khan Academy, finding it better than group projects

Last week I criticized what I considered the hasty proclamation of a Khan Academy (KA) classroom pilot as a “colossal success”.  Nevertheless, because I am a big fan of Khan Academy and believe in its potential, I am happy to see this.

This semester, at least 36 schools nationwide are trying out Mr. Khan’s experiment: splitting up the work of teaching between man and machine, and combining teacher-led lessons with computer-based lectures and exercises.

The results so far make me feel cautiously optimistic.

It is too early to know whether the Khan Academy software makes a real difference in learning. A limited study with students in Oakland, Calif., this year found that children who had fallen behind in math caught up equally well if they used the software or were tutored in small groups. The research firm SRI International is working on an evaluation of the software in the classroom.

But look closely at what was happening in this class before KA.  Students would work in groups for days at a time trying to solve just one problem, an exercise that didn’t seem to help them master the fundamentals.

In the past, math class at the Summit schools was always hands-on: the class worked on a problem, usually in small groups, sometimes for days at a time. But getting an entire class of ninth graders to master the fundamentals of math was never easy. Without those, the higher-level conceptual exercises were impossible.

So what exactly were they really getting out of this teacher-supervised, time-consuming group work? This is a question many parents and mathematicians have been asking.

KA offers students a new, engaging way to learn the basics.  It also tracks data that provides teachers with precise individualized information on each student’s progress.  Good, because this allows teachers to do what they can do best.

Ms. Tavenner says she believes that computers cannot replace teachers. But the computer, she recognizes, can do some things a teacher cannot. It can offer personal feedback to a whole room of students as they work. And it can give the teacher additional class time to do more creative and customized teaching.

The thing is, I’m a little wary of giving teachers more time to oversee days of creative group projects with questionable learning goals.  I’d rather see teachers focus on taking advantage of Khan data to proactively address individual learning gaps, letting them be the expert humans interacting with and teaching students in ways no machine can.

‘Homeschooled N.J. Students Can Now Play Public High School Sports’

Homeschooled student-athletes in New Jersey can now participate in public high school sports, under rule changes approved Wednesday by the New Jersey State Interscholastic Athletic Association.

Any homeschooled students interested in playing public school sports will need to prove to their local board of education that they meet the same eligibility standards as a typical public school student-athlete—age, residency, and academics.

“These ground-breaking polices related to home schooling and school choice will help ensure that there’s no uncertainty about what is and isn’t permissible,” said Steve Timko, executive director of the NJSIAA, in a statement. “The fact that there had previously existed a kind of ‘gray’ area on both of these subjects led to quite a bit of uncertainty and confusion. Now, we’ve remedied that situation.”

New Jersey isn’t the first state to allow homeschooled students access to public school sports. More than 20 other states have laws governing what public school activities homeschooled students have access to, according to a brief from the Home School Legal Defense Association.

New York does not allow homeschooled students to participate in interscholastic sports.

More SAT cheating arrests – ‘This stuff has been going on for a very long time’

NEW YORK (CBSNewYork) – At least 13 students are expected to face authorities this morning in connection with Nassau County’s expanding SAT scandal.

Some could be charged with felonies for impersonating test takers and accepting huge sums of money in exchange.

It all comes two months after police arrested Sam Eshaghoff and several students from at Great Neck North High School in September.

The students expected to turn themselves in today come from Great Neck South, Great Neck North, Rosyln High School, the North Shore Hebrew Academy and St. Mary’s High School Manhasset.

There is concern that this type of cheating is widespread.

Lavalle says every district attorney in the state ought to follow the lead in Nassau and investigate their own high schools.

It makes me wonder if it is significantly affecting the SAT score percentiles, especially on the upper end.

Some students are not entirely surprised by today’s pending arrests.

“This stuff has been going on for a very long time,” said one student. “Everybody wants to succeed and go to the best college.”…

Law enforcement negotiated Tuesday’s surrender date with the lawyers for the students, keeping it close to their Thanksgiving breaks from colleges.

It’s doubtful these students will be enjoying their Thanksgiving breaks very much.  I’m thankful these cheaters have been caught.

Related:  New York SAT cheating scandal is expected to lead to more arrests