Common SAT myth: I’m not a good test-taker so I’ll bomb the SAT

Posted on May 7, 2013 by Kathryn Azevedo

By Kathryn Azevedo
Director of English, Sullivan Tutoring, Inc.

“I’m not a good test-taker.”

We hear this a lot from our students. But rarely do we believe it. This declaration, or resignation, as we like to think of it, always gets us asking more. What does it mean to be a bad test-taker? (For the purposes of this blog, I’m referring only to the SAT when I say “test,” although many of the insights and observations here are applicable to other tests.) Usually, all it takes is a brief conversation with a student to nail down and articulate the real problem, which has long been masked as a generic test-taking ineptitude. Usually, we can encourage a student to reframe his or her test insecurities as one of the following three deeper issues:

1. I get anxious before and during tests
2. I don’t know the material on the test
3. I think I know the material but can’t access it during the test

1. Some students do experience acute test anxiety, and acute test anxiety can be a legitimate condition that inhibits a student from functioning at all during a test. Paralyzing test anxiety is an issue for another blog post; in this instance, I am referring to a moderate to slightly above moderate amount of test nerves that appears before and/or during the SAT.

Some nervous tension before the SAT is completely normal and can, to a degree, be helpful for regulating hormones related to concentration and mental stamina. But if a student experiences anxiety beyond typical test-day butterflies, there may be a more considerable issue at hand. Common reasons for elevated anxiety levels include: a simple lack of preparedness for the actual test, an exaggerated perception of the SAT’s importance, and unrealistic score expectations and the pressure (self-imposed or otherwise) that accompanies such expectations. Each of these reasons is a valid root cause of test anxiety, but these reasons should be addressed and resolved for what they are.

2. Some students perform poorly on the SAT because they are simply unprepared. Students who know the format of the test and what material is (and is not) covered on the SAT will likely score higher than unprepared and uninformed students. Students who take multiple practice SATs, know the content of the test and are equipped with individualized strategies will likely be successful on the SAT. An unprepared student with weak scores may concede that he or she is “a bad test-taker,” but in reality, he or she likely did not know the math concepts and skills, vocabulary, grammar rules, critical reading strategies and essay-writing skills necessary to perform well on the SAT.

3. Some students claim to know the SAT material, but say they have difficulty accessing what they know and applying it to the test questions. The truth is, most students (excluding those with certain learning disabilities) who feel this way likely do not know the material well enough. It is one thing to have a moderate sense of ‘what sounds wrong’ when it comes to the grammar questions, but it is an entirely different thing to know the eight common SAT grammar mistakes. It is one thing to ‘be a good reader,’ but it is an entirely different thing to know how to read the SAT critical reading passages and spot common trap answers. It is one thing to ‘like math,’ but it is another thing to have the unique set of math skills required to succeed on the SAT math sections. Knowing the SAT content inside and out is critical to succeeding on the SAT. If a student truly knows the material, he or she will be able to master most SAT questions, no matter how nuanced the format or wording.

Students who casually assume the label of bad test-taker may be missing an indispensable opportunity to gain personal insight into specific weaknesses that are impeding higher SAT scores. We challenge those students to dig deeper to find the root cause – perhaps it’s one of the three possibilities mentioned here – of their testing incompetence.

Posted in SAT scores, SAT strategies, Tips for taking the SAT, test anxiety | Leave a comment

I have no time to study for the SAT!

Posted on March 19, 2013 by Kathryn Azevedo

By Kathryn Azevedo
Director of English, Sullivan Tutoring, Inc.

Junior year of high school is often the most overwhelming of all the high school years, as typical junior-year academics are compounded by standardized tests, college planning and campus visits. Throw athletics, other after-school activities and part-time jobs into the mix, and it is no wonder that some juniors balk at the idea of fitting SAT preparation into their schedules. Sometimes, it seems, there is literally no time to study for the SAT.

So what is a busy student to do?

First and foremost, determine the best time to take the test. Students should keep their seasonal activities in mind when figuring out which SAT(s) to sign up for. A student-athlete with a maxed-out spring schedule might consider taking the SAT in the winter of junior year (as opposed to the spring tests), then again in the fall of senior year. A student with a heavy winter schedule might take the SAT in March, May and/or June, and perhaps again in the fall of senior year.

Second, start studying early. An ideal SAT study plan begins several months before the actual test; some students even begin studying a full year before the test. As with studying for any major test, cramming the night before is not only unwise but is also unproductive. (And for the SAT, it is impossible.) A student taking any of the three spring tests (March, May and June) should ideally begin studying the common SAT vocabulary words and taking weekly practice SAT tests by January or earlier. Students taking the fall test should take advantage of the summer months to sincerely commit to a study program.

Third, study slowly and steadily. Busy students do not have hours each day to devote to SAT preparation. But even the busiest student can find 10-25 minutes a day to study at least something SAT-related. For example, a student could allot 10 minutes each night (or morning) to learning 10 new vocabulary words. Or find 25 minutes before dinner (or in a car ride) to do a single timed SAT section (most sections are 25 minutes long). But I don’t have 25 minutes! Yes you do. There are 20 minutes of commercials in a one-hour TV program. It takes about 20 minutes to boil water and cook spaghetti. There are 20-25 minute pockets everywhere in a day. Students just have to find them. (Note: Studying while watching TV is a terrible idea. I was just using that example to make a point.)

Fourth, schedule it in and make it non-negotiable. Athletes don’t dare miss a practice. Musicians don’t dare miss a rehearsal. (Good) students don’t dare skip a class or forgo a homework assignment. Most students follow these rules, as someone else (a coach, director or teacher) is holding them responsible if they don’t deliver. However, many students view studying for the SAT more lackadaisically because “no one knows if it’s not done” and it’s easy to consign it to the bottom of the to-do list. But juniors and seniors in high school should hold themselves accountable for what they do with their time. (Hello, college.) Sure, doing a 25-minute practice section won’t earn a student a check mark the same way that turning in a homework assignment would, but serious SAT test-takers should be making their SAT prep a non-negotiable part of their schedule. (School until 2. Practice until 5:30. Dinner at 6. SAT studying from 6:45-7:15. Homework from 7:15 until bed.) Of course, committing to a scheduled SAT prep course is another way for a student to be held accountable. In the end, studying for the SAT is like everything else in life: you get out of it what you put into it.

High school students are busy. They are expected to maintain high grades, excel in sports and the arts, volunteer, hold part-time jobs and prepare for college all at the same time. Even finding the time to eat three meals a day and get enough sleep can seem like a feat of the highest order. However, with some prudence and judicious planning, any student can find the time to study for the SAT.

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Should students skip questions on the SAT?

Posted on January 7, 2013 by Kathryn Azevedo

By Kathryn Marquis Azevedo
Director of English, Sullivan Tutoring, Inc.

Students often ask whether they should skip harder questions on the SAT or take guesses. The short answer is yes and no.

The long answer is that students should take educated guesses, not random guesses. This means that if a student is able to eliminate one or more answer options, he or she should choose an answer. If a student is unable to eliminate any answer options, he or she should leave the question blank. The SAT scoring formula, combined with the law of probability, make this rule generally true. (Students gain a point for correct answers and lose a quarter of a point for incorrect answers; blank questions yield no points.) The only exception to this rule is on the 10 grid-in math questions, which students should always answer. No points are deducted for wrong answers on these 10 questions.

Students who take multiple practice-SAT tests are at an advantage when it comes to guessing, as they are usually able to develop a more intelligent guessing strategy based on their own personal strengths and weaknesses. For example, students with inadequate vocabulary skills should skip the last one or two sentence completion questions of each reading section, as the sentence completions increase in difficulty. Students with more limited math skills may want to skip the last several math questions of each section (with the exception of the grid-ins), as these also increase in difficulty. Students who struggle with reading comprehension may want to skip some of the harder comparison questions on the SAT comparison passages. (Reading comprehension questions and grammar questions generally do not increase in difficulty.) No student should ever skip the essay.

Students who take multiple practice-SAT tests are at an advantage in another way, too: over time, it is possible to develop a sense of what constitutes a typical wrong (trap!) answer, especially on the critical reading sections. In other words, a student may begin to recognize the tell-tale clues that often indicate a wrong answer, such as extreme words (always, never, all, etc.) and logical but irrelevant arguments. Once a student can spot and eliminate these answers, his or her guesses become far more intelligent.

Taking educated guesses and knowing which questions to skip based on a student’s unique testing profile can not only increase test scores, but can also save a student valuable testing time. When a student knows which questions to skip, he or she can move ahead quickly and confidently, affording more time to questions he or she is likely to answer correctly.

Posted in SAT strategies, Tips for taking the SAT | Leave a comment

Why frequent reading really does affect SAT scores

Posted on July 16, 2012 by Kathryn Azevedo

By Kathryn Marquis Azevedo
Director of English, Sullivan Tutoring, Inc.

Many students roll their eyes when they hear a common prescription for higher SAT scores: read more. But the truth is, regular readers really are likely to score higher on the SAT verbal than are non-readers (or Spark Note readers). The correlation between literacy and verbal scores may sound obvious to some, but to others, the connection may be a little more tenuous.

For starters, the more one reads – whether for pleasure or obligation – the more one is exposed to those infamous SAT words (which, by the way, are real words that exist in literature and media beyond the SAT). Repetitive exposure to such words is an almost effortless way to learn the vocabulary likely to appear on the SAT, as eventually one will learn the definitions through context, without using flashcards or other deliberate study aids.

Second, the more one reads, the faster one is likely to read. It is true. Much like knitting or running, reading is a skill that improves not only in precision but also in alacrity the more one practices. The SAT is a timed test, with slow readers usually running out of time and consequently forfeiting valuable points. Reading quickly without sacrificing comprehension is a skill that can only be refined by, yes, reading more. Furthermore, students are often asked about a passage’s main idea or primary purpose, which is only discernible if the student is able to understand the general concept as well as the minute details of the passage. This, again, is a skill most successfully honed through frequent reading.

Third, reading books or thoughtful, scholastic articles also exposes students to the nuances of grammar, punctuation, syntax and idioms that are so (sadly) infrequently taught in the classroom. Reading The Elements of Style from cover to cover is unlikely to yield the same results as frequent reading, much in the same way that reading about the Greek language does not a fluent Greek-speaker make. Again, it is through the repetitive exposure to the complexities and rules of the English language that one will almost effortlessly learn the grammar content tested on the SAT.

And finally, better readers are better writers, a truth that means book-lovers will probably score higher on the SAT essay. While the non-reader may have the intellect or creativity to generate rational arguments to support a thesis, only the good writer will be able to articulate those arguments in a cogent, cohesive and cerebral manner.

Students who read for pleasure are undoubtedly at an advantage when it comes to taking the SAT (and in other ways, too). But it is never too late for those who can barely survive obligatory summer reading lists and requisite classroom reading: these reluctant readers have just yet to find the world of pleasure reading. (Those with an appreciation for pleasure reading can usually find even Jane Eyre appealing when read outside the constraints of didactic classroom conversation.) Non-readers can break into the infinite book world by starting with a book on a subject of personal consequence, not one from a required-reading list. Interested in the Middle Ages? Read Ken Follett’s The Pillars of the Earth. Prefer non-fiction? Check out Maya Angelou’s I Know Why the Caged Bird Sings or Bill Bryson’s A Walk in the Woods. Science-fiction fan? Michael Crichton is a solid author. Current events and politics? Read Newsweek or TIME.

Enjoying even one book just might inspire a non-reader to seek out other books by the same author, or similar books by another author. Ideally, this appreciation for pleasure reading leads to more reading, and more reading leads, yes, to higher SAT verbal scores.

Posted in SAT critical reading, SAT scores, SAT strategies, Tips for taking the SAT | Leave a comment

15 tips for dealing with test-day anxiety

Posted on July 3, 2012 by Kathryn Azevedo

By Kathryn Marquis Azevedo
Director of English, Sullivan Tutoring, Inc.

Almost every student, to some degree, will feel that stomach knot or that visceral pang of uncertainty before the SAT, or preceding any important test for that matter. But while a moderate degree of test anxiety could actually improve performance (similar to the way an adrenaline spike energizes an athlete before a big game), excessive worry can be debilitating or distracting. The following 15 tips are aimed to help students – already prepared academically for the SAT – cope with test nerves that may peak 24 hours before the test.

1. Go to bed at a reasonable hour – not too late (you will be tired), but not too early (you might just lie in bed, worrying). Try to allow for between seven and eight hours of sleep.

2. If you find yourself unable to sleep, preoccupied about the test, write down any thoughts or concerns you can’t seem to let go of. Keep a notebook by your bed for this purpose, so you don’t have to get up and search for paper in the middle of the night.

3. The night before the test, do something relaxing and not test-related: watch a movie, read a book, do a hobby, etc. Be confident that you are already prepared, and put the books and flashcards away.

4. Gather all you will need for the test the night before. Assemble all documents, snacks and materials so you don’t have to think about doing so in the morning.

5. Give yourself plenty of time in the morning to get up, shower, eat a smart breakfast and drive to the test center without worry of being late. Plan for traffic if you live in a congested area.

6. If you find music relaxing, bring an iPod or mp3 player to listen to music while you wait. (Music devices are not permitted in the testing rooms, so you can only listen to music as you wait to go into the room. Put all devices away completely, in a bag, before the test.)

7. Know that you are prepared for the test. There will be no surprises: all instructions, sections and types of questions you will have seen before.

8. Do not pay attention to testers around you. If you see someone finish a section early, that does not mean that you are going too slowly. Try not to compare yourself to anybody.
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9. Do everything how you have learned during tutoring or self-study. Test day is not the time to experiment with new strategies or methods. Be confident that your approach is the best approach for you.

10. Be aware of the clock, but do not obsess about the clock. Your proctor should give you a one or five- minute warning before the section is up. Remember to keep moving and do not spend too much time on any particular question. (You can always ask or remind your proctor to give a warning before you settle down in your seat, before the test.)

11. If you run out of time or feel particularly insecure about an entire section, let it go. Chances are that 1) you didn’t do as poorly as you think you did, and 2) having one weak section will not ruin your score completely. Also, there is a chance that the iffy section was the experimental section, which does not count towards your score.

12. Approach each question and each section with a fresh, optimistic perspective. Do not let any negative feelings from previous questions or sections affect your judgment or confidence.

13. Don’t forget to breathe! If you start to panic (you sweat, your heart races, you lose focus), take a few seconds to breathe deeply. Breathe in through your nose and out through your mouth three times, and then resume your test.

14. Keep the SAT in perspective. It is certainly an important part of the college application process, but it is not the most important piece of the puzzle. Nor are your scores reflective of who you are as a person.

15. Know that you CAN do this! Take one question at a time, one section at a time.

Posted in ACT strategies, SAT strategies, Tips for taking the SAT, test anxiety | Leave a comment

Demystifying the college application process: Q&A with Renée Serrano of College Quest Advising

Posted on April 23, 2012 by Kathryn Azevedo

By Kathryn Marquis Azevedo
Director of English, Sullivan Tutoring, Inc.

As most people know, applying to college is not a simple matter of filling out an application, getting accepted and calling it a day. (If only!) In fact, applying to college is one of the last steps of the whole process. In the following Q&A, Renée Serrano of College Quest Advising helps demystify applying to college, and discusses what students need to consider before they even begin the process.

1. When should students begin thinking seriously about the college application process?

Students should seriously start thinking about their college application process in January of their junior year. The sooner you begin the process, the more organized you will be, producing a better application that will represent who you truly are. When you procrastinate with the process, your application will be rushed and potentially less effective.

Preferably, a student should begin thinking about the admissions process during freshmen year. Freshmen need to familiarize themselves with the different types of colleges and what is needed to qualify to apply. From the first day of high school, you make decisions that will determine what choices you have for college. With a global pool of candidates to choose from, colleges and universities are demanding excellence. Students need to develop a course of action that best highlights their strengths, talents and passions through course selection, grades and activities.

2. Many students have no idea how to begin the college search. What do you recommend as a first step?

    a. The first thing a student should do is to sign up on www.collegeboard.org. The College Board comprises all you need to know about colleges and admissions. This is also the site that you use to register for the SAT Test.

    b. Visit local colleges whenever the opportunity arises. During your junior year, you should sign up for college admissions information sessions/college tours. (Sign up on college websites.) If you cannot attend the information session/tour, visit the campus on your own and be sure to visit the admissions office to let them know that you are visiting, inquire about the college and ask questions!

    c. Request information from colleges that you are interested in on the college’s website.

    d. Listen carefully to fellow students who are currently experiencing the college application process. Ask them questions about their experience and if they have any advice.

    e. Utilize your guidance counselor’s expertise.

    f. Attend your high school’s college information seminars and ask questions!

    g. Go to college fairs in your area. Meet the admissions counselors and ask questions!

3. What is the biggest misconception students have about the college application process?

Most students and parents don’t realize how much time and effort it takes for the college application process, therefore beginning this endeavor too late and rushing the process, which directly impacts the quality of their applications.

Students don’t recognize that their whole profile is important and considered. Admission isn’t just dependent upon their grades and testing. The student’s “whole picture” is considered and every segment of the application should be strong and concise.

Also, students and parents can sometimes get caught up in the college “name game,” losing sight of the many outstanding colleges and universities in this country. There is excessive dialogue about colleges and universities during the junior year of high school, creating unnecessary competition and undue stress that could be avoided with the understanding that there are over 4000 colleges and universities in the United States that offer incredible opportunities in higher education.

4. Could you please explain the differences between Early Action and Early Decision, and what are reasons one would or would not choose to apply to college these ways?

EARLY DECISION-ED: represents a binding commitment to one college. You are usually allowed to apply as an Early Action candidate to other colleges. If you are admitted as an ED student, you are required to attend that college and immediately upon notification of acceptance, you have to withdraw all of your other college applications.

EARLY ACTION-EA: is non-binding which means that you can apply to other colleges even if you were admitted as an Early Action student. You are not required to attend that college if you are admitted as an Early Action candidate. In most situations, you can apply to more than one college as an Early Action applicant. Most EA schools allow you to apply to an ED college simultaneously, but that is not the case with all colleges, so make sure you read each college’s specific ED/EA program before proceeding with your decisions.

There is a new program initiated at several colleges called, SINGLE CHOICE or RESTRICTIVE EARLY ACTION. Some schools that offer this program include but are not limited to Harvard, Stanford, Yale and Boston College. This means that you are only allowed to apply to one college Early Action even though the college’s decision is not binding and you wouldn’t have to attend if you were admitted to a Restrictive Early Action program. You need to pay close attention to the Early Action program description to make sure that you understand fully the program you intend on using.

It is difficult to determine who should apply Early Decision, Early Action or Regular Decision because it depends upon the individual student along with many factors. If you are absolutely certain that you want to attend a specific college that has been your “dream school” for some time AND your “whole picture” is perfectly matched with that college’s specifications, then ED could be beneficial, considering that it tells that college that it is your absolute first choice and you would attend if given an ED acceptance. If you have any doubt that it is your first choice college and you are not at least perfectly matched to that college, it certainly would be a big risk on your part.

As for Early Action, this can show the colleges an early interest and preparation on the student’s part, which is somewhat beneficial but it is absolutely crucial that you are academically matched to that college with a “whole picture” profile that would add to its college community.

It is vitally important that you read each college’s specific Early Decision or Early Action program requirement so not to limit your college options.

5. Most students have heard of financial aid in the form of government loans, but not everyone knows how government-funded assistance works, and many find it intimidating. What do you tell students about the financial aid process to make it less overwhelming?

Financial aid makes up the difference between what a family can contribute to a college’s tuition and living cost. Financial Aid is intended to help students pay educational expenses – tuition and fees, room and board and books and supplies at a college or university.

There are 3 types of Financial Aid.

    a. Loans (must be repaid)

    b. Grants and scholarships- including Merit-based Awards which are given to an accepted applicant. They do not require repayment and are strictly based on student high school academic performance.

    c. Work Study and other employment programs that allow the student to work and earn money during their college years.

Students and their families are entitled to fill out the free FAFSA form, which will ask many questions about the family’s finances (which involves the family’s and student’s tax return information.) The FAFSA needs to be completed sometime after January 1 of the student’s senior year. You can find more about Financial Aid by reading information provided by the U.S. Department of Education. You must read your college’s website to determine its specific FAFSA deadline: many are February 1.

Some colleges also require that you fill out the CSS/Financial Aid Profile, which is found on collegeboard.org.

The sooner that you complete your FAFSA and/or CSS profile form, the better. Colleges distribute funds early and if you miss the deadlines, it is possible they will not have enough money to award to you, even if you qualify.

If you are not given an amount of financial aid that you feel you need from a college of your choice and have been admitted to that college, it is not unusual for a family to contact the school to ask for more financial aid in order for you to attend. Most colleges have to wait until the May 1 deadline to be able to tell you if there is any money available but it is worth a call. Many schools can accommodate you if they have the finances available.

Here are some websites that may help you:

  • STUDENTAID.ED.gov
  • FAFSA.ED.gov
  • MEFA.com
  • EDUPASS.org
  • FINAID.org
  • FEDMONEY.org
  • NASFAA.org
  • PROFILEONLINE.COLLEGEBOARD.org
  • SALLIEMAE.com
  • SAVINGFORCOLLEGE.com
  • SIMPLETUITION.com
  • ED.gov
  • COLLEGEISPOSSIBLE.com

6. Besides financial aid, what other forms of financial assistance are available to students?

There are thousands of scholarships available to students who are entering college. Typically these scholarships are based in the student’s home community. Most high school guidance departments list many local and national scholarships, application information and general requirements so be sure to check in with your guidance department. Check with them early and often in the process because many have specific application deadlines.

There are websites that you can join for free which will ask you to fill out a survey. This allows the scholarship site to continuously match you with national scholarships that correspond to your profile. You can sign up for these sites in the beginning of your junior year. NEVER pay any money or give these sites your credit card information-these particular sites are mostly out to scam you. Here are a few sites to visit:

  • FASTWEB.com
  • SCHOLARSHIPS.com
  • NATIONALMERIT.org
  • SCHOLARSHIPEXPERTS.com

7. What can parents do to make applying to college less daunting for their son/daughter?

Parents are welcome to sign up for collegeboard.org. This site has a wonderful “Parents” tab that will walk you through most of the college application process. I often tell parents to sign up for the SAT Question-of-the-Day on collegeboard.org — along with their student and siblings — to discuss the question and answer at dinnertime. It is a great way to show your children what the SAT is about while having some fun competition between the parents and children. (The children usually win!)

Parents, please remember that junior year of high school is filled with mastering long and arduous tests, visiting college campuses and college fairs, filling out lengthy and involved applications, writing many personal essays and meeting what seems to be a million different deadlines while attending classes, acing midterms and finals, finding a date for prom, and dealing with the finality of graduation and the uncertainty of what the future holds. This is enough to overwhelm most of us. Parents can most certainly help make the college application process much easier and less stressful. Be forewarned, though, that most children will be a tad grumpy during this process and the parents are the first to receive the wrath of the college applicant. Here are some helpful hints on how you can help your child:

  • Start the process early.
  • During the high school years, visit college campuses whenever you have an opportunity. This will help your child understand the differences between a large and small school as well as a city campus vs. a rural one. Try to visit while college is in session because most schools feel completely different when there are no students hurrying from class to class.
  • Try not to add stress to the process by revealing your stress (because you will be stressed through the process as well). Try to take the emotion out of your role in the process…keep them on task without nagging.
  • Application management: keep track of what has been completed, what needs to be completed and the very important deadlines. Organize and file necessary papers.
  • Help research schools.
  • Listen to your child explain what he or she wants from a college experience.
  • Discuss any financial or geographic restrictions before they apply or are admitted.
  • Review applications and essays for obvious errors and typos before they are submitted.
  • Be sure to have your child contact the college admissions department with any questions or to make appointments. Let your child speak for him/herself when it comes to any interaction with the college admissions representatives.
  • Do not complete any part of their application for them, especially the essays!
  • Be involved but know the boundaries. Your support is crucial in your child’s college application process.
  • Be realistic in your child’s abilities and strengths.
  • Be informed! There are many books available that will familiarize you with the college application process. Here are a few to review:
    1. The Gatekeepers-Jacques Steinberg
    2. The College Guide for Parents-Charles Shield (Published by the College Board)
    3. The Fiske Guide to Colleges-Fiske

8. In your field, I imagine you work with many college-bound athletes. Whereas athletes seem to be taking their SATs/ACTs much earlier than in the past, when should athletes begin thinking about colleges? Is the application process different for athletes than for non-athletes, and are they dealing with different expectations?

The first step is to register on the NCAA initial Eligibility Clearinghouse website, NCAA.org, in the spring of their junior year. Your guidance and/or athletic office at your high school should have the necessary forms and guidelines for registration.

Also, become familiar with the NCAA rules and regulations related to recruiting. This is also found on the website.

The student athlete should actively pursue those institutions and coaches that are interested. Let college coaches know that you are interested in playing for them if they haven’t pursued you. Send an introductory letter to coaches, expressing your interest and highlighting your athletic and academic achievements. You can find their names on the college website. If a college coach is interested in you, you might have to provide a five or ten minute video highlighting your talent. You should also include a sports résumé. Include your high school coach’s name and phone number (ask your coach first for permission) and tell him/her of your aspirations.

In the end, the college admissions office makes the decision whether to admit you, not the coach. Make your decision based on the college or university and whether you want to attend that university…coaches might leave the college so you want to make sure you are honestly interested in the institution that you commit to.

The college application process is generally the same for the student athlete and he/she should follow the regular guidelines and timelines for the college application process.

9. Many students have heard of the Common Application (Common App), but do not fully understand how it works. Could you please explain the Common App and any benefits it may have?

The Common Application is a not-for-profit organization that provides an admission application that students can complete and send to over 450 colleges. Last year, almost 2.5 million applications were submitted via the Common App online.

The Common App allows students to fill out an application once and submit to the colleges that are on their list and to members of Common App. College members give equal consideration to both the Common Application and their own application, and many college members now use the Common Application as their only application form.

You can create an account on the Common App online and save work on your application as you complete it. It allows you to see what you have completed and submitted. Some colleges that use the Common App have a supplemental form listed as well. You will be able to keep track of teacher recommendations and guidance counselor forms.

There is no cost to the student at all for this wonderful service. You should log onto the Common App as soon as you can (usually sometime in August before your senior year) and make sure you fill it out accurately.

The application was created because of its convenience, so take the opportunity to save some time!

10. How important do you think the college essay is, and what can students do to make theirs stand out?

The college essay is an essential part of the college application process. A poorly written essay can cause an all-star student to get rejected from a college while an outstanding essay can help a borderline student be accepted. You should dedicate a considerable amount of time in developing your ideas and writing essays that reveal a great deal of who you are and what is important to you. College admissions counselors use the essay as a way to get to know you, and to see what is important to you and what makes you tick. This is where you can distinguish yourself from the rest of the applicants. Your essay can make your application shine, or make the difference between you and an academically equal applicant.

  • Make sure that you answer the question that the college is asking.
  • Do not retell any part of your application and do not list your accomplishments or achievements.
  • The best essays tell a story that is interesting, reflect your passions and reveal your personality.
  • The essay is where you can show your maturity and depth of character.
  • Make sure you have your essays edited by a few different people: your English teacher, your parents, or any adult that you trust. Listen to their suggestions and comments.
  • Do not solely rely on spell-check for spelling or grammatical errors.
  • Do not copy your essay from any other source. Colleges have access to plagiarizing software that will determine if any of your essay has been copied from another source.
  • The essay is also used to evaluate your ability to express yourself effectively in written form. The ability to write well is critical for college success so put your best foot forward.

The college application process can be a complicated, confusing, and lengthy process but when you start early and understand the process, it will be an ultimately rewarding experience for both students and parents. Good luck with your college application journey and your future college adventure!

Renée L. Serrano, M. Ed., is an Independent College Counselor. She and Mary K. Baker, Ed. D., who resides in California, own College Quest Advising. Renée provides private consultations, which consist of personal in-depth counseling to make the college application process structured, simplified and exciting. She works one-on-one with freshmen, sophomores, juniors and seniors who want viable choices and extensive resources for their COLLEGE QUEST.

Renée has a M. Ed in Higher Education Administration and Counseling, and has extensive work experience in several higher educational institutions in and around New England. She lives with her husband Anthony; daughter Ashleigh, Indiana University 10’; sons AJ, University of Southern California -Cinematic School 12’; and
Bubba, Harvard, 14’.

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How to be the perfect college applicant: A Q&A with educational consultant Andrea Glovsky

Posted on March 20, 2012 by Kathryn Azevedo

By Kathryn Marquis Azevedo
Director of English, Sullivan Tutoring, Inc.

The college application process begins well before junior year, as student transcripts and GPAs reflect all four years of high school — all the good, and all the bad. To shed some light on the topic, I interviewed Andrea Glovsky, owner of AMG Educational Consultants.

Who is more attractive to colleges: a student who dabbles in many activities, or someone who excels in one activity?
Passion, passion, passion. A student who dabbles shows no passion, commitment or special interest. It is okay to try a variety of things in high school, but finding ways to connect your interests and strengths makes a big difference when applying to colleges.

What can students do with their college essay to make it stand apart from other outstanding essays?
Mistakenly, students often think their essay is a creative writing piece. It is not a story or a narrative; rather, it is an opportunity to demonstrate who and what the student is. Students should show the colleges, not tell them. Students should also avoid repeating their resume: a better idea is for students to “peel back the onion” and let the college see the real, passionate person beneath.

How important is the college interview?
Many colleges have abandoned the interview. BC for example has so many applicants that there is no way it can meaningfully interview everyone. This situation is typical in large schools and state universities. But not all schools have abandoned the interview, and for those still conducting interviews, there are generally three different types. The first is evaluative: small colleges often use evaluative interviews and consider them an important part of the application process. They can sometimes sway a borderline candidate. The second is informative: informational interviews are often conducted by seniors and are done to sell the college to the student. The third is the alumni interview: most alums evaluate applicants and write a report. These interviews are usually used to weed out iffy students and inappropriate matches that applications do not reveal.

If a student has a rough freshman or sophomore year, what can he or she do for redemption during his or her junior year?
Many colleges look at trends. “What have you done to improve and why” can be answered on the Common Application in the section for additional information. If a student shows steady progress — Cs to Bs, or Bs to As — by challenging him or herself and working hard, the schools will notice. But, if grades go up just because a student is taking very easy courses, schools will definitely see that too. When selecting a teacher to write a recommendation, students should choose the one who can speak to the student’s improvement.

What is a mistake you see students making that can actually hurt their image?
Doing too many things in too many areas and not focusing on grades. Overextended, over-programmed students often reveal themselves in their grades. Also, no one likes a joiner for the sake of joining and filling a resume. It is all about demonstrated interests. A second pitfall is taking an AP just because it is an AP and then struggling through it.

What role do parents have, if any, in their child’s college application success?
It depends on the family. It is an extremely stressful time in every high school family household. Students are struggling for independence from their parents and parents want the BEST for their children. Communication is often laden with agendas often not even mentioned. Parents have values left over from when they were in college, if they went. Colleges are nothing like they were 20 years ago and the process has no resemblance to the process of the past. It is complicated and full of misinformation. Many families seek private counselors to keep peace in the family and the information appropriate and up-to-date. Guidance counselors are overwhelmed and very short on time. If parents want to be involved, they should think of themselves as coaches. They should not complete the college application process themselves, as colleges can always tell when this is the case; rather, they should cheer their child on with support and realistic dreams.

What is the single most significant thing a student can do to stand out during the college application process?
The transcript is the number one thing that students have to sell themselves. All the activities, excuses and inventions will not make up for a sparse, negative or lazy transcript. Standing out is very difficult in suburban homogeneous communities, but several things that a student could do come to mind: demonstrating resilience, maximizing an opportunity and turning it into something that benefits others, excelling in something unusual, or mastering something independently.

About Andrea Glovsky:
Andrea Glovsky is an Educational Consultant, owning AMG Educational Consultants (www.findingcolleges.com). She provides college, private school and adolescent counseling to parents and their adolescents locally in Massachusetts, nationally, and internationally. She has 30 years’ experience and commitment to the field of education. From 1991 to the summer of 2000 she worked for Work Family Directions in Boston where she developed a program that helped adolescents become motivated, and apply to and pay for college. She trained a staff of twenty-five counselors to provide this service. Andrea also lectured regularly on the topics of adolescents, paying for college, applying to college and motivation at Fortune 200 companies. In addition, she provided individual assistance to employees of these and similar companies with regard to their adolescents and their college planning process.

Andrea has published booklets, guides and seminars on the college and financial aid process, parenting, homework and adolescents. She has also written for Boston Parents Paper and United Parenting Publications, the website EONS.com, and for Casa De Campo. She has presented at the Gore Education Family Reunion VI, Nashville, TN on the “working parent and their child’s education,” served on the Executive Committee of the second Massachusetts Blue Ribbon Task Force on Education Reform, served as a Trustee and a Corporator of Lesley University, and received Financial Aid Administrator Certification and her M.Ed in Counseling. She is a former classroom teacher and Head of the Middle School at Brookwood School, Manchester, MA. She is a Massachusetts Certified Teacher, is married and has two well-educated children, both of whom have doctorates.
Find her at www.findingcolleges.com or amglovsky@comcast.net

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Applying to college: How to stand out from the homogeneous applicant pool

Posted on February 1, 2012 by Kathryn Azevedo

By Kathryn Marquis Azevedo
Director of English, Sullivan Tutoring

Jamie is a National Honor Society student, varsity soccer team captain, community service volunteer, and student council vice president. Oh, and he takes three AP courses and nailed his SATs.

Jamie may sound like the perfect college applicant, but he also sounds exactly like hundreds of thousands of other perfect college applicants who boast the same repertoire of accomplishments.

Not to belittle Jamie’s tremendous achievements, but more and more high school students are filling their schedules with extracurriculars and advanced placement courses in an effort to beef up their college applications and stand out among their peers. The problem is, when everyone does this, no one looks that special.

So how does one distinguish oneself from the crowd? No simple answer here, but maintaining a well-balanced repertoire while simultaneously excelling in one area may be one way to get noticed. For instance, Jamie could continue his involvement in his aforementioned activities, but to shine among the rest of the stars, he could do something exceptional with his volunteerism: he could pick one cause (special-needs children, elderly, animals, etc.) and do something extraordinary with his efforts, instead of dabbling here and there among arbitrary causes.

Or, Jamie could reduce his AP class load from three to two, which would give him more time to become an academic superstar in one particular area. For example, instead of maintaining a B+ average in three AP courses, he could dedicate himself fully to two courses, gets A’s in both, and while he’s at it, work extra hard to get the NCTE Achievement Award in Writing – or something of the like.

Or, perhaps in addition to all of Jamie’s activities, he also plays the trumpet in the school band. (I know; at this point Jamie seems superhuman, but so are high schoolers these days.) To stand out among his peers, Jamie could work with his school to implement a music mentoring program, where younger musicians are paired with high school musicians, ultimately benefiting from the Big Brother/Big Sister scenario.

The bottom line is that if Jamie wants be noticed, he has to do something special – beyond all the special things he’s already doing. That might mean trimming his activity list to allow for more time to devote to one particular area, or that might mean maintaining his hectic schedule while upping the ante and effort in one specific capacity. Either way, to get noticed, he should aim to do something outstanding to stand out from all the other special candidates.

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High school entrance exams: The differences between the HSPT and SSAT

Posted on December 20, 2011 by Kathryn Azevedo

By Kathryn Marquis Azevedo
Director of English, Sullivan Tutoring, Inc.

The High School Placement Test (HSPT) and Secondary School Admission Test (SSAT) are two common standardized tests for entry into private schools.

The HSPT is administered to eighth graders seeking admission into private high school, and may also be used for class placement purposes. The SSAT is administered on two levels: the Lower Level (grades 5-7) and Upper Level (grades 8-11). The SSAT may also be used for class placement. Both tests take about three hours to complete.

HSPT vs. SSAT: Differences in test content

There are several differences in content between the HSPT and SSAT. The SSAT measures aptitude in synonyms, analogies, reading comprehension and writing skills (students must complete a 25-minute essay, which is not scored but is used as part of the admissions process). The math section measures aptitude in arithmetic, geometry, algebra, computations and various mathematical concepts.

The HSPT measures a broader scope of skills than does the SSAT, particularly in the verbal component. In addition to synonyms, analogies and reading comprehension, the HSPT includes verbal logic, antonyms, grammar, punctuation, spelling and capitalization. There is no written essay. The HSPT math is similar to the SSAT math, and includes arithmetic, algebra, geometry and mathematical concepts.

The chart below shows the major similarities and differences between the HSPT and SSAT.

HSPT SSAT
Verbal Synonyms, antonyms, analogies, verbal logic Synonyms, analogies
Reading Comprehension Passages and questions Passages and questions
Language Grammar, capitalization, punctuation None
Spelling Yes No
Writing No 25-minute essay
Math Arithmetic, algebra, geometry, problem solving, fractions, decimals, ratios, series, percents Arithmetic, algebra, geometry, percents, fractions, decimals, ratios
Test time about 2.5 hours about 2.5 hours
Test dates Administered independently by schools Administered 8 times a year
Scores 200-800 Lower Level: 1320-2130, Upper Level: 1500-2400

Most private high schools require a student to take either the HSPT or the SSAT, but the HSPT is primarily a requisite for Catholic high schools. Some private schools require the ISEE (another similar test) or administer their own comparable entrance exam.

The good news is that students can prepare (study!) for both the HSPT and the SSAT by taking practice exams and learning the test content. Studying the common HSPT/SSAT words can significantly increase a student’s score, as can reading regularly and becoming competent in the math skills.

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How to get higher SAT scores: Know what’s on the test

Posted on November 21, 2011 by Kathryn Azevedo

By Kathryn Marquis Azevedo
Director of English, Sullivan Tutoring, Inc.

The SAT stands for Scholastic Aptitude Test, with aptitude, of course, meaning intelligence. Therefore, one could logically assume that intelligent students earn higher SAT scores, and less intelligent students earn lower SAT scores. Sometimes. But not always.

When a student’s academic profile is inconsistent with his or her SAT scores, a possible explanation (after ruling out severe test anxiety) could be that the student is simply unfamiliar with or not proficient in the actual SAT content. A student with an A+ in AP History who has a sub-par lexicon will struggle on the SAT Critical Reading sections. A student with an A+ in Trigonometry who has poor geometry skills will struggle on the SAT Math sections. Hence, it is unequivocally essential that students gain competence in the areas specific to the SAT.

To draw a comparable scenario: If a pilot in training were to take a test on the mechanics of aviation, he or she would have to master the mechanics of aviation; a general knowledge of flight theory would not suffice to pass the test. This is not to say that it is easy to master the mechanics of aviation, but that is what needs to be done to pass the pilot test.

Similarly, if a student desires higher SAT scores, he or she must become learned in the SAT content; a general knowledge of math and English concepts will only take a student so far. There is, of course, a handful of testing strategies – both universal and SAT-specific – that will indeed facilitate the testing process, but solid comprehension of the SAT content is incontrovertibly essential for a high SAT score.

So what exactly is the content of the SAT? There is a lot, but serious students with an intelligent SAT study plan can handle it. To begin, students must know the SAT vocabulary words. They must also know basic grammar rules (yes, the nitty-gritty grammar tidbits like prepositional phrases and dangling modifiers), proper punctuation and how to form a well developed argument in a written essay. For the critical reading passages, students must know how to determine the tone and main idea. Also, paraphrasing is an invaluable skill to have when answering line-reference questions.

For the math, students must know how to manipulate fractions and solve algebraic equations. They must be competent in geometry, factoring, exponents, percents, functions, parabolas and more.

There is a lot to know for the SAT, but fortunately students never take the SAT under a “pop quiz” scenario. In other words, students can plan accordingly and start doing what they need to do to learn the content before test day. Some students work well with a tutor. Some prefer self-study. Either way, if a student knows what is going to be on the test (see the above paragraph or pick up an SAT book) and is resolute to score high, then it is mostly a matter of knowing the content.

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