the road ahead - compass education group · flexibility ßà complexity common questions about...
TRANSCRIPT
“Competition for college admission has created an unprecedented time of intense worry.”
“Getting into college has never been so competitive.”
“Standards have shot up. Parents who got into top notch colleges with average grades and good overall qualifications cannot
understand why their kids can’t.”
New York Times, “High School Seniors’ Agony”
“Competition for college admission has created an unprecedented time of intense worry.”
“Getting into college has never been so competitive.”
“Standards have shot up. Parents who got into top notch colleges with average grades and good overall qualifications cannot
understand why their kids can’t.”
New York Times, “High School Seniors’ Agony”
Holistic Review
GPA Rigor Test Scores
Recommendation Letters
Personal Essay
AP/IB Scores
Demonstrated interest
Extracurriculars
Class Rank
Legacy Status Financial Need
Interview Work / Internships
Advantage: Students (in most cases)
80%
16%
3% 1%
EnrollmentbyAdmissionRate
> 50%
25-50%
10-25%
< 10%
• Admit Rate: ~ 70%• Yield: ~ 33%
Stanford (<5%) denied 70% of applicants with perfect test scores
Flexibility ßà Complexity
COMMON QUESTIONS ABOUT TESTING
PRACTICAL TACTICAL
• Do I need to take admission tests?
• Should I take the SAT, ACT, or both?
• Is the SAT or ACT essay necessary?
• Are Subject Tests required?
• Can the ACT replace Subject Tests?
• If optional, should I submit my scores?
• When should I begin/end my testing & prep?
• Should I re-test? If so, how often?
• Which colleges require reporting all scores?
• Do colleges combine scores across dates?
Easierthanevertoapply... ...harderthanevertopredict.
See pages 4-6 of Compass Guide
Testing Pathways
1,450
850
35 7
Test Requirements
SAT or ACT Required Test Optional
Subject Tests ACT instead of Subject Tests
SAT and/or ACT Essay: Required?
Still RequiredBrownCaltechClaremont McKennaDartmouthDukeHarvardMichiganPrincetonStanfordUC’sYale . . .
No Longer RequiredColumbiaCornellJohns HopkinsMITNorthwesternNYUPennSwarthmoreTuftsUSC . . .
Test-Optional
Wesleyan University Lewis & Clark College
Connecticut College Washington andJefferson College
Wake Forest University
Brandeis University
Worcester Polytechnic Institute
American
A M H E R S T C O L U M B I A H A V E R F O R D U C D A V I S U V A
B A R N A R D C O N N E C T I C U T C O L L E G E H O L Y C R O S S U C I R V I N E V A S S A R
B O S T O N C O L L E G E C O R N E L L M I T U C L A W A S H I N G T O N &L E E
B O S T O N U N I V E R S I T Y D A R T M O U T H P O M O N A U C M E R C E D W E L L E S L E Y
B R A N D E I S D U K E P R I N C E T O N U C R I V E R S I D E W E S L E Y A N
B R O W N F R A N K L I N O L I N R I C E U C S A N D I E G O W I L L I A M S
B R Y N M A W R G E O R G E T O W N S W A R T H M O R E U C S A N T AB A R B A R A W P I
C A L T E C H H A R V A R D T U L A N E U C S A N T A C R U Z Y A L E
C A R N E G I E M E L L O N H A R V E Y M U D D U C B E R K E L E Y U P E N N
44 COLLEGES REQUIRE THE SAT SUBJECT TESTS2006:
C O R N E L L M I T
C A L T E C H
C A R N E G I E M E L L O N H A R V E Y M U D D
2016: 5 COLLEGES REQUIRE THE SAT SUBJECT TESTS
Require or “Recommend” or “Consider”
AmherstBabsonBarnardBatesBoston CollegeBoston UniversityBowdoinBrandeisBrownBryn MawrBucknellCarletonCase WesternClaremont McKennaColbyColorado CollegeColumbiaConnecticut CollegeCooper UnionDartmouthDavidson
DukeEmoryFranklin OlinGeorge WashingtonGeorgetownHamiltonHarvardHaverfordHoly CrossIthacaJohns HopkinsKenyonLafayetteMacalesterMiami (FL)MichiganMiddleburyMillsNorthwesternNotre DameNYU
OberlinOccidentalPomonaPratt InstitutePrincetonReedRiceRPIScrippsSmithStanfordStevens InstituteSwarthmoreTuftsTulaneUC BerkeleyUC IrvineUCLAUC RiversideUC San DiegoUC Santa Barbara
UC Santa CruzUnionU of DelawareU of GeorgiaUNCU of RochesterUPennUSCUVAVanderbiltVassarWake ForestWashington & LeeWash U St. Louis WellesleyWesleyanWilliam & MaryWilliamsWPIYale
Sensible Sequence
ü Fall/Winter(11th) PSAT(&PracticeACT)
ü Spring SAT(MarchorMay)orACT(FeborApril)
ü LateSpring SubjectTests(MayorJune)
ü Summer Regroup,Reviewü NEW:August2017SAT
ü NEW:July2018ACT
ü Fall(12th) Re-testasNecessary(Sept,OctorNov)
SAT Testing Patterns
Oct
Oct
Nov March
Nov
Dec
May
Dec
Jan
June
Jan
0
200
400
600
800
1,000
1,200
Fall/Winter - Jr Spring - Jr Fall/Winter - Sr
Thou
sand
s
Test-Takers by Season and Date
§ Spring junior and fall senior dates remain most popular.
§ Lots of repeat testing between June – Dec.
Typical Testing Windows
SAT: < 900ACT: < 17
SAT: 900 - 1200ACT: 17 - 25
SAT: > 1200ACT: > 25
June of 10th Grade
1 in 3 juniors
1 in 2 juniors
1 in 6 juniors
Typical Testing Windows
SAT: < 900ACT: < 17
SAT: 900 - 1200ACT: 17 - 25
SAT: > 1200ACT: > 25
February/March11th grade
October12th grade
Test Begin Prep First Sitting Second Sitting
SATLate Summer
or Fall
MarchMay/June
AugustOctober
ACT February/AprilJune
SeptemberOctober
June of 10th Grade
1 in 3 juniors
1 in 2 juniors
1 in 6 juniors
Typical Testing Windows
SAT: < 900ACT: < 17
SAT: 900 - 1200ACT: 17 - 25
SAT: > 1200ACT: > 25
Test Begin Prep First Sitting Second Sitting
SAT Summer or Fall+
Winter or Spring Refresher
MayJune
August/OctoberNovember
ACT AprilJune
September/OctoberDecember
June of 10th Grade
May/June11th grade
December12th grade
1 in 3 juniors
1 in 2 juniors
1 in 6 juniors
Typical Testing Windows
SAT: < 900ACT: < 17
SAT: 900 - 1200ACT: 17 - 25
SAT: > 1200ACT: > 25
Test Begin Prep First Sitting Second Sitting
SATSummer or Early Fall
NovemberDecember
MarchMay/June
ACT DecemberFebruary
AprilJune
June of 10th Grade
November11th grade
June11th grade
1 in 3 juniors
1 in 2 juniors
1 in 6 juniors
Planning Patterns at Compass
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
<=Soph Fall Soph Spr Jr Fall Jr Spr Sr Fall
Season of Initial Contact
2009 2013 2017
Takeaways
§ Seasonal shift from Springof junior year to Fall of junior year
§ Sophomore contacts have increased significantly
§ Few students wait to contact us until senior year
Testing Patterns at Compass
Takeaways
§ Historically, most prep completed in spring of junior year
§ Increase in sophomoreyear preparation
§ General decrease in senioryear preparation
0%
10%
20%
30%
40%
50%
60%
Soph Spring Jr Fall Jr Spring Sr Fall
Preparation Hours by Season
2009 2013 2017
Super-scoring
April ACTEnglish 26
Math 27
Reading 27
Science 23
Composite 26
September ACTEnglish 29
Math 25
Reading 24
Science 27
Composite 26
Super-scored ACTEnglish 29
Math 27
Reading 27
Science 27
Composite 28
Structural Highlights of New SAT
üReturnstothe1600-pointscale
üGuessingpenaltyeliminated(=ACT)
üCalculatorandnon-calculatorsections
üFewer,longersections;Textheavy(=ACT)
üEssayisoptional(=ACT)
PSAT Results – Sample Class
Score Change Sophomore to Junior Year
1520
800
1400
1100
� Sophomore PSAT n Junior PSAT
National Merit Selection Index
Two students receive the same total score: 1460
STUDENT A STUDENT B
Reading & Writing
Math
750
710
710
750
To Calculate National Merit Selection Index:
1. Drop the zeros.
75
7571
71
2. Double Reading & Writing Score.
75 71
3.Addtogether.
+ +
221 217 Commended Scholar in CASemifinalist in CA
Subtle Differences Remain
Pre-Algebra OldSAT
NewSAT ACT
Number Properties
Venn Diagrams
Imaginary Numbers
Sequences
Geometry OldSAT
NewSAT ACT
Similar Triangles
Perimeter
Visualization
Trigonometry
Algebra OldSAT
NewSAT ACT
Inequalities
Quadratics
Zeros
Variation
Data Analysis OldSAT
NewSAT ACT
Two-way Tables
Scatterplots
Data Graphics
Sampling
See pages 46-47 of Compass Guide
1. Woolf characterizes the questions in lines 53-57 (“For we . . . men”) as both
A) controversial and threatening.B) weighty and unanswerable.C) momentous and pressing.D) provocative and mysterious.
2. Which choice provides the best evidence for the answer to the previous question?
A) Lines 46-47 (“We . . . questions”)B) Lines 48-49 (“And . . . them”)C) Line 57 (“The moment . . . short”)D) Line 62 (“That . . . Madam”)
New SAT Reading: 2-part questions
Evidence-Based Responses45 ...But we have not come here to laugh, or to
talk of fashions—men’s and women’s. We are here,on the bridge, to ask ourselves certain questions.And they are very important questions; and we havevery little time in which to answer them.
50 The questions that we have to ask and to answer aboutthat procession during this moment of transition areso important that they may well change the lives ofall men and women for ever. For we have to askourselves, here and now, do we wish to join that
55 procession, or don’t we? On what terms shall we jointhat procession? Above all, where is it leading us, theprocession of educated men? The moment is short; itmay last five years; ten years, or perhaps only amatter of a few months longer. . . . But, you will
60 object, you have no time to think; you have yourbattles to fight, your rent to pay, your bazaars toorganize. That excuse shall not serve you, Madam.
ACT Science ExampleAbombcalorimeter isusedtodeterminetheamountofheatreleasedwhenasubstanceisburnedinoxygen(Figure1).Theheat,measuredinkilojoules(kJ),iscalculatedfromthechangeintemperatureofthewaterinthebombcalorimeter.Table1showstheamountsofheatreleasedwhendifferentfoodswereburnedinabombcalorimeter.Table2showstheamountsofheatreleasedwhendifferentamountsofsucrose(tablesugar)wereburned.Table3showstheamountsofheatreleasedwhenvariouschemicalcompoundswereburned.
thermometer
insulatedouter
container
steel bomb
water
firing element
sample
stirrer
Figure 1
Table 1
Change in waterMass temperature Heat released
Food (g) (°C) (kJ)
Bread 1.0 8.3 10.0Chees e 1.0 14.1 17.0Egg 1.0 5.6 6.7Potato 1.0 2.7 3.2
Table 2
Amount of sucrose Heat released(g) (kJ)
0.1 1.60.5 8.01.0 16.02.0 32.14.0 64.0
Table 3
Chemical Molecular Mass Heat releasedcompound formula (g) (kJ)
Methano l CH3OH 0.5 11.4Ethano l C2H5OH 0.5 14.9Benzene C6H6 0.5 21.0Octane C8H18 0.5 23.9
ACT Science ExampleBasedonthedatainTable2,onecanconcludethatwhenthemassofsucroseisdecreasedbyone-half,theamountofheatreleasedwhenitisburnedinabombcalorimeterwill:
Table 2
Amount of sucrose Heat released(g) (kJ)
0.1 1.60.5 8.01.0 16.02.0 32.14.0 64.0
A. increase by one-half.B. decrease by one-half.C. increase by one-fourth.D. decrease by one-fourth.
Sample Question: Reading?
Text & Data
1. Based on the table and passage, which choice gives the correct percentages of the purines in yeast DNA?
A) 17.1% and 18.7%B) 17.1% and 32.9%C) 18.7% and 31.3%D) 31.3% and 32.9%
The chemical formula of deoxyribonucleic acid (DNA) is now well established. The molecule is a very long chain, the backbone of which consists of a regular alternation of sugar and phosphate groups. To each sugar is attached a nitrogenous base, which can be of four different types. Two of the possible bases—adenine and guanine—are purines, and the other two—thymine and cytosine—are pyrimidines. So far as is known, the sequence of bases along the chain is irregular. The monomer unit, consisting of phosphate, sugar and base, is known as a nucleotide.
Sample Question: “Science”
ACT English Difficulty Distribution
See page 43 of Compass Guide
Data reflects performance of several thousand ACT takers on 11 different tests.
ACT Math: Difficulty Distribution
See Compass Guide page 45
Data reflects performance of several thousand first-time ACT takers on eleven different tests.
ACT Math: Where to Invest Effort
Percentage of Possible Points(By Student Score Range)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
100%
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 5910 20 30 40 50 60
Subject Tests: Status Quo
No recent Redesign
200-800 scale; 1 hour per test (up to 3 in one day)
“Guessing Penalty” is still in effect
“Softer” scale but “Tougher” testing pool
Cannot take SAT and Subject Tests on same date
www.subject-tests.com (Policies by college)
Subject Tests: Options
Literature
U.S. History or World History
Math Level 2 or Math Level 1
Biology (E/M), Chemistry, and Physics
French, Chinese, German, Spanish, Modern
Hebrew, Italian, Japanese, Korean, Latin
What’s a Good Subject Test Score?
Rule #1: Ignore Percentiles
SAT scores help explain why some average Subject Tests are much higher than others.
Rule #2: Compare Means
70K students take the US History ST
1.9 MILLION students take the ACT
1.7 MILLION students take the SAT
Differences in size and composition of testing populations make percentiles incomparable.
SAT Subject Test: Math Level 2
Ifthedifficultycouldextendbeyond800,manystudentscouldachieveevenhigherscores.
Diagnostic TestingCompass hosts weekly proctored practice tests
for all college admission tests (page 75)
Lafayette | Larkspur | SF | Peninsula | South Bay
Q&ANorthern California
In-home tutoringSan Francisco, CA(800) 620-6250
Southern CaliforniaIn-home tutoringLos Angeles, CA(800) 925-1250
www.compassprep.com
Research your colleges . . .
ü Areyoutest-optional/flexible?
üDoYouSuper-Score?
ü ScoreChoice?
ü EssayRequirements?
ü SubjectTestPolicies?
ü FallTesting /EarlyDecision Deadlines?
Concordance: New SAT to ACT
New SATEBRW + M
Old SATCR+M+W ACT Composite
16001570154015001470143014001360132012901260122011801140
23902330226021702110204019901920185018101760170016401570
3635343332313029282726252423
SyntheticConcordance
Concordance: New SAT to ACT
New SATEBRW + M ACT Composite
16001570154015001470143014001360132012901260122011801140
3635343332313029282726252423
Favor ACT
New ACT Essay(Debuted September 2015)
Issue: PrivacyTechnology is changing our ideas about privacy. Our social media posts help us connect to friends, families, and people across the globe, but they also supply a steady stream of information to advertisers and, potentially, to governments, employers, and law enforcement agencies. Smartphone apps track our locations, buying habits, and Internet searches; that data can be both used to improve services and sold to companies to better target marketing. We’re increasingly willing to share our opinions, images, and relationships online and to turn to the Internet to run searches on others. As sharing our lives with a global audience increasingly becomes the norm, it’s important to consider how our connected lifestyle is changing the value we place upon privacy.
Featuresü 40 minutes
ü Optional*
ü Based on a contemporary social issue
ü Emphasis on analysis of ideasü Students instructed to analyze and
evaluate perspective, provide their own, and discuss relationships among the perspectives
ü Scored in 4 areas: Ideas and Analysis; Development and Support; Organization; and Language Use
ü 2 readers assign scores of 1-6 in each domain; all four domains are averaged to create a composite Essay score: 2-12
Perspective One Social media and smartphone apps help us navigate the world and our relationships with greater knowledge and insight. The only people who should be worried about losing privacy are those who have something to hide.
Perspective Two When we lose our sense of private lives, we lose part of ourselves. Being on public display hinders introspection and a sense of our independent identities. When nothing is private, nothing is personal.
Perspective Three Our desire for privacy is often rooted in embarrassment about common human issues like illness. Letting go of old ideas about privacy would break down barriers and help create a more open and empathetic society.
New ACT Essay(Debuted September 2015)
Issue: PrivacyTechnology is changing our ideas about privacy. Our social media posts help us connect to friends, families, and people across the globe, but they also supply a steady stream of information to advertisers and, potentially, to governments, employers, and law enforcement agencies. Smartphone apps track our locations, buying habits, and Internet searches; that data can be both used to improve services and sold to companies to better target marketing. We’re increasingly willing to share our opinions, images, and relationships online and to turn to the Internet to run searches on others. As sharing our lives with a global audience increasingly becomes the norm, it’s important to consider how our connected lifestyle is changing the value we place upon privacy.
Scoring Trendsü On average, students score
a composite of 6, 7, or 8.
ü Test has lower reliability
ü Less than .6% of essays receive a top score
ü Retest? Most students
should not retake the ACT
simply for an improved
Essay score
Perspective One Social media and smartphone apps help us navigate the world and our relationships with greater knowledge and insight. The only people who should be worried about losing privacy are those who have something to hide.
Perspective Two When we lose our sense of private lives, we lose part of ourselves. Being on public display hinders introspection and a sense of our independent identities. When nothing is private, nothing is personal.
Perspective Three Our desire for privacy is often rooted in embarrassment about common human issues like illness. Letting go of old ideas about privacy would break down barriers and help create a more open and empathetic society.
SAT Essay(Debuted March 2016)
Assignment:Write an essay in which you explain how Paul Bogard builds an argument to persuade his audience that natural darkness should be preserved. In your essay, analyze how Bogard uses one or more of the features listed in the box above (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage.
Your essay should not explain whether you agree with Bogard’sclaims, but rather explain how Bogard builds an argument to persuade his audience.
As you read the passage below, consider how Paul Bogard uses:
• evidence, such as facts or examples, to support claims
• reasoning to develop ideas to connect claims and evidence
• stylistic or persuasive elements, such as word choice or
appeals to emotion, to add power to the ideas expressed
[650-750 word Source Text]
Featuresü 50 minutes
ü Optional*
ü Based on a high-quality,
previously published essay
ü Emphasis on rhetorical analysis
ü Students instructed to avoid
including personal opinion
ü Scored in 3 areas: Reading,
Analysis, and Writing; 2 readers
give score of 1-4
SAT Essay(Debuted March 2016)
Assignment:Write an essay in which you explain how Paul Bogard builds an argument to persuade his audience that natural darkness should be preserved. In your essay, analyze how Bogard uses one or more of the features listed in the box above (or features of your own choice) to strengthen the logic and persuasiveness of his argument. Be sure that your analysis focuses on the most relevant features of the passage.
Your essay should not explain whether you agree with Bogard’sclaims, but rather explain how Bogard builds an argument to persuade his audience.
As you read the passage below, consider how Paul Bogard uses:
• evidence, such as facts or examples, to support claims
• reasoning to develop ideas to connect claims and evidence
• stylistic or persuasive elements, such as word choice or
appeals to emotion, to add power to the ideas expressed
[650-750 word Source Text]
Scoring Trendsü Scores are totaled and kept
separate: ü Reading: 6 (3 + 3)
ü Analysis: 5 (3 + 2)
ü Writing: 6 (3 + 3)
ü Average: 5, 4, 5ü 90% of students score a 4-6 in
each area
ü Analysis scores tend to be more conservative
ü Retest? Strong test-takerswho score 2 points below national avg. in each area should consider retesting
Percentile Interpretation
The Fine PrintNationally Representative SampleNationally representative percentiles are derived via a research study sample of U.S. students in the student’s grade (10th or 11th), weighted to represent all U.S. students in that grade, regardless of whether they typically take the PSAT/NMSQT.
Percentile Interpretation
The Fine PrintUser GroupUser group percentiles are derived via a research study sample of US students in the student’s grade, weighted to represent students in that grade (10th or 11th) who typically take the PSAT/NMSQT.