fbpx
Where can I get into college, based on my SAT score?

Where can I get into college, based on my SAT score?

We all know the college admissions game comes down to more than just numbers, but having a competitive GPA and SAT/ACT score is the best way to get your foot in the door.  So, we’ve put together a long list of the most competitive and most popular schools in each state and the average SAT and ACT scores for incoming freshmen at each school.  

If you’re a junior who has just received your PSAT scores, you can use this list to see what kind of schools you’d have a decent shot at if you performed similarly on your SAT.  If you’re not pleased with your options, don’t fret.  Every year, tons of our students improve hundreds of points beyond their junior year PSAT.  And, with our new 150 point or 200 point packages, you can feel confident that once you’re done with prep, your new score will elevate the kinds of colleges you are looking at.  

Washington, DC

Georgetown

SAT: average 1467

George Washington

SAT: 1330-1460

ACT: 30-33

American 

SAT: 1260-1420

ACT: average 29 

Howard

Average SAT: 1210

Average ACT: 25 

Maryland 

Johns Hopkins

SAT: 1480-1550

ACT: 33-35

UMD

SAT: 1330-1470

ACT: 30-34

Loyola

SAT: 1160-1330

ACT: 26-31

St. Mary’s College

SAT: 1070

ACT: 23-29

Washington College

test optional 

Towson

Average SAT: 1140

Average ACT: 23

UMBC

Average SAT: 1275

Goucher

SAT: 1050-1260 

ACT: 23-29 

Mount St. Mary’s

Average SAT: 1059 

VA

UVA

SAT:  in-state: 1340-1500; out of state: 1430-1540 

ACT: in-state: 32-34; out of state: 33-35 

William and Mary

SAT: 1320-1510

ACT: 30-34

Richmond

SAT: 1370-1500

ACT: 31-34 

Virginia Tech

SAT: 1180-1390

ACT: 24-30

James Madison University

SAT: 1160-1320

ACT: 24-30 

George Mason

SAT: 1100-1290

ACT: 23-28

PA

Penn

SAT: 1460-1550 

ACT: 33-35 

Carnegie Mellon

Depends on which school you apply to, see here

Swarthmore

SAT: 1380-1550

ACT: 31-34

Haverford

Average SAT: 1510

Average ACT: 34

Lehigh

SAT: 1350-1480

ACT: 31-34

Bucknell

SAT: 1260-1430

ACT: 28-32

Bryn Mawr

SAT: 1290-1510

ACT: 29-33

Villanova

SAT: 1400-1500

ACT: 32-34 

Lafayette

SAT: 1320-1490 

ACT: 30-34

Dickinson

SAT: 1290-1430 

ACT: 29-32

Gettysburg

SAT: 1250-1400

ACT: 27-31

Pitt

Depends on which school you apply to, see here

Franklin & Marshall

SAT: 1300-1470 

ACT: 29-32 

Muhlenberg

SAT: average 1240

ACT average 27

Temple

Average SAT: 1237

Average ACT: 27

Drexel

SAT: 1170-1380

ACT: 25-30 

Allegheny

SAT: 1190-1370

ACT: 25-31 

Juniata

SAT: 1220

Average ACT: 27

Ursinus

SAT: average 1230

ACT: average 26

North Carolina

Duke

SAT 1500-1560

ACT 33-35 

Wake Forest

SAT 1260-1440

ACT 28-32

Davidson

SAT: 1310-1470 

ACT: 30-33

UNC

SAT for out of state: 1360-1500

ACT for out of state: 30-34

NC State

SAT: 1270-1410

ACT: 27-32

UNC Wilmington

SAT: 1190-1300 

ACT: 22-27 

Elon

Average SAT: 1241

Average ACT: 27

High Point

Average SAT: 1222

Average ACT: 26 

South Carolina

Clemson

SAT: 1230-1390 

ACT: 27-32

Furman

SAT: 1200-1350

ACT: 25-30

USC

SAT: 1400-1350

ACT: 25-30

Citadel

Average SAT score: 1074

College of Charleston

SAT: in state: 1080-1260; out of state: 1110-1270 

ACT: in state: 21-28; out of state: 23-29

Florida

UF

SAT: 1330-1460 

ACT: 29-33 

Miami

SAT: 1350-1480

ACT: 31-34

Tampa

Average SAT: 1190

Eckerd

SAT: 1080-1280

ACT: 23-28

Rollins College

SAT: 1150-1280

ACT: 25-30

Florida Institute of Tech

SAT: 1130-1320

ACT: 24-29

New College of Florida

SAT: 1230-1400

ACT: 25-31

Georgia

Emory

SAT: 1420-1550

ACT: 32-35 

UGA

SAT: 1300-1460

ACT: 30-34 

GA Tech

SAT: 1400-1520

ACT: 31-34

Spelman 

SAT: 1190-1290

Average ACT: 25

Morehouse

Average SAT: 1170 

Average ACT: 24 

New York

Columbia

SAT: 1480-1560

ACT: 33-35

Cornell

SAT: 1400-1560 

ACT: 32-35

Barnard

SAT: 1340-1520

ACT: 30-34 

NYU

SAT: 1350-1530

ACT: 30-34

Hamilton

SAT: 1240-1470

ACT: 29-34

Colgate

SAT:1410-1520

ACT: 31-34

Vassar

SAT: 1380-1500

ACT: 31-34

Cooper Union

SAT: 1190-1410

ACT: 26-32

Rensselaer Polytechnic

Average SAT: 1409

University of Rochester

Average SAT: 1400

Skidmore

Average SAT: 1330

Average ACT: 29

Syracuse

Average ACT: 1357 

Average ACT: 30 

St. Lawrence

Average SAT 1293

Fordham

SAT: 1320-1460

ACT: 30-33

Delaware

University of Delaware

SAT: 1190-1350

ACT: 24-29

Ohio

Kenyon

SAT: 1270-1460

ACT: 29-33

Case Western

SAT: 1360-1480

ACT: 30-34 

Ohio State

Average SAT: 1347 

Average ACT: 29

Denison

SAT: 1200-1410

ACT: 27-31 

Oberlin

SAT: 1340-1530 

ACT: 31-34

Miami University

SAT: 1220-1400

ACT: 26-31

Ohio U

SAT: 1080-1250

ACT: 21-26 

Xavier

SAT: 1110-1280

ACT: 22-27

Ohio Wesleyan

SAT: 1080-1320

ACT: 22-28

Vermont

Middlebury

SAT: 1390-1460

ACT: 32-33

U of Vermont

SAT: 1210-1410

ACT: 28-33

New Hampshire

Dartmouth

SAT: 1440-1560

ACT: 32-35

U of New Hampshire

SAT: 1090-1280

ACT: 23-28

Saint Anselm

SAT: 1120-1280

ACT: 26 

Thomas More College

SAT: 1010-1190

ACT: 20-24

Massachusetts

Harvard

SAT 1460-1580 

ACT: 33-35 

MIT

SAT: 1520-1580 

ACT: 34-36

Amherst

SAT: 1420-1560 

ACT: 30-34

Tufts

SAT: 1430-1550 

ACT: 32-35

Williams

SAT: 1410-1550 

ACT: 32-35

Wellesley

SAT: 1360-1530 

ACT: 30-33

Northeastern

SAT: 1470-1550

ACT: 33-35 

Boston College

SAT: 1420-1530

ACT: 33-35 

Boston U

SAT: 1420-1530 

ACT: 32-35 

Smith

SAT: 1340-1520

ACT: 31-34

Holy Cross

SAT: 1280-1420 

ACT: 28-32

Babson

SAT: 1330-1490

ACT: 29-34

Mount holyoke

SAT: 1280-1490 

ACT: Avg. 30

Worcester Polytechnic

SAT: 1240-1470 

ACT: 28-32

Brandeis

SAT: 1280-1500

ACT: 29-33

Bentley

SAT: 1240-1410

ACT: 28-32

UMass

SAT: 1220-1380

ACT: 26-31

Clark

SAT: 1250-1410

ACT: 28-33

Emerson

SAT: 1220-1380

ACT: 27-31

Wheaton

SAT: 1250-1400

ACT: 27-32

Rhode Island

Brown

SAT: 1420-1550

ACT: 32-25

Rhode Island School of Design

SAT: 1180-1440

ACT: 26-32

Providence

SAT: 1200-1350 

ACT: 27-31

Bryant

SAT: 1130-1300

ACT: 24-28

U of Rhode Island

SAT: 1110-1280 

ACT: 23-27

Tennessee

Vanderbilt

SAT: 1460-1560 

ACT: 33-35

Sewanee

SAT: 1240- 1350 

ACT: 28-31

Rhodes

SAT: 1260-1430

ACT: 27-32

Tennessee

SAT: 1150-1330

ACT: 25-31

Belmont

SAT: 1140-1310

ACT: 24-29

Michigan

U Mich

SAT: 1380-1540

ACT: 32-35

MSU

SAT: 1130-1310

ACT: 23-29

Hope College

SAT: 1110-1330

ACT: 23-29

Kalamazoo

SAT: 1170-1370 

ACT: 26-30

Wisconsin

U Wisconsin

SAT: 1280-1450

ACT: 27-31

Lawrence University

SAT: 1220-1450 

ACT: 25-32

Marquette

SAT: 1160-1320

ACT: 24-30 

Indiana

IU Bloomington

SAT: 1180-1380 

ACT: 25-32

Purdue

SAT: 1190-1390 

ACT: 25-32

Notre Dame

SAT: 1410-1540

ACT: 33-35

Depauw

SAT: 1120-1340

ACt: 24-29

Minnesota

University of Minnesota

SAT: 1270-1480 

ACT: 26-31

Carleton College

SAT: 1380-1530 

ACT: 31-34

Macalester College

SAT: 1310-1500

ACT: 29-33

Alabama

University of Alabama

SAT: 1050-1280 

ACT: 23-32

Auburn University

SAT: 1150-1310

ACT: 25-30

Louisiana

Tulane

SAT: 1410-1510

ACT: 31-33

Loyola University New Orleans

SAT: 1060-1240 

ACT: 22-28

Louisiana State University

SAT: 1100-1270

ACT: 23-28

Mississippi

Ole Miss

SAT: 1050-1270 

ACT: 21-29

Texas

Rice

SAT: 1470-1560

ACT: 33-35

University of Texas

SAT: 1170-1410 

ACT: 27-33

Texas A&M

SAT: 1140-1360 

ACT: 25-30

SMU

SAT: 1280-1460 

ACT: 29-33

TCU

SAT: 1150-1340 

ACT: 26-30

Baylor

SAT: 1210-1370 

ACT: 26-32

Arizona

ASU

SAT: 1120-1350 

ACT: 22-29 

U of Arizona

SAT: 1100-1340

ACT: 21-28

Colorado

University of Colorado Boulder

SAT: 1150-1360 

ACT: 25-31

Colorado College

SAT: 1430

ACT: 32

University of Denver

SAT: 1160-1350

ACT: 25-30

Colorado School of Mines

SAT: 1380

ACT: 31

Utah

University of Utah

SAT: 1130-1350

ACT: 22-29

Utah State University

SAT: 1050-1290

ACT: 21-28

BYU

SAT: 1320

ACT: 29

Washington

University of Washington

SAT: 1240-1440

ACT: 27-33

Whitman College

SAT: 1330-1510

ACT: 28-33

Gonzaga

SAT: 1260

ACT: 28

University of Puget Sound

SAT: 1160-1340

ACT: 25-30

Oregon

University of Oregon

SAT: 1090-1290

ACT: 22-28

Oregon State

SAT: 1070-1300

ACT: 22-28

Reed College

SAT: 1325-1520

ACT: 30-33

Lewis & Clark College

SAT: 1240-1410

ACT: 28-32

Montana

University of Montana

SAT: 1170 

ACT: 24

Montana State

SAT: couldn’t find

ACT: 21-28

Iowa

University of Iowa

SAT: 1130-1440

ACT: 22-29

Drake College

SAT: 1100-1350

ACT: 24-30

Grinnell College

SAT: 1320-1530

ACT: 30-33

California

Stanford

SAT: 1420-1570

ACT: 32-25

Berkeley

SAT: 1350-1540

ACT: 30-35

UCLA

SAT: 1180-1450

ACT: 25-33

USC

SAT: 1420-1540

ACT: 32-25

Pomona

SAT: 1400-1540

ACT: 31-34

Caltech

SAT: 1530-1570

ACT: 35-36

Harvey Mudd

SAT: 1490-1570

ACT: 33-35

Claremont McKenna

SAT: 1350-1500

ACT: 30-34

UCSD

SAT: 1320-1510

ACT: 28-34

UCSB

SAT: 1240-1520

ACT: 26-32

UC-Davis

SAT: 1260-1480

ACT: 28-34

UC-Irvine

SAT: 1195-1435

ACT: 27-33

Pitzer

SAT: 1340-1490

ACT: 30-33

Occidental

SAT:1270-1450

ACT: 28-32
Chapman

SAT: 1190-1360

ACT: 25-30

Pepperdine

SAT: 1300-1450

ACT: 28-32

LMU

SAT: 1250-1400

ACT: 27-31

Santa Clara

SAT: 1280-1440

ACT: 28-32

University of San Diego

SAT: 1200-1350

ACT: 26-31

University of the Redlands

SAT: 1080-1260

ACT: 23-28

Soka University of America

SAT: 1180-1410

ACT: 25-30

Kentucky

University of Kentucky

SAT: 1080-1300

ACT: 23-29

University of Louisville

SAT: 1070-1290

ACT: 22-29

Kansas

University of Kansas

SAT: 1120-1250

ACT: 23-38

Nebraska

University of Nebraska

SAT: 1130-1360

ACT: 22-29

Creighton

SAT: 1180-1380

ACT: 24-30

Test Optional: How Does COVID-19 Affect Your Application?

Test Optional: How Does COVID-19 Affect Your Application?

Given the recent cancellations of SAT and ACT test dates through June, more than two dozen colleges all over the country have decided to go test optional for next year’s application cycle. This means that official test scores will no longer be a required part of the application. Though not an exhaustive list, these colleges include Williams, Amherst, the University of California system, Tulane, Vassar, Pomona, Davidson, Haverford, and Rhodes. This leaves many students and parents with questions, so we’ll try to answer them as best we can.

Does optional really mean optional?

For most students, no, probably not.  Test-optional is not the same as test-blind (test blind means that scores are not considered AT ALL).  What this means is that schools that are test optional will still evaluate test scores for students who send them.  Students whose test scores are strong and “match” their grades in school will be at an advantage against a student who doesn’t send scores at all. 

Another point to consider is that US News and World Report rankings take into account average SAT and ACT scores for incoming students.  Competitive schools take these rankings seriously. As such, schools benefit from having high scoring students in their class. So, sending your scores will be a huge asset to your application regardless of test optional policies. 

Some schools, including Davidson, Haverford and Rhodes college are using this opportunity to test out a three year pilot program of test optional admissions.  For these institutions, it is more likely that test scores may play a lesser role as these schools have reasons beyond COVID-19 to see if test optional admissions really works for them.

Does this mean my student doesn’t need to take the SAT at all?

No, unless your student is dead set on attending a college with a long history (read: many, many years and successful admissions cycles) of test optional or test blind admissions, your student should still take the SAT or ACT.  

The CollegeBoard has cancelled the SAT until the August 29th exam.  Then, they will open a test administration every month through the end of 2020.  If social distancing is still in effect in August, they plan to allow for virtual administrations.  

The ACT has not yet made an announcement on the June administration.  The ACT also offers a mid-July test date that may go as planned.  We expect that the ACT will follow the CollegeBoard’s lead if summer test dates are cancelled and allow for more frequent testing throughout the fall. 

Regardless of testing policy, the SAT and ACT have always been and  still are a way for your student to stand out. If your student has been prepping for either test, they should take it as soon as the possibility arises.  

Without the testing requirement, will it be easier to get into selective colleges?

No, probably not.  The reality of the situation is that the admissions offices at most colleges are not equipped to evaluate thousands of applicants without the context of test scores. Think about it: the intended purpose of standardized tests is to have some sort of standard metric with which to compare students.  Grades just don’t suffice. Schools offer different curricula, varying rigor, and even unique grading scales. 

To evaluate students across the country without test scores would mean that admissions officers have a depth of knowledge on every applicant’s high school.  This includes international students, which make up a significant portion of the class at top schools, and homeschooled students.  

We expect that top schools will still make a large majority of their decisions using test scores.  There might be some exceptions: recruited athletes, students who have a truly exceptional skill, or students from uniquely diverse backgrounds.  

My student has an SAT score they are really proud of, what does this mean for them?

Your student should move forward as they would under normal conditions.  Your students’ test scores will still serve them well in the college admissions process. 

I have or plan to take the SAT/ACT, but what about SAT subject tests? Do I need to take those?

Just like the SAT/ACT, these subject tests serve as a way to stand out and show that you know your stuff. This is especially true if your school doesn’t offer AP classes and instead has “honors” or “advanced” courses. By virtue of not having an AP score, admissions officers won’t be able to evaluate the rigor of honors or advanced courses without some other metric: SAT subject test scores.

For students with their sights set on selective schools, we urge you to still take these subject tests.  

All current Streamline clients can schedule a free one-hour college counseling consultation.  If you have any questions about how to proceed in this unusual time, please feel free to give us a call at 410-366-0479.  

Tutoring Industry around the World

Tutoring Industry around the World

Private tutoring industry in South Korea account for more than 12 percent of total household expenditures… is the US catching up?

As the demands of high school and the competition in college admissions continue to increase, it’s no surprise that the tutoring industry in the United States is growing. And with increased demand comes increased access. Long thought of as something only reserved for the “nobility,” tutoring is becoming more accessible to the average American family.

So who is getting tutored in the United States? 

It is no surprise that, historically, tutoring has been reserved for those economically advantaged. This has had ripple effects, resulting in incredible economic inequality at the nation’s top schools. It’s no surprise that standardized tests come under fire as a roadblock for low-income students. You can read more about that here.

However, the tutoring industry is on the rise, which means more and more Americans are accessing the transformative power of one-on-one education.  In fact, between 2001 and 2011, the tutoring industry grew tenfold, reaching a size of $5 billion. Tutoring now ranges anywhere from remedial help for young students to intense SAT prep for students destined for the Ivy League.  And with technological innovation comes new opportunities to hop on a Skype call in a moment’s notice when math homework gets hard. This increased accessibility to tutoring does mean that prices have become more variable to match the different services offered; prices can range anywhere from $15 an hour to hundreds of dollars an hour depending on location and type. It is estimated that 43% of high school students have sought out math tutoring alone!

But what about the tutoring industry in other countries?

If you look to other countries, the US actually seems behind in its mainstream adoption of supplemental education. Tutoring is a $102 billion a year industry globally. In China and South Korea, the tutoring industry is enormous. In South Korea, a country 6 times smaller than the United States, the industry is estimated at almost $14 Billion annually (3 x the size of the industry in the US). 

Though clearly very popular, the tutoring industry in Asia is fiercely debated because of its economic costs to families. In South Korea and China, there is growing unease because of the side effects of private tutoring. For example, private education costs in South Korea can account for more than 12 percent of total household expenditures.  Many have tied this immense economic burden to the ever shrinking birth rate. The problem poses so much of a threat that successive governments have tried to rein in the tutoring industry by capping rates.

In India, adult tutoring has popped up as a bustling business. Professional coaching and linguistic tutoring has taken the country by storm, with most services offered via online platforms.

This is all to say, we don’t see the industry boom slowing down anytime soon. One-on-one tutoring obviously offers a great deal of benefits— it allows students to grow in a comfortable, positive setting, where they don’t have to worry about being judged by peers. What we do hope to see, though, is more programs like SmartyScholars, our non-profit, which is dedicated to offering transformative tutoring services to deserving students free of charge.

What makes a good tutor?

What makes a good tutor?

We firmly believe our tutoring team is the best tutoring team in all of Baltimore, and that’s largely because of who we hire and how we train.  Our tutors scored 98th percentile or higher, underwent an intense hiring process, and completed rigorous training. Our tutors have a long history of tremendous results.  

This blog is the first of a series that will outline all of the traits we see in our tutors, and why these traits lead to productive sessions and positive results. 

Today, we’re going to focus on our “student centric” approach to tutoring.

When we say “student centric,” we are referring to the fact that each session is curated to a student’s unique needs and abilities. Now, you might be thinking, well all tutoring is one-on-one, so shouldn’t it be inherently “student centric?”  

Wrong. 

While one-on-one tutoring does, of course, mean there is some level of individual attention that wouldn’t be present in a classroom, not all individual attention is created equal.  

Some tutors have a “tutor centric” approach to tutoring.  This means they direct the session’s focus to what they themselves are good at explaining, playing to their own strengths instead of the student’s weaknesses. The likely explanation for this “tutor centric” approach is not that it’s beneficial to the student— it’s more likely a safeguard for the tutor who might not feel comfortable explaining more convoluted or advanced topics.  Some tutors might downplay the importance of some topics or skills, and emphasize the importance of others (the ones they feel more equipped to explain).

Take quadratic expressions, for example.  This is an Algebra 2 concept that many students really struggle with. This concept is tested on every SAT, and usually more than once. If a tutor really struggles explaining these questions, they might downplay their importance, focus the student’s attention elsewhere, or just avoid the topic all together. Obviously, this “tutor centric” approach fails to cater to the student’s needs and will certainly not maximize score gains. Worst of all, the student likely won’t realize it’s happening until they get to the SAT and have never seen the topic. 

With Streamline, you don’t have to worry about that.  Our tutoring approach is wholly “student centric.” In training, our tutors go through every recent SAT and ACT, as well as a master test we’ve created of all the hardest SAT and ACT questions.  We don’t send our tutors into sessions until we know they not only have the knowledge of each and every concept, but also the vocabulary and pedagogical skills to effectively communicate them. 

If you’ve been to any of our offices, you might’ve realized we have an open floor plan.  This is so, if any of our tutors do get stuck on a question (hey, it happens to the best of us!), they have another expert tutor feet away who can jump in. 

If you’re a great tutor, you’re not concerned with what you’re good at— you’re concerned with what your student is bad at.  

If you’re a great tutor, you’re not worried about making a mistake— you’re worried about why your student is making their mistakes.  

In short, a great tutor focuses only on the student in front of them, and curates a session that fits the student’s needs, and the student’s needs only. 

The science behind motivation

The science behind motivation

What is motivation and why is it important?

Motivation is an internal process of goal-directed behavior. Sometimes it’s induced by drive, other times by need, but motivation is really just a desire for change.  Motivation is important to most aspects of human behavior. It leads us to engage with the world around us in an adaptive, solution-oriented way.  Motivation has a lot to do with the way students engage with their school work (and their standardized test prep!). 

Why does motivation matter?

Psychologists have found that when students are motivated, they learn better and remember more of what they learn. 

People are generally motivated in an attempt to achieve two different goals: 

  1.   Mastery goals: To develop their competence
  2.   Performance goals: To perform well in comparison to others

Studies show that mastery goals facilitate long-term learning and performance goals help short-term learning. Furthermore, studies show that extrinsic rewards can improve learning because of modulation of the hippocampal function, the part of the brain that regulates motivation, emotion, learning, and memory.

So why is getting motivated so hard? 

Psychologists have identified three things that make getting motivated difficult.

  1.   “I have to” 

When a student feels they are forced to do something, they feel an unwillingness to do the task. Sometimes, a student might not even do something they want to do because they feel like they have to do it. 

However, this can be resolved if students change the way they think about the task. Understand that everything you do in life is an active choice that you have made. You choose to do the task because you know it will help you learn something new, get a good grade, get into college, and make your parents proud. 

  1.   “I can’t do this” 

Many students are unmotivated because they feel like they’ll fail if they attempt something or they don’t know how to begin. They may figure it’s better to save the time and work and not do it at all. 

However, students can overcome this by realizing that putting in the time and effort will yield results. Students must learn to recognize that encountering difficulties is necessary for growth and progress. Accept the challenge, ask for help when necessary, and reap the benefits of hard work and commitment.

  1. “I’m bored”

Some students find themselves unmotivated because they think everything they’re learning about is boring! If this sounds like you, you need to use your passion to keep you motivated.  Keep this passion and your dreams in the back of your mind as you do the school work that you are uninterested in.

No matter what you want to do as a career, you need school to get you there.  Even if you’re convinced that your dream job doesn’t require a college degree, a college degree is a safety net and you’ll thank yourself later. 

Staying motivated is something we all struggle with, and shouldn’t itself be discouraging. Understand why you’re lacking motivation, so you know what to do to overcome it.

5 SAT Skills That Will Stay With You Forever

5 SAT Skills That Will Stay With You Forever

Most of us are aware that the SAT and ACT are important for college admissions purposes, and many students prepare for the SAT just to get the score they need to get into their choice college. However, the tests also emphasize some skills that can be utilized in the real world, and taking prep seriously can have long lasting effects that go beyond your SAT score or college acceptances!

We’ve put together a list of real-world skills that the SAT or ACT can teach you.

Critical thinking skills

As students attend college and then enter the real world, critical thinking or problem solving skills are crucial to helping them become engaged and successful members of their community. Whether it’s figuring out who to vote for, or learning how to maintain a healthy lifestyle, critical thinking skills allow students to analyze information and use it to make wise decisions. 

Time management

With such strict time limits, the SAT and ACT teach students to use their time wisely. Time management becomes especially important in the real world as college students have to manage their classes, studying, extracurriculars, social lives, and more. Good time management skills means that students can take on these tasks and succeed. 

Writing well

Writing well is important no matter what field a person enters. Whether it is writing a research report or writing an email to a boss, using proper grammar and sophisticated language are important skills that the SAT and ACT develop. 

Percentages

Perhaps one of the most important math skills that is transferable to the real world is percentages. Knowing how to quickly and easily figure out percentages means you won’t have to spend 10 minutes fumbling in order to figure out what to tip the waiter.

A Stronger Work Ethic 

Most people don’t enjoy doing long assignments on the weekend, sitting through a long meeting, or staying at work past 6. But occasionally it’s bound to happen in your adult years. All the time and strenuous work you put into studying for the SAT or ACT means that you are developing a strong work ethic.

Most high school students that engage in standardized test prep will spend more time studying for the SATs or ACTs than any other test they’ve ever taken.  This is good practice not only for college, but also for post-graduate work. Does your student want a graduate degree? Then they’ll have to study for the MCAT, LSAT, GRE or GMAT.  Does your student want to be a financial professional? Then they’ll have to study for the CFA, CPA, or CAIA. Does your student want to be a working professional in any field? They’ll probably have to work one long-term projects that challenge them (and, at times, bore them), but are necessary for success. 

All in all, the comprehensive prep for SAT and ACT can do more for your student and their future than just the score itself!