I love the questions you all ask.
Lately, many of the questions have been about testing, prep for testing, and extra time for testing. When you write to me, I write back; I want to answer your questions directly and privately. However, when the same questions come up over and over, I think that's a signal for me to write a longer and more general post. And such is the case this time.
I have a friend who taught in Santiago, Chile, where I used to work many years ago. Every time she gave her kids a math test, she would ask them if they needed more time to finish during lunch or after school. Her refrain was always, "I want to what you know, not how fast you know it." As you can imagine, she was a terrific teacher who was very much loved. She also was good at poking fun at herself, occasionally reminding herself when she couldn't remember something: "I knew it earlier, and I'll know it again in a few minutes, but right this second, I can't seem to remember what it is." (That's actually sounding more and more familiar to me lately, but that's a completely different digression!)
For a long, long time now, both SAT and ACT have been giving students with disabilities the option to have extended time on standardized testing, following more or less the same line of thinking as my friend in Santiago. Show us what you know, not how fast you know it. The outcome has been thousands and thousands of kids taking tests with extended time limits and scoring higher results to send to colleges. And obviously, when a student has a higher test score, her chances of being admitted to a particular college or university are also higher.
So, the rub comes from folks who argue that if their kid had extra time, he would also get a higher score. That line of thinking seems reasonable enough, and there may real validity in it. Truth is, I don't know. My guess is that studies have been done that support both sides of that argument, and from my personal experience of proctoring hundreds of timed testing situations, most kids finish most test questions within the parameters. But that really isn't my point.
My point is that regardless of the extra time allowed, many students who have already been coping in school for ten or so years with a bona fide learning disability are already so far behind that giving them fifty-percent extended time hardly compensates for the disadvantage that already lies in front of them in any testing situation. But it is something; it's a start. For kids who are crippled by anxiety, then the extra time creates some breathing space where they can think more clearly--something that their regular time buddies don't have to worry about often.
Of course, not every kid has the same ability or the same need, and providing extra time on tests is only one way that attempts to make an artificial testing scenario a little more fair. My guess is that for some kids who have learned to make adjustments successfully, the extra time really does give them an advantage over the regular kids, but in most cases, I'd argue that the extra time isn't ever enough to level the playing field of years of frustration or lack of genuine learning in the academic classroom. The system is not fair--no matter from which side you're looking at it.
To qualify for extended time, students have to demonstrate a history of one or more learning disabilities, and that usually comes in the form of a number of different documents from the school's records plus the signed and sworn statement of a medical or psychological learning specialist who has tested the child in question extensively. And even when there is demonstrated evidence of a genuine disability, the testing agencies don't always immediately grant permission for students to receive extra time. I've known parents who fought and fought and fought before they were able to be successful convincing the agencies that their children qualified for non-standard testing.
In the end, of course, college admissions officers don't know if a student took a test with a specific time limit or not because the scores are reported the same way--no distinction among regular-time or extended-time test scores. That idea was to increase equity among admissions circles so that all students would be considered equally from the beginning. Of course, we know that students are not equal, nor or they considered equal, but at least from the testing point of view, all of them are compared more or less equally by whatever number they have associated with their testing results--for those kids who choose to submit testing. Remember that some schools don't require any kind of testing results at all.
But what about later, on the job? Do those kids who had extra time get the same advantages by having later deadlines than their coworkers or competitors? Probably not. And as far as I know, only the military academies take this into consideration when looking at potential applicants. They are pretty clear in their admissions materials that students with disabilities who need extra time are not considered admissible because (they argue) they want students who will become officers who are able to make split-second decisions in the line of duty. Yet, I know hundreds of kids who struggled through school with disabilities who chose the military as a career and have risen through the ranks in spite of their learning obstacles.
The argument about not having access to extra time in the work place--especially a competitive work environment--is well taken, but then I wonder how many people actually look for or stay in careers where they have to demonstrate skills they don't have? Like doing things fast.
In fact, how many adults do you know who are classified as learning disabled? Somehow at cocktail parties or on the golf course, that detail never surfaces. As adults, we learn to absorb our disabilities--some would even say we outgrow them. Or we find careers that allow us to thrive doing what we do best and not doing what we're not good at. Those labels seem to fall away. Isn't that a good thing?
I've lived in six different countries and worked with the children of many different CEOs and foreign service officers--including several ambassadors. One particular ambassador was really pleased with the way school was going for his son, and he wanted to write a letter of commendation on my behalf as his way of showing his appreciation. I was honored. English was the ambassador's first language; he was charismatic among other leaders; he was well known. Yet the letter that he hand-typed for me, was so riddled with spelling and grammar errors that I could never use it.
Of course, this was a long time ago, and now spell-check or maybe even an administrative assistant would have caught the mistakes, but my point is that here was an eminently successful man who clearly suffered with a learning disability his whole life, and somehow, in the end it didn't make much difference to him.
We rise to find positions that meet our skill sets, no matter what our testing situation is for the ACT or SAT. Is it fair? Is the system hurting some kids and helping others? Does it make a difference? I don't know. What I know is that we muddle through it, each of us doing what we can to support our kids find the best ways to present themselves in their college applications. We power forward, we look for the good that we can hold on to, and we hope for the best. And, I hope, we also continue to see how we can improve the system so that it becomes better for everyone.
Wednesday, September 29, 2010
Tuesday, September 21, 2010
More About Testing
I fielded lots of questions about standardized testing last week, ranging from testing and class rank to extended time-related issues. Excellent questions. Thanks for writing.
The more I write about testing, though, the more I realize how important it is for parents to ask the questions and to sit down with someone who knows the answers so that your son or daughter presents his or her best possible testing self when it comes time to admissions.
Many of the questions people asked really had more than one answer--depending on specific things related to the individual kid. The answer for one family might not be the best answer for another because there are so many variables at play: things like the range of scores, the competitive nature of the college being considered, native language ability, GPA, class rank, and so on. In other words, it's important to have someone in your corner to help you through all this. That's where your school counselor comes in, or if that person is overextended or not as knowledgeable as you need him to be, then an independent counselor.
If your child is a senior, then be sure that your testing needs are taken care of NOW. There are very few testing dates available for this admissions cycle, considering that most selective schools have January as their deadlines. Of course, your kid can always test in January and February, too, but there's no guarantee that those scores will be available in time to affect admissions outcomes though they might--and at many state schools, a higher test score in the spring might even trigger more scholarship money. But my advice is to get that testing done now. See www.act.org and www.collegeboard.com for test dates, locations, and registration info.
And if your child is looking at Early Decision or Early Action, then October may well be the last time to take tests because the November scores may not be ready in time for decision-making.
There is a lot of media attention right now on testing, the difference between the two main tests, and whether or not testing is a reliable predictor of college success. Regardless of all the noise, most colleges sill require some kind of standardized test scores for admissions. My advice is to be organized about your child's testing. Be on top of it. Know which tests he or she will take and when.
Testing is important and test-prep is important, but keep in mind that test scores are only ONE fraction of the whole picture that contributes to an admissions decision. Some people may choose not to do any testing at all, and that's fine, too, provided that a student is content to limit himself to a list of testing-optional schools and provided that his GPA and other admissions factors are exceptionally strong.
If your child is in grade eleven, now is the time to begin planning a testing calendar for the second half of junior year and the first part of senior year. Next year's test dates are already available on the ACT and College Board websites. Good luck and let me know if I can help.
The more I write about testing, though, the more I realize how important it is for parents to ask the questions and to sit down with someone who knows the answers so that your son or daughter presents his or her best possible testing self when it comes time to admissions.
Many of the questions people asked really had more than one answer--depending on specific things related to the individual kid. The answer for one family might not be the best answer for another because there are so many variables at play: things like the range of scores, the competitive nature of the college being considered, native language ability, GPA, class rank, and so on. In other words, it's important to have someone in your corner to help you through all this. That's where your school counselor comes in, or if that person is overextended or not as knowledgeable as you need him to be, then an independent counselor.
If your child is a senior, then be sure that your testing needs are taken care of NOW. There are very few testing dates available for this admissions cycle, considering that most selective schools have January as their deadlines. Of course, your kid can always test in January and February, too, but there's no guarantee that those scores will be available in time to affect admissions outcomes though they might--and at many state schools, a higher test score in the spring might even trigger more scholarship money. But my advice is to get that testing done now. See www.act.org and www.collegeboard.com for test dates, locations, and registration info.
And if your child is looking at Early Decision or Early Action, then October may well be the last time to take tests because the November scores may not be ready in time for decision-making.
There is a lot of media attention right now on testing, the difference between the two main tests, and whether or not testing is a reliable predictor of college success. Regardless of all the noise, most colleges sill require some kind of standardized test scores for admissions. My advice is to be organized about your child's testing. Be on top of it. Know which tests he or she will take and when.
Testing is important and test-prep is important, but keep in mind that test scores are only ONE fraction of the whole picture that contributes to an admissions decision. Some people may choose not to do any testing at all, and that's fine, too, provided that a student is content to limit himself to a list of testing-optional schools and provided that his GPA and other admissions factors are exceptionally strong.
If your child is in grade eleven, now is the time to begin planning a testing calendar for the second half of junior year and the first part of senior year. Next year's test dates are already available on the ACT and College Board websites. Good luck and let me know if I can help.
Monday, September 13, 2010
Testing 1, 2, 3, Testing...
Here's a summary of standardized testing needed for high school students applying to college in the US, whose native language is English.
Most colleges require the SAT or ACT with writing. The SAT is scored on a scale of 200 to 800 in three sections (critical reading, math, writing), so the range of scores is 600 to 2400. The ACT is scored on a scale of 1 to 36 in four areas (English, math, reading and science) plus an optional writing section is scored on a scale of 2 to 12. The ACT sub-scores are figured into a composite score, ranging from 1 to 36.
The SAT is scaled so that the national average or mean score is around 500 in each area; the national average for the ACT is usually around a 21.
Colleges that require test scores will take either set of scores. One is not better than the other though students will sometimes test higher on one that the other. People who are experts about tests tend to describe the SAT as an aptitude test, one that predicts academic success at the undergraduate level, while those same people would describe the ACT as an achievement test, one that measures what a student has already learned. If a school requires one or the other, and your child chooses the ACT, be sure he or she also signs up for the optional writing test; otherwise, the college may not accept the ACT score.
The SAT and ACT are offered on Saturday mornings, and they do not conflict with each other on the calendar. It is important to register for the tests online early. You can find exact dates on www.collegeboard.com and ww.act.org. Usually extended-time testing takes place on the same dates at the same locations, but occasionally Sunday testing can be arranged. If a test date falls on a holiday where you have a religious conflict, both test companies can arrange alternate test dates. If a student misses a registration deadline, stand-by testing options often exist as well; details can be found on the testing websites.
Some colleges also require SAT Subject Tests, but the number of schools that requires them is getting smaller and smaller each year. Those schools are often among the list of highly competitive schools, and they use the data as another way to help them choose among already strong and qualified candidates. The Subject Tests are one-hour long, multiple-choice tests on specific subjects such as chemistry, literature, or US history. A student may take up to three tests in one day, but a student may not take both SAT and Subject Tests on the same day. Most colleges only require two subject tests; Harvard and Georgetown require three--however, check a college's website for admissions requirements to be absolutely sure which tests and how many are expected.
A growing number of schools has moved away from requiring any tests at all, and you'll hear of colleges that describe themselves as "test optional." That means that a student may choose to submit test scores or she may choose not to. If she chooses not to, then usually extra weight is given to other indicators of academic success such as the student's GPA, individual summer research projects, or academic recommendations. Sometimes a test score can help quite a bit; other times it just doesn't make a difference. See your counselor for specific info about your own child's situation.
Most kids begin their standardized testing in the middle of their junior year and finish at the beginning of their senior year. Again, you own testing plan will depend on your child's needs and goals and schedule of outside events. My general rule of thumb is to have a plan laid out by December of your child's 11th grade school year. You can always change the plan, but it's easier to do when you've made some preliminary decisions already.
Best of luck!
Most colleges require the SAT or ACT with writing. The SAT is scored on a scale of 200 to 800 in three sections (critical reading, math, writing), so the range of scores is 600 to 2400. The ACT is scored on a scale of 1 to 36 in four areas (English, math, reading and science) plus an optional writing section is scored on a scale of 2 to 12. The ACT sub-scores are figured into a composite score, ranging from 1 to 36.
The SAT is scaled so that the national average or mean score is around 500 in each area; the national average for the ACT is usually around a 21.
Colleges that require test scores will take either set of scores. One is not better than the other though students will sometimes test higher on one that the other. People who are experts about tests tend to describe the SAT as an aptitude test, one that predicts academic success at the undergraduate level, while those same people would describe the ACT as an achievement test, one that measures what a student has already learned. If a school requires one or the other, and your child chooses the ACT, be sure he or she also signs up for the optional writing test; otherwise, the college may not accept the ACT score.
The SAT and ACT are offered on Saturday mornings, and they do not conflict with each other on the calendar. It is important to register for the tests online early. You can find exact dates on www.collegeboard.com and ww.act.org. Usually extended-time testing takes place on the same dates at the same locations, but occasionally Sunday testing can be arranged. If a test date falls on a holiday where you have a religious conflict, both test companies can arrange alternate test dates. If a student misses a registration deadline, stand-by testing options often exist as well; details can be found on the testing websites.
Some colleges also require SAT Subject Tests, but the number of schools that requires them is getting smaller and smaller each year. Those schools are often among the list of highly competitive schools, and they use the data as another way to help them choose among already strong and qualified candidates. The Subject Tests are one-hour long, multiple-choice tests on specific subjects such as chemistry, literature, or US history. A student may take up to three tests in one day, but a student may not take both SAT and Subject Tests on the same day. Most colleges only require two subject tests; Harvard and Georgetown require three--however, check a college's website for admissions requirements to be absolutely sure which tests and how many are expected.
A growing number of schools has moved away from requiring any tests at all, and you'll hear of colleges that describe themselves as "test optional." That means that a student may choose to submit test scores or she may choose not to. If she chooses not to, then usually extra weight is given to other indicators of academic success such as the student's GPA, individual summer research projects, or academic recommendations. Sometimes a test score can help quite a bit; other times it just doesn't make a difference. See your counselor for specific info about your own child's situation.
Most kids begin their standardized testing in the middle of their junior year and finish at the beginning of their senior year. Again, you own testing plan will depend on your child's needs and goals and schedule of outside events. My general rule of thumb is to have a plan laid out by December of your child's 11th grade school year. You can always change the plan, but it's easier to do when you've made some preliminary decisions already.
Best of luck!
Wednesday, September 8, 2010
Hey, Mom, what do you want to know?
The Moms have been quiet this past week. I guess that's a good thing--if it means everyone is happy and content, and not a good thing if it means everyone is up to her eyeballs in organizing fall sports schedules, coordinating carpool, moderating homework, and trying to figure out who's cooking dinner. At any rate, this week's entry is short. I'll wait to hear what you all want me to talk about next.
One thing I will do is ask you to share this blog with other folks you know who have kids about to go through the college admissions process. I'd really like to be accessible to anyone whose needs might be met here. A mom can never have too many resources in my opinion. You don't have to follow me, but that would be nice. Most of you just send emails directly to my "askjohnaboutcollege@gmail.com" account, and that's perfectly fine, too.
Also, don't forget to check out my weekly posts on www.askjohnaboutcollege.com. This week it was all about taking a look at real college students who have been featured on The Chronicle of Higher Education's podcast series. It's a very cool series.
And you know you can also follow me on Twitter at "askjohnabout." Geez, this is beginning to sound like a commercial!
Happy Wednesday, Moms! Let me know what's on your minds. You all do good work!
John
One thing I will do is ask you to share this blog with other folks you know who have kids about to go through the college admissions process. I'd really like to be accessible to anyone whose needs might be met here. A mom can never have too many resources in my opinion. You don't have to follow me, but that would be nice. Most of you just send emails directly to my "askjohnaboutcollege@gmail.com" account, and that's perfectly fine, too.
Also, don't forget to check out my weekly posts on www.askjohnaboutcollege.com. This week it was all about taking a look at real college students who have been featured on The Chronicle of Higher Education's podcast series. It's a very cool series.
And you know you can also follow me on Twitter at "askjohnabout." Geez, this is beginning to sound like a commercial!
Happy Wednesday, Moms! Let me know what's on your minds. You all do good work!
John
Subscribe to:
Posts (Atom)