THE ROAD AHEADNavigating College Admission Tests

Bruce ReedCo-FounderCompass Education Group

Application BubbleIndividualized Support

iBook:www.compassprep.com/guide

“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

Grade Inflation

Application Bubble

Source: Higher Education Research Institute, UCLA

Standardized Tests Resist Inflation

SAT (2015)

Standardized Tests Resist Inflation

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)

Vertical Alignment

See page 28 of Compass Guide

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

Comparing Test Structure

ACT, SAT, or Both?

ACT on the Rise

Test Prep Trends at Compass

Increase in ACT 36s

P/SAT vs ACT Comparison

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

SAT Concordance + Inflation

See pages 22–23 of Compass Guide

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.

Percentile Interpretation

Inflated Percentiles