<p>Oh. I think we are just mincing words. In a given sitting, 2 wrong may get you one score, but the next sitting its gets you another score. Some of that may be a variable of how many 3, 4 or 5 rated questions there are. But it is also a variable of how the kids do on the test. What makes a 3, 4 or 5 a 3, 4, or 5 is how the kids respond to the question. So isn’t that really the same thing? A question is difficult because it is hard for the average student…</p>
<p>But the point of this chart, which is based on actual raw scores and what they were for that particular SAT up to fairly recently (a year ago) is to show that you never really know which test is going to be “harder” than another. You can’t say “I’ll take it in March because I think that is the easiest month.” It may be. It may not be. That’s why the superscore is kinda nice…assuming the kid takes it more than once. </p>
<p>As for my D, she is in a program that gives mostly 5 questions on their practice tests on purpose. They do that to prepare the students for the hardes questions. They give some 3 and 4’s, but they switch to 5’s much sooner than the actual college board does. So, fewer 3 and 4’s on their practice exams. So, I guess I don’t really know how she will do because she is not taking true college board exams.</p>
<p>If you read the amusing pages of the kids as they prep for and take their tests, it does seem pretty consistent, their practice tests and their actual scores.</p>
<p>Went to BTSN last night. Mostly good teachers, with one boring exception, but such is life. Should be a good year. Even the GPA is looking pretty good for now. I think DS is doing ok. Whew.</p>
<p>D2 is finally settled down with her courses. At her new school, even though she is doing the full IB high level program, she is finding the courses are not as challenging as courses at her old private school in the US. She off to a good start.</p>
<p>D2 has also decided to push her SAT I testing to Nov. Her practice scores are going up with tutoring. It´s interesting to watch her getting tutored via Skype. Her tutors are graduate students around various parts of US (one in Virginia and another in CA). Sometimes when we traveled, D2 would do it in a hotel room, and tutors would notice the background was different. They would ask her, “Where are you now?”</p>
<p>geogirl, We also had BTSN last night. My D got fabulous teachers this year, everyone one of them. She is doing great. Her advanced Chem 2 bring some drama now and then. Otherwise, she seems so mature handling her work at times late into the night.</p>
<p>Some people say that higher SAT scores are related to higher family incomes as they can afford private tutoring. That’s true, but a student’s willingness to put in the time and effort to be tutored means something good about the student. So, there shouldn’t be any bias against students with high scores, particularly those without being tutored.</p>
<p>I am glad to see that this thread is moving along. I read many of the posts but did not have much to say.
D started school later than probably all of your kids. She is already exhausted.</p>
<p>As far as subjects tests, D will take three just in case a school on her list requires them. She does not have a final list yet. The college counselor will give her one in the spring, and we will take it from there. She already visited a few schools. </p>
<p>BTW are your kids attending info sessions hosted by colleges at their schools? D is getting mails inviting her to attend, but most of them are during class.</p>
<p>At my daughter’s school, students are not allowed to miss class to visit with colleges. So, all visits are scheduled before school, at lunch, or in the evening. She’s talking to the ones she’s interested in when they come.</p>
<p>D12 went to her first college fair at school (evening at a BS). Was worried about what to ask the reps, but in the end had a good time. A little frustrated with some of her classmates who look down their noses at anything not ivy covered. So glad she has an open mind and is not feeling the peer pressure. At least not yet!</p>
<p>Yes, exactly. This isn’t to say that other practice exams aren’t useful; for a strong student, practicing with tests that are biased to be hard can be valuable for improving time management, getting to see more of the hard problems (4s and 5s, for example), etc. For weaker students, practice with just about anything that is SAT-like and covers SAT topics can be valuable to firm up and/or relearn the math they need to know. </p>
<p>It also isn’t to say that a score on an old SAT will exactly predict what a student achieves on test day, but it remains the best “guess” (especially if you have several of these scores) because all other variables are eliminated. The test day effect is certainly real: some students will do significantly better or worse, but in my experience most are within ±30 points on each section compared to their average performance on old SATs.</p>
<p>My main idea with the curves chart was to show that there are no months in which the tests are consistently hard or easy. A very common fallacy among students is that in some months, the SAT is always harder (this myth month is typically October) or easier (this one is typically January).</p>
<p>@lake42ks: How the SAT is scored is a bit subtle. Few parents and probably fewer students understand the basics (admittedly, this understanding is unnecessary unless one is convinced of particular myths such as the above). The determination of test difficulty is a challenge because of the following: poorer raw scores than usual could be due to either a harder test than usual or a bunch of poorer students. The primary way these two things are separated is by giving students (in a section that is not graded) questions that have appeared before (exactly as is) on previous tests. For those with time and interest, the College Board paper summarizing the process is available [url=<a href=“http://professionals.collegeboard.com/profdownload/pdf/rn14_11427.pdf]here[/url”>Higher Education Professionals | College Board]here[/url</a>].</p>
<p>For those who are attending the info sessions at school, are they finding them helpful? They’re during classes for her and so far she hasn’t felt comfortable missing class to go…</p>
<p>Most of the sessions at my daughter’s schools are not formal info sessions. The admissions person is there and people stop by to ask questions. Partly, it depends on what kind of questions you have as to whether it’s really useful</p>
<p>I would encourage your kid to go to info sessions, especially if they are small. D1 was able to speak to some regional reps (they are the first gatekeeper) at those info sessions. She got their contact information and communicated with them during the process. Her GC told her that some regional reps remembered her, and asked her GC if she was applying.</p>
<p>The college reps come to my son’s school during class periods so my son hasn’t been able to go to any. Sure, the school policy is that the child go and sign up for the session and will be given a pass to miss class but my son has 5 AP classes whose teachers are not willing to excuse the kids. U Penn came to my son’s school during his AP Physics class! :(</p>
<p>Can I just say here that I am so frustrated by son’s lack of interest/willingness to open the PSAT book and try to do a few problems in prep for the October 13th PSAT? He is a kid who, with a little prep, could be commended on this test (though NMSF is doubtful) but he instead chooses to go in blind. Almost all of his peers (I know their moms) are working either with a tutor or on their own to maximize their chances of doing well, but not my son. I think that he is doing this so that when he dosen’t do as well as he should he can tell everyone “well I didn’t study or prep”. ARGGH!!! Cutting off his nose to spite his face (what my grandmother used to say)!!!</p>
<p>Am I the only one who thinks the PSAT is just that - a PRACTICE test? So few will become NMS so if your child is not one of them why increase the pressure? Let them take the test, see what it’s all about, and then work towards improving their scores for the SAT. If you’re already working with a program for the SATs that’s one thing but to worry about prepping for the PSAT? Ridiculous!!!</p>
<p>I don’t think its ridiculous. I think this is another learning curve for those students who will learn from “minimal effort = this score”. Using the PSAT score and projected SAT score, those students can either step up their game or adjust their expectations. JMTC. We are shooting for commends as well (what would that score be?)!</p>
<p>Our school too has the same policy Seiclan! We are missing a few visits for the same reason. I have asked that students should be able to register for the visit, and explain there is a conflict with class schedule and to please leave information. Win win because student gets info, college knows student is interested.</p>
<p>We are not preping for the PSATs. My DS in not in the NM zone and is not interested in putting effort in at this time to get into the zone. No pressure. It’s fine. He is going to get a tutor for the SAT’s. He’s a smart boy who will do well in life, so we are taking a step back. He won’t get into an Ivy, but he’ll be able to have enough choices that he will get a great education and have a fun time too. We are hoping to break 2050 on the SAT’s and will work toward that. Anything else would just be gravy. He is getting a lot of wonderful experiences this year being an intern for a congressional campaign, being Pres. of the Model UN and working on the Ocean Bowl team. Track will start in the winter and run through spring. It’s good.</p>