For Immediate Release:
Dateline: Orange County,
CA
Thursday, April 2, 2015
For the majority of class of 2017 students, we would advise moving forward with the ACT over the SAT. The SAT will be changing during the spring semester of 2016, and there is considerable uncertainty surrounding the first 2-3 administrations of the new exam, including, but not limited to: proper assignment of question difficultyproper equating of the new 1600-point scaleproper concordance between the new 1600-point scale and the ACT scale (this is very important as it is used by college admissions officers!)possible scoring errors (such as those that occurred during the first few administrations of the SAT during the last overhaul)
The exception to this rule: Students who are currently scoring, or expected to score, 750+ on the math portion of the SAT. If you fall into this category, you'll likely want to roll the dice with the new SAT, as the upside will outweigh the possible risks. The upside is this: on the new SAT, math will comprise a full 50% of your total score, as opposed to 25% of your total score on the ACT. So if you're a math all-star (as defined by a current or expected score of 750+ on the SAT math section) you'll still be better off with the new SAT. Should I rush out and take the old SAT before it changes? No. In our opinion, there is no compelling reason to do this. Some of the largest test prep companies are suggesting this approach, but this advice seems misplaced. How does it benefit the student to take an official SAT so early their high school career? It doesn't. The student will not be able to re-take the exam as a Senior. The student will not be able to take full advantage of opportunities for super-scoring.
Does it benefit the student to enroll in an SAT prep course for the old SAT? No. If the student has a bad day or doesn't reach their desired result, or one that is a true indication of their academic ability, they will be forced to start from scratch with their preparation by studying for the new SAT or the ACT.
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