Читать книгу America's Best Colleges for B Students - Tamra B. Orr - Страница 13
CHAPTER THREE GPAS, SATS AND ACTS, OH MY!
ОглавлениеLet's face it. If you're reading this book, it means those wonderful acronyms in the title of this chapter are not among your strong points. For one reason or another, your overall GPA or your test scores are just not that remarkable.
What can you do about that? One possibility is to check out the colleges that do not require standardized test scores as part of their admissions process. “What?” you ask in amazement. There are colleges that don't want those all important numbers? That's right. In fact, there are more than 700 of them and they can all be found at www.fairtest.org.
Why would some colleges choose not to rely on ACT and SAT scores? Here is how Fair Test explains it:
“Test scores are biased and unreliable. Standardized college admissions tests are biased, imprecise and unreliable, and therefore should not be required for any college admissions process or scholarship award. If test scores are optional, students who feel that their strengths are reflected by their SAT or ACT scores can submit them, while those whose abilities are better demonstrated by grades, recommendations, a portfolio or a special project are assured that these will be taken into full account. Sometimes admissions officers use low test scores to automatically reject qualified candidates without even considering their schoolwork. That's simply not fair.
“Test scores are nearly useless in college admission. Research shows that the SAT and ACT do not help colleges and universities make significantly better admissions decisions. The University of Chicago Press book, The Case Against the SAT, found that the SAT is ‘statistically irrelevant’ in college admission. It also proves that the SAT undermines the goal of diversity by reducing the number of qualified minority and lower-income students who are admitted.”
In my opinion, the way our culture is shaped today means that college is still a learning time for students. We should not expect to drop them off, drive away and Boom! they are adults. Colleges understand that your performance in high school is not who you are. They want to help you in the process of becoming an adult.
In your junior year, if not before, step back and take a careful look at your study skills. Are you really doing the best that you can? Is there some area that you can improve on? Be sure to use any outside help you can. High school teachers are usually very willing to help you reach your potential, so just ask. You can meet after school or use your school's free tutoring services. Take advantage of those opportunities to improve your grades.
—Sarah Wilburn, Campus Bound
If you are applying to a school that requires SAT or ACT scores, Fair Test encourages you to ask some important questions including these:
How does your school use the SAT and/or ACT?
Are cut-off scores used? If so, do they apply to general admissions or to particular programs?
Does your school use any statistical formula which includes SAT/ACT scores to judge applicants’ academic records?
Do you take possible coaching into account when considering ACT or SAT scores?
How does your college report SAT and ACT scores in handbooks and brochures?
Does this college report simple averages or a range of scores? Does this include all entering students’ scores in these figures, in compliance with the Good Practice Principles of the National Association for College Admission Counseling?
So, if all of this is true, why do most colleges rely so heavily on the results from standardized tests? It's a matter of “measurement.” If you think about it, an A at a high school in Chicago may be different than an A at a high school in Los Angeles. In fact, an A at two high schools in the same school district or even with two different physics teachers at the same high school may be different. Because schools have varying ways of awarding grades and varying levels of difficulty, colleges need a uniform way to measure students. The SAT and ACT have become those measures. A great deal of importance is given to the scores achieved on them.
In fact, a good performance on college-entrance tests has become the focus of many a student's “free” time past the hours when the high school doors are closed for the day. In recent years, “test prep” has become more than just an option. It's a booming business! During the last few years, it has grown from $100 million to more than triple that. More and more students are putting out big bucks to prepare themselves to take the SAT.
So while standardized tests may be unreliable and not every college requires them, it doesn't look like they are going away anytime soon. If you are applying to a college that requires test scores, then you have little choice but to “bite the bullet” and take the test.
Meet the New Tests
As you probably know, most colleges consider test scores when making admission decisions. Let's take a look at these exams:
SAT Reasoning Test (www.collegeboard.com)
The exam has three sections—Critical Reading, Math and Writing—each scored between 200 and 800 points for a total possible score of 2400.
The Critical Reading section is 70 minutes long with two 25-minute sections and one 20-minute section. It contains reading comprehension, sentence completion and paragraph-length critical reading sections. This section replaces the old verbal section.
The Math section is 70 minutes long with two 25-minute sections and one 20-minute section. It contains multiple-choice questions and student-produced responses on numbers and operations, algebra, geometry and statistics, probability and data analysis.
The Writing section contains a 25-minute essay that is first and a 35-minute multiple choice section that has questions on identifying sentence errors, improving sentences and improving paragraphs.
ACT (www.actstudent.org)
This exam has four multiple-choice tests and an optional Writing test. There is a score for each of the four tests (English, Math, Reading and Science) from 1 (low) to 36 (high), and the composite score is the average of the four test scores between 1 and 36.
The English section has 75 questions in 45 minutes that test standard written English (punctuation, grammar and usage, sentence structure) and rhetorical skills (strategy, organization, style).
The Mathematics section has 60 questions in 60 minutes that test pre-algebra (23 percent), elementary algebra (17 percent), intermediate algebra (15 percent), coordinate geometry (15 percent), plane geometry (23 percent) and trigonometry (7 percent).
The Reading section has 40 questions in 35 minutes that test reading comprehension.
The Science section has 40 questions in 35 minutes that test the “interpretation, analysis, evaluation, reasoning and problem-solving skills” of natural sciences.
The optional Writing section has one essay prompt in 30 minutes that tests writing skills.
SOME THOUGHTS FROM COLLEGE AND UNIVERSITY OFFICIALS ON THE SAT & ACT
“Schools that use the SAT are throwing away a third of their talent.”
—WILLIAM HISS,Dean of Enrollment at Bates College
“While this test has some ability to predict student performance in the first year of college, it falls far short of predicting overall academic or career success and a host of other aptitudes that educators and society value, such as intellectual curiosity, motivation, persistence, leadership, creativity, civic engagement and social conscience.”
—JOANNE CREIGHTON,President of Mount Holyoke College
“The negative impact of the SATs falls disproportionately on African Americans and Latinos. If you are about things like diversity in your student body, the SAT can be an impediment.”
—CHRISTOPHER HOOKER-HARING,Dean of Admission at Muhlenberg College
Reprinted with permission of FairTest (www.fairtest.org)
Tips for Getting a Higher Score
It goes without saying that doing well on the standardized college entrance exams (ACT/SAT) helps you get in the front door of most colleges. There are dozens of books to tell you how to do well on these standardized tests, so I will not attempt to do it here. Instead, here's a quick list of the most basic things you can do to assure that you do the best you can:
Make a decision that the test is important to you and that you will give it time and effort.
Get familiar with the test format so that this is not a surprise to you. Know what each test will cover. You can get free sample exams from the creators of the exams by going to www.collegeboard.com for the SAT and www.act.org for the ACT.
Consider hiring a coach or tutor to help you prepare for the tests. There are intensive test preparation courses available from companies like Princeton Review (www.review.com) and Kaplan (www.kaplan.com), but there are also lower-cost options from community colleges and maybe even your high school.
Go to the library or bookstore and start looking at all the test prep books. They come in several different formats. A recent trend is exciting novels of all kinds that entertain you while they introduce you to all of the vocabulary words you need to know for the test. Check the stories out at www.amazon.com or use a search engine to find “vocabulary SAT novels.” The stories are so captivating that you completely forget that you are learning at the same time. SAT and ACT prep books are easy to find and will de-mystify the process for you.
Check out websites on the Internet for test help. Just put “SAT test preparation” in the search box. Here are just a few of the many out there:
A last bit of advice before you take one of these standardized tests: Do not attempt to cram for them; it will never work. This is not that type of test. Instead go into the test well rested, following a good breakfast. Take the entire three hours and 35 minutes to complete it. Don't rush. If you get done early, just take the time to go back over your work. Don't panic when you see other students turning in their tests when you are far from done. Everyone has a different test pace, and getting done faster is not an indication of how anyone did. Know that you did the best you could and despite the scores, forge ahead. Colleges are waiting for you!
Taking the Credit; Taking the Blame
There will come a time within the application, essay or interview where you will be expected to either explain or discuss your SAT/ACT score and GPA. It's better to offer an explanation than to ignore your scores or GPA and hope that the admissions officers don't notice them. In fact, they will notice them, and without an explanation, they will have no reason to give you the benefit of the doubt.
Remember that admissions officers are human beings. They have made mistakes or struggled in some way in their lives. They will understand and listen, so take the time to explain honestly why you believe your numbers are not as high as you had hoped they would be.
Here is a list of the general do's and don'ts that you need to remember when discussing your less-than-stellar numbers. The key is to be honest at all times.
| DO: Explain any circumstances that may have affected your numbers such as these: | DON'T: |
| frequent moves | whine |
| test anxiety or health issues | complain |
| learning disabilities | place blame on others (parents, teachers, etc.) |
| part-time jobs | adopt a “poor me” attitude |
| extenuating personal or family issues | be emotional |
As you can see, it's important to take responsibility for your performance. Instead of making excuses or blaming others, state the facts and own up to how you did. There are legitimate and understandable reasons for not doing as well as you are capable of doing. Some of these reasons were listed above. But make sure that you do not confuse explanations with excuses. Not having a date to the spring formal is not a good reason.
Also have a balance between providing enough information to make your case but not so much information that your explanation is overwhelming. For example, you might write that having a severely ill parent affected your ability to concentrate on your studies for a semester, but you don't need to also provide the detail of every medical procedure your parent has had.
If your grades are low in a specific subject, explain this. You can describe how you have sought extra help in the subject or how you took a summer school class to make sure you really understood the material, but it's still a weak area. You can also explain that you plan to major in another subject area in which you are stronger when you reach college.
It's important as well to note any progress that you've made. If you have since improved your grades in a subject area or overall, indicate this and explain that you have a renewed commitment to your studies.
HOW WILL MY SAT ESSAY BE GRADED?
Each essay will be scored independently by two high school and college teachers. Neither scorer will know what points the other one gave. Each reader will assign the essay a score ranging from 1 to 6. Essays with a 6 are outstanding, with few to no errors at all. These essays are built on a main point that is supported by stories, examples and reasons. Essays with scores of 6 are organized, focused, coherent, smooth and are indicative of a wide vocabulary. But not every essay is a 6. Let's look at what other scores can mean:
A score of 5 indicates that the essay is effective, without being stellar. It is effective with only a few grammar/usage/mechanics errors.
Essays that are scored with a 4 are considered competent, but with some gaps in quality.
An essay with a score of 3 is adequate but has a number of errors, including grammar/usage/mechanics, vocabulary, focus or development.
A score of 2 means that the essay is seriously limited with a number of weaknesses.
An essay that is scored with a 1 is severely flawed.
For more detailed information on how the scoring is done, check out the College Board website at www.collegeboard.com.
Once you have discussed this topic, you can move on to focus on your strengths instead. Without dwelling on the negative, you have the opportunity to highlight how much you have to offer the college.
Include a Resume to Highlight What You Have Accomplished
Many colleges will let you submit a resume. You may already have one on hand thanks to summer job searches. This can provide a beginning. The resume you used for looking for a summer part-time job might give you some quality information to use, but it probably will need changes before you share it with a college. Why? Two reasons: one, time has most likely passed since you wrote it and there may be new things to add, and two, your intention is different. You aren't trying to impress a potential employer so that he or she will give you a weekly paycheck. This time, the goal is to impress a college admissions officer and get you through the front door of the school.
Resumes are like the Cliffs Notes of your academic/educational and community life. They are the condensed version of the great stuff you have accomplished thus far. Resumes can be very effective. Here are some tips:
Have high-quality paper.
Choose a font size and style that is easy to read (at least 12 and below 18 and Arial, Times New Roman, Garamond or Franklin Gothic Book).
Do not handwrite this resume. Even if you have to use the school or library computer, make sure this is neat and looks professional.
Many word processing programs include a built-in resume wizard, so check and see if you can find one. This template walks you right through where to put what and then puts it in a format that looks great.
Here is what you need to include on your resume:
full name
current address
telephone number (home and cell)
email address
all awards or honors you have earned
all forms of community service
all part-/full-time jobs
references
sports and extracurricular involvement—remember that these can be in school or outside of school!
One of the most important aspects of the resume is to include the pertinent details that truly explain what you have accomplished. For example, if you worked as a volunteer at a local children's day care center, include how many children you worked with and what responsibilities you held. This is the place where you can really shine in ways that your numbers do not reflect.
On Page 35 is an example of a typical type of resume you might want to include in your application. Look it over to see how you can adapt it to your needs.
After you have done all this hard work, don't blow it by not checking your spelling and grammar. The greatest resume will make a rotten impression if it has errors. Have someone else read over it before you finalize it. They may catch a mistake you missed—or remember something wonderful that you forgot to include.
A resume gives the opportunity to share with the college more than your grades and test scores. It gives them a snapshot of your achievements that will really help them understand what you have to offer.
A WORD ABOUT TEST ANXIETY
Feeling worried or pressured about taking a test is normal. Indeed, a slight edginess can often enhance your performance. However, if the worry turns into panic and/or fear and makes it almost impossible to study or take the test, you probably are suffering from test anxiety.
Test anxiety can strike before and/or during a test. It can make you feel physically sick, from a headache or nausea to faintness and hyperventilating. You might have a dry mouth, pounding heart or sweaty hands or be unusually emotional. It is often very difficult to concentrate at all.
How can you combat it? Here are some tips:
1. Be prepared as much as possible for the test. The SAT and ACT are cumulative exams that assess years of study in high school. They are not tests for which you can “cram.” Get a good study guide and become familiar with what the SAT and ACT test. Try a few of the practice tests. Then relax and just do your best.
2. Take good care of yourself. Get enough sleep, eat healthy and get some regular exercise. Don't have any coffee before the test because caffeine increases your level of anxiety.
3. Learn how to relax. Sounds simple, but it can be challenging when your body and mind are trying to do just the opposite. Like with other things, practice is the key. Spend time learning how to think about each muscle group in your body. Start with your feet. Tighten them and then let them go. Work your way all the way up to your head. Breathe slowly and deeply.
4. Replace negative thoughts with positive ones. Instead of telling yourself, “I am just going to blow this entire test,” say, “This may be a difficult test but I will do the best I can on it.” Visualize yourself doing well on the test.
5. When you are taking the test, remember those deep, slow breaths. Be sure to read the test directions carefully. If you don't know a question, skip it and go back later.
6. If you find yourself tensing up during the test, put down your pencil, take a few deep breaths, relax your neck and shoulders and then go back to it. Go to another question or problem and come back to the one that made you anxious. Sometimes answering a few problems that you do know will help you remember the answer to the one that threw you a curve.
7. When you are done, do something fun. See a movie, go out to eat, meet with a friend or just take a well-deserved nap.
| 123 4th St. | Phone 555-555-5555 |
| Anytown, USA 10000 | Fax 555-555-5556 |
| Email anystudent@aol.com |
CHRIS SMITH
| Community Involvement | Volunteered for six months (2015) at The Boys and Girls Club: helped organize and guide 30 children between the ages of 8 and 13 in multiple after-school activities. Learned skills of organization, teamwork, cooperation and discipline. |
| Intern at Wheels Unlimited, my grandfather's bicycle repair shop, after school for two years (2013-2015). Learned how to serve customers, run a register and basic mechanics/engineering skills. | |
| Extracurricular Activities | Participated in the Chess Club (2013) and the Debate Club (2014-2015). Director of the Drama Club (2014) and President of the Ski Club (2015). |
| Employment | June-August 2014 20 hours a week at Marin County Public Library |
| June-August 2015 18 hours a week at the Community Theatre | |
| Education | 2012-2015 East County High School |
| Summer 2014 Theatre Workshop | |
| Summer 2014 Sign Language 101 at St. Martin's Community College | |
| References | Mr. Bob Smith, Youth Coordinator at the Boys and Girls Club, 555-222-1111 |
| Mrs. Jean Youngblood, English/Language Arts Teacher, East County High School, 555-982-1120 | |
| Mr. Rod Cooper, High School Debate Coach, 555-888-1210 | |
| Miss Lindsay Francis, Professor of Sign Language, St. Martin's Community College, 555-333-0101 | |
| Awards received | Debate Team Regional First Prize, 2014 |
| First Place, State Library Essay Contest, 2014 | |
| Heart of Gold, Volunteer Ribbon, 2015 |
