- • SLS CEEB Code: 070 460 (this code number is necessary for SAT registration);
• Registration: On line at collegeboard.com or by paper form (available from college counselor);
• Proper identification is required on day of test (driver’s license, current passport, or official school identification form);
• SLS is not an SAT test center (our students sit for SATs at other schools designated national test centers);
• Standardized tests offered at SLS: PSAT, PACT, AP;
• Students qualified for 50% extra time sit for the SAT I or II at schools designated national test centers;
• Students qualified for 100% extra time may take the SAT I or II at SLS;
• Test dates (annually) for the SAT I & II:
- o October (second Saturday)
o November (first Saturday)
o December (first Saturday)
o January (last Saturday)
o March (mid to late month) or April (first Saturday)
o May (first Saturday)
o June (first Saturday)
Normal Testing Sequence:
9th Grade: SAT II (relevant subject) in the Spring; ERB in the fall (not a standardized test for college admissions)
10th Grade: PSAT & PACT in the Fall; SAT II (relevant subject) in the Spring; NMSQT prep in the Summer
11th Grade: PSAT in the Fall; SAT prep in the Winter; SAT I, SAT II (relevant subject), ACT and AP tests in the Spring
12th Grade: SAT I, SAT II, ACT in the Fall; AP tests in the Spring
Acronyms:
PSAT = preliminary scholastic assessment test (SAT warm-up; not sent to colleges)
NMSQT = national merit scholarship qualifying test (JR YR PSAT)
SAT I = scholastic assessment test (verbal and math sections, writing section added 4/05)
SAT II = subject test (in math, English, science, foreign language, and history/social studies)
PACT = preliminary American college test (ACT warm-up, no college sees)
ACT = American College Test (4 sections: reading, usage/grammar, science reasoning, math)
AP = advanced placement test (subject test administered in May at end of AP course)
Extended Time Testing:
- • To qualify for extended time testing, students must have an officially diagnosed learning disability and submit all necessary paper work to the testing agency several months prior to the test date;
• "Extended time" testers receive either 50% or 100% extra time (depending upon the nature of the learning disability);
• extended time testing at SLS is offered to qualified students twice in the spring and twice in the fall on national test days;
• For further details, contact our Special Services Coordinator (Nancy Weinberg).
WHEN TO PREPARE?
- • Arguments for prep work prior to SAT in the spring of the junior year: 1—PSATs from last fall clearly indicate areas of strength and weakness (providing a clear focus for prep work in the spring). 2—student has time for SAT homework without sacrificing schoolwork. 3—student is eager to prepare now (prior to the May SAT) rather than later. 4—anticipated ED deadline next fall requires best SAT results this spring;
• Arguments for prep work later (after first test in May or June): 1—student does not have enough time in a busy schedule to make best use of prep work prior to the May SAT. 2—PSAT results from last fall do not indicate any major weaknesses. 3—student prefers to see the May SAT scores before undertaking special prep work. 4—summer allows more time and single-minded devotion to SAT prep.
- • information (vocabulary, math operations, reading comprehension, etc.),
• special tactics (pacing, guessing, looking at answers before questions, etc.),
• emotions & attitude (anxiety, concentration, motivation, etc.),
• familiarity with test-type questions (analogies, sentence completions, quantitative comp, etc.)
NOTE: The comprehensive PSAT score report is an especially helpful tool for analyzing test-taking strengths and weaknesses before a student undertakes SAT prep work.
- • self-prep with books works well for self-initiating students who like to work at their own pace;
• self-prep with software and online programs works best for students who are not only self-initiating but also prefer technological interaction;
• individual tutoring works well when (a) very specific weaknesses need to be addressed intensively, or (b) long-term preparation is preferred, or (c) flexibility in time and place is required, or (d) large classes are a distraction;
• commercial class works well when one-on-one work (with tutor) seems tedious, or when student learns best in the dynamic of class discussion.
- • What is the length of a typical SAT prep course?
• Are average score gains (as advertised by commercial companies) the average for all enrollees, or just for those who have made gains?
• How much homework (in hours) between sessions is required for optimal results?
• Should the instructor be expected to predict a given student's score?
• Should parents expect on-going feedback from teachers or tutors during the prep period?
• What is the ideal ratio between instruction time and drill work during a given prep session?
• Are all students equally capable of learning sophisticated test-taking tactics?
• Is the SAT mainly a test of power or speed?
• When do you discourage preparation?
• If the test preparation seems to be going poorly, can the student withdraw from the class or tutorial without losing money?
