Education Realist sat down with one of his SAT-prep students, Nick, and his dad, a genial Indian gentleman, for a little talk:
“I wonder if you could advise me on how best to prepare Nick for the PSAT this fall.”
“Nothing.”
“No practice? No classes?”
“He’s a sophomore. He was solidly over 600 on both reading and writing, over 750 on math, in all our practice tests — which are skewed difficult. If for some reason he gets lower than 60 on any section, I’d be shocked, but not because he was unprepared. He shouldn’t go back to PSAT practice until late summer or fall of junior year — he’s definitely in National Merit territory, so he’ll want to polish up.”
“But wouldn’t it be better for him to practice?”
“No. If he gets below 60 — even 65 — then look closely at his results. Was he nervous? Or just prone to attention errors? But it won’t be lack of preparation.”
“Oh, that makes sense. We are trying to see if he has any testing issues.”
“Right. Content isn’t a problem. I don’t often get kids scoring over 600 in reading and writing in this class. Which brings up another issue. I want you to think about putting Nick in Honors English and Honors World History.”
“English? That’s not Nick’s strong subject.”
“He’s an excellent writer, with an outstanding vocabulary, which means he is ready to take on more challenging literary and composition topics.”
“Really?” Dad wasn’t dismissive, but genuinely taken aback. “He gets As, of course, but I get glowing reports from his math and science teachers, not English and history. Shouldn’t he focus on science and robotics, as well as continue programming?”
“If Nick really loves any of these subjects, then of course he should keep up his work. And please know that I’m not suggesting he give up math and science. But his verbal skills are excellent.”
“But I worry he’ll fall behind.”
“He’s starting pre-calculus as a sophomore. And that’s the thing….look. You know as well as I do that Nick’s college applications will be compared against thousands of other kids who also took pre-calculus as a sophomore. His great verbal skills will stand out.”
This point struck home. “That’s true.” Dad turned to Nick. “Are any of your friends taking honors English?”
“No, most of the kids taking honors English aren’t very good at math.” (Nick’s school is 80% Asian.)
“But shouldn’t he just wait until his junior year, and take Advanced Placement US History?”
“Nick. Tell your dad why I want you to take these classes, can you?”
Nick gulped. “I need to learn how to do more than just get an A.”
“Isn’t that enough?”
I kept a straight face. “No. Nick is comfortable in math and science classes. He knows the drill. But in English and history classes, he’s just….getting it done. He needs to become proficient at using his verbal skills in classes that have high expectations. This will be a challenge. That’s why I want him to start this year, so he can build up to the more intense expectations of AP English and History. He needs to learn how to speak up in school at least as well as he does here…”
Dad looked at Nick, gobsmacked. “You talk in class?”
“….and learn how to discuss his work with teachers, get a better sense of what they want. Remember, too: Nick’s GPA and transcript is important, but ultimately, he’ll want to be able to perform in college and beyond, as an employee or an entrepreneur.”
Dad nodded; he got it. “He needs to write and read and think and express his thoughts. And this will help. Hmm. This has been most helpful. So he shouldn’t do any SAT prep this fall?”
“He shouldn’t do any SAT prep this year.”