Anonymous wrote:Anonymous wrote:To OP - I think you said DC took SAT just once and got 1100. Try ACT. Then do test prep on preferred test to see how it goes.
From selecting easiest classes to selecting easier test. OP's kid has to face the reality at some point in life - can't go through life as a snowflake forever.
Anonymous wrote:To OP - I think you said DC took SAT just once and got 1100. Try ACT. Then do test prep on preferred test to see how it goes.
Anonymous wrote:There are all kinds of smart successful kids. There are kids that have high GPAs and high test scores, kids that have high GPAs and low test scores, and kids with low GPAs and high test scores. All these kids do well in college! Why do people on here have to be so aggressively mean?
Anonymous wrote:Anonymous wrote:It is incorrect to argue with the fact that some very smart
kids do not test well.
There are many subtle learning/cognitive issues that come into play during timed, standardized test, which are very different than what is required for course performance. Most of you know know much about how the brain works. And you think kids are either smart or they are not. Obviously, that is a gross oversimplification.
It is also correct that some brilliant kids aren not teacher pleasers and get less than perfect grades for a whole host of teenage reasons. The sky high test scores show they are bright and still have some maturing to do.
Anonymous wrote:Or not putting in the time to do well and focusing on playing sports, for example.
Anonymous wrote:Anonymous wrote:I asked an admissions person once what they saw as red flags. She said kids with high test scores but low grades. She said that means they can do well academically, but something is preventing their optimal performance (lack of motivation, mental health, partying…who knows). She said the school thinks, why wouldn’t those same issues follow them to college?
That’s too bad because it is my kid. No prep 1530 SATs, good grades but not in top 20%. I cannot argue with admissions but his issue entirely organizational skills. He studies but losing track of due dates, gets assignments mixed up. Not all the time but I expect maturing in college will challenge him in this area but also inspire growth. I hope and somewhat expect that he will be a late bloomer. Again, not saying it is unfair but wish admissions would see potential instead of assume laziness.
Anonymous wrote:
If there are no special needs involved, there is no such thing as "doesn't test well". What it means is that there is grade inflation at your kids' school, and the national standardized test score reflects his true performance.
You can help with that by paying for test prep and tutoring. I recommend the senior tutors at Prep Matters, but they're incredibly expensive (they did wonders for my son, though - got him from a 28 to a 35).
Anonymous wrote:Anonymous wrote:What do you mean by bad? I think this group is skewed.
Also, have your junior retake closer to senior year. My DD tested 1280, 1290 junior year but went up 100 points (without additional test prep) in the fall of senior year. She got into W&M ED.
When did your DD retake the SAT in the fall of senior year?
Anonymous wrote:I asked an admissions person once what they saw as red flags. She said kids with high test scores but low grades. She said that means they can do well academically, but something is preventing their optimal performance (lack of motivation, mental health, partying…who knows). She said the school thinks, why wouldn’t those same issues follow them to college?
Anonymous wrote:I asked an admissions person once what they saw as red flags. She said kids with high test scores but low grades. She said that means they can do well academically, but something is preventing their optimal performance (lack of motivation, mental health, partying…who knows). She said the school thinks, why wouldn’t those same issues follow them to college?