I just read an article titled "Rethinking Advanced Placement" in the New York Times by Christopher Drew.  As I read the article, I immediately thought of two significant ideas that will spring forth from the new AP Exams  - unmentioned as they were.

First, the new AP Exams will have a significant impact on college admissions.  Admissions offices can expect more students that will take the Biology and US history AP Examinations.  As an applicant to top schools, students often try to fill their college apps with as many AP exams as possible.  With more students taking these two exams with the new standards, we're likely to see fewer students who can distinguish themselves by scoring highly on these exams.  I expect further that the AP Exam score average will climb higher from the current "mean score of 2.63" back above the 3.0+ mark.  This is an unbelievably high (and statistically significant) number.

Second, the new AP exam standards will change how introductory courses are taught in many universities.  With more conceptually-based AP exams in Bio/History, college courses are likely to tailor their own curricula in the same way.   What this means for future Bio and History majors, remains unclear – though it is likely that future medical school and law school applicants (to which these majors most often apply) will re-think how they study and prepare for these exams as well.  I would venture that major changes in curricula for these subjects will take many years as most changes do in University level curricula.  

Overall, I applaud the re-thinking of the AP Exam standards, and remain curious as to what the impact of the standards will have on both college admissions and future course curricula.  I do recommend the article which you can find here…

New York Times "AP Exam" Article 

This article was written by Chairman of Top Test Prep, and education expert, Ross Blankenship. 

To learn more about Top Test Prep's programs call (800) 501-7737 or go to Top Test Prep.

Tags: College Applications, College Board, Colleges // View Comments

You pass a class – your grades are sent in. You take the ACT/SAT – your scores are sent in. You ask a few teachers – and recommendations are submitted. You write your college essay… and you are the only one who can determine if it is done. Is your essay complete at 400 words? 500? Are 2,000 words too long? Colleges generally do not specify word limits for college essays, but is there a perfect number? How can you tell if you’ve written enough? What is the perfect college essay length?

Many college prep books recommend a 500-word essay – but other college preparatory programs often recommend 600-900 words.

Guess what? They are both wrong.

You cannot put an exact number on the perfect college essay. (Sorry.) The best essay length is determined not by word count, but by these three criteria.

1. Did you fully answer the question or complete your argument?

If you are answering a specific prompt, make sure you answer all parts of the prompt! If you set up your own situation or argument to explain, write completely. A well-written 500-word essay is useless if you do not finish defending your thesis or reasoning. Admission counselors might groan if they see a long essay on the top of their pile, but if everything you have written is essential – and if everything goes together well – it shouldn’t be a problem. (That said, if your essay is long, check for redundancy and trim it down!)

2. Does the amount you’ve written achieved flow and cohesiveness?

A good rule to follow when writing college essays is “ABC” – Always Be Concise. That said, you need to write enough so that the readers (admission counselors) can see your skill as a writer and thinker. If you think you have written too much, check for repetition and eliminate it. If you’re your essay sounds stilted, maybe you have cut too many words out. Try reading the essay aloud and hear if it sounds natural and whole.

3. Do you demonstrate unique qualities that will contribute to the college’s community?

Admission counselors want to see how you present yourself in your essay. They are looking at how you might be a part of their institution in some way – as a future student, and as a future alumnus/a. Don’t cut yourself short by creating a lengthy manifesto that wanders and causes readers to lose interest. But give yourself the time to set yourself apart from other applicants.  

Students have written 400-word essays and gotten into good colleges – and some have written 2,000 words. Generally students write between 500-700 words. But the point of finding your perfect length is that word count is not the benchmark used. When it's time to write your college essay, instead of hitting "word count," read it aloud and remember the above three criteria.

This post is titled "The Perfect College Essay Length." It was written by Marta Casey, a writer on Top Test Prep's team.

For more information about Top Test Prep's programs, call (800) 501-Prep.

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Computers, technology, and the internet have become part of a competitive education. A great deal of college work is now done online – from passing in papers, to class discussion threads, and social networking. These innovations have created new ways to learn and interact with other students and teachers. New spaces online can be important communities and forums for discussion, news, debate, and thinking. But in recent years, parents’ concern over their students’ internet time has increased. This is a legitimate concern.

We’ll spend a few blog posts in the next few weeks to look at a few of the issues surrounding students and the internet. Today – here’s what you should know about students and internet addiction.

Internet Addiction Disorder (IAD) is real.

Although the last version of the Diagnostic and Statistical Manual of Mental Disorders (fourth edition, 2000) did not include the disorder, the American Psychological Association (APA) has officially recognized the disorder. To be diagnosed with IAD, a person must meet three or more of the criteria set by the APA: developing a tolerance to the internet and increased sustained use, withdrawal symptoms, surfing the internet for longer than intended, social isolation from friends and family.

College students are especially susceptible.

But because college students are away from home, dealing with a new environment, and maybe dealing with social anxiety or underlying psychological issues (depression), the internet more easily becomes a coping mechanism and addictive activity instead of an educational tool. Free internet access, wireless campuses, and convenient computer kiosks also add to the potential for addiction. At lunch or during class breaks, laptops, smart phones, and iPads come out – it may seem insignificant, but these simple actions can contribute to addiction.

The consequences can hurt.

Surfing the internet, chatting, and checking e-mail might seem harmless enough, but if these habits are so engrained in daily routine that students lose interest in real-life social activities, groups, or school work, the repercussions can be painful and hard to deal with. The stereotypical, withdrawn, shy internet chatter might take over your personality – a real concern. School work might suffer – and studies at various colleges have shown even high SAT testers and successful high school have later failed in college due to internet addiction. Another consequence common to internet addiction? Debt.

Next time we’ll discuss specific warning signs, and where to find out more about IAD.

This article is titled, “Students And Internet Addiction – Is It A Problem?” It was written by Marta Casey, a writer at Top Test Prep’s team.

To learn more about Top Test Prep’s programs, call (800) 501-Prep.

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While there is a fine line between asking for a recommendation and telling your recommender what to write (hint: requesting anything specific is a big no-no) there are steps you can take to help your recommender write a good recommendation.

The first thing to remember is that this person is doing a favor on your behalf. The second thing to remember is that this person is probably exceedingly busy. Any steps you can take to be gracious and ease their burden will help them write you a recommendation. The easier you make the process for them, the better your recommendation will come out.

Step 1: Ask the person you have selected graciously.

At minimum you should do this a month before the first deadline. When asking them, be polite and make it clear that you realize this person is putting their time and reputation into helping you out. Explain why you feel that this person is a good person to write the recommendation and briefly explain what this entails for them. Before this person agrees, he or she should have an idea of how many recommndations they will need to write and when the deadlines are. If this person agrees, explain that within a week you can provide them with materials to help them in this process.

Step two: Prepare a packet or letter for your recommender.  

As discussed, your recommender is a person who is likely very busy. They may have a family, a stressful job, and a host of other tasks they need to get done. Like any student, they are going to put this off so they can watch TV or spend time with their family and friends. If you can prepare materials for them, then they will have an easier time recalling what to write about. It is also your chance to influence what they write.

First, you should write a letter that briefly (and humbly) outlines your strengths and accomplishments, as well as areas where you have improved. Also, explain why you want to apply to certain schools. If a school is a good fit for you or has a program that suits your talents, the recommender can steer the recommendation accordingly. In this letter, also include the deadlines and details of how to submit the recommendation. Finally include any materials you may have that will jog their memory of your work. Include a paper or exam, as well as a transcript. Don't inundate them with materials; just show them the highlights. The key through all this is to make it easy for them.

Step three:  Follow up with your recommender

If your recommender has not submitted anything within a week of the deadline, send them a short and polite email reminding them. If a day or two away from the deadline nothing has been submitted, remind them again. Don't bother them relentlessly explaining how incredibly important this- they likely have it on their calendar and realize this. But it is OK to send a quick reminder to make sure the work gets done.

Step four: Thank your recommender

Once they have submitted their recommendations, make sure you honor the time and effort they expended on your behalf. Depending on the relationship, a hand-written thank you card is appropriate. If you are very close with the person, then some homemade cookies or something simple that they will enjoy is enough. It is the thought that counts so avoid gift certificates or even cash (yes some people do this). Finally as you hear from schools, make sure you tell your recommender. They wrote the recommendation because they have invested time into you and want you to do well. They want to know what comes of your application too!

This article is titled, "Recommendations Part 2: Asking for a Recommendation."  It was written by Jon B. who is a writer for Top Test Prep's team.
To learn more about Top Test Prep's programs, call (800) 501-Prep.

Read more: http://toptestprep.com/blog/#ixzz1EuQzMv00
 

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Here’s some information for students looking for SAT and ACT Summer prep programs.

If you’re looking for a fun, interactive SAT and ACT summer courses, contact Top Test Prep today at (800) 501-7737.

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Between overall economic trends and steep increases in college tuition, there have been hints of a tuition cost bubble. One of the main concerns is that the rise of college costs outpaces overall Consumer Price Index rates and inflation. Although worries over bubbles and general rising costs persist, the benefits of going to college continue to surpass the cost, not only in lifetime earnings, but also in job flexibility and growth. But there is no denying that college is increasingly expensive.

Economists Robert B. Archibald and David H. Feldman of the College of William & Mary in Virginia recently wrote a book, Why Does College Cost So Much?, about this trend. Contrary to popular notions that college tuition is skyrocketing out of control because of glorious dorms, tenure, and public money, they place their conclusions in a broader, historical context. Here are two of their arguments.

Service expenses and productivity

More service providers – professors and administrative staff — are highly skilled, and higher wages are demanded to keep these highly educated providers. Archibald and Feldmand also argue that providing good services in higher education is not only competitive, but also takes time. Because of these two factors, increasing productivity is also a challenge, which drives up institutions’ costs. Administrative staff for career services, mental health support, and health care are also essential in today’s college experience, which cannot be replaced. These workers are not “increasing output” per se – so in financial terms it may seem they are an extra cost. But their services are essential.

Technological innovations and trends

Taking a broad view, Archibald and Feldmand also see innovations in technology as one of the main factors increasing college tuition costs. While distance learning, computers, and other technology change, aid, and improve education, technology has not replaced real teachers or the time spent in a classroom – and those interactions take time and money. But college today is incomplete without training in electronic databases, lab equipment, and IT infrastructure. Maintenance costs for technology also show up in tuition costs. Equipment and technology is necessary for a complete, competitive education. It just takes…more money.

While written in economic terms, the book is accessible to the non-economically minded, and provides a myriad of data and a long-view of the rising cost of college tuition. For more information, see the New York Times recent interview with the authors. For anyone curious about the background of college tuition, the book provides a deep context and many perspectives.

This article is titled, "What Is Behind Tuition Costs?" and was written by Marta Casey, a writer for Top Test Prep's team.

To learn more about Top Test Prep's programs, call (800) 501-Prep.

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Getting recommendations can be one of the most difficult aspects of the college admissions process. It is the first point where your application is out of your control. What if the person says something negative? What if they don't write about the amazing work you did on a project? What if they fail to get it in on time?

Understanding that this part of the process is out of your hands is an important step in the application process. It is an opportunity to get used to not having control of your application- an important ability when a select group of people in a faraway admissions office will be evaluating your application.

That said, while you can't control your recommendations, there are steps you can take to get the most out of them. The first step is picking the right people to write your recommendations.

In deciding this, ask yourself, "What are colleges trying to get out of the recommendation?" Admissions officers are not merely looking for whether or not you come "recommended." They are using the recommendation to get a better view of who you are as a person. The more your application conveys "a person," rather than just a set of grades and numbers, the more it will stand out. The more it stands out, the better it will fare.

Admissions officers at top schools are faced with the task of choosing between thousands of equally-qualified students to fill a limited number of spaces. You want your application to stick with an admissions officer- to contain something he or she will think about while at lunch or driving home. A recommendation filled with powerful and vivid anecdotes from a person who knows you well has the opportunity to provide just that.

To that end, the most important quality a good recommender can have is a close relationship to you and a good understanding of your character. Don't  choose a teacher who doesn't you know you well just because you are certain he or she will say positive things about you. Rather, opt for someone that has seen how you act in different situations, who has seen you face challenges, and who has seen you grow.

What if that person has seen negative qualities that you don't want them to write about? The truth is that everyone has qualities that are not always positive. If a teacher knows you well, they may bring these qualities up, but it will likely be packaged within a broader context that will let admissions officers see it as part of your larger character.

Your recommendation is also a chance to back up the qualities you say about yourself. If, for example, you talk about being a leader in your application, it would be a good idea to find someone who has seen that side of you, such as a coach or club advisor. A recommendation is also an opportunity to bring up aspects of your character that you don't have the opportunity to address in your essays. Perhaps you had a challenging sophomore year in which you didn't perform as well as you hoped. A recommender may be able to address this, and discuss how you faced these challenges and grew from them.

Finally, be sure that your recommender can write well. After all, the best story of how you climbed Mt. Kilimanjaro after saving an orphanage won't win you much esteem if it's filled with typos and badly-written.
 

This article is titled, "Recommendations Part 1: Who Should Write Your Recommendation."  It was written by Jon B. who is a writer for Top Test Prep's team.

To learn more about Top Test Prep's programs, call (800) 501-Prep.

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The idea of leaving for college is a popular symbol for independence, growing into one’s self, and finding new social networks and outlets. What if you decide to go to college close to home – or even – what if you decide to live at home and commute? Instead of hampering your college experience, it might help in some cases. Here are few considerations to take in before deciding on moving 500 or 2,000 miles away.

Saving money.

Yes, parents and students – it is wonderful to live close to campus and be able to visit sporting events, have lunch or dinner if you are in the same house still – but one of the main advantages to living at home during college is the savings. Living alone is not cheap, even in a dorm. Some students might also feel like they are nagging parents if they are paid to live on a campus. Students with jobs close to home might feel their current work helps them more with their resume and financial responsibilities than an on-campus job would.

Self-Discovery.

Let’s face it. If you live two doors down from an amazing college and receive admission but decide to attend a school none of your neighbors have heard of that is across the country, you are probably looking for a college where you can explore life and your own beliefs and academic interests on your own. That is great! It just means that one of the deciding factors in where you attend college will probably be its location. Living far from home can take its toll, especially if families experience a tragedy – or a celebration and someone misses it – but if the student is looking for a place to expand their own thinking experience on their own, distance might be a factor.

Campus experience and activities.

College campuses are full of activities, parties, lectures, workshops, and artistic events. Will living at home keep you from taking part in these? If you are applying to colleges and scholarships not just to get through four years of academic credit, what are the other reasons you are applying? If they involve campus life and you are still thinking of living at home, consider the time and commuting commitment that it will take to be a part of campus life. If it’s an easy commute and you want to be at home, it might work wonderfully – and you’ll have a crowd at Thanksgiving! If the thought of driving thirty minutes makes you shrug off going to an extra event, maybe rethink living off campus. 

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Scared by the price tag of a school? Don’t take the first number as the final number. Tuition costs can be heavy on a family, but there are many options available through loans, grants, and scholarships. Here are five of the best ways to look for money when applying to school – at any level. Remember – you should never pay to apply to a scholarship. If a website or organization requests a fee, verify the validity of the scholarship.

1. Check with the institution’s financial aid office.

This seems like common sense, but don’t overlook the obvious. Checking with the financial aid office at individual schools, you will find each institution’s merit-based scholarships. Financial aid varies from school to school, so this is an essential step in your search.

2. Do well on your tests – especially the PSAT and SAT!

Besides looking good on your applications, testing well will open up numerous doors and qualify you for many different scholarships. If you score really high, you might be automatically considered for certain awards. You scores might also be required when applying to scholarships you find outside of schools.

3. Find local scholarships!

Rotary clubs, veteran groups, professional and trade organizations, and local companies all have scholarships. Some might be $100. Some might be $1200. Whatever you receive, no matter the amount, will help you pay for tuition and – later – be a great addition to your resume.

4. Use fastweb and other online search engines.

Online search engines should be free and are a great, quick way to look through thousands of lists quickly for scholarships that you qualify for. Fastweb is one of the best resources for scholarships. Entering your interests, hobbies, and academic interests, the search engine matches scholarships to your interests. You can also enter colleges that you’ve applied to.  In addition to scholarships, fastweb can also search for internships.

5. Check scholarships and grants through the U.S. government

Don’t forget Uncle Sam! The government has many scholarships and grants (besides loans) for all kinds of students. Filling out the FAFSA is the first step to qualifying. Then do research on your own. Check www.student.gov under “scholarships and grants.” The Department of Education is also a good resource, especially for graduate students, though the website can be dizzyingly bureaucratic. Just check under “funding” for different options.

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This post is titled "5 Ways to Find Scholarships" and was written by Marta Casey, a writer for Top Test Prep's team.

To learn more about Top Test Prep's programs, call (800) 501-Prep.

Tags: Educational Financial Planning // View Comments

Here’s some information on what happens when students get a perfect SAT or ACT exam score at Top Test Prep.

While it’s a challenge to get a perfect score, it’s possible. As a test prep company, we want every student to improve their SAT and ACT scores, and strive for the best.

The Top Test Prep perfect score challenge will reward you with a $10,000 scholarship to attend any college in the country when you receive a perfect SAT or ACT score.

Call Top Test Prep to learn about private tutors and test prep programs.\

Contest rules: The Top Test Prep, Perfect Score Challenge is valid until September 21, 2011.

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For admission to most programs at top colleges an interview is an optional part of the application. Some college's say that they want to interview all candidates, while others say that it won't affect your application negatively if you choose not to interview. It is typically only those who are applying to programs such as business or medicine that have to interview.

So, if thoughts of clammy hands and hard questions spring to mind when you think about an interview, it's easy to say, "Well it's not necessary. I won't risk it."

However, one should never pass up the chance to talk further about their application. Interviewers know they are dealing with high school students whose interview experience may only extend to an interview for a job at the local ice cream shop. While that is no excuse for a sloppy or unprepared interview, you're not going to be walking into the stuffy atmosphere you fear.

An interview is really just a conversation. If you are a student that is looking at a top college, then you will have had many achievements about which you are passionate. Steer the interview towards these areas that you are confident about and have meaning to you, and you will find that you can talk about them with ease.

Furthermore, your interviewer is not going to be some stodgy admissions officer peering over his glasses with skepticism about your application. Typically, interviews are done either by alums who are eager to help shape a new class of their alma mater and enjoy meeting prospective students, or by a college student working with the admissions committee. These people are not out to hurt you, but rather get a better sense of who you are as a person.

The interview is the best chance you have to elaborate on your application, and it's a mistake to pass it up out of fear.  The best college's receive applications from students with myriad accomplishments, and at some point it becomes hard for them to distinguish one A-student that is editor of their school newspaper with a 2100 SAT score from another. The interview is your chance to speak in more detail about your accomplishments and give the school a chance to see what these accomplishments meant to you. Don't pass it up!
 

This article is titled, "Should You Ever Decline An Interview?."  It was written by Jon B, who is a writer for Top Test Prep's team.

To learn more about Top Test Prep's programs, call (800) 501-Prep.

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Whatever your stage of school, spring break is usually a greatly anticipated hiatus. Using spring break as a time to complete a project or readjust and prepare for the next season can both reenergize you and add distinction to your resume and future applications. Alternative spring break ideas have been gaining more and more value in both academic and professional worlds. Doing something just a little differently can make applications stand out – and spring break projects don’t have to cost a lot of money – in some cases, you might make money! Here are a few spring break projects to think about:

1. Volunteering – locally, nationally, internationally.

Depending on your interests and budget, there are a myriad of volunteering projects that are possible during the spring. Volunteering is a great way to be part of a group and network. You will also likely learn of other opportunities that relate to your future goals.  

Where can you find opportunities? Check churches, youth groups, and community bulletins for local options. If you are interested in traveling within the USA, also check national organizations like the United Way and Habitat for Humanity. If you hope to practice a language while traveling and volunteering, do a quick internet search of international opportunities. Consider your interests and budget in choosing an appropriate program.

2. Work, catch up, and earn a little extra income!

If you have a job or need to balance the budget after applications and have a job, why not work a few extra hours? Or perhaps you have your own side business and vacation can be a good time to get some extra work in. Working and fixing finances beats sitting around and waiting for school again. And you’ll still have time to go out with friends and enjoy family during your break. Working will show perseverance and independence on a school application, too.

Work during a vacation can also mean tidying up academic loose ends. If you are in the middle of a tough semester, taking a week to work at your own pace might be a good idea to let yourself feel more relaxed for the rest of the semester.

3. Road trip! – writing, photography, marching, visiting campuses.

Road trips are always a great way to avoid burnout and see a new part of the country. If you have a few like-minded friends or family counterparts, a quick trip can be rejuvenating, and it can turn into a mini-mission. If you have a destination like Gettysburg in mind, your trip might turn into an article or history project. Or perhaps you’d like the Spam Museum or the Rock and Roll Hall of Fame. There might even be a march or protest that coincides with your beliefs that you could go to and write about later. If you like photography in an artistic or journalistic sense, your trip might add to a portfolio. Spring break is also a great time to visit colleges if you haven’t had the chance yet.

This post is titled “Resume and Application Booster: Spring Break Ideas” and was written by Marta Casey, who is a writer for Top Test Prep's team.

To learn more about Top Test Prep's programs, call (800) 501-Prep.

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The SAT… this once humble test has risen to be the great beast to be slayed in college admissions. Yet, knowing the fear these tests strike in high schools everywhere, colleges say, "Hey, take it as many times as you want! We'll just count the best score!"

Sounds great, right? After all, life would be just splendid if every test we went into we could take over and over… and over and over. Many admissions counselors recommend taking it two to three times, starting as early as your sophomore year so you have time to retake it.

This is a great way to maximize your score. However, I think it's worthwhile to consider an alternate mindset: Plan to take it once, but take it early enough so that if you don't perform well, you have time to retake it once or twice.

There are a few reasons for approaching the test in this manner. If a person goes into the test knowing that he or she will take it again, then that person does not have the same incentive to perform at their best level. For many, it's better to go into the test fully prepared, ready to take on the test with the confidence that they will nail it the first time through.

At the start of the junior year, students get to take the PSAT. This is the chance to get to know the test, learn their strengths and weaknesses, and get a sense for what the test date will feel like. The PSAT will give a student an idea for what they need to study. It puts the student in a great position to begin a test prep course with a Top Test Prep tutor and begin studying before they take the SAT the first time.

The SAT is but one factor in the college admissions process. There are essays, the SAT II, school visits, recommendations, and interviews. If a person can perform well on the SAT the first time around then that is one less thing to worry about as senior year approaches. If a person saves the bulk of their studying and test prep for their second or third try on the test, then that person may become overwhelmed with everything else they have to worry about.

The college admissions process is an enormously stressful process for students who have spent their high school career doing their best. By going into their first date with the confidence to get their top score then and there, that is the first step in taking charge of the process and having the confidence to succeed.
 

This article is titled, "How Many Times Should You Take the SATs: An Alternative Approach."  It was written by Jon B., who is a writer for Top Test Prep's team.

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Punxsutawney Phil poked his head out on Groundhog Day and declared an early spring. But even if he’s wrong, spring is around the corner, which means SAT and ACT tests are in only a few weeks. You may have taken one – or both – of the tests already. But what if you rocked the math section and had a terrible day with the critical reading section? Are you pondering taking the test again to have colleges superscore your results?

If you haven’t heard, superscoring tests is when colleges receive scores from tests you’ve taken more than once. For example, say you’ve taken the SAT three times. In superscoring, colleges take the best scores from each section, giving you the best comprehensive score combination.  It could be the tipping point to getting into your top choice.

But before you jump to the conclusion that this is a great option, think of these following points:

1. Will retaking the test help you significantly?

If you bombed the math section on the SAT but had a bad night or got sick before the test… retaking the test will probably help you considerably and verify other parts of your application, including transcript grades. If you barely passed your math classes and scraped by on the test, maybe it’s ok and other parts of your application stand out. In any case, talk with your parents, a teacher, and consult with your tutor.

2. Check the policies of the institutions to which you are applying!

Some colleges already take the highest scores from each section if an applicant submits multiple scores. Others will only accept one scores from each test. Check with individual institutions before submitting multiple scores. If you did really well on a verbal section and retake but score lower on the verbal, higher on the math, is it worth retaking if a college will only look at uncombined scores? Again, talk with someone first.

3. Think about the commitment and your willingness to prepare.

Take a broad perspective for a moment and consider mental and financial commitments. Will taking the tests again stress you out and take away from current school work? Are you concerned about the cost of the retesting? If either answer is “yes,” you might want to reconsider taking the tests. Other parts of your application are essential, too.

Best of luck considering!

This article is titled, "Superscoring – 3 Points to Consider." It was written by Marta Casey, who is a writer for Top Test Prep's team.

To learn more about Top Test Prep's programs, call (800) 501-Prep.

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Many students want to know how their scores would compare between the SAT and ACT exams.

The SAT and ACT test prep team at Top Test Prep have prepared this helpful image for you to download in better understanding your SAT and ACT scores.

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A few posts back, we talked about the benefits of Latin and Greek and how learning a little of either language can boost vocabulary scores and build a great base for pre-law or pre-med students. Every major standardized test you encounter will assess your vocabulary repertoire and comprehension in some way.

But few schools actually offer these languages, especially in high school. What can you do on your own to boost your vocabulary with Latin and Greek?

Here are five steps to get a grasp on ancient word roots. You can do this on your own or with a tutor.

1. Choose a vocabulary word to start with in English.

Let’s use the word “affirmation” from Top Test Prep’s 365 Most Frequently Tested Vocabulary Words.

2. Use an online dictionary to find the Latin or Greek word root.

A great dictionary for Latin and Greek derivatives is http://wordinfo.info/ – just go to the site, type in your word, and search.

The Latin root given is “firm.” The suffix, “ation” is listed as its own entry.

Open “firm” in a new tab. (Later, check out “ation.”)

3. Find the original meaning of the word root.

The original Latin meaning of “firm” is: “strong, firm; steadfast or unwavering in purpose, loyalty, or resolve.”

That makes sense, right? It might bring phrases to mind like, “A firm hand, firm resolve.” It might also make you think of "affirm, confirm" — which is exactly what this exercise hopes to do.

4. Make a list of the derivatives.

Based on word root “firm,” we see many derivatives: affirm, affirmable, affirmation, confirm, disaffirm, firm, firmament, infirm, infirmary, reaffirm, etc.

If you are a visual person or learn kinetically by writing things down, you might make a map or list of the derivatives. 

Memorizing lists of words can help on tests. But your brain will grasp and retain more words if they are hooked into a web of connections rather than as lone marks on a list.

5. Check any of the derivatives if you are unsure of the meaning.

For example, why is “infirm” a derivative of a word that means strong and steadfast? Looking up the prefix, “in,” we learn that “in” means “not.”

In + firm = infirm

Not + strong = not strong

Practice a few on your own – soon the prefixes and suffixes will be natural knowledge to you. You’ll know “anti” and “ante,” “tude” and “oid.” The process of this exercise is important: English word >> root meaning >> derivatives. Simply memorizing word roots will not connect them to your vocabulary. Hopefully doing a few of these exercises – especially with the harder vocabulary words you come across – will help not only with remembering the meaning of specific words, but with general vocabulary expansion.  Happy deriving!

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Tuesday, I talked about Malcolm Gladwell's article on college rankings, as well as my own opinion of their importance. My takeaway: at the very least rankings can be a decent measure of a school's current reputation. So then how heavy should a school's reputation weigh in one's college decision?

Let's consider a hypothetical scenario. You are a corporate recruiter for entry-level positions for recent college graduates. Three resumes cross your desk. One is from a student graduating from Haverford, another from a student graduating from Grinnell, and a third from a student graduating from Bard. As you scan the resumes you see that all applicants have outstanding GPAs, leadership roles in extracurricular activities, and various awards and honors. As you read through the resumes to determine who will offer the most for your company, to what degree do you think you will consider that one school is ranked 9, one 18, and another 36, according to US News & World Report?

The answer, in most situations, is very little. A potential employer knows that all three applicants received an education from a great school; that what determined where they went was high school achievement and perhaps family finances- both unreliable indicators of current job performance; and all excelled in the environments in which they found themselves.

The name of the school is just one line on these graduate's resume. Yes, there are five to ten  schools in the world that will set a prospect apart from the pack (e.g. Harvard, Stanford, Oxford). But for those looking at other schools, letting reputation play a significant role in a decision is mistaken. What matters more for your career prospects will be the other 50 or so lines of your resume that describe what was accomplished while at school. What's more important than a school's reputation are the opportunities and academic environment it offers that will present the best venue in which to succeed.

So why then put so much effort into studying for the tests, getting good grades, and working on your essays? The answer is simple. It's not to get into the best school you can get into, but to get into the school best suited to you.

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For many years, top colleges required not only SAT or ACT scores, but SAT Subject Test scores, too. The general rule was that competitive schools required three SAT IIs. Last year, Princeton reduced its three subject test requirement to two. This year Harvard and Georgetown – the last institutions to require three subject tests – both dropped their requirement to two.

What brought the change?

Two reasons are commonly cited.

The first is the 2005 addition of the writing sections of the ACT and SAT in 2005. Many colleges claim that the writing section is a viable gauge of future academic work. In the New York Times, Harvard Spokesman Jeff Neal said that “Many colleges, including Harvard, became confident that by reducing the number of required tests, they would not reduce their capacity to make good academic assessments.”

The second main reason for requiring fewer subject tests is an attempt by institutions to be open to students from all socioeconomic backgrounds. Financial aid officers and sociologists cite economic reasons as a barrier for lower-income students to take tests. As part of a general trend to educate the public about the accessibility and financial aid options of top institutions, many admissions offices made the decision to relinquish the three subject test requirement.

So, is it worth taking three (or more) SAT Subject Tests anymore?

Yes.

Requirements at schools are fewer, but standards are not lower, and the recommendation for taking three tests is still present. Georgetown very carefully reworded “required” to “it is strongly recommended” for all candidates to submit three SAT Subject Test scores. In any case, an optional third test – or a first test in a unique subject – will not hurt a student’s candidacy, but show a different part of the student. Who can say no to that?

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In the latest issue of the New Yorker, Malcolm Gladwell brings his unique perspective to a subject close to all our hearts: College Rankings (subscription required). Known for his quirky take on subjects ranging from "the nature of genius" to "criminal profiling," Gladwell does a great job of showing how poor an indicator these rankings are for school quality.

The article lays out just how difficult it is to measure the qualities that the rankings use to sort schools. For example, the rankings use "academic engagement" as one measure of a school's quality. But how exactly does one go about determining which schools have the greatest academic engagement? US News uses several proxy indicators, such as class size and salary pay, to measure this. Yet, as Gladwell explains, these indicators ultimately have little effect on intellectual engagement. What's more important is teacher quality- something that is notoriously difficult to measure. The problems with the rankings are further compounded when you bring together several of these metrics in order to arrive at a cumulative score for a school. Why is  it that "Faculty Resources" should have more bearing on a school's quality than "Student Selectivity"?

By now, most people are familiar with criticisms of college rankings. What this article adds is an exhaustive and deep explanation to turn to when you begin to wonder just how much you should use the rankings as you weigh the positives and negatives of different schools. Rankings play to our desire to have an easy way to make a complicated decision. But their specificity is at best delusional. Of course Harvard is a better school overall than Vanderbilt, but what does it mean that Bates is two spots better than Colby?

Yet, despite the criticism, neither prospective students nor college administrators are going to ignore the rankings any time soon. So is there any value to the rankings? I believe there is. Because the rankings have taken on such cultural relevance, they can be a fairly accurate reflection of a school's reputation. But just how important should school repuation be in a college decision? I'll tackle that question Thursday.

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At the top of the New York Times website's "Most Popular" list last week was not a story about protests in Cairo, tiger mothers, or the President's State of the Union, but an article about the benefits of taking practice exams when studying for a standardized test. The article "To Really Learn, Quit Studying and Take a Test," reported on a study where participants were graded on knowledge retrieval using three different methods:

-Studying the relevant information many times over.
-Diagraming the information they needed to know.
-Reviewing the relevant informant, and then taking a practice test.  

A week later, the last group reported 50% greater retrieval of the information.

So should taking practice tests be the focus of your study regimen? Anecdotally, the study rings true to me. Whenever I approached a college exam or standardized test, my first goal was accumulating as many problem sets or practice tests as I could. Then I would go through, do them, and then review the answers I got wrong. There were two key benefits of this approach. One, I spent less time reviewing what I did know, while also staying sharp in the areas I was strongest. Two, it allowed me to develop a sense for the idiosyncrasies of each test. Every test has their particular methods and ways of going about posing different types of questions. Being able to identify and be comfortable with these idiosyncracies is a huge leg up on test dates.

However, I believe this method has its own set of problems. Referring to the other two study methods, the authors reported:

"These other methods not only are popular, the researchers reported; they also seem to give students the illusion that they know material better than they do."

In my experience, basing your study on practice tests can have a similar effect. I remember going into a standardized test where I had primarily studied using practice tests and expected it to be a breeze. Then the first six questions were nothing like what I had seen. My practice tests had given me a false sense of confidence!

My advice: practice tests are a great and underused method of studying. Start off your studying with a few of them to identify your strengths and weaknesses. Then spend time away from the test to develop your weaker areas. As you progress return to these tests to be able to objectively track your improvement. And most importantly, as test date approaches take practice tests in conditions as similar to the real environment as possible!

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Top Test Prep is excited to welcome a new writer on board for our Test Prep and Admissions, “The Insider’s Guide to Admissions”…
__________

Jon B. attended the Derryfield School. Among his activities, he taught at an after-school program, Summerbridge, and playing on the Varsity Lacrosse term. In college he went on to pursue history, then the arts, then environmental studies, and then culminated this jaunt through the liberal arts pursuing journalism. Besides writing for the Oberlin Review and Oberlin Grape, he also founded the Wilder Voice, a long-form journalism magazine, which has just entered his fifth year. He worked for three years writing for various California publications, as well as writing and directing and film and videos in the advertising, corporate, and filmmaking words.

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Dartmouth, Harvard, Connecticut, Colby, Michigan, Macalaster, and Berkeley — the trend of rising application numbers for the class of 2015 has spread across the country and is setting record numbers at many schools.

Applicants this year were seemingly undeterred by the slow economy and the rising cost of college. Ivies and traditionally selective schools saw significant increases in the number of applicants and Harvard hit a record high of 35,000 applicants for its incoming freshman class. The trend hit the Midwest and West, too. Case Western Reserve University in Ohio and Macalaster College in Minnesota saw 44% and 40% jumps, respectively, from last year's applications numbers.

In Harvard's newspaper the Daily Crimson, Harvard Dean of Admissions and Financial Aid William Fitzsimmons cited financial aid awareness as one of the main reasons application numbers have increased. In the past, Ivies and many private universities seemed like places only for the wealthy, which is no longer the general perception, Fitzsimmons said.

Daniel de Vise in The Washington Post, conjectured that it is more likely that numbers spiked because students are applying to many more schools, not an overall increase in students. In a similar vein, the NY Times, said the one possible reason in increased applications is the more widespread use of the Common Application at many colleges, like Columbia and the University of Michigan — which each accepted the Common Application this year and saw increases of 32% and 18% in application numbers.

While large universities like UCLA, UC-Berkely, and the University of Pennsylvania had increases and received their usual tens of thousands of applications, small, competitive liberal arts colleges have also seen large increases. Colby College in Maine has a 22% increase from last year, and Davidson in North Carolina had a 15% spike.

Numbers are definitely up and competition for acceptance to top schools is rising. But there are two reasons in the trend students can take comfort in. First, the Common Application will allow students to apply to more schools to increase chances of acceptance. And second — as cited by Yale and Harvard's financial aid offices, among others — even as the economy moves along sluggishly, more aid continues to be available than in the past.

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