The History of Academic Approach

In the Beginning The Academic Approach story begins with its founder, Matthew Pietrafetta, as a PhD candidate and instructor at Columbia University in New York City. While simultaneously teaching core curriculum classes to Columbia freshmen and tutoring high school students for the SAT and ACT, Matthew took note of significant challenges that were facing these transitional students. Primary among them were disparities in test scores, college readiness, and student opportunities, as well as a chasm between test preparation and institutional education. Soon, Matthew began to look for ways to turn those challenges into opportunities for student growth and education innovation and quickly became passionate about the idea of revolutionizing test preparation. Matthew sought an alternative to traditional test prep, which for years was maligned for teaching to the test and using generic test-taking strategies for a nonexistent “average student.” The idea for Academic Approach was born in a method of test preparation based on academic skill development and customized for students at a wide range of achievement levels. Founding Principles The company itself was founded in 2001 using three principles as its bedrock: Tests are standardized. Students are not.™ There is no average student. While some may look similar on paper, students vary greatly in learning styles, personalities, and many other dimensions. Academic Approach would tailor its programs specifically to the individual student, eschewing the one-size-fits-all traditional approach. Skills-based Test Preparation.™ Strategy, tips and tricks, gaming: these are not the ways to build lasting skills and knowledge. Academic Approach would bring rigorous college readiness and enduring academic value to test preparation, enabling student growth in high school, on test day, and throughout college. Teaching Beyond the Test.™ By challenging the “teaching to the test” stereotype and working with other educators and institutions to improve academic progress holistically, Academic Approach would live out its mission to teach beyond the test. School Programs Transforming test preparation into a personalized, academically enriching form of teaching is undoubtedly beneficial and will always be at the core of Academic Approach’s mission. However, to truly maximize the company’s impact and address the larger issues of barriers to education and college access, Matthew pushed the company to find ways to reach students in underperforming schools and underserved communities. Academic Approach began to develop school program services to support students from these communities and their school leaders in raising student achievement. Directors from Academic Approach work intimately with school partners to develop readiness solutions that meet the school’s and students’ needs. In addition, Academic Approach offers scholarships, discounts to faculty children, and other discounted programs to bring high-quality instruction to a greater diversity of students. More than 50 urban schools have already partnered with Academic Approach to improve student achievement and outcomes. What’s Next Academic Approach’s one-on-one tutoring and school program services make a real difference for students who strive to maximize their academic performance and compete in the college admissions process. The educators and students served—and their remarkable growth and achievement — make Academic Approach a true [...]

Should I Retake the SAT or ACT?

After students and families anxiously log in to their ACT and College Board accounts on score release day, the first question many will ask is whether they should retest. Of course, there are always students who are exceedingly happy with their score, and they should celebrate by putting the ACT and SAT behind them. Others know nearly immediately that they’re unhappy with their scores and will certainly be retaking them. But what about those in the middle? How do you know if you should be happy with your score and not trying for more? To help inform your decision making, let’s explore several scenarios. The student who “takes it cold” A good number of students—in all likelihood a majority—will take an official ACT or SAT without any preparation. They may scroll through a website to learn the structure of the test or page through a guide one afternoon at a nearby bookstore. For these students, test day is an almost entirely novel experience. The timing of the test often proves more difficult in proctored conditions. Students typically experience fatigue and exhaustion especially on the Reading and Science sections at the end of the test. Sometimes too, students have adverse reactions to the pressure of test day and make silly mistakes—incomplete questions, mis-bubbling, and mental mistakes. In most cases, these students should consider testing again. One or more of the aforementioned factors likely influenced them on test day, and consequently, the results may not reflect students’ full aptitude. Scores instead reflect the particular nuances on that particular test day in that particular testing environment—nuances that otherwise may not be accounted for. While some argue that this may be a more realistic snapshot of a student’s aptitude, the intricacies and content of the test prove otherwise. For example, grammar—a topic rarely covered in high school English—is covered extensively on both the ACT and SAT. Without at least some instruction, scores likely reflect a lack of content exposure rather than a lack of aptitude. In order to gain the most from retesting after taking one cold, students should pursue a study plan to help them focus on areas of need and aim for optimal growth in areas of strength. Whether through self-study, a classroom setting, or one-on-one tutoring, students will produce scores that more accurately reflect their abilities after preparation. Without additional study, students may repeat their initial experience only subject to chance differences in the testing experience. A prepared student’s first test Before taking an official ACT or SAT, many students will spend weeks or months preparing. Through self-study, classroom instruction, or one-on-one tutoring, they learn the structure and content of the test. They master time management and find methods for approaching the various sections. The process ideally also involves a combination of homework and practice tests to keep students engaged with material and standardized testing leading up to test day. Prepared students like these should expect scores that are consistent with their practice to this point—particularly their performance on any full-length [...]

By |2018-06-20T15:50:00+00:00June 20, 2018|ACT, One-on-One Tutoring, SAT, Special, Test Prep|0 Comments

SAT Scores: What Teachers Can Do After Test Day

In Illinois, Michigan, and across the country, students and educators had been preparing for months to get ready for one day: April 10, the SAT school day administration. With so much energy and motivation cresting around test day, educators may be wondering, “What next?” Here are some other questions to consider as the school year winds down. How can we make the most of the SAT score release? Students will no doubt be anxiously awaiting their scores, which are expected to release in mid-May. As educators, consider how you can build context for your students as they anticipate their scores. If students took the PSAT/NMSQT in October, they may be interested to know that expected growth from the 11th grade PSAT to the SAT is 40 points on the composite, or 20 points on each subject score. The College Readiness Benchmarks are 480 in Evidence-based Reading and Writing and 530 in Math, and the on-track scores for the 11th grade PSAT are 460 and 510. Each college and university also reports the SAT score range of their middle 50% of admitted students. Knowing the ranges for schools like University of Illinois – Chicago (1080-1340 for the middle 50%), Michigan State University (1070-1350), Northwestern University (1480-1580), and University of Notre Dame (1410-1550) can help students build their wish lists as they prepare to apply senior year. Consider how you can use this data to announce your school-wide performance. As you analyze results, you may find encouraging statistics: Did you grow the average student’s SAT score by a greater amount than expected gains? Increase the number of students meeting or exceeding the college readiness benchmark? Improve the percent of students earning scores that allow them to access competitive colleges or scholarships? Building your understanding of the SAT scores and growth norms now can help you contextualize your school’s results compellingly when the scores are released to your students and to your community.   What if students are not happy with their SAT scores? While junior spring test dates are popular for students and often tied to accountability metrics for schools, thousands of seniors and rising seniors test each year. The class of 2019, who just tested as juniors, will have the opportunity to retest if desired on August 25 or October 6. Students who are considering a senior retest should also consider their test preparation plan. Multiple tests alone do not increase SAT scores; students should plan to practice and hone their skills over the summer to get ready for test day. Student score reports include a plethora of information that can guide this preparation. For example, students receive subscores in three math domains – Heart of Algebra, Problem Solving and Data Analysis, and Passport to Advanced Math. These subscores can help students prioritize the skills that they should practice and review before test day. Educators can consider how to use this data to help students build individualized study and preparation plans that give students the best chance of increasing scores on [...]

SAT Subject Tests

If you’ve heard anything about SAT Subject Tests lately, chances are it’s that fewer and fewer colleges and universities are requiring them as part of a student’s application. That raises several questions: should I take the SAT subject tests? do the SAT Subject Tests still hold value for college-bound students? Is it still worth the time and effort a student must put into preparing for these exams? The answers, as a good test taker might predict, are ‘yes’ and ‘yes.’ In this post, we’ll take a look at the enduring value of the SAT Subject Tests, when students should consider taking them, and all you need to know about the SAT subject test preparation. What Are SAT Subject Tests? SAT Subject Tests are college admission exams on specific subjects. This definition is according to the College Board - the national organization that administers the SAT, SAT Subject Tests, and AP exams. Formerly called the SAT IIs, the one-hour SAT Subject Tests come in a variety of flavors offering something for nearly everyone: Math, Literature, History, Sciences, and a surprising number of languages. The number of questions on the respective tests varies from 55 to 95, and that number can change for different tests of the same subject (e.g. not every English Literature test has 55 questions; some have 60 or more). Regardless of length, each test receives a score out of 800. That score is computed the way the SAT used to be: students get a point for each correct answer, while partial points are deducted for each incorrect answer. More on that later. SAT Subject Tests are offered on the same days as the SAT—though not all tests are offered on all dates, so students should check with the College Board. Additionally, students can take up to three Subject Tests on a single test date. The Value of SAT Subject Tests Because the colleges requiring or recommending SAT Subject Tests tend to be the most selective, the question students should be asking themselves is not “Will SAT Subject Tests be required,” but instead, “Will SAT Subject Test scores be considered as a part of my application?” If the answer is yes, then it’s a safe bet that other students will be submitting them with their applications. Like it or not, the college admissions process is a competitive one. Students have a limited amount of time and space to make their case to a school that they are not just a good fit, but the right fit. While competition brings out the best in some, not every student responds well to this kind of motivation. Still, these students should consider taking SAT Subject Tests, as they’re a great way to show a prospective school a student’s interest in (and dedication to) a subject. There are a couple of powerful reasons to show such dedication: This can reinforce an interest expressed elsewhere in a student’s application. For example, let’s say that a student wants to be considered for a college’s robotics [...]

Go to Top