Archive for March, 2010

How Will I Pay for College? (Part I)

March 31st, 2010 by Joe Connell

Looking at the “sticker price” of some colleges today over the course of four years appears to be the cost of taking out a home mortgage. For example, the cost of many private colleges is approximately $35,000 for one year — $25,000 for tuition + $10,000 for room and board. Over four years, that’s $140,000. That amount of money seems intimidating, but it’s not the entire story.

For students who choose to attend private colleges, the tuition price is often steep. However, approximately two-thirds of all full-time undergraduate students receive some form of free money in the form of grants or scholarships. The largest per student amounts of grant and scholarship money go to students at private colleges, so that $35,000 annual “sticker price” is much less for many students. And, there is more good news.

According to the College Board, “53 percent of students attend four-year schools with annual tuition and fees below $9,000.” Many of those less expensive colleges are state institutions that can offer lower tuition through their receipt of public funds. So, if you’re willing to look around, there are options that provide different pricing.

In sum, I recommend students apply to both private and public colleges and compare costs. Next week, I will provide steps for both juniors and seniors to get moving in the financial aid process – one key to choosing the right college for them.

Joe Connell has been helping high school students transition to college for the last nine years through positions in admissions, new student orientation and retention. Currently, Joe is the Director of Academic Services & Testing at Dutchess Community College (NY); he has previous work experience at William Paterson University (NJ), Marist College (NY) and Miami University (OH). Joe has presented on issues related to college students' transition and success at both regional and national levels and has taught both SAT preparation and college courses for the past eight years.

Help for the SAT Writing Section

March 30th, 2010 by Kate Hedman

Want help with the writing section?

Why not try these nifty grammar websites:

Grammar Guide is a grammar hub where you can learn about some specific grammar rules, read readers’ comments, and dork out on grammar by getting into the fray yourself, if you like.

Two newspapers editors have created a site, Grammarphobia.com, that is geared toward online writing, but is useful for SAT Writing Section as well. Check out the Writing Tips section in particular for help with your SAT essay and the Grammar Myths section for some fun.

Dr. Grammar is a great go-to site if you have questions about specific writing issues.

So go explore, and get better, young SAT essay writer!

Maybe there are more – feel free to email me khedman@esctestprep.com with your favorite grammar sites, and maybe they’ll be listed on here!

Kate Hedman, MSEd, has been helping students succeed on the SAT for seven years. She has been a verbal teacher with ESC for six years, and taught high school English for three years. She loves reading about new advances in brain research that she can use in the classroom to help her students learn how to achieve higher scores on the SAT.

Discounts and Rate Increases – A Great SAT Strategy

March 29th, 2010 by Marty Rafson

I’ve walked into stores with my wife and she sees a $60 dress but there’s a sign that says there’s a 20% discount on this price. Since I’m a math teacher, she will turn to me and ask what this dress would cost after the discount. Most people will multiply $60 * .20 giving a discount of $12, and then subtract $60 minus $12 yielding the final cost of $48. Absolutely correct – yet, this is not how we at ESC want our students to handle this situation on an SAT test. Ask yourself: If they are reducing the price by 20%, what percent do you pay? Since everything starts at 100%, when you subtract the 20% discount, you actually pay the other 80%. So, just multiply $60 * .80 and you instantly get the final price of $48 (no subtraction necessary since you already subtracted the 20% from 100%).

Now, let’s consider this situation. A woman is earning $60,000 per year but she is getting a promotion and a 20% salary increase. What is her new salary? Similar to the above situation with discounts, we certainly can multiply $60,000 * .20 giving her a salary increase of $12,000 and when we add that to her current salary of $60,000 she will now be getting $72,000. However, once again, there’s a classic SAT strategy. You must always view the current situation as starting at 100% so this additional 20% brings us to 120%. The decimal for 120% is 1.20, so just multiply $60,000 * 1.20 immediately giving the new salary of $72,000.

These strategies are not just useful for the SAT, but they are also great for everyday real-world situations.

Marty Rafson wrote the ESC math curriculum and has been an SAT math teacher, tutor, and curriculum developer for 30 years. He has been a high school math teacher for 36 years and a math department chairman for 25 years. He was also an adjunct professor at City College of New York School of Education.

Choosing a College is About Fit

March 24th, 2010 by Joe Connell

Choosing a college to attend (for seniors who just received those acceptance letters) or apply to (for juniors trying to figure where to send their SAT scores) is all about fit. Just as colleges are deciding if you “fit” based primarily on their academic criteria, such as SAT Scores, GPA and high school courses taken, you should be doing the same thing.

Consider what colleges fit your criteria. Here is a sample two-step process. First, narrow your list by creating minimum criteria that a college must meet, such as cost, location, size, and academic programs (your major). Second, consider what college feels right.

You will get a sense of feel by visiting a campus a few times and spending time with current students. As you consider what college feels right, ask yourself the following questions: Can you see yourself making this college your “first home away from home?” Are these students people that you would want to hang out with? Are there enough activities (campus events, sports games, music/theater performances, culture, clubs, etc.) for you to do here? Do you feel safe? Can you grow into the person you are becoming at this school?

Think about your answers to these questions and the answers of the key people in your life (family, friends, mentors, etc.). Then reflect and decide on what matters most to you.

As an example, when I chose to attend Lycoming College, my final list of pros and cons was very close, but it came down to where I envisioned my next four years. Some key items that I considered were cost, the ability to play college tennis, advising for undeclared students, distance from home, opportunities to study abroad and ultimately, my comfort. Since attending Lycoming, I’ve never left studying or working on a college campus, so I know that finding the right fit changed my life, and I hope it does for you, too!

Joe Connell has been helping high school students transition to college for the last nine years through positions in admissions, new student orientation and retention. Currently, Joe is the Director of Academic Services & Testing at Dutchess Community College (NY); he has previous work experience at William Paterson University (NJ), Marist College (NY) and Miami University (OH). Joe has presented on issues related to college students' transition and success at both regional and national levels and has taught both SAT preparation and college courses for the past eight years.

The Guessing Rule: SAT Critical Reading and Writing Sections

March 23rd, 2010 by Kate Hedman

The Critical Reading section is a great place to guess when you’re not sure of an answer to a question. But how do you know when to guess? Well, the basic rule is to guess when you can eliminate one choice. This applies to the Writing section as well, but apparently not to the Math section, as Marty Rafson explains in his post, Guessing Versus Omitting.

The reason that guessing after eliminating one choice works comes down to the fact that by eliminating just one of the five possible answers, you’re taking the same basic scoring formula that the test-makers use to ensure that random guessing neither statistically harms nor benefits the test-taker, and making it work in your favor. The basic rules for earning points on an SAT state that one point is added to your raw score when you answer a question correctly, and ¼ of a point is deducted from your raw score when you answer a question incorrectly. Each question has five possible answer choices, so a random guesser would end up neither gaining nor losing any points. He would get 1 of every 5 of the questions correct, adding a point for that correct answer and subtracting ¼ of a point for each of the four incorrect answers. That’s a net gain of zero points! Because leaving questions blank doesn’t affect an SAT score one way or the other, it makes no statistical sense to guess randomly! If, on the other hand, you can eliminate at least one of the answer choices, everything changes.

If, instead of five possible answers, each question only had four, then a student guessing on four questions would, statistically, get one of those correct. So he would now add a point to his score. He’d also get three wrong, subtracting ¼ of a point each. But now, instead of a net gain of zero, there is a net gain of ¼ of a point! Wow! Just by eliminating one answer on each question, this test-taker earned ¼ of a point! If that test-taker guessed on the entire Critical Reading section with its 67 questions, that would equal a rounded raw score of four! Not too impressive, but it’s better than zero. In any case, there is probably no situation in which anyone would take their guessing to that extreme.

Process of elimination is a valuable tool to use on the Critical Reading and Writing sections whenever you are not sure of an answer. And the guessing formula is something to keep in mind whenever you are not sure of the answer to a question. The more answers you can eliminate, the better your odds. So gamble against the test-makers and take a guess if you can eliminate at least one choice – the odds are in your favor!

Kate Hedman, MSEd, has been helping students succeed on the SAT for seven years. She has been a verbal teacher with ESC for six years, and taught high school English for three years. She loves reading about new advances in brain research that she can use in the classroom to help her students learn how to achieve higher scores on the SAT.

A Critical SAT Math Topic: Percent of Change

March 22nd, 2010 by Marty Rafson

The Educational Testing Service has cleverly figured out that students are not sufficiently familiar with the topic of percent of change. Consider this simple problem:

A store owner raises the price of an item from $40 to $50. By what percent did he increase the price? There is a formula that every student must know for the SAT:

Percent of Change = (Change/Original) * 100

In the case of this problem, the price increased by $10, so that’s the change. The classic question that students always have trouble with is whether to put that $10 over the $40 or over the $50. It’s always over the ORIGINAL. Thus, we put 10/40 = .25 * 100 giving us 25%. Then, there’s an interesting follow-up that has appeared on past SAT tests. Suppose this store owner now decides to be nice and bring the price back down to $40. Well, if he had raised the price by 25% surely he must now be lowering the price by the same 25%, right? Wrong!!! Let’s go back to our formula. He is now dropping the price by the same $10 but now the “original” price at the start of the new problem is $50. Therefore, we must put 10/50 this time, giving us .2 * 100, or a 20% decrease in price. Fascinating!

Marty Rafson wrote the ESC math curriculum and has been an SAT math teacher, tutor, and curriculum developer for 30 years. He has been a high school math teacher for 36 years and a math department chairman for 25 years. He was also an adjunct professor at City College of New York School of Education.

Defeating an SAT Math Question: Plugging in Numbers

March 19th, 2010 by Marty Rafson

Consider this grid-in problem:

If 3x + 2y = 16, what is the value of 9x + 6y?

Suppose you don’t see the solution at first. Since it’s a grid-in problem, there are no choices to try so you might think that you are out of business (remember you do get a penalty-free guess on a grid-in question). Is there anything else you can try? Yes, try plugging in some numbers. The equation 3x + 2y = 16 has an infinite number of solutions. For instance, x=2 and y=5 are “good” numbers since 3 (2) + 2 (5) = 16. Now, just take those values and plug them into 9x + 6y giving you 9 (2) + 6 (5) = 48. Grid the answer 48 and you get your one point for this problem. What was the “pure solution to the problem? Ask yourself how the expression 9x + 6y was chosen. It is precisely 3 times the original expression 3x + 2y or 3 (3x + 2y) = 9x + 6y. Just calculate 3 * 16 = 48 and you’re done!

Marty Rafson wrote the ESC math curriculum and has been an SAT math teacher, tutor, and curriculum developer for 30 years. He has been a high school math teacher for 36 years and a math department chairman for 25 years. He was also an adjunct professor at City College of New York School of Education.

SAT Sentence Completion Strategies

March 18th, 2010 by Kate Hedman

Nineteen of the sixty-seven questions in the Critical Reading portion of any SAT are sentence completions. These are questions that require you to use your understanding of sentence logic and vocabulary to choose the correct word (or pair of words) to fill in the blank (or blanks) in sentences. In the following paragraphs, we’re going to discuss how to work through a sentence completion question, using an example from the College Board’s website. Their site provides an explanation for the answer, but they don’t explain in depth how to arrive at it. That’s what we’re going to do here.

Because King Philip’s desire to make Spain the dominant power in sixteenth-century Europe ran counter to Queen Elizabeth’s insistence on autonomy for England, ——- was ——-.

(A) reconciliation . . assured

(B) warfare . . avoidable

(C) ruination . . impossible

(D) conflict . . inevitable

(E) diplomacy . . simple

To work through a sentence completion like this one, start by reading the sentence, focusing on logical relationships. In this case, the part of the sentence before the comma tells us that King Philip’s and Queen Elizabeth’s desires are in conflict with one another. The key words “counter to” highlight the idea that Spain being dominant and England being autonomous (self-governing) cannot happen at the same time. The words in the blanks must signify that there is a conflict. Their meanings depend upon one another, and they must either be a pair that means “peaceful coexistence” was “impossible,” or “fighting” was “unavoidable.” Now, in order to find the correct word pair among the answer choices, try plugging each one into the sentence to see which pair has the correct type of logical relationship that fits in the sentence.

Choice A is incorrect: there was a conflict, so reconciliation was not assured.
Choice B is incorrect: the conflict was a big one between nations – warfare may have been unavoidable.
Choice C is not correct; the conflict between these two nations did not make ruination impossible.
Choice D is the only answer so far that makes sense: in the situation the sentence describes, conflict was definitely inevitable. That sounds like the correct answer. But, so that we can be certain, we’ll look at choice E, “diplomacy” and “simple.” Because the logic of the sentence tells us that diplomacy was not simple, that can’t possibly be the answer. Having eliminated all of the other choices, we can be pretty sure that the correct answer is choice D, “conflict” and “inevitable.” Just to make certain, we’ll re-read the sentence with our word choices in the blanks:

 “Because King Philip’s desire to make Spain the dominant power in sixteenth-century Europe ran counter to Queen Elizabeth’s insistence on autonomy for England, conflict was inevitable.” That sentence is logically consistent, so choice D is our answer.

Sentence completion questions like the one we worked through above are really four-step problems. This may sound like a lot of work, but breaking down the harder questions into four steps actually makes more difficult ones more solvable. Let’s take a look at the four steps we used to answer that sentence completion problem.

Step one: figure out what the sentence is trying to say. Step two: infer what should be in the blank (or blanks) by using words from your own head that fit with the sentence’s logic. Step three: look at the answer choices, searching for words that match up with your inferences. Step four: re-read the sentence with your answer choice in place of the blank (or blanks), making sure the completed sentence makes sense. Particularly for the questions that contain more difficult logic and vocabulary, it’s important to break the work down into these four steps in order to choose the best possible answer.

Remember, you’ve been taking an SAT prep course and learning a lot of new vocabulary. You may be surprised at how much you know. If a sentence completion seems difficult, make sure you work through it one step at a time. Your objective is to get as many points as possible on the SAT. Getting as many correct answers to sentence completions as possible will help you toward that objective.

Kate Hedman, MSEd, has been helping students succeed on the SAT for seven years. She has been a verbal teacher with ESC for six years, and taught high school English for three years. She loves reading about new advances in brain research that she can use in the classroom to help her students learn how to achieve higher scores on the SAT.

Sending Colleges My SAT Scores

March 16th, 2010 by Joe Connell

Should I send my SAT scores to colleges or wait to see what they are? Students often ask this question because they are nervous about their results. The good news is that most colleges take a student’s best results from multiple test dates. Hopefully, that knowledge helps a student relax more each time he/she takes the test. 

The College Board (the makers of the SAT) through Score Choice, a feature created in 2009, allows students to send only the scores they want to various colleges. I recommend taking advantage of this feature. This feature gives students more ownership over how their scores are used.

Ultimately, the scores a college requires you to submit are up to them. Each college has slightly different requirements. In general, most colleges will combine a student’s best individual section scores (i.e., Critical Reading, Writing and Math) from multiple test dates (e.g., March, May and October) to create their best combined score. This is why it’s often beneficial for students to take the test multiple times and use test preparation services. To find out what a particular college prefers, contact them directly; this list of SAT Score-Use Practices provided by the College Board also provides a good place to start.

Good luck on your Spring SAT tests!

Joe Connell has been helping high school students transition to college for the last nine years through positions in admissions, new student orientation and retention. Currently, Joe is the Director of Academic Services & Testing at Dutchess Community College (NY); he has previous work experience at William Paterson University (NJ), Marist College (NY) and Miami University (OH). Joe has presented on issues related to college students' transition and success at both regional and national levels and has taught both SAT preparation and college courses for the past eight years.

Can’t Solve the SAT Math Problem? Try the Choices

March 15th, 2010 by Marty Rafson

Every student would like to find a “pure” solution to every problem. However, as SAT math questions get harder, it becomes virtually impossible to find this pure mathematical solution. If you can’t solve the problem outright, what should you do? Train yourself to try the choices.

Consider this problem:

A calculator company finds that 2% of all its calculators are defective. In a certain shipment, 16 defective calculators were found.  How many calculators were in this shipment?

 (A) .32     (B) 8     (C) 80     (D) 800     (E) 8000

If you can’t solve this directly, look at the choices. SAT choices are always arranged in order, usually ascending from left to right. A good strategy is to try choice C first, since it is the “middle-sized” choice. Try .02 * 80 = 1.6. This tells you that your choice was too small. Therefore, next try choice D and do .02 * 800 giving you exactly 16 proving choice D was right. Whenever you defeat an SAT question with a strategy like trying the choices, you might in the back of your mind wonder what the pure solution was (although, you got the same one point for bubbling in choice D). Here, one method of solution would have been to write and solve the equation .02x=16 and division by .02 gives x=800.

Marty Rafson wrote the ESC math curriculum and has been an SAT math teacher, tutor, and curriculum developer for 30 years. He has been a high school math teacher for 36 years and a math department chairman for 25 years. He was also an adjunct professor at City College of New York School of Education.