ACT/SAT: De-Mistifying the Test

As the school year descends upon students and parents, many have the same questions about the who/what/when/where to prep for college entrance exams.  The biggest question students have about these exams is WHAT DO I NEED TO LEARN and my response is generally NOTHING! YOU’VE LEARNED MOST IF IT ALREADY!  SO SETLLE DOWN AND LET’S SYNTHESIZE SOME OF YORU BASIC TRAINING.


College entrance exams are basically re-learning how to ride a bike or walk in a single-file line if you haven’t done that in some time.  They’re called “standardized tests” for a reason: they’re very standardized.  These tests are NOT testing whether or not you’re a wizard with math, the next poet laureate, or a nuclear physicist in waiting.  They’re testing whether or not you can succeed at a given college level and that’s about it.  Do you know grammar?  Do you know how to read?  Can you solve some basic algebra and geometry problems?  Can you interpret a table or graph?  If you answered yes to even 3 of these 4 questions, you should be able to get a decent score on a standardized test.


Again, you’ve probably learned most of this stuff already.  You’ve also learned about 1,000 other things in the last 10 years of school (I feel dizzy just thinking about it).  So do the ACT/SAT test all these things . . .? . . . No!


At Mindletica, I’ve coded the most recent 10 exams for ACT/SAT (dating back a few years) and guess how many English and Math concepts I’ve found were tested on a given test?  Less than 25 for each subject!  So you might learn 100 things a year (a year!) during middle school and high-school in a subject and the ACT only asks you to remember about 25 of them.  Not bad.  What you need to do is locate those specific skills in your brain and hone them for a college entrance exam.


In the following week, I’m going to break down these tests by subject and really delve into what you do (and don’t) need to know for them.  I guarantee you’ll be surprised by how manageable each subject area is.  Until then . . .

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