For almost 50 years, the SAT has played a pivotal role in the college admissions process. The upcoming transition from the traditional paper-and-pencil format to a digital, adaptive SAT marks one of the most significant changes since its inception in 1926. The Class of 2025 will be the first cohort of U.S. students to undergo both the PSAT and SAT in a digital, adaptive format.
Early acceptance rates at these institutions showed a significant advantage over regular decision rates, according to U.S. News data. Though crafting a standout college application can be a time-consuming and stressful process, submitting an application in the fall, well before the typical winter deadline for regular admissions, is possible.Read on to find out more.
While we’re pleased to see evidence of academic rebounding, fully regaining lost ground will require students to make above-average progress going forward. The federal government has provided nearly $200 billion in funding for schools to address challenges associated with the pandemic, with $22 billion specifically dedicated to learning recovery using evidence-based interventions.
More to do: Students are rebounding but haven’t recovered from COVID-related learning disruptions
There are encouraging signs in newly available student achievement data from the 2021–2022 school year: evidence the nation’s education system is rebounding from the pandemic but has not yet recovered.
Students showed growth on the MAP® Growth™ assessments in reading and math at rates that are comparable with prepandemic times. They also recovered some lost ground, but the extent of the improvement varies widely by grade level and student group. That’s a positive change from 2020 to 2021, when student growth slowed significantly due to COVID-19 disruptions.
These signs of rebounding show that the hard work of educators and students is paying off. However, we’re still not where we need to be.
To get a picture of student achievement two-and-a-half years into the pandemic, NWEA researchers Megan Kuhfeld and Karyn Lewis, analyzed MAP Growth scores for more than eight million students in grades 3–8 in about 25,000 public schools across the country. They looked at achievement and growth trends for students who were in school during pandemic years, so from 2018–2019 through 2021–2022. They then compared the performance of those students to that of students in school from 2015–16 to 2018–2019, non-COVID-19 years.
Here’s what the researchers found:
There are signs of academic rebounding.
Gaps between current and prepandemic achievement have narrowed compared to spring 2021.
Achievement is still lower than we’d expect it to be absent the pandemic, particularly for historically marginalized students.
We’ve made critical strides as a nation, but COVID-19 is having a lasting impact, and the time it will take for students to catch up varies greatly across grade, subject, and student group. This research estimates it will take the average elementary-school student at least three years to catch up and much longer for older students if the rate of change continues at the same pace. You can explore this research in depth by reviewing the research brief.
While we’re pleased to see evidence of academic rebounding, fully regaining lost ground will require students to make above-average progress going forward. The federal government has provided nearly $200 billion in funding for schools to address challenges associated with the pandemic, with $22 billion specifically dedicated to learning recovery using evidence-based interventions.
With the estimated timeline of recovery extending past the spending deadlines, education leaders and policymakers must scale programs that are working. Leaders must also plan for how they will sustain recovery efforts beyond September 2024, as it will take some districts, schools, and students additional time to fully recover.
Research estimates it will take the average elementary-school student at least three years to catch up and much longer for older students if the rate of change continues at the same pace.
Leaders must also continue to do more to address the persistent educational achievement inequities that existed prior to the pandemic. Returning students to prepandemic achievement levels will not be enough to close these long-standing disparities. Unless growth far exceeds average rates for hardest hit students, a lasting impact of the pandemic will be even bigger opportunity gaps and increased inequity in our education system.
Below are steps school and system leaders and policymakers should consider taking to further spur student learning, along with examples of innovative recovery efforts happening around the country.
Invest in expanding instructional time for students, including high-quality summer programs. Summer programs are especially critical for groups of students who, even in nonpandemic years, lose more ground than others when school is out, a phenomenon known as “summer slide.” Programs must be accessible and high quality. When they are successful, they should scale. For example, the Indy Summer Learning Labs, a summer-learning initiative in Indianapolis, led to such clear learning gains that leaders expanded it. Teachers are compensated well, the program is free, instruction is rigorous, and it is aligned to standards. Students also participate in fun activities that boost engagement and participation.
Identify and target interventions for students most impacted by the pandemic. The NWEA policy and advocacy team recently led a Twitter chat on addressing COVID-related opportunity gaps, and participants said students with the highest needs must be the top priority. The federal government also has said a focus should be on disproportionately impacted student groups. One example of how this is happening at the state level is in Colorado, where a program that provides grants for high-impact tutoring to address unfinished learning prioritizes underserved students for whom COVID-learning gaps may exacerbate pre-existing inequities. In addition to targeting students who have been most impacted, it is also critical to “right-size” recovery efforts and use evidence to determine whether the positive impacts of the interventions being implemented will be enough to fully address the impacts of the pandemic.
Use data and strong data systems that provide continuous feedback on interventions to inform recovery. Collecting meaningful and timely data is essential. Educators and leaders need to use a variety of assessment data and other school- and district-level data in ways that inform decision-making and instructional practices. Data should shed light on achievement, attendance, measures of engagement, opportunities to learn, and who is receiving specific interventions. Some districts, such as Guilford County Schools in North Carolina, have developed or adopted tools like apps that teachers can download on their phones or laptops to make it easier to track enrollment and attendance in recovery programs. States should make such resources readily available. At the state level, North Carolina has allocated funds for researchers to collect, analyze, and report on the impacts of COVID-19 on schools and students.
Support teachers with the resources and professional learning opportunities they need to help their students succeed. The latest growth data shows educator efforts are paying off. A priority for this coming school year and beyond must be to support the success and well-being of teachers. In a recent Educators for Excellence survey sponsored by NWEA, educators highlighted the obstacles they’re facing. They said students’ mental health needs are far greater than before the pandemic and called on leaders to hire more counselors and mental health providers and do more to meet the needs of underserved students. Among other changes teachers want to see are greater access to high-quality curriculum, stepped-up leadership opportunities, better compensation, and assessment reporting systems that distinguish between material taught and untaught, a tool NWEA is developing. Teachers have been heroes in the pandemic. Let’s respond by giving them the support and resources they need.
Last updated: Jul 15, 2022
College-bound high school seniors should keep two things in mind. The coming months will define the coming years, and you will define the coming months. That’s a bit scary, but the jitters will fade once you take control. To that end, here are 5 back-to-school tips for senior year success.
Senior year is no time to break stride in the academic marathon that high school resembles. Keep your eye on the finish line, and don’t let your grades and extracurricular activities suffer from an excess of graduation hoopla and too much focus on the college colors you want to sport.
Your studies should remain a priority, along with well-chosen extracurriculars, but be sure not to overload your schedule with the latter. Solid performances in a reasonable number of activities will look much better than the so-so record that overreaching can yield.
Two critical and forward-looking senior year duties are research and networking:
You should be researching colleges for a target list, along with college majors and concentrations suited to your skills and likes, scholarship and financial aid options, admissions essay topics, and admissions choices such as early action or regular decision. All this and more must be studied while staying current on international and national news and issues.
Networking must feature person-to-person efforts. Engage teachers who can write recommendations, counselors and admissions officers who can help shape your college adventure, and family and friends who provide critical support.
Networking should include digital footprints that advance academic and potential career pursuits. Two examples are accessing virtual college communities that yield connections and information and exploring LinkedIn and other career- and job-oriented platforms.
Charting your academic future is a study in who you are, and that includes figuring out how to find your passion and a career you love. Most students are still in the hunt when it comes to careers and majors, beginning college with a direction chosen but not a destination.
As a high school senior, however, it’s worth noting that:
Narrowing your career choices, or at least identifying your interests, will make the college decisions more productive.
You might not be ready to choose a college concentration or major based on a career path, but it’s not too soon to start the process.
You can’t get the admissions process rolling until you have a realistic list of target schools.
The essence of this tip is the senior year checklist, and the essence of the checklist is avoiding being overwhelmed by chaos. The checklist imposes a sense of order, putting things such as standardized tests, college admissions hurdles, and scholarship applications on your radar and elevating the odds for and degrees of success.
All academic goals have a timeline, so mark the important dates for each on a calendar. Scheduling apps can help, too. They are great for tracking the steps necessary to reach each goal. But if you want to stay on track, nothing beats having your primary objectives listed on a calendar on a bedroom wall. Better yet, craft a multiple-month presentation, so you can visualize several months’ worth of tasks easily.
For most, planning and preparation must fall within limits imposed by financial realities. A budget is the best way to project, track, and control spending, and it’s never too soon to start.
Budgeting is a skill that can map the financial limits affecting your college options. Use it to expose the financial gap you must close to make your college plans happen. To determine whether you can close that gap, explore financial aid options and pursue scholarships.
At USF, we offer a peer to peer financial education program called Bull2Bull (B2B). The B2B program offers education services such as coaching, workshops, and events designed to help USF students handle their finances well.
Working at the small things can be tedious; it’s easier to cope with the seemingly endless workload if you keep things in perspective:
You aren’t just studying for a high school trig quiz. You’re building an academic record that will make your college applications stand out.
You aren’t just filling out college applications. You’re trying to find the best available path to a fantastic future.
You aren’t just picking a school. You are choosing the way you will define your contributions to the world and shape your dreams.
Vint Hill Educational Services offers mock tests for the ACT and SAT. These are taken in a group setting to simulate the testing environment. For the ACT and SAT, we will review the scores to see which test the student is scoring higher on. Since all colleges and universities accept both tests, it's beneficial to know if your child is scoring higher on the ACT or SAT. Check out our ACT versus SAT comparison chart for test differences. Sometimes the difference is like night and day, and for others, it may be a hairline higher on one versus the other. The student won't know which test is better, unless the individual takes one of each. We'll use our score concordance chart in order to make a test recommendation.
Register for a mock ACT by clicking on a specific test date below.
Mock ACT test dates:
Register for a mock SAT by clicking on a specific test date below. :
Mock SAT test dates:
We also offer one-to-one private mock testing at our offices or virtually through Lessonspace. This consists of a full-length practice test for your child. Tests include: ACT, SAT, PSAT, SSAT, ISEE, HSPT, and SAT Subject Tests. We provide the test booklet, essay booklet, answer sheet, testing timer, calculator, and pencils.
We can send parents a practice test as well, to administer to their student in-home. We will send out a free practice test packet along with proctoring instructions. Parents must send the answer sheet back to us via email or mail.
ACT and SAT
$25 Registration Fee (1 Mock Test: ACT or SAT) Includes test scores comparison
Mock testing for the ACT and SAT, held in a group setting. Parents will receive a diagnostic score report and phone consultation. View sample student score reports: ACT and SAT.
For the ACT and SAT, we will compare scores in order to determine which test is better for the student to take. See virtual mock test dates above for the 2022-2023 school year.
ACT, SAT, PSAT, SSAT, ISEE, HSPT and SAT Subject Tests
$125 Standard Test (In-office)
$175 Special Accommodations (In-office)
FREE Parent Administration (In-home)
One-to-one private testing at our offices, private virtual testing through Lessonspace, or in-home testing proctored by a parent. A perfect fit for students that need to get acclimated to the test format, structure, and timing. This can help to relieve nervousness and anxiety. Parents have the option of administering the test to their child for free. They can also choose to drop their student off at our offices and we will administer the test to the student. For virtual private proctoring, we will secure a date and time for one of our proctors to meet the student online. Parents will receive a diagnostic score report from our testing software. View sample reports: ACT, SAT, SSAT, ISEE, and HSPT. An individual test scores comparison chart is provided for the ACT and SAT.
Click on the links below to purchase private mock testing, or to learn more:
Private Mock ACT Administration
Private Mock SAT Administration
Private Mock SSAT Administration
Private Mock ISEE Administration
If you're unable to tour colleges physically, there are different ways to get to know a college through its online resources and social media presences. Many schools are offering virtual tours, chats with admissions officers and current students, and other online options to help you get familiar with their school.
When people talk about average SAT scores, they usually have three scores in mind: the Evidence-Based Reading and Writing (ERW) score, the Math score, and the composite, or total, score.
You’ll see other scores on your SAT score report that measure how well you performed in specific areas of ERW or Math, but to keep things simple, this post focuses on the big three: ERW, Math, and total.
To learn more about all the SAT scores, visit the Score Structure page.
The SAT has two required sections: ERW and Math. Each section is scored on a scale of 200–800, so when you take the test, you’ll get two section scores—one for ERW and one for Math.
You’ll also get a total score. This is your ERW score plus your Math score. Total scores range from 400 to 1600.
The national average, or mean, SAT scores for a graduating class are calculated by adding up the scores of every student in that class who took the SAT and dividing by the number of test takers.
ERW: 533
Math: 528
Total SAT score: 1061
The national average SAT scores show you whether scores are trending up or down compared to previous years. But they don’t tell you much about your own scores.
National percentiles, on the other hand, show you where you stand in relation to other students. They range from 1 to 99 and indicate the percentage of students who scored the same as or lower than you. So the higher your percentile, the better you did.
You’ll see two types of percentiles on your score report: the nationally representative sample percentile and the SAT user percentile.
The sample percentile compares your score to the predicted scores if all students were to take the SAT. Because some students, like those not planning on going to college, may not take the SAT, we conduct research studies to estimate what their scores would be.
The user percentile compares your score to the actual scores of recent high school graduates who took the SAT during high school. If your percentile is 75, that means your score is as high or higher than the scores of 75% of students who took the SAT.
Because your user percentile shows how you performed compared to other students who may be applying to the same colleges you are, it can help you decide whether to try to improve your score by taking the test again.
If you’re not happy with your SAT results, try working with an SAT tutor and improving your study tools before retaking the test. Research shows that just 12-18 hours of SAT tutoring could help your total score go up an average of 120 points.
Remember: SAT scores are just one thing colleges look at when deciding who to admit. Your grades, after-school activities, letters of recommendation, etc., give colleges a more complete picture of who you are.
2022 Mock Test Dates
with a Live Virtual Proctor
VHES offers online mock SAT and ACT tests Saturdays at 9:00 am through Lessonspace, a teaching platform that enables our proctors to oversee virtual exams and gauge students' test readiness. Upon registering for mock tests, students will receive a test packet in the mail that includes the following:
ACT/SAT answer sheet
ACT/SAT test booklet
Testing instructions
Please sign up no later than Monday during the week of the mock test. The day before each test, students will receive an emailed link to join the virtually proctored test.
Upon completion of the test, parents and students receive a 9-page diagnostic report showing how the student is performing in each dimension of the SAT or ACT. This detailed report is used to establish a baseline score, is the basis for test-prep planning, and is instrumental in helping us customize a tutoring program that addresses the most pertinent test sections. For students taking both the ACT and SAT, we also provide a concordance chart with test recommendations. See what our baseline test reports look like: ACT and SAT. There is a $25 test registration fee.
Register for a mock test by clicking on a specific test date below.
Mock ACT test dates:
April 16, 2022
May 21, 2022
Mock SAT test dates:
April 9, 2022
May 14, 2022
On the surface, the ongoing impacts of the COVID-19 pandemic are obvious: more than 50 million Americans have been sick and more than 900,000 have lost their lives. Small businesses have shuttered, millions have lost jobs and nearly everyone in the U.S. has been affected in one way or another.
But there are deeper impacts as well – and it may take a generation before we truly understand all of them. This is especially true of the pandemic’s effect on education. And that uncertain post-COVID future is why we need to work together right now so we can help students bounce back.
As more students return to in-person learning, education leaders are working not only to rebuild school communities and help students transition, but also to address gaps in learning resulting from COVID-19 disruptions. One strategy states and districts are considering is tutoring, or focused instruction provided to students in one-on-one or small group settings.
Research suggests that tutoring programs can meaningfully increase learning for K–12 students and are especially effective in increasing the achievement of students who are at risk for poor learning outcomes. A range of studies shows that many tutoring programs generated learning gains in reading and mathematics, with greater gains attained in reading at early grades and math at older grades. The U.S. Department of Education’s Institute of Education Sciences (IES) signaled the importance of building the research based on tutoring programs and scaling up effective interventions when it launched Operation Reverse the Loss in late 2020. IES received $100 million from the American Rescue Plan to conduct research related to learning disruptions caused by COVID-19.
Tutoring Supports in States
In 2020, the Tennessee Tutoring Corps recruited 1,000 college students to tutor students entering grades 1–4 during the summer to address student learning needs.
With support from federal funds, the Louisiana Department of Education launched a $1 million initiative to create a library of supplemental tutoring lessons aligned to state curriculum standards in English and math.
Leaders in Maryland and Oklahoma have announced plans to leverage federal stimulus funds to create grants to address the impact of COVID-19, and identified tutoring as one of the approaches that families and schools may use.
Texas is developing high-quality instructional materials to address student learning needs that can be used in summer learning programs and other learning settings.
The American Rescue Plan includes $129 billion in education funding for new programs and interventions designed to address the impact of the pandemic on student learning. To that end, here are four recommendations to help leaders interested in exploring the use of evidence-based tutoring interventions to accelerate student learning and address pandemic-related learning disruptions.
Before implementing a broad-scale tutoring program, education leaders should examine the demonstrated effectiveness of different tutoring models and programs to ensure that they are backed by evidence. Evidence-based practices are practices informed by research that lead to improved educational outcomes. Systematic reviews of the research on tutoring have found that “high dosage” tutoring—tutoring that happens in a one-on-one relationship or in small groups at least three times a week—generates positive gains for students in reading and math. In addition, a brief from the Annenberg Institute at Brown University describes design principles for effective tutoring based on rigorous education research, and it covers tutor-to-student ratios, tutoring frequency, focus, and curriculum.
Education leaders can leverage a number of resources to identify evidence-based tutoring models and practices. The What Works Clearinghouse reviews existing education research on various education programs and practices to identify “what works” in education. Its resources include a rapid review of the evidence on distance learning that includes studies of online and computer-based tutoring programs.
Further, the National Center on Intensive Intervention, led by AIR, has developed a series of charts to help educators and families select academic and behavioral assessment and tutoring intervention tools. Resources from the center include a chart comparing research on various academic interventions; an overview of the Taxonomy of Intervention Intensity, which helps educators ensure tutoring interventions are aligned to students’ needs; and a suite of companion resources focused on the taxonomy.
Delivering a tutoring lesson to an individual student or small group of students calls upon different skills than those needed to deliver a lesson to a large class of students.
Education leaders will also need to consider the workforce required to implement a larger-scale program and ensure a fit between the type of intervention and staff training and skills. Delivering a tutoring lesson to an individual student or small group of students calls upon different skills than those needed to deliver a lesson to a large class of students. Systematic reviews of tutoring programs have found that tutoring efforts generally are more effective at increasing student learning when led by teachers. However, some evidence-based interventions have been validated with tutors who may not be certified teachers, such as non-teacher school staff, college students in the education field, and service fellows. Recent studies suggest that tutoring programs that use AmeriCorps members and paraprofessionals can be as effective as teacher-led programs in one-to-one or small group settings. Further, research shows that tutoring offered by nonprofessional and family members benefits students, but the benefits are smaller than for tutoring conducted by professionals or paraprofessionals
Leaders should consider the type of training needed to build tutors’ content knowledge and facilitation skills, as well as the ongoing supports that tutors will need throughout their relationship with students. Parents and family members who provide additional academic support may especially benefit from clear, accessible materials that provide scaffolding for how to engage and work with a child on a given learning task.
We know that all students have the potential to thrive when they experience safe, equitable, and engaging learning environments. Building strong, positive relationships between tutors and students can generate meaningful outcomes for students beyond academic gains. Drawing from a synthesis on the science of learning and development, the SoLD Alliance partners have articulated whole-child design principles for education systems; the first principle is that learning environments should support positive developmental relationships that we know have the potential to increase students’ sense of belonging and connection at school.
Given the contexts and experiences that students and tutors alike will bring to the table, education leaders should equip tutors with support and guidance so that they cultivate meaningful relationships with students to bolster their resiliency and engage them in learning—within the tutoring context and beyond.
Carefully designing and implementing tutoring programs—as well as setting up rigorous monitoring systems—can allow education leaders to adjust and target interventions to the greatest needs.
Broader scale efforts to implement tutoring services have taught us that leaders need to monitor implementation. A good example of this is the No Child Left Behind Act of 2001, which provided funding for students in Title I schools to access tutoring services. Many states did not have the capacity to monitor the supplemental education services being offered, nor could they conduct more rigorous evaluations of the programs to understand their efficacy. Carefully designing and implementing tutoring programs—as well as setting up rigorous monitoring systems—can allow education leaders to adjust and target interventions to the greatest needs.
Leaders may want to review materials from the National Center on Intensive Intervention, which identified five considerations for the effective implementation of an intervention: student engagement, program specificity, adherence to the intervention plan, quality of delivery, and the duration of the intervention. Tools from the center can support educators as they implement and monitor interventions and assessments.
Throughout the lifecycle of the tutoring program, leaders can incorporate practices from continuous improvement science to collect data, build in flexibility, make adjustments, and reflect on what’s working—and what’s not. In our work with district and school leaders through the District and School Improvement Center, we have found this approach allows leaders not only to implement and monitor ongoing feedback loops, but also to make data-based decisions that lead to improvement for all students.
Just as the COVID-19 pandemic has lasted longer than many of us anticipated, education leaders also should be prepared that the process of recovery and rebuilding from the pandemic also will take time. The federal stimulus funding for K-12 education provides an opportunity for states to invest in new programs and opportunities, and leaders must consider both the scalability and sustainability of these programs to meet students’ needs for academic support—and understand that these needs may extend beyond 2021. These investments also provide an opportunity to build the lasting capacity of the education system to provide universal and intensive, individual supports and leverage research to accelerate student learning.
Vint Hill Educational Services offers small pod tutoring for grades K-12. Students can work with a tutor in a small group setting of 2-5 students. Sessions can take place at our offices, a local library, in student homes, at public facilities, or virtually through Lessonspace. The students in the pod should be enrolled in the same class or currently studying the same subject. Multiple subjects can be covered in the same pod. Special pod tutoring rates apply. Please contact us to learn more.
Stay up-to-date with our newsletter:
Click here to access the parent and tutor login portal
