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Not all competitive scores are created equal. The best way for students to determine a strong SAT or ACT target is by researching the middle 50% score range for each of their prospective colleges. The goal should be to score in the top quartile (75th percentile) for their target schools.
This means:
April is the time to make a final decision on whether to focus on the SAT or ACT. Most juniors should have already taken a diagnostic test to determine which exam is a better fit. Key differences include:
Key upcoming test dates:
For juniors who have not yet tested, taking the SAT in May or June and retaking it in August or October ensures they have scores before early application deadlines. For ACT students, completing testing by July is ideal, allowing time for retakes if necessary.
With standardized test scores regaining importance, structured test prep is crucial. Juniors should use April to map out their test prep approach, whether through tutoring, prep courses, or self-study. The most effective programs provide:
Summer prep is becoming the norm. More students are beginning SAT and ACT prep in the summer before senior year to avoid conflicts with school and extracurricular activities. For summer prep, students should plan for at least 12 sessions.
For students who need testing accommodations (e.g., extended time, separate testing rooms), it’s essential to finalize requests now to avoid delays. If accommodations have not been approved yet, doing a “phantom” SAT registration for June can help initiate the process.
Retesting should also be considered. Data shows that most students improve on a second or third attempt, especially with targeted test prep between sittings. For students who have already taken one test, reviewing score reports and pinpointing areas for improvement is key.
The ACT is rolling out major changes, including a shorter test format and an optional Science section. While most schools are expected to treat Science as optional, some, like the University of Florida, will still require it. Additionally:
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