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Today is Tax Day so be sure to file your taxes. Katy Perry feels a new connection after going to space for the first time. Spirit Airlines was ranked the top airline. A startup is launching the first "sperm race". A high school teen got a perfect score for the ACT/SAT!See omnystudio.com/listener for privacy information.
Your College Bound Kid | Scholarships, Admission, & Financial Aid Strategies
In this episode you will hear: (02:32) In The News Andy Strickler shares some of the changes admissions offices are making due to financial pressures. Part 3 of 3 (16:28) Question from a listener: Mark and Hillary answers questions from listeners about if a student applies for aid and doesn't submit the CSS PROFILE, should that student not be admitted? (42:05) Interview: Mark Stucker and David Blobaum, The Co-Founder of Summit Test Prep Debate whether selective colleges should make the SAT or the ACT mandatory Preview of Part 1 of 3 ² David Blobaum gives his backstory ² David says what his test score policy would be if he were working at a highly selective school and here is a hint, I don't agree with him ² I ask David what he thinks about using AP scores instead of SAT or ACT scores ² David gives some proof that colleges are using test scores ² David shares why he feels selective colleges need to use test scores in their admissions decisions. ² I share some other factors that can be used besides test scores that in my opinion, are better to use than test scores ² I share the primary reason why I am not in favor of test-mandatory admissions ² I share a creative idea that he would like to see colleges use that allows some use of scores without them having inappropriately too much weight in the admissions decisions. (01:12:08) College Spotlight-Jim Bok Interview, Understanding Swarthmore College Preview of Part 1 ² Jim Bock tells his story from leaving Austin, Texas and heading to Swarthmore, first as a student ² Jim shares how he answers the question, I've never heard of Swarthmore, what can you tell me about Swarthmore ² Jim explains how Swarthmore's founding is different from Haverford, another Quaker school that they are often compared to ² Jim shares the intellectual qualities that when he is reading a file, makes him think, this could be a good match for Swarthmore ² Jim shares the Personal Qualities that Swat values ² Jim explains how Committee Based Evaluation, also known as CBE works at Swarthmore College and how they use CBE to evaluate an admission applicant ² Jim explains the difference between reading a file with CBE vs the traditional way they read files before they implemented CBE ² Jim shares why he finds reading by school group helps the admission file reading process (57:46) Recommended Resource-The Admissions section of each website: Here is a section that says what Swarthmore looks for in a student: Speakpipe.com/YCBK is our method if you want to ask a question and we will be prioritizing all questions sent in via Speakpipe. Unfortunately, we will NOT answer questions on the podcast anymore that are emailed in. If you want us to answer a question on the podcast, please use speakpipe.com/YCBK. We feel hearing from our listeners in their own voices adds to the community feel of our podcast. You can also use this for many other purposes: 1) Send us constructive criticism about how we can improve our podcast 2) Share an encouraging word about something you like about an episode or the podcast in general 3) Share a topic or an article you would like us to address 4) Share a speaker you want us to interview 5) Leave positive feedback for one of our interviewees. We will send your verbal feedback directly to them and I can almost assure you, your positive feedback will make their day. To sign up to receive Your College-Bound Kid PLUS, our new monthly admissions newsletter, delivered directly to your email once a month, just go to yourcollegeboundkid.com, and you will see the sign-up popup. We will include many of the hot topics being discussed on college campuses. Check out our new blog. We write timely and insightful articles on college admissions: Follow Mark Stucker on Twitter to get breaking college admission news, and updates about the podcast before they go live. You can ask questions on Twitter that he will answer on the podcast. Mark will also share additional hot topics in the news and breaking news on this Twitter feed. Twitter message is also the preferred way to ask questions for our podcast: https://twitter.com/YCBKpodcast 1. To access our transcripts, click: https://yourcollegeboundkid.com/category/transcripts/ 2. Find the specific episode transcripts for the one you want to search and click the link 3. Find the magnifying glass icon in blue (search feature) and click it 4. Enter whatever word you want to search. I.e. Loans 5. Every word in that episode when the words loans are used, will be highlighted in yellow with a timestamps 6. Click the word highlighted in yellow and the player will play the episode from that starting point 7. You can also download the entire podcast as a transcript We would be honored if you will pass this podcast episode on to others who you feel will benefit from the content in YCBK. Please subscribe to our podcast. It really helps us move up in Apple's search feature so others can find our podcast. If you enjoy our podcast, would you please do us a favor and share our podcast both verbally and on social media? We would be most grateful! If you want to help more people find Your College-Bound Kid, please make sure you follow our podcast. You will also get instant notifications as soon as each episode goes live. Check out the college admissions books Mark recommends: Check out the college websites Mark recommends: If you want to have some input about what you like and what you recommend, we change about our podcast, please complete our Podcast survey; here is the link: If you want a college consultation with Mark or Lisa or Lynda, just text Mark at 404-664-4340 or email Lisa at or Lynda at Lynda@schoolmatch4u.com. All we ask is that you review their services and pricing on their website before the complimentary session; here is link to their services with transparent pricing: https://schoolmatch4u.com/services/compare-packages/
In this episode of Mirror Talk: Soulful Conversations, we are joined by Chris Hull, Co-Founder and Chief Product Officer of OTUS, a Chicago-based edtech company. After 13 years as a middle school educator, Chris recognized the chaos of disconnected EdTech tools and set out to create a seamless platform that empowers K-12 administrators, educators, students, and their families.In This Episode, We Discuss:Chris Hull's journey from middle school teacher to edtech entrepreneurThe inspiration behind founding OTUS and its missionHow OTUS provides a unified platform for teaching, grading, analyzing, and planningThe current state and future of remote learning solutionsHow edtech companies can empower the education system with technology and effective product managementThe secret behind OTUS' rapid growth and successLessons from Chris's experience as both an educator and a father of fourAbout Chris Hull & OTUS Chris Hull was named a “20 To Watch” Educational Technology Leader by the National School Boards Association. Under his leadership, OTUS has expanded to serve 160 school districts, with over 1 million monthly users and an annual revenue growth of 300%. OTUS integrates third-party testing data, such as ACT/SAT and NWEA, allowing educators to make data-driven decisions effortlessly.Connect with Chris Hull & OTUS:
Send us a textWith finals approaching, I know many of you (or your teens) are feeling the weight of test anxiety. Whether it's high school finals, AP exams, the ACT/SAT, or even career-defining certifications, the pressure is real. But here's the truth: it's not the test itself that causes anxiety—it's your thoughts about the test.This week on The Teen Anxiety Maze, we're tackling test anxiety head-on:1️⃣ What is test anxiety?2️⃣ Why do we experience it?3️⃣ How can you break free from its grip?You'll walk away with practical tips to prepare for exams, manage your thoughts, and keep your body calm and focused when it matters most. Plus, I've included a special free bonus:
In this episode of the Elevate Education Podcast, host Jason Firestone welcomes Kelly McLean, the president and founder of the Kelly McLean Achievement Center (KMAC). Based in Ohio, KMAC specializes in guiding students through the complex world of college admissions, from finding the perfect college fit to mastering ACT/SAT prep and securing scholarships. Tune in as Kelly shares insider tips on navigating the college application process and how early planning and involvement can set students up for long-term success. Whether you're a student, parent, or educator, you won't want to miss Kelly's expert advice on what colleges really look for and how to stand out in a sea of applicants. Don't miss this chance to elevate the college prep game for yourself or your student! Stay Connected: Enjoyed today's episode? Subscribe, rate, and share with others. Have questions or topic suggestions? Let us know through the sharing form. KMAC Resources: Please join our private College Made Easy Facebook group where we share relevant information each week. You can schedule a call for a complimentary consultation to discuss your son or daughter's college journey using this link: https://calendly.com/kelly-mac/college-made-easy Check out the KMAC website for more information.
Your College Bound Kid | Scholarships, Admission, & Financial Aid Strategies
In this episode you will hear: In the News-Julia and I discuss U Chicago's new Early Decision Program Interview with Jay Rosner-Part 2 of 4 § Jay explains what he believes the motivations are for the elite colleges § Jay answers the question, why should a highly selective school not use testing, after all, they need some factor to differentiate where most students have all A's, and embellished recs and professionally polished writing, § Jay rebuts the diamond in the rough theory, that argues that test scores help you to identify strong kids that are not highly resourced Speakpipe.com/YCBK is our method if you want to ask a question and we will be prioritizing all questions sent in via Speakpipe. Unfortunately, we will NOT answer questions on the podcast anymore that are emailed in. If you want us to answer a question on the podcast, please use speakpipe.com/YCBK. We feel hearing from our listeners in their own voices adds to the community feel of our podcast. You can also use this for many other purposes: 1) Send us constructive criticism about how we can improve our podcast 2) Share an encouraging word about something you like about an episode or the podcast in general 3) Share a topic or an article you would like us to address 4) Share a speaker you want us to interview 5) Leave positive feedback for one of our interviewees. We will send your verbal feedback directly to them and I can almost assure you, your positive feedback will make their day. To sign up to receive Your College-Bound Kid PLUS, our new monthly admissions newsletter, delivered directly to your email once a month, just go to yourcollegeboundkid.com, and you will see the sign-up popup. We will include many of the hot topics being discussed on college campuses. Check out our new blog. We write timely and insightful articles on college admissions: Follow Mark Stucker on Twitter to get breaking college admission news, and updates about the podcast before they go live. You can ask questions on Twitter that he will answer on the podcast. Mark will also share additional hot topics in the news and breaking news on this Twitter feed. Twitter message is also the preferred way to ask questions for our podcast: https://twitter.com/YCBKpodcast 1. To access our transcripts, click: https://yourcollegeboundkid.com/category/transcripts/ 2. Find the specific episode transcripts for the one you want to search and click the link 3. Find the magnifying glass icon in blue (search feature) and click it 4. Enter whatever word you want to search. I.e. Loans 5. Every word in that episode when the words loans are used, will be highlighted in yellow with a timestamps 6. Click the word highlighted in yellow and the player will play the episode from that starting point 7. You can also download the entire podcast as a transcript We would be honored if you will pass this podcast episode on to others who you feel will benefit from the content in YCBK. Please subscribe to our podcast. It really helps us move up in Apple's search feature so others can find our podcast. If you enjoy our podcast, would you please do us a favor and share our podcast both verbally and on social media? We would be most grateful! If you want to help more people find Your College-Bound Kid, please make sure you follow our podcast. You will also get instant notifications as soon as each episode goes live. Check out the college admissions books Mark recommends: Check out the college websites Mark recommends: If you want to have some input about what you like and what you recommend, we change about our podcast, please complete our Podcast survey; here is the link: If you want a college consultation with Mark or Lisa or Lynda, just text Mark at 404-664-4340 or email Lisa at or Lynda at Lynda@schoolmatch4u.com. All we ask is that you review their services and pricing on their website before the complimentary session; here is link to their services with transparent pricing: https://schoolmatch4u.com/services/compare-packages/
On today's show: -President Biden visits Baltimore and gives warning to Israel w/ ABC's Perry Rossum. -Strong jobs report for the month of March -Summerfest announces their final headliner for this summer. -TMJ4 Meteorologist Brendan Johnson forecasts the weekend and solar eclipse ahead -Week in Review -Avant Technologies President & CEO Timothy Lantz -No ACT or SAT necessary for UW applicants -Earthquake in New Jersey -Why Gen Z is becoming the "Toolbelt Generation" w/ President & Chief Career Strategist at The Bauke Group Julie Bauke. -Final Four Tickets for Men and Women's Tournaments -All things solar eclipse -Stories of the Strange
My host sister from China, Shan Shan Nie, is a lot to live up to. With a masters' from Harvard, a corporate job leading leaders, and a newly published novel this Sichuan-born beauty embodies the American dream. In our chat we go from rebelling to excelling, hacking the ACT/SAT exams, using higher education to serve a purpose, and self-financing your dreams. We also nerd out on crafting characters, choosing what to reveal to your audience, influencing young adults in the fantasy adventure genre, how to better connect with readers, and other lessons learned from countless manuscript revisions. Check out this sister-sister convo on leadership, resilience, and an ode to those old school pocket translators! LINKS Website The Belt of Chaos on Amazon MUSIC Chinese Middle School Calisthenics Jam Ondara - "American Dream" The Dragon Boy / The Bottomless Pitt (From 'Spirited Away')
Your College Bound Kid | Scholarships, Admission, & Financial Aid Strategies
In this episode you will hear: o Mark does a deep dive on Yale's decision to embrace a test flexible policy o Hillary Dickman comes on to explain how Colorado College's non-harm test score policy works. o Mark interviews Andy Borst, the VP of enrollment at the University of Georgia on the topic of, why do college students go out of state and why are so many heading to southern universities o Mark shares an investment story. Andy Borst Interview Preview Part 2 § Andy and I continue to discuss various reasons why students are headed south for college. I ask Andy about six other reasons people some people believe helps to explain why students are headed south. § Andy goes on the hotseat for our lightening round. Sign up for our Q & A session with Gil Villaneuva (VP of enrollment at Rhodes College) on March 3rd, 9:30 EST and 6:30 PST by going to You can also send in questions for our interviews by using speakpipe.com/YCBK. Our interviews are confirmed for 2024 with the following leaders at the following schools: To sign up to receive Your College-Bound Kid PLUS, our free quarterly admissions deep-dive, delivered directly to your email four times a year, just go to yourcollegeboundkid.com, and you will see the sign up on the right side of the page under “the Listen to our podcast icons” Follow Mark Stucker on Twitter to get breaking college admission news, and updates about the podcast before they go live. You can ask questions on Twitter that he will answer on the podcast. Mark will also share additional hot topics in the news and breaking news on this Twitter feed. Twitter message is also the preferred way to ask questions for our podcast: https://twitter.com/YCBKpodcast 1. To access our transcripts, click: https://yourcollegeboundkid.com/category/transcripts/ 2. Find the specific episode transcripts for the one you want to search and click the link 3. Find the magnifying glass icon in blue (search feature) and click it 4. Enter whatever word you want to search. I.e. Loans 5. Every word in that episode when the words loans are used, will be highlighted in yellow with a timestamps 6. Click the word highlighted in yellow and the player will play the episode from that starting point 7. You can also download the entire podcast as a transcript We would be honored if you will pass this podcast episode on to others who you feel will benefit from the content in YCBK. Please subscribe to our podcast. It really helps us move up in Apple's search feature so others can find our podcast. Don't forget to send your recommended resources and articles by recording your message at speakpipe.com/YCBK If you enjoy our podcast, would you please do us a favor and share our podcast both verbally and on social media? We would be most grateful! If you want to help more people find Your College-Bound Kid, please make sure you follow our podcast. You will also get instant notifications as soon as each episode goes live. Check out the college admissions books Mark recommends: Check out the college websites Mark recommends: If you want to have some input about what you like and what you recommend we change about our podcast, please complete our Podcast survey; here is the link: If you want a college consultation with Mark or Lisa or Lynda, just text Mark at 404-664-4340 to express your interest. All they ask is that you review their services and pricing on their website before the complimentary session. Their counseling website is: Note, the purpose of the free session to review their services and not to pick their brains and get free information. You can schedule a paid session if you want answers to some questions you have. The free session to only for the purpose of discussing the one on one services they offer.
Ready to learn the history, philosophy, and practice of an experienced professional in the test prep industry? MEET OUR GUEST Meet Paul Oberman, who has been involved with education since 1989 as a teacher, principal, and head of school. He has been at boarding schools and day schools, Catholic schools and Jewish schools and non-denominational schools, single gender schools and coed schools, progressive schools and conservative schools. He has coached all of the mainstream sports: springboard diving, Ultimate Frisbee, and water polo. In the summer of 2023, Paul started his own tutoring company, Oberman Tutoring, which helps students prepare for the ACT/SAT and supports students in math classes from middle school through high school. Paul also loves playing Ultimate Frisbee and performing stand-up comedy. Find Paul at https://www.drpauloberman.com/. ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.
As more colleges become test-optional, admissions officers are tasked with defining the value of ACT/SAT tests—what they convey about students, and their level of importance on the admission process. As standardized testing policies shift with each incoming class of students, our guests today look at in which ways removing the exams promotes access and equity to the college admission process, whether students should test when it's optional, and the long-term impacts of test-optional policies on college admission. Guests: David Hawkins, Chief Education and Policy Officer at NACAC; Twink Williams Burns, Strategic Advisor for Admission and Financial Aid Community Engagement at Williams College; Akil Bello, Senior Director of Advocacy and Advancement at Fair Test. Moderated by Eddie Pickett, Senior Associate Dean of Admissions and Director of Recruitment at Pomona College.
This edWeb podcast is sponsored by Beable Education.The edLeader Panel recording can be accessed here.When kids come to know their “why”—their interests, values, strengths, and aspirations—education takes on new meaning and achievement takes flight. In this edWeb podcast, you hear from superintendent Dr. David Miyashiro and career development expert Ed Hidalgo about how Cajon Valley USD and other districts are providing career exploration based on kids' interests—the most significant predictor of success—while at the same time building the literacy skills required by students' jobs of choice. David and Ed are also joined by the founders of Beable, the platform Cajon Valley and districts nationwide are using to enable the literacy-to-career connection in school, after school, and at home.This edWeb podcast is of interest to K-12 school leaders, district leaders, and education technology leaders.Beable Literacy acceleration, core content, career exposure, ACT/SAT prep in one multi-dimensional system.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.
Congratulations to the Poth Pirettes volleyball team members — who've all earned Academic All-District accolades from the Texas High School Coaches Association (THSCA). The THSCA Academic All- District Teams recognize high school athletes who excel in GPA, class rank, and ACT/SAT score. These student-athletes are commended for their commitment and dedication to perform with the highest of excellence academically and on the field or court. In addition, a number of Pirettes also have been named to the THSCA District 27-AAA All- District team. Earning recognition are: MVP — Ryann Miller, senior Defensive MVP — Kadym Luna, senior Newcomer of the...Article Link
Are you prepared to uncover hidden treasures in education? In this enlightening podcast episode, we had an enlightening conversation with Jen Henson, a seasoned educator with a 22-year tenure teaching high school English. Jen shares her journey of evolving from a high school teacher helping a student with ACT prep to becoming a successful entrepreneur with her ACT prep business. We discussed the lesser-known concept of college tuition coupons based on ACT/SAT scores. This financial concept is invaluable for students and parents looking to reduce the financial burden of college tuition, whether you're a student preparing for the ACT/SAT, a parent looking for guidance, or an educator aiming to make a difference. About Jen Henson: Jennifer Henson ( a.k.a “The GOAL DIGGER”) is a nationally sought-after test prep expert specializing in the ACT test. Jennifer, who was Winton Woods City School's (OH) Teacher of the Year in 2014, holds a Master of Education degree with a Bachelor's in English from Xavier University—where she was a walk-on tennis player. She's taught for 22 years and coached ACT prep for over 13 years-- and has an army of teachers trained to assist her requests for tutorials. Her former ACT students now attend notable higher learning institutions, including Notre Dame, The Ohio State University, Texas A&M, The Naval Academy, and the University of Kentucky—among others. Jennifer has assisted students from California to Connecticut—and states in between—to reach their personal ACT goals. No score is too low or too high, as she has doubled the scores of students starting at the low end, in addition to helping initially higher-scoring students achieve the coveted 36 on every section of the test. Two young men playing D1 football had a composite score of 9 originally and scored 18 and 20 (respectively) after working with her. Three of her former clients now have NFL experience; one is shining in the WNBA, and three are playing MLB! Where to find more about Jen Henson: Website: https://jenhensonactprep.com/ Email: jenniferchenson@msn.com Facebook: ASK the EXPERTS: ACT & SAT Q&A https://www.facebook.com/groups/664958358979574 Facebook: Jen Henson ACT Prep https://www.facebook.com/JenHensonACTTestPrep/ Instagram: https://www.instagram.com/goaldigger_act_prep/ Twitter: https://twitter.com/Jen_ACT_Prep Episode highlights: [0:00] Intro [1:49] Who is Jen Henson [2:57] Tutoring passion was ignited [5:14] Chasing merit money [8:18] Test Blind, Test Optional, and Common Data Set Classifications [15:10] Benefits from this program [19:08] Test anxiety that impacts youth mental health [25:16] How can parents help? [30:24] Encourage reading and test scores are very important in application [43:41] Outro
November 1st is Priority Deadline for college admissions. Former guest from Ep. #69 joins again! This is a definite download and must listen too. Have you submitted your applications by the priority deadline? If not, it's not too late. Stucker communicates amazing information on the college search and admission process. He emphasizes continue to research and make a master calendar of admitted school dates. Do you know about WUE? Do you know about FAFSA? Or how about college admissions are admitting students? He discusses what is "yield protection", demonstrated interest and demonstrated understanding. Are you debating to submit ACT/SAT score? Stucker will recommend what to do and what not to do. Mark Stucker is one of the top counselors in the nation and kids love him. Contact Mark (404) 664-4340.
If you have a teen who is preparing for or thinking about applying to college, you are likely aware that some colleges and universities are test optional or even test blind when it comes to ACTs and SATs. But what does that mean? Should students with learning differences, test anxiety, or struggles with test-taking in general take these tests? Annika Guy is the Director of Independent Study/Homeschool and SAT/ACT programming at Hayutin Education and a valued ChildNEXUS member. And while they know so much about test-optional and test-blind colleges and universities, they are here to tell us that it is a constantly changing landscape. We've definitely entered a new era of college acceptance processes and even the tests themselves have gone through some evolution over the last several years. So if you and your teen are considering colleges, we now need to answer the question: to test or not to test? Show Notes: [2:42] - So much has changed in the last few years and it continues to evolve very quickly. [3:49] - There is a lot of conflicting information and opinions when it comes to testing and college prep. This makes the decision to test that much harder. [4:59] - It can be very frustrating to go through testing and then learn that the university or college doesn't require it. [5:38] - Test-optional means that schools will not require test scores to be submitted when applying, but will look them over if submitted. [7:21] - Test blind means that schools don't even look at test scores at all even if you submit them. [9:08] - A big concern for students and parents is that learning differences and test-taking difficulties result in scores that don't reflect a student's ability and potential. [11:24] - Although it can be confusing, it is ultimately a good thing that there are test-optional and test blind schools. [13:10] - Testing companies are beginning to shift their thinking around the necessity and accuracy of test scores. [14:43] - The SAT has gone through a lot of changes in the last ten years. Now it is a much shorter test and is provided digitally. [17:53] - There are some things that can be put into a test-prep plan including practice tests and test-prep tutors. [21:24] - Hayutin Education is very transparent about the murky waters of testing and test prep. They help students navigate this decision. [23:19] - Homeschooled students need to test and there are other demographics that feel more pressured to test like international students and athletes. [25:01] - Test prep should not be prioritized over keeping up a GPA. [26:36] - Hayutin Education offers a number of services including test prep services, college application guidance, and academic support. About Our Guest: Annika Guy is the Director of Independent Study/Homeschool and SAT/ACT programming at Hayutin Education. Annika joined the Hayutin administrative team in 2021 after two years on the educator team. Annika has worked with students ranging from elementary school through college in a variety of humanities-based subjects as well as math, science, executive function coaching, independent study/homeschool, and test prep. As Director of Independent Study, Annika is passionate about custom curriculum design and developing the best program for each student's unique learning style. In their role as Director of Hayutin's SAT/ACT program, Annika consults with families about the changing landscape of college admissions in the test-optional era, and what that means for students facing the question of whether or not to test. Connect with Annika Guy: ChildNEXUS Provider Profile Hayutin Education Website Links and Related Resources: Episode 16: The Independent Study Option with Maya Varga Episode 126: Why Self Awareness and Self Determination are Important for College Success with Elizabeth Hamblet Episode 15: From High School to College: Steps to Success for Students with Disabilities with Elizabeth Hamblet Connect with Us: Get on our Email List Book a Consultation Get Support and Connect with a ChildNEXUS Provider Check out some amazing schools for incredible students The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.
In this episode, Lisa and Leia discuss:Ways your homeschooler can communicate their test scores with potential colleges and universities. Why dual enrollment courses may be the right option for your student. The importance of taking the PSAT, SAT, and/or ACT, and when your student should start preparing for those exams. What your student should know about the CLT test. Key Takeaways: Your student does not need to take the AP course to take the AP exam - as long as they know the material and get a 4 or 5 on the exam, your student can showcase that on their transcript. Your student should avoid having over 30 credit hours going into college as they will no longer be seen as a freshman. Most of the highest financial aid and many scholarships are only available to first-year freshman students. Even if the school your student is considering is test-optional, taking standardized tests often opens doors for scholarships for which they may not otherwise be eligible. No matter the type of college your student is attending, you will want to consider testing. “Keep in mind the question really isn't when to start test prep. The question is when should your student reach their highest score ever on both of those exams PSAT and SAT/ACT - and that is October of their junior year.” – Leia LeMaster HortonAbout Leia LeMaster Horton: Leia LeMaster Horton, M.Ed. founded Horton Test Prep and helps students earn full tuition scholarships by raising their test scores. Students become prepared and confident test takers ready to conquer the ACT, CLT, and SAT exams. Leia classically homeschooled for 18 years, and her three children earned full tuition and merit-based scholarships valued at over $316,000. Since then, she's helped countless others do the same. Leia's passion is to help students understand that they can LEARN ANYTHING. Episode References:Classic Learning Test https://www.cltexam.com/ Episode #018 How to Get Freshman Year Free https://www.flourishcoachingco.com/podcast/18-how-to-get-freshman-year-free/ Get Lisa's Free on-demand video: How-to guide for your teen to choose the right major, college, & career...(without painting themselves into a corner, missing crucial deadlines, or risking choices you both regret). https://flourishcoachingco.com/video Connect with Leia:Website: www.hortontestprep.com Email: info@hortontestprep.com To schedule a free “Test Prep Journey That Earns Scholarships” consultation call, use this link: https://calendly.com/hortontestprep/30min?month=2023-02 Instagram: https://www.instagram.com/leialemasterhorton/ Facebook: https://www.facebook.com/hortontestprep LinkedIn: https://www.linkedin.com/in/leia-lemaster-horton-m-ed-the-scholarship-expert-25917138/ Connect with Lisa:Website: https://www.flourishcoachingco.com/YouTube: https://www.youtube.com/@flourishcoachingcoInstagram: https://www.instagram.com/flourishcoachingco/LinkedIn: https://www.linkedin.com/company/flourish-coaching-co
On this episode, Caleb and Jill dive into the controversial topic of whether you should take the ACT/SAT, or if you might be better off without it? They'll explore scenarios in which taking a standardized test is beneficial for you or not. Free Practice TestCollege Counseling
In this special episode, we revisit two essential topics from previous discussions. First, we take a deep dive into NCAA Eligibility, breaking down core course requirements, the GPA vs. ACT/SAT sliding scale, and where to find crucial information. This revisit comes after the overwhelming response to a TikTok video on eligibility. Next, we explore the art of creating your list of universities or programs you aspire to join. Building upon the foundation laid in 'TikTok Made Me Do It,' we delve into the step-by-step process of crafting this list. Learn how to navigate a school's website, locate coach contact information, and even develop templated messaging to initiate crucial conversations. While this episode is shorter and primarily visual, it's packed with valuable insights to help you take those crucial first steps toward recruitment success.Find more great content to help you get recruited at www.recruitgrind.com I get it, podcasts can be long at times. If you want to see some quick highlights from each episode as well as some great recruiting tips, follow us on TikTok, Instagram, Facebook and Twitter (@therecruitgrind).And remember, don't stop GRINDING!
Emily Mitchell, VP of education at Sylvan Learning is our guest today
Emily Mitchell, VP of education at Sylvan Learning is our guest today
On this episode we are delving deep into learning about math with math whiz Dr. Del (aka Craig Hane), but we're also listening to Dr. Del's wisdom about teaching our kids. He reminds us not to compare, and talks about intrinsic motivation in learning, learning practical math, and not to be a victim of the system. Dr. Del shares tons of free resources. If you use THIS LINK, you can order the program at a HUGE discount of 90% off with a 30 day money back guarantee. https://succeedwithmathsecret.com/peaceful/Dr. Del's programs work well from about ages 12 and up and include learning to use a scientific calculator, learning the math you need to know to pass the ACT/SAT, learning math you'll actually use, and even learning calculus. We are so grateful for people like Dr. Del who share their knowledge and resources with so many for free or at such a minimal cost! https://craighane.com/book/https://www.triadmathinc.com/theysaid/Some of the free resources by Craig Hane, Ph.D. aka Dr. Del on his website include:“How and Why Home School Math Can Be Vastly Superior to Public School Math”“How & Why Public School Math is Destroying the USA”“Golden Rule Math for All God's Children”Dr. Del's website and freebiesFind Your Homeschool Vibe Find Your Homeschool Vibe, How to Homeschool Without Losing Your Mind a book by co-host Beth Lee Support the showThis Week's Sponsor is actually Beth! Find her book on Amazon -Find Your Homeschool Vibe Thank you for supporting the show! Get your Peaceful Homeschool Merch! If you enjoy the content and would like to keep it coming, helping us cover the cost of the show with a small monthly subscription would be amazing. Peaceful Homeschool Podcast SubscriptionCheck out our new affiliate Think Outside - Emma shared her review of this subscription box company on episode 25.
It's a question we hear often and there is a lot of talk surrounding the topic. Should students take the ACT or SAT? Caleb and Jill chat about which schools require it, which schools are test optional and which schools are test blind. Plus, within colleges which programs require an ACT/SAT.Free ACT/SAT Practice Test ACT Private Tutoring
Welcome to another episode of the For Stars Podcast, where today we get to hear from rower, coach, and overall team player, Trevor Phillips. Graduating from the Newport Aquatic Center Varsity Men's team in 2017, Trevor left as a United States Rowing Youth National Champion in the Men's Varsity 8+. After Youth Nationals, Trevor enrolled at UCLA where he joined their Men's Rowing team. Meanwhile, his outlook on rowing changed instantly, and quite honestly, did not know what he was getting into, being a member of arguably one of the most successful youth rowing clubs in the nation, with one of the most elite and profound rowing center's to train in, to a collegiate club team not funded by the university. Despite the challenges, Trevor was ready to take on the challenge of being a Bruin and add onto the history of the UCLA Men's Rowing team for not just four, but five years of collegiate racing. While at UCLA, Phillips and his teammates won the 2019 Head of the Charles in the 4+, as well as many other races during his time there.After UCLA, Trevor circled back to his roots at the Newport Aquatic Center, where he once trained in high school, and is now a Varsity Women's Rowing coach. Hudson and Trevor discuss the high school rowing scene changes not just at NAC but in the world as a whole (more specifically the USA), collegiate club rowing - what goes into it all, the struggles and benefits, the backend, at which not too many people get to see, and why he chose UCLA over Northeastern (a highly-ranked and competitive D1 crew team). In addition to this, the boys chat about the overall benefit of rowing, history of UCLA Men's Rowing, the difference between Good Rowing and Great Rowing, and the COVID Year (which granted Trevor and his classmates an extra year of eligibility). Unfortunately, Trevor had a partial stint in his career at UCLA where he actually quit the team, which is discussed in the podcast episode as well.Trevor aims to give student-athletes guidance on the entire college recruitment process, ACT/SAT prep, and more, so be sure to reach out to him @rowingtrev on Instagram, and tune into Trevor's podcast with FSP and how rowing ultimately changed his life for the greater good.Xeno Müller - Elite Rowing Coach Make your rowing dreams real! Use Code “FORSTARS” for $100 OFF on your desired training package!Headsweats USE CODE: "FORSTARS25" for 25% OFF!
Lorri's Top 5 CliftonStrengths are: Strategic, Relator, Activator, Input, & Ideation Lorri is a self-proclaimed nerd: she loves to study, research, read, and do other basic introvert things. She taught high school for fifteen years and gets a kick out of being with teenagers. She still gets her teenager-fix by working with high schoolers to help them improve their ACT/SAT scores. See, she really is a nerd! These days she is on staff at Austin Ridge Bible Church, where is the Serve Coordinator and a teacher and podcaster in the EQUIP ministry. By far, her favorite thing to study is God's Word, and she is so grateful to have it to guide her thoughts and her steps. She lives in Austin with her husband and 10th grace daughter. You can follow Equip Ridge on instagram. Find out your strengths by taking the CliftonStrengths Top 5 Assessment Workshops and Coaching with Barbara Culwell Subscribe & Leave a Review on Embrace Your Strengths
Imagine that you are hiring a new English teacher. None of the people who apply have any of the qualifications to teach English. No teaching degree. No English degree. No experience in the classroom. Would you hire any of them? Probably not. Now here is the irony. Many of the people making curricular and legislative decisions about education don't have the qualifications to be hired within education. This is a problem. In this episode, we hear how standardization, high-stakes testing, and policy decisions made by non-educators may be contributing to teachers' decisions to leave education. Music: Theme Song By Julian Saporiti “So Stark (You're a Skyscraper” by Matt LeGroulx is licensed under a CC BY-NC-SA license. “Cat and Mouse” by Scott Holmes Music is licensed under a CC BY license. “Space (Outro)” by Andy Cohen is licensed under a CC BY license. “Home Fire” by Nul Tiel Records is licensed under a CC BY-NC-SA license. “Press Conference” by Blanket Music is licensed under a CC BY-NC license. “Things Change” by HoliznaCC0 is in the Public Domain. “Living Life” by Scott Holmes Music is licensed under a CC BY-NC license. “Boulevard St Germain” by Jahzzar is licensed under a CC BY-SA license. “Hungaria” by Latche Swing is licensed under a CC BY-NC-SA license. “Business Getaway ” by Scott Holmes Music is licensed under a CC BY license. Transcript: I used to listen to the Dixie Chicks's song “Wide Open Spaces” before wrestling matches because I would get too wound up. It helped me slow down my breathing and relax. In junior high and high school, I was fixated on winning and losing. I'd get a pit in my stomach, psyche myself up and out, all to my detriment. I was terrified of failing, of being a disappointment or an embarrassment. Then I went to college. I walked-on to the University of Wyoming's wrestling team. During my meeting with Steve Suder, the head coach, he told me, “You know, you'll be walking into a room with a bunch of state champs. Are you worried about that?” I told him, “No, I'm not” because those were the guys that I wanted to be wrestling against. I was a two-time state placer and I had nothing to lose. Suder said, “Good,” and then told me that he never won state either, but he ended up being an All-American for the University of Wyoming, so there was hope for me. During our conversation, in between adjusting this chewed up yellow cushion he used as a back support, he told me that I was like the pretty girl's funny friend at a party. I'm not someone he noticed right off the bat, but once he got to know me, he was happy to have me around. He meant this in the best way possible, and I didn't mind. I made the team, worked my butt off, won some matches, and lost more than I won. And I hate losing, but it felt different. I was excited to be wrestling, not nervous. Suder made it clear that his expectations were low, but he was happy to have me. I focused on gaining experience and the process and growing as a wrestler and a person. And I got to wrestle a guy named Brent Metcalf, who is the only person I wrestled that had a documentary made about him. When someone asked Metcalf why he didn't celebrate wins, he said, “I don't want to give my opponent the satisfaction of watching me celebrate, which would make it look like a big deal that I beat him.” This dude is a monster. It was an extraordinarily humbling match. I had no control of my own body - his fingers were in my mouth at one point, but I learned what it was like to wrestle the best. It was eye-opening. My tenure as a collegiate wrestler only lasted that year,but I remained in contact with Coach Suder off and on until his passing in 2019. And I had changed. My priorities shifted from valuing product to process. When I became an assistant high school wrestling coach, the head coach had also wrestled for Coach Suder, and so we continued his tradition of emphasizing process. And what I noticed is that the wrestlers felt less pressure. They only tried being better today than they were yesterday. And when they have that mindset, success, though not guaranteed, is more likely. They are wrestling to compete and to score points. And even if they don't have success, they do the best they can do at that moment, and that's always worth being proud of. In education, we focus on the product, on assessment. There is an obsession with passing or failing and we seem to have forgotten the value of process, which is where many teachers live. So today, we are going to look at how a structure of education that values standardized assessments could be contributing to teachers deciding to leave the profession, and because some of the frustrations with standardized assessment is a federal issue, which is too much to address here, we'll explore a possible solution to the high stakes assessment issue in Wyoming, which would hopefully keep teachers in education. This is Those Who Can't Teach Anymore, a 7-part podcast series exploring why teachers are leaving education and what can be done to stop the exodus. I'm Charles Fournier. Here is part 5: “Education has a Tourist Problem” Mark Perkins: I do think that for a lot of teachers who are leaving, and this is speculative, but I think it's reasonable to assume that if you alleviated some of the assessment requirements within their schools, their satisfaction would increase. I don't think that that's a jump. This is Mark Perkins, he is an Assistant Professor of Education Research Methods at the University of Wyoming and he is talking about the survey results he gathered about teacher attrition in Wyoming. So many teachers, both teachers leaving and teachers staying, reported that they were not happy with assessments. As we've heard from teachers that left teaching, there wasn't one thing that pushed them out of teaching. It was the layering of factors. And if we want to keep more teachers from leaving, it would be worth trying to address some of the most consistent factors. Aside from overall well-being and feeling supported, assessment is one the most consistent teacher frustrations. Now before we get into what specifically teachers don't like about assessment, I think it's important to think about why education currently has assessments, and this goes back to what we talked about last episode: the purpose of education and needing to be able to measure success for whatever that purpose is. Simply put, we need to reflect on what we want kids to know and how we can measure what they know. Mark explains. Mark Perkins: And so what does school success really look like? That sounds like an interesting, easy question. It's like, Well, kids know how to do math. Well, okay. What does that look like? Well, they can add, subtract, divide. All right. So what? When you start drilling into the actual requirements to exist and inhabit the world, the factors become much more latent than what we measure. But we fixated ourselves purely on content. During our conversation, Mark explained that there are a ton of other things that we want for students: self-awareness, identity development, civic consciousness, the ability to have some gumption and as Mark phrased it, drag a horse through the mud. But none of those qualities are easy to measure, which means it's more difficult to measure a teacher's overall effectiveness. This brings us back to the focus on content. Mark Perkins: But all of the focus has been on reading math, science and somewhat government. How does a teacher who navigates let's call it the multivariate universe of being an educator. How do you evaluate teaching for the holistic aspects of the job? While we don't? It would be difficult to assess students and teachers in the Multivariate Universe of education, as Mark puts it, so we assess a few content areas, and only a few things in those content areas. Many mission statements want to acknowledge the whole student, but we only assess a fraction of the student. For example, I have a grant application unit for my sophomores. They do research and write a grant to receive hypothetical funding that they can use to address a real problem within our community. I don't limit students on what kinds of problems they want to address, so students have looked at drug use or homelessness or access to sports or social justice issues. When students submit their grant applications, we go through a selection process. Students read each other's grants anonymously and identify ones that meet all of the grant requirements and would, in their minds, best serve our community. By the end of the process, all of my classes vote on the one grant that should receive the hypothetical funding. Every year I've done this, the grants that make the final vote, the ones that all of my students have pushed forward, are philanthropic and genuinely kind. And I tell my students this, usually as I tear up, that this project gives me hope for the future because through their research, writing, discussions, and voting, they prove that they are empathetic humans. I learn much more about what my students can do through this project than any standardized assessment that I've been required to administer. And this is a frustration echoed by teacher after teacher. If the thing that is used to reflect a district's success is a bubble-sheet test, that can feel pretty disheartening. Because from the teachers' perspective, the results of those tests, the results that are reported in the paper and raise community questions like, “What are they even teaching kids in school?” those tests lack validity. They're not the best way to measure whether the kids are alright, and Mark has questions about how well these tests show what kids know and how well they predict the future success of students, which is often how standardized tests are used. Several teachers pointed to the frustration that rather than getting students ready for life beyond high school or to be a life-long learner, they are forced to think that the be-all-end-all was the ACT or SAT. So engaging and authentic instruction gets replaced with teaching to a test. From Mark's research and work in assessment, he sees that those assessments might not be worth the time we are putting towards them. Mark Perkins: And I have a suspicion that the predictive validity of these tests is not that good. And my suspicion comes from a very large body of literature that has looked at ACT/SAT versus high school grade point average and college level English math and general college grade point average. And yet, we invest an amount of time, pressure and money on these measures. What this means is that a grade point average, though imperfect in its own right, is a better predictor of future student success, whether they are college or career bound, than a standardized assessment. So what a teacher measures in their classroom is a better indicator of future success than what a standardized assessment shows. And if this isn't enough, the amount students are tested is tremendous. This saps their energy and the energy of teachers who have to say, “I know this is the 573rd test, but you've got this.” Mark Perkins: We need to simplify and make assessment parsimonious. We do need to assess, but we certainly only need to take our temperature one time and evening, maybe two, when we have a cold because we know that it's going to say the same number every time. Measuring is not teaching. I want to reiterate what Mark just said - measuring is not teaching. I also want to clarify something about assessment. Teachers use informal assessments all of the time. And these are different than the high-stakes standardized assessments. Good teaching makes use of valid and authentic assessments often. When I was writing this episode, I got talking with my wife, Jennie, about assessment, because this is what you do when you marry another teacher. When she taught Advanced Biology, she created these elaborate group tests that students would get excited about. She used assessment as a learning tool. Her thought is that you don't know what you know until you need to apply your knowledge. This is why I like the writing process because it's an act of creating and synthesizing. It's a great form of learning. So the right assessment can be an informative learning tool, but the high stakes, fill-in-the-bubble, standardized assessments that teachers are frustrated with are not that. Mark explains that in order for those standardized assessments to be more valid, there should be some adjustments. Mark Perkins: I think that we could more wisely use measurement, and education. I think one of the first problems with high stakes testing, is the fact that the majority of these tests have no impact on students. Now. You don't have to be draconian about it .But we make intelligent decisions based off of test scores. And we provide students with logical and rational incentives. From the teacher's perspective, it's hard to convince students that the tests matter because students don't see how they are relevant to their lives. I try to give students some perspective before tests, like “No it doesn't impact your grade, but if you go through and randomly click answers to finish early, the people who care about these tests will think you're not learning anything, and then they will change curriculum and make you guys only learn from a textbook. Do you want that?” They usually shake their heads no, but that doesn't mean they care any more about the test. Many teachers struggle to care about the tests as well. They don't like the kind of standardization the tests force that does not allow for freedom in the classroom. Shane Atkinson, who we heard from in the first episode, left teaching after 13 years, and part of his decision to leave had to do with a lack of autonomy, some of which is tied to standardization. He pointed out that there are some districts that are so standardized, their days are mapped out in a binder. Shane Atkinson: This is what you do, then you do this, here's the question you should ask, have them fill out this worksheet. Day two… I think that's been done under the guise of equity. You don't want a kid in this classroom at this school to get a much different or better education than a teacher in the classroom next door. And I get that. So the idea is, well, to keep it equitable, they should be doing the same thing in both of those classrooms during that period of their US History class. Again, you're making decisions based on a minority and applying them to everybody, even if you're doing good work. That does everybody a disservice. The hope is that every kid will receive the same quality of education, so teachers are expected to stick to a curriculum, and in some instances, stick to a script. Much of the push towards national standardization came from the George W Bush Administration's, 2001, No Child Left Behind Act. Jaye Wacker, whose voice we heard in the first episode and who quit teaching after 31 years, felt like the No Child Left Behind Act did a lot to undermine public trust in education. And it did it through standards. Jaye Wacker: No Child Left Behind set impossible targets. And basically year after year after year, it undermined public confidence in education. So then we needed the standards we needed to prove that we're doing something and yeah, I get it and I agree with it. You know, let's prove what we're doing. But this homogenization that we've talked about _____ High School in their curriculum, the most diverse curriculum in the state, and their kids are outperforming all these homogenized curriculums. Part of the impossible targets from the No Child Left Behind Act included a 100% proficiency rate for all students by 2014 - this meant that all students would be able to perform at grade level by 2014. This sounds nice, it is great rhetoric because of course no one wants to leave any kids behind, but this goal disregards so many variables. Many students are below grade level because of severe physical and or learning disabilities, and some will never make it to grade level. This doesn't mean an effort to get all students to proficient is a bad goal, it's a great goal, but not reaching this goal made it look like schools were failing. But the Act made it so schools were destined to fail. Though this Act has since been replaced, along with the unrealistic proficiency rates, its negative impact on the view of education is still present. Wacker also pointed to the reality that homogenized education doesn't necessarily produce the best results. This is a pretty common view of standards. A teacher who wanted to remain anonymous said. "On a societal level, I think standards are the worst thing about education, and that's a wide-open race... In my opinion, standards have lead to a homogenization that is stunting our growth, and solve problems that don't exist. I don't want education to be the same everywhere; I want to be a local restaurant, not a McDonald's." For a more scientific point of view, my wife, Jennie, who left teaching after 7 years compares standardization to evolution. Jennica Fournier: So I think that standards homogenize things. So I don't know if your high school teacher was too afraid to teach you about evolution. But in general, we evolve best as a species if we have a really diverse gene pool. Basically if our education system was a gene pool, we'd be fucked. So from an evolutionary perspective, species that are standardized or homogenous, don't survive adversity very well. Diversity is necessary for survival, and this includes diversity of curriculum. Jennie explained that we might struggle as a country to solve problems when everyone has been exposed to the same standardized curriculums. Jennie points out that there would be benefits to having students prioritize local issues. Jennica Fournier: So essentially we need kids to have a set of skills that match their environment at a local level in order to solve problems at their local level versus everyone in the US only knowing how to solve a generic set of problems. So many teachers see standards as an impossible bar to be reached that stifles their ability to be creative in their classrooms. Another part to the frustration with standardization and standardized assessments comes from the preparation required to take them and the pressure associated with the results. This is preparation and pressure that Mark, who discussed assessment earlier in this episode, says might be unnecessary. Molly Waterworth, who we heard from in a previous episode and who left teaching after 8 years, explains how frustrating that process of preparation was. Molly Waterworth: ACT/SAT prep, hated that. Totally hated it. And I never really figured out a way to do it super meaningfully. It just felt really meaningless because I just couldn't connect it to anything relevant. I just have to say to the kids, “I'm doing this so that you know the format of the test, and that's why we're doing this.” It's not fun. There's no way to have a discussion about whether or not somebody answered the correct question on ACT/SAT practice. My biggest motivator and the thing that brought me the most joy in teaching English was discussion and parsing through complexity and finding our collective way through something big and doing ACT/SAT prep just didn't ring that bell. Having to teach towards a test that doesn't seem valuable, or to work towards standards for the sake of standards can leave teachers feeling powerless. I don't know that anyone likes to feel powerless, to feel like their hands are tied behind their backs. Several teachers decided to leave education for jobs that gave them more autonomy, where they didn't feel like they were jumping through hoops. I personally have never been a fan of doing things just because. If I am required to give a test, I want to know that it matters. I do the same for my students, I want all of their work to feel relevant beyond the classroom. Most teachers are the same. They want to know that what they are doing is relevant, and many don't feel like the layers of standardized tests are relevant.Students, like most other humans, want to feel like what they do matters. At least that's what Anjel Garcia wanted from her education. Anjel Garcia: Kids just don't have any respect or like reason to care about school, and I think that connects back to they don't know what they are doing there. Anjel took my college-level English class and graduated last year. She is a phenomenal artist - I have one of her paintings hanging in my classroom - and she is going to college for art. For Anjel, she thinks school should help students find a direction for their lives. Anjel Garcia: I think it's to find a passion and to find something that you want to pursue in life. But we're at the point where you're only doing it so that you can cram and learn that information, and then forget it the day after the test. They're not actually doing it in a way that's teaching kids how to find interests. Which is something that many teachers enjoy. Engaging students in the joy of learning to find their interests is such a gratifying part of the job. And helping students identify interests means teachers would be able to individualize education for students. As we heard last episode, this is what many students want in their education - individualization. So a shift in the mission and a deprioritization of standardized assessment could create a structure that ends up valuing individualization. If we don't make this shift, we will continue with a structure that devalues individualization and does not promote the joy of learning. This is what that feels like to Anjel. Anjel Garcia: It's kind of extreme…with the prison system, they treat everyone the same way. They treat them like animals. They aren't treated in a way that rehabilitates them to be better people or to be prepared in the world, and I think that sort of connects to school. Students shouldn't feel like this, and teachers often feel powerless when it comes to assessment. To ease student pushback they rely on the district, state, or national mandate. The “Sorry guys, we have to do this.” So a shift to prioritizing the joy of learning will be a positive shift not only for keeping teachers but for making education something that students find joy and value in. Still, despite teacher frustrations and the possible lack of validity of standardization and standardized tests, they are present because there has been a historic problem with equity in education in the United States. This is why Marguerite Herman sees value in standardization. Marguerite has a master's degree in education, has some experience teaching, and served two terms as a School Board Trustee. And she agrees that there are some downsides to the standards, but she was pretty adamant that they are necessary. Marguerite Herman: To standardize things, you lose a lot, but you also have these assurances that again… I use the term bean counter. I don't want to be dismissive of that responsibility - bean counters have to answer themselves to others. I've known Marguerite since I was in Kindergarden - she used to help with religious ed when I was little, and I went to high school with her kids. When she was on the school board, I could always count on her to attend events I put on for my students - author visits or student projects. Marguerite is involved and someone I knew would be well-informed and honest with me about her role on the School Board and about education policy. When I told her that teachers are frustrated with standardization and assessments, she acknowledged teacher frustration but defended assessments because they offer quality assurance and a way to make educational funding decisions, even if the standardized assessments are imperfect. Marguerite Herman: You know, with funding comes accountability. And to some extent, people want a number, especially legislators who are not educators. They want to know, what's your competence here, what's whatever you're proficient in. Anytime you index a number, there's just a lot of data that's lost because you're reducing, you're obscuring, a lot of nuance. You don't get any nuance, frankly. It's imperfect, but you need something, and I'm not challenging that. Marguerite explains that something is needed to ensure that all students are benefiting from their public education. And her job as a Trustee on the School Board was to ensure that. Marguerite Herman: Well, once again, the statute kind of lays it out. At the school board, we are elected as trustees, and let me just dwell a moment on the word trustee, which is that you have undivided loyalty to a beneficiary. That word was picked. It's not like a delegate and something like a representative. You don't represent a sub constituency. You represent every child in this district - they are the beneficiaries. So everything you do, you should have in your mind, “I am using all the possessions, the assets of our district, to provide for the educational benefit of every child.” I want to pause on this definition for a moment because there has been some divisiveness on school boards across the country. Marguerite's definition is succinct - Trustees serve their beneficiaries, so Board Members serve kids. This means the tribalism that has moved into school boards across the country should get left at the door. School boards serve students and no one else. And when I say students, I mean all students across the religious, racial, sexual, gendered, intellectual, and political spectrums. This is no small feat to serve such a diverse spectrum of students, but that should be the goal despite what interest groups think or who is in the capital. And this is why Marguerite is adamant that even if our current system is imperfect, we need something. I agree, we need something, but I don't think what we have currently is that something. And Marguerite explains that the data that the legislators want don't come from what a teacher sees. Marguerite Herman: The feds want their numbers, and the legislature wants its numbers. “This is the teacher's honest opinion of the learning that went on” and said, “Yeah, that's fine. But you know, show me the test score, show me the performance I want to see”. And so, you know, we dance to a lot of different bean counters. So the people that want to track progress, as Mark pointed out earlier in this episode and Marguerite reiterates here, don't necessarily want to hear what a teacher has to say about a student's success - even though a teacher is an expert and is highly aware of their students' capabilities. And even though, as we heard Mark explain earlier, a student's gpa, made up of teacher grades, is often a better indicator of a student's future success than the results of a standardized assessment. But teachers aren't trusted. The feds, the legislature, whoever it is that is running quality assurance wants an easily read progress report that covers a few content areas. Remember the idealism about the purpose of education from last episode - it often fizzles at the feet of a standardized structure that takes the word of a test over that of a teacher, the human who actually knows the kid. Idealism and authentic learning and genuine human growth are harder to measure than the few content areas that can be measured on a bubble sheet. Still, I know Marguerite is right - the assessments and the standards are a way to document, in an easily measurable way, that an effort is being made to assure an equitable education for all. That does not mean the way we assess nor the assessments themselves are valid, good for kids, or good for teachers. So let's change them! Let's make our purpose of education, our assessments, our measurements good for kids and good for teachers! Right? It should be easy! We know that kids want to feel like what they do matters, that they want curriculums that are more individualized. Right? So we need to talk with someone who understands how these things work, and how changes could be made to the current system. Here's Chris Rothfuss. Chris has been a college professor, he has run a college summer program for high school students, and he is the father of kids in the public school system. He is also the Senate Minority Floor Leader in the Wyoming State Senate and a member of the Joint Education Committee. Chris was one of two Wyoming legislators to get back to me, and the only one who agreed to meet with me. Chris Rothfuss: The intent of that Accountability Act, as it ended up looking, was to figure out which districts and specifically which schools were struggling, and then provide them with the resources, a system of supports, to build them up and make them better. The Wyoming Accountability in Education Act was adopted in 2013. It took over federal accountability requirements established by the No Child Left Behind Act and preceded by the Every Student Succeeds Act or ESSA. ESSA requires states to give annual statewide tests in reading/language arts and math to every student in third through eighth grade and once when they are in high school, and in science at least once in each of grades 3-5, 6-9, and 10-12. So the Wyoming Accountability Act, through the Legislature and Wyoming Department of Education, interprets federal requirements and sets goals for student and school achievement. So what assessments are used, how students are assessed, and how many assessments are given beyond the federal requirement is dictated by the state. And Chris acknowledges that there might be an issue with assessments. Chris Rothfuss: We may be overtesting. If there were a way that we could do sampled testing if we could be a little more thoughtful about how we're doing it, if we're not using it as a direct educational instrument, then we don't need every student tested, we really just need a statistical representative sample. But at this point, testing for a statistical representative sample is not how assessments are being used. Federally we have to test every student in most grades at least once a year, but many students are tested much more than this. Even so, I like the idea of shifting to a statistical representation especially if it means less tests. Statistical representative sample testing is already used at the federal level by the National Center for Educational Statistics - an entity of the US Department of Education. The National Assessment of Educational Progress or NAEP tests, also known as the Nation's Report Card, are given every two years to randomly selected fourth and eighth graders to test English and Math. So we already have a model for using these statistical representative sample tests, and it might be worth seriously considering how to do this - to quit overtesting. Chris calls the amount of tests part of the unintended consequences of standardization. Chris Rothfuss: So we in Wyoming adopted some world class standards. The unintended consequence, though, as you set that as your mission, teach all of these students all of these standards, is that you've only got so much time in a day. And you've got more standards than you're capable of teaching in a school year. So when that becomes your priority, and you know, you're going to be tested on your knowledge of those standards, and you know, you're expected to improve your knowledge of those standards. As you're thinking through our well, what are we going to do with each of our days, you don't think head to the mountains? I think about heading to the mountains on a daily basis, but that doesn't mean we get to go to them. These unintended consequences of standards and assessments are a reality. The individualization of instruction and the exploration that teachers talked about last episode are often a casualty of an overwhelming amount of standards that must be covered. But a move towards individualization, and less emphasis on standardized assessments is possible. But it will require a legislature that is informed and understands what adjustments should be made in education. Chris Rothfuss: I don't think there's necessarily a misconception that the folks that are making decisions about education, don't understand education. That's regrettably probably accurate. Chris points out that many of the people with the power to make policy decisions about education think they are qualified to make decisions about education because they once went through the education system. Many of these people want to run education like a business, like a factory. They use words like stakeholders and incentivize, and they want annual progress reports. These are people that don't necessarily acknowledge or make decisions about education based on best practices. Chris Rothfuss: I spent the first I don't know how many years of my time in the legislature trying to ensure that our Wyoming education model did not utilize that pay for teacher performance. Because the literature makes it very clear that that is the wrong approach. Best Practices make it very clear that that's the wrong approach. But policymakers so often choose that approach because they don't take the time to really understand why it's an awful approach. Folks like legislators disregarding best practice or research-based practice is a foundational aspect of why teachers are leaving education. Teachers are experts in their field, but education has a tourist problem. You know, those people who are close enough to education to feel like they are a part of the system, but the actual educators, the educational locals if you will, don't see it the same way. And teachers are tired of being dismissed or treated like they aren't experts. The educational tourists assume that their time as students makes them an expert in education - policy is put into motion by folks who aren't informed enough about education to be making decisions. This is so frustrating as an educator. Nothing irritates me more than a non-educator, upon finding out I'm a teacher, starts telling me how I should do things. It's almost as bad as sitting next to an arm-chair quarterback trying to explain how Josh Allen should be throwing the ball differently. Chris is aware of this frustration of having unqualified people making decisions about education, and he is at a loss as well. Chris Rothfuss: Education is certainly not a business. But at the same time, imagine you were a business and you were hiring for the job. Instead of electing for the job, you would immediately eliminate the entire slate. And this would be true of so many of the things so many of the positions, so many elected officials. If it were a list of applicants and you were the hiring officer, you'd just be like not qualified, not qualified, not qualified. How did we get to the point where our elected officials And the folks that we put in charge could never even get a job at the institution they're being put in charge of. Think about that. Many of the people in positions to make policy decisions about education do not have the qualifications to be hired within the education system. Why do we accept this? When the people in charge of the institution aren't involved in the institution, they aren't informed enough to be making decisions that are in the best interest of those people, the students and teachers and administrators, that are in that institution daily. This results in bad policy or policy fueled by animosity towards education or animosity towards any federal institution. Chris Rothfuss: We've moved away from having a supportive team of pro-education legislators on the education committee that was struggling and working to do what was best for K-12 public education and really working hard to now over the last few years, embracing this mentality that our public schools are failing, and that somehow, for profit, religious charter schools from out of state will solve our problems, or decreasing funding will solve our problems, or belittling teachers and calling them out. Maybe holding them responsible for tiny actions or making them post everything that they're doing every single day online for parents to nitpick is somehow going to help. We haven't really in the legislature seen anything that I would call a strong positive pro education proposal in probably the last four years, But what we have seen are policies that attack educators or education as a whole, and this is exhausting as a teacher. For many this adds to the feeling of being disrespected. If our elected officials, people who are seen as community leaders, are attacking education from an uninformed platform, it perpetuates a devaluing of education, thus a devaluing of teachers. And teachers are tired of it, and it's contributing to why they are quitting. Chris Rothfuss: We have some of the least informed policy makers shouting the loudest about their beliefs in education, that they're entirely unqualified to bring forward and promote. And yet, by being the loudest voice in the room and an angry voice, it's just easy to generate a mob mentality of support behind you, and to advance what is effectively bad policy and bad legislation, so we're seeing that. And what's scary is that these poorly informed policymakers are in positions to make policy change, to make lasting impacts on education that will further ostracize teachers, hurt students, and likely make more teachers leave the profession. Marguerite gave an example of a policymaker putting a footnote in a budget bill that tried to reject teaching Next Generation Science standards, which, as Marguerite put it Marguerite Herman: Which is like modern science. We hear about evolution, you know? I think we kind of got that one settled. Let's question gravity, shall we? Okay. I'm making fun of it, but it was, teachers had no idea it was awful. That's what happens when the legislature, which is politics, let's face it, folks, gets into the curriculum, they do not have the expertise. And then Pollock's politics doesn't always produce the greatest results, let's just say. Chris had examples of bad bills too. Chris Rothfuss: Teachers Not in Legislature In fact, when we hear when we when we bring legislation when we got some horrible bill that's coming before us in the legislature, like the horrible bill we had last year that would have required everything that teachers were doing, be posted on the web. Awful bill, bad premise, and certainly awful motivation. As far as I can tell, the only motivation is, you know, we don't know which books to burn if we don't have a full list. So that awful bill, we didn't have a lot of teachers come up and provide public testimony against that bill, you think the whole classroom would be full, right up until you realize that no, all of those teachers were teaching at that moment in time, and would have had to take time off from teaching to come provide testimony against that lousy bill. So we don't hear the chorus of voices from the expert educators, we hear the chorus of voices from the folks that have the free time to come and yell at us. This is a great irony. Teachers who would have strong opinions about such a bill and who would be impacted by the bill, are not able to advocate in person because they are doing their jobs. And at a moment when substitutes are in short supply, leaving school to attend the legislative session is even more difficult. Still, teacher advocacy was something that both Chris and Marguerite pointed to in terms of making a difference in policy. Policy includes curriculum choices and assessment choices. But for a teacher to speak up about assessment or curriculum requires a level of vulnerability that many teachers don't feel comfortable with. Chris Rothfuss: Well, it's certainly understandable that when the teaching community has its strong supportive views for diversity of educational materials that are and that view is effectively contrary to a school board that again, is usually not expert, or particularly proficient in pedagogy or or education. It's going to be disconcerting for the teachers to step up and advocate because again, they're in fear for the protection and preservation of their job, and it's a flaw with our system. I have felt this constantly over the last eight months as I've interviewed folks, researched, written, and produced this podcast. I don't know who I might offend or upset - Wyoming has a mighty small population And I don't know what impact this series could have on my job. It's a risk, but dammit, I'm tired of seeing teachers at the end of their tethers. I'm tired of being a teacher at the end of my tether. Something has to change. We need to fix this. We need to listen to the experts, to teachers who know what they're doing, who know what good assessment looks like, who know what engagement looks like, who know the power of relationships, and who know that teachers are stretched thin. And Chris says, teacher voices could make an impact. Chris Rothfuss: And public testimony does make a difference. And believe me if those 250 educators were able to show up and weren't obligated to be teaching at that point in time. That'd be very compelling. Beyond speaking up in legislative sessions, part of the solution to retaining teachers, might require some reflection on the roles of everyone in the multivariate universe of education. So my question to both Chris and Marguerite was if teachers should have more of a role on school boards. I asked this because many teachers point to the reality that school boards are made up of non-teachers. Not many other professional boards are run by people outside of the particular field. Marguerite was adamant that teachers should not be on school boards - she explained that's not how the statute is written. And Chris worked through the question in a very diplomatic manner, but he acknowledges a problem with people getting on school boards who are there for the wrong reasons. Chris Rothfuss: This gets back to the question of who should govern whom and how. You'll have some people on an average school board, typical school board, that know something about education, hopefully. And then you've got people that are just mad about education. And then you've got people that are pointedly trying to slant education towards specific interest groups interests, that might be fully counter to K-12. Chris sees value in teacher expertise, but like Marguerite, he points to the possible conflict of interest with having teachers on the board. Chris Rothfuss: It is hard to have someone on a governing body that is in the role that the body is governing as a voting member, although that can be dealt with, you can have some votes that they're there for, like the policy decisions they are included in, but maybe not the personnel decisions, there's a lot of possibilities there. So I'm one that certainly is concerned that we do not have anywhere near enough expertise on our school boards. There's no obligations for qualifications. So a lot of the problems we have stem from that lack of expertise. And ideally you want to balance. Having some balance is a step towards a system that will retain teachers. In order to keep teachers in education, it will be important that teachers have a voice in education policy and decision making. Teachers shouldn't be a scapegoat when things go wrong, nor should they be excluded or put in positions where they exclude themselves from decision making positions because they fear retaliation or because they are so busy that they can't make room for something else. We need to reimagine and consider the roles of everyone tied to the education process because right now, the teachers working with kids and engaging in the education process are often left out of the conversation. Dylan Bear, a teacher we heard from a few episodes ago, had the best analogy for how we should think about everyone's role in education. Dylan Bear: Imagine, a fence, you know, like a round pen for a horse. The respect has to come from all angles for someone to learn. And you have to have the community showing respect of the education system, you have to have parents showing respect, you have to have the students show respect to the teacher showing respect for that. And so this ring of respect has to be there, of the education system. Or else if one of those falls out, like have a parent, dad or mom say, I'm not dealing with my kid at school, I call the principals and then once that happened, that kid got out of the pen because now he goes the path of least resistance to leave the education system. The key image that Dylan is presenting here is the ring of respect that requires everyone associated with education to have a role, and trusting each other to cover their role. And for Dylan, even though he points to an analogy of a horse pen, he says this could take place anywhere. Dylan Bear: And it doesn't have to be four walls and bricks and the fence at the school. I think that's such a weird way to learn. I love going to the mountains and going on trails where now you're vulnerable, and you want people to respect you and trust you. You look at the different environments for education, so different. But yeah, trying to get what needs to change to me is you have to have communities that value teachers that don't want to use that negative language. You have to have kids who value it. So education has to be a collective of support with and around kids. To gain that support and trust and collectivity we need to have a clear purpose of education - this echoes last episode. Right now, we base the purpose of education on how we evaluate students or how we can cover a tremendous amount of material. An unintended consequence of having so much material to cover is that education might feel like a grind to students. A grind without a sense of purpose makes it difficult for students to care. So to shift what is happening in the classroom and to create a structure in which roles are clear and supportive of one another in education, Chris thinks legislators should start by listening to teacher concerns. Chris Rothfuss: So when we hear from our teachers, what their real concerns are right now, and when they come back to me as a legislator and say, mental health is the problem for both students and teachers. We should listen. And we should adjust because at the end of the day we're not these rulers that are supposed to be at a distance and making proclamations. Our job is to listen and to learn from folks that know what they're talking about. And then try to put in place policies that affect change that enable everyone to do what they want to do and are trying to accomplish. And particularly in the public education system, we have that constitutional obligation to provide this high quality education for all. For Chris, the role of legislators is to seek out experts to inform their decisions about policy that will impact those experts. So, for policy about education, legislators ought to speak to educators. And to do so in a way that is welcoming and doesn't just put more work on teacher plates. Chris also pointed out that to help mental health, which would contribute to keeping teachers, he thinks there should be a push to shift our priorities away from developing workers, which ideally means a shift away from high stakes assessment. Chris Rothfuss: Honestly, if our first priority was joy in learning. As job number one, just imagine how much more we would learn. And that's the message that comes if we want to set it at the legislative level, we want to set it at the school district level. It does come from the policy leaders setting what is the mission? And right now our mission is develop workers. Chris explained that the role of legislators is to set the education mission, which could be seen as a purpose of education. And he thinks, especially at this present moment of teacher attrition and teachers and students both struggling with mental health, that the mission should prioritize the joy of learning. And if that mission is set, evaluative practices and accountability models can be adjusted. This will then dictate how school boards will work to achieve the new mission's objectives. It's a top-down shift, but if the top (legislators) consult the bottom (teachers and students) then it's more of a down-top-down shift? Whatever it is, it might help. Chris said that he would even be willing to take a drop in proficiency if we have happy kids and happy teachers. Chris Rothfuss: My absolute ideal is to heavily prioritize joy in the classroom, and to focus our efforts, our resources, our activities, and our prioritization towards building joy in the classroom, with the expectation that with that joy, you would be addressing mental health issues, both for the teachers and for the students. And I'd love to see where that takes us. And what that means is ratcheting back this prioritization to build robots and the prioritization of score high on tests. And I'll take a 10% less proficient happy group. I will. At the end of the day, they can learn a little more math later. And if they're happy about education, then I think they'll have an opportunity to learn a little more about math later. This mission would also shift the roles of us, the collective us, parents, teachers, administrators, legislators, community members, everyone, to not think of our K-12 experience as the only time we should be learning. If there was an assumption that learning was a lifelong process, Chris believes that we might have a cultural shift that results in valuing and enjoying learning, which would have a major impact on how teachers are viewed. Chris Rothfuss: We think that you have an education phase in life. We've built a system around the idea that you have an education phase, phase one. Phase two and beyond never get any more education. Avoid, if possible. I would love a system where everyone just kind of keeps going back to school. The move towards life-long learners that Chris is proposing would be a conceptual shift, but it could be supported concretely by a move away from overtesting or overemphasis on testing. Because our current system requires testing, this might mean we reimagine what testing looks like all together. Could it be a conversation? Something more authentic than a bubble sheet? Federal regulations have some flexibility there. Either way, the amount of attention given to Summative or End of Course testing is focusing on a product and not the process. Focusing only on the product is not creating a culture that loves learning - it's kind of the opposite. It's creating anxiety and pressure around learning. So if we can lessen the stress by drastically cutting back the amount and pressure of assessments, maybe we can focus on process and create a joy of learning. So, by shifting priorities away from high stakes testing, we can stop structuring education in a way that prepares only for tests. This might mean loosening the grip on what curriculum can look like or what courses can be offered. For example, I once taught a course at the University of Wyoming called the history of Swing Dancing. We looked at the correlation of historic events and their impact on popular culture. When the class ended, a group of girls continued their final project and created a club on campus called Real Women Real Bodies. This class encouraged students to continue learning beyond the restrictions of the semester. When I proposed to create this class for the high school setting in my district, it was declined because it didn't fit within the Guaranteed and Viable Curriculum. So a shift might allow us to create new, novel courses that might inspire students to continue learning and growing well beyond the course. Such a shift will likely reinvigorate teachers who almost all have unique expertise and would love to incorporate such things into a course. So, as Chris pointed out, to adopt a new educational direction, it must start with a shift in mission at the legislative level - hopefully fueled by teacher input. And I think it can happen, especially in a state like Wyoming that wants to be a national leader in education - it even says so in the Wyoming Accountability Act. So creating a mission that prioritizes the joy of learning by focusing on process over product could happen. Then how the decision is implemented should trickle down. Hopefully, this would result in teachers wanting to stay in education. And if all of this happens, if we can make that allegorical ring of respect and support that Dylan mentioned, just imagine how much better the education will be for our students. Students will ideally feel that joy of learning and feel like what they do in school has purpose because that's what many of them want from school. This is idealistic. But when making changes, we need to strive for idealism and not be guided by fear. Because what we have now is not working. Many people are aware of this and are already taking steps to make changes that will hopefully make education better and help keep teachers in education. Next episode, we're going to take a look at what people are doing to help keep teachers in education. This includes Task Forces, Mentoring Programs, Fellowships, and more. That will be next time on Those Who Can't Teach Anymore. Thank you for listening. Be sure to subscribe to our podcast, leave a review, and share episodes with everyone you can think of. This episode was produced by me, Charles Fournier. It was edited by Melodie Edwards. Other editing help came from Noa Greenspan, Sarah-Ann Leverette, and Jennica Fournier. Our theme song is by Julian Saporiti. All other music can be found on our website. A special thanks to Anjel Garcia, Mark Perkins, Shane Atkinson, Jaye Wacker, Jennica Fournier, Marguerite Herman, Chris Rothfuss, and Dylan Bear for taking time to sit down and chat with me. If you are interested in seeing Mark Perkins' full report, “Teacher Attrition in Wyoming: Factors to Consider” you can find the link in the transcript for this episode and on our instagram page @thosewhocantteachanymore. This podcast is funded in part by the Fund for Teachers Fellowship.
I took an episode to go over some of the basic first steps of recruiting. It felt necessary after a video I posted on TikTok about eligibility got a lot of questions and comments. So this episode is an in-depth review of the main parts of NCAA Eligibility such as Core Course requirements, GPA vs. ACT/SAT on the sliding scale, and where to find it all. I also share some tip's and tricks to on-field and off-field success in your first steps towards getting recruited.Find more great content to help you get recruited at www.recruitgrind.com I get it, podcasts can be long at times. If you want to see some quick highlights from each episode as well as some great recruiting tips, follow us on TikTok, Instagram, Facebook and Twitter (@therecruitgrind).And remember, don't stop GRINDING!
Heading into the annual testing season, we're dedicating time today to discuss the importance of mental health for students who will take the ACT or SAT tests this year, as well as for younger kids who also have big tests on the horizon. Guest expert, Iranetta Wright, Superintendent of Cincinnati Public Schools, and Cincinnati Children's mental health expert Dr. Brian Kurtz, share their experiences and guidance for parents who are helping their kids through this phase. Parents of high schoolers and middle schoolers this one is a must listen!
Episode 85 finds the gals on the corner of Audacity & Advice with special guest Jennifer McKenzie; Founder/Principal of Milestone™ College Prep. Jen's comprehensive suite of services runs the gamut and is just what the gals need to hear in order to break down the wreckage that is the "Unpolished Side of College Admissions." With Jen's expertise and unique approach, students will be challenged to Explore, Engage & Empower themselves to achieve goals, realize their potential and ultimately become the captain of their own success! Milestone™ College Prep offers an abundance of resources for students embarking on their collegiate journey including tutoring, coaching, guidance, mentoring, ACT/SAT test preparation, essay assistance and college applications. Acceptance Rate to Unpolished Therapy Podcast is 100% so "apply" now wherever you get your podcasts and listen to today's episode! Get Your Pencils Sharpened & Your Notebooks Out... 'Cuz This Is An Episode You Won't Want To Miss! For More Information On Milestone™ College Prep Visit: www.milestonecollegeprep.com Email: info@milestoneboca.com Phone: 561-470-7100 Text: 561-465-6250 Facebook: @milestonecollegeprep Instagram: @milestonecollegeprep Twitter: @Milestoneboca LInkedIn: Milestone Academic Planning Have Questions, Comments or Concerns For Unpolished Therapy? Email Us: UnpolishedTherapy@gmail.com Follow Us On Instagram & Facebook @UnpolishedTherapy Twitter: @UnTherapy
Covid brought about the rapid growth of SAT and ACT test-optional for college admissions, which has been great for some students. As we move past Covid, should your teen be taking the tests now? My friend Brooke Hanson from Supertutor Media Inc and SupertutorTV says in most cases yes! In this episode she shares the data to demonstrate that among top selective colleges they are accepting more students who took a test, even when those schools loudly claim to be test-optional. Listen to the episode for the inside scoop on why this once test optional supporter has reconsidered the value of testing. Her students will be taking the test and you may just discover your teen should too. EPISODE NOTESSupertutorTV's Brooke Hanson has been a supporter of test-optional for many years, but recently changed her mind based on data discovered from school admissions reports and her own belief in the positive mindset shift that comes from test prep and testing. There are some high school students for whom testing will always be difficult, but she still encourages taking the tests for a number of reasons. Many teens were off the hook during the pandemic because testing centers were closed, yet a growing number of schools are requiring tests again.First there are also data-driven reasons for testing. Did you know even some test-blind schools, those which wouldn't normally look at anyone's results, will factor in scores if you were in the top 50% of applicants? Many colleges that say they are test-optional are providing an admission advantage to those with test scores. I had a previous student who unscientifically surveyed her peers in her Honors College and couldn't find a single admitted student who applied without ACT or SAT scores at her test optional college.Brooke gives a good reminder to consider your teen's mindset. I think of testing like the clubs and activities from high school. They may be optional, but you wouldn't go to school and skip the activities. Students want to show they can actually do the work of college and graduate. Maybe testing has become a circus, but with Brooke's test prep and my college and career coaching, we want to set your student up to make informed decisions about their future so they don't go in blindly or leave things to chance.Highlights What made Brooke stop being in favor of test optionalACT-SAT admission data from the top 200 schoolsWho might benefit from test optionalHow ACT-SAT testing and prep create a positive mindset shift Links mentioned in this episodeSupertutor Media Inc. YoutubeFlourish Coaching on YouTubeCollege Data: Best and Worst Best for Test OptionalSupertutor Media on Insta/Twitter/Tiktok: @supertutortv National Test Prep Association Member DirectoryLaunch College & Career Clarity CourseLaunch College and Career Clarity Facebook Community
What does the college-bound journey look like for neurodiverse students who have ADHD, Autism spectrum disorder, Dyslexia, Dyspraxia, and other learning disabilities? What should parents of high school students with learning differences keep in mind as they navigate the road toward college and career? My guest in this episode is Eric Endlich, a clinical psychologist and educational consultant who has worked with his organization, Top College Consultants, serving families with neurodivergent students to create a successful college bound strategy.EPISODE NOTESIf you have a child with learning differences, you probably already know that their path in life often looks a little different from that of their neurotypical peers. So when it comes to creating a college-bound strategy, it should come as no surprise that this is also going to require some outside the box thinking. If your child has ADHD, autism spectrum disorder, dyslexia, dyspraxia, or other learning disabilities, what can you be doing as a parent to ensure a successful journey and college experience for your student?As a parent of a neurodivergent child, and as an independent educational consultant with decades of experience, Eric Endlich has a wealth of knowledge on the ins and outs of higher education and campus life for those with learning differences. While most schools are able to accommodate disabilities to a certain extent, some schools are able to go above and beyond with special programs designed to support students with different needs. Finding these neurodiversity-friendly colleges may be a crucial part of finding the right college fit for your family.I love the point that Eric makes about the difference between a high school student who is college-capable and one who is college-ready. This is an important distinction, and one that even parents of neurotypical kids should keep in mind as they prepare their teen for college. Often, our teens are able to take on the demands of higher education at an academic level, but they really aren't prepared for the experience of navigating life on their own outside the home. No matter what the unique needs of your child may be, it's never too early to start thinking about how to get them ready for college in ways other than just academics. I hope you find this conversation to be encouraging and inspiring as you find the right college fit for the unique needs of your student.Highlights How to determine if your teen is “college ready” or “college capable”Managing stress and anxiety when applying and transitioning to collegeAvailable options and services in college for students with learning differencesDisability disclosure and ACT/SAT testing accommodationsLinks mentioned in this episodeCollege Major & Career Planning for Neurodivergent StudentsLaunch College & Career Clarity CourseTop College Consultants WebsiteTop College Consultants FacebookTop College Consultants YouTubeTop College Consultants LinkedInAutism In CollegeTop College Consultants Articles
Ready to learn the history, philosophy, and practice of an experienced professional in the test prep industry? MEET OUR GUEST Meet Meredith Bagwill, the owner of Total College Prep, LLC. Meredith has 28 years of experience in education. Total College Prep, LLC. provides comprehensive tutoring services that enable students to improve test scores, navigate college admissions, and excel in academic coursework. SAT/ACT test prep courses and academic tutoring sessions are offered in the Dallas-Fort Worth area and across the country virtually. Additionally, Total College Prep, LLC. partners with A-List Education to provide ACT & SAT professional development (in-person and online options available), classroom instruction, and content licensing to schools, organizations, and education-focused nonprofits across the country. Find Meredith at 1-972-587-5005 or https://www.totalcollegeprep.net. ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.
Covid brought about the rapid growth of SAT and ACT test-optional for college admissions, which has been great for some students. As we move past Covid, should your teen be taking the tests now? My friend Brooke Hanson from Supertutor Media Inc and SupertutorTV says in most cases yes! In this episode she shares the data to demonstrate that among top selective colleges they are accepting more students who took a test, even when those schools loudly claim to be test-optional. Listen to the episode for the inside scoop on why this once test optional supporter has reconsidered the value of testing. Her students will be taking the test and you may just discover your teen should too. EPISODE NOTESSupertutorTV's Brooke Hanson has been a supporter of test-optional for many years, but recently changed her mind based on data discovered from school admissions reports and her own belief in the positive mindset shift that comes from test prep and testing. There are some high school students for whom testing will always be difficult, but she still encourages taking the tests for a number of reasons. Many teens were off the hook during the pandemic because testing centers were closed, yet a growing number of schools are requiring tests again.First there are also data-driven reasons for testing. Did you know even some test-blind schools, those which wouldn't normally look at anyone's results, will factor in scores if you were in the top 50% of applicants? Many colleges that say they are test-optional are providing an admission advantage to those with test scores. I had a previous student who unscientifically surveyed her peers in her Honors College and couldn't find a single admitted student who applied without ACT or SAT scores at her test optional college.Brooke gives a good reminder to consider your teen's mindset. I think of testing like the clubs and activities from high school. They may be optional, but you wouldn't go to school and skip the activities. Students want to show they can actually do the work of college and graduate. Maybe testing has become a circus, but with Brooke's test prep and my college and career coaching, we want to set your student up to make informed decisions about their future so they don't go in blindly or leave things to chance.Highlights What made Brooke stop being in favor of test optionalACT-SAT admission data from the top 200 schoolsWho might benefit from test optionalHow ACT-SAT testing and prep create a positive mindset shift Links mentioned in this episodeSupertutor Media Inc. YoutubeFlourish Coaching on YouTubeCollege Data: Best and Worst Best for Test OptionalSupertutor Media on Insta/Twitter/Tiktok: @supertutortv National Test Prep Association Member DirectoryLaunch College & Career Clarity CourseLaunch College and Career Clarity Facebook CommunityTimeline[01:52] Introducing my guest and good friend, Brooke Hanson from SupertutorTV[02:52] Brook shares testing data from the top 200 US schools[06:14] Do students want test-optional? Should they take the tests anyway?[09:57] Many students are facing challenges taking the tests at all[11:38] Families want to game the system, whether test-required or test-optional[13:03] Why most of her students will still take the test[18:51] Colleges are also playing games and trying many different strategies[23:50] What changed Bro
Wake the Faith up Slayer… This is Garth Heckman with the David Alliance and you can reach me at TDAgiantslayer@gmail.com Brought to you by wellbuiltbody.com Gym Apparel for men and women that rocks and shocks and ain't for everybody - but just might be for you. wellbuiltbody.com Sitting as a kid reading up on black bears in order to do a book report. I sat there thinking, I love learning (what I am interested in) I love writing, I love speaking, I love making people laugh and think and teaching new things… to bad there's not a job like that…. I remember sitting in the little east high school theatre taking the SAT or ACT test. And I knew this didn't matter in my life. I knew my score would suck, but I also knew it would not matter. I am not saying- don't study. I am just saying if you know your strengths and you are being tested on your weaknesses, don't worry about it. Put all your effort into your strengths. I knew so young that my gifts were not based on math scores or english or even my ability to memorize algorithms or write code… In fact I hate english but it didn't stop me from writing 13 books, I have a hard time memorizing but it didn't stop me from writing and recording songs or playing guitar and playing drums… I never tried to focus on my weaknesses… Back to my story about being in 5th grade and thinking wow, wouldn't it be great to have a job where you read, study, write and then speak… and uh yes that is a lot of what I do now as a pastor…. My son is a genius. Almost a perfect ACT SAT score. My younger son is more of the street smart type. If your going to go to war my oldest will draw up the strategy, my youngest will lead the war. but what is most important to me is that they both know their gifts, talents, abilities and strengths. So important to know your gifts, talents and abilities. Gift- great voice, you had nothing to do with it Talents - your genetics combined with your hard work Abilities- typically sheer work Strengths are a combination of all 3 used in the right place with the right people at the right time. One of my gifts is I can encourage and fill others up. Much of my gift or at least it's impact is due to how much I have spent with the gift giver. One of the reasons Jesus came is so that the soul could feel it's worth. And once you feel your worth you no longer run after money or fame or popularity… you no longer run after what you think will give you worth… you just simply rest in his worth being you. Take time today to write down what your Gifts, talents, abilities are how they can be your strengths… it will leave you with the road map to begin to feel what God feels for you.
Tess Connolly LCSW talks with Helen Panos, an accomplished educator/instructional specialist with over 25 years experience in a public school system about 5 myths surrounding SAT/ACT and how to plan for your child's success. Helen introduces herself to us and speaks about the work she does. Tess and Helen talk about the 504 plan and what that is and how this can help with getting accommodations to help when our children take their SAT/ACT. Helen talks about what the SAT's and ACT's are and explains them to us and the differences between the two. Helen talks about what the top five myths are and explains why these are myths - 1) “SAT is harder than the ACT” 2) “Wait to take the ACT/SAT till the end of your junior year” 3) “Only prep for ACT/SAT if you don't have a high GPA” 4) “Because they are IQ tests it is impossible to study for them” 5) “Test scores don't matter because schools are test optional” Helen explains the test format to us. Helen talks about some of the strategies that we can use with our children. Helen talks about encouraging parents to think ahead of time and when the best time is to start preparing for the SAT/ACT. Helen is most grateful for being able to run a company where she can help a lot of children. Click here to learn more about Helen Panos and what she offers - Tutoring Services in Atlanta, Online & One-on-One Tutoring, SAT ACT Test Prep - Dynamis Learning Academy Click here to get access to Helen's FREE SAT/ACT Essential Student Guide.https://skilled-composer-2459.ck.page/710379d145 Sign up for the Tech Reset Masterclass here: https://mindfulkidsandfamilies.com/tech-reset-masterclass ⭐️Join MKF weekly Parenting Journal here: Mindful Kids and Families Journal (Get ready for lessons, podcast leads, offers for parents and ways to win free parent coaching or masterclasses)
Watch Video Tonight, on the Freeway to Elevation Podcast we were blessed to have Melinda Mihlbauer. Melinda is a Guidance Counselor and Program Director at Dorchester County Public Schools and PACE Scholarship Academy. Her commitment and passion for helping people identify and capture funding to go to school free is unprecedented. Residing out of the Palmetto State, South Carolina with a reach that crosses boarders. The PACE Scholarship Academy was established in 2016 and to date have helped 1,612 people earn full scholarships. During the podcast Melinda talked about the importance of exploring scholarships in ninth grade. Her reference to Time + Effort + Support = Success is the blueprint to parents and young people minimizing stress on their scholarship journey. Mrs. Mihlbauer explained to the audience that the Scholarship process is much more than just completing the application process. She reminded us that colleges look at students who participate in community service hours, are well rounded, who participate in extracurricular activities, like the Optimus Club, NAACP, Girls Club, and Nesbi. Melinda proceeded to talk about the importance of research, and obtaining recommendation letters on official letterhead to position yourself differently to obtain the funding you desire. The PACE Scholarship Academy offers Workshops, Boot Camps and OnePalmetto Scholarship and College Fairs virtual and in person. During these events they address how to do the Fafsa, essay, ACT/SAT process. They give away books, resources, scholarships, and laptops. They only charge the public five dollars for College Fair. As we closed out, I asked Melinda to share what she was grateful for, and she talked about her father, husband, and children. Listen to the podcast to learn how to navigate the scholarship process if you want to minimize or eliminate the money you pay for your college. Pease follow Melinda on both IG: and Facebook at PACE Scholarship Academy Follow us at: IG - urban_institute_4_SG Embrace_Your_Truth, Facebook: Urban Institute for Strengthening Families and LinkedIn. Our progams can be found on our linktree at https://linktr.eeVillageking LinkeIn: The Urban Institute for Strengthening Families, http://linkedin.com/in/kelly-little #PACEScholarshipAcademy, #Scholarships, #PlanForCollegeEarly, #VillageKing, #FreewayToElevation, #InfiniteVoiceofOurYouth #ScholarshipWhisperer #TransformationAccelerator
Concierge College Advisor Marni Levin is back on the podcast for this second in the series on Back To School & Off To College. Marni is a virtual treasure trove of information to help students and parents navigate through the college prep and college admission processes. Join us today as we discuss all the important things, steps, tasks in the junior and senior years of high school. There are no short cuts, but conversations like this one will definitely lessen your learning curve to be able to formulate a plan and work that plan.In this episode we discuss:What is the most important year in high school regarding college admissionWhat is the NUMBER 1 thing that colleges will be looking for in an applicant?What is the second and third things they look for?How important are AP classes and the AP exams to college admission?Does your AP score affect your college admission?Should my student take the ACT or the SAT?If my student's college choice is test optional, should they still take it?When should test prep start and should I get a tutor for my student?What is a good score on the ACT/SAT?When should we start visiting colleges?What are the steps to narrow down the list of colleges to consider?When should my student start to look for scholarship opportunities? What types of scholarships are available?What is the best thing students of Juniors in high school can to do to help?How important is mental health of my student surrounding the college search?What should my student do between junior and senior years?When should my student start filling out the common app?Should my student consider early action or early decision?How many schools should my student apply to?What if my student decides they want to take a gap year or not go at all?What are the 4 Ps that all parents should use going through their student's senior year?This episode is JAM PACKED with great advice and action steps and I encourage you to get the TAKEAWAY cheat sheet to have something tangible to work from. You can get that HERE:Takeaways from Marni: https://www.subscribepage.com/junior-senior-takeawaysAnd go to Marni's website https://www.collegemarni.com/ and contact her team about becoming part of College Marni Convos - a place where you can get information and ask questions. Remember, she offers a 1:1 60 min call so that she can become familiar with your student in order to be able to make good recommendations when you join.And follow Marni and her College Marni Campus Takeovers this fall here:http://www.instagram.com/collegemarni_As a favor and a huge help to me, if you could RATE and/or REVIEW this podcast, I would sincerely appreciate it. Every little bit that you can do to help this podcast means so much to me. Do that at the bottom of this link:https://podcasts.apple.com/us/podcast/the-new-old-you-with-lesley-mcshane-redesigning/id1549596974You can find me at all the places HERE:Website: https://llmcshane.comInstagram: http://www.instagram.com/lesleylmcshaneLLM
After 12 years of professional basketball, Jimmy went to work as a financial adviser for Merrill Lynch. It was there that he gained the skills needed to organize, design, and execute strategic financial plans. Over the last 20 years, he has spent much of his time working with non-profit organizations that mentor youths in the Detroit area.Jimmy is part owner and Vice President of TruChampions, a national education and sports recruiting service, providing comprehensive consultation for college admissions and applications, tutoring, coaching, and ACT/SAT preparation. Jimmy is an alum of the University of Michigan, majored in Communications, and lettered in men's basketball, where he appeared in the NCAA Championship in 1992 and 1993. He remains active in the community by serving on the Board of the Letter Winners M-Club and on the Finance and Facilities Committee. He also supports the Abayomi Community Development Corporation as a coach and serves as a board member of the National Basketball Retired Players Association, Detroit Chapter. Jimmy resides in Birmingham, Michigan with his three children Jalen, Madison, and Malcolm. He enjoys spending time with his family, exercising, and moonlighting as an analyst for collegiate and professional basketball.To learn more about Caralee, visit her page:https://www.mariposagroupdfw.com/agent/caralee-gurney/To learn more about Stacy, visit her page:https://www.mariposagroupdfw.com/agent/stacy-cooper-revely/Stay in touch on social media:https://www.facebook.com/TheMariposaGrouphttps://twitter.com/mariposagrouphttps://www.instagram.com/themariposagroup/https://www.linkedin.com/in/stacyrevelyrealtor/https://www.linkedin.com/in/CaraleeGurney/
Nellie Medow, a former teacher who is currently pursuing a Masters in Industrial and Organizational Psychology, is here to share with us how to communicate assertively in the workplace. She owns a tutoring company that also assists students with ACT / SAT prep. Nellie works with the National Mental Health Institute of Geauga County and is an admin for their social media.Listen as she shares how to communicate in professional settings and how leaders can create environments where others (no matter the rank) feel heard.Nellie runs 4 Facebook groups where she shares, on a daily basis, valuable and key information and resources that have seen her audience grow exponentially. Her Facebook groups are:Vulnerability Is My SuperpowerFuture and Current I/O PsychologistsNAMI Geauga County GroupEloquent Speakers ClubShe is a wife and mom to 3 amazing boys.
Would you benefit from extra time on the SAT, or other accommodations? Megan breaks down everything you need to know about accommodations on college prep testing. Together with Gretchen, she discusses: who can receive testing accommodations what accommodations are possible ... Read More » The post 409 – How to Get Accommodations on the ACT / SAT appeared first on The College Prep Podcast.
Maybe you're in high school getting ready to take your ACT/SAT... well do I have advice for you. Listen in to hear me reminisce about my ACT experience and what advice I would give my younger self. I promise you this is worth the listen. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/backpocketpod/support
Jon Boeckenstedt is the Vice Provost of Enrollment Management at Oregon State University. He has thoughts about how we do--and should do--admissions. Here he is in conversation with philosopher of education Harry Brighouse. What is "enrollment management"? Is the admissions office more like Space Mountain or Studio 54? What information does an admissions officer actually get from an ACT/SAT score? What difference might going test-optional make? What will enrollment patterns look like in five years? What's so annoying about the US News rankings? What should more faculty knew about students? and more. To learn more about Jon's work: Jon Boeckenstedt's Admissions Weblog Higher Ed Data Stories This is part of our series on higher education. Transcript Website Conversation recorded remotely July 2021. Music is "Aced It" by Ketsa from the Free Music Archive. Used under a creative commons license.
If you're looking for customized one-on-one prep that's 100% tailored to your unique needs, Inspirica Pros has dozens of expert ACT/SAT tutors with decades of combined experience; https://www.inspiricapros.com/services/test-prep/sat-act/ (give us a call today). We can't wait to get started. https://www.inspiricapros.com/services/test-prep/sat-act/
Host: Josh Tyler: National College Advisory Program Director for Rush Soccer Co-Host: Tyler Tomlinson: Head Women's Soccer Coach at Culver-Stockton College Guest: Brooke Reifinger: Aces Nation TOPIC: The importance of Academics Does the ACT/SAT really matter? Rush offers Tuition rewards! Grades=Guaranteed Money Other Rambles Ramen Noodles or Cup of Noodles? Song by ABBA??? Questions NOT To ask on a campus visit.. --- Send in a voice message: https://anchor.fm/rushsoccerpodcast/message
We sit down with Sarah Reese from Informed Educational Solutions to talk about the big question on all college applicant's minds, "Do I Really Need to Take the ACT/SAT?"
In Episode 21, you (or your parents) will learn the importance of the entrance exams like the SAT and the ACT, and how those scores can impact your ability to register for college-level courses. You will discover how sometimes students who make last minute decisions to take college classes can still be admitted to a community or junior college without the ACT/SAT tests and rely on the entrance exams the college offers as a possible accommodated option. See the transcript here.
Confession: I am so completely overwhelmed and stressed out about the college prep process for my Junior. I've already missed a few deadlines. I had SO much anxiety when I applied for my own college as a teen that I shut down, and did not even apply for a single scholarship. Even though I had great grades! Arrrrggghhh! I want to go back in time and give teen Penny a stern talking to. And a hug. Listen in to get a rundown of what tasks need to be done in which year, starting in 9th grade. If your teen is older than that and you haven't done anything--don't panic. It's okay. We've got you covered. Take a deep breath. Eat some chocolate. And tune in to hear what we've learned. Middle school - Grade 10 Get to know yourself - explore your options Start saving! Develop strong study and time management habits Become involved Junior Year Meet with your school counselor or mentor to discuss colleges and their requirements Create a master list or calendar with your checklist and the deadlines Go to college fairs Make an account with Common App Register for the ACT/SAT Start looking for scholarships Senior Year Update your master list or calendar Complete scholarship applications Stay involved, seek leadership roles if possible Re-take ACT/SAT if needed Apply to your chosen colleges Ask counselors and teachers to submit the required documents (transcripts, letters of requirement) Visit college campuses Notify the school of your commitment and submit any required financial deposit Resources: www.my529.org www.studentaid.gov Dawn Rosenberg McKay, Should I Go to College, www.thebalancecareers.com/should-you-go-to-college-525564 My Future, https://myfuture.com/ College Application Timeline: 12th Grade, https://bigfuture.collegeboard.org/get-in/applying-101/timeline-12-grade
Testing season seems to never end. The SAT/ACT are given more times a year than ever and it can be overwhelming to guide your children. As parents, we are trying to optimize our child's 'performance' on the test so they can apply to colleges. It is an exhausting time for everyone in the family. Creating a schedule, ensuring that your child is efficient with their time is critical for maintaining sanity, and doing well on the test.There is help!Amy Seeley from Seeley Test Pros and Mike Bergin from Chariot Learning join us in the studio this week to discuss:When is the best time to take the ACT/SATWhen is the best time to prepare for these testsWhat can we do to help our child attain their highest scoresWhat are resources we can ALL use to help our childrenhttps://seeleytestpros.com/https://chariotlearning.com/https://www.khanacademy.org/test-prephttps://bigfuture.collegeboard.org/get-in/testinghttps://www.youtube.com/user/KaplanSATACTSupport the show (https://www.patreon.com/user?u=31725704)
Alexandra & Sarah tackle ACT/SAT test taking strategies & how to customize your college visits to really know if a school is the right fit for you. DM us your questions! We LOVE answering each one! Link to Instagram: https://www.instagram.com/theonestepaheadpodcast/ --- Send in a voice message: https://podcasters.spotify.com/pod/show/theonestepaheadpodcast/message Support this podcast: https://podcasters.spotify.com/pod/show/theonestepaheadpodcast/support
The advice has changed! Although we used to suggest that students should always write the “optional” essay on the ACT/SAT, now it really depends. Tune in to hear the updates on this key college admissions topic. Specifically, Megan walks you ... Read More » The post 296: Updated Advice — Do You Need to Take the Written Essay on the ACT/SAT? appeared first on The College Prep Podcast.
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