Q&A with Caleb: How Command Education Senior Tutors Help Low-Scoring Students Reach Their Goals

A: Typically, I would categorize a student as “low scoring” if they earn below a 1200 for the SAT and below a 28 for the ACT; anyone who scores above this threshold on an initial diagnostic is higher scoring. Students scoring in these ranges often need more foundational content review before they can focus on testing strategies. At the same time, a low standardized test score truly varies from student to student based on their goals. What may be a high score for one student could constitute a low score for another. For example, if a student’s dream school has a median score of 1500 for admitted students, then anything significantly below that could be considered “low” in the context of their profile. Assessing this is really just a way for us to “diagnose” the strategy for moving forward—does a student need targeted instruction to meet knowledge gaps or simply tips for overcoming test-taking anxiety? Will the process of improving the score realistically take six months, or will it take a year and a half?

A: The timeline for test prep depends on a student’s starting point. For an average student aiming for a moderate increase in their score, a six-month timeline is typically sufficient. This includes a combination of content review, strategic test-taking practice, and iterative mock testing leading up to their official test date.

However, for students starting with lower scores, a longer timeline is usually necessary. For instance, a student with a goal of 1500 who begins with a sub-1000 score will require over a year of instruction, preparation, and practice. Regardless of a student’s goal, I generally recommend that low scoring students work with a Senior Tutor for at least a year, with 8-9 months dedicated to mastering content and building foundational skills, followed by 3 months of intensive practice testing and fine-tuning strategies. In some cases, I’ve worked with students over a span of a year and a half. Ideally, students should begin preparing in late sophomore year and sit for the test during the spring of junior year. Students can also begin learning early junior year and sit for the test during the fall of senior year, but they will need to juggle standardized testing with college applications, which can add to feelings of stress and overwhelm them.

A: My niche on Command Education’s tutoring team is helping students with lower scores improve over time, and I think my method has been successful because it is rooted in content mastery. In my experience, students who score low overwhelmingly struggle with content. Both the SAT and the ACT cover an extensive range of material—essentially all four years of high school math, grammar, and reading comprehension. Many students struggle not because they lack intelligence but because they haven’t been exposed to all the necessary concepts in a way that “clicks” for them. Additionally, much of this material is cumulative, so if a student lacks the foundational knowledge in English grammar or algebra, they will struggle with more advanced topics.

When preparing for standardized tests, students don’t often think about reviewing basic grammar concepts they learned in elementary school and never revisited—but going back to the basics is absolutely essential. At Command, we start with foundational content regardless of a student’s background to ensure that they have a strong conceptual foundation. I want to know: Do you understand precalculus? Do you understand why a comma goes in this place in the sentence? Can you tell me what pronoun agreement is? It doesn’t make sense to go over quadratics if you don’t know what a linear equation is.

If the student is high scoring, we can typically cover this ground quickly, but I linger over this material with lower scoring students, as these concepts are usually the source of their issues. My job is to help them connect the dots, showing them how topics build upon each other. I don’t just teach students to memorize formulas or rules—I show them how the concepts interrelate and cohere, which in turn enables them to develop a deeper conceptual understanding, critical thinking skills, and long-term retention.

A: In my experience, students who struggle with standardized testing often also face challenges with executive functioning skills, such as time management, study habits, and information retention, which also impact their performance in school. Many students adopt a “cram and forget” mindset—learning material for a test, regurgitating it on the exam, and then immediately discarding it from memory. While this might work as a short-term strategy, it will always hurt students in the long run—especially on standardized tests, for which the material is cumulative and comprehensive.

In light of this, a major part of my tutoring involves teaching students how to study more effectively. Instead of seeing learning as a series of isolated tasks, I encourage them to recognize how knowledge builds over time (I use the metaphor of a tower to help them visualize layers of materials building on top of each other—like a Jenga tower, it will topple if the bottom layers are unstable). This is particularly evident in standardized tests, which are not tailored to a particular teacher or subject; they require the Herculean task of sitting for three hours, rapidly switching between various subjects and concepts. Many students are not accustomed to preparing for that kind of test—and that’s okay! I am always quick to remind students that nothing is wrong with them, that this format is challenging, and that they often arrive at the process without the tools to tackle it. Our work together is about first establishing the knowledge foundation through critical thinking rather than “cramming,” then acclimating to the testing format through practice tests. Usually, I will start students with one section or half an hour of testing practice before gradually moving to longer portions, a process that eventually culminates in full practice tests.

A: Motivation is one of the biggest hurdles in test prep, especially for students who start with lower scores and immediately feel discouraged by the process. My approach to keeping students engaged has three key components:

First, I meet students at their level. I make a conscious effort to empathize with my students and understand their frustrations. Standardized testing is difficult for everyone, and I remind my students that even experienced tutors like myself still take practice tests to stay sharp. Many students assume that their teachers or tutors find everything easy, which can make students feel like they’re the only ones struggling. Unfortunately, many teachers unconsciously reinforce this perception through what is called “knowledge bias”—when you approach a problem with more information, you often expect that others share the same knowledge that you possess. The more aware we are of these biases, the more we are able to sidestep our implicit assumptions and break down concepts in an intelligible way—which is my goal in my work with students every day.

Second, to the best of my ability, I try to make content fun and accessible. One of the best ways to keep students engaged is by tailoring test prep to their interests. If a student is passionate about basketball, I create practice questions that involve basketball-related scenarios. If a student enjoys video games, I incorporate gaming analogies into my explanations. It’s a small thing, but it shows students that we are in this together, that I care about their lives outside of this very narrow context, and that their learning has tangible applications.

Finally, even as I try to add as much joy as possible to the process, I also level with students—standardized testing may not be fun, but it is absolutely necessary for accomplishing the other, more fun things they want to do with their lives. At the end of the day, standardized testing is just one step in a larger journey. I encourage students to think about their “North Star”—whether it’s getting into a specific college, pursuing a certain career, or achieving personal growth. When students understand the bigger picture, they’re more likely to stay committed to the process, even when it feels challenging.