How Command Education Prepares Families for the Changing SAT/ACT Landscape: Q&A with Aaron

Aaron: The short answer is yes. Standardized test scores are just another data point for a student’s profile in admissions officers’ eyes, providing further insights into a student’s readiness for collegiate coursework. Like every other data point in your admissions profile, scores are evaluated holistically—some students excel in school but struggle with standardized tests, while others perform poorly in school yet test exceptionally well. Having that extra data point allows admissions officers to better understand a student’s academic potential and learning strengths.

Even if a number of schools on a student’s list do not require the ACT or SAT, learning how to take standardized tests remains an important skill regardless of one’s college aspirations. For instance, even as schools like the UC (the University of California system) move away from the SAT and ACT, they are considering implementing alternative state-run assessments.

Yale expanded the list of tests they will accept beyond the SAT and ACT (they now accept AP and IB tests), but standardized tests of some kind are required. All of this to say, students need to learn how to test. The specific requirements or testing format will evolve, but all indications point to the fact that standardized testing is here to stay.

Aaron: Setting a goal score can feel overwhelming, but it ultimately comes down to three key factors:

• What is your starting point?
• What are you capable of achieving?
• What school(s) do you want to attend?

First and foremost, students should take a diagnostic test to see where their starting score is. This will give them a sense of how they handle the standardized testing format, what knowledge gaps they need to fill, and what their baseline skill level is. Students should then think realistically about their capacity for growth—for instance, if a student is beginning the test prep process during junior year, they likely won’t be able to bring their score from a 900 to a 1500.

This is because juniors have less time before they begin the application process and because they have generally completed the necessary coursework for the SAT or ACT, so a lower score cannot be attributed to curricular gaps. Meanwhile, sophomores are still working through the curriculum covered on the tests and will likely see a baseline score increase as they are exposed to more of the concepts that appear on the test.

Students should also consider the level of commitment they can reasonably put toward test prep—if a student’s schedule is already overextended, they may not be able to devote the hours necessary to see a dramatic improvement in their score; whereas, if a student feels that they can reasonably allocate significant time to studying and practicing, they may be able to shoot for a higher goal score. While it’s great to shoot for the moon, it’s really about realizing what you’re capable of and achieving the best score for you.

Finally, students should take the schools on their balanced college list into account. If they are aspiring for a particularly competitive school, or if they dream of attending a school where the median score is slightly higher than their diagnostic, these data points can inform the specific goal that we set for their testing journey.

Aaron: The decision to submit test scores depends on how a student’s results compare to a school’s average. For instance, if the average SAT score for a school is 1550 and a student has a 1500, they should absolutely submit. Students should keep in mind that the average score for accepted students is a composite, which means that there are admitted students who fall below the average and others who score above the average. Any time a student is below the average, there is a risk factor to consider, but it by no means indicates that a student cannot be admitted.

That being said, the further a student moves away from that average, the bigger the risk factor and, consequently, the more important it is that their profile has some standout element—perhaps the school boasts a unique interdisciplinary program that aligns perfectly with the student’s hook or the student tested low but has an exceptionally strong extracurricular profile that will stand out to admissions officers.

Students can choose to go test-optional if they feel their score will reflect poorly on their profile, but this raises a bigger question about whether the school is right for them. In the absence of these distinguishing characteristics, a sharp difference between a student’s score and the average for admitted students might indicate that the school is not well aligned with a student’s academic profile and they need to revisit their college list.

Aaron: The best way to decide between the SAT and ACT is to take diagnostic tests for both. Some students naturally perform better on one exam over the other, so it’s crucial to identify strengths and weaknesses early in order to build a targeted strategy and timeline.

If you want to learn more about the distinctions between the SAT and ACT and choose the right test for you, check out Command Education’s comprehensive guide to the ACT and SAT, complete with an interactive flow chart!

Aaron: In short, both! But each of these metrics tell admissions officers something different about a student’s academic skill set. While a student’s transcript reflects long-term academic development, course rigor, and core interests, standardized tests offer a controlled metric to compare students across different high schools and curriculums. In tandem, both can tell admissions officers something about a student’s preparedness for high-level collegiate coursework. For example, a 3.0 GPA with a 1600 SAT might tell colleges that a student has strong academic potential, but attended a particularly challenging school or perhaps overcame low grades in their initial years of high school.

Aaron: Time and time again, I have seen students level up their scores by learning to have a reason for their answer. Whether eliminating three out of four options, plugging a number into the quadratic formula, or identifying that the problem concerns subject-verb agreement, having a clear process for reaching your answer significantly decreases your chances of being wrong.

Additionally, the more that students can critically reflect on their reasoning, the easier it is to assess where they stumbled if they did choose the wrong answer. Students should focus on the skills in their toolbelt as they answer, rather than getting tripped up by the various question styles.

Though it may sound elementary, I have seen many students improve their scores by learning to better read the questions. Skimming and scanning leaves a lot of room for error—many students see a certain variable or identify that a question is asking for a quadratic equation but jump to answer before fully assessing what the question calls for. Taking your time and reading thoroughly are critical for improving your test-taking abilities.

Finally, I like to say that test taking is like making a crock pot recipe—it takes time. Cramming the information 72 hours before the test will not allow you to retain the material in either the short or long term. Students who truly excel in the testing process are those who start early—ideally, students should take the diagnostic tests during sophomore year, learn the material over time, and practice for months before taking their first official test.

Aaron: The question is never whether a student is a ‘bad test-taker,’ but why they struggle. Our 1:1 approach to the tutoring process provides students with a testing plan tailored entirely to their unique needs and areas for improvement. We help students pinpoint their weaknesses—whether it’s time management, anxiety, or reading comprehension—and develop strategies to overcome them. No two students will follow the same path—whatever a student’s goals, strengths, hurdles, or learning styles, we meet them where they are and help them achieve their goals.