<p>I have twin daughters who have similar classes and one didn’t do well on the SAT math section at all. One is an A student and the other a high B although some semesters she gets an A. They are both in pre-calc this year with the same teacher, although not in the same class. They had a 100 point difference in scores. They both get A’s in English Lit but the math-challenged daughter will get 11 and 12 on essays and a higher score in that area. I really hate defining certain students by numbers and having twins, see that in standardized scores, their whole life, they didn’t always reflect their knowledge. The “bad test-taker” does exist and sometimes it can be frustrating. That said, more and more schools seem to be trying to look at students as more than numbers although I understand the need for some criteria with things varying so widely.
I would look at what exactly is the problem, making mistakes (my son used to rush and miss steps) overthinking the problem, not getting a concept, reading too quickly and not understanding what they really wanted, it can be so many things. She may never get a lot correct, but I’m sure with help and confidence can gain some more points.</p>
<p>A friend’s D (a current HS senior) had very lopsided ACT scores (she didn’t take the SAT). She had 30 in reading and 16 in math, and a composite in the low 20’s. She has a visual/spatial LD (I’m not sure what that is, but she never got any services in connection with it), and she wrote a brief statement explaining her score disparity by saying that she has a problem with math but she still took college prep math courses and just learned to work harder at it. Her B to B+ grades in math proved this out. She also wrote that she has learned to play to her strengths, and specified majors that were not at all math related. She also wrote a very good essay, one that admissions folks at several schools commented on. Bottom line - she got into 11 out of 13 schools she applied to (including Marist), and got decent merit money (half tuition) at several of them. She wasn’t applying to top tier schools, but rather to CTCL-type LACs that were good fits for her.</p>
<p>S1 always had extremely lopsided scores on everything from Wechsler IQ to SATs. Way below average math, way above average verbal. He also had visual-spatial issues that were addressed, but not successfully, with vision therapy, tutoring every year, etc. He has no interest in taking math in college, but it’s a requirement. Although we submitted documentation of his LD (he also has ADHD), the college will not waive the requirement, so he may not ever graduate (he dropped math one semester and has avoided it ever since). I think his lop-sided scores have hurt him very much in how schools regard him. He did not apply to very competitive schools, but still was only admitted to one. By the way, he is a brilliant writer and actor! But academics (other than English and History) are impossible for him.</p>
<p>I forget specifically what the math portion of the SAT covers, but it is before any pre-calc. So it could be that, in addition to not enjoying math and possible grade inflation, the SAT is covering areas that she hasn’t had in 1-2 years… She would need to study up on those areas, I would think.</p>
<p>I would also assume that a tutor or program of some kind would be the best way to find out “what am I doing wrong” as opposed to “this one IS wrong.”</p>
<p>I don’t know if it would apply to her, but there is also a book out specifically for girls: The Girls’ Guide to the SAT. Girls tend to make different types of mistakes than boys do, and it could be that some of the info would help her out. For example, most boys are more willing to give it a good guess, but most girls want to be sure they are making the correct choice, so they end up spending too much time on questions that would be better served taking an educated choice and then moving on.</p>
<p>Best of luck.</p>