<p>Honestly, I don’t think anyone knows for sure. We know that engineers get forgiven somewhat lower reading scores and the same thing happens for highly verbal kids. I think much depends on how low that low score is. If it’s above 600 it’s pretty easy to forgive, if the rest of the story makes it worthwhile. No school reports the scores in tandem, so we don’t know if the low math scores belong to the football players (just using stereotype, nothing against football) or if they belong to the brilliant writer. I don’t think either number governs - it’s somewhere in between most of the time.</p>
<p>Part of the answer may lie with what else is in the admissions packet. Although my S is re-taking the SAT due to his CR score (math, as usual, was sky high) we’re hoping that his record with AP English Language grade and AP exam score and his two AP social science classes), his essays, and a good LOR from the AP English teacher will serve to counter the, relatively, lower CR score.</p>
<p>My daughter was in a similar position this year–CR800, W790, M610. Talk about lopsided! She refused to retake the SAT or do practice tests ahead of time as she had spent all her energy previously on ACT and I really couldn’t blame her. She took ACTs 3 times and her breakdowns were similar–E36, R35, M27, S?, C32. She is actually not bad in math but definitely stronger in English. I think for her it was more of a mental thing/lack of confidence. Anyhow, she fared well in admissions (mainly LACs) and I’m sure your D will as well. Good luck!</p>
<p>I also have a lopsided D. She took the ACT (no prep) as a sophomore and gt a 29 composite (one more point on any section would put her at a 30) with E-32, R-35, S-27, M-25. She’s a junior now and doesn’t even want to take the SAT because of the math - and her PSAT scores this time around were even more lopsided with CR-68, W-73, M-47 (which would look awful if her SATs were anything like that).</p>
<p>Right now she’s torn between two choices - double majoring in foreign languages and international relations - but she’s also really interested in being a veterinarian (I guess she could major in a language and just take the required science courses). I’m concerned that her math could derail her. Rank and GPA are good, though - she’s easily in the top 10%, 3.8 uw (thanks to Cs in math), 4.1 w. I want her to really prep for math and retake the ACT is Sept, but she wants to use her sophomore scores. What do you think? Thanks!</p>
<p>Just adding my voice to the chorus: Her scores aren’t that lopsided, the 35-28 probably put her well above the median for Bryn Mawr and certainly put her in the zone where all her other interesting fit factors get a serious look (which I assume, based on your previous posts, will be much to her benefit). Relax for a few months!</p>
<p>UNBALANCED SAT SCORES: </p>
<p>D is a fine student and hard worker, but doesn’t take multiple AP/IB’s, that’d be too much for her. She has never tested well in Math, though she does well in her Math classes shes a very hard worker and not-so-great test taker. (SAT Math = 550, ACT Math = 19)</p>
<p>I guess my question is how concerned should I be that these math scores are going to drag down her overall scores and knock her out of the running for admissions and/or merit money? Her math teacher and GC seem unconcerned and I value both of their opinions very much. </p>
<p>I just thought I touch base with this group to see what your experiences have been like. Granted, D will be applying for journalism programs, so I thought her Math scores might be interpreted as important, but somehow with the writing tract in mind but that was when she was knockin it out of the park with her writing which didnt show up on either the SAT (650) or the ACT (8/12, Eng+Wrt = 31). </p>
<p>Im trying to figure out if I need to take the reins and formalize her Math prep. (So far my philosophy has been this is her journey if shes unmotivated and doesnt choose to prepare for the tests, shell get test scores that are representative of the level of work that shell be able to reasonably manage when left to her own devices and the schools shed be admitted to would fit both her motivation level and her abilities. Like most philosophies, its easy to hang on to it right up until it gets in the way of the money. HA! I dont want her to miss out on opportunities for programs or aid if it can be reasonably avoided.)</p>
<p>SAT: CR = 740 M= 550 W = 650
ACT: Comp = 29 E = 35 M = 19 R = 34 S = 28 W = 8/12 Eng+Wrt = 31
GPA: 4.11 (W) 3.6 (UW)
4 years of lang
some honors, Eng AP’s
2 years of drama w/ leadership pos.</p>
<p>usually a very strong writer - surprised that it’s not showing up on the SAT/ACT.</p>
<p>My son was warned by his IB English teacher that the strongest writers often don’t score outstandingly well on the SAT or ACT. Those essays are read in 3-5 minutes and are judged on very superficial grounds. For example, the readers look for very obvious transitions between ideas, while a sophisticated writer may use subtle transitions.</p>
<p>DT:
I hadn’t heard that, but it makes sense I think. Thanks. That may explain the consistency across SAT and ACT.</p>
<p>(More importantly, is your name really Deirdre? So is mine!)</p>
<p>1sttimemom,
Is your D getting time to finish the essay? Is she trying to accomplish too much in it? She might consider a couple of practice essays to get an internal feel for what 25 minutes feels like and what she can write in that time frame. That was all the practice either of my kids did with W – just making sure they could manage the clock.</p>
<p>When it comes to J-school programs, what the colleges will want to see are clips of published work and her application essays. If she can submit some of her stuff to awards competitions, that would be great, too. Is she involved with school or community publications? Those weren’t on your list of her activities. If not, that’s going to be a bigger obstacle to J-school than her SAT essay score.</p>
<p>The conventional wisdom S1 got was to write a five paragraph essay – intro, three examples – one from personal experience, one from current events, one from history – and a conclusion. </p>
<p>The graders aren’t looking for a detailed explication of obtuse literature. It just reinforced to S2 that while IB English’s expectations are insane, he does just fine when asked to write a coherent essay not involving enjambment or metonymy.</p>
<p>Thanks for the input & suggestions. Will check on the time factor & suggest framework you mentioned, thanks. She’s fond of complexity, so that might be in the way. </p>
<p>Her lack of practical writing is a concern.<br>
Her high school does not have a newspaper. The journalism classes are actually yearbook staff, which she chose not to do because she couldn’t do it as well as theatre. I’ve shared with her that, lacking those two things, her applications will be weaker than they need to be to get into the programs she wants. I offered to support her in starting a school newspaper, suggested submitting to local papers, etc. She hasn’t chosen to do anything about it, yet. We’ll see. Although… she did apply and get accepted to our state school’s (UF) Summer Journalism Institute for high schoolers. (I’m not certain how competitive it is - I suspect not very, but I really have no idea.) So that’s something and maybe it will get her moving. Lacking that, I don’t know how she’ll get in… but it’s got to be her choice. Hope the SJI this summer spurs her on.</p>
<p>Blossom: way back on the first page of this thread you mentioned the GC talking about one anomaly. Do you think math in general would be one anomaly? S had a rough time with math class/teacher ( same teacher for 2 years despite our efforts) in 9 and 10. consequently his math skills are not in great shape which gave him a lopsided act (first time no prep) with a composite of 31/m23! he will take again and only prep for math, but assuming it doesnt move very far is it then “math” that’s the anomaly? or each math class, and the lower math in act? (we assume sat math will also not be so great) thanks</p>
<p>On the SAT essay–I want to put in an anecdotal word. Twice now–in 8th and 11th grades–I have scored an 11/12 on the essay portion by writing a barely 4-paragraph essay (by which I mean, the conclusion was 1-2 sentences and the last sentence chopped off). Writing MC tests mainly grammar, which may or may not play to a strong writer’s ear; I am lucky that it does play to mine, but I do know of strong writers who struggle with it.</p>
<p>Keilexandra, S2’s essay was two paragraphs (one a page and a half long – and he “answered the prompt” in the last sentence) and he got a 12. He has beautiful grammar and very complex sentence structure. Your comments make sense given our experience.</p>