Should I Apply?

Colleges and Universities A-Z University of Georgia
1

<p>Sup Peoples!
I was planning on applying to UGA in Jan. but my test scores keep holding me back! I have tried and tried to make higher scores on these tests but I can't seem to get it. Its too late too take the tests again. What do you think, should I definitely still apply? What do you think of my chances?</p>

<p>GPA:3.6 (UGA:3.4-3.5)
Classes: 9 honors, 3 APs, completed!
ACT:20!
SAT:eww...
EC's: GREAT AND EXTENSIVE! (sports,cs,lots more)
Leadership: a President, a Secretary, a Founder of CS Projects, and all that good stuff.......
Essays: Good essay writer....
African American!</p>

<p>As you can see, my test score is my greatest flaw. Dunno, I just suck with them. I know I am more intelligent than what the tests say but will UGA?</p>

<p>Thanks mucho for your reply!</p>

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<p>I'm still just a senior in high school and applied to UGA in September, so I don't know how much my opinion will count. Anyway, I'd say why not? What's the worst that could happen...you don't get in? Not the end of the world. Give it a shot. Strong grades and good extracurriculars could easily be enough to overshadow your test scores. :]</p>

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<p>your grades are not bad so just prep for 2-3 weeks straight for the SAT and take it in december. Im afraid a 20 ACT will not get you in.</p>

4

<p>Thanks RodLo and Ryan for the encouraging words. I am crammin now and keeping the faith! But don't you think its sad how about 650 days of high school's hard work can be marked as worthless by some three hours of standardized testing? I dunno, I feel the ACT and SAT are less accurate now. I know some not too bright people (not to be mean) who scored 23's to 26's on the ACT, and who also never taken a honors, advanced, or AP course. They didn't even pass the some parts of the GHSGT (ga grad test). I also know and hear about some like me who has done overall exceptionally above average in HS who just cant geta grip on adm. test! Stuff like that is what makes me think about how college admission test don't measure intelligence accurately (counter to there 90% accuracy claim)! </p>

<p>Anyway, thanks again fellas!</p>

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<p>DBX while that can be true, my cousin who has severe mental problems managed to get a 24 on the ACT. I just think that reasonably you should be able to get a 25+ or your school hasnt challenged you enough.</p>

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<p>
[QUOTE]
DBX while that can be true, my cousin who has severe mental problems managed to get a 24 on the ACT. I just think that reasonably you should be able to get a 25+ or your school hasnt challenged you enough.

[/QUOTE]
</p>

<p>I don't know if that's a fair accusation. Some people just don't do well on standardized tests...it's been proven. Quite a few of my friends (who are in the same honors classes as I am, some of them even in a few AP classes) did absolutely awful on the ACT. So to assume that ANYONE who's even halfway intelligent can get over a 25 on the ACT is really quite unfair, if not completely unrealistic.</p>

<p>However, I will say...kudos to your cousin. :)</p>

7

<p>Aww, think outside of the circle of core academics for a minute. Think renaissance better yet intellectual persuit and interest in particular subjects.</p>

<p>Ryan, it may depend on how you were taught through your years of schooling; that may be different than others. Tests may have been highly emphasized in your years. Your teachers may have used the methods of straight LECTURE, QUIZ, LECTURE, QUIZ, REVIEW, then ,TEST (solely core academic). But in many other students, they have learned to learn and apply differently. My case for example: an AP and honors class for you might have meant or been lecture, quiz, test, but for me AP, honors, advanced, fortunately have meant not only core academics but ENRICHMENT (permanent enrichment). In our rigorous classes the teachers believe in ENRICHMENT, yes we take quizes and tests but more importantly, we publish pamphlets and research papers (we made), we write poems and send letters to the goverment heads, we perform experiments and visit places (take notes and write a paper on them), WE APPLY big time! </p>

<p>To me (to us) that is what AP, honors, advanced, etc..... means, not just for the college credit or to secure that "i'm smarter than you feeling" but to relax our curious minds and ENRICH our skills so we may apply what we learned better than anybody else. Please believe it! Even in the supposedly dull classes like AP calc, or AP stat.. they find something out of the norm to do! And yes, it is true that we are the ones who end up scoring lower than you on the AP Exam, ACT, SAT, and so on...but I (we) didnt take the "hard" class just to score high on 3-hour tests but increase our skills and inderstanding!</p>

<p>NO, i am not ranting for how better EC's are than core academics. Im not just talking about sports, clubs, and leadership activities, etc...., I am talking about a way of UNDERSTANDING THINGS, ENRICHMENT!</p>

<p>I believe adm. tests do not measure one's intelligence like they say they do (90%). They do not measure the 90% chance of ones ability to ACCOMPLISH! and are overated. Example: My essays have won A's and awards, they sure as hell did not take thirty minutes to write (like the amount of time given on Adm Tests, which say i suck on eassays)</p>

<p>Adm. Tests should either be optional or be worth as much as ECs section of apps. UGA's for example!</p>

<p>There are at least two types of COMPETITIVE STUDENTS!
1) One with core academic intelligence who is wonderful at taking tests, quizzes, and listening through long lectures picking up everything (which I think is amazing)!</p>

<p>2) The other with curiosity and intellectual persuit who is ok at test and quizzes, but in lectures always asking questions, contesting the source, wanting examples, wanting to know how it relates to or helps our everyday life (if not then worthless) , and even wanting to teach it (sometimes)!</p>

<p>-Competitve schools today, focus on the first one a bit more, overlooking the strength of the other!</p>

<p>In contradiction to Ryan's statement, my schools have challenged me big time but only because I challenged them to!</p>

<p>In agreement to RodLo's statements, "So to assume that ANYONE who's even halfway intelligent can get over a 25 on the ACT is really quite unfair, if not completely unrealistic" -TRUTH!</p>

<p>But to end on a good not UGA s8 up beat GT 14-7 , huh uh!!!!</p>

<p>DBX</p>

<p>double kudos to Ryans cousin!</p>

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<p>Look im not here to criticize your intelligence or your schools ability to teach you valuable "enrichment skills"(still a little vague to me?), Im just here to tell you what I think your admissions chances are to the University of Georgia. And, well, a 20 is just not going to cut it! There is a reason why colleges look at standardized test scores(and its not just because they are after schools with "enrichment" programs). This is not to say that most highly competitive universities do not look at EC's, because they do, but more or less they want to know that the student has the ability to know common skills ie. simple math reasoning, reading comprehension, grammar - all things that the ACT tests! Hell they even give you the option to take the SAT or the ACT, whichever test you are better at. I can understand it when an intelligent kid may just be a bad test taker and score say a 1200; however a kid that scores a 20 will more than likely not be college material unless you have a great talent(ie. football). </p>

<p>It is my belief that a 20 is feasable in any type of teaching environment and that it is unacceptable and unrealistic to think that colleges will give you a break just because you were taught in some unorthodox teaching environment. </p>

<p>I just want to make this clear - none of my classes ever address "how to take the SAT" or "topics on the SAT", I just simply got a prep book and studied the test on my own. It shouldnt be <em>too hard</em> for you to show improvement if you really want it.</p>

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<p>I would also encourage you to view schools that teach with alternative styles(exeter, TJHSST) and they consistently have some of the highest performing students on standardized tests. </p>

<p>But then again it must be the system and not just poor performance?</p>

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<p>He he, Iv'e thanked you before for your view on my chances and I thank you again, Ill study harder =) But...........</p>

<p>You say.... </p>

<p>"There is a reason why colleges look at standardized test scores(and its not just because they are after schools with "enrichment" programs). This is not to say that most highly competitive universities do not look at EC's"</p>

<hr>

<p>Well, my "enrichment" programs are not EC's! I am saying you may come from schools that see the TEST part (apart from hw, lectures, quizzes, papers, etc..) as the BIG dawg! The test is the most prepared for!..........For me, (and whether you like it or not, I cant help it) that is not the case, the BIG dawg, is APPLYING the skill (not by filling multiple choice or working out problems), the APPLICATION is the research, papers, the experiment (our own, not reading somebodies experiment and answering q's on it), the project, etc......</p>

<p>You say......</p>

<p>"they want to know that the student has the ability to know common skills ie. simple math reasoning, reading comprehension, grammar - all things that the ACT tests! Hell they even give you the option to take the SAT or the ACT, whichever test you are better at."</p>

<hr>

<p>Well hell (that rhymes), I know that, I know what the Adm. test try and see, TRY and see! They try and see students strength of the "common" skills and so, what colleges want to know, they claim they are 90% accurate on testing this, mmmm.....dont think so! Why do students make below average scores on the "controversal" GA Grad test and make 26+ on the ACT and visa versa. The grad test was sooooooo "easy" right? Or was the ACT the easy one? Or is the tests power of judgement a big ball of psychological confusion? I dunno, that is what I ask. </p>

<p>You say.......</p>

<p>"I can understand it when an intelligent kid may just be a bad test taker and score say a 1200; however a kid that scores a 20 will more than likely not be college material unless you have a great talent(ie. football)."</p>

<hr>

<p>He he, "college material". SORRY, BUT THAT IS THAT IS S8 UP INSENSITIVE BS! Either that or your argument is too broad (when you say "college material"). The ACT told me, according to their accuracy rate, that a score of 20 composite is at the 60th precentile of students who take the test! If your talk of "college material" is true, that means 60 percent of american act test test takers are not more than likely "college material". That not only is an insult to many but a strong statement by a student without college experience. An insult to many I know for sure as I know (and you dont) many students who score below a 20 (particularly african americans), </p>

<p>(ex: at the AL - GA boys state program (dreadful), my "city" had many who scored low on the adm, test, like the "GREAT" lawyer boy (who was so good at his practice, yet not "college material")!</p>

<p>You say....</p>

<p>"it is unacceptable and unrealistic to think that colleges will give you a break just because you were taught in some unorthodox teaching environment."</p>

<hr>

<p>My friend, just because a method of education is uncommon to you, different from yours or the others you know does NOT mean it is "unorthodox". Its in fact quite effective, promoting another type of intelligence, "creativity". (according to the studies of psychology)</p>

<p>You say....</p>

<p>"I would also encourage you to view schools that teach with alternative styles(exeter, TJHSST) and they consistently have some of the highest performing students on standardized tests.</p>

<p>But then again it must be the system and not just poor performance?"</p>

<hr>

<p>Yes, I will view them some day but my argument isnt about some schools but about all students being said to think the same like the adm tests say. And oh what a variety the ACT or SAT, yet both are projective test whose companies don't even think about achievement test (its where the money's at right, with all the prep books, cd's,writing portions, etc....-but lets not get started on the big business talk, right?)</p>

<p>Oh, on that last part, take the "must be" out, switch it with an "is", and cross the "and not just poor performance" out, Viola!</p>

<p>DBX</p>

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<p>bmp..yesss</p>

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<p>DBX why make excuses? If your talents are really on par with people that go to UGA then apply regular decision and rant about standardized test scores in your paper. I think your arguments are completely hypocritical. Youre criticizing me for not being able to understand your situation, yet you are not understanding where I am coming from either. Colleges and Universities policies about accepting students is not based on race. You pulling the race card was quite astonishing to me at first; but then reading the rest of your rant it really did make sense to me. You are once again blaming the makers of a seemingly objective test just because they do not cater to your specific needs. Well buddy, I know a lot of people that have bad scores but at least they are doing something about it instead of begging for sympathy on a message board. They are A) trying to show colleges other things that stand out in their applications and B) are actually STUDYING for <em>unfair</em> standardized tests instead of ranting on some message board. Get off of your soap box and understand reality: while the SAT and ACT may not be the fairest tests in the world they still are the only possible way for testing basic skills. I understand that research papers and such are very important but a school has no idea how your performance relates to a paper that your school released. Furthermore, any outstanding accomplishment will outweigh test scores in the long run if you just allow the colleges to recognize it. </p>

<p>I am tired of your *<strong><em>ing and crying because you cant seem to come to understand college admissions. While *tests</em> may be unfair, in some colleges thats what classes mainly consist of. There is no "group think" or "assisted learning" to lead you along the way; it is all up to you. Now whether you take advantage of the situation or *</strong>* and yell is your problem, but you are not doing yourself any favors by being completely bitter about your unfortunate situation. </p>

<p>Test Prep is not necessarily just for rich kids - one good study aid will cost you at most 20 dollars and if you cannot afford that, there is always the library. Sometimes in life you have to do things that you do not like to get to your desired ends.</p>

<p>And ACT is non profit, while collegeboard is... both are required to make sure their tests meet college standards or colleges would not even look at them. </p>

<p>And at the same time UGA will give you a break because you are an African American. You see, they agree with you that African Americans are at a general disadvantage in conventional academics. However I am not sure this is a good thing for society - should we come to expect bad test scores from african americans? </p>

<p>You should be contacting admissions officers with your complaints and not me.</p>

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<p>(ex: at the AL - GA boys state program (dreadful), my "city" had many who scored low on the adm, test, like the "GREAT" lawyer boy (who was so good at his practice, yet not "college material")!</p>

<p>That is an assumption. I was at GA Boys State(dreadful, I agree) and while he was a good mock trial man - he was against a collection of redneck bigots that had no experience in mock trial at all. He seemed articulate to me and im sure if he really worked hard he could do fine on that admissions test. Just because you have mock trial experience does not necessarily mean you will be good in college classes. I agree he did well though.</p>