Versed Editors's blog

By: Valerie Erde

 

While it’s true that colleges want to create a well-rounded class that brings together a mix of artists, athletes, and leaders in a range of areas, they also want students who, when they arrive on campus, are able to do the work and who will graduate in four years — not six or eight. 

It may be good for colleges’ wallets to have students attend for more than four years, but it’s not good for their rankings nor their reputation.  This is due in large part to the way the college rankings work. One of the areas measured by the U.S. News and World Report rankings, for example, is the percentage of students who graduate in four years. If you’ve taken a college tour recently, you’ve probably noticed that this information is often featured in the presentation, and it’s also important for the Department of Education College Scorecard.

Beyond rankings, the truth is that colleges really do want students to succeed:  admitting academically strong students — the ones who are ready to succeed from Day One — is the best way both to keep the rankings number up and to ensure their students will succeed academically and thrive intellectually once on campus.

For the majority of colleges and universities, especially the “most selective” ones that accept fewer than 20% of applicants, it’s your academic profile  - not your extracurricular endeavors - that is going to be paramount in their decision on whether or not to accept you.

But there’s a problem: grade inflation.

GRADE INFLATION IS ON THE RISE

Not all “straight A students” are created equal. That would seem obvious, right? Honors English, social studies or science at one high school can be vastly different from the same honors course at another high school. Sometimes, the courses can even vary widely between teachers at the same school! Anyone who’s been through high school knows that some teachers are tough while others are easy.

The same is true for AP courses, though the variation isn’t as severe. That’s because the course material is dictated by the College Board and is therefore relatively standard across the country. And, of course, the culminating AP test is standardized.

Even “objective” subjects such as math include plenty of room for subjectivity in the grading.   The quadratic equation is the quadratic equation, but how much time is spent on it, how it’s taught, and how many homework problems you’re assigned for practice can vary greatly.

Beyond that, some students—particularly affluent and self-advocating ones—get better grades simply because they’re perceived to be “good kids.” I’ve had many conversations about this with fellow tutors, and we’ve all had the experience of working with a student whose PSAT/P-ACT scores revealed serious deficits in math (or English), despite having straight A’s in the subject since middle school. Kids who are extroverted and build good relationships with their teachers can—often with the help of an involved parent—talk their way into extra credit, makeup work, or the dropping of a low test score. 

Research shows that grade inflation is strong and on rise. Before the pandemic, 47% percent of high school students graduated with an A-minus to an A-plus average—an increase of nearly 10 percentage points over a 20-year period. And some of the biggest increases are coming from “resourced” schools, especially independent private schools. This has the effect of creating a growing pool of competitive (on paper) applicants, especially in affluent communities. 

That’s a lot of kids competing for very few spots at elite colleges—many with the same high GPAs.

 

WHAT THIS MEANS FOR YOU

As you build a list of colleges to apply to, it’s important to have an accurate view of yourself and where you stand in relation to other applicants. It’s not helpful to have an inflated — or deflated! — sense of yourself. When it comes to applying to highly selective schools, don’t assume that a good GPA alone is going to get you in. It also depends on the rigor of your high school, whether your school is known as a grade inflator, and your standardized test scores, which serve as a crucial “validator” of your grades. If your AP test scores are much lower than your grade in the course, for example, that won’t instill confidence in the rigor of your school’s program. 

 

BE INFORMED: KNOW WHERE YOUR HIGH SCHOOL STANDS

How can you know if your A is really an A? 

It helps to understand where your high school ranks compared to others. I find that many of the parents and students with whom I work generally have a decent sense about which schools are rigorous and which ones tend to hand out top grades more easily. But if you’re not certain where your school falls on the continuum, you can find out. Just as there are college ranking lists, there are also high school ranking lists. 

Writer Jay Matthews initially developed the Jay Matthews High School Challenge Index  as a publicity stunt to promote a book he was writing, but it was such a hit that he’s kept it going. He studied many school’s practices in depth to see which ones were really challenging their students to take risks, try harder courses, and earn accurate grades by mastering the material. (He also has some illuminating thoughts about the role of affluence and gatekeeping for AP courses.) The upshot of his rankings is that rigor is not determined by zip code, even though grades can often be tracked along socio-economic lines.

Other groups have sought to rank high schools not by rigor, but by their college admittance outcomes. For example, lists such as Polaris and Ivy League Feeders rank high schools by the percentage of students admitted to the ivy league. So, sure, if you attend certain schools such as Horace Mann, Brunswick, Harvard Westlake, or Exeter, a greater percentage of you will be admitted to ivy league and other selective colleges. But at same time, if your high school is more competitive to get into and/or also is a massive grade inflator, the competition from your peers is also going to be greater. 

 

KNOW WHERE YOU STAND  

Above, I talked about knowing where your high school stands relative to other schools in terms of rigor, but even more important is knowing where you stand within your peer group because as I’ve mentioned before, admissions officers begin by evaluating and comparing students within the context of their own high school (i.e., the school profile provided by the high school’s guidance department), and then expand those comparisons to include additional students from the broader region.

Most of us appropriately focus on our local level. After all, the school science fair, divisional soccer championship, and regional chorus are what we know. But zoom out, and the field gets far more crowded with talent. For example, I remember my child, a clarinetist, thinking that as first chair in her high school band and in her local youth orchestra, she was “all that.”  But when it came time to audition for a pre-college music program, she quickly learned that competing against students from around the region was a much different ballgame!  She didn’t get in everywhere she applied, and the program she did get accepted to was far more challenging than anything she had done up to that point.

It can be difficult to learn how we stack up on a state, national, or even international level. This is largely because most private high schools and a growing number of public ones have dropped class rank as a metric, instead reporting only grades. There are more than 26,000 public high schools in the U.S. and at least another 2,800 private schools, which means that your child will be competing against tens of thousands of applicants. 

“Here, the authors find that the proportion of students with A averages (including A-minus and A-plus) increased from 38.9 percent of the graduating class of 1998 to 47 percent of the graduating class of 2016. Those gains came from the B and C ranges.

Of course, the authors acknowledge in their study, there could be a reason for the grade inflation that would make educators celebrate. What if students are smarter or are being better educated, and so are earning their better grades? The authors reject these possibilities, and cite SAT scores to do so. If students were learning more, their SATs should be going up, or at the very least remaining stable. But during the period studied, SAT averages (math and verbal, 1,600-point scale) fell from 1,026 to 1,002.”

Compare that to the number of students who get a 4 or 5 on the English Literature AP Exam: 

Only 7.4% of students earned a 5 on the AP English Lit. exam — a far cry from the 47% of students who have an A- to A+ average. (Another interesting takeaway is the number of total students earning a 5 on the AP Lit. exam — 30,000+ —  is greater than the number of first-year slots at all of the Ivies combined.)

If you feel overwhelmed by this process, take a deep breath. There are some concrete steps you can take to make sure your application is as strong as it can be in a world of rampant grade inflation.

 

PARENTS: DON’T HELICOPTER, BUT DON’T DISAPPEAR

Your high school student needs you more than they think — and more than you think, even in terms of their high school academics.

A 2018 survey published by Learning Heroes, a parent information group, found a big disconnect, especially among parents of high school students, between how they feel their child is performing and teachers’ reports of student performance.  Interestingly (interestingly to me at least!), there was also a disconnect between how involved parents felt they needed to be in their high school student’s academic performance and the level of parental involvement teachers attributed to student success – especially earlier on in high school (9th and 10th grades). 

 

PLAN YOUR COURSE SELECTIONS BEFORE HIGH SCHOOL

If you’re reading this as a parent of a junior, unfortunately, it’s a bit late, but senior-year courses are still very important and not a time to slack off!  If you think you may want to apply to the most selective schools, please go to the admissions websites and check their high school curriculum requirements.  For the ivies, for example, not taking all three core lab sciences (bio, chem, physics), or not taking four years of a foreign language, is frowned upon and may put you at a competitive disadvantage.

For parents of younger students, remember, certain courses, you won’t be able to get to the honors or AP level in high school if you don’t think about where you’re headed early on. This is true if your high school has minimum grade requirements or if they have a hard-and-fast rule about course sequencing. Math, in particular, can require good choices as early as seventh grade. 

 

DON’T OVERDO IT, BUT DON’T BE AFRAID TO CHALLENGE YOURSELF

I really like this line from a U.S. News article about high school class rigor: “Find Your Magic Number Of Advanced Classes.”  This number will be different for everyone.

Note for athletes:  A few of my student athletes have reported coaches advising them not to take AP and other challenging courses.  I’m writing a whole separate article on athletics in high school, but remember, while it may be in your coach’s interest for you to take less challenging classes so you have more time to focus on your sport, it is not necessarily (and not usually) in your interest to do so.

 

TAKE MORE “STANDARDIZED” AP & IB COURSES IF YOU CAN

In addition to showing your willingness to take challenging classes, AP and IB courses have a standardized curriculum and assessment, which provides a measure of your learning that allows colleges to accurately compare your achievements with students from around the country. Don’t blow off the exam — it’s the best way to know where you stand.  

 

CHOOSE AP COURSES WISELY

AP Psychology, AP Comparative Government & Politics, and AP Environmental Science (APES) are considered to be among the easiest AP classes. That doesn’t mean you shouldn’t take them if those subjects interest you! It just means that if you are aiming for Stanford or MIT, for example, APES may not be thought of as highly as AP Biology, Chemistry, or Physics. 

STANDARDIZED TESTS(AP, ACT, SAT) “CORROBORATE” YOUR GRADE

I’ve said this over and over again, and just yesterday, as I was doing a last edit on this blog post, MIT announced that for 2022 applicants, it will be joining Georgetown University in reinstating the ACT or SAT requirement.  Here’s a quote from MIT’s announcement about the academic rationale for reinstating the tests.  (There’s also an important equity reason.)

“In short: Our research has shown that, in most cases, we cannot reliably predict students will do well at MIT unless we consider standardized test results alongside grades, coursework, and other factors. These findings are statistically robust and stable over time, and hold when you control for socioeconomic factors and look across demographic groups. And the math component of the testing turns out to be most important. ”

— STUART SCHMILL, MIT DEAN OF ADMISSIONS

 

About Valerie Erde of Veridian Prep:

VeridianPrep is an academic tutoring and test prep company that combines years of subject expertise and experience with evidence-based approaches to teaching and learning.  VeridianPrep’s strengths lie in quickly determining each student’s strengths and gaps to offer a personalized, and results-oriented approach that builds skills and confidence to help teens succeed not only in a single class or test, but also in their next journey -- college.    Currently, VeridianPrep covers all levels of Math, English, Chemistry, and Physics including AP/ACT/SAT/SAT II, meeting one-on-one with students at home, in offices in Greenwich, CT/NYC, or online. https://www.veridianprep.com

 

If you are interested in speaking with Valerie Erde, or other advisors at Versed about helping students discover their interests and pursue meaningful activities, please contact us.

 

For addition insights, read:

6 Steps to Better Grades

How to Guarantee Academic Success

Tips For Motivating Your Teen

 

Subscribe to our Newsletter 

Receive inside track information on college admissions process, high school and middle school planning, general pre-college guidance, and be the first to know about our events and announcements.

 

 

 

 

 

 

 

 

Technology is an integral part of our everyday life —we use it for work, entertainment, communication, information, and so much more. The use of technology has only increased with the pandemic, and this trend will not likely reverse. Hence it is essential that students begin practicing healthy technology usage starting at a young age.

Here is a framework for how you can help your child navigate technology usage at any age by separating out three distinct categories of technology use: time online for entertainment and personal use, time online for academic purposes, and time away from the screen, and being intentional about the times spent in those categories. It is essential to understand that the use of technology should be intentional and not a default. One way to make this happen is by ensuring that all three of these categories function separately.

 

1. How to have control over time online for entertainment

These days, many of us turn to our devices for entertainment and communication with friends and family. Instagram, Snapchat, TikTok, and YouTube are familiar tools for most schoolchildren. So, what are some ways to allow children to use technology for entertainment but not go overboard?

i. Schedule time for when children can use technology for entertainment. For example, on weekdays, allow children to play games or watch Netflix for one hour per day, and perhaps a little longer on weekends. Or only allow screen time during the weekend during certain hours.

ii. Similarly, schedule time for social media communication. Perhaps, you can allow children to talk to friends at a specific time every day. Rather than have social media become a ubiquitous presence, have it become a limited social time that children can look forward to.

iii. Put time limits on social media apps. You can do this by going to device settings and enabling limits for select apps. This way, students can use their social media apps when they want, but once they hit the limit, they will no longer be able to use them for the rest of the day. This strategy will also help them prioritize when and when not to be on social media and figure out a schedule to manage their technology use for entertainment.

iv. Try to introduce more academically oriented forms of entertainment and pastimes for your child. For example, get them subscriptions for newspapers and magazines.

 

2. How to effectively use technology for studying and learning

Students use technology for classes, taking notes, studying, and more. Unfortunately, it is easy to get distracted or experience exhaustion from sitting in front of the screen all day. What are some practices to help students avoid distractions and use technology productively for learning?

i. Students should put away all other unnecessary devices and put social media on do not disturb. For example, if they use their laptops to study, all other phones and tablets should be put away. Even on the laptop, they should shut down all unnecessary apps and programs and switch off notifications. To give their full attention to academics, use the settings and controls on their devices to turn off all other apps and programs.

ii. Take breaks while studying. Sitting in front of the screen all day long can be taxing on the eyes and brain. Taking scheduled breaks away from the computer should be encouraged. Make sure that the breaks taken are not to browse through social media or switch from one device to another. The purpose of taking these breaks is to rest the eyes and come back to studying in front of the screen with renewed energy.

iii. Be purposeful while studying with friends. Studying with friends can be helpful but distracting at the same time. Students should not have friends on a video call in the background while studying. If they are virtually studying with friends, allot a set time per week to call/video conference to study and engage in discussions. And, if possible, try to meet in person instead! 

 

3. How to balance time online with time offline

It is vital for children to balance time on devices with time away from the screen. This is crucial to their mental and physical well-being. So, what are some ways that children can incorporate time online with time offline?

i. When possible, try to do as much homework and studying offscreen as possible. For example, try taking handwritten notes over typed ones.

ii. Try to meet friends in person and do things together that do not involve devices. Go outside for walks. Meet in a café. Work on group projects.

iii. Spend time with family. It is easy to spend free time scrolling through different apps and websites. Instead, students should consciously try to spend quality time with family. For example, try supplementing family movie nights with board game nights. Volunteer together as a family. Be active and play sports and go for walks.

iv. Pick up the phone and call someone. We live in an age of texting and social media and often forget that we can communicate with each other via a regular phone call! Doing this will allow one to connect with others while simultaneously providing a break from the screen.

 

Be sure to download The Versed Middle School Guide below for insights into how to help your child get the most out of middle school years.

 

Here are some additional insights on the middle school years:

12 Things Middle Schoolers Can Do This Summer

Guide to Gifted and Talented Programs and Are They Worth It?

7 Things Every Middle School Parents Should Know 

Parenting Advice: How to Help Guide Your Child to Find an Interest

2019 Splash Is Back and Filling Up Quickly - Classes at MIT, Yale, Northwestern, Stanford and Other Top Schools for Middle and High Schools Students

 

Subscribe to our Newsletter 

Receive inside track information on college admissions process, high school and middle school planning, general pre-college guidance, and be the first to know about our events and announcements.

 

 

 

 

 

By: Valerie Erde

GRADE INFLATION AND COLLEGE ADMISSIONS 

While it’s true that colleges want to create a well-rounded class that brings together a mix of artists, athletes, and leaders in a range of areas, they also want students who, when they arrive on campus, are able to do the work and who will graduate in four years — not six or eight. 

It may be good for colleges’ wallets to have students attend for more than four years, but it’s not good for their rankings nor their reputation.  This is due in large part to the way the college rankings work. One of the areas measured by the U.S. News and World Report rankings, for example, is the percentage of students who graduate in four years. If you’ve taken a college tour recently, you’ve probably noticed that this information is often featured in the presentation, and it’s also important for the Department of Education College Scorecard.

Beyond rankings, the truth is that colleges really do want students to succeed:  admitting academically strong students — the ones who are ready to succeed from Day One — is the best way both to keep the rankings number up and to ensure their students will succeed academically and thrive intellectually once on campus.

For the majority of colleges and universities, especially the “most selective” ones that accept fewer than 20% of applicants, it’s your academic profile  - not your extracurricular endeavors - that is going to be paramount in their decision on whether or not to accept you.

But there’s a problem: grade inflation.

 

GRADE INFLATION IS ON THE RISE

Not all “straight A students” are created equal. That would seem obvious, right? Honors English, social studies or science at one high school can be vastly different from the same honors course at another high school. Sometimes, the courses can even vary widely between teachers at the same school! Anyone who’s been through high school knows that some teachers are tough while others are easy.

The same is true for AP courses, though the variation isn’t as severe. That’s because the course material is dictated by the College Board and is therefore relatively standard across the country. And, of course, the culminating AP test is standardized.

Even “objective” subjects such as math include plenty of room for subjectivity in the grading.   The quadratic equation is the quadratic equation, but how much time is spent on it, how it’s taught, and how many homework problems you’re assigned for practice can vary greatly.

Beyond that, some students—particularly affluent and self-advocating ones—get better grades simply because they’re perceived to be “good kids.” I’ve had many conversations about this with fellow tutors, and we’ve all had the experience of working with a student whose PSAT/P-ACT scores revealed serious deficits in math (or English), despite having straight A’s in the subject since middle school. Kids who are extroverted and build good relationships with their teachers can—often with the help of an involved parent—talk their way into extra credit, makeup work, or the dropping of a low test score. 

Research shows that grade inflation is strong and on rise. Before the pandemic, 47% percent of high school students graduated with an A-minus to an A-plus average—an increase of nearly 10 percentage points over a 20-year period. And some of the biggest increases are coming from “resourced” schools, especially independent private schools. This has the effect of creating a growing pool of competitive (on paper) applicants, especially in affluent communities. 

That’s a lot of kids competing for very few spots at elite colleges—many with the same high GPAs.

 

WHAT THIS MEANS FOR YOU

As you build a list of colleges to apply to, it’s important to have an accurate view of yourself and where you stand in relation to other applicants. It’s not helpful to have an inflated — or deflated! — sense of yourself. When it comes to applying to highly selective schools, don’t assume that a good GPA alone is going to get you in. It also depends on the rigor of your high school, whether your school is known as a grade inflator, and your standardized test scores, which serve as a crucial “validator” of your grades. If your AP test scores are much lower than your grade in the course, for example, that won’t instill confidence in the rigor of your school’s program. 

 

BE INFORMED: KNOW WHERE YOUR HIGH SCHOOL STANDS

How can you know if your A is really an A? 

It helps to understand where your high school ranks compared to others. I find that many of the parents and students with whom I work generally have a decent sense about which schools are rigorous and which ones tend to hand out top grades more easily. But if you’re not certain where your school falls on the continuum, you can find out. Just as there are college ranking lists, there are also high school ranking lists. 

Writer Jay Matthews initially developed the Jay Matthews High School Challenge Index  as a publicity stunt to promote a book he was writing, but it was such a hit that he’s kept it going. He studied many school’s practices in depth to see which ones were really challenging their students to take risks, try harder courses, and earn accurate grades by mastering the material. (He also has some illuminating thoughts about the role of affluence and gatekeeping for AP courses.) The upshot of his rankings is that rigor is not determined by zip code, even though grades can often be tracked along socio-economic lines.

Other groups have sought to rank high schools not by rigor, but by their college admittance outcomes. For example, lists such as Polaris and Ivy League Feeders rank high schools by the percentage of students admitted to the ivy league. So, sure, if you attend certain schools such as Horace Mann, Brunswick, Harvard Westlake, or Exeter, a greater percentage of you will be admitted to ivy league and other selective colleges. But at same time, if your high school is more competitive to get into and/or also is a massive grade inflator, the competition from your peers is also going to be greater. 

 

KNOW WHERE YOU STAND  

Above, I talked about knowing where your high school stands relative to other schools in terms of rigor, but even more important is knowing where you stand within your peer group because as I’ve mentioned before, admissions officers begin by evaluating and comparing students within the context of their own high school (i.e., the school profile provided by the high school’s guidance department), and then expand those comparisons to include additional students from the broader region.

Most of us appropriately focus on our local level. After all, the school science fair, divisional soccer championship, and regional chorus are what we know. But zoom out, and the field gets far more crowded with talent. For example, I remember my child, a clarinetist, thinking that as first chair in her high school band and in her local youth orchestra, she was “all that.”  But when it came time to audition for a pre-college music program, she quickly learned that competing against students from around the region was a much different ballgame!  She didn’t get in everywhere she applied, and the program she did get accepted to was far more challenging than anything she had done up to that point.

It can be difficult to learn how we stack up on a state, national, or even international level. This is largely because most private high schools and a growing number of public ones have dropped class rank as a metric, instead reporting only grades. There are more than 26,000 public high schools in the U.S. and at least another 2,800 private schools, which means that your child will be competing against tens of thousands of applicants. 

“Here, the authors find that the proportion of students with A averages (including A-minus and A-plus) increased from 38.9 percent of the graduating class of 1998 to 47 percent of the graduating class of 2016. Those gains came from the B and C ranges.

Of course, the authors acknowledge in their study, there could be a reason for the grade inflation that would make educators celebrate. What if students are smarter or are being better educated, and so are earning their better grades? The authors reject these possibilities, and cite SAT scores to do so. If students were learning more, their SATs should be going up, or at the very least remaining stable. But during the period studied, SAT averages (math and verbal, 1,600-point scale) fell from 1,026 to 1,002.”

Compare that to the number of students who get a 4 or 5 on the English Literature AP Exam: 

Only 7.4% of students earned a 5 on the AP English Lit. exam — a far cry from the 47% of students who have an A- to A+ average. (Another interesting takeaway the number of total students earning a 5 on the AP Lit. exam — 30,000+ —  is greater than the number of first-year slots at all of the ivies combined.)

If you feel overwhelmed by this process, take a deep breath. There are some concrete steps you can take to make sure your application is as strong as it can be in a world of rampant grade inflation.

 

PARENTS: DON’T HELICOPTER, BUT DON’T DISAPPEAR

Your high school student needs you more than they think — and more than you think, even in terms of their high school academics.

A 2018 survey published by Learning Heroes, a parent information group, found a big disconnect, especially among parents of high school students, between how they feel their child is performing and teachers’ reports of student performance.  Interestingly (interestingly to me at least!), there was also a disconnect between how involved parents felt they needed to be in their high school student’s academic performance and the level of parental involvement teachers attributed to student success – especially earlier on in high school (9th and 10th grades). 

 

PLAN YOUR COURSE SELECTIONS BEFORE HIGH SCHOOL

If you’re reading this as a parent of a junior, unfortunately, it’s a bit late, but senior-year courses are still very important and not a time to slack off!  If you think you may want to apply to the most selective schools, please go to the admissions websites and check their high school curriculum requirements.  For the ivies, for example, not taking all three core lab sciences (bio, chem, physics), or not taking four years of a foreign language, is frowned upon and may put you at a competitive disadvantage.

For parents of younger students, remember, certain courses, you won’t be able to get to the honors or AP level in high school if you don’t think about where you’re headed early on. This is true if your high school has minimum grade requirements or if they have a hard-and-fast rule about course sequencing. Math, in particular, can require good choices as early as seventh grade. 

 

DON’T OVERDO IT, BUT DON’T BE AFRAID TO CHALLENGE YOURSELF

I really like this line from a U.S. News article about high school class rigor: “Find Your Magic Number Of Advanced Classes.”  This number will be different for everyone. 

Note for athletes:  A few of my student athletes have reported coaches advising them not to take AP and other challenigng courses.  I’m writing a whole separate article on athletics in high school, but remember, while it may be in your coach’s interest for you to take less challenging classes so you have more time to focus on your sport, it is not necessarily (and not usually) in your interest to do so.

 

TAKE MORE “STANDARDIZED” AP & IB COURSES IF YOU CAN

In addition to showing your willingness to take challenging classes, AP and IB courses have a standardized curriculum and assessment, which provides a measure of your learning that allows colleges to accurately compare your achievements with students from around the country. Don’t blow off the exam — it’s the best way to know where you stand.  

 

CHOOSE AP COURSES WISELY

AP Psychology, AP Comparative Government & Politics, and AP Environmental Science (APES) are considered to be among the easiest AP classes. That doesn’t mean you shouldn’t take them if those subjects interest you! It just means that if you are aiming for Stanford or MIT, for example, APES may not be thought of as highly as AP Biology, Chemistry, or Physics. 

 

STANDARDIZED TESTS(AP, ACT, SAT) “CORROBORATE” YOUR GRADE

I’ve said this over and over again, and just yesterday, as I was doing a last edit on this blog post, MIT announced that for 2022 applicants, it will be joining Georgetown University and in reinstating the ACT or SAT requirement.  Here’s a quote from MIT’s announcement about the academic rationale for reinstating the tests.  (There’s also an important equity reason.)

 

“In short: Our research has shown that, in most cases, we cannot reliably predict students will do well at MIT unless we consider standardized test results alongside grades, coursework, and other factors. These findings are statistically robust and stable over time, and hold when you control for socioeconomic factors and look across demographic groups. And the math component of the testing turns out to be most important. ”

— STUART SCHMILL, MIT DEAN OF ADMISSIONS

 

Valerie Erde, founder of VeridianPrep, is one of only two ACT/SAT/AP tutors trained by Erica Meltzer, author of the highly-acclaimed Critical Reader ACT/SAT prep books.  Ms. Erde has developed a strong track record of improved ACT and SAT scores (including multiple SAT 800’s and ACT 36’s), along with an impressive list of college acceptances.  But what she’s most proud of is watching her students grow as readers, writers – and thinkers.  Prior to VeridianPrep, Valerie developed digital AP test prep materials for Brainscape, Inc. Through additional experiences as an NYU alumni interviewer, a parent who shepherded her own kids (Yale & Harvard acceptances) through the college process, and member of several college counseling groups, Valerie has developed a much broader perspective about standardized testing generally, and its role in the college admissions process. Visit https://www.veridianprep.com to learn more.

 

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Receive inside track information on college admissions process, high school and middle school planning, general pre-college guidance, and be the first to know about our events and announcements.

 

 

 

 

 

 

 

 

 

By: Larry Liu, The Spike Lab

We all know how it feels to be motivated. It’s a state characterized by clarity, focus, and boundless energy. We’re willing to run through brick walls to achieve our goals. Yet for many high schoolers, it can be hard to tap into this feeling. And many parents who want to help operate under false beliefs about motivation. These beliefs can lead to actions that are counterproductive and ultimately de-motivating. And yet, self-motivation for students is important.

During my work at The Spike Lab, I’ve seen firsthand the huge benefits available to students who can successfully self-motivate. The good news is that the ability to self-motivate is a superpower that any student can learn and practice. Whether the goal is launching a Spike or earning a stellar GPA, high schoolers can improve their odds of success by understanding the basics of motivation.

In this article, I’ll dispel some common misconceptions about self-motivation for students, use an example from science to help us better understand motivation, and offer practical tips for young people looking to stay motivated.

 

What motivation is…and what it isn’t

Because motivation is something we feel, a precise definition can be hard to pin down. Just because we know how it feels to be motivated doesn’t mean we know what causes this feeling.

Generally speaking, motivation is a force that wills a person to do a task. It’s the drive that underlies most of our behavior. More specifically, Nir Eyal claims that motivation springs from a desire to avoid discomfort. Echoing this idea, writer Steven Pressfield (paraphrased in this article by James Clear) defines motivation by saying that “at some point, the pain of not doing something becomes greater than the pain of doing it.”

Before getting more specific on our definition of motivation (and discussing strategies for conquering discomfort), let’s start by clearing the air on what motivation isn’t.

BECOMING A MOTIVATED PERSON ISN’T AN END GOAL IN ITSELF.

Being motivated isn’t like being a certified scuba instructor or being a tennis champ. There’s no course you can take to become motivated. It’s not the final destination of a trip – it’s the fuel that powers many cars.

BEING “MOTIVATED” ISN’T A CONSTANT STATE.

Even in high-performers, motivation can wax and wane over the course of a project. Motivation definitely isn’t something that some people are just born with.

MOTIVATION CAN’T BE IMPOSED.

Rewards and punishments (extrinsic motivation) can be especially dangerous because they often work in the short term. But studies have found that too much extrinsic motivation can leave kids unprepared for the real world.

Any of these misconceptions can lead to unproductive behavior. With regard to the last point, you may wonder, “is all extrinsic motivation bad?” The answer is no. It’s unrealistic to deny extrinsic motivation as a major factor in our world, as many of us work hard to pursue the school or career of our dreams. Good self-motivation practices for students should balance extrinsic and intrinsic forces.

 

The basic mechanics of self-motivation for students

How can parents tell if their student is motivated? Physics gives us a useful metaphor for understanding how motivation acts upon a person. According to Newton’s laws, all bodies in motion have direction, speed, and acceleration. Each of these three properties reveals a basic truth about motivation.

Direction. For an object to move, it needs to travel in a generally consistent direction for a sustained amount of time. Any object that is constantly changing directions will ultimately not travel very far. Likewise, any motivated person will be able to tell you what single goal they’re working toward.

Speed. Unsurprisingly, a moving object must also move toward its goal. The change in position over time is known as the object’s speed. How quickly is the person approaching their goal? Are they closer today than they were last week? Simply describing the goal isn’t enough. A student who can self-motivate will demonstrate progress toward that goal over time.

Acceleration. Direction and speed are crucial, but the most important property of self-motivation is acceleration. This is also known as the rate of change. We can know a person’s acceleration by asking a simple question: is their speed increasing or decreasing over time?

People who are feeling motivated will usually be able to tell you where they’re headed, how fast they’re going, and how quickly they’re speeding up. So how do we master this superpower?

 

Self-determination and self-motivation for students

When we talk about motivation (especially for students) we should always talk about self-motivation. This framing turns motivation into an ability that we can practice through specific techniques, just like time management. Becoming a great self-motivator requires an understanding of the basic conditions that cause someone to become…yes, motivated.

According to Deci and Ryan’s self-determination theory, deep down we are all motivated by a desire for growth and fulfillment in life. We want to improve. Deci and Ryan argue that growth happens when we practice self-determination. We can become more intrinsically motivated, more self-motivated, by increasing our self-determination.

We cultivate our self-determination when we pursue goals that meet our needs for autonomy, competence, and relatedness. Autonomy is our perceived ability to exercise freedom and control over our work. Competence means feeling like we have the skills required to get a job done. Finally, a task’s relatedness is its perceived connection to our social circles and the broader community.

Let’s return to discomfort for a moment. If motivation springs from self-determination and from discomfort, then the two things must be related. For high school students, discomfort often arises when trying new things or doing work in subjects that they’re not “good at.” These moments can motivate students to retreat from new experiences. But instead of shrinking away, these are moments when students can flip the script and own their self-determination. Discomfort should come from staying stagnant, from not increasing self-determination, from not growing.

So, how does one increase their self-determination? Students who want to increase their self-determination should focus on their goals, attitudes, and habits.

 

Goals on self-motivation for students

Because motivation is the means to an end, one of the most important things we can do is choose the end that’s right for us. The best goals are the ones that align with the principles of self-determination. We must choose the goal for ourselves, the goal must make use of our specific competencies, and we must believe the goal will have some impact on the world around us.

Sometimes we don’t know if a specific goal is right for us. In many cases, we hesitate to start because we don’t know if we’ll be sufficiently motivated. The best thing to do is set a general direction, and just get going. Then, ask yourself why certain aspects of the project are more motivating than others and use findings to hone down on a specific direction.

 

Attitudes and habits to build self-motivation for students

Just having the right goal isn’t enough. The truth is that many of our tasks aren’t directly related to our goals in life (chores, perhaps?). And even if we have an excellent goal, the path won’t be entirely smooth. Therefore, it’s important to adopt the corresponding attitudes and habits in order to increase motivation.

Having the right attitude can simply mean shifting your perspective. Dr. Tsz Lun Chu suggests that we can help motivate ourselves to perform tasks that are low in relatedness and autonomy by framing them in a new light. Great examples of this shift include expressing gratitude for having the opportunity to do something.

Good habits can also dramatically increase our chances of staying motivated. James Clear writes that “motivation is often the result of action, not the cause of it.” When things get tough, we can fall back on habits as basic as waking up at the same time every morning. Often, all we need to do is start a task in order to follow through.

 

More strategies on self-motivation for students

Ultimately, motivation is a feeling that arises from certain behaviors. In my career as a teacher and cofounder of The Spike Lab, I’ve noticed some common strategies that can help students motivate themselves. Use these tips to break through discomfort and become more self-motivated.

 

Have more “why” conversations.

Self-motivated people are willing to assess their motivation. They take an honest, nuanced view and figure out which aspects of their current project they’re motivated to work on and which aspects they aren’t. If your motivation to learn a skill or take a step forward is low, you can help yourself understand the bigger picture.

 

Be intentional and specific with your goals.

Another example from James Clear. Saying that you’ll go for a run tomorrow is one thing, but saying you’ll go for a run tomorrow at 6:00 AM through the Maple St trail is another. People who set the second kind of goal are more likely to follow through.

 

Break goals into subgoals.

Sometimes we lose motivation because we’ve broken off more than we can chew. If a goal seems too big, break it down into a smaller task and set your sights on that.

 

Recruit allies.

Using peers, family, or a coach for support can also be incredibly powerful. These people can hold you accountable and help you when motivation inevitably starts to drop.

 

Practice.

Practice different self-motivation techniques and figure out what’s right for you. In addition to the techniques I’ve mentioned, some people like to reward themselves for completing different goals.

 

Rest.

Don’t forget to rest. You don’t have to burn the candle at both ends all the time. If you have a plan, trust that it will carry you to success. If you know how to manage your time and self-motivate, victory is assured.

 

For parents: How to motivate your child

Just like misconceptions about motivation can damage a student’s ability to self-motivate, healthy involvement from parents can make a big impact for the better. Rather than imposing extrinsic motivation, help your child practice self-motivation. Parents can do this by providing support rather than criticism, and inspiring rather than controlling. One of the best things parents can do is to model the curiosity and wonder that leads us to form new interests and hobbies.

At The Spike Lab, we’ve noticed that strong social connectivity can make a world of difference in a student’s Spike. Students benefit from having a person around them to spark curiosity and provide encouragement.

 

Reprinted with permission from the Spike Lab. The original article can be found here.

 

About Larry Liu and The Spike Lab

 

Larry is an educator and co-founder of The Spike Lab. He was a high school teacher for six years, during which he taught AP Psychology, AP English, IB Physics, Robotics, Game Design, and Special Ed English. He has designed and run student leadership programs in the US, China, Mexico, Nicaragua and the Dominican Republic. Larry is an expert on growth mindset and founded an education consulting company that coaches school leaders throughout the US.

 

Before The Spike Lab, Larry became an experienced entrepreneurship coach, mentoring the founders of early stage startups through recognized startup accelerator programs like 4.0 Schools, the CUNY Student Accelerator, and The New School’s New Challenge. Larry speaks English and Mandarin fluently and currently lives in Taipei.

 

The Spike Lab is dedicated to helping students across the world find their passions and build a “Spike,” a project that has real-world impact and is uniquely impressive.Our coaches are top college graduates and world-class experts at teaching entrepreneurship. Students work 1-1 with a coach to develop skills to succeed in the modern world, through high school, college, and their careers after.

 

For additional insights, check out:

Do High School Students Need a Focus?

Build A Person, Not A Resume™

6 Steps to Better Grades

How to Help Your Teens Manage Their Time

 

Subscribe to our Newsletter 

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Most high schools offer multiple levels in the courses they offer. Usually the courses are standard, accelerated or honors, and AP (Advanced Placement). The conventional wisdom is that academically motivated students looking to apply to highly selective schools should take the most rigorous course load that is offered by their high schools. While this is true, and this is what college admissions officers say, it could be a conundrum for students that attend schools offering honors and AP courses in every subject. Is it necessary to take 8+ AP courses and all other honors courses? Are 4 to 5 AP courses enough? On the flip side, what if the student is not on the honors track coming into freshman year? Academic tracking starts as early as elementary school, and some families are surprised to find that their student cannot take honors courses during freshman year which leads to other honors and AP courses in the future.

 

High performing students on the honors track:

There is no set number of AP courses a student must take during high school. However, colleges look to see how much of the offered AP courses students take advantage of in their schools. It is therefore advisable for students to take several of these advanced courses in the areas of interest, if offered in their schools. Colleges like to not just see good grades, but to see students take the opportunity to challenge and push themselves. This is more so if you are applying to more selective colleges.

While aiming to take AP courses, students should not go overboard or force themselves to follow in the footsteps of other students around them at all times. In some schools, many students take 8-9 AP courses during highschool. In other schools, students might generally do 4 to 5. However, just because other students are taking a said number of courses, not everyone needs to do it. A student with 8 AP courses is not automatically seen as a better candidate than a student with 5 AP courses. Beyond a certain level of rigor and grades, other aspects of the application matter more than additional AP courses.  Students should do as many as they personally can push themselves to do, focusing on taking these courses in their areas of interest. This shows the college admissions teams that the student has chosen courses that advance their area of interest. 

 

Students that are not on the honors track:

It is true that every student develops at a different pace. Some students blossom towards the end of middle school or even beginning of high school, and if they have been in a school system where tracking began early, the student may not be on the honors track coming into high school. However it is still important that students take challenging courses if they want to be considered for selective colleges. In this case, students should identify one or two subjects that they enjoy and do well in, and find a path to get into honors courses. In math and sciences, this may entail taking summer school that will allow them to skip a grade on math, or go into honors/AP science courses. In the humanities, students should explore placement exams that they can prepare for and take to move into higher level courses. There are also electives with AP and high level courses to consider where none of the students coming into freshman year necessarily had an advantage - for example, AP Computer Science, AP Art, AP Music, and AP Languages. The students can start with Intro classes as a freshman and build up to those courses. Students should sit down with their guidance counselors and explore options that the school offers for moving up, and also research opportunities outside of school.

It is not required that students take honors and AP courses in ALL subjects. This applies to both students that are qualified to take 12 AP courses as well as those that only qualify to take 2-3 APs.

 

While AP courses are the most popular form of advanced classes in American high schools, some schools also follow other models. For example, they might offer IB or honors courses. No matter what the system is, the essence remains the same. Students should find their strength and find ways to challenge themselves and take high level classes in those areas.  

 

Contact Us to learn more about high school course planning and how our advisors can help you uncover options that you may not have thought about.

 

 

For additional insights:

Understanding Advanced Placement (AP) Courses and Exams

6 Steps to Better Grades

How to Guarantee Academic Success

High School Extracurriculars that Matter for College Admissions

 

 

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As students enter the middle school years, there is an increased emphasis on students' academic performance - how they do now will pave the way for their high school years. It is important that they need to begin cultivating habits and skills to engage with their academics effectively.  Hence, it is paramount that they lay a strong foundation on which to build their academic careers. Middle schoolers should make school a priority and build good academic skills and healthy work habits. Below, we have curated some of the essential skills that are helpful for middle schoolers to cultivate.  

 

1. Create a healthy study environment 

First, it is essential to create an environment that allows middle schoolers to study effectively. When they sit down to study, the atmosphere around the student can significantly influence how they engage with their work. 

• Create a routine: Students should pick a regular time to sit down and do their school work. They should over time determine how much time they need to get the school work done and plan a study block, factoring in adding breaks to their study routine. Parents should monitor this time in the beginning to make sure that they are spending appropriate amounts of time - too much or too little can both be problematic.
• Create a dedicated workspace: students should find a spot to sit and work without any major distractions. It is helpful to have a dedicated workspace with all their needed stationery, books, and other requirements handy. Some other things to consider are whether there is sufficient light for them to study. Are the noise levels manageable? 
• Eradicate distractions: try to steer clear of anything/ anyone that may interfere or come in the way of your studying. A major distraction for most children is gadgets. Students should put away any devices they do not need for their studies. Even on devices they use for their academics, students should disable unnecessary apps or tabs while working and turn off notifications for social media. Additionally, students often believe that turning on some music helps them study. This is not the case - most music distracts from studies.

 

2. Stay organized and fight procrastination

While studying, it is easy for everyone to give in to procrastination and fall behind on their work. From a young age, students should learn to develop organizational skills that help with time management and staying on top of all academic work. This also reduces stress and allows students to engage with their material in a more constructive manner. Some tricks that help includes:

• Have a weekly/monthly planner with every hour accounted for with activities, homework, and study time, as well as downtime scheduled in. Students can even print and put this up in their rooms or somewhere easily visible. 
• Create a prioritized To-Do List. Students can use either paper and notepads or even electronic versions to make a list of the work they have. Usually, it helps to create a list with the biggest and most challenging tasks coming first followed by tasks the student might find easier. Another way of prioritizing, of course, is by deadline. 
• Commit to doing one task at a time in small increments to stay focused and avoid distractions. Students should tackle one thing on their list at a time. Once they have ticked off a task from their list, they can move on to the next. 
• Read How to Help Your Teens Manage Their Time for additional tips and tools.

 

3. Develop a strong study habit

Many students do not have any plans for studying and start by just reading textbooks or notes and sometimes attempting to memorize these contents directly for their exams. And in class, they often have the habit of simply copying down notes word for word based on what the teacher is saying. Passive studying will not help students learn or retain the information well, and active learning is critical. Here are some ways to implement this:

• Pay attention during class. Instead of merely copying down notes, students should listen to what is being taught and discussed actively. They should also make attempts to participate and speak up in class discussions. 
• Take class notes. Along with participating in class, students should take down some notes. However, they should make sure not to copy down what the teacher is saying monotonously and instead take notes in their own words.
• Study efficiently at home. Effective ways of studying at home involve not merely reading the textbook. Students should gather all their materials - class handouts, notes, homework assignments, previous quizzes and tests, and books. Identify what is most important and create a study guide that includes important topics, terms, and concepts. Turn this list into a set of questions that will force them to remember each item. Read more about study strategies at 6 Steps to Better Grades. 

 

4. Communication and Self advocacy

As middle schoolers enter this stage of their education, they must learn to establish self-advocacy, become more independent with their academic work and interactions, and learn to communicate this new independence. This sets the stage for their interpersonal skills and confidence in the long run. So what can they do? 

• Make decisions on their own. At this stage, students need to start making their own decisions. While still essential for them to communicate and discuss this with the adults around them, they should begin having a say in the type of classes, activities, or clubs they would like to be involved in. 
• Communication. Children need to begin approaching teachers, counselors, and other school staff members on their own. For example, if they have difficulties in a particular subject, they should learn to approach and communicate this with a teacher. Even if they do not have problems in class, it is good to communicate and form a relationship with a teacher on their own. The same goes for other school staff, such as coaches, administrators, or counselors. Students should extend this independence in communication with friends outside of the school setting as well. For example, they should start making plans with friends on their own (of course checking with you to make sure that it is OK).  
• Resolve conflict independently. Allow children to solve conflicts on their own and without intervention as much as possible. For instance, if they have a rift with a peer, allow them to talk to the peer on their own or discuss the issue with teachers or relevant adults before jumping in to help them out. They might be able to find a solution on their own. You can always troubleshoot the problems at home with your child and discuss ways to overcome the conflict at hand, and then allow them to tackle the issue independently. 

 

5. Learn to take risks 

As middle schoolers, children should learn to take risks and explore new possibilities. They need to know how to speak up, combat their fears, and understand that it is OK to encounter failures as well. What are some things they should do? 

• Take classes they may not be good at. This is an opportunity for students to try a subject they may have previously performed poorly on. This will allow them to tackle challenges, accept failure if they encounter it, and build resilience in approaching a subject. 
• Join new clubs. Along with taking up different classes, students should get involved in new activities - school clubs, volunteer work, community sports, etc. If they dislike the activity, they can always quit later. However, this is the time to try out new ventures - there is little consequence at the middle school stage for trying out things the student may develop a distaste for or end up not pursuing. 
• Speak up. Students should learn to participate and ask questions during class—remember, no question is a dumb question, so there is no need to be embarrassed! To help them combat shyness, students can even take up public speaking and join debate clubs. These clubs will help make children speak up with a sense of confidence, clarity, and poise. 
• Make new connections. Taking these risks to do things out of their comfort zone also provides students an opportunity to connect with peers and meet new people. Once again, without letting inhibition take over, students should make the best of their new connections and expand their network, building on the interpersonal skills previously mentioned in the blog. 

For additional insights on middle school years, read:

 

7 Things Every Middle School Parents Should Know

What You Need to know About Academic Tracking in Middle School

Summer 2021 for Academically Motivated Middle Schoolers

Guide to Gifted and Talented Programs and Are They Worth It?

 

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“Tracking" is a process in middle school wherein students are set on trajectories based on their grades and perceived abilities. Traditionally, students are broken into two or three different tracks. The tracking system is meant to provide students with a curriculum that matches their needs as a student. 

However, it can also cause a student to be slowed down due to a misconception in middle school. For example, a student may perform poorly in a math examination because they're used to the slower pace of learning in elementary school, not because they fundamentally struggle or don't understand the material. Regardless, their poor grade may set them on a path that steers them away from the more challenging math courses simply because of an assumption made about that initial performance.

Since there are only so many assessments in a school year and a large number of kids, it's easy to understand how these assumptions can be made. However, tracking causes students with long-term goals, such as AP courses and standardized tests in mind to suffer. Parents and students alike must be proactive about placement and advocating for the curriculum your students need to succeed.

There are some things that you can do to help your middle schooler be placed on the right track. Middle schoolers should make school a priority at this point as the practices they establish here will affect what kind of student they become in high school and later in college. It is paramount that parents help students lay a strong foundation on which to build their academic careers.

 

What can you encourage in your child to make sure  they are placed on the right “track”? 

 

Regular Attendance

The first and most important way to be on top of grades in middle school is regular attendance. Missing classes will cause your student to fall behind on work, miss out on crucial concepts and discussions in class, and not be able to effectively engage with the academic material. Regular attendance, while causing them to stay in touch with the material and class, is also crucial in reminding your child the importance of education and how they need to make it their priority.

Additionally, attendance should not be perceived as merely being present in the class, but making active efforts to pay attention and participate in the classes. Too many students zone out in class, and spend unnecessary time learning the materials on their own to do homework or to study for exams. What can students do to pay attention in class?

• Sit in the front of the class (if this is an option). If class is taking place virtually, make sure that their camera remains on.
• Come to class prepared - do any pre-assigned reading.
• Take notes.
• Speak up and participate - for those that have difficulty with this, make it a goal to speak up at least once a class, and doing it early in the class before other answers/questions have been given is less stressful.

 

Building Rapport with Teachers

Cultivating a healthy relationship with their teachers is a great way for students to ensure that they are effectively engaging with their material, receive constructive feedback, and know where they stand academically. Additionally, this may help your school see your actual skills and potential, and that you may not have been put on the right “track,” to facilitate your move to one that is more challenging. How do you establish a good rapport with your teacher?

• Establish communication early - you do not want the first communication with your teacher to be about grades. Participate in class and show your interest in the subject.
• Don’t be afraid to ask questions about things you don’t know - If you don’t understand something, chances are, other students are in the same boat. 
• Take advantage of office hours - this is free tutoring.
• Address poor grades early on, do not wait until half of the semester is over - If you are doing poorly in assignments and tests, meet with the teacher to understand how you can do better next time. 

Read more about how to help students succeed academically in 6 Steps to Better Grades.

 

Tutoring

If you feel your child is finding it difficult to grapple with certain concepts but is keen on pushing themselves to get into a higher track, you can consider outside tutoring services to help them hone their academic skills. Learn more about tutoring options for your child at our Versed Guide to Tutoring Services. Also read Free and Inexpensive Tutoring to look at some great free and low-cost options that every student can take advantage of. Keep in mind that for some students, it may be worth it to retain a more expensive tutor with expertise in very high-level subject matters or with experience working with students with learning differences or test anxiety. 

 

Summer School & Other Options

If you feel that your child is not at the “right” level and want to have them skip ahead in a subject, for example moving from pre-algebra to algebra , students can also consider summer school. Some school districts and private schools give students the option to skip a grade ahead, especially in math, through summer school.  This gives students an opportunity to move up a level if you feel that your student is on the wrong track or get a head start on more advanced classes at an earlier age if you feel that your student is not adequately challenged. Get in touch with your child’s school and explore the possibility of their doing summer school. In case your child’s school does not offer this option of summer school, look at other ways that they might be able to skip ahead. Ask the school whether your child would be able to skip ahead by taking an exam. In this scenario, your child will have to prepare on their own outside of school. Get the syllabus for the subject ahead of time along with the appropriate textbooks and materials they will need in order to prepare for the class and study for the exam. You can enlist a tutor to help with their studies or even your student’s current teachers for help in any capacity!

If getting ahead during middle school is not an option, consider studying ahead outside of school, as there will certainly be opportunities to test into higher level courses in High School. This is often done in subjects such as foreign language, math, and science. 

 

Be sure to download The Versed Middle School Guide below for insights into how to help your child get the most out of middle school years.

 

As every child and every school is unique, if you would like to speak to one of our advisors about helping your child with academic and extracurricular planning, summer options, and high school choices, please schedule a free consultation with us.

 

For additional insights, check out our blog posts:

 

Guide to Gifted and Talented Programs and Are They Worth It?

7 Things Every Middle School Parents Should Know 

Parenting Advice: How to Help Guide Your Child to Find an Interest

 

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Rather than adding more useless things to stockings that no one really needs, why not give teens something useful but with a twist? We have compiled a list of 25 items (likely to fit most large stockings that we have these days) that will help teens make studying, writing papers, and doing assignments more fun.

 

Fun Desk Toys

 

Speks Magnetic Balls - Mashable Smashable Buildable Fun Stress Relief Desk Toy

https://www.amazon.com/dp/B073XWLZBV

 

Infinity Cube prime for Stress and Anxiety relief/

https://www.amazon.com/dp/B074J6KPWD

 

Everyday Study Tools (but better and more fun)

 

5-in-1 Tool Pen

https://www.uncommongoods.com/product/5-in-1-tool-pen

 

SUCK UK Origami Sticky Notes

https://www.amazon.com/SUCK-UK-Origami-Sticky-Notes/dp/B0030XG9R2

 

Rettacy Graph Paper Notebook

https://www.amazon.com/RETTACY-Graph-Paper-Notebook-Pack/dp/B07WZLFWP6

 

Best Felt-tip Pen - Prismacolor Premier Fine Line

https://www.amazon.com/Prismacolor-Premier-Illustration-Markers-Black/dp/B0026HJGDW

 

Best Ballpoint Pen - Schneider Slider Memo

https://www.amazon.com/Schneider-Slider-Ballpoint-Black-150201/dp/B0040K7OOG

 

Best Mechanical Pencil - rOtring Mechanical Pencil

https://www.amazon.com/rOtring-Barrel-Mechanical-Pencil-1904443/dp/B00AZWYUA

 

Best Eraser - Prismacolor Scholar Latex-Free Eraser

https://www.amazon.com/dp/B004F9QBGY

 

USB Rechargeable Book Light for Reading in Bed

https://www.amazon.com/DEWENWILS-Rechargeable-Brightness-Adjustable-Bookworms/dp/B07N2W2FRZ

 

Koogel Study Cards

https://www.amazon.com/Koogel-Multicolor-Scratch-Bookmark-Greeting/dp/B074VYYWNW

 

Mini Vacuum Cleaner for Desk and Keyboards

https://www.amazon.com/ODISTAR-Endurance-Cordless-Rotatable-Keyboard/dp/B07Q128V6W

 

Screen Cleaner Kit

https://www.amazon.com/Calyptus-Cleaner-Cleaning-Digital-Non-Toxic/dp/B07PHVDTDW

 

Mr Pen Geometry Set

https://www.amazon.com/Mr-Compass-Protractor-Geometry-Students/dp/B01F4HU076

 

Books to Help with Vocabulary, Math, and Keeping Your Mind Sharp

 

365 New Words-A-Year Page-A-Day Calendar 2021

https://www.amazon.com/Words-Year-Page-Day-Calendar/dp/1523509155

 

Secrets of Mental Math: The Mathemagician's Guide to Lightning Calculation and Amazing Math Tricks

https://www.amazon.com/Secrets-Mental-Math-Mathemagicians-Calculation-ebook/dp/B000Q80SM6

 

Limitless: Upgrade Your Brain, Learn Anything Faster, and Unlock Your Exceptional Life 

https://www.amazon.com/Limitless-Upgrade-Anything-Faster-Exceptional/dp/1401958230

 

Unlimited Memory: How to Use Advanced Learning Strategies to Learn Faster, Remember More and be More Productive

https://www.amazon.com/Unlimited-Memory-Advanced-Strategies-Productive-ebook/dp/B00I3QS1XQ

 

Books to Help You Be a Better Student

 

How to Become a Straight-A Student: The Unconventional Strategies Real College Students Use to Score High While Studying Less (written for college students, but very applicable to high school students)

https://www.amazon.com/How-Become-Straight-Student-Unconventional/dp/0767922719

 

How to Be a High School Superstar: A Revolutionary Plan to Get into College by Standing Out (Without Burning Out)

https://www.amazon.com/How-High-School-Superstar-Revolutionary/dp/0767932587

 

Old Style Puzzle Books That Stood the Test of Time

 

Perplexing Puzzles and Tantalizing Teasers

https://www.amazon.com/Perplexing-Puzzles-Tantalizing-Childrens-Activity/dp/0486256375

 

The Moscow Puzzles: 359 Mathematical Recreations

https://www.amazon.com/Moscow-Puzzles-Mathematical-Recreations-Recreational/dp/0486270785

 

For Artsy Teens

 

Kikkerland Make Your Own Music Box Kit

https://www.amazon.com/Kikkerland-Make-Your-Own-Music/dp/B000HAUEFY

 

For instrumentalists, there are many small items you can add to stockings including strings, dampits, rosins, etc. The following are few suggestions that you may not have thought of:

 

This nifty device will revolutionize practicing IN TUNE

 

Korg Orchestral Clip On Tuner

https://www.amazon.com/Korg-Orchestral-Clip-On-Tuner-Black/dp/B072KFB5G6

 

Basic but essential

Seiko Metronome

https://www.amazon.com/SEIKO-SQ50V-SQ50-V-Quartz-Metronome/dp/B000LFCXL8

 

Instrument Cleaning Kit (this one is for trumpet, but google it for any instrument)

https://www.amazon.com/Libretto-Trumpet-Care-Kit/dp/B07DR9Z128

 

For artists, there are many things to add including tubes of paint, drawing pencils, pain brushes, etc. Below are few additional items to consider:

 

Micron Drawing Pens

https://www.amazon.com/gp/product/B0008G8G8Y

 

Tombow Mono Eraser

A slim pencil like eraser great for erasing in tight spaces.

https://www.amazon.com/gp/product/B00GMRMCBA

 

Hands down, the best markers out there on the market - but they are expensive. You can buy 1-3 markers in favorite colors.

 

https://www.amazon.com/Copic-Markers-E29-Sketch-Burnt-Umber/dp/B004BPNLCO

 

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Following up on our blogs about improving academic performance, we have teamed up with Mindprint Learning to go into the science of learning to help parents understand that there isn’t one learning trait shared by all students. This blog post by Mindprint will go through 10 different traits that drive learning.  Be sure to join us for our live webinar in January where Nancy Weinstein, the founder of Mindprint, will share how parents can identify where student’s strengths and weaknesses lie, and use that information to improve learning and help students succeed academically. 

 

10 Learning Traits that Drive Academic Outcomes

 

The following is a brief summary of the learning traits that drive most academic learning. Everyone has their own unique combination of these traits, just as we all have our own unique fingerprint. It’s what makes each of us special but can also make learning confusing or challenging at times.

The 10 skills are organized in four key domains. Click on the links for more in-depth information on each skill.

 

Complex Reasoning

Complex reasoning is the ability to analyze information and solve complicated problems. When students use reasoning skills, they are thinking through ideas in a logical way to arrive at a conclusion. This is often referred to as “higher order thinking.” Don’t be surprised if you have a student who is strong in one area of reasoning but not in another. Most students show a significant difference in these skills and that inconsistency can be the biggest source of confusion and frustration for teachers, parents, and students alike.

Verbal reasoning is the ability to understand language-based information. Biggest impact: all subjects when reading, writing or speaking. Greatest predictor of overall academic achievement. Learn more about verbal reasoning.

Abstract reasoning is the ability to understand non-language-based information, including numbers, shapes and patterns. Biggest impact: math and science, particularly in higher grades. Learn more about abstract reasoning.

Spatial perception is the ability to visualize how objects relate in space. Biggest impact: specific areas of math and science, especially geometry and physics; hands-on activities; fine and performing arts. Learn more about spatial skills.

 

Executive Functions

Executive functions are the traits that involve thinking in an organized and efficient way. Abilities such as purposeful goal-directed activity, paying attention, evaluating, decision-making, planning, organizing, implementing, and following through. Not surprisingly, executive functions are getting a lot more priority in school.

Attention is the ability to sustain focus, even for tasks that you might not find interesting. Biggest impact: All subjects, particularly those a student finds least interesting and longer assignments. Learn more about attention.

Working memory is the ability to mentally juggle multiple bits of information in short-term memory. Biggest impact: Multi-step problem solving in math and science, reading fluency, and following directions. Learn more about working memory.

Flexible thinking is openness to taking feedback and adapting to solve novel problems. Biggest impact: Math and science in middle and high school and behavior. Learn more about flexible thinking.

 

Memory

Memory is the mind’s storage and retrieval system. How a student takes in and organizes information in memory has a big impact on how easily that student is able to recall information under specific circumstances. It is common for students have one memory skill that is significantly stronger than another. Once you understand which is stronger, you can use that skill to make learning more efficient.

Verbal memory is the ability to remember and recall language-based information. Biggest impact: All subjects, particularly in earlier grades when foundational skills are most important. Learn more about verbal memory.

Visual memory refers to how efficiently you remember and recall objects, pictures, patterns, formulas and other visual information. Biggest impact: Math facts, math and science more generally, and visual arts. Learn more about visual memory.

 

Speed/Efficiency

How fast students work has a bigger impact on test performance and student confidence than many adults like. Students who work at a slower pace might find that they sometimes cannot get all their work done in the allotted time. These students might not be able to finish tests or they might take a long time to complete homework and feel like they can’t do the work when they really just need more time. In contrast, students who work efficiently are able to complete thoughtful work within the expected time. They can use any extra time to check their work, take on more challenges, or relax before the next task.

Visual motor speed is how efficiently your eyes and hands work together. Biggest impact: Handwriting, keyboarding, note taking, and hands-on activities. Learn more about visual motor speed.

Processing speed is how efficiently you process and respond to new information. Processing has several sub-categories, including auditory, verbal, and visual. There are also quick thinking processing tasks and slower processing tasks. Biggest impact: Class participation, standardized tests, reading efficiency and homework efficiency. Learn more about processing speed.

 

Bringing it Together

The most successful learning happens when teachers, parents and students understand the complex intersection of these skills. They know when they can excel with a bit of nurturing and when to provide more supports. Use the summary in your student’s Mindprint to understand these intersections and provide the just right level of supports.

 

About Mindprint Learning 

Mindprint is the worldwide leader in formative cognitive assessment that enables educators to effectively differentiate academic instruction and social-emotional learning. Mindprint's one hour screener identifies the root cause of learning struggles, elevates students' strengths and guides teachers and parents to use individualized instructional strategies based on each student's unique needs. 

Learn more at: https://mindprintlearning.com/

 

Read the following blogs to learn more about supporting your students academically:

6 Steps to Better Grades

How to Guarantee Academic Success

How to Prep for the SAT/ACT

How to Help Your Teens Manage Their Time

 

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What distinguishes excellent students from just good students?

In 6 Steps to Better Grades, we provided students with concrete tools to help them improve their grades. One of the critical steps we discussed was paying better attention in class. We know that many students zone out in class, then study on their own before exams by reading textbooks and class handout materials (if any). While studying, if the student is stuck, there isn’t much they can do as the assignment or the exam is due/taking place the next day. Some motivated students may google questions and go on youtube to find answers. Regardless, in order for that student to learn the material, they will have to spend a lot more time than what it would have taken had they actually paid attention in class, and raised their hand to clarify anything they didn’t understand in class. Hence we have established that paying attention in class is far superior to trying to learn on your own. Good students pay attention in class, make sure they understand the material, and spend less time reviewing/studying prior to working on assignments and exams.

Now what if we took this idea one step further. In every class, there will always be one or two students who come to class with supreme confidence and not only answer questions, but engage the teacher in discussions about that days’ learnings, volunteering additional information that no one else has thought of. This student has taken one additional step, which is pre-reading. Prior to class, either the night before or the weekend before, they looked ahead in their textbook, saw what the teacher will cover in this class, and did a quick reading to get a sense for what they will be learning.

One of the reasons why paying attention in class is so challenging (even for diligent students) is that most students in class are too busy trying to follow explanations and taking notes to fully internalize concepts. Imagine trying to understand quadratic equations when it is first introduced in class. If you don’t get it when the teacher first introduces it, then most students are too afraid to raise their hand to clarify, and the rest of the class will just go over their head. Even the students with best intentions will eventually give up and zone out. But if the student came to class having read the chapter on quadratic equations, then the class will now be a review of material that they already know, and the student can confidently use class time to clarify anything that they did not fully understand from reading.

Pre-reading is what separates the excellent student from just good students.

 

The key to mastering concepts and materials is repetition. Pre-reading gives the student one opportunity to learn the material. Attending class, listening to the teacher explain the material, asking questions, and taking notes reinforces and clarifies the material so that now the student has learned the material twice. Doing assignments will be a third reinforcement of the material. By the time the student studies for the exam, in all likelihood, it will just be a review. Compare that to the student who has zoned out in class and is trying to learn the material the night before the exam. There is no comparison. In terms of hours, the student who has taken the extra step of pre-reading will spend LESS time overall on the material than the student cramming the night before exams. But more importantly, The student who took the extra step will enjoy learning in class, will enjoy discussions with teachers, have the confidence to ask questions, think beyond basic concepts, and will even like the subjects that they did not think they will ever like.

 

For additional insights, read:

6 Steps to Better Grades 

Tips For Motivating Your Teen

Versed Guide to Tutoring Services

7 Things Every Middle School Parents Should Know

 

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