Panel of Experts

Among other things, like being a father and a coach, I have been an SAT tutor in New Jersey for the past sixteen years. Members of my “Class of 2007″ were recently admitted to schools that include Brown, Columbia, Cornell, Dartmouth, Georgetown, NYU, Princeton, and UPENN. In my last post, I described the positive and negative aspects of traditional SAT prep services. My take on existing SAT prep products and services, in short, goes something like this:

a) Self-Help Books: inexpensive; truly effective for only the most talented and self-motivated students
b) Prep Classes: expensive; instructor quality is hit-or-miss; inconvenient to attend
c) Private Tutors: most expensive option; potential for inexperienced instructor; can be inconvenient
d) Online Courses: affordable; convenient; potentially adaptive; feedback is often written and one-dimensional

Nearly two years ago, I led a team of master teachers through a painstaking review of then-existing SAT preparation products and services. We noted the good, the bad, and the truly ugly. (And trust me, there was a lot of ugly . . . well-intentioned, but ugly nonetheless.) We then pondered ways to do it better, listing the requirements of a truly innovative and industry-changing SAT prep service:

1) METHODOLOGY: The course must employ the practice-grade-review methodology that I have proven to be successful in my private tutoring practice. (I once tutored a girl who scored in the low 500s on the PSAT. During our tutoring sessions, I employed the aforementioned methodology exclusively. She is now a member of Princeton’s Class of 2008.)

2) SIMULATE CONDITIONS: The course must require students to work under simulated condition . . . not deplorable conditions, not perfect conditions, simulated conditions. (About seven years ago I tutored a strong-willed boy who insisted on taking each practice test in complete and utter silence. I watched in amazement as, for six weeks, he nailed each and every practice question. He never managed to break 1250 on a real test, however.)

3) INTUITIVE: The course must do more than merely offer answer explanations; it must show students how to work through SAT problems with the same pencil and same paper they will be asked to work with on test day. (I once borrowed a friend’s digital camera. I could not, however, figure out how to operate the flash feature. Drats. Upon returning the camera, I did not ask my friend to explain how to operate the flash. Instead, I handed him the camera and asked him to “show me” how it functioned. The bottom line is that SAT students learn better, and more efficiently, when problem solving is both explained and demonstrated/modeled in real time.)

4) ADAPT: The course must adapt to each student’s ability level. (Every student should work to attain his/her personal maximum. ePrep for the SAT employs the same proven feedback loop that I use in my private practice. The loop helps each student determine and adjust his/her target scores as appropriate.)

5) EXPERT TEACHER: The course must be taught by a master teacher. (A lot of smart people can explain the five steps required to solve a given algebra problem, for example. The master teacher can go a step further, however. The master teacher knows which of the five steps in most likely to cause problems for students and will address the issue proactively.)

6) CONVENIENT: The course must be accessible to virtually every student.

Now, after nearly two years of development, our ePrep team is ready to deliver what I believe will be the best SAT prep service available online or offline. While we’re currently entering our “Alpha” test of ePrep for the SAT and are not scheduled to launch the full product until later this summer, we encourage you to experience a small morsel of what ePrep for the SAT will deliver. Click on the demo banner, download the brief sample tests, and let the fun begin. Please stay tuned. There is more to come.