PREPARING FOR THE SAT®

Abstract

ABSTRACT To document the extent of special test preparation for the Scholastic Aptitude Test (SAT), we conducted two separate surveys—one of a stratified random sample of 1986–87 SAT takers and the other of a stratified random sample of secondary schools whose students take the SAT. The objectives were to (1) determine the availability, and incidence of use, of a variety of programs and resources designed to prepare students to take the SAT; (2) describe some of the salient features of these resources; (3) estimate the amount of time (and money) that students spend on these resources; and (4) obtain examinees' reactions regarding the effectiveness of these resources. The results of these surveys revealed that nearly half of all secondary schools offer special programs of preparation for the SAT. These programs differ somewhat in their availability according to the geographic region, locale, and degree to which schools also provide various other kinds of courses. Students participate, to varying degrees, in a variety of preparation activities. Test familiarization materials provided by the College Board are the most widely used. Other commercially available books and texts used in regular courses are also consulted relatively frequently. Engagement is much less frequent with test preparation software, special programs given either at school or outside school, books of practice tests from the College Board, or private tutoring. About 11 percent of all students in the survey said they had attended preparation or coaching sessions outside school, where this minority of students paid, on average, about $150. When particular programs were available, cost was cited less often than some other factor as a reason for not engaging in preparation. This was true for each of several resources, including coaching courses. On average, students spend a total of 10 hours preparing for the SAT. While about 10 percent of all students reported spending 58 hours or more, nearly as many did not devote any time at all to preparation. About two in every five test takers take time to review material from their regular mathematics courses, and a similar proportion review content from their English courses. Students were generally positive about each of the preparation activities in which they engaged. Coaching, tutoring, and the use of College Board–provided books of practice tests were judged—by the relatively small proportions of students who employed these resources—to be somewhat more helpful than were other methods.

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