MINDS STRETCH FOR NEW SAT EXAM.

Byline: Lewis Taylor The Register-Guard

The SAT, the test students love to hate, is about to get even more unpopular.

A new version of the standardized test, which helps decide the fates of 2.3 million college-bound students a year, is being unveiled March 12. The revised test includes a 25-minute written essay along with trickier math problems and new reading questions.

The test was reworked to reflect better what students are learning in high school and to address the concerns of some university administrators who see widespread writing deficiencies, according to the College Board, the nonprofit parent company of the SAT.

Longer and more expensive than ever, the three-hour-and-forty-five-minute, $41.50 exam is drawing all sorts of reactions.

"Some (students) are taking it in stride, some of them are celebrating, some of them are totally bemoaning the fact that they have to write an essay in 25 minutes and (they) have to be clear and concise," says Leah Redwine, director of the learning academy at the Eugene YMCA, which offers private and group SAT classes.

"It's kind of a bummer that they're adding all this stuff and we're the ones that get stuck with it," said Tyrrell Barnas-Kip, a junior at South Eugene High.

"Now I can't really ask my older sister questions about the test," said Andrew Kitchel, another South Eugene junior registered for the March 12 exam.

Surge in test prep enrollment

For test prep instructors like Redwine the new SAT means a spike in enrollment. Kaplan Test Prep and Admissions, the nation's largest provider of standardized test preparation classes, reported a 78 percent increase in students taking its free practice exam. The company, which has offices in Eugene and Portland, has seen a 16 percent rise in pre-college business in the state in 2005.

Some local outlets, such as Lane Tutoring Service Inc., are also expanding their offerings to meet the demand. The company, which used to offer private tutoring, will begin teaching group classes at the Tamarack Wellness Center in March.

"I think there is some anxiousness," director Josh Hirschstein says. "For students who are aiming toward more competitive colleges for scholarships, there is extra pressure."

Many students have opted to sit out the March 12 exam and wait for the May or June exams, hoping to learn from those who have taken it. A seven-week series of Eugene Kaplan courses for the March 12 exam drew only four students, including Caitlin Wisbeski, who didn't seem to mind being an SAT guinea pig.

"I want to take it as many times as I can," she said. "It's a little bit intimidating, which is why I'm in this class."

According to the College Board, enrollment figures for the March test are expected to dip. Enrollment fell by 8 percent in 1994 when several changes were made to the test, including dropping the antonyms section and allowing students to use calculators.

The College Board also reported a 20 percent increase in the number of college students taking the January SAT, which was the last time the old version of the test was offered.

Many universities, including the University of Oregon, will accept either version for students entering in the fall term of 2006.

Overhaul of test philosophy

Jennifer Karan, national director of SAT testing at Kaplan, says the new test is a big deal.

"This is the first test change in 10 years, but it's bigger than that," Karan says. "It's a change in the whole philosophy of the test itself. What we see here is the test moving from being an abstract reasoning test to becoming more of a curriculum-based or skills-based exam. ... Overall it's designed to be a better predictor of students' success their freshman year in college."

Karan says the test is more challenging, especially for students with weak verbal skills. While the old exam was divided down the middle into verbal and math questions, the new version is roughly two-thirds verbal sections and one-third math.

Some students may balk at the length of the test, she said.

"Most students find 45 minutes a challenge, let alone three hours and 45 minutes," Karan says. "That's a (long) time for a young person to really manage to keep strong focus and concentration."

The new test is divided into three sections: writing, math and critical reading, and with a maximum score of 800 points for each, making for a top score of 2,400 instead of 1,600. The math section will involve algebra II, and the writing section will cover sentence errors and written passages. The analogies section has been dropped.

Caitlin Skeie, a South Eugene junior enrolled in the Kaplan SAT course, wished there were more math problems on the test.

"I'm concerned about how the verbal is a larger part of my score," she said. "I'm better at math."

Although the new SAT is expected to be harder, instructors say it's every bit as coachable as the old one. Tutors rely on a variety of techniques including repetition, simulated test conditions and keeping track of test points.

"The single, best thing to do is to take practice tests," says Robert Sposato, a Eugene SAT prep teacher who has been coaching the test since 1986. "And you don't have to take them more than one section at a time."

Nervous about essay portion

For many students, it's the essay section that is causing the greatest anxiety. Similar to the SAT Writing Subject Test, a separate exam required by many schools before the new SAT came along, the essay section requires arguing a point of view with reasoning and examples. The essays are graded by two scorers on a scale of zero to six points.

To conquer the essay section, Sposato uses a system called "writing on target." The method involves pinpointing what test graders are hoping to see.

"We're not interested in being a great writer, we're not interested in being congratulated," Sposato says. "If you give the readers everything they are looking for and you give them no reason to mark you down, you're going to get your five or six (score), which is all that we want."

Laurene Larson, a counselor and test coordinator at South Eugene High School says many students she sees are not overly concerned about the SAT writing exam. She believes Oregon students may be at a slight advantage because of the statewide assessment tests that require a minimum competency in writing.

"(The new SAT) is not really changing the landscape for kids here as much as maybe some other places," Larson says.

The University of California system, the world's largest recipient of SAT scores, is credited widely with bringing about the latest change to the SAT.

In 2001, Richard Atkinson, the UC system president, criticized the test as being outdated and irrelevant. He proposed the university system stop requiring SAT scores from applicants.

"I concluded what many others have concluded - that America's overemphasis on the SAT is compromising our educational system," Atkinson said.

Although his proposal was never implemented, he did get the attention of the College Board.

"Let's just say, when your largest client talks, you listen," says Karan, the Kaplan SAT director.

Chiara Coletti, the College Board's vice president of public affairs, says changes were in the works long before Atkinson's complaints. She says the movement began in 1990 when a College Board commission recommended changes. In 1994, many of those changes were implemented but, Coletti says, adding a writing exam was a proposition that simply required more time.

"The SAT is a living thing," Coletti says. "It will change, and it will evolve."

Hoping to inspire writing

Eventually, colleges and universities will correlate test scores from the new SAT with academic performance, says Martha Pitts, director of admissions at the UO.

The university already uses verbal scores from the old SAT to help place students in writing courses.

Until then, the UO will use scores from the new SAT to flag students who may need help, and alert them to the academic resources that are available.

Pitts says the UO will not deny a student admission solely based on a low SAT writing score.

She is hopeful it will inspire students to work on their writing skills before they get into college.

"Writing is such an important part of success at any college or university," Pitts says. "Especially at a liberal arts and sciences university like the (UO) where much of a student's success is based on their ability to read and critically think about what they're reading and also to write."

TEST TIPS

Here are a few tips for scoring well on the new SAT offered up by instructors, guidance counselors and Jenny Nissel, a 2004 South Eugene High School graduate who notched a 1,600 on her SAT. And lest you think you need to take an expensive prep class to score well, keep in mind Nissel earned her perfect score by taking practice exams.

Practice exams: Most experts agree, nothing will raise your score more effectively.

Watch your language: Practice good grammar and don't let instant messaging or MTV-speak infest your brain.

Know the test: Be familiar with the exam so you won't waste time reading instructions on test day.

Pinpoint the essay section: Learn how to focus on what the test graders are looking for.

Penmanship counts on the essay section: Experts say you're flirting with a lower score if you have messy handwriting.

Pace yourself: Don't spend too much time on one question.

Foreign languages: If you don't know a vocabulary word, you may know a similar word in Spanish or French.

Easy does it: Answer easy questions first and return to the hard questions at the end.

No easy way out: Beware of obvious answers at the end of a section as they are usually wrong.

Eliminate: Don't be afraid to guess if you can eliminate at least one answer choice.

Before the test: Know where your test site is, get some sleep.

Test day: Dress in layers, check calculator batteries, bring a snack, bring ID and test registration.

SAMPLE QUESTION

Here's an example of the type of essay question on the new version of the SAT. For more information on the test, go to www.collegeboard.com.

Prompt: A sense of happiness and fulfillment, not personal gain, is the best motivation and reward for one's achievements. Expecting a reward of wealth or recognition for achieving a goal can lead to disappointment and frustration. If we want to be happy in what we do in life, we should not seek achievement for the sake of winning wealth and fame. The personal satisfaction of a job well done is its own reward.

Assignment: Are people motivated to achieve by personal satisfaction rather than by money or fame? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience or observations.

CAPTION(S):

South Eugene High School students Caitlin Skeie (left) and Caitlin Wisbeski are preparing for the new SAT by taking classes at Kaplan Test Prep and Admissions in Eugene. Kevin Clark / The Register-Guard "I think there is some anxiousness. For students who are aiming toward more competitive colleges for scholarships, there is extra pressure." - JOSH HIRSCHSTEIN, LANE TUTORING SERVICE, INC.