What is SHSAT test preparation?


Over the past 40 years, the representation of black and Hispanic students in New York City’s top performing high schools has declined sharply and calls for action have become increasingly loud. These calls hit a high note in 2012 when the NAACP filed a legal complaint against the city and reached a crescendo in 2013 when then mayoral candidate Bill de Blasio made bringing change to the Specialized High School Admissions Test (SHSAT) and the specialized high school admissions process the center point of his education platform. As mayor, Mr. de Blasio  has continued to point to “expensive test preparation” (or rather the lack of it in certain communities) as a key contributor to the disparity in access to the city’s elite high schools. Unfortunately, when the mayor (and many politicians and educational leaders) discuss test preparation they far too often neglect to actually define what “test preparation” is, who uses it, and what impact it actually has.

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Assessing the Assessment: SHSAT

Screen Shot 2016-08-28 at 4.06.28 PMAs we approach September in NY, I enter that special time of year affectionately know as “fall hell”, when parents of students in every transition grade realize that admission testing is looming and they need to figure it out. Parents of 11th and 12th graders have to think about SAT and FAFSA, parents of 7th and 8th graders are thinking about the ISEE, SSAT, SHSAT, TACHS, COOP, and/or HSPT, parents of 4th and 5th graders are thinking about the SSAT, ISEE and/or Hunter High School exam. This time of year can clearly bring lots of stress and confusion.

In this post, I’ll take on the SHSAT and give a little insight into what makes it what it is. Let’s go…

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The Use and Abuse of the SAT

This post is a collaboration between myself and James Murphy. James Murphy, right, is the director of tutoring for the Princeton Review in New England and a freelance writer with almost two decades of experience getting students ready for the SAT.

Are New York City’s teachers as smart as their students? John Sexton, the ex-president of New York University, thinks not.  During a talk he gave on the future of American universities at the Library of Congress last week, he claimed that in the past five years, New York City public schools have been hiring “teachers that have lower SAT scores than the students you are graduating. That’s a ticket for failure, because you’re hiring from the bottom half of the existing class.”

Continue reading The Use and Abuse of the SAT


College Board SAT Educator Reporting Panel – Amazing, useful, needed

In a year with a mis-timed SAT (leading to 2 sections not counting), cheating scandals, delayed PSAT results, incessant marketing of a practice tool as the solution to societal inequity and educational injustice, and fights between SAT and ACT, it’s easy to understand why the one of the few positive changes that came with the revised SAT would have been largely overlooked and unmentioned. This past January, College Board completely revamped the way it delivered scores to schools. The organization that owns and is responsible for designing the SAT not44493 only revamped its test (for the first time since 2005) but also revamped its reporting portal for school counselors for the first time since the dark ages. The new school reporting portal changes should provide significant benefit to schools and teachers around the country. To put these changes in context let me point out that until very recently, the College Board sent dot-matrix printed labels with PSAT scores on them to high school counseling offices and additional data schools had to be purchased and was mailed on CD to schools. Yes you read that right. In the 21st century the multi-billion dollar educational institution was sending dot-matrix labels and mailing CDs.


Welcome to the internet era College Board

reportsIn the fall of 2015, College Board went entirely online with their (singular their) reporting portal and has been steadily improving it ever since! The portal currently allows users to review and export almost all the data a school counselor or teacher could want. The College Board SAT educator’s portal is what I want from every standardized test administered in a public school. Timely, up-to-date access to my students’ test scores and performance data. While there is certainly room for improvement, this portal is miles ahead of anything I’ve seen from major national standardized tests. The College Board has created a tool that allows counselors to look either at the macro level (how did students do overall this year vs last year) of student performance or the micro (how did Malala answer on question 7 in the reading section). This is all available online from the comfort of your cubical at work. No waiting for a disc to be mailed, no asking a student to print and bring in their score report. Timely, detailed, and accessible. College Board has, with this one portal, potentially made the SAT a useful tool for teachers and schools. Approximately a month after a test is administered a school would have back complete data on all students, ready to be shared with the academic team and ready to be used to improve instruction. This is pretty close to exactly what testing (at least test result reporting) should be.


But I ramble, let me do more showing and less telling.


Question Analysis Report

Every school counselor needs to know what the portal is and to engage the academic team in reviewing it. The question analysis report is my favorite thing in the entire portal. The report offersreports 2:

  1. Performance comparison – the report compares the schools performance on the test to the district, state, and nation. Allowing a school to easily identify possible indicators of holes in the curriculum.
  2. Links to questions – the portal provide direct links to the questions from the PSAT (always) and the SAT (for released forms of the SAT) so that educators can easily access and see the questions.
  3. Answer selection percentiles – knowing the percentiles rates at which each answer choice (when combined with the actual question) is selected lets educators gain insight into the types of mistakes made.

Also of note are links to state standards (I’m told that its actually linked to the specific state standards), categorization of questions (yeah it’s still CB quasi-meaningful categories), sortable tables, filterable data sets, and ability to make sub-groups of students. Check out the screen shot to the right of the report options and below of the Question Analysis Report. The biggest surprise from the portal for me was that with the release of May SAT scores, the actual questions from two of the three forms given in May were available in the portal. Historically, CB made the Question and Answer Service available for purchase ($18) only by those who had taken that test administrations (thus creating a healthy grey market for QAS booklets that advantages students with tutors or a lot of info about dodgy internet corners). Schools were never given easy access to the questions from released tests and even those students who ordered the QAS service waited 2 – 3 months to receive a copy of the questions. Now the questions and answers are relatively quickly available in the school to the educators who can do something with it! Even if this is only available 3 of the 7 ( or 10 if you count the three SAT School Day dates or 17 if count Sunday test dates also) test dates. This is a boon to schools and students.

unnamedrep filScreen Shot 2016-07-01 at 10.10.41 AM


Other Reports

Most of the other reports in the dropdown (2nd screenshot in post) are just a variation on the screenshot below. They provide different ways to look at student scores, allowing you to look at the scores (versus district, state, nation) or the benchmarks (which kids reached CB’s benchmarks), or by fee waivers used. Most of these reports are mildly interesting to schools and teachers but not particularly actionable in terms of improving student performance. The benchmark report is probably the most interesting of the other reports. While, I’m not convinced that College Board’s benchmarks tell enough of a story to be independently useful for a student, I think they are useful as a comparison point for a school, district, and maybe even teacher. Being able to see where your school underperforms or out-performs schools in your district, state, or the nation can be used to inform revision of curriculum (when paired with analysis of the questions that feed info those benchmarks) or refocus instruction.


reports 4

(Update: I found a few more gems after originally posting this that I wanted to point out) A few other reports that are great for counselors:

  • View/Print Student Score Report
  • View/Print Student Essay
  • View/Print Student score sends (there is a whole post on the process and costs of sends that might be cooking).

How to make the SAT portal a game changer

If College Board really wants to make this product a game-changer here are a few “simple” things they could do:


1. Find a way to make this available to community based organizations

Given the sad state of the caseload of most school counselors a decent portion of the work of supporting students for the SAT (and college access) falls to community based organizations. Currently CBOs have no way to access group reports on the students they work with.


2. Add content tags to questions

When I ran my own test prep company, our database allowed me to tag question with up to 30 different content areas (not just Harts who love Algebra but also exponents, variable, and manipulating equations) and thus make it sortable and searchable by a wide range of characteristics. Adding this feature to the portal would allow teachers to search/sort questions by content areas by terms they know better.


3. Create an “content performance report”

The portal needs an easy way for the test coordinator/school counselor/principal to get the information out of the portal and put it in front of the teachers and academic department heads.


Despite my objection to categorizations of the SAT as an unbiased predictive assessment of college success, this new portal goes a long way toward making the SAT a useful assessment of certain academic performance. For me any assessment is valuable only when an educator or student can relatively quickly following the test review performance on that test and take steps to improve that performance. With the changes to its reporting portal College Board has done a lot to make the SAT such an assessment, so I say to David, Aaron, Steven, Shameek, Farhad, Teirney, and the team at CB:



wayne gif excellent
Click this awesome gif!



ACT-Kaplan Join Forces to Increase …


On Tuesday April 19th, I woke to find the following press release in my inbox.

Las Vegas, NV (April 18th, 2016) – ACT, (the other test maker) has decided to partner with Kaplan Test Prep to offer free standardized test prep, in a new effort to emphasize the ineffectuality of standardized tests. This new state of the art online testing program will be at least partially live (Take that KHAN ACADEMY with your pre-recorded doodles). Though it’s not entirely free to all students, Kaplan promises to provide lots of free test prep to low-income students to help dial down the reality that it is a for-profit company making bank on this new partnership. With this new program, Kaplan promises to utilize the same top-notch online portal used for classes at Kaplan University. (Ranked 137th Best Online College and ranked equally with the notable Oral Roberts University.)


This new program entitled: Kaplan Online Program Outreach for Underserved Tutorials (or simply KOPOUT) features lessons from seasoned Master Ninjas who no longer need silly things like textbooks to cover the material that isn’t showing up in high school this year.


“We know that helping kids help understand the help they need should not go unhelped,” says ACT COO, Kyle Ren. “After all, we think it’s beneficial to work with test prep companies, as they’ve made it their business to recognize the flaws we’ve created. It’s like, you know when like the Terminator came back and he was like, I’m not here to kill you like I’m here to help save your kid from the shiny new guy who wants to kill you. And he can like mold himself into anything at all, and that’s like, useful and stuff. So we’ve got the Terminator on our side. Or are we the Terminator? I don’t know. I guess one of us is the Terminator.”


KOPOUT also includes the following features:

  • An online platform with prerecorded lessons over the backdrop of a 1980’s yearbook setting.
  • Sciencey science for the Science section discussing the charts and graphs and other things ACT takes for college level Science.
  • Real ACT questions which are totally different from the ones you’d find in the book they’re about to publish for more money.
  • A social network of like-minded kids using the service as an excuse for learning instead of snap chatting nasty comments to their ex-girlfriend.
  • Quinoa.

Continue reading ACT-Kaplan Join Forces to Increase …


These times they are a’changing

This year has been a hectic time in college admission testing (and college access in general). There have been significant changes to the SAT, minor changes to the ACT, radical changes to the financial aid process (PPY anyone?), and heated discussions about radically overhauling the college admissions process itself. In the wake of all these changes parents and students are understandably left confused and concerned. Heck, many college access professionals are left confused and concerned. So in an effort to help calm nerves and cut through the noise surrounding these issues, I’ll summarize the changes, help you understand how concerned you should be, and point you to useful resources.


PSAT and SAT Changes

This past week, students (but not tutors) finally saw the revision to the SAT that the College Board announced in 2014 and previewed on the 2015 PSAT. While these changes are substantial, they are not a real cause for concern for most students. Students who will take the new SAT will likely have never taken the old SAT and thus this SAT will be the only one they know (for us older people who remember a different SAT, the changes may be concerning but the good news is you’re not taking the new test). The concern for students who are applying to college is the same as it was last year “should I take the SAT or ACT). The newness of the SAT alone isn’t the answer to this question but doesn’t influence the discussion. But for the parents and advisors here is a quick summary of what I think are the key changes.


Changes that matter:

  • More time per question
  • No more guessing penalty
  • Optional Essay
  • Fewer math topics
  • More direct writing and questioning style
  • More complex reading passage
  • No more studying vocab just for the SAT
  • Longer wait to get scores back


What it means for families

The SAT changes will not significant impact the process or plans that families should make when preparing for the exam. The biggest impact on families is that they’ll be forced to spend more time researching to verify that what they’ve heard is accurate (most of it isn’t or is spun in a weird way). The secondary impact is that the newness of the SAT will require more careful analysis of who you select to provide test preparation or what books you purchase. Any test prep program or book that hasn’t been rewritten to reflect the changes to the test will not be useful at all.


ACT Changes (and Struggles)

Unlike the significant changes that came to the PSAT and SAT this year, the ACT introduced only a minor change to its optional essay, a dual passage in the Reading test, and played with the question type distribution in Science. Since only about 10% of colleges require the ACT (or SAT) essay, the change to it will likely only effect a small portion of test takers. Of more significance is the delays that plagued ACT in the fall and the questions that continue about the reliability and validity of the essay scores. For all score administration in the fall, scores ACT experienced unusual delays getting scores back to students (and to colleges). This meant that many kids applying early action or early decision were put under additional stress as they worried about whether their scores would reach their dream school before application deadline.


What it means for families

For families this means that planning ahead is even more important than it has been in the past. We should expect both SAT and ACT to continue to be late returning scores and thus students should test well in advance of any deadlines to account for delay sending results to colleges. This will be especially important for anyone considering Early Decision or Early Action in the fall. I’d recommend that anyone considering early application should try to take their (second and) last test in June or September. However, anyone preparing for the ACT should make sure that they are using practice materials that has been updated to reflect the essay change if they are planning to site for the essay. SAT and ACT test dates.


Financial Aid Changes

Beginning in 2016 for the 2017-18 academic year, the financial aid process will change to allow families to submit the FAFSA form earlier in the year (October instead of January). The big change will be the use of tax forms from 2 years prior, currently referred to as PPY (prior prior year). This is intended to make the process easier by giving families more time to gather and submit paperwork. USA Today has a summary that’s worth reading.


What this means for families

We won’t know exactly for a few years the complete impact of this but families who are applying to college in the 2016 – 2018 must stay on top of news about changes to this process. With all the changes going on already stress and burdened school counselors must be supported to ensure that families have complete information.  The good news is that


College Admission Process – no changes, but lots of speculation

This year a saw the launch of the Coalition for Access, Affordability, and Success, which proposes to radically alter the college admissions process. This coalition was led by many leading universities including every Ivy League school, Stanford, U of Chicago, UNC, Amherst, U of Michigan and many others, is creating a process that allows students as young as 9th grade to begin compiling a portfolio of work that will more full express who he is academically and personally. The Coalition also seeks to ensure that its members provide value to students by setting requirements on member school for graduation rates and financial aid. The change would create what they believe is a more comprehensive and less stressful process. More here in the Times

What this means for families

All the details of the Coalition are not worked out yet but it certainly bears watching. Parents should monitor these changes as they happen so that when it impacts your child you’re fully informed.


The good news about changes to the college process is that most of them doing happen quickly. Parents are best served by planning and researching 2 years ahead of any transition the child is making and that will keep this process relatively calm.



SAT Disambiguation – Real World Math Problems

Real world CB definitionSince the announced changes to the SAT in March 2014, College Board officials have been on the world tour of high schools and education conferences trying to wow educators with their shiny new toy, the 15th iteration of the SAT. They’ve published exhaustive treatises on the research and specifications behind the changes, hosted dozens of gatherings and yet have provided no real information for the students who will actually take the test. These kids have been left to decode marketing-speak extolling the virtues of a test “more aligned with school work” and “based on a foundation of research.” Newspapers have picked up on the College Board’s talking points and parroted them without providing clarification, further confusing families and adding to the anxiety surrounding an already fraught time. So this leaves little ole me with the herculean task of laying plain that which has been obfuscated. I’ve been trying to work through each of the “8 Key Changes” and translate them into laymen’s terms so that they are more easily digested. Previously, I analyzed “Founding Documents and the Great Global Conversation“. As with that analysis, here I’ll also seek to answer these three key questions:

  1. What does this really mean?
  2. What level of impact will this change have for test takers?
  3. Is this really a change or is it simply a redistribution of the same ole same?

So, let’s do this thing!

Continue reading SAT Disambiguation – Real World Math Problems


SAT Disambiguation – Founding Documents and the Great Global Conversation

8 key changes pigIn my continuing effort to understand the rhetoric behind and disambiguate the marketing jargon used to describe the redesigned SAT (henceforth referred to as SAT version 15 or SAT v15.0), today I’ll explore what the College Board means by Founding Documents and the Great Global Conversation. This high-highfalutin and important sounding language has been bandied about a great deal in order to support the notion that this latest redesign of the SAT has made a radical departure from the ghosts of SATs past. It’s also been held up as the shining example of SAT v15.0 testing “what really matters” to college and career readiness and only things that are “worthy of close attention”. But each time I hear the term it makes me ask “what does Founding Documents really mean?”, “how does this really impact students?”, and “is it a real change to the test?”.

Continue reading SAT Disambiguation – Founding Documents and the Great Global Conversation


Stanford shows they’re not so smart after all

malala-500x375cMaking the rounds in the college world this week is the story of Stanford University’s “demand”* that college applicant Malala Yousafzai take the SAT. Correction, that’s Noble Laureate, educational activist, assassination attempt survivor, and still “kicking ass and taking names” while advocating for education for women, 18-year-old Malala Yousafzai. Stanford University, in their apparent quest for additional bad press, has let the story of Ms Yousafzai’s desire to apply to the college become one of a “demand” for a test that many see as worthless and not indicative of any of the true characteristics of college bound students. It’s stunning to me that this university, with what I assume is a million dollar team of PR professionals, would let this potentially huge PR win become another example of the evil that colleges do in their quest for rankings and their love of test scores.

Had Stanford’s team been on the ball this could have been an amazing PR win for them. But alas I think the people working there are not as bright as many of the undergraduates they seek to enroll.  However, because I’m a benevolent critic, I’m going to give Stanford a few suggestions free of charge as to how they should have handled this situation. These 3 suggestions would let Stanford achieve their goals of having high SAT rankings and good PR while at the same time doing the right thing for Ms Yousafzai.


Suggestion 1: Amend Admission Policy

To solve any potential conflicts Stanford could have amended their admission policy and/or practice to allow for admitting Ms Yousafzai without scores. It would have been a win to say she was so amazing she inspired change in the institutions policies. Here is one suggested policy amendment, which allows for them to continue to be elitist a meritocracy and yet have Ms Yousafzai qualify:


Multi-facited Assessment of Latent Academic Laurels for Admission (any acronym created by this title is completely coincidental and unrelated to the intent of the program)

Effective immediately, Stanford University, in order to increase access to the university and attract diverse students with not only amazing academic records but also stellar political and societal contributions will evaluated under the Multi-facited Assessment of Latent Academic Laurels for Admission program. This process will allow for the admissions committee to fairly compare the political and societal contributions of unique candidates to the academic records of traditional applicants. This process will maintain the high standards of the university while allowing an open holistic review of factors that fall outside of the traditional consideration factors. Those applicants who qualify for the Multi-facited evaluation program will display one or more of the following characteristics:

1.       Surviving an assassination attempt while advocating for educational equality

2.       Wining a globally recognized award for societal contributions

3.       Being so bad-ass that a fundamentalist pseudo-religious junta wants to assassinate you

4.       Founding of education institutions to serve severely under-served groups

5.       Starting a non-profit organization

6.       Becoming the global face of any social impact movement

7.       Meeting with one or more world leader

8.       Holding single name status (e.g. Oprah, Pele, Madonna, Shakespeare, Jesus, Michael, Michael)

9.       Achieving top scores on the equivalent of the SAT in any other country (e.g. Gaokao exam in China, or GCSEs in the U.K.)

10.   Given interviews with Diana Sawyer or Jon Stewart

11.   Publish an autobiography

12.   David Beckham or Bono gives you an award

13.   Are featured on the cover of a global news magazine (e.g. Time) as one of 100 most influential people

14.   Getting a multi-national corporation to provide for your family during your convalescence

15.   Accomplishing any of 2 or more of the above before legally allowed to consume alcohol on campus


Suggestion 2: Drop the Mic

If a change in policy was too much Stanford could have simply done a mic drop. Make a statement that leaves no questions about her ability and the reason she should be admitted bypassing the normal admissions process. This would also have given them the additional benefit of laying claim to her (even though she hasn’t actually applied yet). Since clearly Stanford’s PR department needs help, here is a press release I’ve prepared for them:


For Immediate Release

“We, the admission committee of Stanford University, have decided to extend an offer admission to Ms Malala Yousafzai. The entire university looks forward to her presence on campus and as part of our community.


In order to facilitate the process for Ms Yousafzai, we will allow her speech in front of the UN (which we’ve learned she wrote herself) to supplant her application essays. Because we understand she likely has speaking engagements in front of other universities, to which she is not applying, on the dates of the SAT and ACT, we’ll accept her previous amazing standardized test scores in lieu of additional standardized tests scores. At this point additional test scores would be redundant and add little additional evaluative value and would actually unnecessarily burden not only Ms Yousafzai but also the women she has opened a school to serve and the girls around the world she is mentoring and leading. Finally, we’d like to acknowledge the honor we feel at being Ms Yousafzai’s choice for higher education. We have had several Nobel Laureate alumnus but this will be a first for us to admit a winner of the award. We look forward to learning as much from her as she will learn from us.


Mic. Dropped. Go ahead and question the validity of her admissions after that statement. I dare you.


Suggestion 3: R. Kelly Strategy – Keep it in the closet

If Stanford had wanted to cover their proverbial asses, they could have easily contacted Ms Yousafzai privately and kept the entire thing out of the media until she was enrolled. Given that SAT scores are not public record, if Ms Yousafzai didn’t take the test no one need ever know. If her scores were bad that could easily stay between her and Stanford (and the College Board). Had I been in charge of the university admission’s committee as soon as word came in that she was interested it would have been logical for the team to contact her quietly and evaluate her candidacy. I’d have flow my international admissions dean to her house to review her records at her home. If she needed SAT scores they could have administered a practice test on the spot for a quick private result before even thinking about asking her to take the real thing. Or even better just forget the whole thing and go ahead and admit her. Much like recruited athletes are admitted with lower scores and bypassing much of the typical process they could have rolled out the silent behind the scenes process and had her on campus before anyone was the wiser. Who among us would even blink when fall of 2016 rolls around and we see a picture of Ms Yousafzai walking the Stanford campus? Who would say, “I wonder what her SAT scores are?”


But let this be a lesson to universities on how to handle PR on prominent (non-athlete) applicants. The key is getting out your own narrative ahead of the internet and social media. Otherwise, things like this happen:

  • Malala Wants To Go To Stanford, But First She’ll Need To Take The SATs via Forbes
  • Should a Nobel laureate be required to take the SATs? via YahooNews
  •  Malala Yousafzai’s Nobel Peace Prize not a ticket to Stanford University via India Today
  • Dear Malala Yousafzai, your Nobel Prize is not your ticket to Stanford via Tribune blogs
  • Malala Yousafzai still has to take the SAT, just like every other Stanford applicant via Hello Giggles


*Oddly not a single story cited an official Stanford statement and my googling skills were not up to the task. If you find the an official Stanford statement please drop it in the comments.

Skills, Skills, Skills – Do you have those testing skills?

Skills skills skillsWhile hate-reading some articles posted online over the weekend, I ended up looking on College Board’s website for a reference link to share with one of my twitter buddies and lo and behold I found this awesome new College Board tagline. Apparently College Board has decided that to help convince everyone that the redesigned SAT tests the skills that students have developed in high school they are going to use “Skill” as often as they can and in as many contexts as they can come up with. Here are a few more samples:

Skills skills skills 3

Skills skills skills 2


This awesomely bad use of the word immediately reminded me of Destiny’s Child’s hit Bills Bills Bills. So inspired by lack of sleep and a sick sense of humor I decided to pen College Board’s new theme song. I highly recommend that they play it every time David Coleman comes on stage.

Before I share with you the awesomeness of my first musical masterpiece, let me share with you a contest.


Music Skills to pay the SAT Prep Bills

The challenge is to create the best Skills, Skills, Skills song.  The best submission of a rendition of a college or SAT themed Skills Skills Skills will receive a free SAT prep class for a school or non-profit organization of their choice* (limitations apply).  I’ll actually choose two winning submissions.

Deadline to submit is November 15, winner will be announced here and on twitter (akilbello) on November 20.

Destiny’s Child – Bills Bills Bills

And now, without further ado:


Skills Skills, Skills

by Ken-ye Test (aka Akil Bello)

At first this started about school
Testing for college and for scholarships
But now, you’re getting comfortable
Ain’t scorin’ like you used to score
You’re slowly making me learn ya things your high school should be handling
And now I’ve given you the Core (cooooorrree)
Teaching you thinking and to read a doc or graph
And you have the audacity to even come and say you’re ready
Ask to go to university or even get a job from me

You average, good for nothing type of tester
Oh woe is me, these scores just keep on getting lesser
They’re fallin’, the new test better help me out
Instead of ACT who don’t get what rigor is all about

Can you show me those algebra skills
Can you do my linear drills
Can you show me those Common Core skills
If you did then maybe we could chill
I don’t think you do
So, you and college are through

(repeat chorus)

Now you’ve been freakin’ out ’bout words (wooords)
Blamin’ my lexicon, sayin’ learning word’s insane
Haven’t seen a college text
But you’re sure the words don’t count
Running to the ACT
Pretending they’re not doin’ it too

And then you learn no grammar (grammar)
Using singular when it should be plural instead
When the essay comes, all of a sudden you have no opinion
Don’t know where these thoughts came from
But MLK shows up is the only leader you’ve ever heard from

You average, good for nothing type of tester
Oh woe is me, these scores just keep on getting lesser
They’re fallin’, the new test better help me out
Instead of ACT who don’t get what rigor is all about

Can you show me those algebra skills

Can you do my linear drills
Can you show me those Common Core skills
If you did then maybe we could chill
I don’t think you do
So, you and college are through

Can you show me those algebra skills

Can you do my linear drills
Can you show me those Common Core skills
If you did then maybe we could chill
I don’t think you do
The ACT’s hard too.

You average, good for nothing type of tester
Oh woe is me, these scores just keep on getting lesser
You average, good for nothing type of tester
Oh woe is me, these scores just keep on getting lesser
You average, good for nothing type of tester
Oh woe is me, these scores just keep on getting lesser
You average, good for nothing type of tester
Oh woe is me, these scores just keep on getting lesser
They’re fallin’, the new test better help me out
Instead of ACT who don’t get what rigor is all about

Can you show me those algebra skills
Can you do my linear drills
Can you show me those Common Core skills
If you did then maybe we could chill
I don’t think you do
So, you and college are through