Michael Strong is co-founder of the, an Austin school serving students of middle and high school age. He is also author of the book , a frequent speaker on stages, founder or co-founder of several successful schools, and an advocate for nurturing the entrepreneurial spirit as a force for social good. In this follow-up to an earlier guest post, Michael addresses, in an interesting new way, a question I hear often in consultation sessions with parents considering alternative forms of schooling for their kids: Will they be prepared to do well on the SAT and other college entrance requirements?
Two years ago, I wrote an article for Alt Ed Austin titled “.” In that article, I explained how I had gotten high SAT scores that helped to get me into several Ivy League universities (Harvard, Yale, and Dartmouth) by means of extensive reading and chess playing. At the time, Khotso Khabele and I were just launching the Khabele Strong Incubator, which is now known as the (KSI).
It has long been my belief that if students engage in serious intellectual work that they love, it is possible for them to develop high SAT scores while also enjoying school. Because traditional schools often force academics on students in ways that are disempowering, many traditionally educated adults find it hard to imagine teens enjoying learning while also developing high SAT scores.
Because of my belief that our program develops SAT scores, we have administered the SAT several times per year at the high school. Although we don’t have data for all KSI students, for those for whom we do have comparable data, the results are remarkable.
- Average SAT gains for KSI high school students for 2015–2016: 140 points (80 points verbal, 60 points math)
- Average SAT gains for KSI high school students who have been with us for two full academic years, 2014–2016: 313 points (173 verbal, 140 math)
We only have two-year data for students who were with us for grades 9 and 10 and who were present at SAT administrations for both September 2014 and May 2016.
For comparison purposes,concludes that the average student enrolled in an SAT prep course gains 30 points (5–10 points verbal, 10–20 points math).
Students who have attended KSI for two years are averaging gains more than 10 times those of students enrolled in the average SAT prep course.
Yet KSI students do very little explicit SAT prep. Instead, we have a daily Socratic discussion in which students discuss complex texts while relating them to their personal lives along with weekly math problem-solving sessions that are often like brain teasers. How can such a program outperform SAT prep courses by such a large margin?
1. The College Board has always maintained that “SAT measures reasoning abilities that are developed gradually over the years of primary and secondary schooling that precede college.” That is, insofar as the SAT measures reasoning abilities that take years to develop, it is not surprising that two years of a cognitively demanding program would outperform short SAT prep courses.