Characteristics of Students Who Score High on the Stanford Achievement Test
The Stanford Achievement Test, better known as the SAT, has been the standard for college admissions tests for many years. It is perceived as the test that has the potential to make or break a student's acceptance into the college of his choice. Of course, an SAT score is not the only thing college admissions offices look at, but they definitely take note of those who score high on the SAT.
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Rigorous High School Course Load
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One of the indicators found common to students who have higher scores on the Stanford Achievement Test is that most students have taken a rigorous course load throughout high school. Whether students take Advanced Placement (AP) classes, Dual Credit Courses or International Baccalaureate Courses, there is a direct correlation to high scores on the Stanford Achievement Test. Students typically take between 1 to 5 advanced courses, which prepares them for college-level courses.
Taking at Least 3 Years of a Foreign Language
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Students who score high on the Stanford Achievement Test tend to hold themselves to a high academic standard. It has been shown that students who take at least 3 years of a foreign language, such as Spanish, French, German, Latin, Chinese or, even American Sign Language, tend to score higher on the Stanford Achievement Test.
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Leadership Involvement
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Students who score higher on the Stanford Achievement Test are involved in school. Beyond being involved, students are often leaders in their school activities. It doesn't matter whether they are leaders on the football team, the cheerleading squad, the academic decathlon team, or the robotics team, they are developing their leadership skills while learning to problem-solve and communicate. These skills and characteristics prepare students to get through examinations like the Stanford Achievement Test.
College Aspirations
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College aspirations, this says it all. Students who have a goal of going to college will, in fact, score higher on the Stanford Achievement Test, based on the fact that they have a long-term goal. This is why it is important, especially with at-risk students, who would be the first in their families to attend an institution of higher learning, to talk to them constantly about college. It doesn't matter whether it is a parent, mentor or teacher, to get students from this demographic they need to have a goal, and talking to them about college will make a difference.
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