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ACT Tutoring and Test Prep CT

The Best Individual Tutoring for the ACT

The Learning Consultants retains the best one-on-one tutoring for the ACT.

Our general process:

1.)    We listen to the needs of our prospective clients

2.)    We propose a tutoring/enrichment solution primarily involving the

appropriate teacher/academic coach match

3.)    The proposal is based on subject matter, student challenges,

location, and any other factor that might be important to our clients such

as personality qualities of the student and desired personality qualities of

the teacher.

4.)    Our teachers are expert at teaching the subjects to which our clients

inquire

5.)    The rate ranges based on market demand for the teacher

6.)    We would send a mutual introduction to you and the teacher via e-mail.

7.)    You would contact the teacher to arrange a mutually convenient

time/place.  Regarding time, every teacher is a bit different but, of

course, all understand that they would be working after school and many

understand that they might work on the weekend.  In terms of location, we

have offices in Madison and Old Saybrook.  But, our teachers are spread from

New Haven to Middletown to Stonington so depending on where our clients live

they can meet in homes/public places that might be more convenient for our

clients.

8.)    Billing Policy:

Payment must be made at time of service.  Clients of The Learning

Consultants may choose one of two methods of payment:

Option 1:

We bill you monthly after you provide us your credit card information.   Our

billing will reflect the hours multiplied by the hourly rate of your

teacher.https://www.tutoringandtestmastery.com/payments/

Click on credit card authorization and follow directions

The advantage of this option is that you do not have to worry about

delivering a check each meeting.

Option 2:

Clients make payment every meeting for the full amount due each meeting with

either a check to “The Learning Consultants” or with cash.

 

9.)  Cancellation Policy

Most of our teaching team are parents and understand the challenge of managing a child’s schedule.In addition, perfectly valid reasons such as illness or family emergencies are understandable reasons for cancellations. The challenge, however, is that some reasons are not valid: the student or parent forgets or the student doesn’t feel like attending a session. Since we have neither the desire to evaluate the reasonableness of an excuse nor to increase the number of fibs told(!), we give everyone one free pass.  That will be our bad luck. Thereafter, the presumption will be that a charge will accrue unless the circumstances merit otherwise. Our team is made up of very soft-hearted folks so we are humane in our consideration.  But, we do want you to understand that any cancellation, particularly those that are made within 24 hours, creates a hardship to a service provider. The tutor likely gave up other clients who could have been scheduled or is missing time with their own family.  Please keep that in mind if you need to cancel.  Thank you.

10.)    At all times, we are happy to discuss your situation.

Some of our clients have both individual tutoring and our class option:

Connecticut’s Best ACT Prep

The Learning Consultants Offers

ACT Classes and

ACT Tutoring Throughout The Year


Click here for our current ACT class schedule

Should My Child Take the ACT?

51w3xTYVNRL._SX258_BO1,204,203,200_At The Learning Consultants, we enjoy teaching the ACT. In general, we recommend that our Shoreline, CT students take the ACT test. But we have several qualifications to that advice.

We recently gave a speech on the subject in Guilford, CT. As we noted, for many the answer is a simple “yes”. Many guidance counselors in Shoreline, CT schools advise this, too.

The main reason: there is nothing to lose. If the test goes poorly, then the student simply does not need to submit the score to the school. If it goes well, then the student has an additional way to present his case for college admissions.

Also many schools accept the ACT as a substitute for either SAT I or SAT II scores. Having the ACT as a hedge for either score creates wonderful flexibility.

Moreover, many of our students have done a good amount of generalized test prep (reading, writing and grammar) that overlaps with the content on the ACT. Given the relatively minimal additional prep needed (science and more intensity on grammar), the time cost v. benefit analysis weighs toward taking the test.

Finally, for most students applying to competitive colleges, it makes sense to maximize the possibility of admission by taking the ACT and then comparing it to the SAT.

So, if you are a Shoreline, CT student considering the ACT test, the simple answer is “Yes, take the ACT.”

However…

Our first caution is that the student should have time to prep for the ACT test. We have encountered many students who were glibly told by their advisors to take the ACT because its the “easier” test. Bad advice. You have to prepare.

While not having as many high IQ-type questions as the SAT, the ACT is still a tough test. We have had many students come to us after they had been crushed by the ACT. Their universal lament: “I was told it was going to be easy, so I didn’t prepare.”

We recall one student from Madison, CT who walked into the ACT test without any preparation. Her performance was dreadful — not because the material was so hard, but because she did not understand some basic elements of ACT testing, such as the fact that the ACT does not have a guessing penalty. She left over 10 questions blank in the math section alone and hurt her score.

Given that the tests are on a curve and that now there is a greater number of students from competitive Northeastern and West Coast suburbs taking the ACT, the notion that the ACT test is easier is growing increasingly flawed.

While recognizing that we are showing some Northeastern bias, we have to say that there is some truth to the notion that the ACT was easier about 10 years ago when most of the students who took the test were from the Midwest and South. We recall mentioning the ACT to a very well-educated family from East Lyme, CT and getting a look of puzzlement.

We are not suggesting any difference of intelligence in the people in the various regions of the United States. But there is no doubt that there is a greater competitive environment in schools in the Washington, DC, New York and Boston suburbs and Shoreline, CT, than in places in the middle of the country.

Given that students in these locations are now taking the ACT with far greater frequency, the curve is now reflecting a higher level of competition for our Shoreline, CT students.

Our second caution is that there is an “energy” issue that must be considered. Students are busy. Many do not have time to prepare for all these tests.

For example, if a student has done very well on the SAT, then there is no compelling reason to take the ACT. Many will be advised, nonetheless, to take the ACT, too.

However, if the student does not have the time to prep adequately, then taking the ACT might simply amount to a wasted day. Also keep in mind that time spent studying for the ACT is time that could have been spent preparing for the SAT.

With that said, those that do well on the SAT, typically, also do well on the ACT.

For that reason, if they have the time to prep for the ACT, they might as well go for it.

The third caution is based on anecdotal evidence from numerous writers on the subject and our own conversations with admissions officers. There is a subconscious bias in favot of the SAT among many, if not most, admissions officers, particularly at top schools.

Why? There is simply an assumption that if a student is only turning in ACT scores, then they must not have done as well on the SAT.

For those students who did very well on the ACT, the bias will likely not hinder them too much. But for those who did only reasonably well on the ACT, and only a touch better than they did on the SAT, they might be wise to consider this bias.

With all that said, many wise guidance counselors and college advisors in Shoreline, CT will agree that the students should take the ACT — but only if they are well prepared.

How The Learning Consultants Prepares Students for the ACT

Test prep methodology is very similar for the SAT and the ACT.

The ACT consists of English; Math, Reading, and Scientific Reasoning sections.

The SAT consists of Verbal (Reading and Writing and Language (grammar).

Reading

The revised (and now current) SAT essentially copied the ACT reading section in format.  The only difference is the number of passages and length of section.  The ACT has 4 reading passages to be completed in 35 minutes.  The SAT has 5 passages to be completed in 65 minutes

 


Math

The ACT has more standard knowledge questions in math (hence its reputation, somewhat overstated, that the ACT tests knowledge more than problem-solving, compared to the SAT).

The ACT requires a greater understanding of basic trigonometry. This can be part of the problem when we are preparing students who were hopeful that the ACT would be a lot easier. If the student has not done Algebra II/trigonometry yet, then we need to teach about 10% of the math section.

The ACT math section actually requires students to work more quickly (60 questions in 60 minutes). For that reason, we also work on speed with ACT test-takers.

The revised (and now current) SAT has a no calculator section and is more aligned with the Common Core than it was before.  For that reason, the difference between SAT and ACT math are no less than ever.


English

 

The SAT’s writing and language section essentially copied the ACT’s English section.  Other than a mild difference in format and a moderately significant difference in length, the content and approach are nearly identical. The ACT has 5 passages to be completed in 45 minutes and the SAT has 4 passages to be completed in 25 minutes


Scientific Reasoning

Scientific Reasoning is the most unique section of the ACT.

Oddly enough, and again undercutting its reputation for “testing what you know,” the ACT actually does not require any knowledge gained in science classes.

The section is essentially data interpretation of charts, graphs, and experiments.

It looks very difficult at first glance. But with preparation, it actually is reasonably easy, in part, because, we have a discovered a technique that makes the section very manageable.

For example, we recently held an ACT group class in Waterford, CT. The students really disliked science and were worried that the science section would really hinder them.

While the students were initially worried about the format, they gradually learned that most of the work was simple data interpretation. Ultimately, they did very well.