Cultivating Successful Children In Madison, CT
If you have not read Malcolm Gladwell’s books, The Tipping Point, or Blink or The Outliers, you probably should. He’s among the most brilliant societal commentators of our day.
In his recent book, The Outliers, he addresses the issue of education. I’ll let Gladwell provide the detail. But, there are two theses that are important for parents in Madison, Connecticut.
(1) When reviewing the variety of factors that led to student success, the single factor that most determined student success was how much students worked during the summer
(2) When reviewing students from countries which performed better on international education tests, the length of the student’s school year was the most dominant factor that predicted success.
Under either theory, the amount of work that students did led to greater success.
That should not be a great surprise.
But, as a parent, when you examine the world that your child is currently in and the world that your child faces, there are some clear implications.
You should structure your child’s summer and after-school work environment such that your child does not fall behind either: (1) students in his current school and (2) students in countries that work harder than the US.
Related to the first point:
Gladwell examined a study of children in Baltimore. The study was designed to figure out why wealthier children performed better than students from less affluent backgrounds. Prior to the study, some thought genes or the educational background of the parents would be the determining factors. Neither was most signifcant.
The impoverished children learned at an equal rate as their wealthier counterparts during the school year. For that reason, each group tested nearly equally during the first couple of years of schooling. The difference in achievement started showing up thereafter. That was curious to the researchers. Differences in genes or parental educational background would presumably have an equal effect on 1st graders as 12th graders.
The students were consistently measured to determine how much they improved during the school year and for the most part the findings stayed the same: the parental income of students had no effect during the school year.
But, the achievement gap kept increasing each year. The reason: those from wealthier families learned more in the summer.
So, for example, Student Rich and Student Poor may have had equal achievement at the end of 1st grade. But, Student Rich’s family made him read books, attend enrichment camps, get tutored and generally structured his education in the summer. Student Poor’s family did none of those things.
As the years passed, Student Rich’s summers of enrichment gradually shifted the achievement gap between the two students to significant proportions.
We see something similar in Connecticut
Summer should include fun. Lots of fun! But, the day is long. Some work will not put much of a damper on the beautiful summer. Parents who structure some part of the summer to include academic enrichment are giving their students a huge advantage for next year.
In terms of Gladwell’s other finding, that achievement was far higher in countries where students had longer school years, the implications are clear. US students spend about 180 days in school. Several Asian countries have students in school between 220-240 days per year.
When we did not have such a global workforce, this fact would likely not lead to a great future impact.
As the world has become “flat” (see Thomas Friedman’s excellent work on the interconnected world we now live in), our students are competing against international competition.
Students from other countries are working 20-30% longer each school year. As the years pass, they are outdistancing the normal American school child.
It would be wise to take control of your child’s educational structure outside of the school environment.
How Much Do Test Scores Affect Admissions?
Yesterday was easier than today is for students.
The level of competition for spots at top colleges has increased so significantly that the prototypical all-around star student only has a reasonable chance to get into a reasonably good school.
One of our clients from a few years back from Guilford, Connecticut, had to face the reality of this challenge.
He held a high-level student council position, was a top athlete, and in the top 10% of his class. He had spearheaded several community service projects in Guilford. His engaging personality helped make him popular with his school's faculty and administration.
Essentially, our client was the type of kid who would have been a shoe-in at most every college... If this were the 1980s.
The problem: his SATs were solid but not great, hovering around the 600s in each subject area.
His parents, thinking with a 1980s mentality, assumed that schools like Yale were within his reach and that, at the very least, schools like Boston College would be his fallback.
His parents were educated people who had reasons for their lack of knowledge about the current admissions landscape. This was their oldest child. Other Guilford parents told them how lucky they were to have such a superstar. "He'll have no problem getting into college," they were often told.
And that was true. He would have no trouble getting into over 2000 colleges. The challenge was that he, like many others, only had his sights on what he perceived were "Top 25" schools.
Largely because they thought they had nothing to worry about, the student and his parents did not pay that much attention to college admissions issues until senior year. From their perspective, his grades were good so he had never really prepped for tests other than looking at a computer program or two.
His parents were stunned when college counselors told them that Yale was out of the question and that Boston College was very unlikely. Boston College attracts an enormous amount of applicants from Guilford, and neighboring high schools such as Madison, Branford, Old Lyme, and other area schools so that even star students from the Shoreline, CT area have a hard time gaining admission.
And, yes, while the student's scores were good compared to most, the scores were not "Yale good" and not even good by BC standards.
We met the students and his parents in the late fall of his senior year after his eye-opening meeting with his advisors.
With our help, he ultimately gained admission at a reasonably good school. But, at least in the repuation game, the school was a notch below Boston College and schools of that type.
While we are sure that he will recover from this situation and do well, we remember his shell-shocked look when we first met him after being informed him of his admissions chances.
Among his parents' first words: "We wish we had known. We would have started earlier."
The Better Way
We had a similarly credentialed student as a client several years back, whom we met in-between his sophomore and junior years at East Lyme High School in Connecticut.
While not quite as impressive as the aforementioned case study, his background was solid -- three-sport athlete, good community service, and top 15% of his class at East Lyme.
This student had a similar challenge. He wanted to attend the Naval Academy or some other highly competitive university with an ROTC programs. However, his PSATs as a sophomore were in the 500 range for each subject area -- not close to good enough.
His parents knew that his scores were not sufficient and started earlier in the process with The Learning Consultants.
Given that this student was the military type, he was easy to work with and did all that we asked - including building his relatively poor vocabulary.
His junior PSAT jumped such that his scores were all around 600, with his math 630.
He continued working.
His first SAT showed moderate improvement such that all his scores were above 600 and his math was now 640.
He continued working.
He had a second jump with his second SAT. His reading and writing scores were now in the high 600s and his math was in the low 700s.
He took the SAT a third time as a senior and wound up with a cumulative 2120 (700 reading, 730 math, 690 writing).
By this time, the student, as teens are prone to do, amended his college list, deciding against the Naval Academy but still focusing on other top schools.
His grades and activities continued to be stellar and his test scores put him in consideration for most every school in the country. He is now in a top 20 university and delighted that his hard work and focus paid off.
Why Do Scores Matter?
Students at competitive high schools should be thankful that test scores are part of the admissions process.
Those in the competitive environments of Madison, Guilford, Old Lyme, East Lyme, Old Saybrook, among many others in the Shoreline Community, as well as those at the variety of outstanding private schools such as The Williams School, Xavier High School and Mercy High School in Middletown, CT.
Madison's Daniel Hand High School is an great example of what we have seen regarding the discrepancies in the strengths of various high schools and why test scores can help applicants.
Madison has an abundance of extraordinarily smart high school students. Quite commonly, we meet extremely bright students who have class ranks that are not particularly impressive.
If test scores were not part of the admissions landscape, then the grades and class ranks of these Daniel Hand High students would compare unfavorably to students from less competitive environments.
In many cases, Madison students have helped themselves tremendously by using their SAT and ACT scores to boost their admissions possibilities.
Here's why (and we're aware that we are showing a bit of East Coast elitism) --
Students who attend Daniel Hand High School in Madison are competing against some of the very brightest high school students in Connecticut, which perenially ranks among the top three best education states in the country.
When a student from Daniel Hand is ranked in the top 40% he or she might have been ranked in the 20% in many schools in Connecticut and in the top 10% in many schools across the country.
One of our students from Daniel Hand was lamenting about standardized tests. She was hovering around the 50% ranking in her class. However, her test scores were better than 90% of the country, giving her a distinct advantage over many of her classmates.
We told that the students that she should be delighted that tests were a large part of the admissions equation. In fact, her high scores played a critical factor in helping her get into the college of her choice.
Shoreline, Connecticut Prep School Students and SAT Scores
Given our Shoreline and Southeastern Connecticut locations, we work with a large number of prep school students studying for the SAT.
While there are many variations on the themes, there are two basic ways of grading at such schools.
Some schools, such as The Williams School, in New London, CT, have a rigorous system.
Students from The Williams School are probably as well-prepared as those from any school in the country when it comes to dealing with the work demands of college.
We have had Williams School students return from college to tell us that college was actually easier than Williams. Needless to say, it's a fantastic school.
But given the small and super-smart student body at Williams, not everyone can get As. We have met numerous students who need top test scores to illustrate their potential, since their relatively average grades do not help them stand out.
At the other extreme, other prep schools create unusual grading systems such that the students do not get traditional grades (as in A, B or C or numerical equivalents). Instead, the student gets comments and perhaps some nearly indecipherable grade like "Highly Qualified."
In talking with busy admissions officers, particularly at smaller liberal arts schools, we hear that the time and effort needed to carefully examine such transcripts necessarily creates a higher level of focus on their test scores.
As one admissions official told us, "We can't make heads or tails out of [the school's] report card, so we place a more significant emphasis on SATs."
“I am just stupid in math,” a student from Stonington High School in Stonington, CT recently said while explaining her algebra woes. In comparison, we almost never hear a student say “I am stupid in English.” Poor math performance affects self-confidence. Many students seem to link their math performance with IQ more than other subjects. The objective nature of math is the likely reason. Other students demonstrate with certainty that they have better math skill in a way that reading, for example, is not overtly illustrated. In class, when students raise their hand to answer: “47”, there is something different conceptually than when other students discuss literature.
We recently were working with a student from Guilford High School in Guilford, CT. We’ll call her Andrea. She had convinced herself that she was “stupid in math” and was now in the process of convincing herself that she was “stupid in everything”. Math was really the only subject where she was floundering but it provided evidence, in her mind, that, in her words, “I’m just not smart.”
That’s tough for us to hear as teachers but this is heart-breaking for parents. Andrea’s mom had called us, in part, because she felt that she was failing as a parent. “More than anything, I want my kids to feel good about themselves. I always tell she is smart. But, it doesn’t seem to work anymore.”
Our philosophy centers around mastery and, in relation to self-esteem, we have preached that mastery is what creates self-esteem. We, too, could tell Andrea that she’s smart and try to convince her through other motivational strategies that her abilities in other areas illustrate her brainpower. But, in the face of getting Ds in math, and suffering on a daily basis in math class with evidence – in her view – of her lack of intelligence, our words would only serve as a temporary band-aid.
We had to prove to her to Andrea that she could do better. In doing so, we would demonstrate that she was not stupid. We started with the basics. It became clear that she had never mastered the basics of algebra. She had likely crammed enough to pass the class. But, she struggled to recall the most basic structure of how to solve simple equations. For example, we would show her 2x = 10 and she would say the correct answer: “5” but when we showed her 2x = 73, she did not understand that she needed to, in math terms, “multiply each side by the reciprocal” or “divide by the coefficient” and in layman’s terms for this problem, divide by 2. She had been doing problems in her head and estimating answers but had not mastered the mechanics of equations.
Of course, Andrea felt stupid when she had to do more complex algebraic operations such as foiling.
We dove in to both master the basics and build her confidence. Andrea gradually mastered our systems for mastering math. She could see that if she followed procedure – she was good at straight line direction following – she could move forward in problems. Soon enough, two things happened. She began to do better in math. Her D became a B-. More importantly, the facts proved to her that she was not stupid.
Andrea’s mom actually cried when she heard her daughter say “I am not dumb. I just need to learn more stuff.” So true, for all of us.
Service Area
Our primary service area is Shoreline Connecticut and nearby locations. As word-of-mouth is our best advertisement, please ask your Connecticut neighbors about The Learning Consultants tutoring, test prep and educational advisory services in Branford,Guilford, Madison, Clinton, Westbrook, Old Saybrook, Haddam, Killingworth, Durham, Essex, Deep River, Chester, Old Lyme, East Lyme, Waterford, Groton, New London, Mystic, and Stonington. These Connecticut locations are not exclusive as we do service other areas.Please also ask your older friends, guidance counselors, and other parents about our tutoring and test prep in Branford, Connecticut, Madison, Connecticut, Guilford, Connecticut, Clinton, Connecticut, Westbrook, Connecticut, Old Lyme, Connecticut, East Lyme, Connecticut, Waterford, Connecticut, Haddam, Connecticut, Killingworth, Connecticut, Chester, Connecticut, Essex, Connecticut, Deep River, Connecticut, Mystic, Connecticut, Stonington, Connecticut and other Shoreline Connecticut locations.
The Learning Consultants is considered the premier tutoring and test prep company in New Haven, Middlesex, and New London counties in Connecticut.
The Learning Consultants
(860) 510-0410
dcapuano@learningconsultantsgroup.com