The Pre-ACT took place on Thursday, Nov 6 for all LPS high school sophomore students. This test is often a way to establish readiness for the ACT, which is a national standardized test akin to the SAT normally taken junior year. The four sections of the test are english, math, reading and science. These assessments are not meant to put pressure on students, but it is encouraged for test takers to answer each question to their full ability, as it identifies subjects to improve on in the real exam.
“I did practice problems to help myself in AVID (college preparatory class),” sophomore Leighton Biggs said. “There were four sections we had with a few pages on each section. It was pretty hard because there were many questions on things that I’ve never done.”
Although some Southwest students seem totally ready, many may not have studied due to a lack of time juggling classes and extracurriculars, or an unimportance individuals feel their score holds. Either way, both lead to a mindset going into the test that can either make or break a good score. But what is a “good score?” According to a statistic by ACT Education Corp., 70% of tenth graders taking this test in the fall get a score of 20 or below (out of 36), so the average varies based on prior knowledge. A “good” score can only be determined by the students themselves, not necessarily the grade everyone else in their school or district is getting.
“I have not prepared for the Pre-ACT because I have been super busy,” sophomore Kayleigh Chaulk said. “I also feel like not studying will give me a more accurate representation of where I’m at for my actual ACT.”
Whether individuals have studied tirelessly or not at all, in order to take the Pre-ACT, sophomores must bring a completed Pre-ACT worksheet, a valid student ID, extra pencils and an approved calculator (if they have one). Testers get approximately three hours to complete the test (8:00 a.m. to 11:00 a.m.) with an optional breakfast served in the cafeteria before the test and a hot lunch after.
“I’ve always put a lot of pressure on myself to perform well,” said Chaulk. “So I really want to do good because I strive for academic validation.”