By Kevin Morales

With ACTs just around the corner, juniors are starting to prepare themselves by enrolling in Lane’s ACT prep classes. Sophomores are also taking advantage of the opportunity, and will be getting a head start in Lane’s first sophomore level ACT prep class.

Many students who sign up for the ACT are under the impression that they will be reviewing the four different subjects covered in the exam: English, math, science, and reading. This is not the case. Mrs. Thompson, Lane’s Assistant Principal, reminds students that the real purpose of ACT prep classes is to develop testing strategies, not learn old lessons.

“It’s not a method of trying to re-teach [students] all of the science, all of the math, and all of the English they’ve learned over the past…it’s more of teaching them the strategies so they can learn how to answer those difficult questions,” Gholston said.

Students, for the most part, are expected to have a full understanding of each subject on the ACT. In the prep classes, they will be able to receive tips or reminders in any of the subjects, if necessary.

“None of the ACT prep actually replaces the real classroom instruction that really drives the knowledge of the students,” Gholston said.

Gholston noted that students who took the prep classes last year “scored higher collectively than those who were not involved.” Although the scores were only a few points higher, they showed that ACT prep helps on the exam.

“[The class] brings down a lot of stress on a person,” said Cristian Roman, Div. 355, who signed up for the prep class.

“It’s an important test and I want to be prepared as much as possible,” he said.

Roman, who is also on the Boys’ Track Team, hopes that he will benefit from the classes as much as possible without letting Track practice interfere. He hopes that he will be able to improve managing his time while taking the class.

Haja Mondisa, Div. 372, says that her skills in taking tests are not as strong as she would like them to be, especially in math.

“I personally don’t think I’m a good test taker and I want to improve my skills,” Mondisa said.

Mondisa believes that taking the ACT prep class alone will not be enough to help her on the exams.

“The class will give me an edge, but I will still have to practice more and study,” she said.

A new addition to the ACT prep program this year is a session designed for sophomores. According to Gholston, last year several sophomores and their parents wanted a prep session for their grade level. Due to the lack of space, however, a program for sophomores couldn’t be developed. When organization for this year’s prep classes began, it was decided that a separate prep session would be made for sophomores.

“We had an overwhelming response from sophomores signing up to take the ACT prep class, so that was good,” Gholston said.

By signing up for the class this year, sophomores will not be excluded from taking the ACT prep class again their junior year.

Noah Baron, Div. 462 finds the idea of having an ACT prep just for sophomores very convenient.

“How could a sophomore not take advantage of this?” Baron said, “We’re lucky to have this.”

Baron expects that although the classes may be “boring and tedious,” they will be beneficial in the long run. Baron is sure that with this prep class, sophomores will be “getting the upper hand” when it comes to taking the ACT.

“It’ll be interesting to see what happens,” Baron said.

Natalia Ziemkiewicz, Div. 464, who also is enrolled in the special session, already has an idea of what to expect on the ACTs. While in sixth grade, Ziemkiewicz was invited to take the ACT exam due to high scores on her ISAT exams. Now as a sophomore, she is taking advantage of this new opportunity.

“I’m not a great tester,” Ziemkiewicz said.

Ziemkiewicz thinks that more sophomores should sign up for the prep class.

“If you’re dedicated and devoted to being successful in life, then [sophomores] should take [the prep class],” she said.

The pressure is on for the juniors who have to work to improve their strategies for the ACTs. As Ziemkiewicz put it, “It all depends on the student.”