I receive many phone calls and emails from parents of children that are sometimes younger than 18 months asking what they can do to prepare for school and give their child some “EDGE”. They want to know if it is too soon to begin our Play Prep program. In today’s article I want to address some things they can do to start the journey with their child to be kindergarten ready, even from day one.

Narrate your child’s life – enrich it with vocabulary!

We learn about 60% of our vocabulary by the time we are 6 years old.

From the first day you bring your newborn home it is important to begin working on vocabulary. This is as simple as describing everything you do.

Imagine yourself trapped in a body you cannot control as we saw in the recent story made into a movie, “The Diving Bell and the Butterfly”. Tell your child what you are going to do then describe it as you do it. Picking her up (“let’s pick you up”), putting on her coat to go outside (“today you are going to wear your pink coat”), walking down the hall ( “isn’t that wall paper horrible, who picked that “greenish” color “) … saying hello to the doorman (“hello Mr. Smith in the gray uniform”), etc…  This does not have to stop when she starts crawling, walking or running – just make it more interactive, ask her what she might see when you walk into your home upon arrival, causing her to think ahead.

Talking and playing with your baby, focusing on what interests your baby, and using those interests to stimulate curiosity lays the foundation that will stimulate your baby’s brain to grow and develop. Educational TV, like Sesame Street or other videos are not necessarily a bad thing as long as they are in addition to, not a substitute for, interaction with the mother and father.

Stimulation filled with emotional content and human interaction is pleasurable and meaningful to your baby, sparking their curiosity and helping them to retain what they are learning. This is why the experts suggest reading with your child, but don’t just read to your child; read with them, turning it into an interactive experience. By changing your voice and tone and pointing out pictures as you read, you will engage their imagination and begin to build their vocabulary. This also means having them point to pictures they like and use them to help identify colors, shapes, and possibly animals. If they play the role of passive recipient (like in TV or video watching), they are going to get far less out of the experience than when they are engaged in the process.

2. Nanny No-No : The sad truth is children in NYC are spending far too much time with nannies with little or nonexistent English. They are at a greater disadvantage than those at a preschool or with a stay at home mother.

3. Human thesaurus : Look for new ways to say the same thing. Draw analogies through language (“you were running faster than a car or you can hop like a kangaroo”) – paint the picture you both see with words (“the river looks cold and icy because it is such a dark blue color today”).

4. Made-up Story Game : Start telling a story, get him to name the characters and describe what they are wearing, someone else takes over for awhile then he tells how it all ends that fateful night!

Importance of Vocabulary

• If your vocabulary is weak, you will understand less and struggle in most subjects.
• Your ability to express yourself is limited by your vocabulary -  if your vocabulary is weak, you will be understood less.
  
• Vocabulary words are on standardized tests for a reason – people with better vocabularies perform better in high school, college and later in life.
  
• If you make it a habit of using simplistic words, such as “cool” or “great,” people will be unimpressed.
  
• Even if you are a rocket scientist, other rocket scientists with better means of verbal expression will be hired and promoted ahead of you.If you improve your child’s vocabulary, your child will:
  1. Earn better grades and increase his / her base of knowledge
  2. Improve all test scores (including eventually the SAT)
  3. Get  into the best schools
  4. Perform better in anything he / she does in life

Parent Information Workshop

We are holding one last workshop in September due to the calls and emails we have received from parents that missed our workshops in May, June and July.

To be held on Sept. 9th, 2009 at 6 – 7:30 PM in Lower Manhattan at The Barclay Street School, 6 Barclay St. We do not want to turn anyone away due to lack of space as we had to in past workshops.

Speaker : Harley Evans, President of Manhattan Edge Educational Programs and author of ” Birth to SAT : Parent’s Guide to Giving Your Child Edge in Education and Life” (being released Spring 2010) Agenda :

1. Why is this happening in New York City? … Just the Facts

2. 2009 – 2010 School Application and Testing Calendar

3. ERB = Private

4. Stanford – Binet 5 = Hunter

5. OLSAT / BSRA = Public Gifted and Talented

6. Sample Questions from the Tests

7. How to Prepare

8. 52 Part Survey for Honest Evaluation of Your Child’s Kindergarten Readiness

9. How to Improve Your Child’s Skill Set for the Long Road to the SAT (After All this is What it is Really About)

10. Questions, Anyone?

The cost per family is $70. You can apply the cost to any service we offer for 90 days. There will be a lot of information to digest and will be well worth your time and effort to attend. We are handing over to you 8 years of the latest research, our experience and the experience of our teachers (from Gifted and Talented Programs).

See you there!

There is an excellent article I came across on the NY Times Blog that I wanted to share with everyone. It describes  studies that show the world’s IQ scores have been improving and attempts to answer why with an analysis of working memory.

We have been working on memory skills with children for years in our belief that improving those skills will gain significantly higher standardized test scores as well as IQ scores for those in our Play Prep program for 3 to 6 year old children. Link below…

http://judson.blogs.nytimes.com/2009/03/10/guest-column-can-we-increase-our-intelligence/?apage=9#comments

Working memory is “defined as the ability to hold information in mind while manipulating it to achieve a cognitive goal. Examples include remembering a clause while figuring out how it relates the rest of a sentence, or keeping track of the solutions you’ve already tried while solving a puzzle.”

The key contributor in these studies is James Flynn. ” Flynn has pointed out that modern times have increasingly rewarded complex and abstract reasoning. Differences in working memory capacity account for 50 to 70 percent of individual differences in fluid intelligence (abstract reasoning ability) in various meta-analyses, suggesting that it is one of the major building blocks of I.Q. (Ackerman et al; Kane et al; Süss et al.) This idea is intriguing because working memory can be improved by training.”

Did you get that?  …. “working memory can be improved by training.”

Many of the games we play through our Play Prep program focus on improving working memory in our children. We know that this work helps on the various tests … ERB, Stanford-Binet and OLSAT – that is why we do it.

What is Success?

To laugh often and much;to win the respect of intelligent people
and the affection of children; to earn the appreciation of honest critics and endure the betrayal of false friends; to appreciate beauty;
to find the best in others; to leave the world a bit better, whether by a healthy child, a garden patch or a redeemed social condition; to know even one life has breathed easier because you have lived.
This is to have succeeded.
Ralph Waldo Emerson

Have a great weekend!

Harley Evans

For Immediate Release : Parent Information Workshop

We are holding two workshops for June and July due to the calls and emails we have received from parents that missed our workshop in May. They will be held on June 24th, 2009 at 6 – 7:30 PM in Lower Manhattan at One Rector Park and on July 15th, 2009 at The Barclay Street School, 6 Barclay St.  We do not want to turn anyone away due to lack of space as we had to last month.

Speaker : Harley Evans, President of Manhattan Edge Educational Programs and author of  ” Birth to SAT : Parent’s Guide to Giving Your Child Edge in Education and Life” (being released Spring 2010)

Agenda :

1.  Why is this happening in New York City? … Just the Facts

2. 2009 – 2010 School Application and Testing Calendar

3. ERB = Private

4. Stanford – Binet 5 = Hunter

5. OLSAT / BSRA = Public Gifted and Talented

6. Sample Questions from the Tests

7. How to Prepare

8. 52 Part Survey for Honest Evaluation of Your Child’s Kindergarten Readiness

9. How to Improve Your Child’s Skill Set for the Long Road to the SAT (After All this is What it is Really About)

10. Questions, Anyone?

The cost per family is $70. You can apply the cost to any service we offer for 90 days.  There will be a lot of information to digest and will be well worth your time and effort to attend. We are handing over to you 8 years of the latest research, our experience and the experience of our teachers (from Gifted and Talented Programs).

See you there!

I had recently written about the conference I attended but failed to mention that we saw the tests and went over them in the group sessions with fancy whiteboard presentations. Company officials were on hand to go over details of their educational assessments and we were enlightened (and delighted). The evidence shows that children that are enriched will score higher on these tests than children with little or no enrichment.

Manhattan Edge is the only test prep company in New York for the pre-k through 2nd grade children that has this information.  No other company in New York even has experience in this area of test prep. We have refined our methods, tested our games on hundreds of children and gone through endless workbooks to find the right mix to boost the capability of the children entrusted to us for enrichment. Below is information on the various NYC tests. I will be adding more daily.

NYC  OLSAT/ BSRA

We have been busy meeting with people today who went to the NYC DOE to see their children’s OLSAT / BSRA tests.  Many brought with them sketches they made of the different questions they saw on the test. I also made the request and went to see my daughter’s OLSAT/BSRA tests. After seeing this year’s test, one point I will have to make is that the material on the KTSS package does not cover what is on this test given in New York City. All of the individuals we met with said the same thing, some had used it instead of hiring us and were disappointed with their results. There was so much more on the NYC OLSAT that the package was lacking.

BSRA hint for the day, make sure your child knows the following terms : similar and alike and can identify a curve and an angle in a group of drawings.

Otis-Lennon School Ability Test (OLSAT), published by Pearson Education, Inc., is a test of abstract thinking and reasoning ability of children pre-K to 18. The Otis-Lennon is a group-administered (except preschool), multiple choice exam,  which measures verbal, quantitative, and spatial reasoning ability. It is organized into five main sections of verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning.The test yields verbal and nonverbal scores, from which a total score is derived, called a School Ability Index (SAI). The SAI is a normalized standard score with a mean of 100 and a standard deviation of 16. Scoring is measured against peers in age groups of 3-month bands. For example, children born October 4 through December 4 are compared with each other and children born January 4 through March 4 with each other and so on. With the exception of pre-K, the test is administered in groups.

Bracken School Readiness Assessment (BSRA) is a cognitive test designed for children, pre-K through second grade. It assesses six basic skills:

• Colors — identify common colors by name
• Letters — identify upper-case and lower-case letters
• Numbers | Counting — identify single- and double-digit numerals
• Sizes — demonstrate knowledge of words used to depict size (e.g., tall, wide, fat, thin, etc.)
• Comparisons — match or differentiate objects based on a specific characteristic
• Shapes — identify 2 and 3 dimensional shapes by name.

Raw scores can be converted to percentile rank scores and standard scores. The BSRA can be used with children as young as 2.6 years of age.

ERB / Wechsler Preschool and Primary Scale of Intelligence (WPPSI) is an intelligence test designed for children ages 2 years 6 months to 7 years 3 months. The current revision is called the  WPPSI–III. Harcourt claims it provides subtest and composite scores that represent intellectual functioning in verbal and performance cognitive domains, as well as providing a composite score that represents a child’s general intellectual ability (i.e., Full Scale IQ).

Some studies show that intelligence tests such as the WPPSI-III, especially for pre-K level, are unreliable and their results vary wildly with various factors such as retesting, practice (familiarization), test administrator, time and place. There are claims that some commercially available material improve results simply by eliminating negative factors through familiarization which in turn puts children at a comfortable frame of mind.

There are 14 parts

1. Block Design – child uses one- or two-colour blocks to re-create a design within a specified time limit.

2. Matrix Reasoning – child looks at an incomplete matrix and selects the missing portion from 4 or 5 response options.

3. Information (checks enrichment base) – child responds to a question by choosing a picture from four response options or the child answers questions that address a broad range of general knowledge topics.

4. Vocabulary – child names pictures or gives definitions for words that the examiner reads aloud from the stimulus book.

5. Picture Concepts – child is presented with two or three rows of pictures and chooses one picture from each row to form a group with a common characteristic.

6. Symbol Search – child scans a search group and indicates whether a target symbol matches any of the symbols in the search group.

7. Word Reasoning – child identifies the common concept being described in a series of increasingly specific clues.

8. Coding – child copies symbols paired with simple geometric shapes. Using a key, the child draws each symbol in its corresponding shape.

9. Comprehension (checks enrichment base) – child answers questions based on his or her understanding of general principles and social situations.

10. Picture Completion – child views a picture and then points to or names the missing part.

11. Similarities – child is read an incomplete sentence containing two concepts that share a common characteristic. The child is asked to complete the sentence by providing a response that reflects the shared characteristic.

12. Receptive Vocabulary – child looks at a group of pictures and points to the one the examiner names aloud.

13. Object Assembly – child is presented with the pieces of a puzzle in a standard arrangement and fits the pieces together to form a meaningful whole within 90 seconds.

14. Picture Naming – child names pictures from the stimulus book.

Stanford-Binet 5

Since the inception of the Stanford-Binet, it has been revised several times. Currently, the test is in its fifth edition, which is called the Stanford-Binet 5. Low variation on individuals tested more than once indicates the test has high reliability, although its validity is debated. The test has been revised to analyze an individual’s responses in four content areas: verbal reasoning, quantitative reasoning, abstract/visual reasoning, and short term memory. A general composite score is obtained. The test is scored by comparing how the test taker performs compared with other people of the same age. The five factors assessed in the test are: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory. Each factor is assessed in two separate domains, verbal and nonverbal, in order to accurately assess individuals with deafness, limited English, or communication disorders. Examples of test items include verbal analogies to test Verbal Fluid Reasoning and picture absurdities (last year’s included a picture of a man sawing a limb that he is sitting on off a tree) to test Nonverbal Knowledge. The test makers state that the Stanford-Binet 5 accurately assesses low-functioning, normal intelligence, and high-functioning individuals.

Be back with more info very soon.

Harley Evans

I just got back from a conference on testing for Kindergarten admissions and heard the criteria (also arguments for and against) for the various tests including our formidable NYC OLSAT, the local ERB’s WPPSI and the Stanford-Binet 5.  I felt very proud of our achievements in the past two years in finding the right mix of materials to help children gain an understanding of these skills and prepare them to tackle the challenge they face to get into the best programs.

Imitation, the Sincerest Form of Flattery?

I hesitate to put too much information on my blog about this because a parent that was a client (Jan. 2009) opened a company a month ago to compete with me trying to copy every last detail of my business. They say that imitation is the sincerest form of flattery, right? I viewed her as a distraction until she decided to send out emails to parents (potential clients) slandering my business and me personally by saying that the teacher sent to her home disappeared, among other dishonest statements. She is billing herself as the “only comprehensive” service for this type of prep, like its a carnival or something. Do people really fall for that? The fact is, she never complained to us or the teacher about anything because she received top rate service – she even tried to hire the teacher for her own company. Maybe they didn’t teach her this in her MBA program, but the courts take a dim view of her type of “marketing” and I have no doubt that this will very soon come back to haunt her.

What I learned at the conference:

Much of what we already knew. Many of the skills being measured are the same on these tests but presented/assessed in a different manner. They attempt to identify the cognitive level of understanding or development of the child and they assess the child through the concrete operational stages (i.e. seriation, classification, decentering, reversability, etc.). Most of the information the mind processes comes from memory. When faced with a new problem, the brain goes through its memory banks to find a solution in the same manner it solved a problem in the past. In short, preparing for these tests or any other tests helps the child’s brain to learn ways to solve the problems they will have to answer, if not in the test then in the classroom later in their educational life. The brain becomes wired with the new memory of the games and problems we solve in Play Prep and will use this memory. Never having this foundation in the memory puts one at a disadvantage.

Examples of Skills Assessed

Seriation : child must be able to sort objects according to size, shape or other characteristic.

Classification : child must name and identify sets of objects according to appearance, size or other characteristic. This will also include the idea that one set can include another (a mathematical concept that Singapore Math introduces).

Decentering : Child takes into account multiple aspects of a problem to solve it; wide cup vs. tall cup can hold same amount of liquid.

Reversability : Child understands that numbers and objects can be changed then returned to original state ; If 4+4=8 then 8-4=4.

Conservation : Size, length or number of items are unrelated to the arrangement or appearance ; six large items are the same quantity as 6 small items or six checkers spread out over a large area are the same quantity as six checkers grouped together.

Elimination of Egocentrism : Child being able to view the world through another person’s perspective.

We have been working on these skills with our children and others for the last eight years through game play and workbooks. We have worked with an artist on newly designed matrices and sequencing. These are proprietary and we will not be selling them online. We are in this business because it is our passion – to prepare children for their journey into the world of education. The most important part of this process is to make their introduction a fun one, to develop a life long love of learning.

The NYC pre-K testing information meeting we held May 15th was a success, we had over 2 dozen families in attendance.  We plan to hold another meeting in June on the evening of the 26th. The cost is $70, which you can apply to the Play Prep program, which would essentially make it free. We cover all of the information (timelines, etc.) you need to know to prepare for the ERB, Stanford-Binet and OLSAT testing.

See you there,

Harley Evans

This is a very good article from the NY Times written by David Brooks. It reaches to the depths of what we believe at Manhattan Edge – that true genius is achieved through hard work and the love of learning…

Op-Ed Columnist/ NY Times

Genius: The Modern View

By DAVID BROOKS Published: April 30, 2009

“Some people live in romantic ages. They tend to believe that genius is the product of a divine spark. They believe that there have been, throughout the ages, certain paragons of greatness — Dante, Mozart, Einstein — whose talents far exceeded normal comprehension, who had an other-worldly access to transcendent truth, and who are best approached with reverential awe.

We, of course, live in a scientific age, and modern research pierces hocus-pocus. In the view that is now dominant, even Mozart’s early abilities were not the product of some innate spiritual gift. His early compositions were nothing special. They were pastiches of other people’s work. Mozart was a good musician at an early age, but he would not stand out among today’s top child-performers.

What Mozart had, we now believe, was the same thing Tiger Woods had — the ability to focus for long periods of time and a father intent on improving his skills. Mozart played a lot of piano at a very young age, so he got his 10,000 hours of practice in early and then he built from there.

The latest research suggests a more prosaic, democratic, even puritanical view of the world. The key factor separating geniuses from the merely accomplished is not a divine spark. It’s not I.Q., a generally bad predictor of success, even in realms like chess. Instead, it’s deliberate practice. Top performers spend more hours (many more hours) rigorously practicing their craft. The recent research has been conducted by people like K. Anders Ericsson, the late Benjamin Bloom and others. It’s been summarized in two enjoyable new books: “The Talent Code” by Daniel Coyle; and “Talent Is Overrated” by Geoff Colvin.

If you wanted to picture how a typical genius might develop, you’d take a girl who possessed a slightly above average verbal ability. It wouldn’t have to be a big talent, just enough so that she might gain some sense of distinction. Then you would want her to meet, say, a novelist, who coincidentally shared some similar biographical traits. Maybe the writer was from the same town, had the same ethnic background, or, shared the same birthday — anything to create a sense of affinity.

This contact would give the girl a vision of her future self. It would, Coyle emphasizes, give her a glimpse of an enchanted circle she might someday join. It would also help if one of her parents died when she was 12, infusing her with a profound sense of insecurity and fueling a desperate need for success.

Armed with this ambition, she would read novels and literary biographies without end. This would give her a core knowledge of her field. She’d be able to chunk Victorian novelists into one group, Magical Realists in another group and Renaissance poets into another. This ability to place information into patterns, or chunks, vastly improves memory skills. She’d be able to see new writing in deeper ways and quickly perceive its inner workings. Then she would practice writing. Her practice would be slow, painstaking and error-focused. According to Colvin, Ben Franklin would take essays from The Spectator magazine and translate them into verse. Then he’d translate his verse back into prose and examine, sentence by sentence, where his essay was inferior to The Spectator’s original.

Coyle describes a tennis academy in Russia where they enact rallies without a ball. The aim is to focus meticulously on technique. (Try to slow down your golf swing so it takes 90 seconds to finish. See how many errors you detect.) By practicing in this way, performers delay the automatizing process. The mind wants to turn deliberate, newly learned skills into unconscious, automatically performed skills. But the mind is sloppy and will settle for good enough. By practicing slowly, by breaking skills down into tiny parts and repeating, the strenuous student forces the brain to internalize a better pattern of performance.

Then our young writer would find a mentor who would provide a constant stream of feedback, viewing her performance from the outside, correcting the smallest errors, pushing her to take on tougher challenges. By now she is redoing problems — how do I get characters into a room — dozens and dozens of times. She is ingraining habits of thought she can call upon in order to understand or solve future problems. The primary trait she possesses is not some mysterious genius. It’s the ability to develop a deliberate, strenuous and boring practice routine.

Coyle and Colvin describe dozens of experiments fleshing out this process. This research takes some of the magic out of great achievement. But it underlines a fact that is often neglected. Public discussion is smitten by genetics and what we’re “hard-wired” to do. And it’s true that genes place a leash on our capacities. But the brain is also phenomenally plastic. We construct ourselves through behavior. As Coyle observes, it’s not who you are, it’s what you do.”

Well written and well said… in developing cognitive thinking skills we attempt to tackle the skills assessed on the OLSAT, ERB and Stanford-Binet into segments, breaking these skills into “tiny parts and repeating” thereby forcing the brain into a pattern of improved performance.

Harley Evans

We are all awaiting the news from our dear friends at the NYC Board of Education. Hearts will be broken and families disrupted as the burden of Real Estate over development has pushed everyone into this chase. Many brand new buildings in my neighborhood of Battery Park and Tribeca have new families in shock that their children are going to be bused when the local school is downstairs. Friendships are being ruined over this highly emotional issue.

In all this turmoil there are even new businesses springing up to copy my business providing the service to parents for G&T test preparation for their children. Many parents have been calling me and emailing me with outrage at what they see as a negative strategy for one new company to get the word out at my expense in a local chat room.  I tell these parents that competition is good.  It forces you to reflect and improve on the quality of your service. Sure they have a pretty website, but this is not an internet business – it is a people business. When they try to hire away your teachers you find out who the loyal ones are. It turns out that the ones with the weakest qualifications are the ones they (the new company) want to hire. Oh well. This coming summer and fall our clients will get the best materials we have ever produced, incorporating new research into our methods.

What sets us apart? We are part of the gifted and talented community and have been for 8 years. That is how long we have really been in this game. Our competition is just starting. We constantly strive to be the best and I know from research of my competitors that no one has my experience in this type of testing. They do not have children in the programs like we do nor do they have the network of teachers at the G&T schools.  I saw these tests 8 years ago and immediately started gathering materials to mimic it and help familiarize children with it. Through interviewing the people who give these tests for jobs I get constantly updated on the parts that children are having difficulty with.

When you use a tutoring/educational coaching program you are not  hiring a website, you are hiring the people and should know three things about them, that they have done the research to be up to date on the best strategies, that they have qualified people to administer the curriculum and that they have a history of success. I work very hard to meet those criteria and know we have the results to prove it. The most recent statistic I offer:  we had over 40 out of 60 kids make it to round 2 for the Hunter admission in January 2009 – pretty impressive when you know that only 6% of the kids that took the test for Hunter made that second round.

In our program, we do two things -
1. we work on developing their cognitive thinking skills, which will stay with them through out their entire educational life, and
2. we expose them to the type of questions on the tests. teaching them how to look at the question, analyze it and take their time to come up with the best answer. Many children, even bright ones answer a little too quickly.

When concentrating on the specific OLSAT test prep, we do work with games that develop listening skills because this test specifically gauges the child’s ability to listen and follow directions in the classroom. For the Bracken part (letters, numbers, colors, shapes) of the G&T testing we work on the elements that children miss to insure they know them.

In a word, a very comprehensive program that will boost your child’s success in school no matter the result of an OLSAT, ERB or Stanford-Binet score. An edge that will last a lifetime.

Good luck to all,

Harley Evans

We are now knee deep in OLSAT / BSRA testing.  Parents are emailing/texting me that they are ill on the appointed day from all of the stress – ready to vomit.  I have a few words of advice – Chill Out! Drink a scotch or do whatever it takes to  keep the stress inside you and away from your child. They are only going to meet a teacher to show them what 4 year olds know.

We had our own little crisis on testing day! Our daughter’s test was on the Lower East Side. We were greeted by a male security guard that told us we should be going to school in our own neighborhood – not there. This made my daughter upset, asking us why they don’t want us – she did not feel welcome to say the least. While waiting, we saw many parents faced with the dilemma of asking to make sure the teacher giving the test spoke some resemblance of English (many teachers did not have this gift of language skill at our location) – we did the same and felt on guard because of this request.  Instead, they gave us a person,  sadly, crippled with an affliction that was scary to our 4 yr. old child. While we can all understand wanting to be politically correct, this is not the time to introduce your child to the unfairness of physical impairments.  A child with no separation issues suddenly began to cling to her mother even as this person promised lollipops afterward – straight out of a witches story in my daughter’s mind. We were forced to ask for a replacement and met with consternation. Another person finally came out asking for my daughter and abruptly took her out of the waiting area. With my stomach in knots, I could only imagine what could happen next?

A friend had told us that a week ago, she was upset that her child had come out from the testing after only 25 minutes. She asked if her child had finished all of the exam and was given the standard reply that it is impossible for the teacher to skip anything, so of course the child had finished. This mother insisted that they check the exam – which they did – to find that indeed, two pages had been skipped over. The only thing this mother could tell us about her testing experience is that if your child comes out sooner than 35 – 40 minutes, then make sure the test was completed. For the most-part, the teachers giving this exam are not well trained and do not care that their input affects the future of the child entrusted to them.  So what happens next to us? … our child comes out after 25 minutes!  … complaining that there are no lollipops!

1. Stay calm, no matter the opposition you face

2. Keep your child free and clear of the stress you feel

3. Bring two books; one to read to your child and then one for yourself

4. Tell your child to show the teacher how smart a 4 yr. old can be

5. Bribes can’t hurt this one time – so promise a treat (lollipop?) afterward

I recently had dinner with a person that gives the OLSAT tests to 4 year olds for the New York City public school system. This person must remain anonymous. It will enlighten many NYC parents though to hear this person’s thoughts as many internet chat rooms and message boards have been buzzing about the injustice of the way they see the test administered. See for yourself…

edgeforlife : Can you tell me from your point of view, the hardest part of giving the test?

tester: Yes, I would say it is not being able to add to the child’s score when I know the child knows the answer. I cannot repeat the question once I have asked it.

edgeforlife : Are there times when you know the child is exceptionally bright but it does not come through in the results?

tester: All the time. There are 40 questions on the OLSAT and the child might breeze through the first 20 with a perfect score, then it’s like they hit a wall with their attention span. They may ask where their mother is or say they want to go home now. I have 20 more questions that we have to go through and 5 kids waiting for me down the hall. What can I do? The rules clearly do not allow me any room here. The child will start missing a few that are clearly easier than some of the others. They just want to get it over and leave. I know they are smarter than what is coming across but my hands are tied. I have to record the answers.

edgeforlife: Parents are worried that if they do something to prepare their child for the test that their child will be penalized. Can you comment on this?

tester: Of course, I can understand why they might be worried. There is no way we can be sure if a child has been prepped but to be honest, it might help speed the process along. A child who can answer the questions smoothly and help me get them through it is going to be a joy not a big red flag. The most important part of getting the child help would be in the form of getting them to listen to questions from a stranger. That is basically what we are judging here, will the child listen to directions and pay attention in class. If they can learn this in a prep class then they will be prepared for the rest of their life.

edgeforlife: Thank you. This has been a very informative interview for our readers and clients. It would appear we are on the right track with our prep programs. Do you have anything to add?

tester: Just that, helping your child to understand how to take the test will help them immensely. Would you send them to take the SAT without understanding how to take it?

edgeforlife : Thanks again for your time.