The SAT Might Be the Best “Growth Mindset” Tool We Have (Yes, Really)

Most people think “growth mindset” is a poster on a classroom wall.

Teenagers think it’s a lecture.

But the real version—the one that actually changes someone’s trajectory—is much simpler: challenges and failure are information, not identity.

What growth mindset actually means (and what people miss)

Carol Dweck’s core distinction is straightforward:

• Fixed mindset: abilities are innate and largely unchangeable.

• Growth mindset: abilities can be developed through effort, learning, and perseverance.

The best “micro-tool” in the entire framework might be one word: yet—as in, “I can’t do this… yet.”

But here’s the part people usually miss: there is a place for “fixed” beliefs—when they’re aimed at values and identity, not limits.
A student can be “fixed” on who they choose to be (“I’m someone who overcomes obstacles”) while staying flexible on the process of getting better.

And the grown-up version of growth mindset includes a second truth: sometimes the smartest move is strategic reallocation—choosing a better method, a different path, or a higher-return goal.

The mature stance looks like this:

• Fixed on values

• Flexible on methods

• Honest about tradeoffs

Why test prep is a real-world growth mindset lab

Here’s the irony: the SAT is arguably the epitome of a fixed-mindset tool because it’s standardized.
But that same standardization—done correctly—creates something school rarely gives students: repeatable, objective feedback.

Unlike most classroom tests, the SAT is designed to hold difficulty steady across administrations without repeating the same questions.
That repeatability lets students:

• test different learning strategies,

• discover what’s most effective for them,

• and measure progress with objective feedback: the score.

When a score goes up, it’s hard to argue with the result: effort + better strategy + real concentration = improved performance.

That’s not motivational fluff. That’s agency.

Don’t teach teenagers “growth mindset.” Prove agency.

If you want to make a teenager’s eyes roll, tell them about growth mindset.

If you want to change their life, prove to them they have agency—and that their choices will shape their opportunities.

Once a student internalizes that, a lot becomes possible:

• identify where talent meets enthusiasm,

• set long-term goals aligned with values,

• learn effective strategies,

• and “test” the process as they go.

A real example: Tommy’s turning point

One of the cleanest examples of this is a former Test Prep Gurus student, Tommy Poletti.

When we first met him, he lacked confidence and hated prepping for the ACT (“I wanted to burn my ACT book”).

After a month of work, he saw early gains—and learned something that matters far beyond tests: “the hard way is usually the right way.”

By the end of his program, Tommy improved 10 composite points on the ACT (roughly +400 SAT points).

He moved from below more than half of students to above the vast majority.

And later: competitive college, then acceptance to USC Law School—but the most telling part is what he said about identity and intelligence: he stopped believing success was something you’re born with, and started seeing it as something you build.

That’s the point.

The score increase is the receipt. The mindset shift is the asset.

Parents and teachers: be careful with “You’re so smart”

Dweck’s research also has a practical warning label for adults: how you praise kids changes how they choose challenges.

In her study, students praised for effort were much more likely to choose a harder test, while students praised for intelligence leaned toward the easier one.
Later, when the task became extremely difficult, effort-praised students treated it as a challenge; intelligence-praised students were more likely to interpret struggle as proof they “aren’t actually smart.”

Finally, when both groups returned to an easier test, effort-praised students improved while intelligence-praised students dropped—creating a large performance gap traced back to praise style.

Why this matters in the real world: when kids build their identity around “being smart,” they often protect that identity by:

• making excuses,

• avoiding feedback,

• and treating improvement as an insult.

If you’re a parent or teacher, you don’t need to never tell a kid they’re smart. But you do want to make sure the “identity” you’re reinforcing is something like:

“You’re the kind of person who does the work and learns what works.”

That identity scales.

What to do next (simple, not sexy, effective)

If you’re a student:

1. Pick one skill to build (not one score to wish for).

2. Run short experiments (strategy A vs strategy B).

3. Use objective feedback to adjust.

4. Add “yet” when your brain tries to close the door.

5. Stay fixed on your values, flexible on your methods, honest about tradeoffs.

That’s not just test prep.

That’s a blueprint for getting better at anything.

From a 26 to 34 (top 1%) on the ACT: How Strategic Test Prep Expands College and Scholarship Opportunities

A higher ACT score isn’t just a number—it’s leverage. It can expand your college list, increase scholarship potential, and build the kind of confidence that carries into college and beyond.

For Asha, a student at Beckman High School (Class of 2026), that leverage came from raising her ACT score from a 26 to a 34. For her mom, Angie, it meant relief, clarity, and a transformed admissions strategy.

If you’re a motivated student aiming for competitive colleges—or a parent wondering how to guide your child through ACT or SAT prep—this story offers a roadmap you can follow.

The Starting Point: Overwhelm and Uncertainty

Like many families, Angie felt buried under options.

• So many test prep programs.

• Online vs. in-person?

• Would it fit her daughter’s demanding schedule?

• Would it actually work?

For Asha, the fear was different.

Standardized testing felt intimidating because it was unknown. She had never taken the ACT before. She had never written a college essay. The idea of being evaluated on something unfamiliar was scary.

If that sounds like your household, you’re not alone.

The good news? Anxiety decreases when clarity increases.

Step 1: Establish a Baseline and Build a Plan

Asha began with a baseline ACT score of 26. That score reflected raw ability—but not strategy.

Through a structured ACT prep class, she learned:

• Specific ACT test-taking strategies

• Time management techniques

• How to break down Math, Science, Reading, and English sections

• How to analyze missed questions for targeted improvement

This wasn’t generic tutoring. It was test-specific preparation.

Within weeks, her practice scores climbed into the 30s. That measurable progress changed everything.

“If I’m moving forward, how much further can I go?” she asked.

That’s the mindset shift we want every student to experience.

Step 2: Target Weak Areas with 1-on-1 ACT Tutoring

After her first official test, Asha earned a 32 on the ACT—a six-point increase.

For many students, a 32 is a finish line. But for competitive schools, the difference between a 32 and a 34 can significantly impact admissions odds and merit scholarships.

So they made a strategic decision: focus on Math and Science through personalized one-on-one ACT tutoring.

This is where targeted improvement matters most:

1. Review official score breakdowns.

2. Identify lowest subsections.

3. Drill those concepts with expert feedback.

4. Simulate real test conditions.

The result? A 34 ACT score on her next exam.

At that level, the admissions landscape shifts.

What a 34 ACT Score Really Means

For families researching competitive colleges, here’s why a 34 matters:

• Places students in the top percentile of test-takers.

• Meets or exceeds score ranges at schools like University of Michigan, Emory, and many top-tier universities.

• Strengthens merit scholarship consideration.

• Signals academic readiness to admissions committees.

As Angie shared, they immediately began re-evaluating their college list.

“This changes where she can apply.”

For parents like Planner Paul, this is key: strong ACT or SAT scores don’t guarantee admission—but they open doors that might otherwise stay closed.

Beyond the Score: Confidence and Life Skills

The transformation wasn’t just academic.

Asha gained:

• Greater confidence in the college admissions process

• Stronger time management skills

• The ability to balance test prep, school, sports, and volunteering

• A belief that hard work produces results

Her words say it best:

“If I put in the time and effort, I will see progress. I can do hard things.”

That mindset carries into college, pre-med ambitions, research goals—and life.

A Clear Path Forward for Students and Parents

If you’re feeling overwhelmed, here’s your next step:

1. Start with a Free Practice ACT or SAT

Know your baseline before guessing what you need.

2. Review Results with an Expert

Identify high-impact improvement areas.

3. Build a Structured Study Plan

Classes for foundation.
1-on-1 tutoring for targeted score gains.

4. Track Measurable Progress

Momentum builds motivation.

Raising your ACT score isn’t about perfection. It’s about positioning.

For Hopeful High-Achievers, it expands your college options.
For Concerned Parents, it provides reassurance and strategy.
For Late-Start Strivers, it proves meaningful growth is possible—fast.

A 26 became a 34.
Anxiety became confidence.
Uncertainty became opportunity.

If you’re ready to expand what’s possible, schedule a consultation or take a free practice test today. Your future colleges—and scholarships—are waiting.

What Happens When We Stop Measuring Readiness?

Today, Inside Higher Ed published my op-ed on UC’s test-free admissions experiment and what the system’s own data is now revealing.

I didn’t write it to relitigate the SAT debate.

I wrote it because something uncomfortable is happening downstream—and students are paying the price.

Over the past several years, the University of California removed standardized tests as part of a broader shift in admissions policy. The intent, at least rhetorically, was to expand access and reduce barriers. But intent and outcomes are not the same thing.

According to a UC San Diego working group report, the number of students arriving without even middle-school-level math skills has increased nearly thirty-fold. That’s not a rounding error. It’s a signal.

When academic readiness is no longer measured consistently across schools, it doesn’t disappear. It simply shows up later—in remedial coursework, in delayed progress, in students quietly stopping out, and in high attrition from demanding majors like engineering and STEM.

Universities can eliminate tests.
They can’t eliminate calculus.

One of the arguments I make in the piece is that removing standardized measures doesn’t make systems more humane by default. In many cases, it does the opposite. It shifts risk away from admissions offices and onto students—especially first-generation students and those from under-resourced high schools—who are admitted without clear signals about whether they’re prepared for the academic demands they’ll face.

I also write from experience.

I finished high school with a roughly 3.5 GPA, weighed down by mediocre ninth- and tenth-grade years before I figured out how to work. A strong SAT score helped balance my application and signal what my transcript alone could not: that I had caught up, matured, and was ready.

In a GPA-only system, students like me are quietly penalized for early missteps—even when they demonstrate real growth. We tell teenagers that improvement matters, then design admissions systems that permanently punish them for a few B’s at age fourteen.

That contradiction matters.

This isn’t an argument for test absolutism. It’s an argument for feedback. For measurement. For honesty about readiness—so support can be targeted early, expectations can be aligned, and opportunity doesn’t turn into attrition.

If you care about access, completion, and long-term outcomes—not just admissions optics—I hope you’ll read the piece.

👉 Read the full op-ed at Inside Higher Ed:
https://www.insidehighered.com/opinion/views/2026/01/05/ucs-test-free-experiment-isnt-going-well-opinion

I welcome disagreement. But let’s at least argue from data—and from what happens to students after they’re admitted.