For almost 50 years, the SAT has played a pivotal role in the college admissions process. The upcoming transition from the traditional paper-and-pencil format to a digital, adaptive SAT marks one of the most significant changes since its inception in 1926. The Class of 2025 will be the first cohort of U.S. students to undergo both the PSAT and SAT in a digital, adaptive format.
Early acceptance rates at these institutions showed a significant advantage over regular decision rates, according to U.S. News data. Though crafting a standout college application can be a time-consuming and stressful process, submitting an application in the fall, well before the typical winter deadline for regular admissions, is possible.Read on to find out more.
Heading back to high school? Whether you’re a high school junior or a senior these tips will help you quickly get into gear for fall semester in terms of your classes, the college admissions process, test prep and, of course, your scholarship search. Yes – there’s a lot to remember – but these tips will help you keep everything on track all semester long by starting out organized, with a plan and with right goals in mind.
When people talk about average SAT scores, they usually have three scores in mind: the Evidence-Based Reading and Writing (ERW) score, the Math score, and the composite, or total, score.
You’ll see other scores on your SAT score report that measure how well you performed in specific areas of ERW or Math, but to keep things simple, this post focuses on the big three: ERW, Math, and total.
To learn more about all the SAT scores, visit the Score Structure page.
The SAT has two required sections: ERW and Math. Each section is scored on a scale of 200–800, so when you take the test, you’ll get two section scores—one for ERW and one for Math.
You’ll also get a total score. This is your ERW score plus your Math score. Total scores range from 400 to 1600.
The national average, or mean, SAT scores for a graduating class are calculated by adding up the scores of every student in that class who took the SAT and dividing by the number of test takers.
ERW: 533
Math: 528
Total SAT score: 1061
The national average SAT scores show you whether scores are trending up or down compared to previous years. But they don’t tell you much about your own scores.
National percentiles, on the other hand, show you where you stand in relation to other students. They range from 1 to 99 and indicate the percentage of students who scored the same as or lower than you. So the higher your percentile, the better you did.
You’ll see two types of percentiles on your score report: the nationally representative sample percentile and the SAT user percentile.
The sample percentile compares your score to the predicted scores if all students were to take the SAT. Because some students, like those not planning on going to college, may not take the SAT, we conduct research studies to estimate what their scores would be.
The user percentile compares your score to the actual scores of recent high school graduates who took the SAT during high school. If your percentile is 75, that means your score is as high or higher than the scores of 75% of students who took the SAT.
Because your user percentile shows how you performed compared to other students who may be applying to the same colleges you are, it can help you decide whether to try to improve your score by taking the test again.
If you’re not happy with your SAT results, try working with an SAT tutor and improving your study tools before retaking the test. Research shows that just 12-18 hours of SAT tutoring could help your total score go up an average of 120 points.
Remember: SAT scores are just one thing colleges look at when deciding who to admit. Your grades, after-school activities, letters of recommendation, etc., give colleges a more complete picture of who you are.
2022 Mock Test Dates
with a Live Virtual Proctor
VHES offers online mock SAT and ACT tests Saturdays at 9:00 am through Lessonspace, a teaching platform that enables our proctors to oversee virtual exams and gauge students' test readiness. Upon registering for mock tests, students will receive a test packet in the mail that includes the following:
ACT/SAT answer sheet
ACT/SAT test booklet
Testing instructions
Please sign up no later than Monday during the week of the mock test. The day before each test, students will receive an emailed link to join the virtually proctored test.
Upon completion of the test, parents and students receive a 9-page diagnostic report showing how the student is performing in each dimension of the SAT or ACT. This detailed report is used to establish a baseline score, is the basis for test-prep planning, and is instrumental in helping us customize a tutoring program that addresses the most pertinent test sections. For students taking both the ACT and SAT, we also provide a concordance chart with test recommendations. See what our baseline test reports look like: ACT and SAT. There is a $25 test registration fee.
Register for a mock test by clicking on a specific test date below.
Mock ACT test dates:
April 16, 2022
May 21, 2022
Mock SAT test dates:
April 9, 2022
May 14, 2022
As more students return to in-person learning, education leaders are working not only to rebuild school communities and help students transition, but also to address gaps in learning resulting from COVID-19 disruptions. One strategy states and districts are considering is tutoring, or focused instruction provided to students in one-on-one or small group settings.
Research suggests that tutoring programs can meaningfully increase learning for K–12 students and are especially effective in increasing the achievement of students who are at risk for poor learning outcomes. A range of studies shows that many tutoring programs generated learning gains in reading and mathematics, with greater gains attained in reading at early grades and math at older grades. The U.S. Department of Education’s Institute of Education Sciences (IES) signaled the importance of building the research based on tutoring programs and scaling up effective interventions when it launched Operation Reverse the Loss in late 2020. IES received $100 million from the American Rescue Plan to conduct research related to learning disruptions caused by COVID-19.
Tutoring Supports in States
In 2020, the Tennessee Tutoring Corps recruited 1,000 college students to tutor students entering grades 1–4 during the summer to address student learning needs.
With support from federal funds, the Louisiana Department of Education launched a $1 million initiative to create a library of supplemental tutoring lessons aligned to state curriculum standards in English and math.
Leaders in Maryland and Oklahoma have announced plans to leverage federal stimulus funds to create grants to address the impact of COVID-19, and identified tutoring as one of the approaches that families and schools may use.
Texas is developing high-quality instructional materials to address student learning needs that can be used in summer learning programs and other learning settings.
The American Rescue Plan includes $129 billion in education funding for new programs and interventions designed to address the impact of the pandemic on student learning. To that end, here are four recommendations to help leaders interested in exploring the use of evidence-based tutoring interventions to accelerate student learning and address pandemic-related learning disruptions.
Before implementing a broad-scale tutoring program, education leaders should examine the demonstrated effectiveness of different tutoring models and programs to ensure that they are backed by evidence. Evidence-based practices are practices informed by research that lead to improved educational outcomes. Systematic reviews of the research on tutoring have found that “high dosage” tutoring—tutoring that happens in a one-on-one relationship or in small groups at least three times a week—generates positive gains for students in reading and math. In addition, a brief from the Annenberg Institute at Brown University describes design principles for effective tutoring based on rigorous education research, and it covers tutor-to-student ratios, tutoring frequency, focus, and curriculum.
Education leaders can leverage a number of resources to identify evidence-based tutoring models and practices. The What Works Clearinghouse reviews existing education research on various education programs and practices to identify “what works” in education. Its resources include a rapid review of the evidence on distance learning that includes studies of online and computer-based tutoring programs.
Further, the National Center on Intensive Intervention, led by AIR, has developed a series of charts to help educators and families select academic and behavioral assessment and tutoring intervention tools. Resources from the center include a chart comparing research on various academic interventions; an overview of the Taxonomy of Intervention Intensity, which helps educators ensure tutoring interventions are aligned to students’ needs; and a suite of companion resources focused on the taxonomy.
Delivering a tutoring lesson to an individual student or small group of students calls upon different skills than those needed to deliver a lesson to a large class of students.
Education leaders will also need to consider the workforce required to implement a larger-scale program and ensure a fit between the type of intervention and staff training and skills. Delivering a tutoring lesson to an individual student or small group of students calls upon different skills than those needed to deliver a lesson to a large class of students. Systematic reviews of tutoring programs have found that tutoring efforts generally are more effective at increasing student learning when led by teachers. However, some evidence-based interventions have been validated with tutors who may not be certified teachers, such as non-teacher school staff, college students in the education field, and service fellows. Recent studies suggest that tutoring programs that use AmeriCorps members and paraprofessionals can be as effective as teacher-led programs in one-to-one or small group settings. Further, research shows that tutoring offered by nonprofessional and family members benefits students, but the benefits are smaller than for tutoring conducted by professionals or paraprofessionals
Leaders should consider the type of training needed to build tutors’ content knowledge and facilitation skills, as well as the ongoing supports that tutors will need throughout their relationship with students. Parents and family members who provide additional academic support may especially benefit from clear, accessible materials that provide scaffolding for how to engage and work with a child on a given learning task.
We know that all students have the potential to thrive when they experience safe, equitable, and engaging learning environments. Building strong, positive relationships between tutors and students can generate meaningful outcomes for students beyond academic gains. Drawing from a synthesis on the science of learning and development, the SoLD Alliance partners have articulated whole-child design principles for education systems; the first principle is that learning environments should support positive developmental relationships that we know have the potential to increase students’ sense of belonging and connection at school.
Given the contexts and experiences that students and tutors alike will bring to the table, education leaders should equip tutors with support and guidance so that they cultivate meaningful relationships with students to bolster their resiliency and engage them in learning—within the tutoring context and beyond.
Carefully designing and implementing tutoring programs—as well as setting up rigorous monitoring systems—can allow education leaders to adjust and target interventions to the greatest needs.
Broader scale efforts to implement tutoring services have taught us that leaders need to monitor implementation. A good example of this is the No Child Left Behind Act of 2001, which provided funding for students in Title I schools to access tutoring services. Many states did not have the capacity to monitor the supplemental education services being offered, nor could they conduct more rigorous evaluations of the programs to understand their efficacy. Carefully designing and implementing tutoring programs—as well as setting up rigorous monitoring systems—can allow education leaders to adjust and target interventions to the greatest needs.
Leaders may want to review materials from the National Center on Intensive Intervention, which identified five considerations for the effective implementation of an intervention: student engagement, program specificity, adherence to the intervention plan, quality of delivery, and the duration of the intervention. Tools from the center can support educators as they implement and monitor interventions and assessments.
Throughout the lifecycle of the tutoring program, leaders can incorporate practices from continuous improvement science to collect data, build in flexibility, make adjustments, and reflect on what’s working—and what’s not. In our work with district and school leaders through the District and School Improvement Center, we have found this approach allows leaders not only to implement and monitor ongoing feedback loops, but also to make data-based decisions that lead to improvement for all students.
Just as the COVID-19 pandemic has lasted longer than many of us anticipated, education leaders also should be prepared that the process of recovery and rebuilding from the pandemic also will take time. The federal stimulus funding for K-12 education provides an opportunity for states to invest in new programs and opportunities, and leaders must consider both the scalability and sustainability of these programs to meet students’ needs for academic support—and understand that these needs may extend beyond 2021. These investments also provide an opportunity to build the lasting capacity of the education system to provide universal and intensive, individual supports and leverage research to accelerate student learning.
Vint Hill Educational Services offers small pod tutoring for grades K-12. Students can work with a tutor in a small group setting of 2-5 students. Sessions can take place at our offices, a local library, in student homes, at public facilities, or virtually through Lessonspace. The students in the pod should be enrolled in the same class or currently studying the same subject. Multiple subjects can be covered in the same pod. Special pod tutoring rates apply. Please contact us to learn more.
In recent years, and especially during COVID, the private tutoring industry has booming in the U.S. As a result, there are plenty of tutors out there, so the question is, how do you find the right one for you? We’re here with a list of the best way to choose your perfect tutor. Read on to find out more.
Does your child need academic help outside the classroom? Tutoring might be a good option. But you may also hear about academic “coaches” who help teach kids learning strategies.
What’s the difference? Which is best suited for your child?
There’s no official distinction between what makes one person a tutor and someone else a coach. Sometimes it’s just a matter of marketing.
Instructors may call themselves “coaches” because some students may not like the idea of being “tutored.” That’s because some students may associate being tutored with having some kind of weakness. But they may be open to being “coached,” like an athlete, to become “even better.” This is especially true for middle-schoolers and high-schoolers.
There tend to be some basic differences between the two groups, though. The information below can give you an idea of what they are.
Tutoring vs. Academic coaching — Basic approach
Tutors tend to focus on building concrete skills and helping students with what they immediately need to keep up with schoolwork.
Similar to a sports coach, an academic coach tends to work on strategies to help kids succeed. They can help kids develop a more organized approach to learning and schoolwork. They may also focus on strategies to help kids with motivation.
What a typical session may look like
A tutor may zero in on specific skills that are giving a student trouble. A math tutor, for instance, may focus on long division, going over assigned homework and helping the student get ready for upcoming tests.
Tutors can help kids work on specific skills during the summer, too. They may do practice drills so a student can keep up on skills and be ready for the new school year.
Coaches working with younger kids may help them organize their backpack. Coaches might also show kids how to create color-coded systems for notebooks and folders.
Middle- and high-schoolers may learn to create schedules that will help them tackle long-term projects. The coach may share tips and strategies about how to stay focused and take tests more effectively.
Who offers it
There’s no official credential for being a tutor. Many tutors are current or retired teachers who work independently or as part of a commercial tutoring program. But even high school students can be tutors.
Some tutors are certified to help kids with learning differences like dyslexia. They may be certified through programs like Wilson or Orton–Gillingham, or may be an educational service like Vint Hill Educational Services. Online tutoring and tutoring software are options, too.
There’s no official credential for being a learning coach or academic coach. Many are current or retired teachers, or they may have some background in education or psychology.
Some commercial tutoring centers are starting to offer more “coaching-style” programs. But they still tend to refer to these programs as tutoring services.
Type of student who could benefit
Tutoring could be a good option for students struggling to stay at grade level. It could also benefit students who need help reaching academic goals in one or more specific areas like reading, writing, science, or math. However, some students with learning differences may need to see someone more specialized, like an educational therapist.
Coaching could be helpful for students who have certain skills but lack the motivation, organization, or strategies they need to apply those skills. Coaching could also benefit students who need help with staying focused, such as kids with ADHD. Athletes with positive sports experiences often respond well to a coaching model.
Grade-schoolers who need to learn good study habits could benefit from an organizational coach. Older students who need help with prioritizing, staying on task, or even prepping for the ACT or SAT could also benefit from an academic coach.
Duration of services
Tutoring is sometimes used on a “spot” basis. This could be to help a student through a rough patch or with a specific skill, like solving quadratic equations. But tutoring often continues throughout the length of a particular course, such as algebra or chemistry.
Some coaches sell “packages” that are designed to lay the basic groundwork students need to succeed within a limited window of time. This can be anywhere from 3 to 6 months, or beyond.
Rates
Rates vary by area but are comparable to those for academic coaches.
Rates vary by area but are comparable to those for tutors.
In real life, the line between coaching and tutoring can be blurry. Some tutors, like coaches, may focus on learning strategies. Some coaches, like tutors, will help students tackle homework. And some coaches may not even call themselves “coaches.”
Once you know what kind of help your child needs, a good way to find the right person is to seek referrals from the school or other parents. Then interview each candidate carefully about what the basic approach would be. Having a list of key questions to ask can be helpful.
And be sure to let the person you hire know about your child’s strengths and weaknesses . That will let the coach or tutor do a better job of helping your child.
Vint Hill Educational Services offers academic coaching for students who have difficulty getting motivated, staying focused, or keeping up in school. With backgrounds in counseling, mentoring, teaching, and special education, our coaches are highly experienced at working with youth and helping students overcome a wide spectrum of challenges.
Academic coaching is especially beneficial for individuals with attentional problems, low executive functioning, or learning or cognitive disabilities—though it is also valuable for those struggling to deal with the ordinary stressors of understanding complex information, planning assignments, studying for exams, or transitioning to college. Students who work with an academic coach typically require guidance and assistance in:
· Getting and staying organized
· Planning coursework and managing time effectively
· Starting and completing schoolwork
· Studying and reading with proficiency
· Managing stress, anxiety, and distractibility
· Balancing academic and personal responsibilities
· Preparing for tests
Our coaches complete assessments to identify the student’s challenges, strengths, goals, and learning style. They then create customized plans that integrate a variety of tools and techniques to help build confidence and improve school performance. Strategies include positive reinforcement, setting achievable goals, optimizing skills, breaking down tasks, creating a supportive environment, and tracking progress.
We select the best coach for your child and provide a coach profile for you to review and approve. The coach matching process considers the coach’s education, experience, and personality, as well as the student’s issues, schedule, and preferred location (e.g., home, office, public library). Each session is one hour in length and one-to-one for individualized support. Parents receive access to our online Teachworks system, allowing them to review coaching session notes, receive session email reminders, and keep track of used and remaining session hours.
The current pandemic has led to unprecedented disruptions in student learning in the United States. Remote learning, decreased instruction time, and fewer opportunities for personalized interactions with teachers have set the stage for widespread learning loss, also referred to as the “Covid-19 slide.” These risks are greatest for low-income students, students of color, and students who were already in need of additional support before schools closed their doors. As the education system works to stabilize and adapt, addressing learning loss must stay at the forefront of the conversation. Policy and education officials must be proactive in identifying strategies to combat the growth of preexisting inequities and gaps in educational access and achievement. Rigorous research indicates that tutoring — supplemental one-on-one or small group instruction — may be one of the most effective tools they can employ.
J-PAL North America’s new publication, “The transformative potential of tutoring for PreK-12 learning outcomes: Lessons from randomized evaluations,” summarizes a meta-analysis of 96 randomized evaluations of different tutoring programs. Drawing primarily from research in high-income countries, this publication examines the effectiveness of tutoring programs across a variety of characteristics, including tutor type, subject, student grade, and others. The meta-analysis finds that tutoring programs have consistently large, positive impacts on students across this range of program aspects. The magnitude and consistency of the findings point to tutoring as one of the most agreed-upon and impactful tools available to educators for improving student learning.
The review identifies valuable insights and trends across five categories.
Program effectiveness: Across all studies included in this analysis, tutoring programs consistently lead to large improvements in learning outcomes for students, with an overall pooled effect size of 0.37 standard deviations. (Effect sizes greater than 0.3 standard deviations are considered to be large impacts, especially in the context of education interventions.) This impact translates to a student advancing from the 50th percentile to nearly the 66th percentile.
Tutor type: Tutoring programs led by teacher or paraprofessional tutors are generally more effective than programs that use nonprofessional (volunteer) or parent tutors. Paraprofessional tutors include, among others, non-teacher school staff, undergraduate and graduate students in education, and service corps fellows. Paraprofessional programs led to positive effects of nearly the same magnitude as teacher programs and were more consistent in their outcomes. This presents a potentially cost-effective option for highly impactful programming.
Student grade level: The effects of tutoring programs tend to be strongest among students in earlier grades, although a smaller set of programs at the secondary level was also found to be effective at improving learning outcomes.
Subject material: While overall effects for math and reading tutoring programs are similar, reading tutoring tends to be relatively more effective for students in preschool through first grade, while math tutoring tends to be more effective for students in second through fifth grade.
Time and location of tutoring: Tutoring programs conducted during school tend to have larger impacts than those conducted after school. Many programs shown to have weaker effects used parents as tutors or took place in an after-school program. Researchers hypothesize that it is difficult to ensure that tutoring actually occurs in these settings.
This publication is meant to serve as a resource for supporting student learning and minimizing the growth of academic disparities during the Covid-19 slide. In addition to highlighting tutoring as an effective educational tool, it also identifies meaningful trends to inform how tutoring programming can be implemented most effectively. Finally, the publication outlines key open questions about how to effectively scale tutoring programs, support older students, and make tutoring accessible to the students who need it most. J-PAL North America is seeking to answer some of these questions through their COVID-19 Recovery and Resilience Initiative.
We also invite you to explore how Vint Hill Educational Services can help if you need greater flexibility in the how, when, and where of your educational journey. We have a consistent record and demonstrated success of helping students improve their grades, scores, and overall academic functioning. In addition, all our programs are taught by highly qualified teachers and tutors. You can find out more about us by visiting our website or calling us directly at 540-680-4004. We're always happy to talk with you about your options and how we can help.
Vint Hill Educational Services offers subject-based tutoring in math, science, reading, writing, English, history, and foreign language. Most of our math tutors can teach Pre-Algebra up through Calculus. They are also prepared to aid elementary school children with structure, basics, guidance and workload focus, and to help middle school students navigate the ins-and-outs of staying focused in this increasingly digital educational world. Our tutors take subject-specific tests before being hired, so we can guarantee they know the content.
We don't just assign any available tutor; we actually handpick the best tutor for your child. Before accepting the tutor, parents receive a tutor profile to review and approve. The tutor matching process consists of the following: subject area knowledge, tutor education, tutor personality, tutor background, student weaknesses, student schedule, and location preference (in-office, in-home, or public library).
Each session is usually one hour in length and one-to-one for individualized support. Parents receive access to our online Teachworks tutoring system and will be able to review tutor session notes, receive session email reminders, and keep track of session hours used and hours remaining.
We know these are challenging times and we are here for you. Please reach out with your questions and we will help relieve your worries and get your kids on track!
With the new school year just around the corner, it’s time to start back-to-school prep. Shopping for new school supplies and clothes helps kids to start thinking about the return to the classroom, but that’s just the beginning. There are many more ways to prep kids for school year success so they can start the new school year with a fresh and ready mind.
The habits and routines that are implemented at home right now go a long way to helping students prepare not only for back-to-school success, but for success that lasts the whole school year—much longer than new pencils or running shoes will! Wondering how to help your child get a jump start on a great school year? Here are some ideas to prep the entire household for success in the 2018-2019 school year:
REINTRODUCE BEDTIMES AND WAKE-UP TIMES
Poor sleeping habits can have an impact on student performance, so the sooner you get your child on a regular sleep schedule, the better. Starting the school year will be easier for you and your child, and will help avoid morning—and evening—rushes.
MAKE SURE CHILDREN ARE READING AND WRITING A LITTLE EVERY DAY
Reading and writing helps get children’s minds working and helps keep their brains sharp. Getting back into the habit of reading and writing a bit each day will help maintain school skills like penmanship and vocabulary so your child can start the school year strong.
LIMIT SCREEN TIME DURING AFTER-SCHOOL HOURS
During the school year, after-school hours should be reserved for homework and extra-curricular activities. Start getting into this routine in the weeks leading up to school. The sooner kids turn off the TV and turn on their minds during this timeframe, the less of a hassle homework will be during the school year.
PLAY BOARD GAMES TO CHALLENGE THE MIND
Use TV-free time to play board games with kids during what will become the homework hour. This will help kids get into the habit of doing engaging their mind during this time, so when homework starts coming home again, they already have a routine in place.
GET AN ALARM CLOCK
An alarm clock can help children develop time management and organization skills they’ll need during the school year. This will help kids take ownership of their activities and help avoid rushed mornings.
BUY A FAMILY WALL CALENDAR TO HANG IN A VISIBLE LOCATION
A wall calendar makes a great organization tool. Have kids write down their commitments like soccer, dance class, birthday parties, etc. When school starts, use the calendar to note the due dates of big projects, standardized testing dates, and vacation days.
START HAVING KIDS SELECT THEIR CLOTHES THE NIGHT BEFORE
Picking out clothes is a great way for children to develop organizational habits. Having everything picked out and ready the day before also helps cut down on school-day morning rushes and last-minute scrambles.
BEGIN TALKING ABOUT RETURNING TO SCHOOL
Start counting down the days together. Preparation can help make the transition back to class much less stressful and difficult for students. Talking about the upcoming school year can help kids manage expectations, set goals, and prepare.
TAKE A TOUR OF YOUR CHILD’S NEW SCHOOL
If your child is starting at a new school, it can be intimidating. Getting to know the way around helps lessen school-related anxiety and boost confidence. Take a tour of the new school, find out teachers’ names, the location of classrooms, and where the bathrooms are located.
REVIEW LAST YEAR’S REPORT CARD(S)
Unless problems were addressed over the summer, it’s likely they may return again this year. Remind yourself of weak areas so you can make a plan to address problem areas early on.
BUY NEW SCHOOL SUPPLIES
Being prepared with the right supplies is an important part of performing well in school. New supplies also hold a certain magic for getting kids excited about hearing the school bell ring again.
A BETTER SCHOOL YEAR BEGINS RIGHT NOW!
Learning how to have a successful school year starts with the right preparation and a positive attitude. It’s never too early to start thinking about getting back into the school-year routine—getting started now will help make the back-to-school transition easier on both you and your child.
Contact us for an end of summer tutor and get ahead before school starts!
We often get asked this question. It’s because we focus on the individual student and not a classroom of students. The largest ACT/SAT score increases are seen when ACT/SAT prep is customized for the individual student. This is also why a baseline test is so effective. Our ACT/SAT practice test score reports are used as a student diagnostic.
The ACT/SAT tutor will hone in on the specific needs for the individual. The diagnostic report reveals trends such as pacing and themes among certain question types. On the SAT reading section, the student may have the most trouble with command of evidence. For the ACT math section, it might be quadratic equations that need the most attention. It is important to retest the student periodically, in order to reassess strengths and weaknesses. The ACT/SAT prep program should revolve around the student, as he or she grows throughout the prep program. When we see scores suddenly spike in the main area of focus, it means attention must be switched back to the new lowest scoring section.
Our ACT/SAT tutors will come to your home on weekdays or weekends. ACT/SAT prep is available throughout Richmond, VA and surrounding areas.
Here’s one of our ACT prep students that went up 5 ACT composite points, after only 6 sessions of one-to-one prep. English went up 3 points, math shot up 7 points, reading increased by 6 points, and science jumped up 4 points.
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