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Archive for the ‘College Planning & Test Prep Center’ Category

College Essay Writing Workshops 2019


This package is composed of 2 hours with our Essay Specialist, Amanda Miller, in a workshop at The Davidson Center, plus 30 additional minutes of her time (via Google Drive) devoted to reading and commenting on your specific admission and/or scholarship essays.


During the workshop, students will read examples of successful college essays, learn what to do and what not to do,m consider what they most want to communicate to prospective colleges, brainstorm appropriate topics, begin writing responses to actual essay prompts, and offer guided feedback to peers.




College Essay Writing Workshop

Presented by Amanda Miller

Learn the skills and techniques to write your essay for college applications!

  • Saturday, June 29 from 12:00 pm – 2:00 pm
  • Tuesday, July 9 from 6:00 pm – 8:00 pm
  • Saturday, July 20 from 12:00 pm – 2:00 pm
  • Tuesday, July 30 from 6:00 pm – 8:00 pm
  • Saturday, August 10 from 12:00 pm – 2:00 pm

Call for reservations! Space is limited. 704.892.4533

Taking the 2019 SAT in May/June? Get a “boost” from our SAT Boot Camp!

SAT Boot Camp

  •  April 27, or May 25 (5 hours total instruction)
  • All of our boot camps are taught by our highly qualified instructors! Check out learn more about our talented staff!
  • $285 for 5 hours of SAT prep! Call today to register! 704.892.4533

SAT/ACT Classes 2019

  • 20 hours of total instruction
  • Encompasses both the SAT and ACT
  • Learn test-taking strategies, complete practice questions with Vinod Thomas
  • Taught by Vinod Thomas, Test Prep Coordinator
  • $850 including test prep materials



July 29, 2019 – August 2, 2019

2019 Boots Camps are Underway!

2019 Boot Camps

If you are taking the SAT on May 4th, choose our SAT Boot Camp on:

  • Saturday, April 27th, 2019 9am-2pm

If you are taking the SAT on June 1st, choose our SAT Boot Camp on:

  • Saturday, May 25th, 2019 9am-2pm

If you are taking the ACT on April 13th, choose our ACT Boot Camp on:

  • Saturday,  April 6th, 2019 9am-2pm

If you are taking the ACT on June 8th, choose our ACT Boot Camp on:

  • Saturday, June 1st, 2019 9am-2pm

If you are taking the ACt on July 13th, choose our ACT Boot Camp on:

  • July 6th, 2019 9am-2pm





SAT/ACT Class offered this summer!

sat act prep

ANNOUNCING  Our 20-hour SAT/ACT class beginning on July 29, 2019 through August  2, 2019 led by instructor Vinod Thomas, will take place this summer. For students who plan on taking the SAT or ACT in the fall, summer is the perfect time to prepare! Students will have more free time to take practice tests, keep up with assignments, and have less distractions.


9:00 a.m.- 1:30 p.m. each day with one half hour lunch break

$850 for 20 hours of instruction

Call us today to reserve your spot!

2019 SAT and ACT Boot Camps



SAT Boot Camps  will be offered on  April 27th, and May 25th, 2019

ACT Boot Camps will be offered on April 6th, June 1st, and July 6th, 2019

Call today to reserve your spot! 704.892.4533

ATTENTION RISING JUNIORS! The Davidson Center’s 20 Hour Class encompassing the SAT and ACT is offered during the summer!


Hey, rising juniors! Are you taking the August  or October 2019 SAT?  Are you taking the September  or October  2019 ACT?   Mark this down!


SAT/ACT 20 Hour Class

  • $850 for 20 hours of SAT/ACT prep! Call today to register! 704.892.4533


Boot Camp

Our Boot Camps are as follows:

March 2nd, April 6th, April 27th, May 25th, June 1st, July 6th, 2019

Time: 9 a.m. – 2 p.m. (5 hours of instruction)

Cost: $285, including cost of materials

Led by our highly experienced instructors

Class size is limited. Call today to reserve your student’s space!



How to Help a Teenager Be College-Ready

As a psychologist, I receive calls each summer from anxious parents, worried that their high-school graduate won’t be ready for college. In some instances, they describe the normal conflict that signals impending separation. But in some cases, they describe a child who isn’t ready for the independence of college. I do an assessment and issue a recommendation — mostly green light (he’s ready for college) or occasionally red light (he’s not).

Either way, I’m left with a question: “Why didn’t they call a year ago?” The ideal moment to think about this isn’t just before college, but instead the summer before senior year or even earlier in high school — which provides ample time to address issues of college readiness. But regardless of your time frame, there are steps you can take.

Ready or Not?
Parents can’t be 100 percent certain that their child is ready for university life, but 30 years as a psychologist have taught me what to look for. College-bound high-school upperclassmen are on the cusp of emerging adulthood, a transition to adult status that, according to research on emerging adults by the psychologist Jeffrey Jensen Arnett, typically takes eight to 10 years. The key indicator that an individual is ready to begin this transition is the emergence of a new level of personal responsibility.

In childhood, we associate responsibility with the dutiful fulfillment of obligations and duties: performing household chores, completing homework assignments, brushing teeth at bedtime. A responsible child is a compliant child, as it is ultimately the parent who owns the younger child’s responsibilities.

In adolescence, we expect more initiative and investment regarding duties and obligations, but most parents don’t abdicate oversight altogether. In other words, the parent and adolescent co-own the adolescent’s responsibilities.

The most reliable signal that the transition to emerging adulthood has begun is evidence that the child has begun taking sole ownership of these responsibilities — independent of parental involvement — via personal initiative and follow-through.

This emerging ownership manifests itself in three predictable areas: medical and behavioral health, academics and administrative tasks.

Medical and Behavioral Health
Everyone has something to manage, such as a medical diagnosis (for example, diabetes or attention deficit disorder) or a behavioral challenge (such as problems related to diet, sleep or substance use). Children and adolescents manage these issues with oversight and assistance.

Transitioning to emerging adulthood requires personal ownership of these issues and learning to manage them effectively. I’ve worked with hundreds of students who failed in college on this account — inability to manage sleep-wake cycles, procrastination, substance abuse or unmet medical needs.

I met recently with a 17 year-old student whose parents were still setting “lights-out” curfews and providing morning wake-up services. “She can’t manage her sleep needs,” they lamented. “Not ‘can’t,’” I said; “Won’t is more likely, because she really doesn’t have to.” A change of family policy, several mornings of parental nail-biting, and a few demerits later, their daughter was managing her sleep-wake needs just fine.

By junior year, we want to see students taking ownership of their academic careers. This shows up not necessarily in grades, but in academic initiative — schedule planning and management, and learning when and how to seek help. Specifically, we want to see college-bound students mapping the connection between their current academic performance and future life plans.

They need to know how to pay attention in class, take notes, do their homework and turn it in on time, study for tests. They should have been learning this all along, of course, but some kids manage to slip by without mastering academic routines.

If your college-bound junior or senior still requires external accountability for school work, your child may be telling you he’s not ready for academic independence. Many parents focus too intently on grades themselves, rather than the process by which those grades are attained. If you still feel like the homework police at the end of 11th grade, it’s time to retire. A C-student who can manage his own academic life has a better chance of succeeding in college than an A- or B-student who depends on parental oversight.

I’m reminded of one former client whose genius-level I.Q. and intellectual acrobatics both excited and teased his high school teachers, even as he frustrated them with a lack of academic discipline. The adults in his life shepherded him through a demanding high school curriculum, ultimately landing him in a top-flight university. Obscured by the dazzle of his prodigious intellect was a crucial missing ingredient — ownership of his academics — and sadly, he failed out of college after two semesters.

This young man and I worked together in therapy for a year. At my direction, he took courses at a community college that required him to master the mechanics of breaking down a syllabus, keeping a calendar and managing follow-through. His parents cooperated by staying out of the process. The following September, he was successfully back in university — this time in command of his academic life.

Administrative Tasks
The third signal of readiness involves mundane life tasks — maintaining a calendar, meeting deadlines, filling out forms. Parents supervise these matters throughout childhood and adolescence, but college students must manage them on their own.

These minor tasks actually constitute a major developmental marker, because owning them signifies a readiness to begin feeling, thinking andbehaving like an adult. Learning the nuances of administrative responsibility takes time, but is a reassuring sign that your child is up to the task of navigating day-to-day life at college — without your oversight.

If, however, your transitioner is reluctant to assume simple (but unfamiliar) tasks, it may be worth exploring what the problem is.

Recently I met with a mother and her 12th grade son, and witnessed a loopy argument concerning his refusal to reschedule a medical appointment. After I excused the mom from my office, the young man confessed with embarrassment that he didn’t want to call because he did not know what to say, and feared the office staff would yell at him. I can recall thinking the same kind of thing when I was his age. How many of us understood the nuts and bolts of how the world actually works when we were 17 or 18?

After inviting his mom to return, I asked if she would call the doctor’s office on speaker phone, modeling how an appointment cancellation is done. Afterward, he commented predictably: “Oh. That’s simple!”

All he needed was a script for what to say. Next time, he’ll have no trouble assuming this tiny (but important) responsibility — and the broader range of administrative tasks that college life requires.

Mark McConville is a clinical psychologist in Beachwood, Ohio, and the author of “Adolescence: Psychotherapy and the Emergent Self” and a forthcoming book about helping your twentysomething grow up. 07/26/well/how-to-help-a- teenager-be-college-ready.html