Revising SAT Start Times: A Straightforward System Adjustment

Considering the Timing of Standardized Tests: A Parent’s Perspective on SAT Start Times and Adolescent Sleep Needs

Last weekend, my son undertook the SAT for the second time, an experience that underscores broader issues surrounding the scheduling of standardized tests. Our day began at 5:45 a.m., a wake-up call that paved the way for a 40-minute drive to the testing center, where we arrived by 7:45 a.m. for an 8:00 a.m. test start. This early timeline, while common, raises significant questions about its alignment with adolescent sleep patterns and optimal performance.

My son’s struggles with early mornings are not unique. Known for being a night owl, he often finds it difficult to sleep before midnight. Furthermore, he requires a considerable amount of time to switch from sleep to full functionality. He thrives on quiet moments and a decent breakfast to prepare for any challenging task ahead, including major exams. Unfortunately, the pressure of standardized testing can further hinder his ability to perform well, magnifying the disadvantages of an early start time.

Research indicates that adolescents require approximately 8 to 10 hours of sleep per night, yet many average closer to 7 hours due to a combination of natural sleep pattern shifts and an increasing array of responsibilities, such as heavy academic workloads and jobs. In light of this, the 8:00 a.m. SAT start time appears to perpetuate a system that fails to prioritize the well-being and performance potential of young test-takers.

This scenario is not just about my son; it reflects a systemic oversight regarding the needs of adolescents. While some school districts have recognized the importance of later start times—over 500 districts have adjusted their bell schedules to accommodate adolescent sleep research—the standardized testing schedule has lagged behind. Schools face challenges when changing start times, often citing concerns over after-school activities and logistics. However, the SAT, administered primarily on weekends, does not face similar hurdles and has the opportunity to adapt.

The psychological impact of early test times cannot be overstated. As one student candidly expressed on social media, “Does the College Board want us to be brain-dead during the exam?” This sentiment highlights a significant disconnect between testing schedules and the capacity of students to perform their best when their biological clocks are at odds with logistical decisions.

A shift in SAT start times could enhance student performance and well-being. Examples exist: the ACT offers multiple testing blocks, one of which starts at 1:30 p.m. This flexibility provides students with the option to choose a time that aligns with their natural rhythms. The push for similar adjustments in SAT scheduling is not merely a preference but a matter of equity in educational assessment.

In conclusion, it’s imperative for educational institutions and testing organizations to prioritize the needs of the youth. By aligning testing schedules with adolescents’ natural sleep patterns, we can better enable young people to showcase their knowledge and skills effectively. The conversation surrounding standardized tests and their scheduling must evolve to ensure that young people are set up for success, reflecting a commitment to their future and well-being.