Should Teachers Be Responsible for SAT and ACT Preparation?
School teachers work tirelessly to help young people grow as students and as members of society. Given their existing responsibilities, is it fair to expect teachers to also prepare students for standardized college admissions tests like the SAT and ACT?
Teachers’ Workload and Compensation
It is well known that teachers put in long hours. In addition to classroom time, many spend substantial evenings and weekends creating lesson plans, grading assignments, and communicating with families. Research from labor and education organizations has shown that teachers are more likely than many other professionals to continue work at home. At the same time, teacher pay remains modest compared with other professions: average starting salaries are commonly cited near $36,000, and typical mid-career salaries are often reported around $55,000. These conditions — long hours paired with relatively low pay — make it difficult to add additional, specialized responsibilities to an already full plate.
The Role of Standardized Tests in College Admissions
The SAT and ACT play a meaningful role in the college admissions landscape. Many colleges consider scores as one factor in admissions decisions, and standardized tests can influence eligibility for scholarships and other opportunities. Because these exams are structured and tested in particular ways, students and families often look for targeted preparation to improve scores.
Why Teaching to the Test Creates Tension
Some high school administrators ask teachers to dedicate class time to test-specific preparation, such as practicing multiple-choice strategies or simulating timed sections. This approach can squeeze out time that teachers need for broader curriculum goals and for employing creative, engaging instructional methods. Teachers are trained in subject areas like mathematics, English, science, and social studies — the disciplines they earned degrees and certifications to teach — not necessarily in the unique formats and strategies of standardized admissions tests.
When classroom time is redirected toward test drills, teachers may feel forced to rush through essential standards or to sacrifice depth for breadth. Students benefit from strong content knowledge and critical thinking skills, but effective test-taking strategies are often a separate skill set that requires focused, specialized instruction.
A Clearer Division of Labor: Schools and Test-Prep Providers
Separating content instruction from targeted test preparation can protect classroom time and preserve the professional autonomy of teachers. One practical solution is for schools to partner with professional SAT/ACT tutors and test-prep organizations. These providers specialize in the format, pacing, and strategic approaches of standardized tests and can deliver focused support outside regular classroom hours.
There are many affordable online and in-person test-prep options that schools can explore. Partnerships might include after-school workshops, subsidized online courses, or negotiated discounts through institutional agreements. These arrangements allow students to access expert guidance without diverting teachers from their primary instructional responsibilities.
Equity Considerations and Practical Steps
It is important that access to quality test preparation not depend solely on a family’s ability to pay. Districts and schools that care about equitable outcomes can consider subsidizing test-prep programs for students with financial need, offering free or low-cost after-school sessions, or providing school-facilitated connections to vetted online providers. Volunteer-run review sessions and peer-led study groups can complement professional services, but they are not substitutes for targeted instruction delivered by experienced test-prep instructors.
Conclusion
Teachers deserve respect for the essential work they do teaching content, fostering critical thinking, and supporting students’ social and emotional growth. Asking educators to add specialized SAT or ACT coaching to their already demanding responsibilities can undermine instructional quality and teacher well-being. A more effective, equitable approach is for schools to retain responsibility for content instruction while partnering with qualified test-prep providers to deliver focused SAT/ACT support outside of the regular school day. This division preserves classroom time, leverages specialized expertise, and helps students prepare for college admissions without overburdening teachers.
About the Author
Adam Shlomi is the founder of SoFlo SAT Tutoring. He attended Georgetown University, scored in the 99th percentile on the SAT, and has been tutoring students for several years. His experience working with students highlights the difference between subject-matter instruction and the targeted strategies required for high-stakes standardized tests.