Crack the SAT & ACT — no matter how your brain works

If you've watched a bright, capable student stare at a practice test and completely shut down — not because they don't know the material, but because the clock is ticking, the room is loud, their brain won't cooperate, and no one ever taught them how to study for something like this — then you already know why I built Summit STEM Prep.

Standard test prep assumes a standard learner. It assumes your student can sit down, block out distractions, absorb a wall of text, and grind through problem sets for two hours. For a lot of kids — especially those with ADHD/ADD or other learning differences — that model doesn't just underperform. It actively discourages them. They try, they struggle, they decide they're "not a math person," and they carry that story into the SAT, into college applications, and sometimes into the rest of their lives. That is not okay with me.

So here's what I did differently: I started with learning itself. Before any algebra, before any periodic table, before any timed practice, students in Summit STEM Prep learn how their own brain works — and how to work with it. Time-blocking. Task chunking. Focus anchors. Distraction-proofing. Growth mindset for the specific emotional terrain of test prep (because bombing a practice test feels terrible, and we need to talk about that). Once those foundations are in place, the content — the real STEM content the SAT and ACT actually test — lands completely differently.

From there, the program is a true K–12 journey. Elementary students build number sense and scientific thinking in ways that feel like detective work, not drill. Middle schoolers close gaps fast and start building their college prep roadmap years before most families even think about it. High schoolers go deep — algebra systems, advanced functions, geometry, trig, data analysis, physics, chemistry, earth science — and they practice under real test conditions with adaptive tools that keep raising the bar. For students with IEPs or 504s, we cover exactly how to navigate test-day accommodations so they walk into that exam room with every resource they've earned.

I believe the right preparation and the right structure can get almost any student to a score they're proud of. I believe starting early and building consistently beats cramming every time. And I believe neurodiverse students deserve a program that was actually designed for them — not adapted as an afterthought. If you're ready to build that kind of foundation, I'm glad you're here. Let's get to work.