With an abundance of test-preparation options available—from large national companies and automated platforms to independent online tutors—families often struggle to discern what will truly benefit their student. Websites, testimonials, and sales calls provide limited insight into the actual tutoring experience. Michael Romano, founder of Mr. Test Prep, advocates for a more practical approach: asking specific questions before committing to any SAT or ACT preparation program.
Romano, who has coached over 4,000 students since 1997, stresses that the best way to evaluate a tutor is not through a sales pitch but by observing how that person works with your student. Based in Palo Alto and coaching students online nationwide, Romano personally handles every session, bringing nearly three decades of experience to each student. His background includes a degree in Psychology from Duke University, which informs his dual focus on test-taking strategies and the student's mental state during the exam.
The first question parents should ask is: Who will actually teach my student, and what is that person's experience? Many companies assign students to different tutors after the initial consultation, so it's crucial to confirm that the person you speak with will be the one teaching. Romano notes that while a company may have numerous positive reviews, parents should verify the specific tutor's track record. At Mr. Test Prep, Romano himself coaches every student, ensuring consistent, expert guidance.
Second, does a diagnostic come before the preparation plan? A meaningful plan should start with a comprehensive diagnostic that goes beyond scores to reveal how a student approaches the test—accuracy, pacing, question patterns, and decision-making. Mr. Test Prep offers a free two-hour trial session that serves as a diagnostic, allowing Romano to observe the student's process before recommending a curriculum.
Third, how will you decide whether my student should take the SAT or ACT? Romano cautions against simply comparing scores. Instead, the decision should be based on which test's weaknesses are more amenable to improvement. A lower initial score on one test might indicate fixable issues, while a higher score on another could mask persistent pacing problems. The right choice emerges from watching the student work under timed conditions.
Fourth, what am I committing to financially, and what exactly does any guarantee require? Parents should scrutinize the terms of score guarantees, including any conditions like mandatory homework. Mr. Test Prep operates on a pay-per-session basis and sets a cap on the number of paid sessions based on the student's goals. If the target score is achieved early, the family stops paying; if more sessions are needed after the cap, they are provided at no extra cost. This model avoids dependence on extensive outside work.
Fifth, what happens between sessions? Romano maintains a no-homework philosophy. While students can practice independently, no test-prep homework is required. Instead, preparation is concentrated within sessions where Romano can observe and guide the student's approach in real time, making the work more effective.
Sixth, how do you prepare students for performance under pressure? Knowing the material is only part of the equation. Mr. Test Prep addresses both execution and mindset through The Mr. Test Prep Method™ and A-Game Access™, helping students manage time, make decisions, and access their knowledge when it counts.
Finally, can my student try the program before we commit? Mr. Test Prep offers a free two-hour trial session nationwide. The student works through diagnostic material while Romano observes and provides feedback. A follow-up Zoom meeting with the student and parent reviews findings, discusses test choice, and outlines a recommended plan. A written proposal follows.
These questions empower families to make informed decisions in a market where clarity is often scarce. By prioritizing transparency and personalized instruction, parents can ensure their investment yields tangible results.
