SSAT 학원 찾기

What the SSAT tells a school

The Secondary School Admission Test is an admission assessment used by independent schools. Its scored areas concern verbal reasoning, reading and quantitative work; a separate writing sample gives schools another way to consider a student’s writing. Families should begin by checking whether each intended school requires, accepts or does not use SSAT results for the relevant entry year.

Official reference: SSAT overview, availability and fees ↗

Build a school-by-school planning sheet before choosing a course. Record the entry grade, application deadline, required assessment, accepted test dates, English-language requirements and the office responsible for answering questions. A school’s policy for one age group or application round may not explain its policy for another. Keep the actual policy link beside every entry rather than relying on a general admissions checklist.

For preparation, ask what the student needs to become more independent with: understanding unfamiliar academic vocabulary, following an argument, translating a word problem into mathematics, or producing a coherent first draft. These are useful instructional goals even before a target score is set. A preparation plan is more useful when it names those skills than when it consists only of a desired percentile.

Choose the right level and grade

The usual starting point is the student’s current grade. Official guidance also describes exceptions for repeating or skipping a grade and for testing at a higher grade. Confirm an unusual placement with the school and SSAT support before registering; changing the grade changes the comparison context.

Official reference: Selecting the registration grade ↗

For students moving between Korean, American and British school systems, do not equate a Korean school year, a British Year number and a U.S. Grade number simply because they look similar. Write down the current school’s curriculum, the student’s completed year and the requested entry year. Use that information when asking for placement guidance. A difficult Upper Level workbook does not establish that Upper Level is the correct official registration.

Keep diagnostic results separated by level. A strong performance on an easier level is useful evidence about foundational skills, but it should not be presented as a prediction for a different test. Before joining a class, ask which level its lessons, homework and assessment reports actually target.

Testing options for families in Korea

A Korean address, a U.S. school application or an American passport does not make at-home testing available from Korea. Eligibility depends on where the student will physically take the test. The Prometric page also lists Korea among excluded locations. Check paper availability first for a student staying in Korea.

Official reference: Prometric availability and procedures ↗ · SSAT at Home availability ↗ · SSAT overview, availability and fees ↗

If a student will travel, establish the test-country plan before paying. Consider arrival fatigue, transport to the center, school attendance and the time needed to recover from a disrupted appointment. Traveling for an assessment should solve a concrete scheduling problem; it should not rest on an assumption that a computer-based test is easier.

A class that uses computers can still prepare students for paper testing, but it should also teach pencil-and-paper answer-sheet management and handwriting. Conversely, a student taking an eligible computer-based administration should become comfortable with its actual interface. Practice conditions should match the booked format closely enough that the equipment does not become a new problem on test day.

2026–2027 paper test calendar

These are the published Standard dates, not a promise that every Korean center offers every session. The official final deadline uses U.S. Eastern Time; earlier late, rush and accommodated-testing deadlines also apply. Confirm the center and the exact cutoff in the registration portal. A Flex test has separate scheduling arrangements.

Official reference: Paper SSAT dates and procedures ↗

Plan backward from the school’s score deadline, leaving room for score processing and a realistic retake decision. Put school examinations, travel and major assignments on the same calendar. A date that appears ideal on an admissions spreadsheet may be unhelpful if it falls immediately after several overnight flights or a demanding school assessment week.

Keep three dates separate: the test appointment, the registration deadline and the receiving school’s deadline. Add a fourth internal family deadline for deciding whether to book. This prevents an available seat from becoming the only reason for choosing a test date. If an appointment becomes unavailable, check the effect on the entire application plan before choosing a replacement.

Registration fees and a realistic budget

Fees were checked on 11 September 2026. Late registration, changes, consultant administration and optional services can add to the total. International Prometric pricing does not establish Korean availability. Use the official checkout for the final amount and applicable policies.

Official reference: SSAT overview, availability and fees ↗

Separate the preparation budget into tuition, books, assessment fees, travel and optional reporting services. Ask a prospective academy whether quoted tuition includes placement testing, marked writing, review sessions, materials and make-up arrangements. Compare the total cost for the planned period, not only the hourly figure.

When comparing classes, list what the student actually receives each week. Two courses with the same meeting time may differ substantially in the amount of work a teacher reviews. If a program proposes repeated official attempts, ask what information each attempt is expected to provide and what instructional change will happen between attempts. A test fee should purchase a useful opportunity, not merely fill a timetable.

Upper Level: the full testing sequence

The published sequence totals 3 hours 10 minutes including breaks. The two mathematics sections together contain 50 questions. Verbal comprises 30 synonyms and 30 analogies. Writing and experimental work are not included in the reported numerical score. Calculators are not permitted under standard conditions.

Official reference: Upper Level structure ↗

Use the sequence when planning a full rehearsal. Starting every practice session with the student’s favorite subject conceals the challenge of switching tasks after a demanding section. Record whether accuracy changes after the first hour, whether the student uses breaks sensibly, and whether a difficult reading question affects concentration in the next section.

Do not turn every study day into a full-length rehearsal. A complete session can reveal a problem, but a shorter targeted lesson is often the place to repair it. Alternate diagnosis with explanation, guided practice and independent application. The useful outcome is a student who can describe a better decision next time.

Middle Level: what to prepare differently

Middle Level uses the same published section timing and question totals shown in the Upper sequence: two 25-question mathematics sections, 40 reading questions, 60 verbal questions, a writing sample and experimental work. The total including breaks is 3 hours 10 minutes. The level and content demands still differ.

Official reference: Middle Level structure ↗

A Middle student may need help moving from familiar classroom exercises to unfamiliar wording. Before increasing speed, check that the student can explain the question in ordinary language. In reading, ask for a short account of what changes from the opening to the ending. In mathematics, ask the student to identify the quantity being requested before selecting a procedure.

Build independence gradually. In the first stage, a teacher can model how to identify useful information. Next, the student explains the method while receiving questions rather than immediate answers. Finally, the student works alone and checks the result. This sequence makes it easier to see whether the student has learned a process or has simply followed a demonstration.

Parents should ask whether a mixed Middle/Upper class differentiates its assignments and feedback. Shared vocabulary review may be useful, but the reading load, mathematical starting point and writing expectations should make sense for the individual student.

Elementary Level: a separate experience

The published total is 2 hours 5 minutes. Reading has seven short texts with four questions each. The picture-based writing sample is sent to schools but is not scored; families cannot obtain that sample. Standard mathematics does not permit a calculator.

Official reference: Elementary Level structure ↗

For a younger learner, preparation should include ordinary testing routines: listening to directions, finding the correct answer row, asking a proctor an appropriate procedural question and returning calmly after a break. Introduce these habits alongside reading and number work rather than presenting them as a last-minute checklist.

Choose manageable assignments. Ask the child to retell a short story, explain a number relationship or compare two familiar words. A teacher’s feedback should say what the child understood and what needs another explanation. Simply reporting how many advanced words the child memorized gives a family little information about readiness.

Do not use Middle or Upper penalties and timing as the default for Elementary practice. Keep materials, lesson reports and practice scoring clearly labeled by level so that an older sibling’s preparation routine is not accidentally applied to a younger child.

Verbal: vocabulary with precise relationships

PrepsReview study guidance. Build a vocabulary record around meaning, context and contrast. A useful entry includes a brief definition, a natural example and a nearby word that is similar but not interchangeable. Ask the student to explain the difference aloud. This reveals whether a word has been learned as a flexible idea or only as a Korean translation.

For synonym practice, attend to part of speech and the strength of the meaning. A word can be familiar while a proposed synonym is too extreme, too narrow or associated with a different context. When checking an error, record whether the problem was an unknown prompt word, an unknown answer word or a distinction between two known words.

For analogies, express the relationship before inspecting the answer choices. Decide which direction it runs and how specific it needs to be. “Related to” is usually too broad to be useful. A relation such as tool-to-function is more precise, but the student must still test whether the proposed pair follows the same direction and level of specificity.

Review a small set repeatedly across several days. Mix recent words with older ones and ask for retrieval before showing the explanation. When an answer is wrong, the correction should name the relationship or meaning that was missed. Copying a dictionary definition without using it does not demonstrate that the error has been resolved.

Reading: build an evidence trail

PrepsReview study guidance. Begin with the text’s movement. Who or what is being discussed? What problem, change or disagreement appears? What does the ending add to the opening? A short margin note for each paragraph can capture its job without reproducing every detail. The goal is a usable map, not a second version of the text.

Separate main purpose from a memorable example. An example may occupy several sentences while serving a broader explanation. For inference questions, identify the specific wording that permits the conclusion, then check whether the answer extends beyond it. For tone, consider the author’s actual attitude rather than treating every disagreement as anger or every qualification as doubt.

When two answers seem plausible, write a reason against each one. Look for a shifted subject, an exaggerated quantity, a reversed cause, a claim about all cases where the text discusses some cases, or an explanation supplied by outside knowledge. A student who can explain why an attractive distractor fails has learned more than one who only remembers the correct letter.

Keep an error log by reasoning pattern. “Inference” alone is too general: “I treated a possible explanation as an established cause” suggests a concrete correction. Read across fiction, biography, science and argument during ordinary study, but select materials the student can discuss thoughtfully rather than choosing texts only for their apparent difficulty.

Quantitative work: translate before calculating

PrepsReview study guidance. Start a word problem by naming the unknown, the given quantities and the required units. Then choose a representation: an equation, a table, a labeled diagram or a small numerical example. This approach helps distinguish a language problem from a mathematics problem. More calculation practice alone will not repair a repeated misunderstanding of “at least” or “remaining.”

Review foundational arithmetic, fractions, ratios, percentages, introductory algebra, geometry and data interpretation at the student’s level. Check understanding with explanation as well as answers. Can the student say why two ratios are equivalent, why a proposed value violates a condition, or why a diagram is insufficient to assume a right angle?

Build a short checking routine. Estimate the likely size or sign of the answer, inspect units and substitute a proposed value when appropriate. Keep working legible enough to locate an error without starting the entire problem again. A clean diagram or a carefully labeled variable can prevent more mistakes than a complicated shortcut.

Classify errors as concept, translation, execution or selection. If a student solves the equation correctly but answers for the wrong quantity, record that distinction. Assign the next practice set to the actual cause. Include familiar questions alongside unfamiliar ones so that the student practices choosing a method rather than guessing which new trick the lesson is meant to illustrate.

Writing: a complete, authentic first draft

Official prompt choices vary: Elementary uses an image-based story; Middle offers a story starter or a personal prompt; Upper offers a personal or general prompt. Use the correct level’s directions when rehearsing.

Official reference: Writing prompt types ↗

PrepsReview study guidance. Plan a response that can be completed, not an ambitious opening that leaves no time for development. For a personal response, choose a specific experience, explain what happened and reflect on its significance. For a general prompt, identify a clear position or organizing idea and support it with connected reasoning. For a story, maintain a recognizable sequence and an ending that follows from the events.

Reserve a small amount of practice time for revision. Check that the opening addresses the prompt, paragraph boundaries help the reader, and sentences do not become difficult to follow because of unnecessary complexity. Review repeated errors before adding decorative vocabulary. Clear control of familiar language is more useful than impressive words used inaccurately.

Ask an academy to provide feedback on ideas, organization, evidence or detail, sentence control and mechanics. A model response can illustrate a technique, but the student should then use that technique in an independently written piece. Keep early drafts so that progress is visible. The objective is the student’s own usable writing process, not a memorized essay forced onto an unrelated question.

Raw scores and educated guessing

Middle and Upper use a wrong-answer deduction; Elementary does not. This difference matters when deciding whether to leave a question unanswered.

Official reference: Formula scoring and guessing ↗

Illustrative calculation, not an official score conversion: 32 correct, 6 incorrect and 2 omitted answers produce a raw result of 32 − (6 × 0.25) = 30.5 under the Middle/Upper rule. That is not a scaled score or a percentile. A different question set requires its applicable conversion, and a tutoring center should not manufacture an official percentile from this arithmetic.

For a five-choice question, a purely random guess has expected raw value zero: 0.2 × 1 − 0.8 × 0.25. If one genuinely wrong option is eliminated and the four remaining options are equally likely, the expected value becomes 0.0625. This is a mathematical illustration, not a guarantee about one answer. Students can eliminate the correct choice by mistake, and time spent debating a hard item has an opportunity cost.

Practice a decision rule that the student understands. Distinguish a justified elimination from a feeling that an option “looks wrong.” Keep a record of attempted guesses in practice and discuss the evidence used. Never assume that leaving a particular fixed number of blanks guarantees a target score.

Read the report without confusing its numbers

Official reference: Official Upper sample report ↗ · Official Middle sample report ↗ · Elementary scoring and score release ↗

The report separates scaled scores, percentiles and section performance. Current official guidance describes the percentile comparison as first-time U.S. and Canadian testers in the same grade over the preceding three years. Scores are not gender-specific. A percentile is not the percentage of questions answered correctly. Equating adjusts for differences between test forms.

Official reference: Interpreting the score report ↗

For Elementary, the official section scale runs from 300 to 600. Its reporting guidance also distinguishes percent correct from percentile rank. Read the labels on the actual report rather than treating every percentage as the same measure.

Official reference: Elementary scoring and score release ↗

PrepsReview interpretation advice. Compare the student with their own earlier work before reacting to a single number. Read section patterns alongside the error record: a lower reading result may reflect unfamiliar vocabulary, weak inference, unfinished questions or answer-sheet mistakes. Those problems require different responses.

Use the report’s score range and testing context when discussing small changes. A short-term difference should prompt a question, not an automatic conclusion that a course succeeded or failed. Likewise, a high total can conceal an area that still needs support for schoolwork. Ask each school how it uses results instead of assigning a universal “safe” admission percentile.

Register with the application plan beside you

Family workflow. Gather the student’s legal name, date of birth, current school and intended entry grade. Check the school’s assessment policy and identify a suitable test format and center. If accommodations are needed, complete the approval process before making an accommodated registration. Read the current candidate agreement with the student before accepting it.

Official reference: Current candidate handbook ↗ · Testing accommodations ↗

1. Confirm the student record. Match identifying details consistently across the test account and school applications. Keep a record of any support-approved correction.
2. Confirm the appointment. Check the country, center, date, level and any special access requirements. An academy’s class calendar is not an official testing appointment.
3. Review the full payment. Distinguish the registration fee from optional purchases and any separate administration charges.
4. Save the confirmation. Keep the receipt, appointment details and paper admission ticket where the family can retrieve them.
5. Check the next required action. A different format may require additional scheduling, setup or documentation after payment.

Use one family-controlled record of the process. An academy can help explain the steps, but parents should retain access to the official account and know where the confirmation is stored. Avoid relying on a screenshot of a payment page as the only proof that the appointment has been completed.

If a school changes the requested grade or test policy, contact the appropriate support team before changing details experimentally. Record what was requested, who answered and the resulting action. This is especially helpful when a student is moving between curricula or applying to repeat a grade.

Accommodations: approval comes first

Testing accommodations must be approved before registering for an accommodated SSAT. Supporting documents submitted for review must be in English or translated into English. Limited English proficiency alone, without a qualifying disability or impairment, does not establish eligibility. Follow the current official process and submission deadlines.

Official reference: Testing accommodations ↗

Planning advice. Begin early enough to resolve missing documentation and locate a suitable administration. Keep a list of the supports the student already uses in school and discuss relevant testing needs with qualified professionals familiar with the student. The objective is an appropriate, documented testing arrangement, not a generic request for “more time.”

After approval, compare the confirmation with the actual booking. Make sure the student understands what will happen in the room, what assistance is available and which materials are permitted. Rehearse within the approved conditions so that the accommodation itself is familiar.

Academy staff can help the student practice an approved routine, but an academy’s recommendation is not the testing organization’s approval. Keep medical and educational records in the official process rather than posting them on public comparison pages. On this site, a registration-number label concerns the academy’s published number; it does not evaluate an individual student’s accommodation needs.

The day before and the testing morning

For a paper appointment, the official page advises arriving 30–45 minutes before the start. Use the admission ticket for the actual time and location. Prepare the permitted pencils and break items, and follow the current instructions for identification and prohibited belongings.

Official reference: Paper SSAT dates and procedures ↗

The evening before: confirm the route, departure time, pickup arrangement and contact information. Check official messages for a change or closure. Pack from the current appointment instructions, not an old list shared by another family. Finish with a short review of familiar methods; avoid introducing an entirely new strategy at the end of a long day.

At check-in: give the student time to settle. The student should know how to ask about a procedural issue, such as a missing page or an unclear instruction. Parents should avoid promising a particular score as a condition for a successful day. A useful objective is to follow the plan, maintain attention and recover calmly from difficult questions.

During the test: work only in the section authorized by the proctor. Keep answer numbering aligned after a skipped item. Treat the break as a chance to reset, not to reconstruct and debate the previous section. If something unusual happens, follow the proctor’s instructions and use the official reporting process afterward.

Afterward: record practical observations without asking the student to reproduce secure test content. Note sleep, arrival, concentration and any procedural concern. Discuss one manageable improvement for a future attempt only after the student has rested.

Receiving and sending scores

Families may register without choosing score recipients and add recipients later. This flexibility does not extend a school’s deadline. The candidate handbook explains score-recipient rules, including when a recipient can be added or removed. Check the account and current handbook before acting.

Official reference: Registering without score recipients ↗ · Current candidate handbook ↗

For every level and test format, a parent or guardian must submit the Testing Experience Statement before scores are released. In the parent account, open SSAT Testing and use Review Statement for the completed test.

Paper results are generally released within two weeks of testing. At-home results are generally released the following Wednesday; Prometric results normally follow the Wednesday after the Monday–Sunday scoring period. Exceptions and delays occur, and expedited scoring is unavailable. The current page allows 2026–2027 results to be sent until 31 July 2028; a school may impose an earlier acceptance deadline.

Official reference: Score release and required parent statement ↗

Family workflow. After testing, sign into the official account and complete any required post-test action. When results are available, review the identifying details, level and section information. Decide which administration to send in line with each school’s policy. Then verify both the recipient selection and the receiving school’s application checklist.

Maintain a submission record with the school, test date selected, date sent and confirmation or checklist status. “We have the score report” and “the school has received the required score” are different stages. If a checklist remains incomplete, contact the school with a concise description of the issue and the relevant confirmation.

Do not combine section results from different test dates yourself and call the result an official score. Ask the school how it considers multiple administrations. A course adviser can help interpret the report, but the school decides how scores enter its admission review.

A diagnostic that changes the lesson plan

PrepsReview study guidance. Use the first diagnostic to identify decisions the student makes, not merely to place the student in a numerical band. Record unfinished questions, confident errors, uncertain correct answers and avoidable answer-selection mistakes. These categories reveal different needs even when the total is identical.

A useful follow-up has three parts. First, the student explains what they thought the question asked. Second, the teacher identifies where the reasoning stopped being supported. Third, the student applies the corrected process to a fresh task. Listening only to a polished explanation does not show whether the process can be transferred.

Limit the initial priorities. Choose two or three recurring issues with a clear instructional response. For example, a reading goal could be distinguishing an author’s claim from a quoted speaker’s claim; a mathematics goal could be translating proportional relationships correctly. Specify how progress will be observed next week.

Keep full-length practice material in reserve. Repeatedly using the same test can improve familiarity with its answers without giving a reliable picture of readiness. Mark reused material clearly and do not present its score as an independent result. A diagnostic is useful only when it leads to an adjustment in teaching or study.

A 12-week preparation framework

This is an editorial planning example, not an official SSAT program or a promised score-improvement schedule. Adapt the duration to the student’s baseline, school workload and available time. A student with a substantial language gap may need a longer reading and vocabulary phase before timed work becomes informative.

During the foundation phase, prioritize the explanation of common errors. During the transfer phase, vary the surface details while keeping the underlying skill recognizable. During the rehearsal phase, use the booked format and realistic section order. Do not allow more testing to replace instruction when the same error is still appearing.

At the end of each fortnight, decide what to keep, stop and change. Keep a method that transfers to fresh tasks. Stop an activity that produces completed pages but no usable understanding. Change the amount or form of support when the student is either dependent on prompts or ready for more independent work. Share that decision with the student so the timetable has a clear purpose.

When only four weeks remain

PrepsReview study guidance. A short timeline calls for sharper priorities. Confirm the registration and score deadline first. Then use a compact diagnostic to choose the most frequent, repairable errors. Resist a plan that tries to complete every topic, memorize an enormous new word list and take a full test every day.

In the first week, establish the test routine and the highest-impact corrections. In the second, combine targeted lessons with short independent tasks. In the third, rehearse timed sections and review the decisions that cost points. In the fourth, reduce the volume of unfamiliar material, refine checking habits and protect time for schoolwork and rest.

For a student whose basic reading comprehension remains insecure, a month of timing drills will not reliably substitute for language development. Discuss the application calendar and school requirements honestly. If another test date is available and useful, evaluate it against the whole plan rather than automatically adding it.

Use a small daily checklist the student can complete consistently: retrieve selected vocabulary, read and explain a short text, work through a focused mathematics set, and review one recurring writing issue. The exact quantity should be adjusted to the learner. Completion matters less than whether yesterday’s correction appears in today’s independent work.

A sustainable weekly routine

This is a menu of activities, not a requirement to schedule six separate classes. Several short activities can fit into one study block, and younger students may need shorter blocks with more guidance. Build the routine around school obligations and the student’s ability to sustain thoughtful work.

Leave space for follow-up. If every available hour is assigned to new content, corrections have nowhere to happen. A student should revisit an important mistake after a delay and apply the lesson to something new. That return visit is what turns a marked worksheet into learning.

Coordinate the adults involved. If a school teacher, academy instructor and tutor all assign separate vocabulary systems, decide how they fit together. One consistent error log and one visible weekly plan are usually easier for a student to use than several overlapping systems with incompatible goals.

Choose preparation materials deliberately

The official SSAT preparation page offers Middle and Upper resources in online and book formats, a mini-test and free Elementary guides. It states that the four full-length tests in the online and printed products are the same. Buying both therefore does not create eight different full-length tests.

Official reference: Official preparation resources ↗

PrepsReview selection advice. Match a resource to the job it needs to do. Use material that resembles the official format for a diagnostic or rehearsal. Use targeted explanations and fresh exercises to repair a particular skill. Use ordinary reading to develop comprehension and vocabulary beyond a limited set of test questions.

Ask how an academy distinguishes official released material, licensed material and its own original exercises. Original exercises can support learning, but they should not be described as official past questions without a basis. A very difficult worksheet may be useful for discussion while still being unsuitable for estimating an official score.

Track which full tests the student has already seen. Mark a second attempt as review rather than a new benchmark. Keep one or more unfamiliar sets for a later readiness check where possible. Avoid distributing secure or unauthorized test content; use the official resources and properly sourced teaching materials.

Questions to ask an SSAT academy

Use the same questions with each academy so the answers can be compared. A persuasive introduction is only the start; ask for information about the actual class the student would join.

Ask to see an anonymized sample of a progress report. It should show more than a sequence of scores. Look for a description of the skill taught, the evidence that the student used it and the next action. If a program advertises a result, ask how the starting level, period of study and reporting group were defined.

STARPREP appears first in this directory’s editorial presentation and has supplied information that it offers SSAT classes. Ask it the same questions as every other institution, including the current level, teacher and schedule. Its homepage registration number is a separate piece of information from current SSAT class availability.

How parents can read a progress report

PrepsReview family guidance. Begin with the week’s instructional goal. Ask the student to explain one thing that became clearer and one problem that remains difficult. Compare that account with the teacher’s notes. A useful conversation produces an action for the next week rather than an argument about whether the student “worked hard enough.”

Look for four kinds of evidence: the student’s explanation, accuracy on fresh work, the amount of prompting needed and performance under appropriate time conditions. Improvement in one area can precede improvement in another. For example, more accurate untimed reasoning may be a sensible intermediate step before pace improves.

Keep score discussions proportional. Repeated tests taken with different levels, time limits or familiar material should not be plotted as if they were comparable official results. Ask what changed in the testing conditions before attributing a change to the student. Include writing development and classroom independence, which a single total cannot describe.

Agree on a small next step the student can control: checking answer alignment after a skip, explaining a word relationship precisely, or writing a clear ending. Review that behavior later. A plan built around observable actions is easier to follow than a daily demand to reach a percentile the student cannot directly control.

Frequently asked questions

Official references and update notes

Official information on this page was reviewed on 11 September 2026. Published fees, dates, availability and procedures can change. Use the linked page and the registration confirmation for the rules that apply to an actual appointment. The study plans and teaching suggestions are original PrepsReview editorial guidance, not an official SSAT curriculum.

Some official pages retain older dates or different details. For example, the general overview describes a transition in the Prometric annual limit, while an older help article gives a different count. This guide does not present a fixed Prometric attempt allowance as settled; check the current account and support guidance. Likewise, the permitted handling of early section completion depends on the mode and current proctor instructions.

The calendar gives published Standard dates without claiming that a particular Korean center has seats. The academy directory describes available source evidence without guaranteeing a current class. These distinctions help families use each piece of information for the decision it can actually support.

• SSAT overview, availability and fees ↗
• Selecting the registration grade ↗
• Upper Level structure ↗
• Middle Level structure ↗
• Elementary Level structure ↗
• Paper SSAT dates and procedures ↗
• Prometric availability and procedures ↗
• SSAT at Home availability ↗
• Writing prompt types ↗
• Formula scoring and guessing ↗
• Score release and required parent statement ↗
• Official Upper sample report ↗
• Official Middle sample report ↗
• Interpreting the score report ↗
• Elementary scoring and score release ↗
• Testing accommodations ↗
• Registering without score recipients ↗
• Official preparation resources ↗
• Current candidate handbook ↗