Michael Romano Reflects on Three Decades of SAT and ACT Coaching Practices

Michael Romano, founder of the Palo Alto-based coaching service Mr. Test Prep, is reassessing traditional methods of standardized test preparation after nearly 30 years in the industry. The organization, which has provided guidance to over 4,000 students since its inception, emphasizes the distinction between possessing academic knowledge and the ability to access that information under time constraints during high-stakes testing. This shift in focus prioritizes mental state and decision-making skills alongside traditional content review for SAT, ACT, and PSAT examinations.

The test preparation industry is currently navigating a landscape defined by digital testing formats and an abundance of accessible academic information through artificial intelligence. As standardized assessments evolve, the role of professional coaches is shifting from purely instructional content delivery toward diagnostic services and psychological preparation. By prioritizing the ability to perform under pressure and manage time effectively, coaching practices are increasingly addressing the cognitive barriers that prevent students from demonstrating their full academic capabilities during actual examinations. This transition reflects a broader trend in education where the focus is moving from rote memorization to the development of test-taking stamina and executive function skills.

Furthermore, the move away from rigid, long-term curriculum packages toward flexible, session-based coaching models suggests a market response to changing consumer preferences and the democratization of educational resources. As families gain easier access to test materials, the value proposition of specialized coaching services is increasingly tied to personalized feedback and the identification of individual performance gaps. This evolution highlights a growing emphasis on metacognition, where students are encouraged to analyze their own errors and decision-making processes. These developments indicate that the future of test preparation may rely less on the volume of study material provided and more on the quality of the diagnostic interaction between the student and the coach, aiming to bridge the gap between classroom knowledge and test performance.