David W. Smith/ Daily NewsGreenwood high school student Daniel Jackson, 17, from Bowling Green attends a tutoring session on the math portion of the SAT tests at the school Thursday.

With pre-test booklets in hand and calculators at their fingertips, about 54 Greenwood High School students Thursday concentrated on math problems they were likely to see as they took the upcoming ACT tests.

“I’m a little nervous,” said Greenwood high junior Brooke Schreiner, 16. “It’s a little nerve-racking remembering everything you cram for.”

In designated classrooms, the ACT – a nationally used college entrance exam – was administered Tuesday, and for the first time, all juniors were required to take it. State law now mandates all juniors take the ACT this month, said Jennifer Davis, director of primary and secondary programs for Bowling Green City Schools in a previous interview.

“I like that they’re giving us this chance. A lot of seniors said they wished they had this opportunity, too,” Schreiner said. “Taking the ACT is good. It assesses how high school students across the country are doing. It keeps us all on track.”

But before juniors and seniors sat down to take the four-section, timed exam, some students had help getting ready – from online resources to workshops, like the one at Greenwood.

Greenwood had two workshops – one for English and one for math.

“It’s helpful for them,” said Dolores Dick, the math co-chairperson at the school. “They realize how much they have to pace themselves, how to read carefully and it refreshes their memories. And they know what to expect from the test.”

Throughout the year, teachers have prepped students to take the exam through its core content curriculum, which is aligned with the ACT, said Kenny Fry, a teacher at Warren East High School. Fry said an ACT specialist taught testing strategies and general ACT preparation.

“Teachers cover the content in core classes,” said Lisa Hood, principal at Warren Central High School.

Students have taken the ACT and the practice ACT, which helps teachers know what their weaknesses and strengths are, Fry said. He said both are incorporated into the daily lesson.

“Everyday curriculum contributes, too,” said Greenwood High junior Daniel Jackson, 17. “(The prep workshops) were just like a bonus.”

Bowling Green High School principal Gary Fields said early morning reviews are available to all students. The reviews are done during a two-week period before tests, which he said is a “unique thing.”

The high school’s students will take the ACT on March 25 – the make-up day statewide – because city schools are on spring break.

The biggest hassle is getting students to take the exam seriously, said Greenwood math co-chair Nate Quarcelino. He said students tend to think it’s not a big deal, but they are starting to realize it is.

The college readiness test now counts toward the state’s accountability, Davis said.

“In addition to core content counting, like reading and math, other criteria are counted, like graduation rates and attendance rates,” she said. “Now, ACT scores will count for 5 percent of the overall (Commonwealth Accountability Testing System) index.”

State Senate Bill 2, a measure that would offer several incentives to increase the number of students taking advanced math and science courses in Kentucky, was met with some changes by the House Education Committee. One of those changes would require the Kentucky Department of Education to provide an ACT prep program to all high school juniors – if funding is available.

“Having an actual teacher is more helpful,” Jackson said.

Greenwood principal Mark Davis said although they’ve incorporated ACT content throughout the year, the workshops are an advantage, especially for students who might not have a math or science class this semester.

“These workshops helped with things I hadn’t gone over in awhile, and it gives confidence,” Jackson said. “I feel like I’ve done something to prepare.”

During the workshop, Dick reviewed questions one through 30, answering students’ questions and figuring out formulas to help solve the problems. Quarcelino pointed out some of the tricks and pitfalls in the harder problems.

“I think the majority will be OK,” he said. “They’ve had a great foundation. It’s a matter of do they remember it. Our goal is to know it and know it well.”