The Myth of the “Girl-Friendly” Test
I’ve spent the last seven years working across the educational landscape. From teaching crash courses in space science at a space camp, to tutoring students in math and physics, to leading SAT prep programs for hundreds of high schoolers. Each chapter deepened my commitment to helping young people learn with confidence. But it was in test prep, especially with girls, that I saw a need for change. Again and again, I noticed how myths, assumptions, and one-size-fits-all advice were steering girls toward the wrong tests, and away from their full potential.
When I meet with heads of girls’ schools, I often hear that they encourage their students to take the ACT. The thought behind this is that girls are better at the ACT than the SAT. But in my work as a test prep educator I’ve seen how that narrative oversimplifies a much more complex reality. The truth is, the ACT isn’t automatically a better fit for girls. And when decisions are based on myths instead of mindset, skill set, and strategy, girls can end up on the wrong path, and start to believe they’re just “bad at testing.”
I’ve worked with hundreds of girls, from high-achieving perfectionists to self-described “bad testers.” And I’ve seen how quickly a mismatched test can shake a student’s confidence. This post isn’t about hating on standardized exams — I actually like them. They offer a chance for students to open doors to scholarships and accolades, and with the right support, they can even become empowering. But myths and assumptions about which test is best can do real harm. In fact, research shows that young women “underperform men in mathematics and science, resulting in lower female representation in STEM disciplines and contributing to the gender wage gap” (Kahn & Ginther, 2017). Every student deserves a testing experience that reflects their strengths and builds their confidence, and that starts with understanding the full picture.
The Data Behind the Confidence Gap
Standardized tests claim to measure college readiness. But readiness looks different for everyone, and the structure of these exams can unintentionally favor certain skills over others. For many girls, especially those who’ve internalized pressure to be “perfect,” standardized tests don’t just test content — they test mindset.
The misconception that the ACT is inherently better for girls doesn’t take into account crucial factors that influence performance — like test design. According to research, female underperformance in mathematics is often exacerbated by multiple-choice question formats, a design common in both the ACT and SAT. Studies show that when the proportion of multiple-choice questions increases, the gender gap in mathematics performance widens. This happens because multiple-choice questions impose a cognitive load on students with lower self-efficacy, which disproportionately affects girls in math and science (Gierl et al., 2017).
The ACT’s breakneck pace can overwhelm students who process information more slowly but deeply. The SAT’s emphasis on pattern recognition and mental flexibility can trip up those who’ve been taught there’s always one right way. Even without a guessing penalty, girls often second-guess themselves or resist making educated guesses, worried about being wrong. As one study reveals, “answering multiple-choice questions can be more cognitively costly for students with lower levels of self-efficacy compared to when they’re answering closed-response questions” (Bénabou & Tirole, 2002). This cognitive load can disproportionately affect girls, who tend to have lower mathematics self-efficacy than boys (Lundberg, 2020).
These aren’t deficits, and it doesn’t need to be this way. They’re reflections of how girls are socialized to learn, and why test prep has to be about more than drills.
From Data to Decisions
If girls hesitate more on multiple-choice questions, it may not be because they don’t know the answer. It could be because they’ve been conditioned to second-guess themselves. Real preparation isn’t just about content; it’s about helping students unlearn that hesitation and trust their instincts. Too many test prep programs still follow a cookie-cutter model: pick a test, drill content, retest. But real preparation starts with curiosity. When I first meet with a student, I begin with diagnostics for both exams, not just to measure content knowledge, but to understand how she approaches challenges, manages time, and responds to pressure.
If a girl has taken the PSAT, I assign her the ACT. If she’s taken the PreACT, I assign the SAT. If she hasn’t taken either, I assign both. Using a concordance table to compare results, I get a clearer picture of which test is a better fit for her. But it’s important to go beyond the numbers. I ask:
How did the timing feel?
Did the questions make sense to you?
Was there a point in the exam when you doubted yourself?These questions matter, especially for girls navigating confidence gaps and high academic expectations.
I know that choosing the right test is personal; it depends on each student’s strengths, challenges, and learning style. There’s no universal answer, and the decision should be rooted in understanding the individual girl in front of you. That said, after working with hundreds of students over the years, I’ve noticed some patterns in how the SAT and ACT tend to align with different skills.
While I always recommend taking diagnostics for both exams, here are some key differences to consider. The SAT emphasizes reading comprehension and vocabulary, making it a strong fit for students who excel in verbal reasoning. Its math section is consistent and relatively predictable, covering concepts through Algebra 2. In contrast, the ACT is faster-paced and includes more time pressure. It features an optional science reasoning section (no outside science knowledge required) and covers math concepts through some Pre-Calculus. Because of its varied structure, some students find the ACT less predictable and harder to prepare for.
For educators, counselors, and families, the takeaway is simple: Don’t default to one test over another. Encourage diagnostics for both. Talk about strategy, not just outcomes. Testing isn’t a verdict — it’s a puzzle to solve.
The Bottom Line: Building Confidence and Agency in Test Prep
When girls are given the chance to explore both tests and reflect on how each one feels, something powerful happens. Confidence builds. Anxiety fades. Testing stops feeling like a measure of identity and starts becoming a strategic challenge they’re equipped to navigate. The issue isn’t the SAT or the ACT, it’s the assumption that students, especially girls, should mold themselves to fit one rigid standard. But when we center choice, curiosity, and self-awareness in test prep, we make room for something better. Girls deserve options. They deserve to be heard. And they deserve a testing experience that strengthens, not diminishes, their sense of self.
Megan Fitzwater is the founder of All Girls’ Prep, the first tutoring company in the U.S. created by women, led by women, and exclusively for girls. With a background in astrophysics and a passion for STEM education, Megan has spent years working to bridge the gender gap in academic testing and in STEM. She believes in fostering confidence, curiosity, and self-awareness in students, and her approach to test prep reflects this commitment. Megan’s mission is to ensure every student feels heard, supported, and prepared to excel, not just on tests, but in all areas of their academic journey.