Clients Speak About TCA

This program has tremendous value. Students who wish to do well will find success. I believe the computer portion of this program is the most concrete example for the students. The instant feedback allows the students to assess their strengths and weaknesses. The practice tests are scored immediately and the students can see how well they're doing and where they need to focus more of their attention.

The faculty, students, and parents are pleased with the outcome. Our students now have greater opportunities than before. Suddenly, schools that seemed unattainable are now a possibility. The prospect of scholarships and other financial assistance is greater. I highly recommend this program.

Maureen Murin
SAT Coordinator
Roselle Catholic High School
Roselle, NJ

The program is user-friendly from a management standpoint as well as from an instructor and student point of view. Secondly, the program gives you very valuable data analysis. It provides the students and the instructors with a solid game plan. The students know exactly what they have to work on.

Dr. Martin Cwiakala
Math Teacher
W.J. Keenan High School
Columbia, SC

I think the best feature is the analysis which returns the student area of weakness (we use "focus" - a little more positive). This gives the student a plan and helps them set realistic goals.

Nancy Zeleniak
District Computer Coordinator
Wallenpaupack High School
Hawley, PA

One of the keys to our success is that all Charles County students are able to benefit from a consistent in-school preparation program at all five high schools. The TCA Online StudyGuide for the SAT software program has given our teachers and students the ability to focus on skill remediation based on diagnostic test results.

On behalf of the faculty and students in Charles County, I want to thank your company for the tremendous support you've provided us.

John H. Cox, Ed.D
Former Assistant Superintendent of Instruction
Charles County Public Schools
La Plata, MD

I think the best thing is being able to have students work on the computer at their own pace. Slower students don't feel frustrated because others are done. Faster students don't get distracted and start talking. Meanwhile, I am able to circulate and work with the students individually while the others work alone. The students are not dependent on me to put the next problem on the board.

Rob Sweeten
Math/SAT Teacher
Boca Raton High School
Boca Raton, FL