PdC student gets perfect ACT score, will attend MIT program
By Steve Van Kooten
36.
Not many people see that number on their ACT test. It’s exceptionally rare; fewer than 0.5 percent of students get a perfect score.
But Allison Mathies, 16, did.
Mathies, a junior at Prairie du Chien High School, is busy, like many students. But between soccer, swimming, vocal jazz, mock trial and jobs at Huckleberry’s and as a lifeguard, she identified her academic strengths and worked to improve her test performance from year to year.
She said English was more difficult for her than science and math.
“I wasn’t very good my freshman year, so I spent all of sophomore year reading a book on best tips and how to go about taking the English test for the ACT,” said Mathies. She scored a 35 on the practice ACT the previous year, and there was pressure to do well on the test.
“I had been stressing about it for months,” she said. “I did so well on the practice last year; it was expected I’d do really well on this.”
The difference between 35 and 36 on the ACT is marginal: 99 percent compared to 100 percent. It’s a gaff or one wrong answer that makes the distinction.
At the same time, there’s a big difference; it’s perfect versus almost. Mathies expectations didn’t have any wiggle room.
“I knew I could achieve a good score, so I had that expectation of myself,” she said.
“The perfect ACT is crazy,” Doug Morris, Prairie du Chien High School principal, said. “This kid here in little Prairie du Chien is one of the top kids in the world.”
Mathies success is guaranteed to open doors in the future, but for now, she’s already seized opportunities to broaden her horizons by attending the Women’s Technology Program (WTP) at the Massachusetts Institute of Technology (MIT), a four-week residential program to encourage student interest in engineering careers.
When Mathies applied for the program in January, she was one of 320 applicants. By early April, she was one of 20 accepted.
“It’s kind of like an introduction to engineering, and the whole point of the program is to help us get an idea if mechanical engineering or an engineering-specific field is something we want to take on.”
Mathies is considering bio-medical engineering as a possible path; however, she hasn’t had many opportunities to test her interest. In her application essay, she wrote about her uncertainty, which helped her get into the program. Under the guidance of MIT researchers, she will learn about the engineering field’s current landscape.
“It gives me an opportunity to see what projects are happening now and what kind of projects I could be working on in the future.”
Mathies is comfortable with math and science; she’s a numbers girl. 36. 20 out of 320. Those numbers don’t lie; they tell a incredible story. A story based on persistence and dedication.
“I’m just like every normal kid,” said Mathies. “I took an opportunity in front of me and worked really hard to get where I am today.”
