In the attempt to keep costs down and motivation up, small group instruction for the prep for high-level or college-level F.A.S.T., including COOP/HSPT SAT/ACT/ could work if the small group had similar demographic data, including wealth, educational opportunities, exposure to extracurricular activities, including musical events, cultural traditions, a class of upper-level-income people with a legacy of sponsoring humanities, museums, animal zoos, gardening, or linguistical resources. But the results would be difficult to reproduce in a rural, poverty-level context. For example, if a group of students lived away from art, culture, musicians, universities, college-level communities, and were marginalized immigrants that lacked resources, the end result would likely be different. The 1-1 instruction would be better if the mentor had advanced language training background, as well as special certificates in ESOL, reading, grammar for the fundamental courses.
