57 Facts About SAT scores


SAT scores is a standardized test widely used for college admissions in the United States.

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SAT scores is wholly owned, developed, and published by the College Board, a private, not-for-profit organization in the United States.

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The SAT scores was originally designed not to be aligned with high school curricula, but several adjustments were made for the version of the SAT scores introduced in 2016, and College Board president David Coleman has said that he wanted to make the test reflect more closely what students learn in high school with the new Common Core standards.

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Outside of college admissions, the SAT scores is used by researchers studying human intelligence in general and intellectual precociousness in particular, and by some employers in the recruitment process.

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SAT scores is typically taken by high school juniors and seniors.

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The College Board states that the SAT scores is intended to measure literacy, numeracy and writing skills that are needed for academic success in college.

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Various studies conducted over the lifetime of the SAT scores show a statistically significant increase in correlation of high school grades and college freshman grades when the SAT scores is factored in.

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SAT scores are intended to supplement the secondary school record and help admission officers put local data—such as course work, grades, and class rank—in a national perspective.

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Since 2007, all four-year colleges and universities in the United States that require a test as part of an application for admission will accept either the SAT or ACT, and as of Fall 2022, over 1400 four-year colleges and universities do not require any standardized test scores at all for admission, though some of them are applying this policy only temporarily due to the coronavirus pandemic.

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SAT scores takes three hours to finish and as of 2022 costs US$60.

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SAT scores has two main sections, namely Evidence-Based Reading and Writing and the Math section.

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Section SAT scores are reported on a scale of 200 to 800, and each section score is a multiple of ten.

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SAT scores Reading passages draw from three main fields: history, social studies, and science.

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Each SAT Reading Test always includes: one passage from U S or world literature; one passage from either a U S founding document or a related text; one passage about economics, psychology, sociology, or another social science; and, two science passages.

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Mathematics portion of the SAT scores is divided into two sections: Math Test – No Calculator and Math Test – Calculator.

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Version of the SAT scores administered before April 1995 had a very high ceiling.

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In May 2016, the College Board released concordance tables to concord scores on the SAT used from March 2005 through January 2016 to the SAT used since March 2016, as well as tables to concord scores on the SAT used since March 2016 to the ACT.

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Nevertheless, the College Board maintains that the SAT scores is essentially uncoachable and research by the College Board and the National Association of College Admission Counseling suggests that tutoring courses result in an average increase of about 20 points on the math section and 10 points on the verbal section.

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Public misunderstanding of how to prepare for the SAT scores continues to be exploited by the preparation industry.

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In 2009, education researchers Richard C Atkinson and Saul Geiser from the University of California system argued that high school GPA is better than the SAT at predicting college grades regardless of high school type or quality.

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SAT scores is correlated with intelligence and as such estimates individual differences.

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Psychometricians Thomas R Coyle and David R Pillow showed in 2008 that the SAT predicts college GPA even after removing the general factor of intelligence, with which it is highly correlated.

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In 2018, psychologists Oren R Shewach, Kyle D McNeal, Nathan R Kuncel, and Paul R Sackett showed that both high-school GPA and SAT scores predict enrollment in advanced collegiate courses, even after controlling for Advanced Placement credits.

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Education economist Jesse M Rothstein indicated in 2005 that high-school average SAT scores were better at predicting freshman university GPAs compared to individual SAT scores.

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In other words, a student's SAT scores were not as informative with regards to future academic success as his or her high school's average.

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Educational psychologists Jonathan Wai, David Lubinski, and Camilla Benbow observed that one way to increase the predictive validity of the SAT scores is by assessing the student's spatial reasoning ability, as the SAT scores at present does not contain any questions to that effect.

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SAT scores rigorously assesses students' mental stamina, memory, speed, accuracy, and capacity for abstract and analytical reasoning.

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SAT scores suggested that the College Board make the SAT more difficult, which would raise the measurement ceiling of the test, allowing the top schools to identify the best and brightest among the applicants.

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Outside of the United States, the SAT scores is considered for university admissions in Canada, the United Kingdom, Australia, Singapore, and India, among dozens of other countries.

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Additionally, they investigated the correlation between SAT results, using the revised and recentered form of the test, and scores on the Raven's Advanced Progressive Matrices, a test of fluid intelligence, this time using a non-random sample.

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Psychometrician Linda Gottfredson noted that the SAT scores is effective at identifying intellectually gifted college-bound students.

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Wai identified one consistent pattern: those with the highest test SAT scores tended to pick the physical sciences and engineering as their majors while those with the lowest were more likely to choose education and agriculture.

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Consequently, standardized tests, such as the SAT scores, are a more reliable measure of selectivity than admissions rates.

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One of the proposed partial explanations for the gap between Asian- and European-American students in educational achievement, as measured for example by the SAT scores, is the general tendency of Asians to come from stable two-parent households.

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Mathematical problems on the SAT scores can be broadly categorized into two groups: conventional and unconventional.

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Some researchers believe that the difference in SAT scores is closely related to the overall achievement gap in American society between students of different racial groups.

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However, the predictive validity of the SAT scores has been shown to depend on the dominant ethnic and racial composition of the college.

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Some studies have shown that African-American students under-perform in college relative to their white peers with the same SAT scores; researchers have argued that this is likely because white students tend to benefit from social advantages outside of the educational environment which result in better grades.

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The rise in the number of students taking the SAT scores was due in part to many school districts offering to administer the SAT scores during school days often at no further costs to the students.

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For instance, Intertel accepts scores of at least 1300 on tests taken through January 1994; the Triple Nine Society accepts scores of 1450 or greater on SAT tests taken before April 1995, and scores of at least 1520 on tests taken between April 1995 and February 2005.

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Gregory Park, Lubinski, and Benbow gave statistical evidence that intellectually gifted adolescents, as identified by SAT scores, could be expected to accomplish great feats of creativity in the future, both in the arts and in STEM.

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SAT scores is sometimes given to students at age 12 or 13 by organizations such as the Study of Mathematically Precocious Youth, Johns Hopkins Center for Talented Youth, and the Duke University Talent Identification Program to select, study, and mentor students of exceptional ability, that is, those in the top one percent.

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Major companies and corporations have spent princely sums on learning how to avoid hiring errors and have decided that standardized test SAT scores are a valuable tool in deciding whether or not a person is fit for the job.

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In 2002, New York Times columnist Richard Rothstein argued that the U S math averages on the SAT and ACT continued their decade-long rise over national verbal averages on the tests while the averages verbal portions on the same tests were floundering.

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Atkinson's critique of the predictive validity and powers of the SAT scores has been contested by the University of California academic senate.

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Holistic admissions notwithstanding, when merit-based scholarships are considered, standardized test SAT scores might be the tiebreakers, as these are highly competitive.

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Those who did submit their test SAT scores tended to hail from high-income families, to have at least one university-educated parent, and to be white or Asian.

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In 2005, MIT Writing Director Les Perelman plotted essay length versus essay score on the new SAT scores from released essays and found a high correlation between them.

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SAT scores discovered that several of these essays were full of factual errors; the College Board does not claim to grade for factual accuracy.

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College Board, the non-profit organization that owns the SAT scores, was organized at the beginning of the 20th century to provide uniform entrance exams for its member colleges, whose matriculating students often came from boarding and private day schools found in the Northeastern United States.

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In 1994 the SAT scores was substantially changed in an attempt to make the test more closely reflect the work done by students in school and the skills that they would need in college.

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In 1995, after nearly forty years of declining scores, the SAT was recalibrated by the addition of approximately 100 points to each score to compensate for the decline in what constituted an average score.

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In 2005, the SAT scores was changed again, in part due to criticism of the test by the University of California system, which said that the test was not closely enough aligned to high school curricula.

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In January 2022, College Board announced that the SAT scores would be administered digitally to all test takers by 2024.

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The digital format of the test is expected to be shorter than the current paper-based test and will allow SAT scores to be determined in a matter of days rather than weeks.

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SAT scores has been renamed several times since its introduction in 1926.

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In 1990, a commission set up by the College Board to review the proposed changes to the SAT scores program recommended that the meaning of the initialism SAT scores be changed to "Scholastic Assessment Test" because a "test that integrates measures of achievement as well as developed ability can no longer be accurately described as a test of aptitude".

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