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What scores on the new test qualify as "excellent", "average", or "poor" are yet to be determined. One of the reasons for the new test was to broaden the range of scores by adding another section; however, this tends to make judging new scores difficult. Many colleges will require the new test, but will continue to only consider the reading and math score combination in the criteria of their admissions process. Some colleges will now accept the writing section in lieu of the [[SAT Subject Tests|SAT II: Writing Subject Test]], which has been discontinued. Most universities and colleges plan to study the results from the new tests for several years before setting expectations and requirements.
What scores on the new test qualify as "excellent", "average", or "poor" are yet to be determined. One of the reasons for the new test was to broaden the range of scores by adding another section; however, this tends to make judging new scores difficult. Many colleges will require the new test, but will continue to only consider the reading and math score combination in the criteria of their admissions process. Some colleges will now accept the writing section in lieu of the [[SAT Subject Tests|SAT II: Writing Subject Test]], which has been discontinued. Most universities and colleges plan to study the results from the new tests for several years before setting expectations and requirements.


In the early 1990s, the SAT consisted of six sections: two math sections (scored together on a 200-800 scale), two verbal sections (scored together on a 200-800 scale), the '''Test of Standard Written English''' (scored on a 20-60+ scale), and an equating section. In 1994, the exam was modified, removing [[antonym]] questions, and adding math questions that were not multiple choice. The average score on the 1994 modification of the SAT I was, in theory, 1000 (500 on the verbal, 500 on the math), though the most recent national average was 508 for math and 518 for verbal. The most selective schools in the United States (for example, those in the [[Ivy League]] athletic conference) typically had SAT averages exceeding 1400. At 1510, [[California Institute of Technology|Caltech]] currently had the highest average score for incoming freshmen.
In the early 1990s, the SAT consisted of six sections: two math sections (scored together on a 200-800 scale), two verbal sections (scored together on a 200-800 scale), the '''Test of Standard Written English''' (scored on a 20-60+ scale), and an equating section. In 1994, the exam was modified, removing [[antonym]] questions, and adding math questions that were not multiple choice. The average score on the 1994 modification of the SAT I was, in theory, 1000 (500 on the verbal, 500 on the math), though the most recent national average was 508 for math and 518 for verbal. The most selective schools in the United States (for example, those in the [[Ivy League]] athletic conference) typically had SAT averages exceeding 1400.

==SAT Subject Tests==
==SAT Subject Tests==



Revision as of 23:00, 22 March 2005

The SATs (pronounced "S-A-T" not "sat") are standardized tests, formerly called the Scholastic Aptitude Tests and Scholastic Assessment Tests, frequently used by colleges and universities in the United States to aid in the selection of incoming freshmen. The SAT is the product of the Educational Testing Service (ETS), a subsidiary of the private, non-profit, College Board. These organizations have a mailing address in Princeton, New Jersey, but are not associated with Princeton University.

Function

Unlike many other countries' education systems, there often are substantial differences between U.S. secondary schools, both in regards to high schools in separate states and also between high schools in the same state (see Education in the United States). This is a consequence of U.S.' principle of federalism, which makes it difficult for the federal government to directly micromanage local school systems, and the traditional tax system in the U.S., in which school districts are funded directly from the property taxes of homeowners within their administrative district. Since some neighborhoods are wealthier and have more expensive real estate, they enjoy higher tax revenue and as a result, their public schools are better funded.

These differences make it difficult for universities to compare prospective students in an effort to determine and admit the most promising candidates. In the absence of centralized secondary education school exit exams (such as the French Baccalaureate, Irish Leaving Certificate, or British A-levels), there is a need in the U.S. for standardized tests. U.S. universities thus use tests such as the SAT and the ACT as a standard way of assessing students that come from schools using different class ranking or grading systems.

The tests are generally taken by high school students or graduates wishing to progress to higher education. Test results of applicants are provided to colleges and universities. Entrance to these universities is also almost always based on other factors, such as GPA, teacher recommendations, and participation in extracurricular activities; however, some colleges have a threshold score that automatically qualifies a candidate for admission. Scores on the SAT have also been used as a criterion for the awarding of many academic scholarships (see also PSAT).

SATs worldwide

The education systems of most countries other than the U.S. are more centralized, so there is no need for tests such as the SAT or ACT in these countries and non-U.S. secondary school graduates do not normally take such tests.

However, non-U.S. school graduates seeking admission to U.S. colleges/universities are often expected to provide SAT or ACT scores. To facilitate this, the SAT tests are offered worldwide. Non-U.S. secondary school students are for the most part not informed of the possibility to take these tests (as there is no need for them to do so unless they seek to pursue a degree in the U.S.) and most teachers outside of the U.S. (especially those in non-English speaking countries) would not be aware that their students can take these tests. Thus, taking the SAT is almost entirely a matter of their own discretion for non-U.S. students: They must find out about the test on their own (typically from U.S. embassies, consulates, an international school and/or by obtaining a free "SAT Program Registration Bulletin, International Version") and need to contact whatever organization is responsible for administering the test in their area. This can require international travel and fees usually apply.

Administering the SAT series of tests worldwide arguably makes good sense as it facilitates applications from non-U.S. students to U.S. universities and also reduces problems of comparing other countries' education systems with U.S. standards. Some have argued that this enables U.S. universities to "pick the cream of the crop, worldwide".

Since the SAT has been well established for many years, some non-U.S. universities may consider SAT scores in their admissions process as well, although they are rarely required.

SAT Reasoning Test

The SAT Reasoning Test (formerly the SAT I: Reasoning Test and commonly referred to as the SAT I) consists of three sections: math, reading, and writing, which includes an essay. Beginning with the March 12, 2005, administration, the SAT Reasoning Test was modified and lengthened. Key changes included the removal of analogy questions from the reading (formerly verbal) section and quantitative comparisons from the mathematics section, the addition of a writing section (with an essay) based largely on the now defunct SAT II Writing Subject Test, and the expansion of the mathematics sections to cover three years of high school mathematics. Scores on each section range from 200 to 800, with scores always being a multiple of 10.

The new SAT contains ten sections (including the "equating section"), and a total length of 3 hours 45 minutes; with the additional section, a "perfect" score on the new SAT will be 2400. The ten sections are divided up as follows: three math, three reading, and three writing, with one equating section which may be any one of the three types. The equating section does not count in any way towards a student's score; it is used to test questions for future exams and to compare the difficulty level of each exam. During the test, takers do not know which section is the equating section (however, it is never the essay or Section 10, which is always a 10 minute writing section). Each of the ten sections is ordered by difficulty (the test is commonly said to be "powered"), with the exception of the critical reading question type, which is organized chronologically. Each question now has five answer choices. Ten of the questions in one of the math sections are not multiple-choice. They instead require the test taker to input the result of their calculations in a four-column grid. For each correct answer, one raw point is added; for each incorrect answer one-fourth of a point is deducted. However, for the ten student-produced answers in the math section, no points are deducted for a wrong answer. The final score is derived from the raw score; the precise conversion chart varies from year to year due to minor variations in test difficulty.

What scores on the new test qualify as "excellent", "average", or "poor" are yet to be determined. One of the reasons for the new test was to broaden the range of scores by adding another section; however, this tends to make judging new scores difficult. Many colleges will require the new test, but will continue to only consider the reading and math score combination in the criteria of their admissions process. Some colleges will now accept the writing section in lieu of the SAT II: Writing Subject Test, which has been discontinued. Most universities and colleges plan to study the results from the new tests for several years before setting expectations and requirements.

In the early 1990s, the SAT consisted of six sections: two math sections (scored together on a 200-800 scale), two verbal sections (scored together on a 200-800 scale), the Test of Standard Written English (scored on a 20-60+ scale), and an equating section. In 1994, the exam was modified, removing antonym questions, and adding math questions that were not multiple choice. The average score on the 1994 modification of the SAT I was, in theory, 1000 (500 on the verbal, 500 on the math), though the most recent national average was 508 for math and 518 for verbal. The most selective schools in the United States (for example, those in the Ivy League athletic conference) typically had SAT averages exceeding 1400.

SAT Subject Tests

The SAT Subject tests are 22 one-hour multiple-choice tests given in individual subjects. A student chooses which ones he or she will take, depending upon individual factors, such as college entrance requirements. Until 1994, the SAT Subject Tests were known as Achievement Tests; until January 2005 they were known as as SAT IIs, the name by which they are still well known. The exception to the one-hour time was the Writing test, which was divided into a 20-minute essay question and a 40-minute multiple choice section; it was discontinued after January, 2005.

The 22 Subject Tests are: Literature, U.S. History, World History, Math Level I, Math Level II, Biology E/M (Ecological/Molecular), Chemistry, Physics, French Reading, French Reading with Listening, German Reading, German Reading with Listening, Spanish Reading, Spanish Reading with Listening, Modern Hebrew Reading, Italian Reading, Latin Reading with Listening, Japanese Reading with Listening, Korean Reading with Listening, Chinese Reading with Listening, and the English Language Proficiency Test (ELPT).

Each individual test is scored on a scale of 200 to 800, except for the ELPT, which was scored on a scale of 100 to 999. The ELPT ceased to be offered after January, 2005. Colleges often require the Writing test, a math test, and a test of the student's choice. Engineering schools typically require a science test and prefer Math Level II.

In January 2005, the SAT II: Writing Test was incorporated into the New SAT Reasoning Test and is no longer offered as an individual test.

Taking the test

The SAT is typically offered seven times a year in the United States, on the first Saturday of October, November, December, January, March, May and June. In other countries, the SAT is offered on the same dates as in the United States except for the March test date, which is not offered.

Candidates may either take the SAT Reasoning Test or up to three SAT Subject Tests on any given test date, except the March test date, when only the SAT Reasoning Test is offered. Candidates wishing to take the test may register online at the College Board's website, by mail or by telephone, at least three weeks before the test date.

For candidates whose religious beliefs prevent them from taking the test on a Saturday, they may request to take the test on the following Sunday. Such requests must be made at the time of registration.

Raw Scores, scaled scores and percentiles

The student receives a score report approximately 3-4 weeks after administration of the test (each section graded on a scale of 200 to 800). In addition to their score, students receive their percentile (i.e. the percentage of other candidates scoring lower than them). The raw score, or the number of points gained from correct answers and lost due to incorrect answers (ranges from just under 50 to just under 60, depending upon the test), is not included; however, one can easily calculate the raw score from the information provided on the score report.

The corresponding percentile of each scaled score varies from test to test - for example, in 2003, a scaled score of 800 in both section of the SAT Reasoning Test corresponded to a percentile of over 99, while a scaled score of 800 in the SAT Physics Test corresponded to the 94th percentile. The difference in corresponding percentiles reflects the number of students who take test. Generally speaking, the more popular test, the higher the percentile corresponding to a scaled score of 800.

History and name changes

The initials SAT have been used since the test was first introduced in 1901 as the Scholastic Achievement Test and meant to measure the level achieved by students seeking college admission. The test was used mainly by colleges and universities in the northeastern United States. In 1941, after considerable development, the name was changed to the Scholastic Aptitude Test, still the most popular name. The test became much more widely used in the 1950s and 1960s and once was almost universal.

The success of SAT coaching schools, such as Kaplan and the Princeton Review, forced the College Board to change the name again. In 1990, the name was changed to Scholastic Assessment Test, since a test that can be coached clearly did not measure inherent "scholastic aptitude" but only what the test subject had learned in school. This was a major theoretical retreat by the Educational Testing Service, which had previously maintained that the test measured inherent aptitude and was free of bias.

In 1994, however, the redundancy of the term assessment test was recognized and the name was changed to the neutral, and non-descriptive, SAT. At the time, the College Board announced, "Please note that SAT is not an initialism. It does not stand for anything."

The average score was initially designed to be 500 points on each section. However, as the test grew more popular and students from less rigorous schools began taking the test, the average dropped, bottoming out at about 450 for each section. Various attempts to balance out this decline led to complex statistical anomalies. For example, in certain years it was impossible to get a score of 780 or 790 on a section; one could only get a 770 or below or an 800. To combat this trend, in 1995 the SAT was "recalibrated" (officially, the term is "recentered"), and the average score became again closer to 500. All modern scores are officially reported with an "R" (e.g. 1260R) to reflect this change.

Criticism

The SAT Reasoning Test has long been the subject of criticism. Critics claim that it is biased towards males and whites (if true, this is somewhat ironic, as one of the original touted advantages of the SAT was that it would give immigrant children an equal chance with traditional elites). Opponents to the SAT propose different solutions, including the offering of different SAT tests targeted at different demographic groups. Furthermore, many of the multiple-choice questions and word analogies have been found to be ambiguous, and some math scores have had to be changed because of errors in scoring them.

One out of four colleges have made the SAT Reasoning Test optional and have begun to pay more attention to other measures of student ability. The University of California system has started to weigh SAT IIs more heavily instead. Other colleges have encouraged the use of the alternate ACT instead. Overall SAT averages for admission are still the subject of self-promotion by colleges and universities, however.

Unlike the SAT Reasoning Test, the SAT Subject Tests have received less controversy, partly because they are more content oriented.

In a 2001 speech to the American Council of Education, Richard C. Atkinson, president of the University of California, urged dropping the SAT Reasoning Test as a college admissions requirement:

"Anyone involved in education should be concerned about how overemphasis on the SAT is distorting educational priorities and practices, how the test is perceived by many as unfair, and how it can have a devastating impact on the self-esteem and aspirations of young students. There is widespread agreement that overemphasis on the SAT harms American education."

and

"And in 1996, [the College Board] dropped the name altogether and said that the "SAT" was the "SAT" and that the initials no longer stood for anything. Rather than resolving the problem, this rhetorical sleight-of-hand served to underscore the mystery of what the SAT is supposed to measure."

In response to various criticisms, the College Entrance Examination Board announced the restructuring of the SAT, to take effect in March 2005, as detailed above.

See also