2012 New England Regional Forum Boston, Massachusetts Wednesday, February 1, More Than a Test: The SAT and SAT Subject Tests

Transcription

1 2012 New England Regional Forum Boston, Massachusetts Wednesday, February 1, 2012 More Than a Test: The SAT and SAT Subject Tests 1

2 Presenters Chris Lucier Vice President for Enrollment Management, University of Vermont Matt McGann Associate Director of Admissions/Director of Recruitment, Massachusetts Institute of Technology Joe Bellavance Senior Director, Higher Education Services, The College Board Yvonne Da Silva Senior Director, SAT Program, The College Board 2

3 Agenda 1:00 PM Welcome and Introduction 1:10 PM The SAT: Beyond Admissions Chris Lucier and Matt McGann 2:20 PM Quick Break 2:30 PM The SAT: A Deeper Look Joe Bellavance and Yvonne Romero Da Silva 3:40 PM Questions and Answers 3

4 The SAT : Beyond Admission 4

5 Introduction Developed more than 80 years ago as a tool to help democratize higher education access for all students, the SAT has grown to become the world s most widely used college entrance exam. The SAT continues to evolve and improve to meet the needs of a dynamic education landscape. However, the SAT has always served the primary mission of the College Board: to connect students to college opportunity and success. 5

6 The Importance of the SAT for College Bound Students There are many factors that colleges and universities use to assess students today, but the SAT remains a key component, along with high school grades and a rigorous curriculum. The SAT: Provides a national yardstick to compare students across the country High schools vary widely in courses, teachers and grading practices Grade inflation is more common than ever Is a strong predictor of college success and retention As good as high school grades at predicting student performance in the first, second and even third years of college Gives students a better sense, based on their scores, of how ready they are academically for the rigors of college 6

7 College and University Enrollment Process Every college and university engages in a series of activities to attract a strong class of college-bound students to meet its enrollment objectives. Inspire Search Recruit Admit Yield Enroll Retain Graduate Outreach to community to support college aspirations; inform about institution Research and identify potential collegebound students Recruit and pursue best qualified students Select applicants for admission based on enrollment objectives Send admission offers and financial aid awards; perform outreach activities Enroll, register and place students Manage and maintain student persistence Develop and manage alumni relationships Most are familiar with the SAT as one factor colleges and universities use to admit students. 7

8 College and University Enrollment Process In fact, colleges and universities use the SAT and SAT Subject Tests to support enrollment goals at many steps throughout the journey. Inspire Search Recruit Admit Yield Enroll Retain Graduate Rich sources of student data that help colleges and universities target specific populations Valuable for college and university recruitment efforts One of the most reliable and predictive factors in the college application process Useful criteria to target scholarship awards and yield efforts Supports colleges and universities to place students in their firstyear classes Consistent and strong predictors of college retention The SAT and SAT Subject Tests are used by admission and enrollment officers to impact decisions throughout the enrollment process. 8

9 Search Colleges and universities research and identify potential college-bound students based on institutional priorities and analyses of admitted and current students The SAT and SAT Subject Tests help colleges and universities identify A truly college-bound population Students taking the SAT and SAT Subject Tests make a conscious and active decision to demonstrate their college readiness Diverse populations Geographic diversity: SAT students represent all 50 states and over 170 countries Underrepresented minorities: over 40% of SAT takers in 2009 were from underrepresented minority backgrounds Finer biographical and college interest distinctions Through the SAT Student Data Questionnaire (SDQ), students share information about their background, personal interests and college interests Students taking the SAT Subject Tests signal areas of academic interest and strength 9

10 Recruit College and universities actively recruit prospective applicants to increase their awareness and understanding of the institution and encourage application The SAT and SAT Subject Tests help colleges and universities: Gauge the level of student interest Students who send their SAT and SAT Subject Tests scores to a college or university (especially as juniors and sophomores) demonstrate a strong interest in that institution Qualify their prospect pools Use specific performance and SDQ information to segment populations of interest Target students for specialized recruitment initiatives Send invitations to visit the campus and/or participate in summer college programs Provide additional information about the college and the application process Set up student interviews and/or target high school visits 10

11 Admit Colleges and universities evaluate applicants academic and non-academic factors to identify candidates that meet an institution s enrollment goals The SAT and SAT Subject Tests provide A valid measure of college readiness (in addition to HSGPA and other factors) to understand the strength of a student s academic preparedness based on a student s individual context A deeper understanding of how students might perform and persist through college beyond throughout their college careers An understanding of a student s achievement in a particular subject area through Subject Tests and AP exam performance 11

12 Yield The SAT and SAT Subject Tests are often used by colleges and universities as criteria to segment and target their admitted student population. Through scholarship awards, students receive monetary support for their education. Colleges and universities can: Identify students for specialized recruitment efforts Identify students for merit aid awards Students may also be eligible for external scholarships State scholarship programs Private scholarship programs 12

13 Enroll Colleges and Universities provide information and orientation to students to successfully start them in their college careers The SAT and SAT Subject Tests are often used as tools to support colleges and universities to place students in their first-year classes. With the SAT, colleges and universities can: Identify students who are academically prepared to enroll in entry-level English, writing and mathematics courses Identify students who may be in need of remedial course work Schools may recommend students to participate in bridge programs or enroll in remedial courses over the summer prior to enrollment SAT Subject Tests can be used for placement and/or credit for specific courses offered at a college or university. 13

14 Retain The results from numerous research studies examining the relationship between SAT scores and college retention consistently reveal a positive relationship. As SAT scores increase, so does the likelihood of a student returning for the second and third year of college. 14

15 The SAT and SAT Subject Tests are useful throughout the enrollment process Inspire Search Recruit Admit Yield Enroll Retain Graduate The SAT and SAT Subject Tests continue to be important tools in admitting students to colleges or universities. They are also important tools for helping colleges and universities attract and recruit students to their institutions. Students who send their scores early to colleges and universities demonstrate a strong interest in those institutions and may be identified for special recruitment opportunities. Even after admission, the SAT and SAT Subject Tests provide powerful information to aid in enrolling, placing and retaining students. 15

16 Agenda 1:00 PM Welcome and Introduction 1:10 PM The SAT: Beyond Admissions Chris Lucier and Matt McGann 2:20 PM Quick Break 2:30 PM The SAT: A Deeper Look Joe Bellavance and Yvonne Romero Da Silva 3:40 PM Questions and Answers 16

17 The SAT : A Deeper Look 17

18 What is the SAT? A Measure of College Readiness The SAT evaluates the cognitive tools necessary to succeed in college and beyond, including the ability to: Think critically Solve problems Communicate effectively A Predictor of College Outcomes Is a valid predictor of meaningful college outcomes on a student s path to a college degree, including: Freshman Year GPA 2 nd, 3 rd and 4 th year GPAs College Retention 18

19 What s On The Test The SAT assesses the core academic skills necessary for college success and how students apply those skills. Critical Reading Short (paragraph) and long (up to 800 word) passages 48 questions, make inferences, draw conclusions 19 sentence completion questions Mathematics multiple-choice items, 10 studentproduced response items Number & Operations, Algebra, Geometry, Data Analysis Writing minute essay, take sides on an accessible topic 49 multiple-choice grammar/usage questions Essay sub-score

20 Every SAT Knowledge and Skills Topic is represented in the Common Core State Standards The knowledge and skills covered on the SAT are directly linked to what students are learning in the classroom SAT Critical Reading Knowledge and Skills Topics SAT Mathematics Knowledge and Skills Topics SAT Writing Knowledge and Skills Topics Determining the Meaning of Words Author s Craft Reasoning and Inference Organization and Ideas Understanding Literary Elements Number & Operations Algebra & Functions Geometry & Measurement Data, Statistics & Probability Problem Solving Representation Connections Communication Manage Word Choice and Grammatical Relationships Between Words Manage Grammatical Structures Used to Modify or Compare Manage Phrases and Clauses in a Sentence Recognize Correctly Formed Sentences Manage Order and Relationships of Sentences and Paragraphs Source: Vasavada, N., Carman, E., Hart, B. Luisier, D.; Common Core State Standards Alignment: readistep, PSAT/NMSQT and SAT; College Board,

21 Students enrolled in a core curriculum perform better on the SAT Students who take a core curriculum in high school perform better on the SAT and are better prepared for college than students who do not. SAT Mean Scores by Curriculum Score +48 points +47 points +48 points Core curriculum is defined by at least four years of English, and at least three years of mathematics, three years of natural science, and three years of social science and history. Source: College-Bound Seniors 2011 Cohort Data 21

22 Students enrolled in rigorous courses perform stronger on the SAT Students enrolled in AP or Honors English outperform the general SAT populations in all sections of the SAT. SAT Mean Scores by AP or Honors English Participation Score +59 points +46 points +58 points Source: College-Bound Seniors 2011 Cohort Data 22

23 Students enrolled in rigorous courses perform stronger on the SAT Students enrolled in AP or Honors Mathematics outperform the general SAT populations in all sections of the SAT. SAT Mean Scores by AP or Honors Math Participation +76 points Score +64 points +64 points Source: College-Bound Seniors 2011 Cohort Data 23

24 High school grades are increasing over time The need for a consistent national measure is more important than ever as high school grades have been increasing over time. Percentage of Students by Self-Reported High School GPA 60% 50% 52% 49% 47% 46% 45% 40% 30% 28% 35% 41% 43% 44% 20% 18% 15% 12% 11% 10% 10% 0% A+, A, A- B+, B, B- C+, C, C Grade Average for All Subjects* *Based on four-point system, where A=4.0 Note: 1990 GPAs reflect both SAT Subject Test takers and SAT takers. GPAs for reflect SAT takers only. 24

25 SAT Participation 25

26 More students are planning for college as evidenced by the increase in SAT participation The SAT reaches more students than ever before while the number of graduating high school seniors in the U.S. has decreased. 1,534,457 SAT Participation by Cohort 1,563,272 1,573,110 1,597, ,647,123 US SAT Takers % Change vs Cohort 6% 5% 4% 3% 2% 1% 0% SAT Participation Relative to U.S. High School Graduates US High School Graduates Source: 2011 College-Bound Seniors Total Group Report; WICHE (2008) 26

27 Minority SAT takers are increasing at a faster rate than U.S. public high school grads The growth rate of SAT takers is highest for racial and ethnic minority sub-groups SAT Test Takers and HS Graduates: Growth Since % 40.0% 30.0% US SAT Testers - Afr. Amer US Public HS Grads - Afr. Amer US SAT Testers - Hispanic US Public HS Grads - Hispanic 20.0% 10.0% 0.0% Source: 2011 College-Bound Seniors Total Group Report; WICHE (2008) 27

28 The SAT is the most diverse U.S. college entrance exam 43% of SAT takers report an ethnic or racial background other than Caucasian 2011 College-Bound Seniors by Race/Ethnicity 1% American Indian 11% Asian Indian or Alaska Native 9,244 Asian, Asian American, or Pacific Islander 183,853 53% White 13% Black 15% Hispanic/Latino Black or African American 215,816 Mexican or Mexican American 99,166 Puerto Rican 26,520 Other Hispanic, Latino, or Latin American 127,017 White 865,660 4% 4% Other Other 58,699 No Response 61,148 No Response Note: Due to rounding, percentages do not add up to

29 SAT Reflects the diversity of the nation s classrooms SAT participation closely reflects the distribution of minority students graduating from U.S. public schools. US Public School SAT Takers US Public School Graduates 84% of SAT Takers report attending public school American Indian Asian Black Hispanic White Other No Response 1% 1% 6% NA 3% 2% NA 9% 14% 15% 17% 18% 54% 59% Source: 2011 College-Bound Seniors Total Group Report; WICHE (2008) 29

30 The SAT Is reaching more underserved students The SAT is reaching more low-income and first-generation students who are traditionally underserved in the college-going process SAT Takers Beneficiaries of the SAT Fee-Waiver Program 2011 SAT Takers Prospective First-Generation College Goers , , , , , , , , , ,010 77% increase in SAT Fee-Waiver usage since 2007 Represents more than $37 million in fees and services Source: 2011 College-Bound Seniors 30

31 SAT takers come from all 50 U.S. states and from over 200 countries across the globe The SAT is administered in over 7000 test centers around the world in more than 170 countries. Source: 2011 College-Bound Seniors Total Group Report

32 SAT Validity 32

33 Why is Predictive Validity important? Predictive Validity refers to the ability of a factor (e.g. test scores) to predict future performance. For colleges and universities, it is important to understand how well factors used for college admissions or placement predict desired academic outcomes Factors (predictors) - typically include high school grades, SAT scores or class rank Academic Outcomes GPA, retention, course grades The measurement of how well predictors do is usually expressed as a correlation (from +1.0 to -1.0)

34 National SAT Validity Study Cross-institutional, longitudinal validity and higher education research informing ways to ensure that students are ready for and successful in college. National SAT Validity Study* Data supplied by four-year institutions from around the U.S. and matched to College Board data. 110 institutions 216,081 students Broad institutional characteristics Size Public/Private Geographic distribution Selectivity * College Board Research and Development Database, 2007 Cohort 34

35 The SAT is a strong predictor of first year college performance The SAT continues to predict just as well as high school grades. When used together, grades and SAT scores are the best predictors of college performance Correlation* of SAT and High School GPA to First-Year College GPA Predictor Correlation SAT Mathematics.49 SAT Critical Reading.50 Each section is a valid and strong predictor of college performance SAT Writing.53 Combined SAT (CR + M + W).56 High School GPA.56 The combined SAT predicts as well as high school GPA SAT Total + High School GPA.64 The SAT in combination with HSGPA is the best predictor of college performance * Correlations corrected for restriction of range Source: Patterson, B.; Mattern, K.; Kobrin, J.; Validity of the SAT for Predicting FYGPA: 2007 SAT Validity Sample; College Board,

36 What does a correlation of.56 mean? The SAT provides a meaningful prediction of how students will perform in their first year of college. % Earning B or hig gher 100% 80% 60% 40% 20% 0% Freshman GPA of B or Higher 89% 74% 54% 33% 18% 8% SAT Scores: Mathematics + Critical Reading + Writing Source: Patterson, B.; Mattern, K.; Kobrin, J.; Validity of the SAT for Predicting FYGPA: 2007 SAT Validity Sample; College Board,

37 SAT Scores Still Matter, Even After Controlling for High School GPA The SAT used in combination with high school GPA provides even deeper insight into how students will likely perform Incremental Validity of the SAT: Mean FYGPA by SAT Score Band Controlling for HSGPA Freshman Year GPA Source: Patterson, B.; Mattern, K.; Kobrin, J.; Validity of the SAT for Predicting FYGPA: 2007 SAT Validity Sample; College Board,

38 The SAT continues to predict college outcomes through students 2 nd and 3 rd years The relationship between SAT scores and cumulative GPA remains strong and consistent as students progress through their college career. 100% Percent of Students Earning a 2 nd Yr and 3 rd Yr Cum GPA of a B or Higher by SAT Score Band 80% 60% 40% 20% 0% nd Year Cum GPA 3rd Year Cum GPA Source: Patterson, B.; Mattern, K.; Kobrin, J.; Validity of the SAT for Predicting Second-Year Grades: 2006 SAT Validity Sample; College Board, 2011; Patterson, B.; Mattern, K.; Kobrin, J.; Validity of the SAT for Predicting Third-Year Grades: 2006 SAT Validity Sample; College Board, 2011; 38

39 College Retention As SAT scores increase, so does the likelihood of a student returning for the second and third year of college nd and 3rd Year Retention Rates by SAT Score Band nd Year 3rd Year Source: Patterson, B.; Mattern, K.; The Relationship between SAT Scores and Retention to the Second Year: 2007 SAT Validity Sample; College Board, 2011; Patterson, B.; Mattern, K.; The Relationship between SAT Scores and Retention to the Third Year: 2006 SAT Validity Sample; College Board,

40 The SAT provides incremental validity over HSGPA in predicting college retention Once again we see that the SAT in combination with High School grades provides a greater understanding of how students might perform Incremental Validity of SAT Scores over HSGPA for Predicting Second Year Retention C B A Source: Patterson, B.; Mattern, K.; The Relationship between SAT Scores and Retention to the Second 40

41 Utilizing the SAT to Predict Success at UVM

42 Predictive Modeling We have built an econometric model that predicts a student s success at UVM. Success is defined as 2 nd semester GPA. Historically the model has included high school rank, a high school quality index and the highest combined SATR+SATA.

43 Predicted vs. Actual GPA for Class of 2014 Score Estimated GPA Actual GPA 1 <= <Estimated GPA<= <Estimated GPA<= <Estimated GPA<= <Estimated GPA<= <Estimated GPA<= <Estimated GPA<= <Estimated GPA<= Estimated GPA>

44 SAT Writing In the summer of 2011 we analyzed data from classes entering in Fall of 2009 and Fall of We found that the SATW score had a higher correlation with 2 nd semester GPA than SATR+SATA. This was the case even in colleges such as engineering. Including both the SATW and SATR+SATA in the model strengthened the predictive value of the model.

45 Utilizing SAT Alongside Student Record While there is a strong correlation between SAT scores and 2 nd semester GPA, you can not build a strong predictive model with SAT score alone. SAT scores are best used in conjunction with other factors from a student s record such as class rank, high school GPA and high school quality. A student s SAT scores account for 1/3 of the predictive value of our admissions model.

46 Other Uses of the SAT Honors College Selection Process Scholarship qualification Awarding of financial aid need based funds

47 MIT Validity Research Overview of validity research of the SAT, SAT Subject Tests and other factors as predictors of college success at MIT. 47

48 SAT Fairness 48

49 SAT score performance does vary by sub-group The existence of score gaps amongst different groups does not necessarily indicate that the assessment is unfair or biased SAT Score Performance by Ethnicity Critical Reading Mathematics Writing American Indian Asian Black Hispanic White Source: 2011 College-Bound Seniors 49

50 American Indian Asian Black Hispanic White American Indian Asian Black Hispanic White American Indian Asian Black Hispanic White The achievement gap exists among many measures of academic achievement and attainment Unfortunately, inequities in American society and education exist as evidenced by multiple academic measures Academic Achievement Academic Attainment SAT College Bound Seniors 2011 High School Graduates Average CR+M+W N/A Average GPA Average High School GPA 2009 American Indian Asian Black Hispanic White % - Percent of population age with a high school credential, Two-Year College Graduates National three-year graduation rates of associate degree-seeking students, 2007 Sources: 2011 College-Bound Seniors; U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, National Center for Higher Education Management Systems, 2009; U.S. Census Bureau, 2006 American Community Survey (ACS) 50

51 The SAT is rigorously developed and researched to ensure fairness The SAT is the most rigorously researched and designed standardized test in the world. Every question is field-tested across the entire testing population All 50 U.S. states Over 170 countries Very question goes through a sensitivity review to avoid concerns with: Gender Ethnicity/Race Disabilities Controversial topics like war, violence and politics Regular Curriculum Surveys Ensure the content on the SAT aligns with what is taught in high school and what colleges expect entering freshman to know and understand Test Development Committees Comprised of high school and college faculty review all test items and test forms Pre-Test (variable section) Field tests new items to collected statistics about item performance, ensure fairness for students of all backgrounds and that students of equal ability perform the same Rigorous Psychometric Analysis Evaluates the performance of each item to validates that items are performing as expected 51

52 The SAT holds as a valid predictor of college performance by all sub-groups When we evaluate the predictive validity of the SAT by racial/ethnic subgroups we see that SAT continues to be a strong and valid predictor of college performance, in most cases even more so than high school GPA Correlation* of SAT and High School GPA to First-Year College GPA RACE/ETHNICITY by Race/Ethnicity SAT HSGPA SAT+HSGPA (CR+M+W) American Indian Asian American African American Hispanic White Total The SAT in combination with HSGPA remains the best predictor of college performance across all sub-groups 52

53 Extensive external research confirms that the SAT is not biased There is a substantial body of literature indicating that individual item bias has been largely mitigated in today s admission test due to extensive external research and development of question items on both the SAT and ACT. -NACAC Testing Commission Report -September

54 Interpreting and Comparing Scores 54

55 Comparing SAT and ACT scores The ACT and SAT are scored on different scales The concordance table provides a way for individuals and institutions to compare a student s performance on one exam with their likely performance on a second exam Comparing percentiles is not accurate because the pools of students taking the two tests are different Note: The concordance table is based on scores from over 300k students who took both versions of the tests with writing from the Class of

56 The population of students taking the SAT perform better than the population taking the ACT across all sub-groups To compare the performance of students or populations of students you should concord an ACT score to the SAT scale 2011 National Composite ACT Scores Concorded 2011 ACT Scores to SAT CR+M Scale 2011 National Combined SAT CR+M Total American Indian Asian Black Hispanic White Sources: 2011 College Bound Seniors; ACT: Condition of College and Career Readiness,

57 SAT Subject Tests TM 57

58 What are SAT Subject Tests? SAT Subject Tests are hour-long, content based tests that allow students to differentiate themselves and showcase achievement in specific subject areas. Eight Subject Tests in literature, math, history and the sciences Math Level 1 US History Biology E/M Literature Math Level 2 World History Chemistry Physics Twelve language tests; six with a listening component Spanish Modern Hebrew Chinese w/ Listening French Latin Japanese w/ Listening German Spanish w/ Listening Korean w/ Listening Italian French w/ Listening German w/ Listening SAT Subject Tests assess student achievement and readiness to take college level classes in a specific subject area, independent of any specific curriculum or instructional style

59 What is assessed on SAT Subject Tests? SAT Subject Tests assess student achievement and readiness to take college level classes in a specific subject area, independent of any specific curriculum or instructional style Non-Language Tests Knowledge of fundamental concepts Ability to solve routine problems Ability to interpret & analyze materials, ideas, and data Critical thinking ability to solve non-routine problems appropriate for that subject area Foreign Language Tests Reading Comprehension Listening Comprehension (if listening component) Language Usage

60 The only national standardized college entrance exam of high school level content knowledge Recent curriculum studies affirm that SAT Subject Tests assess both what is being taught in high school and what college faculty expect students to know to be prepared for college-level courses The knowledge and skills measured by the corresponding Subject Tests were taught in classrooms by: ~97 percent of high school English teachers ~80 percent of high school math teachers ~82 percent of high school science teachers About 90 percent of mathematics and English high school teachers and college professors indicated that the knowledge and skills tested on the SAT Subject Tests are important for college readiness 60

61 Students taking SAT Subject Tests are diverse SAT Subject Test takers come from a wide range of demographic and geographic backgrounds. Students of All Ethnicities Students whose best language is not exclusively English (e.g. ELL & international students) From across the U.S. International students Over 50% of Subject Test takers are nonwhite Almost 40% of Subject Test takers do not speak English Exclusively Students from every state, with the highest representation from CA, NY, MA, NJ, TX, PA and VA Over 10% of test takers from 180 countries Source: College-Bound Seniors 2011 Cohort Data

62 Students taking SAT Subject Tests are high achieving and focused Students taking the SAT Subject Tests are motivated and college aspiring 650 SAT Mean Scores Critical Reading Mathematics Writing All SAT Test Takers SAT Subject Test Takers who also took the SAT Source: College-Bound Seniors 2011 Cohort Data

63 SAT Subject Tests provide meaningful insights in the college admissions process SAT Subject Tests provide deeper context about a students academic preparation and college readiness. Harvard University Harvard s own internal studies have proven the efficacy of SAT Subject Test scores in predicting academic success at Harvard. California Institute of Technology We select candidates from a talented pool of applicants, and SAT Subject Tests help us to better understand a student s preparation for our demanding curriculum. NACAC SAT Subject Tests are among tests that are predictive of firstyear and overall grades in college and more closely linked to the high school curriculum. Sources: William R. Fitsimmons, Dean of Admissions and Financial Aid, Harvard Crimson 2008, Jarrid Whitney, Executive Director of Admission and Financial Aid, California Institute of Technology; 2008 NACAC Report of the Commission on the use of Standardized Tests in Undergraduate

64 Institutional Policies in Practice Subject Test undergraduate admission policies can be tailored to meet the needs of specific institutions or programs: 2 SAT Subject Tests : Mathematics Level 1 or 2 AND a science Subject Test (Biology, Chemistry or Physics) Results from SAT Subject Tests are strongly recommended; any two subjects of your choice Recommended that all applicants take two SAT Subject Tests SAT Subject Tests required for applicants to the Honors Program in Medical Education (HPME), the Integrated Science Program (ISP), and applicants who have been home-schooled. Placement into advanced classes or credit granted for specific SAT Subject Tests in Foreign Languages (French, German, Spanish, Latin, Italian, Modern Hebrew) Note: Logos are property of the respective institutions

65 Resources For Students 65

66 SAT Offers the Most Generous Fee Waiver Program of Any College Entrance Exam More than 360,000 low-income students in the graduating class of 2011 benefitted from SAT Fee Waivers (1 in 5) More than $35 million in services made available at no cost to low-income high school students last academic year Eligible students can receive: Two SAT fee waivers and two SAT Subject Tests fee waivers (up to six Subject Tests) Four Free Additional Flexible Score Reports Free Question and Answer Service or Student Answer Service Four Request for Waiver of College Application Fee forms Discount on The Official SAT Online Course

67 SAT Practice Tools At a Glance for Students Most SAT Practice Tools are FREE! Practicing for the SAT and SAT Subject Tests Planning for Test Day SATQuestion of the Day FREE SAT Question of the Day MobileApp FREE SAT Practice Questions FREE SAT Subject Test Practice Questions FREE SAT Practice Test FREE Mathematics Review FREE Effective Writing Review FREE SAT Skills Insight FREE The SAT Practice Booklet FREE Official SAT Study Guide : 2 nd Ed. Official SAT SubjectTest Study Guide : 2 nd Ed. The Official SAT Online Course My SAT StudyPlan FREE Answers Imagined FREE SAT Test Taking Approaches FREE SAT Essay Strategies FREE SAT Subject Test Taking Approaches FREE SAT Subject Test Recommended Skills and Prerequisites FREE SAT Subject Test Web Resources FREE Expanded Practice Questions Answer Explanations Recommended Preparation Important Test Day information on: How to Do Your Best What to Bring Standby Testing If You re Absent SAT Test Center Closing Make-up Testing Test Security and Fairness Models, Lesson Plans, and Strategies for: Argumentative writing skills School-based SAT Practice The Official SAT Teacher s Guide ESL/ELL students Helping Students Get Ready Professional Development Workshops: SAT Skills Insight Animating Student Writing Holistic Scoring Workshop School-Based SAT Practice Writing Preparation for Educators of ESL/ELL Students 5

68 SAT Skills Insight SAT Skills Insight identifies the academic skills that typical students should focus on to improve their scores, depending on their target score range Free, online resource, paired with My SAT Online Score Report to make SAT In Focus Sample SAT questions and answers help students better understand the skill descriptions given 68

69 Resources For Institutions 69

70 Admitted Class Evaluation Service To assist colleges and universities in conducting research about their students, the College Board offers the Admitted Class Evaluation Service (ACES ), a free online service that predicts how admitted students will likely perform at your institution and how successful they can be in specific classes. ACES admission validity studies identify which measures best predict a student s future performance and recommends the best combination of predictors for your institution. ACES placement validity studies predict how students will perform on different academic measures by comparing student performance in selected courses with student scores on various College Board assessments*. * SAT, SAT Subject Tests, ACCUPLACER tests, AP Exams and CLEP exams 70

71 Enhanced SAT Trend Dashboard Easy to access online tool that provides comparative SAT score report and prospective applicant data. Enhanced features include: Mean SAT score data SAT Subject Test data Domestic profile data by state International profile data by country I love the enhancements to the SAT Trend Dashboard the new features make the information in the dashboard actionable and are exactly the information I would have asked for. - James Nondorf Vice President and Dean of College Admissions University of Chicago 71

72 Score report volume by month and year-to-date Unique SAT Prospective Applicants to Date by Student Characteristic Senior Class Data and Junior Class Data How to Interpret the SAT Trend Dashboard 72

73 SAT Subject Test score report volume by subject Unique SAT Prospective Applicants to Date by Country and Region Unique SAT Prospective Applicants to Date by State and U.S. Territory 73

74 The SAT & Student Search Service The SAT is a valuable source of student data, which can be critical to recruitment efforts. When students opt in to the Student Search Service during SAT registration, they are saying yes to receiving information from your institution. SAT takers: Represent a strong recruitment opportunity Taking the SAT indicates motivation to apply to college Are diverse 43% of SAT-takers in 2011 were minority students Include more international students Students from over 170 countries took the SAT in

75 The Importance of the SAT for College Bound Students There are many factors that colleges and universities use to assess students today, but the SAT remains a key component, along with high school grades and a rigorous curriculum. The SAT: Provides a national yardstick to compare students across the country High schools vary widely in courses, teachers and grading practices Grade inflation is more common than ever Is a strong predictor of college success and retention As good as high school grades at predicting student performance in the first, second and even third years of college Gives students a better sense, based on their scores, of how ready they are academically for the rigors of college 75

76 Visit Us Online For more information on the SAT and the College Board s higher education services, please visit: 76

77 Additional Information 77

78 Interpreting SAT Scores Each section score is reported on a 200- to 800- point scale, each section is an independently valid predictor of college success. The Writing sub-score is a combination of a multiple-choice score from (70%) and an essay score from 2 to 12 (30%) Each essay is independently graded by two qualified readers The SAT is designed so that a student who answers about half of the questions correctly will receive an average score or approximately 500. Scores on any standardized assessment are approximations rather than precise measures of skill. The standard error of measure (SEM) of the SAT usually falls in a range of 30 points for reading and mathematics and 40 points for writing above or below a student s true skill level. When comparing scores there must be a difference of points before more skill can be assumed in one area than another. 78