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Exam Code: PSAT Practice exam 2022 by team
PSAT Preliminary SAT/National Merit Scholarship Qualifying Test

The National Merit Scholarship Program is an academic competition for recognition and college scholarships that began in 1955. High school students enter the National Merit Scholarship Program by taking the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®), which serves as an initial screen of approximately 1.6 million entrants each year, and by meeting published program entry and participation requirements.
To enter the National Merit Scholarship Program and compete for recognition and 8,700 scholarships to be offered in 2021:
• Take the PSAT/NMSQT in October 2019.
• Meet other entry requirements.
Program entrants must take the test in the specified year of the high school program (see page 6). The 2019 PSAT/NMSQT is the qualifying test for entry to the 2021 program. Most entrants will complete high school and enroll in college in 2021.

The National Merit® Scholarship Program is an annual academic competition among high school students for recognition and college scholarships. The program is conducted by National Merit Scholarship Corporation (NMSC), a not-for-profit organization that operates without government assistance.
The 2019 Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®) is the qualifying test for entry to the 2021 National Merit Program. (The PSAT™ 10 and PSAT™ 8/9 will NOT be considered for entry to the National Merit Scholarship Program.) The competition will span about 18 months from entry in the fall of 2019 until the spring of 2021 when scholarships for college undergraduate study will be awarded. It is expected that about 4 million students will take the PSAT/NMSQT in 2019, and approximately 1.6 million of them will meet requirements to enter this program.

To enter the 2021 National Merit Program, a student needs to meet all of the following requirements. A student must:
1. be enrolled as a high school student (traditional or homeschooled), progressing normally toward graduation or completion of high school by 2021, and planning to accept admission to college no later than the fall of 2021;
2. attend high school in the United States, District of Columbia, or U.S. commonwealths and territories; or meet the citizenship requirements for students attending high school outside the United States (see below);

To participate in the National Merit Program, students must take the PSAT/NMSQT in the specified year of their high school program. Because a student can participate (and be considered for a scholarship) in only one specific competition year, the year in which the student takes the PSAT/NMSQT to enter the competition is very important.
1. Students who plan to spend the usual four years in high school (grades 9 through 12) before entering college full time must take the qualifying test in their third year of high school (grade 11, junior year). Sophomores who take the 2019 PSAT/NMSQT but plan to spend four years in grades 9 through 12 will not meet entry requirements for the 2021 National Merit Program. They must take the PSAT/NMSQT again in 2020 (when they are juniors) to enter the competition that will end when scholarships are awarded in 2022, the year they will complete high school and enter college.
2. Students who plan to leave high school early to enroll in college full time after spending three years or less in grades 9 through 12 usually can participate in the National Merit Program if they take the PSAT/NMSQT before they enroll in college. To enter the competition for awards offered in 2021, these students must be in either the next-to-last or the last year of high school when they take the 2019 PSAT/NMSQT:
a. if they are in the next-to-last year of high school when they take the 2019 PSAT/NMSQT, awards will be offered as they are finishing their last year of high school; or
b. if they are in their last year of high school when they take the 2019 PSAT/NMSQT, awards will be offered the year after they have completed high school.

Students who plan to participate in a postsecondary enrollment options program (through which they enroll simultaneously in both high school and college) must take the qualifying test in their third year of high school (grade 11, junior year). To enter the competition that ends when scholarships are offered in 2021, these students must be in their third year of high school when they take the 2019 PSAT/NMSQT, the same as all other students who plan to spend four years in grades 9 through 12. The high school determines whether a student is participating in a post-secondary enrollment options program and certifies the students status.
4. Students who plan to take five years to complete grades 9 through 12 can participate in the National Merit Program if they take the PSAT/NMSQT in the third year of high school and again in the fourth year. These students Selection Index scores will not be eligible for the program until a written request for entry to the competition is approved by NMSC. The request should include the students name, high school name and location, year the student began high school, year the student will complete high school, and a brief explanation of the students educational pattern.
NMSC will use the students Selection Index score from the PSAT/NMSQT taken in the students third year of grades 9 through 12 to determine the expected level of recognition. In order to be recognized in the fifth (final) year of high school, the student must take the PSAT/NMSQT again in the fourth year, and earn a qualifying Selection Index score at or above the level achieved on the third year test. The level of recognition a student receives cannot exceed the level earned on the qualifying test taken during the students third year in grades 9 through 12, the year in which all other competitors are considered.

NMSC uses PSAT/NMSQT Selection Index scores (calculated by doubling the sum of the Reading, Writing and Language, and Math Test scores) as an initial screen of some 1.6 million program entrants. The 2019 Selection Index scores of all students who meet entry requirements for the 2021 program will be considered. In the spring of 2020, NMSC will ask high school principals to identify any errors or changes in the reported eligibility of their high scorers (students whose Selection Index scores will qualify them for recognition in the fall of 2020).
Commended Students. In September 2020, more than two-thirds (about 34,000) of the high scorers will be designated Commended Students. They will be named on the basis of a nationally applied Selection Index qualifying score that may vary from year to year. In recognition of their outstanding ability and potential for academic success in college, these students will be honored with Letters of Commendation sent to them through their high schools. Although Commended Students will not continue in the competition for National Merit Scholarships, some may be candidates for Special Scholarships offered by corporate sponsors. NMSC will notify those candidates in November 2020.
Semifinalists. Some 16,000 of the high scorers, representing less than 1 percent of the nations high school graduating seniors, will qualify as Semifinalists. Only Semifinalists will have an opportunity to advance in the competition for Merit Scholarship® awards. NMSC will notify Semifinalists of their standing and send scholarship application materials to them through their high schools in September 2020. Their names will be sent to regionally accredited four-year U.S. colleges and universities and released to local news media for public announcement in mid-September.
NMSC designates Semifinalists in the program on a state-representational basis to ensure that academically able young people from all parts of the United States are included in this talent pool. Using the latest data available, an allocation of Semifinalists is determined for each state, based on the states percentage of the national total of high school graduating seniors. For example, the number of Semifinalists in a state that enrolls approximately two percent of the nations graduating seniors would be about 320 (2 percent of the 16,000 Semifinalists).
NMSC then arranges the Selection Index scores of all National Merit Program participants within a state in descending order. The score at which a states allocation is most closely filled becomes the Semifinalist qualifying score. Entrants with a Selection Index score at or above the qualifying score are named Semifinalists. As a result of this process, Semifinalist qualifying scores vary from state to state and from year to year, but the scores of all Semifinalists are extremely high.
In addition to Semifinalists designated in each of the 50 states and without affecting the allocation to any state, Semifinalists are named in several other selection units that NMSC establishes for the competition. These units are for students attending schools in the District of Columbia, schools in U.S. commonwealths and territories, schools in other countries that enroll U.S. citizens, and U.S. boarding schools that enroll a sizable proportion of their students from outside the state in which the school is located. A participant can be considered for Semifinalist standing in only one state or selection unit, based on the high school in which the student is regularly enrolled when taking the PSAT/NMSQT.
Finalists. A Semifinalist must fulfill several additional requirements and advance to the Finalist level of the competition before being considered for a National Merit Scholarship. Over 90 percent (about 15,000) of the Semifinalists are expected to become Finalists and receive a Certificate of Merit attesting to their distinguished performance in the competition. Only Finalists will be considered for the 7,600 National Merit Scholarships. Approximately half of the Finalists will be Merit Scholarship winners (Merit Scholar® awardees). Winners are chosen on the basis of their abilities, skills, and accomplishments—without regard to gender, race, ethnic origin, or religious preference. Scholarship recipients are the candidates judged to have the greatest potential for success in rigorous college studies and beyond.
To receive a scholarship payment, a Merit Scholarship winner must notify NMSC of plans to (a) enroll in a college or university in the United States that holds accredited status with a regional accrediting commission on higher education, and (b) enroll full time in an undergraduate course of study leading to a traditional baccalaureate degree. NMSC scholarship stipends are not payable for attendance at service academies or certain institutions that are limited in their purposes or training.
The selection process involves evaluating substantial amounts of information about Finalists obtained from both students and their high schools. Included are the Finalists academic record (course load and difficulty level, depth and breadth of subjects studied, and grades earned); standardized test scores; the students essay; demonstrated leadership and contributions to school and community activities; and the school officials written recommendation and characterization of the Finalist. The same process is used to select Special Scholarship winners for a corporate sponsors awards.
Types of Scholarships Some 7,600 National Merit Scholarships of three types and approximately 1,100 Special Scholarships will be awarded in 2021; these 8,700 awards will have a combined value of about $41 million. Different types of scholarships will be offered, but no student can receive more than one monetary award from NMSC.
National Merit® $2500 Scholarships. These awards are unique because every Finalist is considered for one and winners are named in every state and other selection unit. The number awarded in each state is determined by the same representational procedure used to designate Semifinalists. Finalists compete with all other Finalists in their state or selection unit for one of the 2,500 National Merit $2500 Scholarships. Winners are selected by a committee of college admission officers and high school counselors.
National Merit $2500 Scholarships provide a single payment of $2,500. NMSCs own funds support the majority of these scholarships, but corporate sponsors help underwrite these awards with grants they provide to NMSC in lieu of paying administrative fees.

Preliminary SAT/National Merit Scholarship Qualifying Test
SAT SAT/National testing
Killexams : SAT SAT/National testing - BingNews Search results Killexams : SAT SAT/National testing - BingNews Killexams : PROOF POINTS: Colleges that ditched test scores for admissions find it’s harder to be fair in choosing students, researcher says

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One college admissions officer at a large public university described how test-optional admissions had spurred more disagreements in his office. A third reader on an application was often called in to break a tie when one staffer said ‘yes’ and another said ‘no.’ Without SAT and ACT scores, he explained, the job of admitting students had become more subjective and more time-consuming. “I feel like everyone who reviews applications has their own perspective or opinion,” he said.

This sobering anecdote comes from a research project led by Kelly Slay, an assistant professor at Vanderbilt University, who has been conducting in-depth interviews with admissions officers in 2022 to understand how the elimination of SAT and ACT testing requirements has been playing out inside colleges and universities. According to Slay, admissions officers often described a “chaotic” and “stressful” process where they lacked clear guidance on how to select students without test scores. Admissions officers at selective colleges were also “overwhelmed” by the volume of applicants that test-optional policies had unleashed.

“One of our key findings were the tensions that were emerging around these test optional policies,” said Slay. “There’s a struggle on how to implement them.”

Slay’s work gives us a rare, unvarnished glimpse inside college admissions offices. It’s especially significant now because a college admissions case is currently before the Supreme Court that could strike down affirmative action, a practice that gives preferences to groups that have been discriminated against. As colleges experiment with alternative solutions, these interviews help shed light on why test-optional policies haven’t been helpful for increasing diversity on college campuses. 

Earlier quantitative studies found that the test-optional movement, which has spread to over 1,700 colleges, failed to substantially raise the share of low-income students or students of color. For example, one study published in 2021 found that the share of Black, Latino and Native American students increased by only 1 percentage point at about 100 colleges and universities that adopted the policy between 2005-06 and 2015-16. A separate study of a group of selective liberal arts colleges that adopted test-optional policies before 2011 didn’t find any didn’t find any diversity improvements on those campuses.

Before the pandemic, the move to test-optional admissions was already gathering steam as concerns mounted over the fact that wealthier students could hire tutors, take the tests multiple times and post higher scores. Other critics said that the paperwork to waive testing fees was a barrier for many low-income students. Then, during the pandemic, it became nearly impossible for students to sit for exams and the vast majority of colleges eliminated testing requirements. Some have since restored them, but many haven’t.

Slay’s research is still ongoing, and she presented her preliminary findings at the 2022 annual conference of the Association For Education Finance & Policy. When I interviewed her in October 2022, she and her research team had interviewed 22 admissions officers from 16 colleges and universities. All were four-year institutions, but they ranged from public to private, large to small, and religious to nonreligious. Four of the colleges had dropped testing requirements in the years before the pandemic with the remaining 12 doing so during the pandemic. 

It’s not surprising that colleges that went test-optional during the pandemic were suddenly scrambling to decide how to review applications without standardized tests. But the researchers learned that even colleges who had years of experience with test-optional admissions were still working out the details of how to implement it.

Admissions officers panic that their colleges were replacing standardized tests with metrics that were even more biased toward wealthier and white students, such as letters of recommendation and expensive extracurricular activities. One college purchased a data service that ranked high schools and factored those high school rankings into each application. Students from underserved high schools received a lower ranking, an admissions officer explained. It wasn’t a fair process. 

Many admissions officers said that they were struggling with how to select candidates fairly and didn’t know how to weigh an application with test scores against one without. “I think the students that do have the strong test scores still do have that advantage, especially when you have a student that has strong test scores versus a student who doesn’t have test scores and everything else on the academics is more or less the same,” an admissions officer told Slay.

“It’s really hard to ignore test scores if that’s the way you were trained to review applications and think about merit,” said Slay. “If the standardized test is there in the file, it might still bias you in ways that you’re not aware of. It’s an anchoring bias.”

Admissions officers also described how they struggled to answer a frequent, but basic question: are you really test optional? Students wanted to know if they would have an advantage if they did submit a test score. Slay said admissions officers wished they had better guidance on how to answer this question. Since college entrance exam scores could also be used for certain scholarships and determining course placements once admitted, it was difficult for admissions officers to say that the test wasn’t still important.

Larger workloads were a common complaint. College admissions officers said they were spending more time on each application in an effort to be diligent. Plus, the volume of applications had increased “a lot” at selective schools, Slay said. Meanwhile, many offices lost staff during COVID. Some employees resigned amid the strong job market. Budget cuts at some schools led to layoffs and furloughs. Slay said that some admissions offices were operating with a “skeletal” staff. 

The stress and pressure of being short-staffed and confused could affect anyone’s decision making. The conditions were ripe for amplifying implicit biases – exactly the opposite of the intent of the test-optional policy.

Slay is hearing from colleges that test-optional policies have increased the diversity of the applicant pool, but it’s not translating into a more diverse student body.

“One of the things we concluded is that test optional does not mean an increase in diversity – racial diversity or socio-economic diversity,” said Slay. “If we haven’t figured out how to review students who come from diverse backgrounds who come from schools where they may not have the same access to AP or IB courses, then that could mean that these students still aren’t going to be admitted.”

This story about test optional admissions was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn't mean it's free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

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Mon, 17 Oct 2022 02:01:00 -0500 More by Jill Barshay en-US text/html
Killexams : ACT and SAT testing rises modestly but trails pre-pandemic peaks (iStock) © iStock/iStock (iStock)

The number of high school students taking college admissions tests has rebounded modestly since the massive disruptions early in the coronavirus pandemic, according to ACT and SAT data for the class of 2022.

But participation in both major standardized tests is down significantly from peak levels reached a few years ago. Admissions testing requirements recently have been suspended or eliminated at many colleges. Test scores are down, but changes in test-taking patterns make comparisons difficult.

The ACT reported this week that more than 1.3 million students from this year’s class took the test, up 4 percent from the previous class. But the total tested was 35 percent lower than the nearly 2.1 million who took the ACT in the class of 2016.

On Sept. 28, the College Board reported that more than 1.7 million students in the class of 2022 took the SAT. That was up 15 percent compared with the previous class but still down 21 percent compared with the record 2.2 million who took it in the class of 2019.

There is also major flux in the way students are taking the tests. A greater share these days participate free — at state or district expense — during a school day instead of paying to take one of the tests on a Saturday. Typically, school-day testing reaches a broader range of students, including more from lower-income families.

In addition, a growing number of selective colleges and universities have dropped admissions test requirements, and some, such as the University of California system, now omit consideration of tests entirely from admissions. UC’s test-blind policy plays a major role in the most populous state.

Harvard suspends testing requirements through 2026

These variables have scrambled the test-taking pool substantially — which in turn affects average scores.

The ACT reported that the average national score for the class of 2022 was 19.8, down from 20.3 the year before and the lowest mark in more than 30 years. The multiple-choice exam covers English, math, reading and science and takes nearly three hours. The maximum score is 36.

“This is the fifth consecutive year of declines in average scores, a worrisome trend that began long before the disruption of the COVID-19 pandemic, and has persisted,” Janet Godwin, chief executive of ACT, said in a statement.

But in a footnote to its charts, ACT acknowledged complications in interpreting the data: “In light of the COVID-19 pandemic, ACT cautions users from making comparisons about this graduating class to previous cohorts or inferring the magnitude of the impact of COVID-related school disruptions on student learning from these data.”

The average SAT score also declined for this year’s class, to 1050, out of a maximum 1600. The average for the previous class was 1060. The SAT takes three hours and covers two sections, math and evidence-based reading and writing. Most questions are in a multiple-choice format.

Major changes are coming to the SAT as it is scheduled to move to a shorter, digital format, ditching the paper-and-pencil version at U.S. sites by spring 2024.

The SAT is going digital and getting much shorter. Say goodbye to No. 2 pencils on testing day.
Thu, 13 Oct 2022 09:49:00 -0500 en-US text/html
Killexams : Navigating Test-Optional Admissions Amid COVID-19 No result found, try new keyword!In addition, the entire UC system suspended the standardized test requirement for in-state applicants in fall 2023 and fall 2024, and the ACT or SAT test requirement will be eliminated beginning ... Tue, 04 Aug 2020 02:40:00 -0500 text/html Killexams : The New SAT Results Aren’t Pretty No result found, try new keyword!The state tests in question are different from the federally ... A decade of diminishing SAT returns might be telling us that they do not. If this is the case, we’re worse off than we recognize ... Tue, 27 Sep 2022 12:00:00 -0500 en-US text/html Killexams : SAT bootcamps offer free test prep for New Hampshire students

Published: 10/10/2022 5:40:46 PM

Modified: 10/10/2022 5:40:36 PM

Free SAT bootcamps for New Hampshire students

New Hampshire students are invited to participate in two upcoming free prep courses ahead of the November and December SAT exams. 

The two, four-week bootcamps for students planning to take upcoming SAT tests are: 

October 8 – November 4 (for the Nov. 5, 2022 SAT exam)

November 5 – December 2 (for the Dec. 3, 2022 SAT exam)

Each bootcamp will include eight sessions with 75-minutes each of test prep with a certified, online tutor from Students will be paired with peers of similar abilities for their sessions, which will focus on mastering skills, building strategies, time management and completing full-length practice exams. Sessions will highlight both reading and math practice questions. 

To pre-register for one of the sessions, visit SATbootcamp. On average, students who complete the bootcamp Excellerate their test score by about 90 points across both sections, according to organizers.

Mon, 10 Oct 2022 09:40:00 -0500 text/html
Killexams : Lawsuit Claims SAT And ACT Are Biased—Here’s What Research Says

New lawsuits are demanding that the University of California system eliminate the requirement that students take the SAT or ACT to be considered for admission. The lawsuits, filed on behalf of the Compton Unified School District, four students and six community organizations claim that the tests are biased and don’t predict a student’s potential success. There is ample research to support their case against the tests.

Those who support testing suggest it’s the only way to objectively compare students from different high schools. For example, one student may receive all As at a less challenging high school, and another gets all Bs at a much more challenging high school. The admissions committees within the UC system which receive over 200,000 applications per year would have difficulty researching each applicant’s high school to determine how to fairly compare these two students. The SAT and ACT theoretically provide an objective way to compare students from different high schools.

Racial And Economic Bias

However, the lawsuit argues that using the tests violates the state’s anti-discrimination statute because it disadvantages children of color, children from low-income families and children with disabilities. Research seems to support this notion.

With regard to race, in 2018, combined SAT scores for Asian and White students averaged over 1100, while all other groups averaged below 1000. With regard to income, a 2015 analysis found that students with family income less than $20,000 scored lowest on the test, and those with family income above $200,000 scored highest. And we’re not talking about just a couple of points. The average reading score for those students whose family income is below $20,000 is 433, but the average for those with income of above $200,000 is 570. Clearly, there is disadvantage.

The disadvantage is typically attributed to test preparation. There is substantial evidence that test prep can raise test scores, and even the College Board who administers the SAT test admits there are benefits associated with test prep. But high quality test prep can be expensive, and many can’t afford the fees associated with these tutoring classes. Beyond test preparation, high income students often have access to educational opportunities not available to low income students.

Some portion of the differences in test scores may also be attributed to stereotype threat. Stereotypes, like those that suggest certain racial groups are good at math and others are not, raise self-doubts and increase anxiety during high-pressure exams and result in worse scores for those who are negatively stereotyped (and better scores for those with positive stereotypes). Research has shown that reminding students of their racial group before taking a test can impact their score.

Perhaps the most egregious example of the extremes that high-income parents are willing to go to in order to obtain high SAT scores for their kids was revealed in last year’s college cheating scandal. Parents were accused of bribing administrators into letting them alter students’ test scores by either letting someone take the test for them, or by correcting the students answers after they finished the exam.

Gender Bias

Although the UC lawsuit focuses on racial and economic bias, there have long been questions raised regarding gender bias and these standardized tests. Despite the fact that girls consistently perform better than boys in high school math classes, girls underperform boys in the math sections of these tests. For example, for SAT tests taken by the class of 2019, girls averaged 519 and boys averaged 537. While not as large as the racial and economic gaps, it’s still disconcerting.

The reason for the gender discrepancy has been blamed on several factors. Since women are negatively stereotyped to underperform in mathematics relative to their male peers, stereotype threat likely plays a role. There is even some evidence that passages in the test may remind test-takers of these negative stereotypes. Reminding the stereotyped group of the stereotypes can increase their anxiety making their test scores worse.

Other explanations include test length, with one study finding evidence that a longer test would help reduce the gender gap. Enhanced spatial abilities in boys and men may also provide boys a time advantage on the test. And still others have suggested that a positive attitude regarding competition favors male students taking the test.

Test Optional Colleges And Universities

To reduce the bias from testing, over 1,000 colleges and universities are now test optional. That is, students can choose whether or not they wish to include test scores in their application. (University of California is not test optional). One study examined the college success of those students who submitted scores and those who did not. If the schools’ admissions committees make better admissions decisions when they have test scores, then those students who submitted test scores should perform better in college than those who did not submit scores.

Statistical analyses revealed that there were no significant differences in college cumulative GPA and graduation rates between submitters (those that submitted SAT scores) and non-submitters. However, the two groups have significantly large differences in their test scores, a whopping 113 points. These results indicate that admissions officers can successfully predict who will succeed in college even without the use of the test.

With regard to the UC case, even the chancellors of UC Berkeley and UC Santa Cruz, and the University of California’s Provost have come out in favor of dropping the SAT and ACT as an admission requirement, due to the fact that tests were strongly influenced by family income, race and parents’ education level.

If the UC’s are forced to drop the SAT requirement, then many predict other colleges and universities will follow suit. It seems time that admissions departments found a system for evaluating students that is more inclusive.

Wed, 11 Dec 2019 06:58:00 -0600 Kim Elsesser en text/html
Killexams : Stamford schools' test scores drop from pre-COVID years, gulf widens between white, non-white students

STAMFORD — New data show that there has been a consistent drop off in student test performance from pre-COVID-19 numbers and a widening gulf between white students and students of color and between high-needs and other students.

Scores for the Smarter Balanced Assessment, SAT and Next Generation Science Standards tests discussed during a virtual presentation on state test results of Stamford Public Schools students showed lower scores across the board for the district compared with the 2018-19 school year, the last one not affected by the worldwide pandemic.

Amy Beldotti, associate superintendent for teaching and learning, presented the data during a meeting of the Stamford Board of Education's Teaching, Learning and Community Committee last week. She used multiple charts to illustrate the data, mostly showing how Stamford fared compared with the other school districts in its "district reference group," — school districts that have student populations that share similar demographic and socioeconomic status with Stamford students.

Stamford's DRG consists of the school districts of Ansonia, Danbury, Derby, East Hartford, Meriden, Norwalk, Norwich and West Haven.

Compared with those districts, Stamford's test scores were generally higher than their similar counterparts, with one exception: in SBA English scores, Meriden leads the pack.

The SBA is administered to students in grades three to eight. 

For the SBA tests of English and math, about 40 percent of Stamford students met or exceeded the standards, a drop from roughly 48 percent in 2018-19. In math, 33 percent of students scored at least an adequate score to meet the standards, a sharp decline from the approximate 42 percent that reached that level in the last full year before COVID-19.

Scores for the SAT, given to all 11th grade students, also fell. About 28 percent of juniors met or exceeded the expectations in math, a decline from about 38 percent three years prior. In English, there was a slight drop; about 52 percent of students met the expectations, almost the same as three years before, when 53 percent of students accomplished the same.

Overall, Black and Hispanic students continued to perform at a much lower level that their white and Asian counterparts by a margin of more than 100 points in ELA and just under 100 points in math for the SAT.

Students listed as high-needs — which means they are either handicapped, are English language learners, or qualify for free or reduced-price lunch — also trailed far behind non-high needs students in all assessments.

In some cases, scores of high-needs students took a major fall, such as the English component of the SAT.

“We know from reading articles and nationwide that high-need students had difficulties through COVID with learning loss and other challenges," Beldotti said. "Not surprisingly, we do see quite a significant drop there.”

For the NGSS, a relatively new science assessment given to students in grades five, eight and 11, about 39 percent of students met or exceeded expectations, a slight drop from the 41 percent or so that passed the test three years before.

Committee chairperson Jennienne Burke spoke to the disparities in scores among different demographics in the school system, a long-standing trend.

"I think it’s really striking that a lot of these things were true before COVID and a lot of these things got worse during COVID, but it just means that we as a district … have so much work to do around this," she said, later adding, “We’ve been here so many times before. It behooves us as board members to really figure out how we can make some change of this.”

Sun, 16 Oct 2022 01:00:00 -0500 en-US text/html
Killexams : Schools in Richmond, Columbia counties tout results on SAT

AUGUSTA, Ga. (WRDW/WAGT) - For the fifth year in a row, Georgia public-school students outperformed their counterparts in the nation’s public schools on the SAT, state education officials said Wednesday.

MORE | Impending weather leads to changes on football games, other events

Local school districts are pleased with their results, too.

Richmond County

In Richmond County, Class of 2022 test takers earned higher SAT mean scores than pre-pandemic test takers continuing the trend of overall growth in SAT performance. Also, the number of SAT test takers increased compared to 2021.

Several Richmond County Schools reported notable test results:

  • A.R. Johnson and Davidson Fine Arts School students scored above the state and national average in evidence-based reading and SAT math.
  • Davidson Fine Arts School students scored in the top 5% of the state at 16th of 393 schools.
  • A.R. Johnson and Richmond Career Technical Magnet School students overall scores increase for 2021 and 2022.
  • Glenn Hills High School test takers saw gains in SAT combined scores and in SAT evidence-based reading for 2022.
  • The Academy of Richmond County had record test scores in 2021. Test takers from the Class of 2022 outperformed pre-pandemic scores reported in 2020.

“Congratulations to the Richmond County School System Class of 2022 for achievement growth over 2020 pre-pandemic SAT test takers,” said Dr. Kenneth Bradshaw, superintendent of schools.

Columbia County

The Columbia County School District’s SAT scores for 2022 continue to beat state and national averages, district officials said.

Columbia County students scored 70 points above the national average and 46 points above the state average, with an average score of 1,098, with 178 more students participating than in 2021.

Here’s a look at the figures by school:

Columbia County SAT statistics for the Class of 2022 © Provided by Augusta-Aiken WRDW-TV Columbia County SAT statistics for the Class of 2022

“We congratulate the hard-working students and staff who are behind these outstanding scores,” said Dr. Steve Flynt, superintendent. “We are looking forward to continuing to evaluate these scores and identify areas of improvement.”

Across Georgia

Georgia public-school students recorded a mean score of 1,052, which is 24 points higher than the national average of 1,028 for public-school students.

Georgia’s public-school Class of 2022 recorded a mean score of 536 on the evidence-based reading and writing portion of the assessment, and a mean score of 516 on the math portion. That’s compared to averages of 521 and 507, respectively, for students in the nation’s public schools.

Georgia students’ 2022 mean score decreased compared to 2021, when the mean score was 1077, but is still higher than 2020′s mean score of 1043 and 2019′s mean score of 1048. Georgia public-school students’ lead over the national average has also grown during that time, from a nine-point gap in 2019 to a 24-point gap today.

Additionally, participation increased sharply compared to 2021, when the impacts of the pandemic – including the temporary waiver of SAT/ACT score requirements for University System of Georgia admissions, and the cancellation of some test registrations and closure of some test centers in 2020 – caused fewer students in the graduating class to take the SAT.

Fifty-one percent of Georgia’s class of 2022 took the SAT at some point during high school, compared to 38 percent of the class of 2021.

Wed, 28 Sep 2022 10:09:08 -0500 en-US text/html
Killexams : SAT scores from 2022 are out. Compare results for Columbus area schools here

Oct. 4—The Muscogee County School District for the fourth straight year has outperformed the Georgia and United States averages on the SAT college entrance exam.

According to the Georgia Department of Education's compilation of SAT scores for the 2022 graduates from the state's public high schools, MCSD's average composite score decreased from 1106 in 2021 to 1059 in 2022, so its margins over the state and national averages were narrowed as Georgia's average decreased from 1077 to 1052 and the U.S. average decreased from 1038 to 1028.

Columbus High, a magnet school that enrolls students from throughout Muscogee County, and Shaw High are the only local schools that increased their average composite score this past year.

MCSD superintendent David Lewis noted in the district's news release that 258 more Muscogee students (from 438 to 696) took the SAT in the 2022 graduating class compared to 2021, "making these results all the more gratifying and a testament to their resilience."

Patrick Knopf, MCSD director of research, accountability and assessment, added in the news release, "As more students move to take the exam, there needs to be a renewed focus on ensuring students have taken the requisite coursework and are aware of the many opportunities for SAT prep through the district and College Board."

In an emailed interview with the Ledger-Enquirer, Lewis was asked what MCSD has done to increase the number of students taking the SAT.

"School personnel advise students on the recommended coursework to be successful on the test and recommend participation based on the successful completion of that coursework in concert with their post-secondary plans," he said. "Ultimately, schools and districts can influence, advise and support students, but students individually determine participation, preparation and performance on these tests.

As for MCSD's decrease of 47 points on its average composite score, Lewis said, "A larger increase of test-takers typically results in a decrease in performance. The other factor to consider is that schools and districts have a smaller 'N' or participant size when compared to that of the state and nation, which means schools and districts are susceptible to bigger swings one way or another. However, we can and should celebrate that our students have once again outperformed their state and national counterparts for the fourth consecutive year."

To Excellerate SAT scores, Lewis said, "As the academic recovery from the pandemic continues and more students resume taking the ACT and SAT, our schools will refocus students on the requisite coursework and remind them of the many opportunities for ACT/SAT preparation provided by schools and through the district."

Harris County

The average composite score in the Harris County School District decreased by 12 points to 1079, while the number of HCSD students who took the SAT increased from 98 to 145.

"Overall, we were pleased with the scores despite the drop because we had almost a 48% increase in participation and yet still outperformed the state and national average," Donna Patterson, HCSD director of secondary curriculum, told the L-E in an email. "What I think contributed to the 12-point decrease is the math skills assessed on the SAT. There is considerable Algebra and Geometry, and approximately half of these students were enrolled in Algebra and Geometry in Spring 2020 when not just our school but so many other schools had to engage in virtual learning."

To help students Excellerate their SAT scores, HCSD offers "quality instruction both during the school day in-person and online tutoring in the evening," Patterson said. "In addition, our counseling department encourages students to take courses that will help them meet their highest academic potential."

Patterson figures the dual enrollment classes HCSD offers students to earn college credit while still in high school contributed to the increase in the number of students taking the SAT.

"Though in 2021, the University System of Georgia waived the SAT requirement, which resulted in a decrease in test takers, the requirement has been reinstated for 2022, and we are seeing an increase in students taking the standardized test," she said.

Chattahoochee County

The average composite score in the Chattahoochee County School District decreased by 28 points to 904, and the number of students who took the SAT dropped from 52 to 29.

ChattCo superintendent Kristie Brooks told the L-E the majority of 2022 graduates selected colleges or universities with a test-optional entrance policy.

"From the pandemic, we learned that doing things for the sake of tradition is not beneficial for children," she said in an email. "Therefore, we have reduced the demand for all students to participate in the SAT assessment."

Despite the decline in ChattCo's average composite score, every 2022 graduate who applied to a postsecondary option received admission, Brooks said, and nearly 70% of the graduates enrolled into postsecondary training.

As a result, she said, "ChattCo will embrace the new focus in today's postsecondary admissions process. For students whose individual graduation plan includes pursuing enrollment at a university that requires an assessment such as SAT, these students will participate in our on-campus SAT administration day as well as SAT prep for those who will benefit from the additional support."

The emphasis on education in ChattCo is preparing students for employment, Brooks said.

"We help students in the direction that gets them ready for the real world," she said. "This opportunity supports our focus that there are many options available for students as they transition into a successful, high-paying career."

Comparing SAT scores

The years in the chart represent the average scores of the students in that school's or that group's graduating class, not necessarily when they took the test. They are ranked here in order of their class of 2022 scores. "NA" in the chart means that school didn't have the minimum of 15 test-takers for an average score to be reported.

SCHOOL/GROUP 2021 2022 +/-

Columbus 1204 1211 +7

Harris County 1091 1079 -12

Rainey-McCullers NA 1062 NA

MCSD 1106 1059 -47


1077 1054 -23

Georgia 1077 1052 -25

U.S. 1038 1028 -10

Shaw 941 943 +2

Jordan NA 939 NA

Hardaway 1020 931 -89

Carver NA 924 NA

ChattCo 932 904 -28

Spencer 941 901 -40

Kendrick NA 854 NA

This story was originally published September 30, 2022 2:58 PM.

(c)2022 the Columbus Ledger-Enquirer (Columbus, Ga.) Distributed by Tribune Content Agency, LLC.

Wed, 05 Oct 2022 06:34:31 -0500 en-US text/html
Killexams : University Of California Reaches Final Decision: No More Standardized Admission Testing

After years of debate and study, the University of California (UC) has reached a final decision to end the use of standardized admissions tests such as the ACT and SAT.

The decision came Thursday at a Board of Regents meeting at which UC Provost Michael Brown told the regents that the university would stop using the tests, confirming a faculty recommendation in October that UC scrap standardized testing for admission purposes.

“UC will continue to practice test-free admissions now and into the future,” Brown said at the meeting, according to reporting in the Los Angles Times.

Hundreds of colleges and universities temporarily have suspended the use of the SAT and ACT during the Covid-19 pandemic, and others have decided to permanently stop using such tests as part of their admission procedures because of concerns about their possible bias against racial minorities and students from lower-income backgrounds.

But, because of UC’s reputation and size, its decision to stop using the tests and to provide up for now on finding any alternatives to them is expected to lead other institutions to the same conclusion, continuing the anti-test movement that’s become a national trend.

The UC testing saga has unfolded over several years. It began in 2018, when former UC President Janet Napolitano asked the Academic Senate to review the university’s use of the tests and recommend any necessary changes.

In February 2020, the faculty responded with a recommendation that the university continue using the tests for admissions. But that opinion was met with fierce opposition as well as lawsuits alleging that the tests illegally discriminated against minority and low-income applicants.

Napolitano subsequently recommended that the university stop requiring the ACT/SAT for undergraduate admission decisions. At the time, her proposal represented one of the most important actions in the ongoing movement by universities to go to test-optional admissions.

Specifically, Napolitano proposed suspending the university’s standardized test (ACT/SAT) requirement for undergraduate admissions until 2024, thereby giving the university time to modify or create a new test.

The Board subsequently voted unanimously to suspend the standardized test requirement for all California freshman applicants until fall 2024 with the understanding that if a new test could not be found or developed that met its criteria in time for fall 2025 admission, UC would eliminate the standardized testing requirement for California students.

UC also signed a settlement last spring that ended a 2019 lawsuit in which the plaintiffs, a coalition of students and various advocacy groups, alleged that the tests illegally discriminated against applicants based on race, wealth and disability and denied them equal protection under California’s constitution. UC agreed to discontinue its use of the ACT and SAT in that settlement.

In April of this year, new UC President Michael V. Drake tasked a committee of the Academic Senate with the question of whether the statewide assessment used for California public school students, known as Smarter Balanced, might serve as an acceptable replacement to the SAT and ACT.

The committee report was completed in October and it delivered a clear, unanimous answer: no.

The committee remained concerned about the racial and socioeconomic disparities that affect standardized exams in general. It claimed that using the state exam to make admissions decisions might help some underrepresented students who test well but have lower grades, but it would disproportionately favor Asian Americans and Pacific Islanders and could reduce admission rates of Black, Latino and low-income applicants.

The committee also found that standardized tests would add only small incremental validity in predicting first-year grades at the university while at the same time limiting the diversity of excellent applicants. The committee recommended that UC take other other steps to Excellerate equity in its admissions, such as forming closer partnership between UC and the K-12 system, increasing access to college-preparatory courses, and providing more state funding for academic preparation programs and admission staff training.

President Drake said he agreed with the Academic Senate’s committee’s conclusion, and added that while the university could consider employing a standardized admission test in the future if a suitable one was developed, “we’re not developing one and we don’t know of one that exists at this time.”

Thursday’s decision was embraced by the Regents and standardized testing opponents.

According to the Times, Board Chair Cecilia Estolano called her vote to eliminate SAT and ACT testing requirements one of her proudest moments as a regent, adding that the university now needed to focus on how to prepare more students for UC admission and support them once enrolled.

FairTest Executive Director Bob Schaeffer, a leading voice in the anti-test movement, praised the move: “When you have the most prestigious university system in the nation’s most populous state functioning without test scores and developing ways to do admissions fairly and accurately without them, it’s very significant. UC already is and increasingly will become a national model for test-free admissions.”

As important as the University of California’s decision is, over half of all colleges and universities in the nation have already committed to remaining test-optional or test-blind for fall 2023 applicants. More than 76% of all U.S. bachelor-degree granting institutions now practice test-optional or test-blind admissions.

Fri, 19 Nov 2021 10:09:00 -0600 Michael T. Nietzel en text/html
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