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SAT SAT ( Scholastic Aptitude Test )

SAT (Scholastic Aptitude Test)The SAT is wholly owned, developed, and published by the College Board, a private, not-for-profit organization in the United States. It is administered on behalf of the College Board by the Educational Testing Service,[rx] which until recently developed the SAT as well.[rx] The test is intended to assess students readiness for college. The SAT was originally designed not to be aligned with high school curricula,[rx] but several adjustments were made for the version of the SAT introduced in 2016, and College Board president, David Coleman, has said that he also wanted to make the test reflect more closely what students learn in high school with the new Common Core standards.[rx]

It is a standardized test administered by the College Board and is required to be taken by students seeking admission to undergraduate schools. The full form of SAT is the Scholastic Assessment Test, which was earlier known as the Scholastic Aptitude Test. SAT exam has been developed to evaluate the written, verbal and mathematical skills of the candidates. Applicants aspire to pursue undergraduate courses, particularly in the US and Canada, are required to take the SAT exam. If the student is looking to get admission to a particular course, s/he can take the SAT subject tests to show his knowledge and understanding of that particular subject. Subject tests are offered in areas like Literature, History, Mathematics, Sciences and Foreign Languages.

Conducted by the College Board, SAT 1 or more commonly referred to as the Scholastic Assessment Test is required to be taken by students seeking admission to undergraduate schools. SAT 1 is a general test that has been developed to evaluate the written, verbal and mathematical skills of the candidates. SAT 2, on the other hand, is a more subject-focused test. Students looking to get admission to a particular course are required to take the SAT Subject Test to demonstrate their knowledge of that particular subject. So, whenever, you are in a dilemma while thinking about SAT1 vs SAT2, then just see which SAT 2020 exam is apt for you.

Most of the colleges in the US accept either SAT or American College Testing (ACT) for admissions to their undergraduate programs, so, students looking to get into these courses are required to take these tests. However, it is important to know which exam you should take. Firstly, check the requirement of the college you are applying to whether they require the SAT or ACT, then decide on which exam you should go for. If you are lucky enough to have both the options acceptable from your choice of college.

There are no specific eligibility criteria set by the College Board, the body that conducts and manages the SAT exam. However, it can be taken by students who are in high school. Students who want to apply for undergraduate studies abroad are required to have successfully completed their high school education to move to the next level of their learning.

The test is divided into two sections – Math Test–Calculator and Math Test–No Calculator.
Most questions are multiple choice while some are grid-ins
Grid-in questions require students to solve a question and fill in the answer derived in the space given
Topics covered include – Algebra
Ratios, Rates, Proportional Relationships, Scale Drawings, Percentages
Polynomials, Linear, Quadratic, Exponential Models, and Equations
Linear and Exponential Growths
Probability, Statistics, Graphs
Geometry and Trigonometr

SAT ( Scholastic Aptitude Test )
Admission-Tests Scholastic approach
Killexams : Admission-Tests Scholastic approach - BingNews Search results Killexams : Admission-Tests Scholastic approach - BingNews Killexams : How to Understand the Changes in Standardized Testing No result found, try new keyword!says that secondary schools are likely to continue following colleges and making admission test scores optional. But she also says this approach is still an experiment. “High schools will likely ... Wed, 08 Dec 2021 00:55:00 -0600 text/html Killexams : Should the Atar be scrapped? Seven experts on the student ranking system

In classrooms around Australia at this time of year, final-year high school students hunch over desks, furiously trying to distill and demonstrate years of learning and knowledge in their end-of-school tests. The ultimate result of these tests is an Atar, or Australian Tertiary Admission Rank.

It can be a confusing system to get your head around, so the University Admissions Centre has developed an animated explainer video. “If you’re struggling to understand what the Atar is all about, imagine that we’re talking about a fun run – like the Sydney City2Surf – instead,” the narrator says. “Your Atar is your rank in the HSC race.”

While students and schools can fixate on this end-of-school figure as a mark of their success, and many agree that some measure of scholastic achievement is essential for determining university entrance, Atar has come under criticism for treating learning as a race and for its limitations in considering individual skills and circumstances. More recently, as universities increasingly encourage students to apply with information other than their Atar (some studies suggest that less than a third of first-year students are offered a university place based on their Atar), the value of the Atar as a university entrance mechanism has been undermined.

So, we asked seven education experts and one student: if the role of Atar is to match students with the most suitable post-school pathway, is it fit for purpose? Here’s what they said.

‘The Atar is a completely unnecessary high-stakes element of learning’

Assoc Prof Rachel Wilson, centre for educational measurement and
assessment, University of Sydney

If we had a more sophisticated approach to exams and strengthened classroom assessment for the HSC, we wouldn’t need this additional calculation, the Atar. We need to design assessment with the learner experience in mind. We’ve all moved to the user experience in technology, but we haven’t done this in assessment in education.

We need a system that can be more inclusive so it must be built to the needs of the learner. Putting my psychologist’s hat on, this current generation have a lot of pressure on them that previous generations would not have had in their lives, and we need to be sensitive to those pressures. Asking them to deal with a completely unnecessary high-stakes element of their learning doesn’t seem productive.

A couple of things are important in assessment – children do learn for exams, but that is easier for higher-ability students, and much more challenging for lower-attaining students. We will always need a system for sorting when it comes to the provision of very high, and very expensive levels of education like university, but there are more effective and fair ways of doing it.

‘Some say the whole selection system is broken’

Sandra Milligan, director and enterprise professor, assessment research centre, Melbourne graduate school of education, University of Melbourne

When they were introduced, the Atar and its predecessors were welcomed. They were based on what is taught, not tests of “aptitude” or social status. The same rules applied to everyone. They were inexpensive for universities to use. And “scores” were reasonable predictors of success at university.

However, the idea of making such big decisions by exam-based ranking was a source of criticism right from the start. Do students who are best at exams make the best doctors or teachers or engineers or citizens? What about students who hadn’t had a fair go at school? Or students choosing courses to “not waste the marks” rather than out of genuine interest and commitment? Universities increasingly use evidence provided by principals or in interviews or via “portfolios”, or offering “bonus points” or “early entry”, or combinations of these. The great strengths of the Atar as a common currency – comparability, quality of assessment, book learning and transparency – are now increasingly at a discount. Students have to navigate a confusing array of cloudy options and shop around for the “easiest” option. Universities can tack this way and that to keep the numbers up. Some industry insiders even say that the whole selection system is broken.

The University of Melbourne’s Assessment Research Centre has been working with schools over a number of years to develop “new metrics of learning” that assess and report on more than just academic attainment, and which can support selection based on profiles of student capabilities and their match to course requirements. Learner profiles are informative about what a learner knows and can do, the standards they have reached, their interests and strengths, and their capacity to learn and keep learning, to collaborate, to communicate, to be good citizens. The assessments can meet rigorous standards of validity, reliability, comparability and transparency, and can be more inclusive. We think that in tandem with a successor to the Atar, assessments of general capabilities and associated profiles are the way of the future.

‘A limitation of Atar is that it only represents a narrow scope of what young people know and can do,’ Hayley McQuire says. Photograph: Prostock-studio/Alamy

‘Atar pressures left me and my peers burnt out’

Angelina Inthavong, first-year student, Australian National University

By the end of grade 12, myself and many of my peers were extremely burnt out. There was a lot of pressure placed on obtaining an Atar by schools when my final actual Atar was basically useless due to my early entry offers. Atar was extremely stressful and had a negative toll on my mental health. The current system does not adequately adjust for people from diverse backgrounds and further perpetuates disadvantage. There are still huge disparities in resources and support offered between private schools, public schools and schools in rural and remote areas, which means private schools have higher densities of high Atars. Due to my low socioeconomic background my parents encouraged me to apply for scholarships to private high schools due to the perceived educational advantage. This in itself is a privilege; to have a supportive home life.

The Atar system is elitist, assigning a nonreflective rank to students when the starting line is unequal. It is filled with gaps that leave students ineligible for an Atar and doesn’t properly adjust for people’s backgrounds.

‘We need to rethink the whole system of university entry’

Jenny Allum, head of school at Sceggs Darlinghurst

The Atar is a rank – it simply outlines the order in which universities will make offers to students. That system is not perfect, but at least it is transparent. Universities will select students somehow; whether on the presentation of a portfolio, interview, year 11 results school by school, their own testing regime, or other information. The Atar is at least clear and equitable – a student anywhere, at Sceggs or in any other school in the state, could look at the cutoffs for the course of their choice, set a goal for the Atar they wanted to achieve, and know that the process of determining their Atar was blind to which school they went to, which suburb they lived in, what resources they had access to.

The proliferation of early offers from universities has undermined that process and we now have an opaque, clandestine hybrid system. Who gets an early offer? What schools do they go to? We need to rethink the whole system of university entry but let’s continue to strive for one which is fair and equitable to all, transparent and understandable, and one that inspires confidence in students, parents and the community alike.

The Atar isn’t fit for purpose. But we don’t want students to have to sit five different examinations because they are applying to go to five different universities. We don’t want the stress of the HSC to be passed down to the end of year 11 examinations because that becomes the basis for determining early entry to university. We don’t want highly socioeconomically advantaged students to pay graphic designers and recruitment firms to help them publish the best portfolio they can to present their achievements.

‘We are changing the narrative away from Atar’

Michael Saxon, principal at Liverpool Boys high school

At Liverpool Boys high school we are changing the narrative away from the Atar as the sole focus. We measure the student’s capabilities across all their courses, not treat each course in isolation, producing a deeper academic picture of the young person. We use HSC assessment tasks to produce a capability profile for every student. We measure these areas: communication and collaboration, attitudes and values, practical and organisational, research and critical thinking, and innovation and creativity. Every student at the end of year 12 receives an HSC/Atar and a Capability Certificate measuring their success in these areas, straight from HSC tasks. There is growing interest from our local employers in valuing these certificates.

Every student has a unique capability profile and this indicates what sort of university course, Tafe course or job they may be suitable for. Using a broad range of capabilities to match students to pathways has real meaning for students and potential employers. These are the capabilities employers and universities want, and the capabilities young people need to be successful in tertiary studies.

‘The Atar … is not perfect, but at least it is transparent,’ Jenny Allum says. Photograph: Carly Earl/The Guardian

‘Australia is the only country that puts students under pressure for one number’

Pasi Sahlberg, professor of education at Southern Cross University

When the Covid pandemic first disrupted education and its traditional structures, there was a real opportunity to scrap Atar. It is noteworthy that Australia is the only country that sends students from high school to further studies or the world of work with one rank or value that is supposed to illustrate how competitive they are.

Most students never need their Atar anyway, so why do we continue to do this? Getting rid of the Atar would do away much of the between-student competition that distracts learning from deeper, interest-driven understanding (competencies) to narrow, surface-level adoption of knowledge.

What’s happening elsewhere? One common trend in places that have had high-stakes secondary school leaving examinations is to move towards assessment or qualification arrangements that reward students based on a wider range of competencies achieved in school that would benefit them in choosing further education or work. This would do away much of the unhelpful competition.

As many Australian experts have attested, Atar is not the best – let alone the only – way to predict students’ success in higher education. A better and less harmful way would be a competency-based reporting of students’ school performance and other passion-based merits gained during high school.

‘Atar exists in an education system that is not fit for purpose’

Hayley McQuire, co-chair of Learning Creates

A limitation of Atar is that it only represents a narrow scope of what young people know and can do – it does not reflect the full range of attributes that young people gain throughout their whole 12 years of schooling. However the Atar operates within a broader education system that is not fit for purpose in preparing young people with the skills and knowledge they need to navigate the future world of work, and the increasingly complex global issues that impact humanity. By broadening the way we value and recognise what young people learn, we would have the opportunity to think of new forms of credentials, new forms of assessments, guided by new learning ambitions.

No young person should leave school feeling like they have “failed”, but rather that the unique skill sets they hold match the pathways they’re passionate about.

‘Atar favours those who can handle the intensity of exam pressure’

Dr Pearl Subban, Monash University, former year 12 coordinator

The Atar reduces 13 years of schooling to a single number, quantifying every academic, social and psychological experience at school. Can a number be fully representative of all an individual’s strengths, knowledge and skill, gleaned over a decade of learning and collective interaction? Additionally, the Atar appears to favour scores obtained under test conditions, positioning those who handle the intensity of exam pressure much better than those who prefer self-pacing their learning. While the Atar provides an easily interpretable figure to universities and other tertiary institutions of how well a student can perform in the future, it may not provide an inclusive picture of a student’s overall ability.

A more balanced measure of how students perform may be more viable for the modern era. These could include assessments involving self-directed projects that consider effort, investment and personal discipline. Consequently, these self-applied tasks may yield a more accurate assessment of overall skill and knowledge than a single test result under exam conditions. A holistic figure which draws on interpersonal, communication and academic skill may also reduce the significant drop out rate of first year university students, as the Atar does not gauge tenacity.

Sun, 16 Oct 2022 13:08:00 -0500 en text/html
Killexams : Graduate Admissions Policies

Institutional Admissions Requirements

The general requirements for admission to graduate study at the university are listed below. 

  1. The applicant must show official evidence of having earned a baccalaureate degree or its U.S. equivalent from an accredited college or university. If an international transcript does not adequately demonstrate that an applicant has the equivalent of an American bachelor's or master's degree, the Office of Graduate Admissions will require such verification by an independent service such as the Center for Educational Documentation, ( Boston, MA (617-338-7171).  
  2. The degree must have been earned with a satisfactory scholastic average to demonstrate that the applicant has had adequate preparation for the field in which graduate studies are to be undertaken. 
  3. Certain graduate programs require graduate entrance examinations. The applicant must have obtained a satisfactory score on the appropriate entrance examination if required for admission by the program or department to which admission is sought. The official score report must be submitted; a photocopy of the examinee's report is unacceptable  
  4. The Commonwealth of Massachusetts requires that all full-time graduate students (9 or more credits) must be immunized against measles, mumps, rubella, tetanus, and diphtheria. In addition, all students in programs in the health professions, regardless of age or enrollment status, must show proof of immunization. Students will not be permitted to register for courses at the University unless proof of immunization has been sent directly to the Director of Health Services, University of Massachusetts Lowell, Lowell, MA 01854 978-934-4991. 

Departmental Requirements DepartmentalRequirements

The rules, regulations, and policies delineated by the University constitute only the minimum requirements for admission, retention, and graduation. Each department may have additional requirements mandated by the unique nature of its programs. It is the responsibility of the graduate student to be aware of the minimum requirements of the University and, in addition, to fulfill the special requirements of the particular program in which he or she is enrolled.

Application Procedure for Graduate Admission  ApplicationProcedureforGraduateAdmissions

Applicants can apply using the online application.

MDAIMaster's & Doctoral Application Information

A non-waivable and non-refundable application fee must be received before the application is processed. Each applicant must file the following documents: 

  1. A completed application form. 
  2. Official transcripts of all undergraduate and graduate records. 
  3. Letters of recommendation written by individuals qualified to judge the ability of the applicant to carry on graduate work and research as requested by the department. Refer to the department page to learn about the number of required recommendations.
  4. Official scholastic test scores specified for various degree programs at the University (see individual departmental requirements).  An applicant who has earned a graduate degree from an accredited university may petition the department graduate coordinator to waive the scholastic test requirements (e.g. GRE). 
  5. The official score report for an institutionally approved language test for students from countries where English is not the national language. The thresholds for English tests are set by the department. Institutionally approved English tests: TOEFL, TOEFL IBT Home Edition, IELTS, Duolingo, PTE Academic, and ASC English School Level 6. All test scores must be official and sent directly by the testing agency. 

Application Deadline  ApplicationDeadline 

The University of Massachusetts Lowell Graduate Admissions Office has a "rolling admissions" policy. However, some programs have early, fixed application deadlines. Consequently, the applicant is strongly urged to contact the department of interest to determine the last date on which applications may be received. In general, early applications will ensure that all materials are processed on time and that a student who wishes to apply for a teaching assistantship will be given due consideration.  Many programs will fill available openings several months before the beginning of the semester. A student who has been accepted into a graduate program must attend within a year of acceptance or may, at the discretion of the department, be required to submit a new application. Application files for individuals who do not matriculate will be retained for only two years from the date of application.

Types of Admission  TypesofAdmission

A student may be admitted to graduate study at the University of Massachusetts Lowell under one of the two classifications listed below. 

  1. Matriculated status:  A student who has met all requirements for admission to a degree program and who has been recommended by the department in which he or she proposes to study as a degree candidate. 
  2. Matriculated with conditions:  A student who has not fully met the requirements stipulated by the program may be admitted as a prospective candidate for a degree with specified conditions to be met in the future.  Such a student must have as an initial objective the satisfactory completion of all requirements for full matriculation.

Graduate Certificate Candidate Application Information  GraduateCertificate 

Graduate certificate programs are designed for students holding a baccalaureate degree in a field related to the certificate program. A student who wishes to apply to a certificate program must complete the Graduate Certificate Application, submit the appropriate application fee, and submit an official transcript indicating the conferral of a bachelor's degree. The graduate record exam (GRE) and letters of recommendation are not required.

A student in a certificate program who wishes to enroll in a master's or doctoral program is ineligible to receive credit towards a degree until he or she files a formal application and is then admitted as a matriculated student.

The maximum number of graduate credits a student may complete while enrolled in a graduate certificate is 12 credits. 

Non-Degree Status  nondegreestatus 

An individual without advanced degree objectives may take courses in certain programs with non-degree status. A student who wishes to take courses as a non-degree student must submit an official transcript indicating the conferral of a bachelor's degree. A student in non-degree status is ineligible to receive credit towards a degree until he or she files a formal application and is then admitted as a matriculated student.

The maximum number of graduate credits a student may complete with non-degree status is 12 credits. 

NOTE: International students are not eligible for non-degree status.

Graduate Readmission/Deferral Policy  graduatereadmission 

  1. A matriculated student who formally withdraws in good standing from the university may request readmission within two years by completing only the cover page of the graduate application. 
  2. A newly accepted student dropped from a graduate program for failure to register may be re-admitted by submitting a new application cover page and fee within two years of acceptance date. 
  3. A matriculated student who fails to maintain continuous enrollment and has not formally withdrawn may be readmitted by submitting a new application cover page and fee within two years of being dropped from the program.    
  4. A student may request a deferment of enrollment up to one year beyond the date when he or she was scheduled to begin his or her graduate program. If the one-year time period is exceeded, the student must submit a new application and fee. Deferral must be requested before the start of the semester for which the student is accepted. 
Sun, 16 Aug 2020 15:33:00 -0500 en text/html
Killexams : How to Use practice questions to Study for the LSAT No result found, try new keyword!Unlike other standardized tests, real LSAT tests are not hard to come by. In fact, the Law School Admission Council, which administers the exam, has made available more than 70 full, real ... Tue, 11 Oct 2022 01:36:00 -0500 text/html Killexams : Test-Optional Admission Policy

William & Mary is test-optional for the 2021-2022 application cycle, which means freshman applicants to the university will not be required to submit either SAT or ACT exam results. Additionally, it is our intention that this year will be the second year in a three-year pilot program designed to enable a more comprehensive analysis beyond a one year exception.

Full Description

Our admission review process is based on a comprehensive, holistic approach that considers multiple factors in making decisions.  Fundamentally, this will not change, but now will provide students with additional ownership in the process by allowing them to decide whether or not they wish for SAT/ACT scores to be included as part of their application review.  We know that for many students, they will still want their standardized test scores used in the review, and we will continue to include accordingly. 

However, we realize that for some students, they would prefer to have their admission review based on the other pieces of an application without including SAT/ACT scores—an option we now confidently offer.  Additionally, our hope is that this will encourage those students who may have been hesitant to apply previously out of concern over the importance of SAT/ACT scores to be more confident in knowing their application can be fully reviewed without these scores.


As those students who’ll be applying for admission next year face unprecedented uncertainty and limitations in standardized test availability, it has become clear that we have the opportunity to better support students and take a step to reducing concerns by providing the flexibility of a test-optional process next year. 

Moreover, while the uniqueness of this year is a contributing factor, it is not the sole driver, but has served as a means for amplifying a conversation already under way.  Given that, our plan will not be to simply remove the standardized test score requirement for next year, but rather, take it as an opportunity to engage in a three-year pilot study enabling us to truly assess the impact on our process and evaluate outcomes data for students enrolling at William & Mary. 


All applicants for undergraduate admission will be eligible to apply through this test-optional policy including transfer, home schooled and international students. 

For more information about applying Test-Optional, please visit our Test-Optional FAQ page.

Wed, 13 May 2020 00:19:00 -0500 en text/html
Killexams : Test-free Admissions Processes

At NIU we know our students are more than a one-time standardized test score. That's why we no longer consider ACT or SAT scores for general admission or merit scholarships. Hear first-hand from NIU leaders about the importance of this historic decision.

We no longer consider ACT or SAT scores for general admission or merit scholarships. We'll look at your high school GPA instead. Research shows that GPA is a better indicator of success in college. 

You may need to provide your ACT or SAT score for certain other competitive scholarships. 

At NIU we know our students are more than a one-time standardized test score. That's why we no longer consider ACT or SAT scores for general admission or merit scholarships. Hear first-hand from NIU leaders about the importance of this historic decision.

GPA Criteria

If you have a cumulative high school GPA of 3.0 or higher, you're guaranteed general admission to the University. There are some limited-admission programs which may have additional program admission requirements. Read more about our Limited Admission Programs.

Holistic Review Process

If your GPA is below 3.0, we'll process your application through holistic review—a personalized evaluation of your application and circumstances. Our holistic review process considers your individual situation, involvement and achievements in addition to your academic record. As part of the process, we'll ask you to provide one or more of the following:

  • Responses to the holistic review questions.
  • Grades from the first semester of your senior year.
  • An interview.

Learn how to prepare for the holistic review process.

Holistic Review and the CHANCE Program

After being accepted to NIU through the holistic review process, you may be selected to join our CHANCE Program, which provides additional guidance and support. You can also nominate yourself to participate. Learn more about joining the CHANCE Program.

University Honors

The University Honors Program also uses a holistic review process and does not consider ACT or SAT scores. Learn how to apply for the University Honors Program.

Frequently Asked Questions


Why is NIU adopting a test-free admission policy?

Our decision to go test-free comes from our deep commitment to making a college education accessible, affordable and equitable for a broad and diverse student population. National higher educational studies, as well as our own analysis, shows that a student’s high school GPA is a much better indicator of future academic success than performance on a standardized test.

This compelling research shows that underprivileged students and students with disabilities are disadvantaged with standardized testing due to costs and inaccessibility of test preparation resources and courses. We’re consistently working to eliminate unnecessary and biased barriers throughout a student’s educational path to help foster success and social mobility.

Doesn’t removing the test score mean you’re lowering the admission criteria?

No. In fact, before the new policy, students with a 2.5 GPA or higher could potentially be automatically admitted, depending upon their standardized test scores. The new policy increases that automatic admission GPA to 3.0.

For students with a GPA below 3.0, we'll use a holistic application review to make admission decisions based upon the specific circumstances of each student and to determine each student's likely ability to succeed.

Will you consider weighted or unweighted GPAs?

We'll consider both, depending on what's listed on your high school transcript. If there's a weighted GPA on your transcript, we'll consider it for both general admission and merit scholarships.

What is a holistic application review?

If you have a GPA below 3.0, we'll use a holistic application review process to make an admission decision based on your specific circumstances.

In a holistic application review, we consider many factors, including your academic preparation, academic performance, motivation, resilience and resourcefulness. This helps us get to know you personally and determine your likely ability to succeed.

We may request additional materials to complete the review. Be sure to submit these as soon as possible, so we can complete the review and supply you an admission decision.

Applying in Certain Situations

Applying to Specific Programs

Can I apply to the CHANCE Program?

With the equity-minded, test-free admission and holistic review processes implemented by the Office of Undergraduate Admissions, the McKinley "Deacon" Davis CHANCE Program has shifted to fully devote its staff and resources to support students through their NIU journey.

Tue, 06 Oct 2020 03:52:00 -0500 en text/html
Killexams : Yoon says he will allow scholastic performance test for all schools No result found, try new keyword!President Yoon Suk-yeol said Tuesday he will allow all schools to participate in a national scholastic performance test amid a sharp increase in underperforming teenagers. Yoon made the remark at ... Tue, 11 Oct 2022 04:57:00 -0500 text/html Killexams : ACT College Admission Test Scores Drop To 30-Year Low As Effects Of Covid-Era Online Learning Play Out


High school students’ ACT college admission test scores fell to a three-decade low in 2022, according to a new report released Wednesday, falling for the fifth straight year as educators grapple with ongoing learning loss made worse by remote classes during the Covid-19 pandemic.

Key Facts

Students in the graduating high school class of 2022 averaged a score of 19.8 out of 36, the lowest score since 1991 on the admissions test, which colleges use to gauge students’ English, reading, math and science skills.

The average score is down from 20.3 in 2021, and 20.8 in 2018, which were down from a exact high of 21.2 in 2007 (SAT college admission test scores have also dropped slightly from 981 in 2007 to 927 in 2021).

Some 32% of 2022 graduates who took the test passed three out of four benchmarks—indicating whether they have a 50% chance of earning a B or higher in English, reading, math and science—down from 36% of students last year and 38% in 2018.

From 2018 to 2022, the percentage of students who passed the benchmark in the English section dropped from 60% to 53%, while students who passed the math benchmark fell from 40% to 31%.

Only 22% of the students met the benchmark in all four categories, down from 27% in 2018.

ACT CEO Janet Godwin said the decline can’t be blamed exclusively by learning disruptions from online learning and missed classes when schools were shuttered during the Covid-19 pandemic, but by “longtime systemic failures” that were “exacerbated by the pandemic.”

Crucial Quote

“The magnitude of the declines this year is particularly alarming, as we see rapidly growing numbers of seniors leaving high school without meeting the college-readiness benchmark in any of the subjects we measure,” Godwin said in a press release,

Key Background

Recent studies have linked online learning during the pandemic—when teachers were forced to completely pivot from in-person classes to lessons online—to disruptions in students’ math and memorizing comprehension. During that time, students were shown to have connected less with their teachers and classmates, and become distracted more easily while at home. The high school class of 2022 dealt with online learning for more than half of their time in high school, starting in March, 2020. Students who switched to online lessons from in-person classes for just a month missed the equivalent of seven to 10 weeks of math, Harvard University Center for Education Policy Research director Thomas Kane told NPR. The losses held true for younger students, as well. A National Assessment of Educational Progress report released last month found 9-year-olds’ memorizing levels suffered the biggest fall since 1990, while math scores had their biggest drop ever.


Disparities between racial groups also increased over that pandemic, with Black students’ math scores falling 13 points, compared to white students’ scores falling five points, according to the Nation’s Report Card. Analysts at McKinsey & Company attribute the difference between races to variation in access to education, with Black and Hispanic students less likely to have access to internet or live interaction with teachers, despite being more likely to remain in remote classrooms.

Surprising Fact

Washington D.C. students had the highest ACT score (26.9), followed by California and Massachusetts (26.5), while the lowest scores were recorded in Nevada (17.3) and Mississippi (17.8).

Big Number

1.3 million. That’s how many students in the class of 2022 took the ACT test, or roughly 36% of graduating high school seniors, according to the report.

Further Reading

Pandemic-Era Policies Caused Dramatic Education Decline (Forbes)

Pandemic Set Students’ memorizing Levels Back Two Decades—Here’s Where It Dropped The Most (Forbes)

Tue, 11 Oct 2022 12:00:00 -0500 Brian Bushard en text/html
Killexams : ACT test scores drop to their lowest in 30 years in a pandemic slide

Students at Bear River High School in Grass Valley, Calif., gather to see their school schedules during the first morning of school in August. Elias Funez/AP hide caption

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Elias Funez/AP

Students at Bear River High School in Grass Valley, Calif., gather to see their school schedules during the first morning of school in August.

Elias Funez/AP

PHOENIX — Scores on the ACT college admissions test by this year's high school graduates hit their lowest point in more than 30 years — the latest evidence of the enormity of learning disruption during the pandemic.

The class of 2022's average ACT composite score was 19.8 out of 36, marking the first time since 1991 that the average score was below 20. What's more, an increasing number of high school students failed to meet any of the subject-area benchmarks set by the ACT — showing a decline in preparedness for college-level coursework.

The test scores, made public in a report Wednesday, show 42% of ACT-tested graduates in the class of 2022 met none of the subject benchmarks in English, reading, science and math, which are indicators of how well students are expected to perform in corresponding college courses.

In comparison, 38% of test takers in 2021 failed to meet any of the benchmarks.

"Academic preparedness is where we are seeing the decline," said Rose Babington, senior director for state partnerships for the ACT. "Every time we see ACT test scores, we are talking about skills and standards, and the prediction of students to be successful and to know the really important information to succeed and persist through their first year of college courses."

ACT scores have declined steadily in exact years. Still, "the magnitude of the declines this year is particularly alarming," ACT CEO Janet Godwin said in a statement. "We see rapidly growing numbers of seniors leaving high school without meeting college-readiness benchmarks in any of the subjects we measure."

The results offer a lens into systemic inequities in education, in place well before the pandemic shuttered schools and colleges temporarily waived testing requirements. For example, students without access to rigorous high school curriculum suffered more setbacks during pandemic disruptions, Babington said. Those students are from rural areas, come from low-income families and are often students of color.

The number of students taking the ACT has declined 30% since 2018, as graduates increasingly forgo college and some universities no longer require admissions tests. But participation plunged 37% among Black students, with 154,000 taking the test this year.

Standardized tests such as the ACT have faced growing concerns that they're unfair to minority and low-income students, as students with access to expensive test prep or advanced courses often perform better.

Babington defended the test as a measure of college readiness. "Now more than ever, the last few years have shown us the importance of having high-quality data to help inform how we support students," Babington said.

Test scores now are optional for first-year student admission at many institutions. Some colleges, such as the University of California system, even opt for a test-blind policy, where scores are not considered even if submitted.

But many students still take the tests, hoping to get an edge in admissions by submitting their scores. Tyrone Jordan, a freshman at test-optional Arizona State University, said he took the ACT and the SAT to get ahead of other students and help him receive scholarships.

Jordan, who wants to pursue mechanical engineering, said he thinks his rigorous schedule at Tempe Preparatory Academy prepared him for college, and the standardized tests helped support him and his family financially.

"All the test did for me was supply me extra financial money," Jordan said.

While Jordan was always planning to take the test, many students struggle with access or choose not to take the test since their universities of choice no longer require it. In Alabama, Louisiana, Mississippi, Nevada, Tennessee and Wyoming, everyone is tested.

Wed, 12 Oct 2022 07:26:00 -0500 en text/html
Killexams : Test-Optional Admission Policy

Admission and merit scholarship consideration for students who apply as test-optional is based on several factors, including high school GPA, grades in coursework required for university admission, and rigor/performance in advanced courses (AP, IB, Honors, etc.).

Consideration for students applying with a test score includes all the above plus their highest composite ACT or SAT score.

Tue, 06 Oct 2020 11:22:00 -0500 en-US text/html
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