Monitoring SAT Participation

and Performance

SAT/ACT Performance TargetsCombinedCritical Reading, Mathematics, and WritingSAT Score Targets

2006 2007 2008 2009 2010 2011 2012

SATACT

1476N/A

147621.3

148920.9

149220.9

149521.9

148222.3

146318.3

SAT Participation Percentage Targets

2006 2007 2008 2009 2010 2011 2012

68.7 70.2 68.4 60.6 65.9 68.5 67.5

It is critical to understand how scores are reported in

order to monitor SAT improvement.

SAT QUIZ

1. When scores are announced in the fall for your school’s SAT performance for 2012-13, it will include the data for all students (9-12) who took an SAT at your school this year.

FALSE: The 2012-13 scores will only be for students who graduated on time in June at your school.

SAT QUIZ

2. When scores are announced in the fall for your school’s SAT performance for 2012-13, it will be each student’s highest SAT scores that will be averaged into the overall school score.

FALSE: The overall school score reflects the average of the last set of scores a student takes not necessarily the highest.

SAT QUIZ

3. In order for a student to obtain a “perfect” score on the SAT, he/she must answer all questions.

FALSE: A perfect score can be obtained by skipping certain questions and not being penalized for missing “pilot” questions.

SAT QUIZ

4. A student who does not graduate from your school can still impact your school’s SAT score.

TRUE: A student can miscode a school or have graduated from another school and still count.

How Student Scores Potentially Affect a School’s (North Meck) Composite Score

STUDENT GRADE 9 (2010)

GRADE 10 (2011)

GRADE 11 (2012)

GRADE 12 (2013)

What Counts (for North Meck in 2013)

A Takes SAT in May. Scores 1800.

Takes SAT in Oct. Scores 1650.

1650, last test

B Takes SAT in May. Scores 500 in math; 600 in verbal; 500 in writing

Takes SAT in November. Scores 600 in math; 500 in verbal;

400 in writing

1500 – 600 math; 500 verbal; 400 writing, last

test

C Takes SAT in June. Scores 1400. Drops

out.

Not counted

D Takes SAT in March. Scores 1380. Transfers to South Meck.

If student graduates in June, 1380 counts for

South Meck, not North Meck.

E Takes SAT at South Meck in May. Scores

1900. Transfers to North Meck.

If student graduates in June, 1900 counts for

North Meck, not South Meck.

F Student takes SAT in June in Virginia. Scores

1200. Used North Meck’s code by

accident.

Not counted if North Meck chooses to contest

it.

How do you structure your instructional program to prepare students for success on the SATs?

Continued acceleration of students into Honors and AP classes

Strong commitment to a rigorous vocabulary, reading, and writing programs

Quality SAT Prep class and support system

It is critical for principals and schools to regularly monitor SAT results to inform proactive assistance and improve student scores

Managing SAT Preparation to Increase Scores

If you want to avoid this:

OR

Table Talk

What process does your school currently use to monitor SAT participation and performance once scores arrive from the latest SAT?

A suggested process might look like:

Principal informs SAT Coordinator that the SAT data has been received, and should be updated on a school database.

SAT Coordinator exports data to an Excel spreadsheet and generates the necessary reports.

Scores are given to designated staff members to enter into an SAT data monitoring tool.

SAT coordinator meets with principal to discuss data. Principal meets with key school staff (counselors,

resource teachers) to address individual student needs.

Personalized plans of progress are created to maximize each student’s scores.

Staff is mindful of registration deadlines for the SAT.

Senior SAT Time Line and Implications

SAT Date (2007-2008 school year)

SAT Registration

Deadline Date

SAT scores available on

Data Warehouse

from College Board

Implications

October 6 September 10

October 25 Scores delivered from College Board in enough time to register students for the December 1 SAT, but schools must examine the data quickly to help identify those students who should get registered.

November 3

October 2 November 30 Scores delivered from College Board in enough time to register students potentially for the December SAT, but there needs to be an

immediate turn around. Students can register for the January SAT, but limited time to provide

necessary interventions. December

1 October 30 December 20 Scores delivered from College Board in enough

time to register students for the January 26 SAT, but again, there is limited time to provide

necessary interventions. January 26 December

26 February 15

March 1 February 7 March 20

Specific SAT Reports for Seniors

Because of the importance of senior scores, there are several reports principals should obtain to monitor SAT participation and performance.

These reports should be generated after each administration of the SAT.

This report should compare SAT results from specific months to the same months in previous years.

From this report a principal will be able to see if the SAT average is falling below the desired target or if participation rates have fallen below the previous year’s and additional students need to be recruited. Latest SAT scores are extremely important because a student’s last test is the one College Board reports out.

Report #1: Updated SAT Average Score –Side-by-side comparison between current SAT data and previous years’ data

Report #2: Report of students whose SAT performance has dropped

Because the last test is the one reported by College Board and the one used by some colleges for admission purposes, this report will be important to identify students who will need to retake the SAT.

If the student has taken the SAT only once, the score should be compared to the highest PSATs of that student to see if taking the test again should be a consideration.

Initial Grade 10 PSAT Most Recent SAT Highest Admin Highest Ever SAT

Tot Mat Rdg Wri # Date Total Mat Rdg Wri Date Total Date Mat Rdg Wri

A 173 52 63 58 3 10/07 2010 620 700 690 10/07 2010 10/07 620 700 690

B 181 59 59 63 3 10/07 1700 510 570 620 6/07 1780 6/07 600 630 620

C 186 59 64 63 3 11/07 1950 580 670 700 11/07 1950 6/07 580 710 700

F 186 59 64 63 2 11/07 1300 370 480 450 11/07 1250 11/07 370 480 450

G 165 55 52 58 2 10/07 1840 610 580 650 10/07 1840 10/07 610 580 650

H 177 58 59 60 2 11/07 1900 520 670 710 11/07 1950 5/07 620 670 710

I 161 56 51 54 2 11/07 1700 560 580 560 11/07 1700 11/07 560 580 560

J 128 49 35 44 2 12/07 1330 500 390 440 12/07 1330 12/07 500 420 440

• Student A has taken three times and scored the best on the most recent test. The PSAT data does not indicate any obvious need to retake.

• Student B has taken it three times and has a 150 point decrease from the highest subtest with decreases in math and reading. Student should retake test with support.

• Student F has taken it two times and has scored best on the most recent test, but the PSAT data indicates this student could perform better if retaken with support.

Report #3: Report of students who have been targeted to take the SAT but did not take the test

Some students with good PSAT scores and in rigorous courses will tell their counselors they are signing up for the test but then never take it.

Another aspect of this report is to identify students the school had good reason to believe were taking the SAT but failed to use the appropriate school code.

Information from Students on Why They Did Not Take the SAT

GR 9 PSAT GR 10 PSAT GR 11 PSAT NAME GENDER RACE

COURSE TITLE MATH

COURSE TITLE ENG MATH VERBAL MATH VERBAL MATH VERBAL

Information from student on why did not take the

SAT

Pre-Cal Eng 12 55 53 55 56

Student indicated he may be pursuing a

military career

Cal Hon Eng

12 53 56 54 58

Student indicated she does not have the

money to sign up for the test

Cal AP Lit 70 74 72 75

Student states he did take the SAT and scored

a combined 2100 but used an incorrect code

Report #4: Review of the current SAT score report for “surprises” and anomalies and be proactive in trying to find out who will be testing for next SAT administration

“Surprises” are students the school had no indication were taking the SAT at a given administration, and therefore was not in a position to offer assistance.

Remember, the SAT score follows the student if they took it in CMS. Know the data on your new students.

How Do We Help Our Students Maximize Their SAT Scores?

Guide them on when to take their first SAT and when/if to take the SAT.

Ensure students Understand the SAT Build on their weak skills Review test-taking strategies

Schoolwide awarenessCollect data

Proactive one on one counseling

Interventions and supports - “Triumph

Program”

SATSuccess for all students

Key Messages to Students Never take the SAT unprepared. Take the SAT with the idea of only having to take

it one time, but realize multiple attempts may be necessary.

Be strategic in deciding when to retake the SAT Do not be deceived by companies and people

that guarantee a particular score or increase in an individual’s performance.

Inform the school of your intention to take a specific month’s SAT.

Consider the ACT as a possible college entrance exam option.

SAT vs. ACT ComparisonACT SAT

Administered six times per year

Highest score = 36 Four section exam:

English, math, reading, and science reasoning

Optional writing exam Math – up to trigonometry Science – charts and

experiments Reading – four passages of

fiction and nonfiction texts English – grammar No penalty for wrong

answers Multiple choice only

Administered seven times per year

Highest score = 2400 10 section exam: 3

critical reading, 3 writing, 3 math, 1 experimental

Math – geometry and Algebra II

Reading – sentence completions, short and long critical reading passages, reading comprehension

Writing – grammar, usage, word choice, 1 essay

No science test Penalty for wrong

answers Multiple choice and

open-ended

Implement Interventions to Help Students Achieve the Best Score Possible

An effective in-school SAT prep class offered as part of a student’s schedule

After-school and weekend “crunch” sessions CMS “SAT Program” sessions Pull-out sessions – coin “Triumph” Establishing an SAT resource center Hiring specialists to run SAT seminars Mock exams Individualized conferences with juniors regarding post-

graduation plans Schools paying a portion or all of the SAT registration fees Targeted recruitment and encouragement on a student-by-

student basis

Summary

By creating “well-defined, well-designed, and well-deployed” SAT plans, schools will be in a better

position to reach system targets by 2010 and serve all students.