Many parents and high school students were in an uproar this summer after the SAT results arrived. It seems that the composite scores for the June exam date were markedly low compared to previous dates, nationwide. College Board released a statement explaining that the scoring reflecting the fact that the June version of the exam was easier than others. SCORING THE SAT The SAT is scored on a 1600 scale, comprised of a Math Section and a Reading and Writing Section worth 200-800 points each. Students do not receive a raw score calculated based on percentage of correctly answered questions. Instead, College Board uses an equating system to allot scores that account for varying degrees of test difficulty. This is because some SAT tests might contain questions of higher or lower difficulty than others. The sum of difficulty across all questions in a given version of the SAT equals the test version overall difficulty. So the equating process ensures that students who take an easier version of the SAT do not have an advantage over students who take an overall harder version. Students who test on the same date are arranged by difficulty percentile. Then their scores are categorized onto a scoring scale containing SAT versions from all dates and difficulty levels. The result are scores that factor in not only your child’s individual performance, but also the difficulty level of the specific test version they take, as well as the performance of their cohort against the data mine of College Board. WHY THE OUTRAGE? Some felt that this grading technique caused vast amounts of variability on the June SAT scoring. Whereas missing one math question might have equated to a 790 in January of 2017, the result was a 750 in June. Parents claimed that such points deficits can have detrimental effects on their child’s college applications, and the inconsistency proved troubling to many. Another argument suggests that the College Board is competing against the ACT in the marketplace, and used this scoring technique in order to thin out the amount of students who score highly. This makes a high SAT score more rare and thus more valuable. Compare this to the alleged high amounts of students who score well on the ACT, thereby diluting the value of the score. VERDICT: SCORING WAS FAIR The College Board released a statement addressing the outrage in July. “While we plan for consistency across administrations, on occasion there are some tests that can be easier or more difficult than usual. That is why we use a statistical process called equating. The equating process ensures fairness for all students.” It seems, then, that the outrage is unfounded.
What do all parents have in common? They want success for their children. It is no secret that a large part of success stems from playing to one’s individual strengths. In the world of education, not all classes are created equal when it comes to student aptitudes. But parents are in luck because most public and private schools offer a variety of academic rigor levels for every core class. Typically, rigor is classified from the General Education Level to the Advanced Level to the Gifted/Honors Level. There are also Advanced Placement (AP) courses and International Baccalaureate (IB) courses which are nationally and internationally standardized curricula, respectively. Before a child can truly benefit from the differing levels of rigor, he or she must know their strengths in the classroom. One way to do so is by reviewing all of your child’s progress reports and report cards. The classes in which they scored highest are potential rigor areas, particularly if they are earning in the 94-100 percentiles. Another area is pre-test benchmark scores. If your child earns top marks on pre-tests (which measure subject knowledge prior to instruction), this may be an indicator that they are ready to be exposed to more challenging material. Finally, we recommend that you have a discussion with your young one about what school subjects interest them most, and why. Often people work harder on things that fascinate them. The same logic rings true for growth areas. If your child is demonstrating lags or struggles in a given subject area, perhaps they need to drop a rigor level in order to continue to learn without harming their confidence in that area. Once you have identified your child’s strength and growth areas, contact their school to discuss the corresponding levels of rigor they offer. Be sure to ask about how each rigor level will impact classwork, pacing and homework assignments. Often there will be an adjustment period, so anticipate and allow time for that transition. Ideally, your child is able to construct a class schedule that allows them to remain challenged and engaged. Taking the time to coordinate rigor with aptitudes is something colleges take note of during the admissions process. They seek out candidates who are self-aware of their abilities and who are committed to growing academically. This does not necessarily mean that colleges only want students who enroll in AP or Honors across the board. In fact, many institutions would rather a pupil who has earned high B’s and A’s in a mix of varied rigor courses than to see a transcript of all C’s in high-rigor courses or all A’s in General Level courses. So as the school year revs into full swing, make sure to build a schedule for your child that will hone their abilities and make them an attractive candidate to universities.
