[This data was requested and received from Andrew Wiley, Executive Director, Research & Analysis, The College Board, AWiley@collegeboard</= title> <o:SmartTagType namespaceuri=3D"urn:schemas-microsoft-com:office:smarttags" name=3D"place"/> <o:SmartTagType namespaceuri=3D"urn:schemas-microsoft-com:office:smarttags" name=3D"State"/> <o:SmartTagType namespaceuri=3D"urn:schemas-microsoft-com:office:smarttags" name=3D"City"/> <o:SmartTagType namespaceuri=3D"urn:schemas-microsoft-com:office:smarttags" name=3D"address"/> <o:SmartTagType namespaceuri=3D"urn:schemas-microsoft-com:office:smarttags" name=3D"Street"/> <o:SmartTagType namespaceuri=3D"urn:schemas-microsoft-com:office:smarttags" name=3D"PostalCode"/>  <style>  </style>  </head> <body lang=3DEN-US link=3Dblue vlink=3Dpurple style=3D'tab-interval:.5in'> <div class=3DSection1> <![if !vml]><img width=3D420 height=3D101 src=3D"SAT--COMPARISONOF200620072008SCORES--TEXAS_files/image002.gif" v:sha= pes=3D"_x0000_i1025"><![endif]><o:p></o:p> <o:p> </o:p></s= pan> [This information was furnished to me on 9.11.08 by Andrew Wiley, Executive Director, Research &a= mp; Analysis, the College Board, <a href=3D"mailto:AWiley@collegeboard.org">AWiley@collegeboard.org</a>. = If you shou= ld want to see the spreadsheet of the SAT 2008 results from all states, please contact= me at <a href=3D"mailto:donna.garner@mystudyhall.com">donna.garner@mystudyhall= .com</a>.] <o:p> </o:p> COMPARISON OF SAT SCORES – 2006, 2007, 2008<o:p></o:p> <st1:State = w:st=3D"on"><st1:place w:st=3D"on">TEXAS</st1:place></st1:State><o:p></o:p> <o:p> </o:p> <o:p> </o:p> The Writin= g score contains two subgroups: </span= >(1) Essay and (2) Multiple-Choice Grammar/Usage (MC). <o:p></o:p> <o:p> </= o:p> <o:p> </= o:p> Number of sta= tes with higher MC scores (all students) than <st1:State w:st=3D"on"><st1:place w:st= =3D"on">Texas</st1:place></st1:State>:<o:p></o:p> 36 states (2006) -- 40= states (2007) -- 42 states (2008)<o:p></o:= p> <o:p> </= o:p> Number of sta= tes with higher essay scores (all students) than <st1:place w:st=3D"on"><st1:State w= :st=3D"on">Texas</st1:State></st1:place>:<o:p></o:p> 43 states (2006) -- 41= states (2007) -- 43 states (2008)<o:p></o:= p> <o:p> </= o:p> <o:p> </o:p> AVERAGES<o= :p></o:p> <o:p> </= o:p> National R= 11; MC – all students – 50 (2006) -- = 49.5 (2007) – 49= .5 (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> – MC – all students R= 11; 49 (2006) -- 48.6</spa= n> (2007) -- </span= >48.5 (2008)<o:p></o:p> <o:p> </= o:p> National R= 11; MC – public schools – 49 (2006) -= - 48.9 (2007) -- 48.9</sp= an> (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> – MC – public schools &#= 8211; 49 (2006) -- 48.2</spa= n> (2007) -- </span= >48.1 (2008)<o:p></o:p> <o:p> </= o:p> National R= 11; MC – non-public schools – 52 (200= 6) -- 52.7 (2007) – 51= .5 (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> – MC – non-public schools – 52 (2006) --<s= pan style=3D'mso-spacerun:yes'> 52.2</sp= an> (2007) -- 53.7 (2008)<o:p></o:p> <o:p> </= o:p> National R= 11; Essay – all students – 7.3 (20= 06) -- 7.3 (2007) – 7.1 (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> – Essay – all students &= #8211; 7.0 (2006) -- 7.= 0 (2007) – 6.8 (2008)<o:p></o:p></= p> <o:p> </= o:p> National R= 11; Essay – public schools – 7.2 (= 2006) -- 7.2 (2007) – 7.1 (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> – Essay – public schools – 7.0 (2006) --<= span style=3D'mso-spacerun:yes'> 6.9</spa= n> (2007) – 6.7 (2008)<o:p></o:p></= p> <o:p> </= o:p> National R= 11; Essay – non-public schools – 7.5</spa= n> (2006) -- 7.6 (2007) – 7.3 (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> – Essay – non-public sch= ools – 7.3 (2006) -- 7.4 (2007) – 7.5 (2008)<o:p></o:p></= p> <o:p> </= o:p> Composite score (essay and MC) -- National (all studen= ts) -- 497 (200= 6) -- 494 (2007)<o:p></o:p>= -- </spa= n>494 (2008)<o:p></o:p>= Composite score (essay and MC) -- <st1:place w:st=3D"o= n"><st1:State w:st=3D"on">Texas</st1:State></st1:place> (all students) -- 487 (2006) -- = 482 (2007) <o:p></o:p= > -- 480 (2008)<o:p></o:p> <div style=3D'mso-element:para-border-div;border:none;border-bottom:double = windowtext 2.25pt; padding:0in 0in 1.0pt 0in'> <o:p> </o:p> </div> <o:p> </= o:p> CRITICAL <st1:place w:st=3D"on">= <st1:City w:st=3D"on">READING</st1:City></st1:place> <o:p></o:p> <o:p> </= o:p> National aver= age (all students) – 503 (2006) -- 502 (2007) -- 502</spa= n> (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> average (all students) – 491 (2006) -- 492</spa= n> (2007) -- 488 (2008)<o:p></o:p> <o:p> </= o:p> National aver= age (public schools) – 500 (2006) -- <sp= an style=3D'color:red'>498 (2007) -- 497</spa= n> (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> average (public schools) – <sp= an style=3D'color:red'>487 (2006) -- 487</spa= n> (2007) -- </span= >484 (2008)<o:p></o:p> <o:p> </= o:p> National aver= age (non-public schools) -- NA (2006) -- 520 (2007) -- 517 (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> average (non-public schools) -- <s= pan style=3D'mso-spacerun:yes'> NA (= 2006) -- 528 (2007) -- 542 (2008)<o:p></o:p> <div style=3D'mso-element:para-border-div;border:none;border-bottom:double = windowtext 2.25pt; padding:0in 0in 1.0pt 0in'> <o:p> </o:p> </div> <o:p> </o:p></= p> As of June 18= , 2008, the College Board now has research <o:p></o:p> (<a href=3D"http://www.collegeboard.com/press/releases/197359.html">http://www.= collegeboard.com/press/releases/197359.html</a>) to show that the best predictor of college success for freshmen is= how well students did on the SAT Writing section. (The Writing score was even a b= etter predictor than the Math or Critical <st1:place w:st=3D"on"><st1:City w:st= =3D"on">Reading</st1:City></st1:place> scores.)<o:p></o:p> <o= :p> </o:p> Si= nce 70% of the Writing score comes from grammar and usage, then obviously the <= /span>best predictor of college success is h= ow well students know their English grammar and usage. <o:p></o:p></str= ong> = Up until this year, the overall SAT Writing score has been the only score listed by = the College Board in their yearly reports; and the two Writing sub-scores have not been publicized. <o:p></o:p> <o:p> </= o:p> However, this year (Graduating Class of 2008) the College Board published for the fi= rst time a breakdown of each state's two sub-scores under the SAT Wri= ting section: (1) 49 multiple-choice grammar/usage questions (2) the essay.<o:p></o:p> <o:p></= o:p> Now the publi= c can find out how well the seniors in their state did on the grammar a= nd usage part of the SAT and also on the essay. The College Board refers= to the score on the 49 multiple-choice grammar and usage questions as “MC.” <o:p></o:p> The national = report (SAT Graduating Class of 2008, Total Group Profile Report) indicates that the multiple-choice grammar and us= age (MC) score is 49.5,</s= trong> and the average essay score is <str= ong>7.1 <o:p></o:p> (<a href=3D"http://professionals.collegeboard.com/profdownload/Total_Group_Repo= rt.pdf">http://professionals.collegeboard.com/profdownload/Total_Group_Repo= rt.pdf</a>).<o:p></o:p> <o:p></= o:p> To compare&nb= sp;a state’s scores with these national averages on the Writing section,&n= bsp;people need to go to <a href=3D"http://professionals.collegeboard.com:80/data-reports-research/sat/= cb-seniors-2008">http://professionals.collegeboard.com:80/data-reports-rese= arch/sat/cb-seniors-2008</a>, and click on the individual state report that they want to read. <o:p></o:p><= /b> <o:p></= o:p> If people wan= t to see the <st1:State w:st=3D"on">Texas</st1:State> scores, all they have to do is= to go to the <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1= :State> state report: <a href=3D"http://professionals.collegeboard.com/profdownload/Texas_CBS_08.pdf= ">http://professionals.collegeboard.com/profdownload/Texas_CBS_08.pdf</a>&n= bsp;<o:p></o:p> After accessi= ng the state profile report, then people need to scroll down to Page 1, Table 1, <= span class=3DGramE>Overall Mean Scores. <st1:place w:st=3D"on"><st1= :State w:st=3D"on">Texas</st1:State></st1:place>' average multiple choice (MC) sc= ore is 48.5 (compared to = 49.5= for the national). <s= t1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State>’ ave= rage essay score is 6.8= (compared to 7.1 for the national). <o:p></o:p> <o:p> </= o:p> =3D=3D=3D=3D= =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D=3D=3D=3D=3D=3D=3D=3D=3D<o:p></o:p> <h3>Two-thirds= of the 2006 - 2008 SAT Reasoning Test™ measures skills mostly learned in English / Language Arts / Reading (ELAR) classes. <o:p></o:p></s= pan></h3> <h3><a href=3D"http://www.collegeboard.com/student/testing/sat/about/SATI.html">ht= tp://www.collegeboard.com/student/testing/sat/about/SATI.html</a><o:p></o:p= ></h3> <h3>Changes to the new SAT (2006)</span= ><o:p></o:p></h3> <h3>Writing<o:p></o:p></h3> <ul type=3Ddisc> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l0 level1 lfo3;tab-stops:list .5in'>A new writing section has been added to the test. Students are asked to write an essay that requires = them to take a position on an issue and use reasoning and examples to suppo= rt their position. <o:p></o:p></li> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l0 level1 lfo3;tab-stops:list .5in'>The essay is similar to the t= ype of writing required on in-class college essay exams. <o:p></o:p></= b></li> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l0 level1 lfo3;tab-stops:list .5in'>Multiple-choice questions [<s= trong>49 QUESTIONS] measure a student's ability to identify <stron= g>sentence errors, improve sentences, and improve paragra= phs. <o:p></o:p></li> </ul> <o:p> </o:p> Writing<o:p= ></o:p> 60 minutes (One 25-minute essay, one 25-minute multiple-choice section, and one 10-minute multiple choice section)<o:p></o= :p> Multiple-Choice Questions:<o:p></o:p> Improving Sentences (25 questions)<o:p></o:p> This question type measures a student’s ability to:<o:p></o:p><= /p> • Recognize and correct faults in usage and <= u>sentence structure<o:p></o:p> • Recognize effective sentences that follow the conventions of standard written English<o:p></o:p> Identifying Sentence Errors <= /b>(18 questions)<o:p></o:p> This question type measures a student’s ability to:<o:p></o:p><= /p> • Recognize faults in usage<o:p></o:p> • Recognize effective sentences that follow the conventions of standard written English<o:p></o:p> Improving Paragraphs (6 questions)<o:p></o:p> This question type measures a student’s ability to:<o:p></o:p><= /p> • Edit and revise sentences in the context of a parag= raph or entire essay<o:p></o:p> • Organize and develop paragraphs in a coherent and logical manner= <o:p></o:p> • Apply the conventions of standard written English<o= :p></o:p> <o:p></o:p> WRITING SE= CTION<o:p= ></o:p> <table class=3DMsoNormalTable border=3D1 cellspacing=3D0 cellpadding=3D0 style=3D'mso-cellspacing:0in;mso-padding-alt:0in 0in 0in 0in'> <tr style=3D'mso-yfti-irow:0;mso-yfti-firstrow:yes'> <td style=3D'padding:0in 0in 0in 0in'> Time<o:p></o:p> </td> <td style=3D'padding:0in 0in 0in 0in'> <o:p> </o:p> </td> <td style=3D'padding:0in 0in 0in 0in'> 60 minutes 35-minute multiple choice; 25-minute essay<o:p></o:p> </td> </tr> <tr style=3D'mso-yfti-irow:1'> <td style=3D'padding:0in 0in 0in 0in'> Content<o:p></o:p> </td> <td style=3D'padding:0in 0in 0in 0in'> <o:p> </o:p> </td> <td style=3D'padding:0in 0in 0in 0in'> Multiple-Choice: Identifying Errors, Improving Sentences and Paragraphs [49 QUESTIONS]<o:p></o:p> Student-Written Essay: Effectively Communicate a Viewpoint, Defining and Supporting a Position [PERSUASIVE]<o:p></o:p></sp= an> </td> </tr> <tr style=3D'mso-yfti-irow:2;mso-yfti-lastrow:yes'> <td style=3D'padding:0in 0in 0in 0in'> Score<o:p></o:p> </td> <td style=3D'padding:0in 0in 0in 0in'> <o:p></o:p> </td> <td style=3D'padding:0in 0in 0in 0in'> WRITING SCORE: 200-800<o:p></o:p> Multiple-Choice Subscore: 20-80<o:p></o:p> Essay Subscore: 2-12<o:p></o:p> </td> </tr> </table> <div style=3D'mso-element:para-border-div;border:none;border-bottom:double = windowtext 2.25pt; padding:0in 0in 1.0pt 0in'> <o:p> </o:p> </div> <o:p> </o:p></sp= an> CRITICAL <st1:place w:st=3D"on"><st1:City w:st= =3D"on">READING</st1:City></st1:place><o:p= ></o:p> <ul type=3Ddisc> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l1 level1 lfo6;tab-stops:list .5in'>The critical reading section, previously known as the verbal section, includes short and long reading passages. <o:p></o:p></li> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l1 level1 lfo6;tab-stops:list .5in'>Analogies have been eliminate= d, but sentence-completion questions remain. <o:p></o= :p></li> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l1 level1 lfo6;tab-stops:list .5in'>Sentence Completions, Passage= -Based <st1:place w:st=3D"on"><st1:City w:st=3D"on">Reading</st1:City></st1:p= lace>, Extended Reasoning, Literal Comprehension, Vocabulary in Context <o:p>= </o:p></li> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l1 level1 lfo6;tab-stops:list .5in'>Scored from 200 to 800 points= <o:p></o:p></li> </ul> <o:p> </o:p> Critical <st1:place w:st=3D"on"><st1:City w:st=3D"on">Reading</st1:City></st1:place>= <o:p></o:p> 70 minutes (Two 25-minute sections and one 20-minute section)<o:p></o:p> Passage-Based Reading (48 questions)<o:p></o:p> The reading questions measure a student’s ability to read and think caref= ully about passages ranging in length from about 100 to about 850 words. Pass= ages are taken from the humanities, social studies, natural sciences, and litera= ry fiction. They vary in style and can include narrative, argume= ntative [persuasive], and expository elements. Some selections consist of a pair of related passages on a shared issue or theme that students are asked to c= ompare and contrast.<o:p></o:p> The following kinds of questions may be asked about a passage:<o:p></o:p></span= > • Vocabulary-in-Context: The= se questions ask students to determine the meanings of words from their contex= t in the reading passage.<o:p></o:p> • Literal Comprehension: The= se questions assess students’ understanding of significant information directly stated in the passage.<o:p></o:p> • Extended Reasoning: These questions measure students’ ability to synthesize and analyze informa= tion as well as to evaluate the assumptions made and the techniques used by the author. Most of the reading questions fall into this category. Students may= be asked to identify cause-and-effect, make inferences, recog= nize a main idea or an author’s tone, or follow the logic of an ana= logy or an argument.<o:p></o:p> Sentence Completions (19 questions)<o:p></o:p> This question type measures a student’s:<o:p></o:p> • Knowledge of the meanings of words<o:p></o:p></span= > • Ability to understand how the different parts of a sentence fit logically together<o:p></o:p> <o:p></o:p> <o:p> </= o:p> To help stude= nts to learn these all-important English grammar and usage skills, please visit <s= trong>MyStudyHall.com which is an online, interactive tutorial. <o:p></o:p> <o:p> </= o:p> Using this site, students (ages 10 - 100) can effectively yet inexpensively gain a complete understanding of correct English grammar and usage (plus learning other important English / Language Arts / Reading skills) while at the same time setting their own pa= ce. <o:p></o:p> <o:p></= o:p> After working through the three in-= depth grammar modules, students are sure to feel more confident when th= ey take the SAT, ACT, NAEP, and other standardized tests; and these students w= ill also feel more confident as they approach their college classrooms. <= /span><o:p= ></o:p> <o:p> </o:p> Tim Thomasson<o:p></o:p> President, MyStudyHall, LLC<o:p></o:p></b= > <st1:Street w:st=3D"on"><st1:address w:st=3D"on">10= 6 N. Denton Tap Rd.</st1:address></st1:Street><o:p></o:p> <st1:address w:st=3D"on"><st1:Street w:st=3D"on">Su= ite</st1:Street> 21= 0</st1:address>, <s= t1:address w:st=3D"on"><st1:Street w:st=3D"on">Box</st1:Street> 159</st1:address><o:p>= </o:p> <st1:place w:st=3D"on"><st1:City w:st=3D"on">Co= ppell</st1:City>, <= st1:State w:st=3D"on">TX</st1:State> <st1:PostalCode w:st=3D"on">75019</st1:PostalCo= de></st1:place><o:p= ></o:p> 214-695-8347<o:p></o:p> <a href=3D"mailto:tim.thomasson@mystudyhall.com"= >tim.thomasson@mystudyhall.com</a><o:p></o:p> <a href=3D"http://www.mystudyhall.com/">www.myst= udyhall.com</a><o:p></o:p> <o:p> </o:p> Dr. C. Grant Endicott<o:p></o:p> Vice President, MyStudyHall.com<o:p></o:p></span= > 606-780-1114<o:p></o:p> <a href=3D"mailto:grant.endicott@mystudyhall.com= ">grant.endicott@mystudyhall.com</a><o:p></o:p> <o:p> </o:p> Allison Garner<o:p></o:p> Marketing Director<o:p></o:p> 972-874-5599<o:p></o:p> <a href=3D"mailto:Ga.garner@verizon.net">Ga.garn= er@verizon.net</a><o:p></o:p> <o:p> </o:p> Donna Garner<o:p></o:p> Writer/Consultant<o:p></o:p> 254-666-2798<o:p></o:p> <a href=3D"mailto:Donna.garner@mystudyhall.com">= Donna.garner@mystudyhall.com</a><o:p></o:p> <o:p> </o:p> <o:p> </o:p> </div> </body> </html> ------=_NextPart_01C915C2.B58FD1F0 Content-Location: file:///C:/8F63E873/SAT--COMPARISONOF200620072008SCORES--TEXAS_files/image002.gif Content-Transfer-Encoding: base64 Content-Type: image/gif R0lGODdhpAFlAHcAACH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACwAAAAApAFlAIf/3hn/ vRD/1hD/xRD/zhD/1hn/5hlKQjrvtRkQIULOpSFjUjqlhCnetRnFlCG1lCEZzlqUeyFzUhl7azGt 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MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01C915C2.B58FD1F0" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer. ------=_NextPart_01C915C2.B58FD1F0 Content-Location: file:///C:/8F63E873/SAT--COMPARISONOF200620072008SCORES--TEXAS.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" [This data was requested and received from Andrew Wiley, Executive Director, Research & Analysis, The College Board, AWiley@collegeboard</= title> <o:SmartTagType namespaceuri=3D"urn:schemas-microsoft-com:office:smarttags" name=3D"place"/> <o:SmartTagType namespaceuri=3D"urn:schemas-microsoft-com:office:smarttags" name=3D"State"/> <o:SmartTagType namespaceuri=3D"urn:schemas-microsoft-com:office:smarttags" name=3D"City"/> <o:SmartTagType namespaceuri=3D"urn:schemas-microsoft-com:office:smarttags" name=3D"address"/> <o:SmartTagType namespaceuri=3D"urn:schemas-microsoft-com:office:smarttags" name=3D"Street"/> <o:SmartTagType namespaceuri=3D"urn:schemas-microsoft-com:office:smarttags" name=3D"PostalCode"/>  <style>  </style>  </head> <body lang=3DEN-US link=3Dblue vlink=3Dpurple style=3D'tab-interval:.5in'> <div class=3DSection1> <![if !vml]><img width=3D420 height=3D101 src=3D"SAT--COMPARISONOF200620072008SCORES--TEXAS_files/image002.gif" v:sha= pes=3D"_x0000_i1025"><![endif]><o:p></o:p> <o:p> </o:p></s= pan> [This information was furnished to me on 9.11.08 by Andrew Wiley, Executive Director, Research &a= mp; Analysis, the College Board, <a href=3D"mailto:AWiley@collegeboard.org">AWiley@collegeboard.org</a>. = If you shou= ld want to see the spreadsheet of the SAT 2008 results from all states, please contact= me at <a href=3D"mailto:donna.garner@mystudyhall.com">donna.garner@mystudyhall= .com</a>.] <o:p> </o:p> COMPARISON OF SAT SCORES – 2006, 2007, 2008<o:p></o:p> <st1:State = w:st=3D"on"><st1:place w:st=3D"on">TEXAS</st1:place></st1:State><o:p></o:p> <o:p> </o:p> <o:p> </o:p> The Writin= g score contains two subgroups: </span= >(1) Essay and (2) Multiple-Choice Grammar/Usage (MC). <o:p></o:p> <o:p> </= o:p> <o:p> </= o:p> Number of sta= tes with higher MC scores (all students) than <st1:State w:st=3D"on"><st1:place w:st= =3D"on">Texas</st1:place></st1:State>:<o:p></o:p> 36 states (2006) -- 40= states (2007) -- 42 states (2008)<o:p></o:= p> <o:p> </= o:p> Number of sta= tes with higher essay scores (all students) than <st1:place w:st=3D"on"><st1:State w= :st=3D"on">Texas</st1:State></st1:place>:<o:p></o:p> 43 states (2006) -- 41= states (2007) -- 43 states (2008)<o:p></o:= p> <o:p> </= o:p> <o:p> </o:p> AVERAGES<o= :p></o:p> <o:p> </= o:p> National R= 11; MC – all students – 50 (2006) -- = 49.5 (2007) – 49= .5 (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> – MC – all students R= 11; 49 (2006) -- 48.6</spa= n> (2007) -- </span= >48.5 (2008)<o:p></o:p> <o:p> </= o:p> National R= 11; MC – public schools – 49 (2006) -= - 48.9 (2007) -- 48.9</sp= an> (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> – MC – public schools &#= 8211; 49 (2006) -- 48.2</spa= n> (2007) -- </span= >48.1 (2008)<o:p></o:p> <o:p> </= o:p> National R= 11; MC – non-public schools – 52 (200= 6) -- 52.7 (2007) – 51= .5 (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> – MC – non-public schools – 52 (2006) --<s= pan style=3D'mso-spacerun:yes'> 52.2</sp= an> (2007) -- 53.7 (2008)<o:p></o:p> <o:p> </= o:p> National R= 11; Essay – all students – 7.3 (20= 06) -- 7.3 (2007) – 7.1 (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> – Essay – all students &= #8211; 7.0 (2006) -- 7.= 0 (2007) – 6.8 (2008)<o:p></o:p></= p> <o:p> </= o:p> National R= 11; Essay – public schools – 7.2 (= 2006) -- 7.2 (2007) – 7.1 (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> – Essay – public schools – 7.0 (2006) --<= span style=3D'mso-spacerun:yes'> 6.9</spa= n> (2007) – 6.7 (2008)<o:p></o:p></= p> <o:p> </= o:p> National R= 11; Essay – non-public schools – 7.5</spa= n> (2006) -- 7.6 (2007) – 7.3 (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> – Essay – non-public sch= ools – 7.3 (2006) -- 7.4 (2007) – 7.5 (2008)<o:p></o:p></= p> <o:p> </= o:p> Composite score (essay and MC) -- National (all studen= ts) -- 497 (200= 6) -- 494 (2007)<o:p></o:p>= -- </spa= n>494 (2008)<o:p></o:p>= Composite score (essay and MC) -- <st1:place w:st=3D"o= n"><st1:State w:st=3D"on">Texas</st1:State></st1:place> (all students) -- 487 (2006) -- = 482 (2007) <o:p></o:p= > -- 480 (2008)<o:p></o:p> <div style=3D'mso-element:para-border-div;border:none;border-bottom:double = windowtext 2.25pt; padding:0in 0in 1.0pt 0in'> <o:p> </o:p> </div> <o:p> </= o:p> CRITICAL <st1:place w:st=3D"on">= <st1:City w:st=3D"on">READING</st1:City></st1:place> <o:p></o:p> <o:p> </= o:p> National aver= age (all students) – 503 (2006) -- 502 (2007) -- 502</spa= n> (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> average (all students) – 491 (2006) -- 492</spa= n> (2007) -- 488 (2008)<o:p></o:p> <o:p> </= o:p> National aver= age (public schools) – 500 (2006) -- <sp= an style=3D'color:red'>498 (2007) -- 497</spa= n> (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> average (public schools) – <sp= an style=3D'color:red'>487 (2006) -- 487</spa= n> (2007) -- </span= >484 (2008)<o:p></o:p> <o:p> </= o:p> National aver= age (non-public schools) -- NA (2006) -- 520 (2007) -- 517 (2008)<o:p></o:p> <st1:place w:st=3D"on"><st1:State w:st=3D"on">Texas</st1:State></st1:place> average (non-public schools) -- <s= pan style=3D'mso-spacerun:yes'> NA (= 2006) -- 528 (2007) -- 542 (2008)<o:p></o:p> <div style=3D'mso-element:para-border-div;border:none;border-bottom:double = windowtext 2.25pt; padding:0in 0in 1.0pt 0in'> <o:p> </o:p> </div> <o:p> </o:p></= p> As of June 18= , 2008, the College Board now has research <o:p></o:p> (<a href=3D"http://www.collegeboard.com/press/releases/197359.html">http://www.= collegeboard.com/press/releases/197359.html</a>) to show that the best predictor of college success for freshmen is= how well students did on the SAT Writing section. (The Writing score was even a b= etter predictor than the Math or Critical <st1:place w:st=3D"on"><st1:City w:st= =3D"on">Reading</st1:City></st1:place> scores.)<o:p></o:p> <o= :p> </o:p> Si= nce 70% of the Writing score comes from grammar and usage, then obviously the <= /span>best predictor of college success is h= ow well students know their English grammar and usage. <o:p></o:p></str= ong> = Up until this year, the overall SAT Writing score has been the only score listed by = the College Board in their yearly reports; and the two Writing sub-scores have not been publicized. <o:p></o:p> <o:p> </= o:p> However, this year (Graduating Class of 2008) the College Board published for the fi= rst time a breakdown of each state's two sub-scores under the SAT Wri= ting section: (1) 49 multiple-choice grammar/usage questions (2) the essay.<o:p></o:p> <o:p></= o:p> Now the publi= c can find out how well the seniors in their state did on the grammar a= nd usage part of the SAT and also on the essay. The College Board refers= to the score on the 49 multiple-choice grammar and usage questions as “MC.” <o:p></o:p> The national = report (SAT Graduating Class of 2008, Total Group Profile Report) indicates that the multiple-choice grammar and us= age (MC) score is 49.5,</s= trong> and the average essay score is <str= ong>7.1 <o:p></o:p> (<a href=3D"http://professionals.collegeboard.com/profdownload/Total_Group_Repo= rt.pdf">http://professionals.collegeboard.com/profdownload/Total_Group_Repo= rt.pdf</a>).<o:p></o:p> <o:p></= o:p> To compare&nb= sp;a state’s scores with these national averages on the Writing section,&n= bsp;people need to go to <a href=3D"http://professionals.collegeboard.com:80/data-reports-research/sat/= cb-seniors-2008">http://professionals.collegeboard.com:80/data-reports-rese= arch/sat/cb-seniors-2008</a>, and click on the individual state report that they want to read. <o:p></o:p><= /b> <o:p></= o:p> If people wan= t to see the <st1:State w:st=3D"on">Texas</st1:State> scores, all they have to do is= to go to the <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1= :State> state report: <a href=3D"http://professionals.collegeboard.com/profdownload/Texas_CBS_08.pdf= ">http://professionals.collegeboard.com/profdownload/Texas_CBS_08.pdf</a>&n= bsp;<o:p></o:p> After accessi= ng the state profile report, then people need to scroll down to Page 1, Table 1, <= span class=3DGramE>Overall Mean Scores. <st1:place w:st=3D"on"><st1= :State w:st=3D"on">Texas</st1:State></st1:place>' average multiple choice (MC) sc= ore is 48.5 (compared to = 49.5= for the national). <s= t1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State>’ ave= rage essay score is 6.8= (compared to 7.1 for the national). <o:p></o:p> <o:p> </= o:p> =3D=3D=3D=3D= =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D=3D=3D=3D=3D=3D=3D=3D=3D<o:p></o:p> <h3>Two-thirds= of the 2006 - 2008 SAT Reasoning Test™ measures skills mostly learned in English / Language Arts / Reading (ELAR) classes. <o:p></o:p></s= pan></h3> <h3><a href=3D"http://www.collegeboard.com/student/testing/sat/about/SATI.html">ht= tp://www.collegeboard.com/student/testing/sat/about/SATI.html</a><o:p></o:p= ></h3> <h3>Changes to the new SAT (2006)</span= ><o:p></o:p></h3> <h3>Writing<o:p></o:p></h3> <ul type=3Ddisc> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l0 level1 lfo3;tab-stops:list .5in'>A new writing section has been added to the test. Students are asked to write an essay that requires = them to take a position on an issue and use reasoning and examples to suppo= rt their position. <o:p></o:p></li> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l0 level1 lfo3;tab-stops:list .5in'>The essay is similar to the t= ype of writing required on in-class college essay exams. <o:p></o:p></= b></li> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l0 level1 lfo3;tab-stops:list .5in'>Multiple-choice questions [<s= trong>49 QUESTIONS] measure a student's ability to identify <stron= g>sentence errors, improve sentences, and improve paragra= phs. <o:p></o:p></li> </ul> <o:p> </o:p> Writing<o:p= ></o:p> 60 minutes (One 25-minute essay, one 25-minute multiple-choice section, and one 10-minute multiple choice section)<o:p></o= :p> Multiple-Choice Questions:<o:p></o:p> Improving Sentences (25 questions)<o:p></o:p> This question type measures a student’s ability to:<o:p></o:p><= /p> • Recognize and correct faults in usage and <= u>sentence structure<o:p></o:p> • Recognize effective sentences that follow the conventions of standard written English<o:p></o:p> Identifying Sentence Errors <= /b>(18 questions)<o:p></o:p> This question type measures a student’s ability to:<o:p></o:p><= /p> • Recognize faults in usage<o:p></o:p> • Recognize effective sentences that follow the conventions of standard written English<o:p></o:p> Improving Paragraphs (6 questions)<o:p></o:p> This question type measures a student’s ability to:<o:p></o:p><= /p> • Edit and revise sentences in the context of a parag= raph or entire essay<o:p></o:p> • Organize and develop paragraphs in a coherent and logical manner= <o:p></o:p> • Apply the conventions of standard written English<o= :p></o:p> <o:p></o:p> WRITING SE= CTION<o:p= ></o:p> <table class=3DMsoNormalTable border=3D1 cellspacing=3D0 cellpadding=3D0 style=3D'mso-cellspacing:0in;mso-padding-alt:0in 0in 0in 0in'> <tr style=3D'mso-yfti-irow:0;mso-yfti-firstrow:yes'> <td style=3D'padding:0in 0in 0in 0in'> Time<o:p></o:p> </td> <td style=3D'padding:0in 0in 0in 0in'> <o:p> </o:p> </td> <td style=3D'padding:0in 0in 0in 0in'> 60 minutes 35-minute multiple choice; 25-minute essay<o:p></o:p> </td> </tr> <tr style=3D'mso-yfti-irow:1'> <td style=3D'padding:0in 0in 0in 0in'> Content<o:p></o:p> </td> <td style=3D'padding:0in 0in 0in 0in'> <o:p> </o:p> </td> <td style=3D'padding:0in 0in 0in 0in'> Multiple-Choice: Identifying Errors, Improving Sentences and Paragraphs [49 QUESTIONS]<o:p></o:p> Student-Written Essay: Effectively Communicate a Viewpoint, Defining and Supporting a Position [PERSUASIVE]<o:p></o:p></sp= an> </td> </tr> <tr style=3D'mso-yfti-irow:2;mso-yfti-lastrow:yes'> <td style=3D'padding:0in 0in 0in 0in'> Score<o:p></o:p> </td> <td style=3D'padding:0in 0in 0in 0in'> <o:p></o:p> </td> <td style=3D'padding:0in 0in 0in 0in'> WRITING SCORE: 200-800<o:p></o:p> Multiple-Choice Subscore: 20-80<o:p></o:p> Essay Subscore: 2-12<o:p></o:p> </td> </tr> </table> <div style=3D'mso-element:para-border-div;border:none;border-bottom:double = windowtext 2.25pt; padding:0in 0in 1.0pt 0in'> <o:p> </o:p> </div> <o:p> </o:p></sp= an> CRITICAL <st1:place w:st=3D"on"><st1:City w:st= =3D"on">READING</st1:City></st1:place><o:p= ></o:p> <ul type=3Ddisc> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l1 level1 lfo6;tab-stops:list .5in'>The critical reading section, previously known as the verbal section, includes short and long reading passages. <o:p></o:p></li> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l1 level1 lfo6;tab-stops:list .5in'>Analogies have been eliminate= d, but sentence-completion questions remain. <o:p></o= :p></li> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l1 level1 lfo6;tab-stops:list .5in'>Sentence Completions, Passage= -Based <st1:place w:st=3D"on"><st1:City w:st=3D"on">Reading</st1:City></st1:p= lace>, Extended Reasoning, Literal Comprehension, Vocabulary in Context <o:p>= </o:p></li> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l1 level1 lfo6;tab-stops:list .5in'>Scored from 200 to 800 points= <o:p></o:p></li> </ul> <o:p> </o:p> Critical <st1:place w:st=3D"on"><st1:City w:st=3D"on">Reading</st1:City></st1:place>= <o:p></o:p> 70 minutes (Two 25-minute sections and one 20-minute section)<o:p></o:p> Passage-Based Reading (48 questions)<o:p></o:p> The reading questions measure a student’s ability to read and think caref= ully about passages ranging in length from about 100 to about 850 words. Pass= ages are taken from the humanities, social studies, natural sciences, and litera= ry fiction. They vary in style and can include narrative, argume= ntative [persuasive], and expository elements. Some selections consist of a pair of related passages on a shared issue or theme that students are asked to c= ompare and contrast.<o:p></o:p> The following kinds of questions may be asked about a passage:<o:p></o:p></span= > • Vocabulary-in-Context: The= se questions ask students to determine the meanings of words from their contex= t in the reading passage.<o:p></o:p> • Literal Comprehension: The= se questions assess students’ understanding of significant information directly stated in the passage.<o:p></o:p> • Extended Reasoning: These questions measure students’ ability to synthesize and analyze informa= tion as well as to evaluate the assumptions made and the techniques used by the author. Most of the reading questions fall into this category. Students may= be asked to identify cause-and-effect, make inferences, recog= nize a main idea or an author’s tone, or follow the logic of an ana= logy or an argument.<o:p></o:p> Sentence Completions (19 questions)<o:p></o:p> This question type measures a student’s:<o:p></o:p> • Knowledge of the meanings of words<o:p></o:p></span= > • Ability to understand how the different parts of a sentence fit logically together<o:p></o:p> <o:p></o:p> <o:p> </= o:p> To help stude= nts to learn these all-important English grammar and usage skills, please visit <s= trong>MyStudyHall.com which is an online, interactive tutorial. <o:p></o:p> <o:p> </= o:p> Using this site, students (ages 10 - 100) can effectively yet inexpensively gain a complete understanding of correct English grammar and usage (plus learning other important English / Language Arts / Reading skills) while at the same time setting their own pa= ce. <o:p></o:p> <o:p></= o:p> After working through the three in-= depth grammar modules, students are sure to feel more confident when th= ey take the SAT, ACT, NAEP, and other standardized tests; and these students w= ill also feel more confident as they approach their college classrooms. <= /span><o:p= ></o:p> <o:p> </o:p> Tim Thomasson<o:p></o:p> President, MyStudyHall, LLC<o:p></o:p></b= > <st1:Street w:st=3D"on"><st1:address w:st=3D"on">10= 6 N. Denton Tap Rd.</st1:address></st1:Street><o:p></o:p> <st1:address w:st=3D"on"><st1:Street w:st=3D"on">Su= ite</st1:Street> 21= 0</st1:address>, <s= t1:address w:st=3D"on"><st1:Street w:st=3D"on">Box</st1:Street> 159</st1:address><o:p>= </o:p> <st1:place w:st=3D"on"><st1:City w:st=3D"on">Co= ppell</st1:City>, <= st1:State w:st=3D"on">TX</st1:State> <st1:PostalCode w:st=3D"on">75019</st1:PostalCo= de></st1:place><o:p= ></o:p> 214-695-8347<o:p></o:p> <a href=3D"mailto:tim.thomasson@mystudyhall.com"= >tim.thomasson@mystudyhall.com</a><o:p></o:p> <a href=3D"http://www.mystudyhall.com/">www.myst= udyhall.com</a><o:p></o:p> <o:p> </o:p> Dr. C. Grant Endicott<o:p></o:p> Vice President, MyStudyHall.com<o:p></o:p></span= > 606-780-1114<o:p></o:p> <a href=3D"mailto:grant.endicott@mystudyhall.com= ">grant.endicott@mystudyhall.com</a><o:p></o:p> <o:p> </o:p> Allison Garner<o:p></o:p> Marketing Director<o:p></o:p> 972-874-5599<o:p></o:p> <a href=3D"mailto:Ga.garner@verizon.net">Ga.garn= er@verizon.net</a><o:p></o:p> <o:p> </o:p> Donna Garner<o:p></o:p> Writer/Consultant<o:p></o:p> 254-666-2798<o:p></o:p> <a href=3D"mailto:Donna.garner@mystudyhall.com">= Donna.garner@mystudyhall.com</a><o:p></o:p> <o:p> </o:p> <o:p> </o:p> </div> </body> </html> ------=_NextPart_01C915C2.B58FD1F0 Content-Location: file:///C:/8F63E873/SAT--COMPARISONOF200620072008SCORES--TEXAS_files/image002.gif Content-Transfer-Encoding: base64 Content-Type: image/gif R0lGODdhpAFlAHcAACH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACwAAAAApAFlAIf/3hn/ vRD/1hD/xRD/zhD/1hn/5hlKQjrvtRkQIULOpSFjUjqlhCnetRnFlCG1lCEZzlqUeyFzUhl7azGt 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