[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"/>  <link rel=3DthemeData href=3D"SAT--COMPARISONOFSATSCORES--2006-2009_files/themedata.thmx"> <link rel=3DcolorSchemeMapping href=3D"SAT--COMPARISONOFSATSCORES--2006-2009_files/colorschememapping.xml">  <style>  </style>  </head> <body lang=3DEN-US link=3Dblue vlink=3Dpurple style=3D'tab-interval:.5in'> <div class=3DSection1> [I have not seen this information on the SAT Graduating Class of 2009 published anywhere else.&nb= sp; I asked Andrew Wiley, Executive Director, Research & Analysis, the Coll= ege Board (<a href=3D"mailto:AWiley@collegeboard.org">AWiley@collegeboard.org</a></span= >) for this information, and he was kind enough to provide it to me. Because many people cannot receive e-mails with attachments, I have not included the </s= pan>spreadsheet= that shows all of the states' 2009 results (including Washington, D. C.). If you wish to have this spreadsheet, please contact me, Donna Garner, at <a href=3D"mailto:wgarner1@hot.rr.com">wgarner1@hot.rr.com</a>; = and you will be able to produce the same type of SAT data for your own state th= at I did.]<o:p></o:p> <o:p> = </o:p> COMPARISON OF SAT SCORES –= ; 2006 THROUGH 2009<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></u= > The Writin= g score contains two sub-sections: (1) Multiple-Choice Grammar/Usage (MC) and (2) Essay <o:p></o:p></= p> <o:p> </= o:p> The grammar/u= sage (MC) section counts 70% of the Writing score; the essay counts 30% of the Writing score.<o:p></o:p> <o:p> </= o:p> HOW DID <s= t1:State w:st=3D"on"><st1:place w:st=3D"on">TEXAS</st1:place></st1:State> STUDENTS D= O ON THE GRAMMAR AND USAGE SUB-SCORE?<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) -- 44 states (2009)<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher MC scores (public schools) than <st1:State w:st=3D"on"><st1:place w:= st=3D"on">Texas</st1:place></st1:State>:<o:p></o:p> 43 states (2009)<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher MC scores (non-public schools) than <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State>: 44</s= pan> states (2009)<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> HOW DID <s= t1:State w:st=3D"on"><st1:place w:st=3D"on">TEXAS</st1:place></st1:State> STUDENTS D= O ON THE ESSAY SUB-SCORE?<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher essay 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> 43 states (2006) -- 41= states (2007) -- 43 states (2008) -- 45 states (2009)<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher essay scores (public schools) than <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State>: 47 </= span>states<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher essay scores (non-public schools) than <st1:State w:st=3D"on"><st1:p= lace w:st=3D"on">Texas</st1:place></st1:State>: 45 </= span>states<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> HOW DID <s= t1:State w:st=3D"on"><st1:place w:st=3D"on">TEXAS</st1:place></st1:State> STUDENTS D= O ON THE TOTAL WRITING SCORE?<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher Writing scores (all students) than <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State>: 46</s= pan> states<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher Writing scores (public schools) than <st1:State w:st=3D"on"><st1:pla= ce w:st=3D"on">Texas</st1:place></st1:State>: 45 states<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher Writing scores (non-public schools) than <st1:State w:st=3D"on"><st1= :place w:st=3D"on">Texas</st1:place></st1:State>: 45 states<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> <o:p> </o:p> AVERAGES -- COMPARING <st1:State w:st=3D"on"><st1:place w:st=3D"on">TEXAS</st1:place></= st1:State> WITH NATIONAL SCORES<o:p></o:p> <o:p> </= o:p> National R= 11; MC – all students – 50 (2006) -- = 49.5 (2007) – 49= .5 (2008) -- 49.3 (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> – MC – all students R= 11; 49 (2006) -- 48.6</spa= n> (2007) -- </span= >48.5 (2008) -- = 48.0 (2009)<o:p></o:p> <o:p> </= o:p> National R= 11; MC – public schools – 49 (2006) -= - 48.9 (2007) -- 48.9</sp= an> (2008) -- 48.7 (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> – MC – public schools &#= 8211; 49 (2006) -- 48.2</spa= n> (2007) -- </span= >48.1 (2008) -- = 47.6 (2009)<o:p></o:p> <o:p> </= o:p> National R= 11; MC – non-public schools – 52 (200= 6) -- 52.7 (2007) – 51= .5 (2008) -- 51.0 (2009) <o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> – MC – non-public schools – 52 (2006) --<s= pan style=3D'mso-spacerun:yes'> 52.2</sp= an> (2007) -- 53.7 (2008) -- 49.7 (2009)<o:p></o:p> <o:p> </= o:p> National R= 11; Essay – all students – 7.3 (20= 06) -- 7.3 (2007) – 7.1 (2008) -- 7.2 (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> – Essay – all students &= #8211; 7.0 (2006) -- 7.= 0 (2007) – 6.8 (2008) -- 6.8 (2009)<o:p></o:p> <o:p> </= o:p> National R= 11; Essay – public schools – 7.2 (= 2006) -- 7.2 (2007) – 7.1 (2008) -- 7.1 (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> – Essay – public schools – 7.0 (2006) --<= span style=3D'mso-spacerun:yes'> 6.9</spa= n> (2007) – 6.7 (2008) -- 6.7 (2009)<o:p></o:p> <o:p> </= o:p> National R= 11; Essay – non-public schools – 7.5</spa= n> (2006) -- 7.6 (2007) – 7.3 (2008) -- 7.4</spa= n> (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> – Essay – non-public sch= ools – 7.3 (2006) -- 7.4 (2007) – 7.5 (2008) -- 7.0 (2009)<o:p></o: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) -- = 493 (2009)<o:p></o:p>= Composite score (essay and MC) -- <st1:State w:st=3D"o= n"><st1:place w:st=3D"on">Texas</st1:place></st1:State> (all students) -- 487 (2006) -- = 482 (2007) <o:p></o:p= > -- 480 (2008) -- 475= (2009)<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<o:p></o:p> <st1:State w:st=3D"on">California</st1:State> and <st1:State w:st=3D"on">New York<= /st1:State> both tested more students than did <st1:State w:st=3D"on">Texas</st1:State>= : <st1:State w:st=3D"on">California<= /st1:State> (207,301), <st1:State w:st=3D"on">New York= </st1:State> (159,886), and <st1:State w:st=3D"on"><st1= :place w:st=3D"on">Texas</st1:place></st1:State> (141,7= 33). <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><= /u> HOW DID <s= t1:State w:st=3D"on">TEXAS</st1:State> STUDENTS DO ON CRITICAL <st1:City w:st=3D"on"= ><st1:place w:st=3D"on">READING</st1:place></st1:City>? <o:p></o:p> <o:p> </o:p> National aver= age (all students) – 503 (2006) -- 502 (2007) -- 502</spa= n> (2008) -- 501 (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> average (all students) – 491 (2006) -- 492</spa= n> (2007) -- 488 (2008) -- 486 (2009)<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) -- 496 (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> average (public schools) – <sp= an style=3D'color:red'>487 (2006) -- 487</spa= n> (2007) -- </span= >484 (2008) -- 4= 81 (2009)<o:p></o:p> <o:p> </= o:p> National aver= age (non-public schools) -- NA (2006) -- 520 (2007) -- 517 (2008) -- 517 (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> average (non-public schools) -- <s= pan style=3D'mso-spacerun:yes'> NA (= 2006) -- 528 (2007) -- 542 (2008) -- 503 (2009)<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> SAT’S RESEARCH: BEST PREDICTOR OF FRESHMEN SUCCESS<o:p></o:p> <o:p> </o: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:City w:st=3D"on"><st1:place w:st= =3D"on">Reading</st1:place></st1:City> scores.)<o:p></o:p> <o= :p> </o:p> Since 70% of = the Writing score comes from grammar and usage, then obviously the best predictor of college success is how well students = know their English grammar and usage. <o:p></o:p> <o:= p> </o:p> SAT NOW GIVES SUB-SCORES FOR GRAMMAR/USAGE AND THE ESSAY<o:p></o:p></strong= > <o:p> </o:p> Up until 2008= , the overall SAT Writing score was the only score listed by the College Board in their yearly reports; and the two Writing sub-scores were not publicized. <o:p></o:p> <o:p> </= o:p> However, last 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) MC -- 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> <o:p> </= o:p> TO SEE ALL STATES’ REPORTS<o:p></o:p> The national = report (SAT Graduating Class of 2009, Total Group Profile Report) indicates that the multiple-choice grammar and us= age (MC) score is 49.3,<= span style=3D'color:black'> and the average essay score is <str= ong>7.2.<o:p></o:p> ( <a href=3D"http://professionals.collegeboard.com/data-reports-research/sat/cb-= seniors-2009">http://professionals.collegeboard.com/data-reports-research/s= at/cb-seniors-2009</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, people need to go to <a href=3D"http://professionals.collegeboard.com/data-reports-research/sat/cb-= seniors-2009">http://professionals.collegeboard.com/data-reports-research/s= at/cb-seniors-2009</a> and click on the individual state report that they want to read. <o:p></o:p> <o:p></= o:p> <o:p> </= o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">TEXAS</st1:place></st1:S= tate> COMPARED TO NATIONAL<o:p></o:p></= u> <o:p> </o:p> After accessi= ng the state profile report, then people need to scroll down to see the Mean Scores. <st1:Sta= te w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State>' average m= ultiple choice (MC -- all students) score is 48.0= (compared to 49.3</sp= an> for the national -- all students). <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:p= lace></st1:State>’ average essay score is 6.8 (compared to 7.2 for the national -- all students). <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 - 2009 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:l3 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:l3 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:l3 level1 lfo3;tab-stops:list .5in'>Multiple-choice questions [<s= trong>49 QUESTIONS] measure a student's ability to identify se= ntence errors, improve sentences, and improve paragraphs</st= rong>. <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 sentence structure<o:p></o:p> • Recognize effective sentences that follow the conventions of standa= rd 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 standa= rd 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 paragraph or entire essay<o:p></o:p> • Organize and develop paragraphs in a coherent and logical manner</s= trong><o:p></o:p> • Apply the conventions of standard written English<o:p></o:= p> <o:p></o:p> WRITING SECTI= ON<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'border:none;padding:0in 0in 0in 0in'> Time<o:p></o:p> </td> <td style=3D'border:none;padding:0in 0in 0in 0in'> <o:p> </o:p> </td> <td style=3D'border:none;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'border:none;padding:0in 0in 0in 0in'> Content<o:p></o:p> </td> <td style=3D'border:none;padding:0in 0in 0in 0in'> <o:p> </o:p> </td> <td style=3D'border:none;padding:0in 0in 0in 0in'> Multiple-Choice: Identifying Errors, Improving Sentences and Paragraphs [49 QUESTI= ONS]<o:p></o:p> Student-Written Essay: Effectively Communicate a Viewpoint, Defining and Supporting a Position [PERSUASIVE]<o:p></o:p>= </td> </tr> <tr style=3D'mso-yfti-irow:2;mso-yfti-lastrow:yes'> <td style=3D'border:none;padding:0in 0in 0in 0in'> Score<o:p></o:p> </td> <td style=3D'border:none;padding:0in 0in 0in 0in'> <o:p></o:p> </td> <td style=3D'border:none;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:City w:st=3D"on"><st1:place w:st= =3D"on">READING</st1:place></st1:City><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:l2 level1 lfo4;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:l2 level1 lfo4;tab-stops:list .5in'>Analogies have been eliminate= d, but sentence-completion questions remain. <o:p></o:p></sp= an></li> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l2 level1 lfo4;tab-stops:list .5in'>Sentence Completions, Passage= -Based <st1:City w:st=3D"on"><st1:place w:st=3D"on">Reading</st1:place></st1:= City>, 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:l2 level1 lfo4;tab-stops:list .5in'>Scored from 200 to 800 points= <o:p></o:p></li> </ul> <o:p> </o:p> Critical <st1:City w:st=3D"on"><st1:place w:st=3D"on">Reading</st1:place></st1:City>= <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></= p> • Ability to understand how the different parts of a sentence fit logically together<o:p></o:p></= p> <o:p> </o:p> WHAT TO DO ABOUT LOW GRAMMAR AND USAGE SCORES</s= pan>&nbs= p;<o:p></o:p> <o:p> </= o:p> To help students to learn these all-important En= glish grammar and usage skills, please visit MyStudyHall.com which is an online, interactive tutorial. <o:p></o:p> <o:p> </o:p> Using this site, students (ages 10 through adults) 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 pace.= <o:p></o:p> <o:p></o:p> After working through t= he three in-depth grammar modules, students are sure to feel more confident when they take the SAT, ACT, NAEP, and other standardized te= sts; and students will also feel more confident as they approach their college classrooms. <= span style=3D'font-size:14.0pt'><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:Wgarner1@hot.rr.com">Wgarner1@= hot.rr.com</a><o:p></o:p> <o:p> </o:p> <o:p> </o:p> </div> </body> </html> ------=_NextPart_01CA4736.BD9009A0 Content-Location: file:///C:/9C69C639/SAT--COMPARISONOFSATSCORES--2006-2009_files/themedata.thmx Content-Transfer-Encoding: base64 Content-Type: application/vnd.ms-officetheme UEsDBBQABgAIAAAAIQCCirwT+gAAABwCAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKyRy2rDMBBF 94X+g9C22HK6KKXYzqJJd30s0g8Y5LEtao+ENAnJ33fsuFC6CC10IxBizpl7Va6P46AOGJPzVOlV 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Please download a browser that supports Web Archive, such as Windows® Internet Explorer®. ------=_NextPart_01CA4736.BD9009A0 Content-Location: file:///C:/9C69C639/SAT--COMPARISONOFSATSCORES--2006-2009.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"/>  <link rel=3DthemeData href=3D"SAT--COMPARISONOFSATSCORES--2006-2009_files/themedata.thmx"> <link rel=3DcolorSchemeMapping href=3D"SAT--COMPARISONOFSATSCORES--2006-2009_files/colorschememapping.xml">  <style>  </style>  </head> <body lang=3DEN-US link=3Dblue vlink=3Dpurple style=3D'tab-interval:.5in'> <div class=3DSection1> [I have not seen this information on the SAT Graduating Class of 2009 published anywhere else.&nb= sp; I asked Andrew Wiley, Executive Director, Research & Analysis, the Coll= ege Board (<a href=3D"mailto:AWiley@collegeboard.org">AWiley@collegeboard.org</a></span= >) for this information, and he was kind enough to provide it to me. Because many people cannot receive e-mails with attachments, I have not included the </s= pan>spreadsheet= that shows all of the states' 2009 results (including Washington, D. C.). If you wish to have this spreadsheet, please contact me, Donna Garner, at <a href=3D"mailto:wgarner1@hot.rr.com">wgarner1@hot.rr.com</a>; = and you will be able to produce the same type of SAT data for your own state th= at I did.]<o:p></o:p> <o:p> = </o:p> COMPARISON OF SAT SCORES –= ; 2006 THROUGH 2009<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></u= > The Writin= g score contains two sub-sections: (1) Multiple-Choice Grammar/Usage (MC) and (2) Essay <o:p></o:p></= p> <o:p> </= o:p> The grammar/u= sage (MC) section counts 70% of the Writing score; the essay counts 30% of the Writing score.<o:p></o:p> <o:p> </= o:p> HOW DID <s= t1:State w:st=3D"on"><st1:place w:st=3D"on">TEXAS</st1:place></st1:State> STUDENTS D= O ON THE GRAMMAR AND USAGE SUB-SCORE?<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) -- 44 states (2009)<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher MC scores (public schools) than <st1:State w:st=3D"on"><st1:place w:= st=3D"on">Texas</st1:place></st1:State>:<o:p></o:p> 43 states (2009)<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher MC scores (non-public schools) than <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State>: 44</s= pan> states (2009)<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> HOW DID <s= t1:State w:st=3D"on"><st1:place w:st=3D"on">TEXAS</st1:place></st1:State> STUDENTS D= O ON THE ESSAY SUB-SCORE?<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher essay 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> 43 states (2006) -- 41= states (2007) -- 43 states (2008) -- 45 states (2009)<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher essay scores (public schools) than <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State>: 47 </= span>states<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher essay scores (non-public schools) than <st1:State w:st=3D"on"><st1:p= lace w:st=3D"on">Texas</st1:place></st1:State>: 45 </= span>states<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> HOW DID <s= t1:State w:st=3D"on"><st1:place w:st=3D"on">TEXAS</st1:place></st1:State> STUDENTS D= O ON THE TOTAL WRITING SCORE?<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher Writing scores (all students) than <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State>: 46</s= pan> states<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher Writing scores (public schools) than <st1:State w:st=3D"on"><st1:pla= ce w:st=3D"on">Texas</st1:place></st1:State>: 45 states<o:p></o:p> <o:p> </= o:p> Number of sta= tes with higher Writing scores (non-public schools) than <st1:State w:st=3D"on"><st1= :place w:st=3D"on">Texas</st1:place></st1:State>: 45 states<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> <o:p> </o:p> AVERAGES -- COMPARING <st1:State w:st=3D"on"><st1:place w:st=3D"on">TEXAS</st1:place></= st1:State> WITH NATIONAL SCORES<o:p></o:p> <o:p> </= o:p> National R= 11; MC – all students – 50 (2006) -- = 49.5 (2007) – 49= .5 (2008) -- 49.3 (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> – MC – all students R= 11; 49 (2006) -- 48.6</spa= n> (2007) -- </span= >48.5 (2008) -- = 48.0 (2009)<o:p></o:p> <o:p> </= o:p> National R= 11; MC – public schools – 49 (2006) -= - 48.9 (2007) -- 48.9</sp= an> (2008) -- 48.7 (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> – MC – public schools &#= 8211; 49 (2006) -- 48.2</spa= n> (2007) -- </span= >48.1 (2008) -- = 47.6 (2009)<o:p></o:p> <o:p> </= o:p> National R= 11; MC – non-public schools – 52 (200= 6) -- 52.7 (2007) – 51= .5 (2008) -- 51.0 (2009) <o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> – MC – non-public schools – 52 (2006) --<s= pan style=3D'mso-spacerun:yes'> 52.2</sp= an> (2007) -- 53.7 (2008) -- 49.7 (2009)<o:p></o:p> <o:p> </= o:p> National R= 11; Essay – all students – 7.3 (20= 06) -- 7.3 (2007) – 7.1 (2008) -- 7.2 (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> – Essay – all students &= #8211; 7.0 (2006) -- 7.= 0 (2007) – 6.8 (2008) -- 6.8 (2009)<o:p></o:p> <o:p> </= o:p> National R= 11; Essay – public schools – 7.2 (= 2006) -- 7.2 (2007) – 7.1 (2008) -- 7.1 (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> – Essay – public schools – 7.0 (2006) --<= span style=3D'mso-spacerun:yes'> 6.9</spa= n> (2007) – 6.7 (2008) -- 6.7 (2009)<o:p></o:p> <o:p> </= o:p> National R= 11; Essay – non-public schools – 7.5</spa= n> (2006) -- 7.6 (2007) – 7.3 (2008) -- 7.4</spa= n> (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> – Essay – non-public sch= ools – 7.3 (2006) -- 7.4 (2007) – 7.5 (2008) -- 7.0 (2009)<o:p></o: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) -- = 493 (2009)<o:p></o:p>= Composite score (essay and MC) -- <st1:State w:st=3D"o= n"><st1:place w:st=3D"on">Texas</st1:place></st1:State> (all students) -- 487 (2006) -- = 482 (2007) <o:p></o:p= > -- 480 (2008) -- 475= (2009)<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<o:p></o:p> <st1:State w:st=3D"on">California</st1:State> and <st1:State w:st=3D"on">New York<= /st1:State> both tested more students than did <st1:State w:st=3D"on">Texas</st1:State>= : <st1:State w:st=3D"on">California<= /st1:State> (207,301), <st1:State w:st=3D"on">New York= </st1:State> (159,886), and <st1:State w:st=3D"on"><st1= :place w:st=3D"on">Texas</st1:place></st1:State> (141,7= 33). <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><= /u> HOW DID <s= t1:State w:st=3D"on">TEXAS</st1:State> STUDENTS DO ON CRITICAL <st1:City w:st=3D"on"= ><st1:place w:st=3D"on">READING</st1:place></st1:City>? <o:p></o:p> <o:p> </o:p> National aver= age (all students) – 503 (2006) -- 502 (2007) -- 502</spa= n> (2008) -- 501 (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> average (all students) – 491 (2006) -- 492</spa= n> (2007) -- 488 (2008) -- 486 (2009)<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) -- 496 (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> average (public schools) – <sp= an style=3D'color:red'>487 (2006) -- 487</spa= n> (2007) -- </span= >484 (2008) -- 4= 81 (2009)<o:p></o:p> <o:p> </= o:p> National aver= age (non-public schools) -- NA (2006) -- 520 (2007) -- 517 (2008) -- 517 (2009)<o:p></o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State> average (non-public schools) -- <s= pan style=3D'mso-spacerun:yes'> NA (= 2006) -- 528 (2007) -- 542 (2008) -- 503 (2009)<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> SAT’S RESEARCH: BEST PREDICTOR OF FRESHMEN SUCCESS<o:p></o:p> <o:p> </o: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:City w:st=3D"on"><st1:place w:st= =3D"on">Reading</st1:place></st1:City> scores.)<o:p></o:p> <o= :p> </o:p> Since 70% of = the Writing score comes from grammar and usage, then obviously the best predictor of college success is how well students = know their English grammar and usage. <o:p></o:p> <o:= p> </o:p> SAT NOW GIVES SUB-SCORES FOR GRAMMAR/USAGE AND THE ESSAY<o:p></o:p></strong= > <o:p> </o:p> Up until 2008= , the overall SAT Writing score was the only score listed by the College Board in their yearly reports; and the two Writing sub-scores were not publicized. <o:p></o:p> <o:p> </= o:p> However, last 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) MC -- 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> <o:p> </= o:p> TO SEE ALL STATES’ REPORTS<o:p></o:p> The national = report (SAT Graduating Class of 2009, Total Group Profile Report) indicates that the multiple-choice grammar and us= age (MC) score is 49.3,<= span style=3D'color:black'> and the average essay score is <str= ong>7.2.<o:p></o:p> ( <a href=3D"http://professionals.collegeboard.com/data-reports-research/sat/cb-= seniors-2009">http://professionals.collegeboard.com/data-reports-research/s= at/cb-seniors-2009</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, people need to go to <a href=3D"http://professionals.collegeboard.com/data-reports-research/sat/cb-= seniors-2009">http://professionals.collegeboard.com/data-reports-research/s= at/cb-seniors-2009</a> and click on the individual state report that they want to read. <o:p></o:p> <o:p></= o:p> <o:p> </= o:p> <st1:State w:st=3D"on"><st1:place w:st=3D"on">TEXAS</st1:place></st1:S= tate> COMPARED TO NATIONAL<o:p></o:p></= u> <o:p> </o:p> After accessi= ng the state profile report, then people need to scroll down to see the Mean Scores. <st1:Sta= te w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:place></st1:State>' average m= ultiple choice (MC -- all students) score is 48.0= (compared to 49.3</sp= an> for the national -- all students). <st1:State w:st=3D"on"><st1:place w:st=3D"on">Texas</st1:p= lace></st1:State>’ average essay score is 6.8 (compared to 7.2 for the national -- all students). <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 - 2009 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:l3 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:l3 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:l3 level1 lfo3;tab-stops:list .5in'>Multiple-choice questions [<s= trong>49 QUESTIONS] measure a student's ability to identify se= ntence errors, improve sentences, and improve paragraphs</st= rong>. <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 sentence structure<o:p></o:p> • Recognize effective sentences that follow the conventions of standa= rd 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 standa= rd 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 paragraph or entire essay<o:p></o:p> • Organize and develop paragraphs in a coherent and logical manner</s= trong><o:p></o:p> • Apply the conventions of standard written English<o:p></o:= p> <o:p></o:p> WRITING SECTI= ON<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'border:none;padding:0in 0in 0in 0in'> Time<o:p></o:p> </td> <td style=3D'border:none;padding:0in 0in 0in 0in'> <o:p> </o:p> </td> <td style=3D'border:none;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'border:none;padding:0in 0in 0in 0in'> Content<o:p></o:p> </td> <td style=3D'border:none;padding:0in 0in 0in 0in'> <o:p> </o:p> </td> <td style=3D'border:none;padding:0in 0in 0in 0in'> Multiple-Choice: Identifying Errors, Improving Sentences and Paragraphs [49 QUESTI= ONS]<o:p></o:p> Student-Written Essay: Effectively Communicate a Viewpoint, Defining and Supporting a Position [PERSUASIVE]<o:p></o:p>= </td> </tr> <tr style=3D'mso-yfti-irow:2;mso-yfti-lastrow:yes'> <td style=3D'border:none;padding:0in 0in 0in 0in'> Score<o:p></o:p> </td> <td style=3D'border:none;padding:0in 0in 0in 0in'> <o:p></o:p> </td> <td style=3D'border:none;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:City w:st=3D"on"><st1:place w:st= =3D"on">READING</st1:place></st1:City><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:l2 level1 lfo4;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:l2 level1 lfo4;tab-stops:list .5in'>Analogies have been eliminate= d, but sentence-completion questions remain. <o:p></o:p></sp= an></li> <li class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-a= lt:auto; mso-list:l2 level1 lfo4;tab-stops:list .5in'>Sentence Completions, Passage= -Based <st1:City w:st=3D"on"><st1:place w:st=3D"on">Reading</st1:place></st1:= City>, 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:l2 level1 lfo4;tab-stops:list .5in'>Scored from 200 to 800 points= <o:p></o:p></li> </ul> <o:p> </o:p> Critical <st1:City w:st=3D"on"><st1:place w:st=3D"on">Reading</st1:place></st1:City>= <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></= p> • Ability to understand how the different parts of a sentence fit logically together<o:p></o:p></= p> <o:p> </o:p> WHAT TO DO ABOUT LOW GRAMMAR AND USAGE SCORES</s= pan>&nbs= p;<o:p></o:p> <o:p> </= o:p> To help students to learn these all-important En= glish grammar and usage skills, please visit MyStudyHall.com which is an online, interactive tutorial. <o:p></o:p> <o:p> </o:p> Using this site, students (ages 10 through adults) 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 pace.= <o:p></o:p> <o:p></o:p> After working through t= he three in-depth grammar modules, students are sure to feel more confident when they take the SAT, ACT, NAEP, and other standardized te= sts; and students will also feel more confident as they approach their college classrooms. <= span style=3D'font-size:14.0pt'><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:Wgarner1@hot.rr.com">Wgarner1@= hot.rr.com</a><o:p></o:p> <o:p> </o:p> <o:p> </o:p> </div> </body> </html> ------=_NextPart_01CA4736.BD9009A0 Content-Location: file:///C:/9C69C639/SAT--COMPARISONOFSATSCORES--2006-2009_files/themedata.thmx Content-Transfer-Encoding: base64 Content-Type: application/vnd.ms-officetheme UEsDBBQABgAIAAAAIQCCirwT+gAAABwCAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKyRy2rDMBBF 94X+g9C22HK6KKXYzqJJd30s0g8Y5LEtao+ENAnJ33fsuFC6CC10IxBizpl7Va6P46AOGJPzVOlV 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