North Carolina ... SAT report (Scholastic Assessment Test Report)

              The Nor t h Car ol ina 1 9 9 9
Schol ast i c Asse ssme nt Te st
S A T
R E P O R T
Report ing on t he Nat ion, t he St at e,
t he 117 Public School Syst ems,
Chart er Schools, Nort h Carolina School
of t he Art s, and Nort h Carolina School
of Science and Mat hemat ics
PUBLIC SCHOOLS OF NORTH CAROLINA
STATE BOARD OF EDUCATION • DEPARTMENT OF PUBLIC INSTRUCTION
State Board of Education
Phillip J. Kirk, Jr.
Chairman
Raleigh
Jane P. Norwood
Vice Chair
Charlotte
Kathy A. Taft
Greenville
Margaret B. Harvey
Kinston
Edgar D. Murphy
Durham
Evelyn B. Monroe
Pinehurst
Ronald E. Deal
Hickory
Robert R. Douglas
Asheville
Zoe W. Locklear
Pembroke
Eddie Davis III
Durham
Dennis A. Wicker
Lieutenant Governor
Raleigh
Harlan E. Boyles
State Treasurer
Raleigh
NC Department of Public Instruction
Michael E. Ward, State Superintendent
301 North Wilmington Street • Raleigh, North Carolina 27601-2825 • Website: www.dpi.state.nc.us
The North Carolina 1999 Scholastic Assessment Test
(SAT) Report
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
Instructional and Accountability Services
Division of Accountability Services
Reporting Section
August 1999
The North Carolina 1999 Scholastic Assessment Test (SAT) Report
Table of Contents
Cautions on the Use of Aggregate SAT Scores.................................................................... i
Background....................................................................................................................... 1
Results ............................................................................................................................... 1
Gender ......................................................................................................................... 2
Race/Ethnicity .............................................................................................................. 3
Family Income .............................................................................................................. 4
Academic Preparation................................................................................................... 5
North Carolina and the University of North Carolina System .............................................. 7
North Carolina School Systems and Schools..................................................................... 10
Background on Recentering the SAT I Scores .................................................................. 12
Sources of Data for the Report ......................................................................................... 12
References....................................................................................................................... 12
Data Appendices
North Carolina and the Nation .................................................................................... 13
Performance of the 117 Public School Systems, Charter Schools, North Carolina
School of the Arts, and North Carolina School of Science and Mathematics ............... 21
Performance of the Fifty States ................................................................................... 27
i
Cautions on the Use of Aggregate SAT Scores*
As measures of developed verbal and mathematical abilities important for success in college, SAT
scores are useful in making decisions about individual students and in assessing the academic
preparation of individual students. Using these scores in aggregate form as a single measure to
rank or rate teachers, educational institutions, districts, or states is invalid because it does not
include all students. And in being incomplete, this use is inherently unfair.
For example, in order for one to make useful comparisons between states, of students’
performance, a common test given to all students would be required. Because the percentage of
SAT-takers varies widely among the states, and because the test-takers are self-selected, the SAT
is inappropriate for this purpose.
The most significant factor in interpreting SAT scores is the proportion of eligible students taking
the exam—the participation rate. In general, the higher the percentage of students taking the test,
the lower will be the average scores.
In some states, for example, a very small percentage of the college-bound seniors take the SAT.
Typically, these students have strong academic backgrounds and are applicants to the nation’s
most selective colleges and scholarship programs. Therefore, it is to be expected that the SAT
verbal and mathematical averages reported for these states will be higher than is the national
average. In states where a greater proportion of students with a wide range of academic
backgrounds take the SAT, and where most colleges in the state require the test for admission, the
scores are closer to the national average.
In looking at average SAT scores, the user must understand the context in which the particular test
scores were earned. Other factors variously related to performance on the SAT include academic
courses studied in high school, family background, and education of parents. These factors and
others of a less tangible nature could very well have a significant influence on average scores.
That is not to say, however, that scores cannot be used properly as one indicator of educational
quality. Average scores analyzed from a number of years can reveal trends in the academic
preparation of students who take the test and can provide individual states and schools with a
means of self-evaluation and self-comparison.
By studying other indicators—such as retention/attrition rates, graduation rates, the number of
courses taken in academic subjects, or scores on other standardized tests—one can evaluate the
general direction in which education in a particular jurisdiction is headed. A careful examination
of other conditions impinging on the educational enterprise, such as pupil/teacher ratios, teacher
credentials, expenditures per student, and minority enrollment, is also important.
Summaries of scores and other information by state, college, or school district can be used in
curriculum development, faculty staffing, student recruitment, financial aid assessment, planning
for physical facilities, and student services such as guidance and placement. Aggregate data can
also be useful to state, regional, and national education policymakers, especially in tracking
changes during a period of time.
* Excerpted from Guidelines on the Uses of College Board Test Scores and Related Data. Copyright 1988
by College Entrance Examination Board. All rights reserved.
1
The North Carolina 1999 Scholastic Assessment Test (SAT) Report
Background
Scholastic Assessment Test (SAT) scores measure developed verbal and mathematical
abilities necessary for success in college. Toward this end, SAT scores are useful in
assessing the academic preparation of individual students and in making decisions about
individual students. Using SAT scores in aggregate form as a single measure to rank or
rate states, educational institutions, school systems, schools, or teachers is invalid because
not all students take the SAT and those who do are self-selected. Comparisons of this
kind are incomplete which makes their use inherently unfair. Consequently, rankings or
residual rankings are not used in this report in compliance with The College Board and
with professional standards for educational and psychological testing.
Aggregate scores can, however, indicate the preparation of groups of students who aspire
to attend college. In addition, average scores analyzed for a number of years can reveal
trends in the academic preparation of students who take the SAT. Consequently, this
report includes the SAT performance of North Carolina’s students who took the test in
1999 and recent historical data on the SAT performance of North Carolina’s students.
Results
This report presents SAT results for students scheduled to graduate in 1999 and
represents students’ most recent scores regardless of when they last took the test. The
performance of public and non-public school students in North Carolina and the United
States are included in this report, except where otherwise noted.
In 1999, North Carolina’s students made a gain of four points in mean (average) total
SAT score while the nation’s students decreased by one point (see Figure 1). The mean
total SAT score for North Carolina’s college-bound seniors was 986, compared to 1016
for the nation and 986 for the Southeast in 1999. Figure 1 shows that the mean total SAT
score for North Carolina’s students has improved each year since 1990, except in 1994
when the score remained the same as the previous year. Although the gap between North
Carolina’s mean and the nation’s mean was 30 points in 1999, it was the smallest in 28
years, having decreased by 53 points since 1972 and by 33 points since 1989 (see Table
1).
The gap between North Carolina’s scores and the Southeast’s scores has closed
dramatically since 1990 as shown in Figure 1. In 1999, North Carolina’s mean total SAT
score (986) equaled the Southeast score, with North Carolina’s score increasing by four
points and the Southeast’s score remaining the same from 1998.
Students in North Carolina’s public schools performed slightly better in 1999 than in the
previous year when compared to public school students in the nation. In 1999, the mean
total SAT score for the nation’s public school students was 1010 while North Carolina’s
public school students scored 983, a difference of 27 points. In 1998, the difference
2
between mean total SAT scores for the nation (1011) and North Carolina (981) was 30
points.
North Carolina’s students are closer to the nation on the verbal portion of the SAT than
on the mathematics portion. North Carolina students’ mean score on the verbal portion of
the SAT was 493 compared to 505 for the United States, a difference of 12 points. On
the mathematics portion of the SAT, North Carolina students’ mean score was 493
compared to 511 for the United States, a difference of 18 points.
Gender
In North Carolina and the nation, males historically have attained higher mean SAT scores
than females (see Figure 2). The mean total SAT score for North Carolina males was
1006 in 1999 compared to 969 for females. The gap between North Carolina males and
females has been 32-33 points the past four years, but increased to 37 points this year (see
Table 3). The difference between mean total SAT scores for North Carolina’s males and
females is largely in mathematics where the mean score for males is 510 in 1999, 31 points
higher than females’ score. On the verbal scale, North Carolina’s females lag males by six
points in 1999, one point more than in the previous year.
In 1999, North Carolina’s males lag males nationally by 34 points (four points fewer than
in the previous year), while North Carolina females lag their national counterparts by 28
points (three points fewer than in the previous year) as shown in Table 3. Nationally,
males’ mean total SAT score did not change in 1999, while North Carolina’s males
improved by four points. Nationally, females decreased by one point while North
Figure 1. Mean Total SAT Scores for the United States, Southeast Region
and North Carolina 1990 – 1999.
1001 999 1001 1003 1003
1010
1013
1016 1017 1016
973 972 974
978 978
984 983 984 986 986
v
v
v v v
v
v v
v
v
948
952
961
964 964
970
976 978
982
986
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999
0
925
950
975
1000
1025
12All Scholastic Assessment Test scores are reported on the recentered score scale (1995). The Southeast region average is a weighted average of results for Florida, Georgia,
North Carolina, South Carolina, and Virginia.
United States
Southeast2
North Carolina
Mean Total
SAT Score1
3
Carolina’s females improved by two points. Thus, North Carolina’s males and females
gained four points and three points, respectively, on the nation in 1999 (see Table 4).
Race/Ethnicity
White and Asian students in North Carolina schools and in the nation typically score
higher than other ethnic/racial groups (see Figure 3). Of all the ethnic/racial groups
represented in North Carolina, only Hispanic students score higher than their national
counterparts. North Carolina Hispanics’ mean total SAT score was 966 compared to 915
for Hispanics nationally, a difference of 51 points (see Table 3). Hispanics of all
backgrounds (Mexican, Puerto Rican, or Latin American) in North Carolina had higher
mean scores than their national counterparts. Hispanics, however, comprised a very small
proportion of the total SAT test takers in North Carolina in 1999, representing only one
percent compared to eight percent nationally.
All other racial/ethnic groups (American Indians, Asian Americans, Blacks, and Whites)
in North Carolina trail their national counterparts in SAT performance. Of these groups,
Blacks are the closest to their counterparts nationally, trailing by 19 points. In North
Carolina, the mean total SAT score for Blacks in 1999 was 837, a decrease of two points
from the previous year. Nationally, the mean total SAT score for Blacks (856) decreased
by four points from 1998 (see Table 4). In recent years, North Carolina’s Black students
have demonstrated improved performance, while representing a much higher proportion of
SAT test takers than in the nation. In 1999, Black students represented 21 percent of
North Carolina’s test takers (one percent more than in 1998), while nationally Blacks
comprised 11 percent (the same as in 1998) as shown in Table 3.
Figure 2. Mean Total SAT Scores for the United States and North Carolina by
Gender 1990 – 1999.
1036
1026 1030 1032 1028 1034 1034 1037 1040 1040
969 970
982 987 984 988 994 996
1002 1006
984 980 983 985 989
997 995 997
998 997
928
940 944 946 951 956 961 963 967 969
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999
400
850
900
950
1000
1050
1100
United States Males
North Carolina Males
North Carolina Females
United States Females
1All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
Mean Total
SAT Score1
4
In 1999, North Carolina’s American Indians attained a mean total SAT score of 900, 65
points lower than their national counterparts (see Table 4). This score, six points lower
than the previous year’s score, was the largest difference from a national counterpart of all
racial/ethnic groups. In 1999, American Indians represented only one percent of SAT test
takers in North Carolina and one percent nationally (see Table 3).
Family Income
In North Carolina, as in the nation, the higher the family income the higher the student’s
mean total SAT score (see Figure 4). There is very little change from year to year in the
mean total SAT within each family income category. The relative difference in mean total
SAT score between family income categories is also fairly stable from year to year.
Figure 3. Mean Total SAT Scores for North Carolina by Ethnicity 1994 – 1999.
n n n n n n
t t t t
t
t
1994 1995 1996 1997 1998 1999
400
850
900
950
1000
1050
1100
Black
White
2Hispanic students were reported in the Other category prior to 1997.
American Indian
Hispanic2
Asian American
1All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
National Mean
Mean Total
SAT Score1
5
Academic Preparation
The more academic credits students have in six subject areas (Arts and Music; English;
Foreign and Classical Languages; Mathematics; Natural Sciences; Social Sciences and
History), the higher their mean SAT scores (see Figure 5). Students in North Carolina are
earning one-half additional academic credit on average compared to students in 1994.
While the mean SAT scores of students in the nation in each range of earned academic
credits have fluctuated over the last five years, the performance of North Carolina’s
students in the various levels of academic credit earned has been mixed. At the highest
level of academic credit earned (20 or More), the mean total SAT scores for North
Carolina’s students increased in 1999, following a decrease in 1998 (see Figure 5). On the
other hand, North Carolina’s students in the lower categories of academic credit (19 or
Fewer) have generally had declining scores over the last five years as shown in Figure 5.
The higher SAT scores for students with 20 or More academic credits might be explained
in one of two ways. Either higher performing students tend to take more credits or the
more credits a student takes, the better the student is prepared to take the SAT. The data
in Figure 5 suggests that the latter is true. For example, the percent of SAT test takers
with 20 or more academic credits increased from 39% in 1997 to 48% in 1999.
Figure 4. Mean Total SAT Scores for North Carolina by Family Income 1994 - 1999.
o o
o
o o o
n n n
n n n
m m m m m m
l l l l l l
1994 1995 1996 1997 1998 1999
400
850
900
950
1000
1050
1100
1 All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
Less than $10,000
$10,000-$19,000
$20,000-$29,000
$30,000-$39,000
$40,000-$49,000
$60,000-$69,000
$50,000-$59,000
More than $70,000
Mean Total
SAT Score1
6
Typically, the higher a student’s high school grade point average (GPA), the higher the
student’s mean total SAT score (see Figure 6), and this is true in North Carolina.
However, North Carolina’s students with high school GPAs of A+, A, or A- are further
behind their national counterparts than students with B or C averages. North Carolina
students with high school GPAs of A+, A, or A- trail their peers nationally by 49, 58, and
62 points, respectively. Additionally, North Carolina’s students with GPAs of A+, A, or
A- represent 44 percent of students compared to 39 percent nationally. North Carolina’s
students with GPAs of B are 40 points behind their peers nationally and represent 43
percent of students compared to 48 percent nationally. Students in North Carolina with
GPAs of C are only 28 points behind their peers nationally and represent 12 percent of
students in North Carolina and 13 percent in the nation. Several explanations might
account for these data. SAT test takers might misjudge or wrongly report their grade
point averages on the SAT questionnaire, they might be receiving inflated grades, or a
combination of the two might be operative.
Figure 5. Mean Total SAT Scores for North Carolina by Total Credits in Six
Academic Subjects 1994 – 1999.
l l l l l l
n n
n n
n
n
1994 1995 1996 1997 1998 1999
400
850
900
950
1000
1050
1100
1All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
Mean Total
SAT Score1
20 or More
19 to 19.5
18 to 18.5
17 to 17.5
Fewer than 15
16 to 16.5
15 to 15.5
7
There is a strong, positive relationship between the average performance of schools on the
North Carolina end-of-course tests in a high school and the mean total SAT score for that
school (see Figure7). The Pearson correlation between the performance composite and
mean total SAT score by high school was 0.78 on a scale of –1.0 to +1.0. This
relationship was determined by plotting a high school’s performance composite against its
mean total SAT score. The performance composite is the weighted average of the percent
of students at or above level III on end-of-course tests (i.e., students mastering the course
content). The performance composite is based on student performance on eleven end-of-course
tests (Algebra I; Algebra II; Chemistry; Biology; Economic, Legal, and Political
Systems [ELPS]; English I; English II; Geometry; Physical Science; Physics and U.S.
History) and the High School Comprehensive Test of Reading and Mathematics.
North Carolina and the University of North Carolina System
The mean total SAT score of North Carolina’s students graduating in 1998 was 982, while
the mean total for the University of North Carolina system for entering freshmen was 1064
(1998 is the most current year for which comparable data are available). The fact that
students entering the University of North Carolina system have higher mean total SAT
scores than students graduating from high school is expected since many students who do
not perform well on the SAT choose other post-secondary options, including community
college and full-time employment. While 40,058 seniors took the SAT in 1998, 52,626
North Carolina students applied to the University of North Carolina system institutions;
39,713 were accepted, and 20,286 enrolled.
Figure 6. M ean Total SAT Scores for North Carolina by High School GPA 1994 –
1999.
l l 1205 1210 l l l l 1199 1195 1191 1191
n n n
1103 1104 1102 n n n
1089 1091 1091
1038 1039 1034 1033 1031 1030
923 918 928 926 929 928
820 818 827 824 830 827
764
778 789 786
768
785
1994 1995 1996 1997 1998 1999
400
750
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850
900
950
1000
1050
1100
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1200
1All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
Mean Total
SAT Score1
A+
A
B
A-D
or Below
C
8
University of North Carolina institutions, however, serve a wide variety of student abilities
as evidenced by the mean total SAT scores of those institutions, which range from 823 to
1230 (The University of North Carolina, 1999). Figure 8 shows the range of total SAT
scores for the middle 50% (i.e. inter-quartile range) for North Carolina college-bound
seniors in 1999 and for entering freshmen at the University of North Carolina system
institutions and selected other institutions in 1998.
The figure shows that for the middle 50% of college-bound seniors in North Carolina,
there is a University of North Carolina system institution where they are likely to perform
well compared to their peers (i.e. to the extent that the SAT is a predictor of performance
in college). The figure also shows that North Carolina’s college-bound seniors who
aspire to attend prestigious private universities such as Duke, Wake Forest, and Harvard
should score in the upper 25% of North Carolina’s students in order to perform similarly
to students at those universities.
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Performance Composite
Figure 7. Mean Total SAT Score by Performance Composite for all Public High
Schools in North Carolina 1999.
1All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
Correlation = 0.78
Mean Total
SAT Score1
X - Represents a school
N.C. College-
Bound Seniors
Appalachian State
East Carolina
Duke
Elizabeth City State
N.C. A & T State
Fayetteville State
N.C. Central
N.C. School of the Arts
N.C. State
UNC - Asheville
UNC - Charlotte
UNC - Chapel Hill
UNC - Greensboro
UNC - Pembroke
UNC - Wilmington
Wake Forest
Western Carolina
Winston-Salem State
Harvard2
North Carolina
50th Percentile
50th
Percentile
25th Percentile 75th Percentile
700 800 900 1000 1100 1200 1300 1400 1500 1600
Mean Total SAT Score1
Figure 8. SAT Total Score 25th, 50th, and 75th Percentile for North Carolina College-Bound Seniors 1999, Entering
Freshmen at Institutions of the University of North Carolina System, and Selected Private Universities, Fall 1998.
1All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
2Information on the 50th percentile for Harvard University entering freshmen was not available.
10
North Carolina School Systems and North Carolina Schools
Most people assume there is a negative association between the percent of students taking
the SAT and the mean SAT score. This association is true when the percent of students
taking the SAT and the mean total SAT scores for states are compared (see Figure 9).
However, the opposite association occurs when the percent of students taking the SAT
and the mean total SAT score for public school systems and public schools in North
Carolina are correlated (see Figures 10 and 11). The Pearson correlation between the
percent of students taking the SAT and the mean total SAT score is 0.38 for public school
systems in North Carolina and similarly the correlation is 0.42 for North Carolina public
schools. These results suggest that schools and school systems in North Carolina cannot
assume that their scores were better or worse because the percent of students taking the
SAT changed. In fact, 50% of all schools and school systems in the nation had a change
in their mean verbal or math SAT of plus or minus 10 points (The College Board, 1999).
This fluctuation in mean SAT scores means that school systems and schools should take
into account other factors such as course-taking patterns, content of the curriculum, and
course standards when attempting to explain changes in mean SAT scores.
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Percent Tested
Figure 9. Mean Total SAT Score by Percent of Students Tested for all States 1999.
North Carolina
U.S. Mean
Southeast Mean
1All Scolastic Assessment Test scores are reported on the recentered score scale (1995).
X - Represents a state
Mean Total
SAT Score1
11
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Percent Tested
Figure 11. Total Mean SAT Score by Percent of Students Tested for all Public
High Schools in North Carolina 1999.
U.S. Mean
North Carolina Mean
1All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
Mean Total
SAT Score1
X - Represents a school
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0 10 20 30 40 50 60 70 80 90 100
Percent Tested
Figure 10. Mean Total SAT Score by Percent of Students Tested for all North Carolina Public
School Systems 1999.
U. S. Mean
North Carolina Mean
1All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
Mean Total
SAT Score1
X - Represents a school system
12
Background on Recentering the SAT I Scores
The College Board recentered the score scale of the SAT I, re-establishing the original
mean score of 500 on the 200-800 scale in order to maintain the SAT's statistical integrity
and predictive validity. The scale had not been recalibrated since 1941 when it reflected
the norm of some 10,000 students from predominantly private secondary schools who
applied to the nation's most selective private colleges and universities. As mean scores
shifted below 500, the score distribution became stretched in the upper half and
compressed in the lower half.
Now that scores are recentered on the renormed SAT I, they reflect the more than two
million students who take the test today. They also reflect a more diverse college-bound
population than the group who took the SAT in 1941.
Although a student's score may change after recentering, the rank order of individual
scores, expressed as percentiles, remains the same. What is more, a specific score on the
verbal test now has the same relative position and meaning as the same score on the math
test. For example, a 450 on verbal and math signifies comparable performance in both
areas. Before recentering, a score of 450 represented above-average performance on
verbal and below-average performance on math. While recentering permits legitimate
comparisons of verbal and math scores and reduces earlier confusion, it has no effect on
historical score trends, or on the difficulty level of the test and the relative standing of
students to each other.
Sources of Data for the Report
The data in this report are from three primary sources: (1) National Report 1999 College-
Bound Seniors: A Profile of SAT Program Test Takers and profiles from earlier years
(The College Board); (2) North Carolina Report 1999 College-Bound Seniors: A Profile
of SAT Program Test Takers and profiles from earlier years (The College Board); and (3)
a data file of individual student scores for the state’s 117 public school systems, charter
schools, North Carolina School of the Arts, and North Carolina School of Science and
Mathematics. The data file was prepared by Educational Testing Service in cooperation
with The College Board. SAT scores are reported each year for students scheduled to
graduate. Only the most recent scores of these students are reported, regardless of when
they last took the test.
References
The University of North Carolina. (1999, April). Statistical abstract of higher education
in North Carolina, 1998-99 (Research Report 1-99). Chapel Hill, NC: Author.
The College Board. (1999, August). Academic and demographic features of 1.2 million
SAT takers in the high school class of 1999. New York: Author.
13
Data Appendix
North Carolina and the Nation
14
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15
Table 1. Mean (Average) SAT Scores for North Carolina and the Nation 1972 -1999
National Mean North Carolina Mean
Year Verbal Math Total Verbal Math Total
1999 505 511 1016 493 493 986
1998 505 512 1017 490 492 982
1997 505 511 1016 490 488 978
1996 505 508 1013 490 486 976
1995 504 506 1010 488 482 970
1994 499 504 1003 482 482 964
1993 500 503 1003 483 481 964
1992 500 501 1001 482 479 961
1991 499 500 999 478 474 952
1990 500 501 1001 478 470 948
1989 504 502 1006 474 469 943
1988 505 501 1006 478 470 948
1987 507 501 1008 477 468 945
1986 509 500 1009 477 465 942
1985 509 500 1009 476 464 940
1984 504 497 1001 473 461 934
1983 503 494 997 472 460 932
1982 504 493 997 474 460 934
1981 502 492 994 469 456 925
1980 502 492 994 471 458 929
1979 505 493 998 471 455 926
1978 507 494 1001 468 453 921
1977 507 496 1003 472 454 926
1976 509 497 1006 474 452 926
1975 512 498 1010 477 457 934
1974 521 505 1026 488 466 954
1973 523 506 1029 487 468 955
1972 530 509 1039 489 467 956
Observations
• From 1998 to 1999 the mean total SAT for the nation decreased by one point to 1016.
• From 1998 to 1999 the mean total SAT for North Carolina increased by four points to 986,
the highest it has been in 28 years.
• The verbal mean for the nation has not changed for four years.
Notes:
1. In this table, United States and North Carolina mean scores include both public and non-public school
students.
2. In 1972, the College Board began reporting the most recent Scholastic Assessment Test scores of seniors,
regardless of when the student last took the test in 1972. Data prior to 1972 are not comparable.
3. All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
4. For 1972-1986, the conversion table provided by Educational Testing Service was applied to the original
North Carolina means to convert those means to the recentered scale.
Table 2. Frequency Distributions of 1999 North Carolina Public Schools
Verbal and Mathematics SAT Scores
Score
Number Rank Number
112 0.3 99 800 113 0.3 99
14 0.0 99 790 35 0.1 99
47 0.1 99 780 66 0.2 99
43 0.1 99 770 23 0.1 99
71 0.2 99 760 70 0.2 99
125 0.3 99 750 64 0.2 99
107 0.3 99 740 93 0.3 99
50 0.1 99 730 131 0.4 99
139 0.4 98 720 147 0.4 98
181 0.5 98 710 174 0.5 98
224 0.6 97 700 256 0.7 97
290 0.8 97 690 253 0.7 96
244 0.7 96 680 279 0.8 96
273 0.8 95 670 319 0.9 95
385 1.1 94 660 431 1.2 94
461 1.3 93 650 422 1.2 93
457 1.3 92 640 710 1.9 91
636 1.7 90 630 519 1.4 90
589 1.6 89 620 562 1.5 88
681 1.9 87 610 1021 2.8 86
842 2.3 85 600 628 1.7 84
1007 2.8 82 590 757 2.1 82
708 1.9 80 580 1196 3.3 79
1055 2.9 78 570 795 2.2 76
1202 3.3 75 560 950 2.6 74
1226 3.4 71 550 1407 3.8 71
975 2.7 68 540 1105 3.0 67
1299 3.6 65 530 948 2.6 65
1370 3.7 61 520 1701 4.6 61
1443 3.9 58 510 1112 3.0 57
978 2.7 54 500 985 2.7 54
1461 4.0 51 490 1726 4.7 50
1548 4.2 47 480 1138 3.1 47
1144 3.1 43 470 1247 3.4 43
1442 3.9 40 460 1570 4.3 39
1499 4.1 36 450 1119 3.1 36
1080 3.0 32 440 1256 3.4 33
1283 3.5 29 430 1455 4.0 29
1155 3.2 26 420 1102 3.0 25
1163 3.2 22 410 1104 3.0 22
937 2.6 20 400 906 2.5 20
1024 2.8 17 390 910 2.5 17
686 1.9 15 380 975 2.7 15
919 2.5 12 370 723 2.0 12
679 1.9 10 360 619 1.7 10
505 1.4 9 350 557 1.5 9
438 1.2 7 340 556 1.5 7
465 1.3 6 330 490 1.3 6
373 1.0 5 320 342 0.9 5
318 0.9 4 310 290 0.8 4
234 0.6 3 300 231 0.6 3
212 0.6 3 290 273 0.8 2
151 0.4 2 280 88 0.2 2
151 0.4 2 270 128 0.4 2
123 0.3 1 260 151 0.4 1
68 0.2 1 250 69 0.2 1
59 0.2 1 240 101 0.3 1
46 0.1 1 230 40 0.1 1
64 0.2 1 220 61 0.2 1
45 0.1 1 210 22 0.1 1
130 0.4 1 200 115 0.3 1
36,636 100.0 36,636 100.0
Note: Scholastic Assessment Test scores are reported on the recentered score scale (1995).
Verbal (Mean = 493) Mathematics (Mean = 493)
Rank
Percentile
Percent Percent
Percentile
16
Note: All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
17
200 250 300 350 400 450 500 550 600 650 700 750 800
0
100
200
300
400
500
600
700
800
900
1000
1100
1200
1300
1400
1500
1600
1700
1800
Verbal Score
Figure 12. Distribution of North Carolina Public Schools Verbal SAT Scores 1999
Verbal Mean = 493
Figure 13. Distribution of North Carolina Public Schools Mathematics SAT Scores 1999
200 250 300 350 400 450 500 550 600 650 700 750 800
0
100
200
300
400
500
600
700
800
900
1000
1100
1200
1300
1400
1500
1600
1700
1800
Mathematics Score
Mathematics Mean = 493
Table 3. Mean Total SAT Score by Student Profile Characteristics 1998 – 1999
Difference
United States North Carolina from U. S.
Mean % N Mean %
All Students 1016 100 41,209 986 100 -30
Sex
Male 1040 46 18,432 1006 45 -34
Female 997 54 22,777 969 55 -28
Race/Ethnicity
American Indian 965 1 515 900 1 -65
Asian American 1058 9 1,110 1026 3 -32
Black 856 11 7,858 837 21 -19
Hispanic 915 8 580 966 1 51
White 1055 67 27,145 1031 72 -24
Other 1024 4 620 1005 2 -19
Parent Education Level
No high school diploma 850 4 795 843 2 -7
High school diploma 950 33 13,395 924 36 -26
Associate degree 979 8 4,609 944 12 -35
Bachelor's degree 1056 29 11,241 1021 30 -35
Graduate degree 1121 25 7,574 1094 20 -27
Family Income (in U.S. dollars)
Less than 10,000 871 4 1,154 830 3 -41
10,000 - 20,000 907 9 3,020 883 9 -24
20,000 - 30,000 954 11 4,042 925 12 -29
30,000 - 40,000 986 13 4,851 963 14 -23
40,000 - 50,000 1011 11 4,182 985 12 -26
50,000 - 60,000 1030 11 4,074 1002 12 -28
60,000 - 70,000 1043 9 3,235 1014 9 -29
70,000 - 80,000 1058 8 2,758 1028 8 -30
80,000 - 100,000 1082 10 3,052 1054 9 -28
More than 100,000 1130 14 3,852 1102 11 -28
Total Credits in Six Academic Subjects
20 or more 1096 51 15,459 1061 48 -35
19 to 19.5 1012 12 3,947 987 12 -25
18 to 18.5 980 11 3,672 956 11 -24
17 to 17.5 947 8 2,901 927 9 -20
16 to 16.5 927 6 2,072 896 6 -31
15 to 15.5 918 5 1,496 896 5 -22
Fewer than 15 885 7 2,518 886 8 1
High School Grade Point Average
A+ (97-100) 1240 7 3,756 1191 10 -49
A (93-96) 1149 16 7,082 1091 19 -58
A- (90-92) 1092 16 5,859 1030 15 -62
B (80-89) 968 48 16,323 928 43 -40
C (70-79) 855 13 4,666 827 12 -28
D or below 818 0 139 785 0 -33
High School Class Rank
Top Tenth 1197 21 6,918 1172 20 -25
Second Tenth 1071 23 7,399 1044 21 -27
Second Fifth 993 28 9,702 961 28 -32
Third Fifth 907 24 8,740 877 25 -30
Fourth Fifth 846 4 1,514 811 4 -35
Lowest Fifth 812 1 308 769 1 -43
Notes:
1. All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
2. In this table, United States and North Carolina mean scores include both public and non-public school students.
18
19
Table 4. United States and North Carolina Mean Total SAT Scores by Student Profile Characteristics 1996 – 1999
1996 1997 1998 1999
US NC Diff. US NC Diff. US NC Diff. US NC Diff.
All Students 1013 976 -37 1016 978 -38 1017 981 -36 1016 986 -30
Sex
Male 1034 994 -40 1037 996 -41 1040 1002 -38 1040 1006 -34
Female 995 961 -34 997 963 -34 998 967 -31 997 969 -28
Race/Ethnicity
American Indian 960 887 -73 950 900 -50 963 906 -57 965 900 -65
Asian American 1054 1017 -37 1056 1023 -33 1060 1014 -46 1058 1026 -32
Black 856 840 -16 857 834 -23 860 839 -21 856 837 -19
Hispanic3 * * * 917 956 39 916 984 68 915 966 51
White 1049 1018 -31 1052 1023 -29 1054 1026 -28 1055 1031 -24
Other 945 983 38 1026 1013 -13 1025 998 -27 1024 1005 -19
Parent Education Level
No high school diploma 853 844 -9 853 832 -21 852 841 -11 850 843 -7
High school diploma 949 920 -29 950 919 -31 950 922 -28 950 924 -26
Associate degree 976 939 -37 977 940 -37 980 948 -32 979 944 -35
Bachelor's degree 1054 1015 -39 1054 1016 -38 1057 1016 -41 1056 1021 -35
Graduate degree 1114 1086 -28 1116 1088 -28 1119 1095 -24 1121 1094 -27
Family Income (in U.S. dollars)
Less than 10,000 873 844 -29 873 832 -41 873 836 -37 871 830 -41
10,000-19,999 920 893 -27 918 884 -34 914 885 -29 907 883 -24
20,000-29,999 964 937 -27 962 931 -31 959 929 -30 954 925 -29
30,000-39,999 992 957 -35 993 959 -34 992 961 -31 986 963 -23
40,000-49,999 1016 978 -38 1015 982 -33 1015 983 -32 1011 985 -26
50,000-59,999 1034 996 -38 1033 1000 -33 1032 1000 -32 1030 1002 -28
60,000-69,999 1049 1018 -31 1048 1014 -34 1046 1018 -28 1043 1014 -29
More than 70,000 1098 1064 -34 1098 1063 -35
70,000-80,000 1059 1027 -32 1058 1028 -30
80,000-100,000 Additional categories beginning in 1998 1085 1060 -25 1082 1054 -28
More than 100,000 1131 1100 -31 1130 1102 -28
Total Credits in Six Subjects
20 or more 1101 1058 -43 1101 1062 -39 1096 1057 -39 1096 1061 -35
19 or 19.5 1041 1006 -35 1037 1007 -30 1016 993 -23 1012 987 -25
18 or 18.5 1001 965 -36 999 964 -35 982 957 -25 980 956 -24
17 or 17.5 959 933 -26 961 929 -32 948 923 -25 947 927 -20
16 or 16.5 933 903 -30 936 896 -40 926 898 -28 927 896 -31
15 or 15.5 919 908 -11 921 901 -20 913 887 -26 918 896 -22
Fewer than 15 872 873 1 883 883 0 890 888 -2 885 886 1
High School Grade Point Average
A+ (97-100) 1249 1199 -50 1243 1195 -48 1242 1191 -51 1240 1191 -49
A (93-96) 1156 1102 -54 1153 1089 -64 1151 1091 -60 1149 1091 -58
A- (90-92) 1099 1034 -65 1095 1033 -62 1096 1031 -65 1092 1030 -62
B (80-89) 971 928 -43 971 926 -45 970 929 -41 968 928 -40
C (70-79) 858 827 -31 860 824 -36 858 830 -28 855 827 -28
D or below (<70) 822 789 -33 820 786 -34 819 768 -51 818 785 -33
High School Class Rank
Top Tenth 1197 1162 -35 1195 1162 -33 1197 1170 -27 1197 1172 -25
Second Tenth 1069 1030 -39 1070 1032 -38 1073 1038 -35 1071 1044 -27
Second Fifth 990 953 -37 992 955 -37 994 958 -36 993 961 -32
Third Fifth 903 869 -34 906 869 -37 907 874 -33 907 877 -30
Fourth Fifth 847 806 -41 848 807 -41 848 813 -35 846 811 -35
Lowest Fifth 812 790 -22 815 766 -49 811 774 -37 812 769 -43
Notes: 1. All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
2. A conversion table provided by Educational Testing Service was applied to the national and state subgroup means to convert the
original means to the recentered scale as described in the Introduction.
3. Hispanic students were reported in the Other category prior to 1997 for United States and North Carolina (denoted by *).
}
20
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21
Data Appendix
Performance of the 117 Public School Systems, Charter
Schools, North Carolina School of the Arts, and North
Carolina School of Science and Mathematics
22
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23
Table 5. Mean SAT Scores for North Carolina Public Schools 1999
Number Percent Verbal Math Total
School System Tested Tested Score Score Score
United States Total 1,220,130 43.0 505 511 1016
North Carolina Total 41,209 61.0 493 493 986
Alamance County 593 65.5 478 485 963
Alexander County 125 47.5 463 469 932
Alleghany County 56 58.9 479 478 957
Anson County 94 41.6 424 447 871
Ashe County 104 53.3 491 487 978
Avery County 70 54.3 507 504 1011
Beaufort County 159 46.6 493 486 979
Bertie County 115 53.5 412 430 842
Bladen County 178 56.7 434 427 861
Brunswick County 216 47.4 477 474 951
Buncombe County 743 55.7 527 529 1056
Asheville 165 77.8 544 525 1069
Burke County 299 46.6 492 491 983
Cabarrus County 568 62.8 497 506 1003
Kannapolis 83 59.3 480 467 947
Caldwell County 193 35.4 495 494 989
Camden County 60 66.7 489 480 969
Carteret County 301 67.8 482 481 963
Caswell County 76 55.9 418 418 836
Catawba County 437 55.9 483 509 992
Hickory 158 81.0 508 526 1034
Newton-Conover 94 56.6 498 508 1006
Chatham County 169 62.4 486 469 955
Woods Charter 10 76.9 504 497 1001
Cherokee County 98 51.3 497 500 997
Chowan County 73 49.0 487 467 954
Clay County 37 41.6 514 519 1033
Cleveland County 200 50.6 479 480 959
Kings Mountain District 113 57.7 464 473 937
Shelby 110 68.3 478 489 967
Columbus County 145 39.4 447 451 898
Whiteville 91 79.8 452 441 893
Craven County 426 64.4 488 479 967
Cumberland County 1,185 49.6 484 467 951
Currituck County 64 47.1 485 477 962
Dare County 159 78.7 515 519 1034
Davidson County 531 57.5 496 483 979
Lexington 56 45.9 498 476 974
Thomasville 66 69.5 470 440 910
Davie County 131 55.7 513 526 1039
Notes: * Data are not reported where number tested was fewer than five.
1. All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
2. Percent tested is calculated as the number of students taking the SAT in the LEA divided by the eighth
month, twelfth grade membership in the LEA.
24
Table 5 (continued). Mean SAT Scores for North Carolina Public Schools 1999
Number Percent Verbal Math Total
School System Tested Tested Score Score Score
United States Total 1,220,130 43.0 505 511 1016
NC State Total 41,209 61.0 493 493 986
Duplin County 241 59.1 443 449 892
Durham County 1,006 80.3 496 494 990
Edgecombe County 160 43.4 451 449 900
Forsyth County 1,510 69.7 497 496 993
Franklin County 148 46.8 491 487 978
Gaston County 793 56.8 490 473 963
Gates County 51 57.3 452 459 911
Graham County 30 50.8 491 472 963
Granville County 179 45.8 496 499 995
Greene County 60 39.5 456 454 910
Greensboro Math and Science Ctr 4 NA * * *
Guilford County 2,253 72.2 494 498 992
Halifax County 155 42.9 359 355 714
Roanoke Rapids 86 49.7 482 480 962
Weldon 27 52.9 380 364 744
Harnett County 255 41.0 498 499 997
Haywood County 248 58.4 502 509 1011
Henderson County 435 72.1 514 514 1028
Hertford County 109 47.2 399 374 773
Hoke County 114 43.5 433 410 843
Hyde County 30 56.6 475 461 936
Iredell County 356 46.8 499 507 1006
Mooresville 126 62.7 494 517 1011
Jackson County 127 77.9 496 500 996
Johnston County 428 51.7 470 470 940
Jones County 38 44.7 446 439 885
Lee County 229 56.1 482 487 969
Lenoir County 279 60.8 471 473 944
Lincoln County 290 54.4 483 490 973
Macon County 153 69.5 492 497 989
Madison County 51 40.8 505 519 1024
Martin County 153 59.3 445 437 882
McDowell County 139 46.0 505 506 1011
Mecklenburg County 3,444 71.2 491 494 985
Mitchell County 66 43.1 490 487 977
Montgomery County 78 36.4 467 472 939
Moore County 302 54.6 483 471 954
Nash County 463 50.3 475 475 950
NC School of Science and Math 275 NA 655 678 1333
NC School of the Arts 98 NA 569 526 1095
New Hanover County 781 65.8 509 504 1013
Notes: * Data are not reported where number tested was fewer than five.
1. All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
2. Percent tested is calculated as the number of students taking the SAT in the LEA divided by the eighth
month, twelfth grade membership in the LEA.
25
Table 5 (continued). Mean SAT Scores for North Carolina Public Schools 1999
Number Percent Verbal Math Total
School System Tested Tested Score Score Score
United States Total 1,220,130 43.0 505 511 1016
NC State Total 41,209 61.0 493 493 986
Northampton County 126 60.3 403 395 798
Onslow County 553 51.9 495 497 992
Orange County 216 74.2 504 502 1006
Chapel Hill 468 96.1 576 584 1160
School in the Community 1 33.3 * * *
Pamlico County 61 55.0 479 492 971
Pasquotank County 169 67.3 454 453 907
Pender County 156 50.2 475 470 945
Perquimans County 46 44.7 425 438 863
Person County 164 56.9 469 474 943
Pitt County 607 61.9 490 493 983
Right Step Academy 1 12.5 * * *
Polk County 52 45.6 491 494 985
Randolph County 342 45.9 482 486 968
Asheboro 142 73.6 480 488 968
Richmond County 206 53.0 453 451 904
Robeson County 452 45.8 436 434 870
Rockingham County 350 54.9 477 479 956
Rowan County 466 49.3 481 487 968
Rutherford County 264 51.3 474 461 935
Sampson County 181 48.7 434 429 863
Clinton 106 64.2 428 452 880
Scotland County 224 64.9 436 433 869
Stanly County 317 58.0 459 479 938
Stokes County 168 57.3 489 491 980
Surry County 170 48.2 486 475 961
Elkin 51 63.0 502 507 1009
Mount Airy 57 67.9 486 498 984
Swain County 56 68.3 509 492 1001
Transylvania County 138 66.0 513 507 1020
Tyrrell County 35 51.5 458 450 908
Union County 614 63.4 497 488 985
Vance County 144 50.3 429 425 854
Wake County 3,496 76.6 522 537 1059
Warren County 82 69.5 448 426 874
Washington County 95 57.9 411 405 816
Watauga County 237 80.1 528 527 1055
Wayne County 525 50.8 478 472 950
Wilkes County 250 51.9 512 502 1014
Wilson County 298 52.2 470 482 952
Yadkin County 156 58.6 479 462 941
Yancey County 72 48.0 511 477 988
Notes: * Data are not reported where number tested was fewer than five.
1. All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
2. Percent tested is calculated as the number of students taking the SAT in the LEA divided by the eighth
month, twelfth grade membership in the LEA.
26
Notes:
1. All Scholastic Assessment Test scores are reported on the recentered score scale (1995).
2. Data are not reported for Greensboro Math and Science Center, Right Step Academy, and School in the Community because the number tested was
less than five.
Table 6. Distribution of North Carolina 1999 Public School Systems by Mean Total SAT Scores
North Carolina Mean School System
1340 N.C. School of Science and Mathematics
…
1160 Chapel Hill-Carrboro City
1150
1140
1130
1120
1100
1100 N.C. School of the Arts
1090
1080
1070 Asheville City
1060 Buncombe, Wake, Watauga
1050
1040 Clay, Dare, Davie, Hickory City
1030 Henderson, Madison
1020 Avery, Haywood, McDowell, Mooresville City, New Hanover, Transylvania, Wilkes
1010 Cabarrus, Elkin City, Iredell-Statesville, Newton Conover City, Orange, Swain, Woods Charter
1000 Catawba, Cherokee, Granville, Guilford, Harnett, Jackson, Onslow, Winston-Salem/Forsyth
990 Burke, Caldwell, Charlotte/Mecklenburg, Durham, Macon, Mount Airy City, Pitt, Polk, Union, Yancey
980 Ashe, Beaufort, Davidson, Franklin, Lexington City, Lincoln, Mitchell, Pamlico, Stokes
970 Alamance-Burlington, Asheboro City, Camden, Carteret, Craven, Currituck, Gaston, Graham, Lee, Randolph, Roanoke Rapids City, Rowan-
Salisbury, Shelby City, Surry
960 Alleghany, Brunswick, Chatham, Cleveland, Cumberland, Edenton/Chowan, Moore, Rockingham, Wilson
950 Kannapolis City, Lenoir, Nash-Rocky Mount, Pender, Person, Wayne, Yadkin
940 Alexander, Hyde, Johnston, Kings Mountain City, Montgomery, Rutherford, Stanly
930
920 Gates
910 Elizabeth City/Pasquotank, Greene, Richmond, Thomasville City, Tyrrell
900 Columbus, Duplin, Edgecombe, Whiteville City
890 Jones, Martin
880 Anson, Clinton City, Warren
870 Bladen, Perquimans, Robeson, Sampson, Scotland
860 Vance
850 Bertie, Hoke
840 Caswell
830
820 Washington
810
800 Northampton
790
780 Hertford
770
760
750 Weldon City
740
730
720 Halifax
710
700
1999 United States
1016
1999 North Carolina
986
27
Data Appendix
Performance of the Fifty States
28
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29
Table 7. Mean Verbal, Mathematics, and Total SAT Scores by State 1999
Percent Mean
State Tested* Verbal Mathematics Total
Alabama 9 561 555 1116
Alaska 50 516 514 1030
Arizona 34 524 525 1049
Arkansas 6 563 556 1119
California 49 497 514 1011
Colorado 32 536 540 1076
Connecticut 80 510 509 1019
Delaware 67 503 497 1000
District of Columbia 77 494 478 972
Florida 53 499 498 997
Georgia 63 487 482 969
Hawaii 52 482 513 995
Idaho 16 542 540 1082
Illinois 12 569 585 1154
Indiana 60 496 498 994
Iowa 5 594 598 1192
Kansas 9 578 576 1154
Kentucky 12 547 547 1094
Louisiana 8 561 558 1119
Maine 68 507 503 1010
Maryland 65 507 507 1014
Massachusetts 78 511 511 1022
Michigan 11 557 565 1122
Minnesota 9 586 598 1184
Mississippi 4 563 548 1111
Missouri 8 572 572 1144
Montana 21 545 546 1091
Nebraska 8 568 571 1139
Nevada 34 512 517 1029
New Hampshire 72 520 518 1038
New Jersey 80 498 510 1008
New Mexico 12 549 542 1091
New York 76 495 502 997
North Carolina 61 493 493 986
North Dakota 5 594 605 1199
Ohio 25 534 538 1072
Oklahoma 8 567 560 1127
Oregon 53 525 525 1050
Pennsylvania 70 498 495 993
Rhode Island 70 504 499 1003
South Carolina 61 479 475 954
South Dakota 4 585 588 1173
Tennessee 13 559 553 1112
Texas 50 494 499 993
Utah 5 570 568 1138
Vermont 70 514 506 1020
Virginia 65 508 499 1007
Washington 52 525 526 1051
West Virginia 18 527 512 1039
Wisconsin 7 584 595 1179
Wyoming 10 546 551 1097
United States 43 505 511 1016
Notes: * Percent tested is from The College Board reports. The College Board based percent tested on the
projection of high school graduates in 1999 by the Western Interstate Commission on Higher
Education, and number of students in the Class of 1999 who took the SAT I: Reasoning Test.
Updated projections make it inappropriate to compare percentages for this year with those of
previous years.
1. Scholastic Assessment Test scores are reported on the recentered score scale (1995).
2. In this table, United States and North Carolina mean scores include both public and private
school students.
30
Table 8. Change in Mean Total SAT Score from 1989 to 1999 by State
State
Percent
Tested*
Mean Total
SAT Score
1989
Mean Total
SAT Score
1999
Change from
1989 to 1999
Alabama 9 1095 1116 21
Alaska 50 1024 1030 6
Arizona 34 1051 1049 -2
Arkansas 6 1083 1119 36
California 49 1007 1011 4
Colorado 32 1064 1076 12
Connecticut 80 1010 1019 9
Delaware 67 1006 1000 -6
District of Columbia 77 947 972 25
Florida 53 991 997 6
Georgia 63 954 969 15
Hawaii 52 989 995 6
Idaho 16 1064 1082 18
Illinois 12 1076 1154 78
Indiana 60 977 994 17
Iowa 5 1170 1192 22
Kansas 9 1130 1154 24
Kentucky 12 1091 1094 3
Louisiana 8 1083 1119 36
Maine 68 1001 1010 9
Maryland 65 1015 1014 -1
Massachusetts 78 1008 1022 14
Michigan 11 1068 1122 54
Minnesota 9 1100 1184 84
Mississippi 4 1083 1111 28
Missouri 8 1084 1144 60
Montana 21 1087 1091 4
Nebraska 8 1122 1139 17
Nevada 34 1028 1029 1
New Hampshire 72 1034 1038 4
New Jersey 80 997 1008 11
New Mexico 12 1108 1091 -17
New York 76 991 997 6
North Carolina 61 943 986 43
North Dakota 5 1155 1199 44
Ohio 25 1048 1072 24
Oklahoma 8 1096 1127 31
Oregon 53 1028 1050 22
Pennsylvania 70 991 993 2
Rhode Island 70 998 1003 5
South Carolina 61 945 954 9
South Dakota 4 1133 1173 40
Tennessee 13 1103 1112 9
Texas 50 982 993 11
Utah 5 1127 1138 11
Vermont 70 1009 1020 11
Virginia 65 1005 1007 2
Washington 52 1039 1051 12
West Virginia 18 1040 1039 -1
Wisconsin 7 1107 1179 72
Wyoming 10 1075 1097 22
United States 43 1006 1016 10
Notes: * Percent tested is from The College Board reports. The College Board based percent tested on
the projection of high school graduates in 1999 by the Western Interstate Commission on
Higher Education, and number of students in the Class of 1999 who took the SAT I:
Reasoning Test. Updated projections make it inappropriate to compare percentages for this
year with those of previous years.
1. Scholastic Assessment Test scores are reported on the recentered score scale (1995).
2. In this table, United States and North Carolina mean scores include both public and private
school students.