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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 400 750 800 850 900 950 1000 1050 1100 1150 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. x x x x xx x x xx x x x x xx x x x x x x x x xxx x x xxx x x xx x x xx x x x x x x x xx x x x x x xx x x x x x x x x x xx x x x x x x x x x x x x x x x xx x xx x x x x x x x x x x xx x x x x x x x x x x x x x x x x x x x x x x xxxxx x x x x x x x x x x x x x x xx x x x x x x x x x x x x x x x x x x x x x x x x x x x x xx x x x x x x xx xx x x x x x x x x x x x x x x xx x x x x xx x x x xx x x x x x x x x x x x xx x x x xx x x xx x x x xx x x x x x x x x x x x x xxx x x x x x 450 500 550 600 650 700 750 800 850 900 950 1000 1050 1100 1150 1200 1250 0 10 20 30 40 50 60 70 80 90 100 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. x x x x x x x x xxx x x x x x x xx x x x x x x x x x x x x x x x xx x x x x xx xxx x x x x x x 650 700 750 800 850 900 950 1000 1050 1100 1150 1200 0 10 20 30 40 50 60 70 80 90 100 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 x x x x x x x x x x x x x x xx x x x xx x x x x x x x x x xx x x x x xx x x x x xx x x x x x x x x x x x x x x x x x x x x x xx x x x x x x x x xx x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x xx x x x x x x x x x x x x x x x x x x x xx x x x x x x x x x x x x x x x x x x x x x x x x x x x x x xx x x x x x x x x x xx x x x x x x x x x x x x x x x x x x x x x x xx x x x x x x xx x x x x x xx x x x x x x x x x x x x x x x x x x x x x x x x xx x x x x x x x x x x x x x x x x x xx x x xx x x x x x x x x x x x x x x x x x x x x x x x x xx 450 500 550 600 650 700 750 800 850 900 950 1000 1050 1100 1150 1200 1250 0 10 20 30 40 50 60 70 80 90 100 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 x x x x x x x x x x x x x x x xx x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x xx x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x 450 500 550 600 650 700 750 800 850 900 950 1000 1050 1100 1150 1200 1250 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 (This page intentionally left blank.) 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 (This page intentionally left blank.) 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 (This page intentionally left blank.) 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 (This page intentionally left blank.) 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.
Object Description
Description
Title | North Carolina... SAT report (Scholastic Assessment Test Report) |
Other Title | SAT report, the North Carolina Scholastic Assessment Test; North Carolina... Scholastic Assessment Test (SAT) report; |
Date | 1999-08 |
Description | 1999 |
Digital Characteristics-A | 275 KB; 35 p. |
Digital Format | application/pdf |
Full Text | 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 400 750 800 850 900 950 1000 1050 1100 1150 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. x x x x xx x x xx x x x x xx x x x x x x x x xxx x x xxx x x xx x x xx x x x x x x x xx x x x x x xx x x x x x x x x x xx x x x x x x x x x x x x x x x xx x xx x x x x x x x x x x xx x x x x x x x x x x x x x x x x x x x x x x xxxxx x x x x x x x x x x x x x x xx x x x x x x x x x x x x x x x x x x x x x x x x x x x x xx x x x x x x xx xx x x x x x x x x x x x x x x xx x x x x xx x x x xx x x x x x x x x x x x xx x x x xx x x xx x x x xx x x x x x x x x x x x x xxx x x x x x 450 500 550 600 650 700 750 800 850 900 950 1000 1050 1100 1150 1200 1250 0 10 20 30 40 50 60 70 80 90 100 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. x x x x x x x x xxx x x x x x x xx x x x x x x x x x x x x x x x xx x x x x xx xxx x x x x x x 650 700 750 800 850 900 950 1000 1050 1100 1150 1200 0 10 20 30 40 50 60 70 80 90 100 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 x x x x x x x x x x x x x x xx x x x xx x x x x x x x x x xx x x x x xx x x x x xx x x x x x x x x x x x x x x x x x x x x x xx x x x x x x x x xx x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x xx x x x x x x x x x x x x x x x x x x x xx x x x x x x x x x x x x x x x x x x x x x x x x x x x x x xx x x x x x x x x x xx x x x x x x x x x x x x x x x x x x x x x x xx x x x x x x xx x x x x x xx x x x x x x x x x x x x x x x x x x x x x x x x xx x x x x x x x x x x x x x x x x x xx x x xx x x x x x x x x x x x x x x x x x x x x x x x x xx 450 500 550 600 650 700 750 800 850 900 950 1000 1050 1100 1150 1200 1250 0 10 20 30 40 50 60 70 80 90 100 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 x x x x x x x x x x x x x x x xx x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x xx x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x 450 500 550 600 650 700 750 800 850 900 950 1000 1050 1100 1150 1200 1250 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 (This page intentionally left blank.) 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 (This page intentionally left blank.) 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 (This page intentionally left blank.) 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 (This page intentionally left blank.) 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. |
OCLC number | 48235149 |