Math & Reading Diagnostic Testing, Raw to Scaled Score Conversion and Data Analysis for Grades 7 thru 11

All college-bound students should value the importance of a good SAT/ACT score. Behind closed doors, college admission officers emphasize high test scores more than students, parents and high schools realize. Oftentimes, universities take graduates with higher SAT/ACT scores over applicants with higher GPAs but lower test scores. Merit-based scholarships are awarded based on SAT/ACT scores, while athletic coaches eliminate recruits who do not possess qualifying test results. Without question, a comprehensive school-based SAT/ACT test preparation program can play an invaluable role in enhancing a young man or lady's scholastic and professional destiny.

Using my years of experience developing training guides for a national test preparation company and manuals for database training / electronic grade-check systems for the Department of Education, I have crafted diagnostic tests that closely approximate the sequence, scope, phrasing and difficulty level of actual SAT Math and Reading exams.

I will collect the exams, score them, and submit the results to the school in an easy-to-read Excel spreadsheet format. Baseline data results would be reviewed and analyzed by students, parents, teachers, counselors and administrators. These would include but not be limited to: number correct, number wrong, number omitted, raw score, approximate SAT scaled score and individual test item analysis.

School personnel could then sort data alphabetically, by grade level, by current/last math course and/or by raw/scaled score. Also, SAT scores could be correlated with student GPA. Finally, average SAT scores for freshmen/sophomores/juniors, those taking Algebra / Geometry / Algebra II / PreCalculus / Calculus and those taking advanced Language Arts courses could be calculated using Excel formulas. A retest could be administered a semester later using a test similar or identical to the original exam(s).

Unlike other widely-used standardized testing services which use the Iowa Test of Basic Skills (ITBS), Stanford Achievement Test (SAT), Comprehensive Test of Basic Skills (CTBS) and Hawaii State Assessment (HSA), I will return the actual tests to be analyzed and dissected by parents, teachers, counselors and administrators. This affords a tremendous learning opportunity as opposed to glancing over generic score reports.

Longitudinal studies could consist of student/teacher/parent/counselor observations and data analysis. Some students will improve, some will stagnate and some will regress, and those involved will need to know why. What reading/writing-intensive courses did the student take? What math concepts was the student exposed to?

What can schools do to improve student SAT/ACT performance?

Language Arts teachers could incorporate SAT reading, writing and English practice problems within their curriculum. For example, vocabulary tests could be constructed similar to the ‘Sentence Completion’ format of the SAT. Private school parents may need to purchase an SAT test preparation practice booklet.
 
Math teachers could incorporate SAT concepts and practice problems starting in ninth grade. This would include but not be limited to: Numbers & Operations, Algebra & Functions, Geometry & Measurement, Data/Statistics/Probability, Problem Solving, Representation, Reasoning and Connections. SAT refresher courses, or at the very least practice problems, should be offered to upperclassmen. Juniors and seniors far removed from their Algebra and Geometry courses or no longer taking high school math will be at a disadvantage when doing the math section of these standardized exams.