District Administration - November 2006 - (Page 33)

TESTING & ASSESSMENT SAT TRENDS This year's SAT scores dropped more than they have in a generation. Is the new test to blame? BY CARL VOGEL complex not in a good educational college-preparatory math, such as IN THE FIRST YEAR OF A NEW TEST, way, but it's just hard to under- exponential growth and absolute scores on the 2006 Scholastic s t a nd what they want you to do. value, while eliminating quantitative Aptitude Test fell by an average of comparisons. In the critical reading seven points nationally, their sharp- CHANGES IN APPROACH section, analogies have been elimi- est drop in 31 years. For the class nated. All told, the test has gone T he College Board insists that the of 2006, the average critical read- from 2 hours and 30 minutes to new test itself isn't the problem, how- i ng scores decreased by 5 points to 3 hours and 45 minutes. ever, pointing instead to changes in 503. Critics and supporters alike I 'm not surprised at all that how students approached the test, are trying to determine why scores they've had a big drop in scores. primarily that 41,000 fewer students fell far more than they have in any They rolled out this test too retook the test this year, two-thirds given year in decades see chart quickly. It's too long and I don't of whom were those who took the and what comes next. care what anyone says, it's fatigu- test three times. Typically, students T he biggest change for the fi rst i ng , says Brad MacGowan, a col- who take the test a second time see cohort of students who took the lege counselor at Newton North a 30-point increase on their com- SAT last March was a new, hour- High School in Newton, Mass. bi ned score and students who take it long writing section, which includes MacGowan wrote a letter to the three times see a 54-point increase. both multiple-choice questions and College Board back in May that The most straightforward way to an essay. The essay asked students included the signatures of more determine the cause is to look at to respond to a point of view on than 250 counselors from around the direct evidence, look at the fi rst an issue through an original fi rst- the country, requesting that stu- score for each student, which is d ra f t format and support a position dent s have the option to take the consistent. This year without any with reasoning and examples, for new longer test over multiple days. repeating scores, we saw a 3 point a maximum score of 12. The math The critical reading section is too decline in critical reading and a section added topics from third-year I'm not surprised at all that they've had a big drop in scores. They rolled out this test too quickly. It's too long and I don't care what anyone says, it's fatiguing. Brad MacGowan, college counselor, Newton Mass. North High School November 2006 33 www.DistrictAdministration.com SAT.indd 33 10/13/06 2:28:20 PM http://www.DistrictAdministration.com

Table of Contents for the Digital Edition of District Administration - November 2006

Contents
Editor's Letter
Update
Inside the Law
Curriculum Update
Administrator Profile
District Profile
SAT Trends
Broad awards top urban prize
Boston's Perseverance
NCLB's Purity
Why No Child Left Behind is here to stay
COVER STORY: Is Bill Gates a Good School Leader?
Does K-12 Make Sense?
Arthur Levine on teacher education
An IEP for every student?
Teacher Education: Time to Tame the Wild West
The Individual Academic Plan
Speaking Out
David Thornburg on
Professional Opinion
Problem/Solution
Research Corner
Computer Literature
New Products
By the Numbers

District Administration - November 2006