college board national curriculum survey report 2019...survey results help inform the college board...

College Board National Curriculum Survey Report 2019

IINational Curriculum Survey Report 2019

About College BoardCollege Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success—including the SAT® and the Advanced Placement® Program. The organization also serves the education community through research and advocacy on behalf of students, educators and schools.

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IIINational Curriculum Survey Report 2019

Contents

Executive Summary ................................................................................................................................. VIOverview................................................................................................................................................................... VIKey Findings: Postsecondary ......................................................................................................................... VIII

Evidence-Based Reading and Writing (ERW) ...................................................................................... VIIIEssay.................................................................................................................................................................... IX“Non-SAT” ELA/Literacy Items .................................................................................................................... XMath ...................................................................................................................................................................... X“Non-SAT” Mathematics Items .................................................................................................................. XI

Key Findings: Middle School and High School ........................................................................................... XIEvidence-Based Reading and Writing (ERW) ........................................................................................ XIEssay................................................................................................................................................................... XIIMath ................................................................................................................................................................... XIII

Conclusion ............................................................................................................................................................. XV

College Board National Curriculum Survey Report 2019 ...................................... 1Purpose of the Study ............................................................................................................................................ 1Overview of the SAT .............................................................................................................................................. 1Methodology ........................................................................................................................................................... 5

Survey Materials ............................................................................................................................................... 5Survey Participants ......................................................................................................................................... 7Survey Distribution .......................................................................................................................................... 8Respondent and Institutional Characteristics....................................................................................... 9

Analysis .................................................................................................................................................................... 12Results ...................................................................................................................................................................... 13

Evidence-Based Reading and Writing (ERW) ....................................................................................... 13Essay................................................................................................................................................................... 17ERW/Essay Discussion ................................................................................................................................ 21“Non-SAT” ELA/Literacy Items .................................................................................................................. 22Math .................................................................................................................................................................... 24Math Discussion ............................................................................................................................................. 29“Non-SAT” Mathematics Items ................................................................................................................. 32

Conclusion .............................................................................................................................................................. 34

Appendices ...................................................................................................................................................... 38

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TablesTable 1: Postsecondary Departments in English, Mathematics, Science, and Social Science ......................................................................................................................................................... 7Table 2: Characteristics of Postsecondary Respondents and the Institutions Where They Are Employed ................................................................................................................................. 9Table 3: Characteristics of Middle School and High School Respondents and the Schools Where They Are Employed ...................................................................................................... 11Table 4: Percentage of Evidence-Based Reading and Writing Skill/Knowledge Items Important to All Postsecondary Faculty (n=1,377), Important to Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519), and Emphasized by High School ELA Teachers (n=940) ..................................................... 14Table 5: Evidence-Based Reading and Writing Skill/Knowledge Items Rated Important by Postsecondary English Faculty (n=200) but Not Emphasized by High School ELA Teachers (n=940) ............................................................................................................... 16Table 6: Evidence-Based Reading and Writing Skill/Knowledge Items Not Important to Any Postsecondary Faculty Subgroup .............................................................................. 17Table 7: Percentage of Essay Skill/Knowledge Items Important to All Postsecondary Faculty (n=1,377), Important to Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519), and Emphasized by High School ELA Teachers (n=940) ......................................................................................................... 18Table 8: Essay Skill/Knowledge Items Rated Important by Postsecondary English Faculty (n=200) but Not Emphasized by High School ELA Teachers (n=940) ............... 20Table 9: Essay Skill/Knowledge Item Not Important to Any Postsecondary Faculty Subgroup ................................................................................................................................................. 20Table 10: “Non-SAT” ELA/Literacy Skill/Knowledge Items Mean Importance Ratings from Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519) ........................................................................................................................................... 22Table 11: Percentage of Math Skill/Knowledge Items Important to All Postsecondary Faculty (n=1,436), Important to Postsecondary Faculty in Mathematics (n=268), Social Science (n=652), and Science (n=516), and Emphasized by Middle School (n=443) and High School (n=1,303) Mathematics Teachers .. 25Table 12: Math Skill/Knowledge Items Rated Important by Postsecondary Mathematics Faculty (n=268) but Not Emphasized by Middle School (n=443) and/or High School (n=1,303) Mathematics Teachers ........................................................................... 27Table 13: Math Skill/Knowledge Item Emphasized by High School Mathematics Teachers (n=1,303) but Not Rated Important by Postsecondary Mathematics Faculty (n=268) or Emphasized by Middle School Mathematics Teachers (n=443) ................... 28Table 14: Math Skill/Knowledge Items Not Important to Any Postsecondary Faculty Subgroup ................................................................................................................................................. 29Table 15: “Non-SAT” Mathematics Skill/Knowledge Items Mean Importance Ratings from Postsecondary Faculty in Mathematics (n=268), Social Science (n=652), and Science (n=516) .......................................................................................................................... 32

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FiguresFigure 1: SAT Scores ............................................................................................................................................ 2Figure 2: Grand Mean Importance/Emphasis Ratings for the ERW Subscores Collectively and by Individual ERW Subscore from All Postsecondary Faculty (n=1,377), from Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519), and from High School ELA Teachers (n=940) ............................... 15Figure 3: Grand Mean Importance/Emphasis Ratings for the Essay Scoring Dimensions Collectively and by Individual Scoring Dimension from All Postsecondary Faculty (n=1,377), from Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519), and from High School ELA Teachers (n=940) ........................................................................................................................................ 19Figure 4: Grand Mean Importance/Emphasis Ratings for the Math Subscores (Plus Additional Topics in Math) Collectively and by Individual Math Subscore (and Additional Topics) from All Postsecondary Faculty (n=1,436), from Postsecondary Faculty in Mathematics (n=268), Social Science (n=652), and Science (n=516), and from Middle School (n=443) and High School (n=1,303) Mathematics Teachers ....................................................................................................................................... 26

VINational Curriculum Survey Report 2019

Executive SummaryOverviewThe College Board periodically conducts national curriculum surveys of middle school, high school, and postsecondary educators across the United States to collect data on (1) the skills and knowledge necessary for readiness for and success in entry-level, credit-bearing courses in institutions of higher education and (2) the teaching emphasis placed on these skills and knowledge in middle school and high school classrooms. The College Board uses the results of these curriculum surveys as evidence for (or against) the content validity of the SAT® college admission test and its associated assessments. More specifically, the survey results help inform the College Board regarding whether the skills and knowledge represented on the SAT are considered essential for student readiness for and success in common entry-level, credit-bearing postsecondary courses. In addition, the survey data help the College Board, educators, policy makers, and other stakeholders evaluate the extent to which middle school and high school students are being taught what postsecondary institutions expect them to know and be able to do in order to be ready for and successful in common entry-level, credit-bearing courses.

The College Board analyzes the collected data to answer two main questions:1. To what extent are the English language arts (ELA)/literacy and mathematics skills and

knowledge measured on the SAT deemed important for incoming students to have attained in order to be ready for and successful in entry-level, credit-bearing two- and four-year postsecondary English, mathematics, social science, and science courses?

2. To what extent are the skills and knowledge measured on the SAT being taught in middle school mathematics and in high school mathematics and ELA classrooms?

Information about any gaps between postsecondary expectations and middle school/high school teaching emphases is important as the College Board considers the design and ongoing implementation of its K-12 instructional programs, including the Advanced Placement (AP®), Pre-AP®, and SpringBoard® programs, and is also likely of interest to the wider education community.

For this curriculum survey report, data from a nationally representative sample (n=1,645) of postsecondary faculty at two- and four-year institutions who teach courses in English, mathematics, social science, or science were collected in 2016 and analyzed to address the first question above. Respondents were asked to consider a single entry-level, credit-bearing course that they teach as they rated the importance of various skills and knowledge as prerequisites for readiness for and success in that course. To address the second question, members of a nationally representative sample (n=2,686) of middle school teachers who teach mathematics and high school teachers who teach either mathematics or ELA were asked in 2016 to consider a single course they taught as they indicated the emphasis they place in that course on the same sets of skills and knowledge as those presented to postsecondary respondents.

Responses from postsecondary instructors of English, social science, and science as well as high school ELA teachers were collected from a survey relating to the skills and knowledge measured by the SAT’s Evidence-Based Reading and Writing (ERW) section,

VIINational Curriculum Survey Report 2019

which comprises the Reading Test and the Writing and Language Test, and optional SAT Essay (as well as a comparatively small set of skills and knowledge not measured by the ERW section or the Essay but included to round out the ELA/literacy content domain). Responses from postsecondary instructors of mathematics, social science, and science as well as middle school and high school teachers of mathematics were collected from a parallel survey relating to the skills and knowledge measured by the SAT’s Math section, which comprises the Math Test (as well as a comparatively small set of “non-SAT” skills and knowledge included to supplement the mathematics content domain). ERW/Essay and Math survey items consisted of skill/knowledge statements (items) and were the same for each respondent group (ERW/Essay, Math) regardless of subject or level taught. Each item included a four-point rating scale, with 4 being high and 1 being low. Postsecondary respondents were asked to rate each item in terms of the item’s importance as a prerequisite for readiness for and success in the course each respondent identified, while middle school and high school respondents were asked to rate each item with regard to the emphasis the item receives in the course each respondent identified.

When binary distinctions between skills and knowledge deemed “important” and “not important” or “emphasized” and “not emphasized” were desirable, the College Board averaged respondents’ ratings and compared them to a threshold of 2.50, the midpoint on the four-point scale. Mean ratings of 2.50 and higher were considered indications that the skill/knowledge items were “important” to postsecondary faculty or “emphasized” in instruction by middle school (mathematics only) and/or high school teachers, while mean ratings of below 2.50 were considered indications that the skill/knowledge items were “not important” to postsecondary faculty or “not emphasized” in instruction by middle school (mathematics only) and/or high school teachers. The College Board used this approach to derive percentages of ERW, Essay, and Math items considered important/emphasized by postsecondary and secondary respondent groups and postsecondary subgroups and to identify individual skill/knowledge items and groups of related items as important/emphasized or not important/not emphasized.

For ELA/literacy and mathematics, the College Board analyzed survey data to obtain § mean importance/emphasis ratings for individual items (appendices A.1 and A.2 for ERW,

A.6 and A.7 for Essay, and B.1 and B.2 for Math); § percentages of items deemed important by postsecondary faculty and emphasized by

secondary teachers (appendices A.3 for ERW, A.8 for Essay, and B.3 for Math); § grand mean importance/emphasis ratings for the ERW and Math subscores/areas and

Essay analytic scoring dimensions as a group and for the individual subscores/areas and dimensions (appendices A.4 and A.5 for ERW, A.9 and A.10 for Essay, and B.4 and B.5 for Math);

§ lists of items rated important by postsecondary faculty but not emphasized by secondary teachers, and vice versa, as a way to more clearly identify potential gaps between postsecondary expectations and secondary teaching emphases (appendices A.11 for ERW/Essay and B.6 for Math);

§ lists of items not rated important by any postsecondary faculty subgroup, as a further check on the relevance of SAT-measured items in relation to postsecondary prerequisites (appendices A.12 for ERW/Essay and B.7 for Math); and

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§ information about items in the surveys not measured by the SAT (“non-SAT” items) but part of the larger ELA/literacy and mathematics content domains, in an effort to see whether additional skills and knowledge should be considered for inclusion in possible future iterations of the SAT (appendices A.13 and A.14 for ELA/literacy and B.8 and B.9 for mathematics).

The postsecondary results of the survey offer strong evidence in support of the content validity of the SAT’s ERW section and the SAT Essay and moderately strong evidence in support of the content validity of the SAT’s Math section. In the latter case, responses from postsecondary mathematics faculty—those whose work is most closely and directly linked to the Math section content—carry disproportionate weight in supporting the section’s content validity. In the main, the survey findings suggest that the skills and knowledge assessed on the SAT are, in fact, important prerequisites for readiness for and success in a wide range of common entry-level, credit-bearing courses at two- and four-year postsecondary institutions.

With regard to the second guiding question, the curriculum survey responses suggest general alignment between postsecondary faculty expectations (including those of postsecondary English faculty) for incoming students and high school ELA instruction. The responses also suggest general alignment between postsecondary mathematics faculty expectations and high school mathematics instruction and only limited alignment between postsecondary mathematics expectations and middle school mathematics instruction. In the latter case, however, some data suggest the possibility that the observed differences reflect variations appropriate for the two institutional levels.

Analysis of the 21 “non-SAT” ELA/literacy and 20 mathematics items identified four ELA/literacy items that were both endorsed by one or more postsecondary faculty subgroups and potentially testable given the SAT’s purpose as a college and career readiness assessment and its predominately paper-and-pencil delivery platform and 13 such items in mathematics endorsed by postsecondary mathematics faculty. The results, as well as other data, will contribute to ongoing evaluations at the College Board regarding the composition of potential future iterations of the SAT.

Key Findings: PostsecondaryEVIDENCE-BASED READING AND WRITING (ERW)1. Postsecondary faculty as a whole and postsecondary faculty in English, social science,

and science rated high to moderately high percentages of ERW survey items as important. Collectively, postsecondary faculty gave 89% (74 of 83) of the ERW items a rating of 2.50 or higher (on a four-point scale). Postsecondary English and social science faculty rated 89% of the ERW items as important, while postsecondary science faculty rated 67% (56 of 83) of the ERW items as important.

2. Postsecondary faculty collectively and postsecondary faculty in English, social science, and science gave grand mean importance ratings above the threshold of “important” to the ERW content-based subscores as a group and to the individual ERW subscores. This suggests that these important test elements, on which students receive scores, are valued by postsecondary faculty across a range of disciplines.a. Postsecondary faculty collectively: 3.09 to the subscores as a group and 3.21

to Command of Evidence, 3.16 to Expression of Ideas, 3.01 to Standard English Conventions, and 2.99 to Words in Context

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b. Postsecondary English faculty: 3.32 to the subscores as a group and 3.44 to Standard English Conventions, 3.41 to Expression of Ideas, 3.29 to Words in Context, and 3.14 to Command of Evidence

c. Postsecondary social science faculty: 3.17 to the subscores as a group and 3.37 to Command of Evidence, 3.26 to Expression of Ideas, 3.04 to Standard English Conventions, and 3.02 to Words in Context

d. Postsecondary science faculty: 2.79 to the subscores as a group and 3.12 to Command of Evidence, 2.82 to Expression of Ideas, 2.67 to Words in Context, and 2.54 to Standard English Conventions

3. Four ERW items failed to be considered important by any postsecondary faculty subgroup. This relatively small number suggests that the ERW section measures skills and knowledge that postsecondary faculty consider prerequisite for readiness for and success in their first-year, entry-level classes. The four ERW items failing to reach the “important” threshold were as follows:a. Read and demonstrate an understanding of U.S. founding documents (e.g., the

Declaration of Independence), rated most highly by English faculty at 2.48b. Read and demonstrate an understanding of texts on topics about careers (e.g., health

care, information technology), rated most highly by science faculty at 2.38c. Read and demonstrate an understanding of popular fiction (e.g., best-sellers, most

young adult fiction), rated most highly by English faculty at 2.30d. Determine the meaning of archaic words and phrases (i.e., those no longer in common

use or whose meaning has changed over time), rated most highly by English and social science faculty at 2.25

ESSAYThe 35 items associated with Essay were surveyed as part of the larger ERW-focused instruments. Thus, the Essay items comprise a subset of the ERW items.1. Postsecondary faculty as a whole and postsecondary faculty in English, social science,

and science rated high to moderately high percentages of Essay survey items as important. Collectively, postsecondary faculty gave 94% (33 of 35) of the Essay items a rating of 2.50 or higher (on a four-point scale). Postsecondary English faculty rated 97% (34 of 35) of the Essay items as important, postsecondary social science faculty rated 94% of the Essay items as important, and postsecondary science faculty rated 69% (24 of 35) of the Essay items as important.

2. Postsecondary faculty collectively and postsecondary faculty in English, social science, and science gave grand mean importance ratings above the threshold of “important” to the Essay analytic scoring dimensions as a group and to the individual Essay scoring dimensions. This suggests that these important test elements, on which students receive scores, are valued by postsecondary faculty across a range of disciplines.a. Postsecondary faculty collectively: 3.14 to the scoring dimensions as a group and 3.24

to Writing, 3.14 to Reading, and 3.06 to Analysisb. Postsecondary English faculty: 3.41 to the scoring dimensions as a group and 3.53 to

Writing, 3.43 to Analysis, and 3.29 to Readingc. Postsecondary social science faculty: 3.25 to the scoring dimensions as a group and

3.33 to Writing, 3.25 to Reading, and 3.18 to Analysis

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d. Postsecondary science faculty: 2.77 to the scoring dimensions as a group and 2.90 to Reading, 2.87 to Writing, and 2.58 to Analysis

3. Only one Essay item failed to be considered important by any postsecondary faculty subgroup. This suggests that the Essay measures skills and knowledge that postsecondary faculty consider prerequisite for readiness for and success in their first-year, entry-level classes. The sole Essay item failing to reach the “important” threshold was “Read and demonstrate an understanding of texts on topics about careers (e.g., health care, information technology),” rated most highly by science faculty at 2.38.

“NON-SAT” ELA/LITERACY ITEMSOnly one of the 21 survey items describing skills and knowledge not currently measured by the ERW section and the Essay (included to round out the ELA/literacy domain) was not rated as important by at least one postsecondary faculty subgroup (English, social science, science). Thirteen of the 21 items were considered important by all three of the postsecondary faculty subgroups. None of the four items most amenable to testing in the current SAT format was valued by all three subgroups. Overall, while the higher-rated items should continue to be evaluated by the College Board through subsequent curriculum surveys and other means, the preceding suggests that the ERW section and the Essay encompass a substantial and valued portion of their domains.

MATH1. Postsecondary faculty as a whole rated a low percentage of Math survey items (42%,

19 of 45) as important (i.e., gave them a rating of 2.50 or higher on a four-point scale). This low average, however, masks considerable variation by discipline. Postsecondary mathematics faculty rated 80% (36 of 45) of the Math items as important, postsecondary social science faculty rated 2% (1 of 45) of the Math items as important, and postsecondary science faculty rated 67% (30 of 45) of the Math items as important.

2. Postsecondary faculty collectively gave moderate to low grand mean importance ratings to the Math subscores (plus the nonsubscore area Additional Topics in Math), with the highest grand importance means generally coming from postsecondary mathematics faculty (the one exception being Problem Solving and Data Analysis, rated most highly by postsecondary science faculty). Postsecondary faculty as a group rated only Problem Solving and Data Analysis important (though Heart of Algebra was close, with a rating of 2.47). Postsecondary mathematics faculty found the subscores/areas collectively and individually to be important. Postsecondary social science faculty found neither the subscores/areas collectively nor individually to be important. Postsecondary science faculty found the subscores/areas collectively as well as all the individual subscores/areas but Additional Topics to be important.a. Postsecondary faculty collectively: 2.42 to the subscores (and Additional Topics) as a

group and 2.62 to Problem Solving and Data Analysis, 2.47 to Heart of Algebra, 2.39 to Passport to Advanced Math, and 2.21 to Additional Topics

b. Postsecondary mathematics faculty: 2.88 to the subscores (and Additional Topics) as a group and 3.13 to Heart of Algebra, 2.97 to Passport to Advanced Math, 2.80 to Additional Topics, and 2.61 to Problem Solving and Data Analysis

c. Postsecondary social science faculty: 1.68 to the subscores (and Additional Topics) as a group and 2.17 to Problem Solving and Data Analysis, 1.61 to Heart of Algebra, 1.53 to Passport to Advanced Math, and 1.40 to Additional Topics

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d. Postsecondary science faculty: 2.71 to the subscores (and Additional Topics) as a group and 3.08 to Problem Solving and Data Analysis, 2.69 to Heart of Algebra, 2.66 to Passport to Advanced Math, and 2.42 to Additional Topics

3. Five Math items failed to be considered important by any postsecondary faculty subgroup. This relatively small number suggests that the Math section measures skills and knowledge that postsecondary faculty consider prerequisite for readiness for and success in their first-year, entry-level classes. The five Math items failing to reach the “important” threshold and their highest postsecondary faculty subgroup importance rating (all from mathematics faculty) were as follows:a. Represent contexts using a system of linear inequalities (2.39)b. Graph a system of two linear inequalities (2.30)c. Solve a system of one linear equation and one nonlinear equation (2.28)d. Represent contexts using an exponential equation in two variables (2.27)e. Solve problems using complex numbers [e.g., (a + bi )] (2.16)

“NON-SAT” MATHEMATICS ITEMSPostsecondary mathematics faculty rated 13 of the 20 skill/knowledge items representing elements not currently assessed as part of the Math section (included to round out the mathematics domain) as important. (Postsecondary science faculty also considered 13 items important—though not always the same ones as the postsecondary mathematics faculty did—while postsecondary social science faculty considered none of the 20 unmeasured skill/knowledge items important.) Through subsequent curriculum surveys and other means, the College Board will continue to evaluate the relevance of the “non-SAT” items rated important to the Math section and to college and career readiness more generally.

Key Findings: Middle School and High SchoolThe second research question concerns whether secondary teaching seems to be preparing students adequately for post–high school education. Survey results indicate general alignment between postsecondary faculty expectations (including those of postsecondary English faculty) and high school ELA instruction; general alignment between postsecondary mathematics faculty expectations and high school mathematics instruction; and limited alignment between postsecondary mathematics faculty expectations and middle school mathematics instruction. In the last case, some data point toward the possibility that the differences are productive, though further study is needed.

EVIDENCE-BASED READING AND WRITING (ERW)1. High school ELA teachers rated 78% (65 of 83) of the ERW items as being emphasized in

their classrooms (i.e., gave the items a rating of 2.50 or higher on a four-point scale). This figure is broadly consistent with the 89% (74 of 83 items) reported by postsecondary faculty as a group and by postsecondary English faculty.

2. High school ELA teachers gave a grand mean emphasis rating of 3.02 to the ERW subscores as a group and gave ratings of 3.25 to Expression of Ideas, 3.03 to Words in Context, 2.96 to Command of Evidence, and 2.86 to Standard English Conventions. These ratings are all above the “emphasized” threshold, suggesting that, like their postsecondary colleagues (who rated the subscores collectively and individually as important), high school ELA teachers value these important test elements, on which students receive scores.

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3. Nine of 83 items were rated as important by postsecondary English faculty but were not rated as being emphasized by high school ELA teachers. No items were rated as being emphasized by high school ELA teachers but considered not important by postsecondary English faculty. (English-to-ELA comparisons are drawn here because the two groups of instructors are teaching in the same general field.) These findings suggest broad agreement on the skills and knowledge to be taught and learned at various institutional levels. The nine important-but-not-emphasized items (and their ratings by high school ELA teachers) are as follows:a. Recognize and correct illogical comparison (e.g., Her theory differs from most

biologists) (2.45)b. Use a colon to introduce an elaboration of one or more sentences (2.44) c. Read and demonstrate an understanding of general-interest media texts (e.g.,

newspapers and magazines, whether online or in print) (2.37)d. Determine the meaning of words and phrases particular to a specific body of

knowledge (“tier three” words and phrases) (2.37)e. Recognize and correct instances in which language deviates from conventional

expression (e.g., nonstandard prepositions) (2.36)f. Read and demonstrate an understanding of scholarly research (e.g., articles from

academic journals) (2.30)g. Read and demonstrate an understanding of textbooks (2.25)h. Read and demonstrate an understanding of texts in history and the social sciences

(e.g., economics, psychology) (2.22)i. Read and demonstrate an understanding of texts on topics in the humanities (e.g., fine

art, film) (2.17)

ESSAY1. High school ELA teachers rated 89% (31 of 35) of the Essay items as being emphasized

in their classrooms. This figure is broadly consistent with the 97% (34 of 35 items) reported by postsecondary English faculty and the 94% (33 of 35 items) reported by postsecondary faculty as a group.

2. High school ELA teachers gave a grand mean emphasis rating of 3.20 to the items composing the Essay analytic scoring dimensions as a group and gave ratings of 3.39 to Writing, 3.19 to Analysis, and 3.04 to Reading. These ratings are all above the “emphasized” threshold, suggesting that, like their postsecondary colleagues (who rated the scoring dimensions collectively and individually as important), high school ELA teachers value these important test elements, on which students receive scores.

3. Three of 35 items were rated as important by postsecondary English faculty but were not rated as being emphasized by high school ELA teachers. No items were rated as being emphasized by high school ELA teachers but considered not important by postsecondary English faculty. These findings suggest broad agreement on the skills and knowledge to be taught and learned at various institutional levels. The three important-but-not-emphasized items (and their ratings by high school ELA teachers), also found in the ERW results, were as follows:a. Read and demonstrate an understanding of general-interest media texts (e.g.,

newspapers and magazines, whether online or in print) (2.37)

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b. Read and demonstrate an understanding of texts in history and the social sciences (e.g., economics, psychology) (2.22)

c. Read and demonstrate an understanding of texts on topics in the humanities (e.g., fine art, film) (2.17)

MATH1. Middle school mathematics teachers rated 36% (16 of 45) of the Math items as being

emphasized in their classrooms (i.e., gave the items a rating of 2.50 or higher on a four-point scale). High school mathematics teachers rated 67% (30 of 45) of the Math items as being emphasized in their classrooms. These figures are both below the 80% (36 of 45) of the Math items rated important by postsecondary mathematics faculty but above the 42% (19 of 45) of the Math items rated important by postsecondary faculty as a group.

2. Middle school mathematics teachers gave a grand mean emphasis rating of 2.31 to the Math subscores (and the Additional Topics in Math nonsubscore area) as a group and gave ratings of 2.68 to Heart of Algebra, 2.51 to Problem Solving and Data Analysis, 2.13 to Additional Topics, and 1.95 to Passport to Advanced Math. High school mathematics teachers gave a grand mean emphasis rating of 2.62 to the Math subscores (and Additional Topics) as a group and gave ratings of 2.97 to Heart of Algebra, 2.81 to Passport to Advanced Math, 2.52 to Additional Topics, and 2.21 to Problem Solving and Data Analysis. Middle school mathematics teachers reported emphasizing only Heart of Algebra and Problem Solving and Data Analysis, while high school mathematics teachers reported emphasizing the subscores (plus Additional Topics) as a group as well as Heart of Algebra, Passport to Advanced Math, and Additional Topics. By comparison, postsecondary mathematics faculty indicated that the subscores (plus Additional Topics) as a group and the subscores/areas individually were important. Alignment was notably closer between postsecondary mathematics faculty and high school mathematics teachers than between postsecondary mathematics faculty and middle school mathematics teachers. In the former case, the two groups “rank-ordered” the subscores/areas in the same way (Heart of Algebra receiving their highest ratings, followed by Passport to Advanced Math, Additional Topics, and Problem Solving and Data Analysis), and both groups agreed on the importance/emphasis of the subscores/areas collectively and individually, with the exception that high school mathematics teachers rated Problem Solving and Data Analysis as not emphasized.

3. Twenty-three of 45 items were rated as important by postsecondary mathematics faculty but were not rated as being emphasized by middle school and/or high school mathematics teachers. Of these, 20 items were not emphasized by middle school mathematics teachers, and seven were not emphasized by high school mathematics teachers; four items were emphasized by neither middle school nor high school teachers. Only one item was emphasized by secondary mathematics teachers (in this case, high school teachers) but not deemed important by postsecondary mathematics faculty. (Mathematics-to-mathematics comparisons are drawn here because the two groups of instructors are teaching in the same general field.) These findings suggest some disagreement, varying by institutional level, on the skills and knowledge to be taught and learned. The 23 important-but-not-emphasized items (and their “below-emphasized” ratings) were as follows:a. Given a scatterplot, model statistical data with a linear function (2.48 by high school

teachers)b. Use units and unit analysis to solve problems (2.43 by high school teachers)

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c. Solve problems using special right triangles (2.43 by middle school teachers)d. Choose and produce equivalent forms of a quadratic or exponential equation (2.41 by

high school teachers, 1.68 by middle school teachers)e. Use properties of variables to add, subtract, and multiply polynomials (2.41 by middle

school teachers)f. Graph a polynomial (degree three or higher) equation in one variable (2.40 by high

school teachers, 1.39 by middle school teachers)g. Solve problems using theorems of triangle similarity and congruence (2.33 by high

school teachers, 2.39 by middle school teachers)h. Represent contexts using a linear inequality in one or two variables (2.32 by middle

school teachers)i. Use and interpret function notation (2.31 by middle school teachers)j. Solve problems using measures of center including mean, median, and mode (2.18 by

high school teachers)k. Solve problems using circle theorems (2.11 by high school teachers, 1.69 by middle

school teachers)l. Use properties of variables to factor polynomials (2.07 by middle school teachers)m. Solve a rational or radical equation in one variable (2.04 by middle school teachers)n. Interpret variables, constants, and/or terms in an exponential equation (1.98 by middle

school teachers)o. Interpret variables, constants, and/or terms in a rational or radical equation (1.97 by

middle school teachers)p. Interpret variables, constants, and/or terms in a quadratic equation (1.91 by middle

school teachers)q. Use properties of variables to divide polynomials (1.89 by middle school teachers)r. Solve a quadratic equation (1.88 by middle school teachers)s. Identify and distinguish linear and exponential growth (1.86 by middle school teachers)t. Graph a quadratic equation (1.72 by middle school teachers)u. Graph an exponential equation in one variable (1.67 by middle school teachers)v. Represent contexts using a quadratic equation in two variables (1.47 by middle school

teachers)w. Solve problems using trigonometry relationships including sine, cosine, and tangent

(1.29 by middle school teachers)

Only one item—Graph a system of two linear inequalities—was emphasized by a secondary mathematics teacher subgroup (in this case, high school teachers, at 2.54) but was not considered important by postsecondary mathematics faculty (2.30).

Previous discussion suggested general alignment between postsecondary faculty expectations and high school ELA instruction. The picture is less clear in mathematics as a whole but becomes clearer when we again focus on the postsecondary mathematics faculty responses isolated from the other postsecondary faculty responses and distinguish between high school mathematics and middle school mathematics.

XVNational Curriculum Survey Report 2019

Survey data suggest general alignment between postsecondary mathematics faculty expectations and high school mathematics instruction. Both groups rated roughly similar percentages of Math items as important or emphasized. In addition, both groups “rank-ordered” the four Math subscores/areas in the same way, though, as noted, high school mathematics teachers’ rating for Problem Solving and Data Analysis was low enough to indicate the subscore was not emphasized. Finally, seven of the 45 Math items, a fairly low number, were rated as important by postsecondary mathematics faculty but not emphasized by high school mathematics teachers, and only one item was rated as emphasized by high school mathematics teachers but not important by postsecondary mathematics faculty.

By contrast, survey data suggest only limited alignment between postsecondary mathematics faculty and middle school mathematics instruction. Middle school mathematics teachers rated a much lower percentage of items as emphasized than postsecondary mathematics faculty rated important. The middle school mathematics teachers also rated as not emphasized a substantial number of items considered important by postsecondary mathematics faculty. Finally, the middle school mathematics teachers “rank-ordered” the subscores/areas differently than did postsecondary mathematics faculty (and high school mathematics teachers), and, in contrast to postsecondary mathematics faculty (and high school mathematics teachers), the middle school mathematics teachers rated the subscores/areas as a whole as well as Additional Topics in Math and Passport to Advanced Math as not emphasized.

While the seeming misalignment between postsecondary mathematics faculty and middle school mathematics teachers bears further study, there is reason to think that the differences by level are sensible. Compared to their postsecondary and high school mathematics colleagues, middle school mathematics teachers “rank-ordered” Problem Solving and Data Analysis higher and Passport to Advanced Math lower. Given that, by definition, Passport to Advanced Math represents higher-level mathematics skills and knowledge, it seems appropriate that the associated skills and knowledge would be important to postsecondary mathematics faculty and emphasized by high school mathematics teachers but not emphasized by middle school mathematics teachers.

ConclusionThe findings of this most recent national curriculum survey by the College Board provide strong evidence for the content validity of the SAT’s ERW section and its optional Essay. Although the findings for the SAT’s Math section are less clear cut, the evidence is strongest from the group of postsecondary faculty—those in mathematics—whose endorsement of the Math section would be most expected, followed by that from postsecondary science faculty, with no real support coming from postsecondary social science faculty. In the main, the results suggest that the redesigned SAT, given for the first time in 2016, is a robust measure of essential college and career readiness and success prerequisites.

The survey findings also suggest general alignment between high school ELA teachers and postsecondary faculty, including those in English, in terms of what skills and knowledge should be taught and learned. There also seems to be general alignment between postsecondary mathematics faculty (as noted, the subgroup of particular relevance in this study) and high school mathematics teachers. The seemingly limited alignment between postsecondary mathematics faculty and middle school mathematics teachers warrants further scrutiny but may well reflect appropriate divisions of labor between institutional levels.

1National Curriculum Survey Report 2019

College Board National Curriculum Survey Report 2019Purpose of the StudyThis research report documents the results of the College Board National Curriculum Survey conducted in 2016. The 2016 survey is the latest in a series of studies periodically undertaken by the College Board to ascertain what skills and knowledge are prerequisite for postsecondary readiness and success and what skills and knowledge are being emphasized (or not emphasized) in secondary instruction. The main internal purpose of the survey is to obtain evidence for (or against) the content validity of the SAT college admission test, an exam designed to measure students’ attainment of critical postsecondary prerequisites. The content validity of the SAT is supported when the alignment between what the test measures and what postsecondary instructors identify as essential skill and knowledge prerequisites for incoming students is clear and strong; conversely, the content validity of the test is less supported when there is misalignment between the SAT and those prerequisites. Reports on the survey results also serve to communicate important findings about the state of the curriculum to educators, policy makers, and the public. Such findings can, for example, help educators identify and address any gaps between prerequisites for postsecondary readiness and success and secondary teaching emphases and, more narrowly, inform the College Board as it evaluates and updates the design and implementation of its K-12 instructional programs, including the Advanced Placement, Pre-AP, and SpringBoard programs.

Specifically, this research study is designed to answer two major questions:1. To what extent are the English language arts (ELA)/literacy and mathematics skills and

knowledge measured on the SAT deemed important for incoming students to have attained in order to be ready for and successful in entry-level, credit-bearing two- and four-year postsecondary English, mathematics, social science, and science courses?

2. To what extent are the skills and knowledge measured on the SAT being taught in middle school mathematics and in high school mathematics and ELA classrooms?

Overview of the SATThe SAT is a widely respected measure of college and career readiness. Serving more than two million students and thousands of high school counselors and postsecondary admission officers around the world each year, the SAT plays a critical role in measuring student achievement and readiness and in helping students make successful transitions into college and workforce training programs after high school graduation. In March 2016, a redesigned SAT was administered for the first time. Figure 1 provides a structural overview of the test in the form of a diagram of the array of scores reported by the new SAT.


Figure 1: SAT Scores

1 Total Score400–1600 Scale

2 Section Scores200–800 Scale

2 Cross-Test Scores10–40 Scale

7 Subscores1–15 Scale

Analysis in History/Social Studies

Analysis in Science

Words in Context

Command of Evidence

Expression of Ideas

Standard English Conventions

Heart of Algebra

Problem Solving andData Analysis

Passport toAdvanced Math

3 Test Scores10–40 Scale MathWriting and LanguageReading

Evidence-Based Reading and Writing Math

Total Score

3 Essay Scores(Optional)2–8 Scale

Writing

Analysis

Reading

Notes: Questions under Additional Topics in Math contribute to the Math test score but do not contribute to a subscore within the Math Test. Some Evidence-Based Reading and Writing questions contribute to multiple subscores, while some Reading Test questions contribute only to the Reading test score.

The SAT yields two section scores: Evidence-Based Reading and Writing (ERW) and Math. The sum of these two section scores constitutes a student’s total score on the SAT. The ERW section consists of two tests, a Reading Test and a Writing and Language Test, the scores on which contribute equally to the ERW section score; the Math section is composed of the Math Test.

The SAT’s Reading Test is a carefully constructed, challenging assessment of students’ comprehension and reasoning skills with an unmistakable focus on close reading of appropriately challenging passages in a wide array of subject areas. Passages are authentic texts selected from high-quality, previously published sources. One notable feature of the test is its use of texts representing a defined range of complexities as a way to better determine whether students are ready for the reading challenge posed by college courses and workforce training programs. On each assessment, one passage is drawn from a U.S. founding document (a text such as a tract by Thomas Paine or one of the Federalist Papers) or a text that is part of the Great Global Conversation (such as a speech by Abraham Lincoln or Martin Luther King Jr. or an essay by an author from outside the United States,


such as Edmund Burke, Mary Wollstonecraft, or Gandhi) on a topic central to civic, cultural, and political life). Other passages represent the content areas of U.S. and world literature, social science, and science. Another feature of the test is its inclusion of informational graphics, which students must interpret and sometimes directly relate to passage content. Additionally, students must show a command of textual evidence, in part by identifying the portion of a text (e.g., a quotation) that serves as the best evidence for the answer to another question. Students must also determine the meaning of words and phrases as used in extended contexts and how word choice shapes meaning, tone, and reader impact. The tested words and phrases are neither highly obscure nor specific to any one domain of knowledge; instead, they are found in a broad range of readings, are widely applicable across many disciplines, and often derive their meaning and effect in part from the contexts in which they are used. Paired passages, an important element of the previous SAT’s Critical Reading section, remain a fundamental part of the current-generation SAT Reading Test.

The SAT’s Writing and Language Test is a passage-based assessment of students’ developed ability to revise and edit a range of texts in a variety of subject areas—both academic and career related—for expression of ideas and for conformity to important conventions of standard written English grammar, usage, and punctuation. Passages are written specifically for the test so that errors (rhetorical or mechanical) can be introduced into them for students to recognize and correct. The Writing and Language Test shares with the Reading Test an emphasis on informational graphics (which students must consider as they decide whether or how to revise a text), command of evidence (which students must demonstrate by retaining, adding, revising, or deleting information and ideas in a text for the purpose of enhancing topic development), and rhetorical word choice. Like the Reading Test, the Writing and Language Test includes passages across a defined range of text complexities consistent with measuring students’ readiness for and likelihood of success in college and workforce training programs.

Select questions from both the Reading Test and the Writing and Language Test contribute to two content-based subscores: Command of Evidence and Words in Context. Questions from the Writing and Language Test contribute to two additional subscores: Expression of Ideas and Standard English Conventions.

The SAT’s Math Test focuses strongly on algebra and devotes particular attention to the heart of the subject—students’ ability to analyze, fluently solve, and create linear equations and inequalities—the mastery of which, research shows, is disproportionately important for college and career readiness and success. Questions in the Heart of Algebra score category may also call for an understanding of solving a problem as a process of reasoning.

The Math Test also emphasizes problem solving and data analysis. Questions in the Problem Solving and Data Analysis score category require a significant amount of reasoning about ratios, rates, and proportional relationships. In keeping with the need to stress widely applicable college and career readiness prerequisites, Problem Solving and Data Analysis questions also emphasize interpreting and synthesizing data and applying core concepts and methods of statistics in science, social studies, and career-related contexts.

As a test that provides an entry point to postsecondary work, the Math Test includes topics that are central to students progressing to later, more advanced mathematics. Chief among these topics are an understanding of the structure of expressions and the ability to analyze, manipulate, and rewrite expressions. The Passport to Advanced Math score category privileges these key attainments, which serve students well in algebra and beyond.


While the overwhelming majority of questions on the Math Test falls into the previous three categories, the test also selectively addresses additional topics in high school mathematics. Research evidence about relevance to postsecondary education governs the inclusion of these topics in the test. These topics include geometry questions on congruence, similarity, right triangles, and the Pythagorean theorem as well as questions about complex numbers and trigonometric functions. Questions in the Additional Topics in Math category do not contribute to one of the three previously mentioned content-based Math subscores, but they do contribute to the Math test score.

The Math Test contains two portions: one in which students may not use a calculator and another in which students may. The no-calculator portion allows the SAT to assess fluencies valued by postsecondary instructors and includes conceptual questions for which a calculator is not needed. The calculator portion, meanwhile, gives insight into students’ capacity for strategic use of the tool to address problems efficiently. Responses to the questions from both portions are combined to determine the Math test score.

In the Math Test, question sets (text, data, and/or informational graphics and associated questions) allow the effective measurement of related skills and knowledge and thus help inspire productive, cohesive practice that reflects and encourages the best of classroom work.

Select questions from the Reading, Writing and Language, and Math Tests contribute to two cross-test scores: Analysis in History/Social Studies and Analysis in Science. These cross-test scores are based on questions that ask students to think analytically about texts and problems authentically situated in the contexts of history/social science and science, respectively.

The SAT also offers an optional Essay. The Essay task asks students to read and produce a written analysis of a provided source text. Test passages are authentic texts selected from high-quality, previously published sources and represent portions of arguments written for a broad audience—texts that examine in accessible ways ideas, debates, trends, and the like in the arts, the sciences, and civic, cultural, and political life. In response to a given passage, students must produce a clear and cogent written analysis in which they explain how the author of the text builds an argument to persuade an audience. Students may consider and evaluate the author’s use of evidence, reasoning, and/or stylistic and persuasive elements as well as (or instead) other features the students themselves identify. It is important to note that students are not asked to offer their own opinion of the passage or its topic but are instead expected to analyze rhetorically how the author constructs an argument. The task’s use of a source text is critical because it requires students to demonstrate a command of objective textual evidence and an understanding of challenging information and ideas; this is in sharp contrast to assessments that merely ask students to demonstrate that they understand the form that evidence should take by supplying their own unverifiable ideas, experiences, and facts. To make the Essay task clearer and more transparent, its wording remains consistent (with only minor passage-specific variations) from administration to administration. This allows students to focus their attention on the unique source text and their analysis of it. The Essay yields three scores—Reading, Analysis, and Writing—which are not combined with each other or with any other SAT scores.

Considered together, the components of the SAT provide a detailed, valid, and reliable view of students’ readiness for and likelihood of success in both two- and four-year postsecondary programs. They reflect careful consideration of the best available evidence


about the essential prerequisites for successful postsecondary work as well as key elements of best instructional practices in K-12 classrooms. For more detail about the evidentiary foundation for the SAT as well as its design, please see section 2 of the Test Specifications for the Redesigned SAT, which can be found at https://collegereadiness.collegeboard.org/pdf/test-specifications-redesigned-sat-1.pdf.

MethodologySURVEY MATERIALSTo address the two main goals of this research study, four curriculum survey instruments were developed: one mathematics survey for middle school (grades 6–8) and high school (grades 9–12) teachers, one ELA/literacy survey for high school teachers, and one mathematics and one ELA/literacy survey for two- and four-year college faculty.1 Middle school and high school teachers were instructed to respond to the survey items in the context of the single course with which they were most familiar; they were asked to exclude honors and advanced courses from consideration, as the goal of the survey was to describe typical secondary instruction. Postsecondary faculty were also asked to respond to the survey items in the context of the single course with which they were most familiar that was offered to first-year college students, was entry level/introductory, and was credit bearing.

Each survey instrument was divided into three parts: (I) introduction, (II) coverage of skills and knowledge, and (III) background/demographic data.

Part I provided a general overview of the survey and instructions for completing it. Postsecondary respondents were asked to identify their instructional role at their institution and to identify the entry-level, credit-bearing course they would be using as the frame of reference for their responses to the survey items in part II. Middle school and high school respondents were asked to identify their position at their school and to identify the course (and course grade level) they would be using as the frame of reference for their responses to the survey items in part II.

Part II, the main portion of the survey, consisted of lists of ELA/literacy or mathematics skill/knowledge statements (items) and accompanying four-point (1–4) rating scales. The majority of the items in both the ELA/literacy and mathematics surveys represented skills and knowledge assessed on the SAT. Eighty-three of the ELA/literacy items represented skills and knowledge assessed on the Evidence-Based Reading and Writing (ERW) section and in many cases also by the optional Essay. (No items were unique to Essay; the Essay items are a subset of the ERW items.) Forty-five of the mathematics items represented skills and knowledge assessed on the Math section. This report refers to these items in general as “SAT-measured” items and more specifically as “ERW,” “Essay,” “ERW/Essay,” or “Math” items.

A number of additional items—21 in ELA/literacy, 20 in mathematics—representing skills and knowledge not presently assessed on the SAT were included as well in order to round out the domains and help ascertain whether some or all of these elements should be considered for assessment in possible future iterations of the SAT. Although the main focus of this report is the SAT-measured items, the “non-SAT” items are briefly discussed in this report and the associated survey results presented in appendices A.13 and A.14 (ELA/literacy) and B.8 and B.9 (mathematics).

1 Middle schools were included in the survey only for mathematics due to the fact that some skills and knowledge assessed on the SAT Math section are sometimes taught only in middle school grades. Two-year colleges were also included in the survey sample since many of the United States’ workforce training programs are offered in these institutions.

https://collegereadiness.collegeboard.org/pdf/test-specifications-redesigned-sat-1.pdf

https://collegereadiness.collegeboard.org/pdf/test-specifications-redesigned-sat-1.pdf


For analytical purposes, 65 ELA/literacy items were grouped into four clusters associated with ERW content-based subscores—Command of Evidence, Words in Context, Expression of Ideas, and Standard English Conventions. Some of the ELA/literacy items were not grouped into one of the ERW subscores because the skills and knowledge these items represent (as well as, when applicable, their associated test questions) fall outside of the parameters of the various subscores. Thirty-five ELA/literacy items were grouped into three clusters associated with the three Essay analytic scoring dimensions—Reading, Analysis, and Writing. (Some items were grouped with both an ERW subscore and an Essay scoring dimension.) Sixty-five mathematics items were grouped into three areas associated with content-based subscores—Heart of Algebra, Problem Solving and Data Analysis, and Passport to Advanced Math—as well as a fourth area—Additional Topics in Math—not associated with a subscore. Note that for domain completeness, the subscore/area analyses for ERW and for Math include some “non-SAT” items. These items are footnoted in appendices A.4 and A.5 (ERW) and B.4 and B.5 (Math).

Postsecondary faculty were asked to rate each skill/knowledge item in terms of its importance as a prerequisite for readiness for and success in the course each respondent identified. “Importance” was to be rated on a four-point scale, with 1 meaning Not Important, 2 meaning Somewhat Important, 3 meaning Important, and 4 meaning Very Important. Middle school and high school teachers were asked to indicate what teaching emphasis they placed on each skill/knowledge item in the course each respondent identified. “Teaching emphasis” was to be rated on a four-point scale, with 1 meaning No Emphasis, 2 meaning Some Emphasis, 3 meaning A Fair Amount of Emphasis, and 4 meaning A Lot of Emphasis.

Part III asked respondents to provide background/demographic information about themselves, including gender, race/ethnicity, highest degree of educational attainment, and number of years teaching, as well as institution/school characteristics, such as public/private affiliation.

Since the SAT is designed to be a measure of college and career readiness, the primary data of interest in this survey were the importance ratings provided by postsecondary faculty respondents. However, the findings from middle school teachers (mathematics only) and high school teachers provide insight into whether there are gaps between postsecondary expectations and what is being emphasized in middle school and high school classroom instruction; hence, some analysis of these data is also offered in this report.

Appendices A.1 and A.2 (ERW), A.6 and A.7 (Essay), and B.1 and B.2 (Math) list the SAT-measured skill/knowledge items and their associated mean importance/emphasis ratings. Appendices A.4 and A.5 (ERW), A.9 and A.10 (Essay), and B.4 and B.5 (Math) identify the SAT-measured items grouped into the ERW subscores, the Essay scoring dimensions, and the Math subscores (plus Additional Topics in Math), respectively; indicate the importance/emphasis ratings for those items; and provide the grand mean importance/emphasis ratings for the various groupings. Appendices A.11 (ERW/Essay) and B.6 (Math) display the items considered important by postsecondary English and mathematics respondents, respectively, but that secondary respondents did not report being emphasized and, for Math, the item rated as emphasized by high school teachers but not important by postsecondary faculty. Appendices A.12 (ERW/Essay) and B.7 (Math) display the items not important to any postsecondary faculty subgroup. Appendices A.13 and A.14 (ELA/literacy) and B.8 and B.9 (mathematics) address the “non-SAT” survey items.


SURVEY PARTICIPANTSThe study targeted postsecondary faculty who teach entry-level, credit-bearing courses as well as middle school and high school teachers who teach courses that students take as they ready themselves for postsecondary education. Surveys were sent to nationally representative samples of middle school teachers, high school teachers, and postsecondary faculty who teach in institutions located within the United States. The following section provides detailed information on how these samples were identified.

PostsecondaryTo identify eligible postsecondary faculty for this survey, College Board staff constructed a population of colleges and universities using the Integrated Postsecondary Education Data System (IPEDS) from the National Center for Education Statistics (NCES). We defined the population of institutions as degree granting, Title IV eligible, and located in the United States and as having full-time, first-time undergraduate students. Nonregular postsecondary institutions (e.g., schools of hair design, tribal colleges) and for-profit institutions were excluded, resulting in a population frame of 2,560 postsecondary institutions.

To determine our sampling frame, we used a stratified random sample design and randomly selected two- and four-year institutions (n=844) in the following strata based on Carnegie Basic Classification: Research High/Very High, Doctoral, Masters (Large/Medium/Small), Baccalaureate (Arts & Sciences/Diverse), Associate’s Public Rural, Associate’s Public Suburban, Associate’s Public Urban, Associate’s Public Special Use, Associate’s Private, Associate’s Public Two-Year Colleges under Four-Year Institutions, and Associate’s Public Four-Year Primarily Associate’s institutions.

DepartmentsTo select departments in postsecondary institutions to include in our survey, we used Classification of Instructional Programs (CIP) codes, which provide a taxonomic scheme that supports the accurate tracking and reporting of fields of study and program completion activity. These CIP codes were initially developed by NCES in 1980, with the most recent revisions having occurred in 2010. Table 1 shows the departments that were included in our study in English2, mathematics, science, and social science.

Table 1: Postsecondary Departments in English, Mathematics, Science, and Social Science

Postsecondary DepartmentsEnglish

English Language and Literature EnglishRhetoric and Composition/Writing Studies

MathematicsMathematicsMathematical Sciences

2 The ELA/literacy survey included postsecondary faculty who taught in programs of study categorized as “English Language and Literature,” “English,” and “Rhetoric and Composition/Writing Studies” but not “English Language Arts,” as the last is most commonly used at that level to refer to teacher education programs. Throughout this report, we use “ELA” to refer to high school courses and teachers and “English” to refer to postsecondary courses and faculty.


Postsecondary DepartmentsScience

Biological SciencesChemistry BiologyPhysicsEarth Science

Social Science Social Sciences, generalEconomics Psychology Sociology Political Science and Government Geography AnthropologySociology and AnthropologyHistorySociology and Criminal JusticeSociology and CriminologyWomen’s Studies

Faculty contacts in departments within the postsecondary sample were obtained using Amazon’s Mechanical Turk, an online labor market where requestors can post tasks and workers can select jobs for pay. For each department of interest within the sampling frame of institutions, we asked workers to collect the email addresses for up to seven faculty members. Workers were also asked to collect the institution name, department name, and faculty name as well as provide the URL to the web page from which they collected faculty contact information. Valid email addresses were obtained for 32,666 postsecondary faculty at 785 institutions who taught courses in English, mathematics, science, or social science. We sent a survey to all valid postsecondary faculty contacts.

Middle School and High SchoolIn order to identify eligible middle school and high school teachers, we obtained email addresses of potential respondents from MCH Strategic Data, an original source data compiler that collects education data on K-12 and postsecondary institutions. Teachers were selected from MCH Strategic Data if they were high school teachers of ELA or mathematics or middle school teachers of mathematics; were not teaching honors or advanced courses; and were teaching in the United States. In total, we obtained valid email addresses for 225,200 middle school and high school teachers from 10,965 institutions. We sent a survey to all valid middle school and high school teacher contacts.

SURVEY DISTRIBUTIONInitial email invitations for the curriculum survey were sent to all 257,866 eligible middle school, high school, and postsecondary respondents beginning in March 2015. Two follow-up emails were also sent, the first approximately 10 days after the initial email and the second approximately three weeks after the initial email.

Table 1 (continued )


All respondents who completed the survey were given the opportunity to enter their contact information in a College Board honor roll as a thank-you for their participation. (See appendices C and D for the postsecondary and secondary honor rolls, respectively.) Data collection took place from March 2015 through May 2015.

RESPONDENT AND INSTITUTIONAL CHARACTERISTICSPostsecondaryOne or more curriculum surveys were sent to 32,666 postsecondary faculty with valid email addresses; English and mathematics faculty received only the ELA/literacy or mathematics surveys, respectively, while social science and science faculty received both surveys.

Of those to whom one or both surveys were sent, 2,392 (7.3%) responded. Of these, we excluded faculty who responded to fewer than half of the survey items in part II of the instrument that were associated with any one of the ERW or Math subscores (including Additional Topics in Math), resulting in a final analytic sample size of 1,645 postsecondary faculty.

In total, the analytic sample included faculty who taught English (n=200), mathematics (n=268), science (n=519), or social science (n=658) courses at two- and four-year institutions. Table 2 provides information about respondent and institutional characteristics.3

Table 2: Characteristics of Postsecondary Respondents and the Institutions Where They Are Employed

Postsecondary Respondent CharacteristicsRespondentsn % a,b

Subject TaughtEnglish 200 12Mathematics 268 16Science 519 32Social Science 658 40

Role4-Year Institution Instructional Faculty Full-Time 931 57 Part-Time 75 52-Year Institution Instructional Faculty Full-Time 514 31 Part-Time 109 7Graduate Instructor 16 1

Years of Postsecondary Teaching Experience More than 10 Years 1,174 716 to 10 Years 270 161 to 5 Years 150 9Less than 1 Year 9 1No Response 42 3

3 Note that slightly fewer social science and science respondents were deemed to have completed the mathematics survey than the ELA/literacy survey, leading to slightly differing n counts being reported in the Math section, below.


Postsecondary Respondent CharacteristicsRespondentsn % a,b

Educational AttainmentDoctoral or Professional Degree 1,123 68Master’s Degree 467 28Bachelor’s Degree 13 1Associate’s Degree 1 0No Response 41 2

GenderMale 767 47Female 806 49Other 17 1No Response 55 3

RaceHispanic or Latino 43 3American Indian or Alaskan Native 9 1Asian 73 4Black 54 3Native Hawaiian or Other Pacific Islander 4 0White 1,261 77Other 70 4Two or More Races 55 3No Response 76 5

Institutional CharacteristicsCarnegie Basic Classification

Research High/Very High 154 9Doctoral 52 3Master’s 428 26Baccalaureate 327 20Associate’s Public Rural 328 20Associate’s Public Suburban 151 9Associate’s Public Urban 122 7Associate’s Public Special Use 8 0Associate’s Private Not-for-Profit/4-Year Primarily Associate’s 13 1Associate’s Public 2-Year Under 4-Year University 29 2Associate’s Public 4-Year Associate’s 33 2

SectorPublic 1,079 66Private 566 34

Total 1,645 100

a Percentages may not sum to 100 due to rounding.b Percentages of postsecondary faculty characteristics are unweighted.

As shown in table 2, postsecondary faculty who taught courses in social science (40%) and science (32%) made up the highest proportion of faculty respondents. The majority of



respondents held full-time instructional roles (88%), followed by those who held part-time instructional roles (12%) and those who held graduate instructor roles (1%). The majority of respondents (71%) had more than 10 years of experience teaching in higher education and taught at public institutions (66%).

Middle School and High SchoolA curriculum survey was also sent to 225,200 middle school and high school teachers, of whom 18,557 (8.2%) responded to the survey. As with the postsecondary survey, an analytic sample was created by excluding teachers who responded to fewer than half of the survey items associated with any one of the ERW or Math subscores (including Additional Topics in Math). In total, our analytic sample included 2,686 faculty respondents who taught ELA in high school (n=940) or mathematics in middle school (n=443) or high school (n=1,303). Table 3 provides information about respondent and school characteristics.

Table 3: Characteristics of Middle School and High School Respondents and the Schools Where They Are Employed

Middle School and High School Respondent CharacteristicsRespondentsn % a,b

Subject

ELA 940 35

Math 1,746 65

Years of Teaching Experience

More than 10 Years 1,892 70

6 to 10 Years 457 17

1 to 5 Years 316 12

Less than 1 Year 15 1

No Response 6 0

Educational Attainment

Doctoral or Professional Degree 162 6

Master’s Degree 1,812 67

Bachelor’s Degree 698 26

Associate’s Degree 1 0

Postsecondary, Non-Degree Award 6 0

Some College, No Degree 1 0

High School Diploma or Equivalent 0 0

Less than High School 0 0

No Response 6 0

Gender

Male 780 29

Female 1,888 70

Other 9 0

No Response 9 0


Middle School and High School Respondent CharacteristicsRespondentsn % a,b

Race/Ethnicity

Hispanic or Latino 36 1

American Indian or Alaskan Native 10 0

Asian 34 1

Black 65 2

Native Hawaiian or Other Pacific Islander 4 0

White 2,391 89

Other 42 2

Two or More Races 78 3

No Response 26 1

School Characteristics

Geographic Location

City 651 24

Suburb 837 31

Town 494 18

Rural 704 26

Institutional Control

Public 2,177 81

Private 509 19

Total 2,686 100

a Percentages may not sum to 100 due to rounding.b Percentages of middle school and high school teacher characteristics are unweighted.

As shown in table 3, 81% of middle school and high school respondents taught at public schools, and 19% taught at private schools. The majority of respondents had more than 10 years of teaching experience (70%) and held a master’s degree or higher (73%).

AnalysisTo ensure the samples of postsecondary institutions, middle schools, and high schools were representative of the broader populations of these institutions, we composed a weighted sample. For the postsecondary surveys, we estimated the sampling base weights as the inverse of probability of being selected into the sample within each Carnegie Basic Classification. That is, we divided the total number of institutions within each Carnegie Basic Classification in the population (the population Ns were determined using IPEDS) by the number of institutions per Carnegie Basic Classification in our sample. These weights were then multiplied by the number of respondents within each institution. We then applied these base weights to obtain weighted means and percentages for our analyses of postsecondary respondents.

For the middle school and high school surveys, poststratification weights were created through an iterative proportional fitting (IPF) procedure. IPF was done to ensure that the marginal totals of the adjusted weights agreed on prespecified characteristics within the



corresponding population frame. Specifically, we wanted to ensure that our observed sample population frequencies (e.g., our sample of middle schools and high schools) fit the marginal totals of our population frame, which included the Common Core of Data (CCD) Public Elementary/Secondary School Universe Survey 2012–13 and the Private School Universe Survey (PSS) 2011–12 obtained from NCES. We used four institutional-level characteristics that had the same operationalization in the CCD and the PSS: Urbanicity (defined as “City,” “Suburb,” “Town,” and “Rural”), Race (which was divided into quartiles based on number of minority students within an institution), Teacher Full-Time Equivalent (defined as “Small,” “Medium,” and “Large” numbers of FTE teachers within an institution), and Institutional Control (defined as “Public” and “Private”). We then applied the weights from the IPF procedure to obtain weighted means and percentages for our analyses of middle school and high school respondents.

Analysis of the surveys included the calculation of mean importance/emphasis ratings, grand mean importance/emphasis ratings, and percentages of items important/emphasized. Mean importance/emphasis ratings were calculated by averaging the responses of all respondents and of particular respondent groups (e.g., all high school ELA teachers; English postsecondary faculty). Grand means for various groupings of items (e.g., the ERW items; the ERW subscore Command of Evidence; the Math subscores plus Additional Topics in Math, considered as a group) as rated by all respondents and by particular respondent groups were calculated by averaging the mean importance/emphasis ratings for the items composing the various groupings. Percentages of items deemed important (postsecondary) or emphasized (secondary) were ascertained by determining what proportions of ERW, Essay, and Math items as rated by all respondents and by particular respondent groups had importance/emphasis ratings of 2.50 or higher (out of a possible 4).

ResultsEVIDENCE-BASED READING AND WRITING (ERW)The following subsection discusses the ERW skill/knowledge items that postsecondary faculty in English, social science, and science rated relative to the items’ importance for student readiness for and success in the entry-level, credit-bearing courses the faculty identified. This subsection also discusses the ERW skill/knowledge items rated by high school ELA teachers relative to the items’ emphasis in the courses the teachers identified, the intent of the latter analysis being to determine whether there are any discernible gaps between postsecondary expectations for incoming students and emphases in high school classroom teaching. In addition, this subsection identifies items not deemed important by postsecondary faculty but that may at present have corresponding questions on the SAT.

DataTable 4 reports the percentages of the 83 ERW items that were rated important by all postsecondary faculty and by the postsecondary English, social science, and science faculty subgroups as prerequisites for incoming students for the courses the respondents identified. Table 4 also reports the percentage of the ERW items that high school ELA teachers indicated were emphasized in the courses they identified. Recall that “important” and “emphasized” were defined as an item receiving a 2.50 or higher mean rating on the four-point scale.


Table 4: Percentage of Evidence-Based Reading and Writing Skill/Knowledge Items Important to All Postsecondary Faculty (n=1,377), Important to Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519), and Emphasized by High School ELA Teachers (n=940)

Postsecondary Faculty

% ERW Skill/ Knowledge Items

Rated Important (2.50+)High School

Teachers

% ERW Skill/ Knowledge Items

Emphasized (2.50+)All Faculty 89 High School ELA 78

English 89Social Science 89Science 67

Overall, postsecondary respondents rated 89% (74 of 83) of the ERW items as important for student readiness for and success in the entry-level, credit-bearing courses in English, social science, and science the respondents identified. Postsecondary English, social science, and science respondents rated 89%, 89%, and 67% (56 of 83) of the items measured on the SAT’s ERW section as important prerequisites for their entry-level, credit-bearing courses in English, social science, and science, respectively.

Table 4 also reports the percentage of ERW items that were rated emphasized by high school ELA teachers as part of their instruction in the courses they identified. As indicated in the table, 78% (65 of 83) of the ERW items are emphasized in their instruction, a figure broadly consistent with the 89% reported by postsecondary English faculty and by postsecondary faculty as a group.

Figure 2 presents the grand mean importance/emphasis ratings for the ELA/literacy items associated with each ERW subscore and with the four ERW subscores considered as a group. As noted earlier, the grand means for the subscores individually and collectively were determined by averaging the mean importance/emphasis ratings from all respondents and from various respondent subgroups for the items assigned to each ERW subscore and to the subscores as a group.


Figure 2: Grand Mean Importance/Emphasis Ratings for the ERW Subscores Collectively and by Individual ERW Subscore from All Postsecondary Faculty (n=1,377), from Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519), and from High School ELA Teachers (n=940)

1

2

3

4

ERW SubscoresCombined

Command ofEvidence

Standard EnglishConventions

Words inContext

Expression ofIdeas

Mea

n Ra

ting

All PostsecondaryFaculty

PostsecondaryEnglish Faculty

PostsecondarySocial ScienceFaculty

PostsecondaryScience Faculty

High SchoolELA Faculty

Overall, postsecondary faculty gave a grand mean importance rating of 3.09 (out of a possible 4) to the ERW subscores considered as a group. Command of Evidence received their highest rating (3.21), followed by Expression of Ideas (3.16), Standard English Conventions (3.01), and Words in Context (2.99). All of these ratings were above the “important” threshold of 2.50.

Postsecondary English faculty gave a grand mean importance rating of 3.32 to the ERW subscores collectively. Among the subscores, postsecondary English faculty gave Standard English Conventions the highest grand mean importance rating (3.44), followed by Expression of Ideas (3.41), Words in Context (3.29), and Command of Evidence (3.14). Postsecondary social science and science faculty gave grand mean importance ratings of 3.17 and 2.79, respectively, to the ERW subscores considered as a group. Among the subscores, postsecondary social science faculty gave the highest grand mean importance rating to Command of Evidence (3.37), followed by Expression of Ideas (3.26), Standard English Conventions (3.04), and Words in Context (3.02). Postsecondary science faculty gave the highest grand mean importance rating to Command of Evidence (3.12), followed by Expression of Ideas (2.82), Words in Context (2.67), and Standard English Conventions (2.54). These grand mean importance ratings for the ERW subscores, collectively and individually, were all above the “important” threshold.

The grand mean emphasis rating from high school ELA teachers for all of the ERW subscores taken together was 3.02. As shown in figure 2, the items associated with the Expression of Ideas and Words in Context subscores had the highest grand mean emphasis ratings (3.25 and 3.03, respectively), followed by those associated with Command of Evidence (2.96) and Standard English Conventions (2.86). As was the case for the postsecondary faculty, all of these grand mean emphasis ratings exceeded the criterion for “emphasized” (2.50).

Important/ emphasized threshold


Appendices A.1 and A.2 provide the mean importance and emphasis ratings, respectively, for the ERW items. Appendix A.3 includes the percentage important/emphasized figures reported in table 4, above. Appendices A.4 and A.5 provide more data about the subscores, including which ELA/literacy items were assigned to each subscore.

The survey response data can also be analyzed to ascertain whether certain ERW items were considered important by postsecondary English faculty but not emphasized by high school ELA teachers and vice versa in order to get a better sense of alignment or misalignment between the two respondent groups. In general, clear, strong alignment is desirable since an important role of high school is preparing students for post–high school education; conversely, misalignment risks leaving students without critical postsecondary readiness and success prerequisites. An English-to-ELA comparison (as opposed to all postsecondary-to-ELA, social science-to-ELA, or science-to-ELA) seems most appropriate since instructors at both institutional levels would be teaching in the same general subject area.

Table 5: Evidence-Based Reading and Writing Skill/Knowledge Items Rated Important by Postsecondary English Faculty (n=200) but Not Emphasized by High School ELA Teachers (n=940)

Skill/Knowledge Items

Postsecondary English High School ELA

Mean SD Mean SDRead and demonstrate an understanding of texts on topics in the humanities (e.g., fine art, film)

2.78 0.87 2.17 0.76

Read and demonstrate an understanding of texts in history and the social sciences (e.g., economics, psychology)

2.69 0.88 2.22 0.75

Read and demonstrate an understanding of textbooks

2.83 0.96 2.25 0.80

Read and demonstrate an understanding of general-interest media texts (e.g., newspapers and magazines, whether online or in print)

3.02 0.81 2.37 0.73

Read and demonstrate an understanding of scholarly research (e.g., articles from academic journals)

2.86 0.82 2.30 0.79

Determine the meaning of words and phrases particular to a specific body of knowledge (“tier three” words and phrases)

2.63 0.87 2.37 0.75

Recognize and correct illogical comparison (e.g., Her theory differs from most biologists)

3.35 0.74 2.45 0.88

Recognize and correct instances in which language deviates from conventional expression (e.g., nonstandard prepositions)

3.24 0.76 2.36 0.98

Use a colon to introduce an elaboration of one or more sentences

3.05 0.76 2.44 0.85

As shown in table 5, nine items were rated important (2.50+) by postsecondary English faculty but not emphasized (2.49–) by high school ELA teachers. No items were emphasized by high school ELA teachers but considered unimportant by postsecondary English faculty.

Five of the nine important-but-not-emphasized items pertain to text types and subject areas: texts on humanities topics, history/social science texts, textbooks, general-interest media texts, and scholarly research. Another item is vocabulary related: determining the meaning of “tier three” words and phrases (i.e., “technical” terms specific to particular bodies


of knowledge). The remaining three are writing-related skills: recognizing and correcting illogical comparisons, recognizing and correcting instances in which language deviates from conventional expression, and using a colon to introduce an elaboration of one or more sentences.

The above information can also be found in appendix A.11.

As part of the SAT content validity exercise, it is important to note also which ERW items were not rated important by any postsecondary faculty subgroup, as questions representing these items may appear on the SAT but are (at a conceptual level, at least) presumptively not valued as course prerequisites by instructors of postsecondary courses. Analysis at the faculty subgroup level was chosen rather than analysis at the whole-faculty level because an item valued by even one subgroup may be worthy of representation on the interdisciplinary SAT. Table 6 presents those low-importance items.

Note that the existence of such items should not be taken as definitive proof that any questions associated with these skills and knowledge should be removed from the test; rather, it provides one piece of evidence that the College Board should examine as we contemplate potential SAT revisions at some point in the future.

Table 6: Evidence-Based Reading and Writing Skill/Knowledge Items Not Important to Any Postsecondary Faculty Subgroup


PostsecondaryEnglish Social Science Science

Mean SD Mean SD Mean SDRead and demonstrate an understanding of popular fiction (e.g., best-sellers, most young adult fiction)

2.30 0.83 1.74 0.75 1.41 0.67

Read and demonstrate an understanding of texts on topics about careers (e.g., health care, information technology)

2.20 0.88 1.99 0.91 2.38 0.97

Read and demonstrate an understanding of U.S. founding documents (e.g., the Declaration of Independence)

2.48 0.92 2.46 1.14 1.44 0.77

Determine the meaning of archaic words and phrases (i.e., those no longer in common use or whose meaning has changed over time)

2.25 0.74 2.25 0.88 1.99 0.80

Table 6 indicates that four ERW items failed to meet or exceed the threshold of 2.50 from any of the postsecondary faculty subgroups surveyed.

The above information can also be found in appendix A.12. The full sets of mean importance and emphasis ratings can be found in appendices A.1 and A.2.

ESSAYSimilar to the previous subsection, the following subsection discusses how postsecondary faculty in English, social science, and science rated the Essay skill/knowledge items relative to their importance as prerequisites for the classes the faculty identified and how much emphasis high school ELA teachers reported placing on those items in the classes the teachers identified. Also, as in the previous subsection, this subsection reports results


related to possible gaps between postsecondary expectations and high school teaching emphases for Essay skill/knowledge items and identifies the single item represented on the Essay that was not valued by any postsecondary faculty subgroup.

The Essay items discussed below are a subset of the ERW skill/knowledge items and are considered together as well as clustered into groups of items associated with each of the three Essay analytic scoring dimensions (Reading, Analysis, Writing). Postsecondary and high school respondents each completed a single ELA/literacy survey, so when a skill/knowledge item appears in both the ERW and Essay subsections of this report, the mean ratings and standard deviations are the same.

DataTable 7 reports the percentages of the 35 Essay skill/knowledge items that were deemed important by all postsecondary faculty and by postsecondary faculty subgroups and that were emphasized by high school ELA teachers (i.e., rated 2.50 or higher on the four-point scale).

Table 7: Percentage of Essay Skill/Knowledge Items Important to All Postsecondary Faculty (n=1,377), Important to Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519), and Emphasized by High School ELA Teachers (n=940)


% Essay Skill/Knowledge Items Rated

Important (2.50+)Secondary Teachers

% Essay Skill/ Knowledge Items



Overall, postsecondary respondents rated 94% (33 of 35) of the skill/knowledge items as important for student readiness for and success in their entry-level, credit-bearing courses in English, social science, and science. Postsecondary English, social science, and science respondents rated 97% (34 of 35), 94%, and 69% (24 of 35) of the items measured on the SAT Essay as prerequisites for their entry-level, credit-bearing courses in English, social science, and science, respectively.

Table 7 also shows the percentage of Essay items that were reported emphasized by high school ELA teachers as part of their instruction in the courses they identified. As indicated in the table, 89% (31 of 35) of the Essay items are emphasized in their instruction, a proportion similar to that reported by postsecondary faculty as a group (94%) and by postsecondary English faculty (97%).

Figure 3 presents the grand mean importance/emphasis ratings for the ELA/literacy items associated with each of the three Essay analytic scoring dimensions (Reading, Analysis, Writing) and for the Essay scoring dimensions considered as a group. (Note that the grouping of the three scoring dimensions is the same as the group composed of all Essay items.) The grand means for the dimensions individually and collectively were, as in other cases, determined by averaging the mean importance/emphasis ratings from all respondents and from various respondent subgroups for the items assigned to each Essay scoring dimension and to the scoring dimensions as a group.


Figure 3: Grand Mean Importance/Emphasis Ratings for the Essay Scoring Dimensions Collectively and by Individual Scoring Dimension from All Postsecondary Faculty (n=1,377), from Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519), and from High School ELA Teachers (n=940)

1

2

3

4

Essay DimensionsCombined

Reading Analysis Writing

Mea

n Ra

ting

All PostsecondaryFaculty

PostsecondaryEnglish Faculty

PostsecondarySocial ScienceFaculty

PostsecondaryScience Faculty

High SchoolELA Faculty

Overall, postsecondary faculty gave the Essay scoring dimensions, considered as a group, a mean importance rating of 3.14 (out of a possible 4). Writing received their highest rating (3.24), followed by Reading (3.14) and Analysis at 3.06. All of these ratings were above the “important” threshold of 2.50.

Postsecondary English faculty gave a grand mean importance rating of 3.41 to the Essay scoring dimensions considered as a group. Among the dimensions, postsecondary English faculty gave Writing the highest grand mean importance rating (3.53), followed by Analysis (3.43) and Reading (3.29). Postsecondary social science faculty gave a grand mean importance rating of 3.25 to the Essay scoring dimensions as a group. Like the postsecondary English faculty, postsecondary social science faculty gave Writing the highest grand mean importance rating (3.33) but then gave Reading their next highest rating (3.25), followed by Analysis (3.18). Postsecondary science faculty gave a grand mean importance rating of 2.77 to the Essay dimensions considered as a group. This subgroup rated Reading most highly (2.90), followed by Writing (2.87) and Analysis (2.58). Though giving lower grand mean importance ratings to the Essay dimensions collectively and singly, postsecondary science faculty, like their English and social science colleagues, gave the dimensions as a group and each individual dimension a grand mean importance rating above the “important” threshold of 2.50.

High school ELA teachers were in general agreement with their postsecondary colleagues regarding the relevance of the Essay scoring dimensions collectively and individually. High school ELA respondents gave a grand mean emphasis rating of 3.20 to the Essay scoring dimensions as a group. Of the dimensions singly, they gave the highest grand emphasis rating to Writing (3.39), followed by Analysis (3.19) and Reading (3.04). All of these ratings were above the “emphasized” threshold of 2.50.



Appendices A.6 and A.7 provide the mean importance and emphasis ratings, respectively, for the Essay items. Appendix A.8 includes the percentage important/emphasized figures reported in table 7, above. Appendices A.9 and A.10 provide more data about the scoring dimensions, including which ELA/literacy items were assigned to each dimension.

Just as with the larger ERW set, the Essay subset can be analyzed for potential gaps between postsecondary and secondary valuation of items.

Table 8: Essay Skill/Knowledge Items Rated Important by Postsecondary English Faculty (n=200) but Not Emphasized by High School ELA Teachers (n=940)


Postsecondary English High School ELA

Mean SD Mean SDRead and demonstrate an understanding of texts on topics in the humanities (e.g., fine art, film)

2.78 0.87 2.17 0.76


2.69 0.88 2.22 0.75


3.02 0.81 2.37 0.73

As shown in table 8, three Essay items were deemed important (i.e., were rated 2.50+) by postsecondary English faculty but were not reported as being emphasized (i.e., were rated 2.49–) by high school ELA teachers. (These three items were also reported in table 5 for ERW since the Essay items are a subset of the ERW items.) All three items pertain to text types or subject areas. As noted in the ERW results subsection, no items were emphasized by high school ELA teachers but considered unimportant by postsecondary English faculty.

The above information can also be found in appendix A.11.

As with ERW, the use of the curriculum survey data as evidence for (or against) the content validity of the Essay requires an examination of Essay items not considered important by any of the postsecondary faculty subgroups. Table 9 presents the single item falling into this category.

Table 9: Essay Skill/Knowledge Item Not Important to Any Postsecondary Faculty Subgroup

Skill/Knowledge Item


Mean SD Mean SD Mean SD


2.20 0.88 1.99 0.91 2.38 0.97

The above information can also be found in appendix A.12. The full sets of mean importance and emphasis ratings can be found in appendices A.6 and A.7.


ERW/ESSAY DISCUSSIONIn this section, we consider the findings of the ELA/literacy curriculum survey in relation to our guiding questions concerning content validity and postsecondary-secondary alignment.

Content ValidityResponses to the ELA/literacy curriculum survey offer strong evidence for the content validity of the SAT’s ERW section. More specifically, as a whole, the postsecondary responses strongly indicate that the ERW section is, as intended, measuring prerequisites for college and career readiness and success. This evidence takes three basic forms:

§ Postsecondary faculty as a group rated 89% (74 of 83) of the ERW skill/knowledge items as important (i.e., gave them a rating of 2.50 or higher on the four-point scale used in the survey). Percentages by postsecondary faculty subgroup ranged from high (89% from English and social science) to moderately high (67% [56 of 83] from science).

§ Postsecondary faculty as a group and the various postsecondary faculty subgroups rated all of the ERW subscores individually and the ERW subscores collectively as important.

§ Only four of 83 ERW items (5%) were not considered important by any postsecondary faculty subgroup.

Postsecondary responses to the survey also offer strong evidence for the content validity of the SAT’s optional Essay.

§ Postsecondary faculty as a group rated 94% (33 of 35) of the Essay items as important. Percentages by postsecondary faculty subgroup ranged from high (97% [34 of 35] from English, 94% from social science) to moderately high (69% [24 of 35] from science).

§ Postsecondary faculty as a group and the various postsecondary faculty subgroups rated all of the Essay analytic scoring dimensions individually and the Essay analytic scoring dimensions collectively as important.

§ Only one of 35 Essay items (3%) was not considered important by any postsecondary faculty subgroup.

Taken together, these findings suggest that postsecondary faculty view the vast majority of the skills and knowledge measured in the SAT’s ERW section and on the SAT Essay as reflective of prerequisites for the credit-bearing, entry-level courses they identified.

Postsecondary-Secondary AlignmentResponses to the ELA/literacy curriculum survey suggest general alignment between postsecondary faculty and high school English teachers with regard to what should be taught to and learned by students by no later than the end of high school.

§ Postsecondary faculty as a whole, postsecondary English faculty, and high school ELA teachers rated comparable proportions of the ERW and Essay skill/knowledge items as important or emphasized.

w Postsecondary faculty as a group and postsecondary English faculty rated 89% (74 of 83) of the ERW items as important, while high school ELA teachers rated 78% (65 of 83) of the ERW items as being emphasized in their instruction.

w Postsecondary faculty as a group rated 94% (33 of 35) of the Essay items as important, and postsecondary English faculty rated 97% (34 of 35) of the Essay items as important, while high school ELA teachers rated 89% (31 of 35) of the Essay items as being emphasized.


§ Low proportions of ERW and Essay items were rated important by postsecondary English faculty but not emphasized by high school ELA teachers. Nine ERW items (11% of 83 items), three of which were also Essay items (9% of 35 items), were important to postsecondary English faculty but not emphasized by high school ELA teachers. Moreover, no ERW/Essay items were rated as being emphasized by high school ELA teachers but considered unimportant by postsecondary English faculty.

§ The ERW subscores individually and collectively as well as the Essay analytic scoring dimensions individually and collectively were rated important by postsecondary faculty as a whole and by all postsecondary faculty subgroups and were rated as being emphasized by high school ELA teachers.

While discrepancies in postsecondary and secondary responses bear further scrutiny, the results are suggestive of at least a general degree of postsecondary-secondary alignment with regard to the ERW and Essay skills and knowledge represented on the survey and to the skills and knowledge represented by those tests’ subscores and scoring dimensions.

“NON-SAT” ELA/LITERACY ITEMSAs noted in the methodology section of this report, the ELA/literacy survey included 21 items not measured by the SAT in order to round out the content domain and to gather information about whether certain skills and knowledge adjacent to the current SAT ERW and Essay testing domains should be considered for addition to the tests at some future point. A high importance rating (2.50+) from one or more postsecondary faculty subgroups would be one piece of evidence suggestive of the desirability of future inclusion on the SAT of the skill or knowledge an item represents.

Table 10 presents the 21 “non-SAT” ELA/literacy items and their mean importance ratings from postsecondary faculty subgroups. The shaded cells indicate mean importance ratings below the “important” threshold of 2.50.

Table 10: “Non-SAT” ELA/Literacy Skill/Knowledge Items Mean Importance Ratings from Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519)



Mean SD Mean SD Mean SDRead and demonstrate an understanding of poetry

2.74 0.90 1.67 0.73 1.36 0.65

Read and demonstrate an understanding of drama

2.66 0.91 1.71 0.74 1.34 0.62

Determine the meaning of words and phrases using knowledge of word roots, prefixes, suffixes, and cognates

2.74 0.84 2.83 0.89 2.97 0.86

Determine the meaning of words and phrases using knowledge of grammar and usage (e.g., using part of speech as a clue to meaning)

3.70 0.50 3.37 0.75 3.01 0.85

Determine the meaning of words and phrases using knowledge of a particular subject area

2.58 0.83 2.80 0.89 3.11 0.81




Mean SD Mean SD Mean SDDetermine the meaning of words and phrases using general and specialized reference materials (e.g., standard dictionary, medical dictionary)

3.09 0.81 2.85 0.86 2.69 0.88

Develop vocabulary and/or word knowledge by means of direct vocabulary instruction (i.e., lessons explicitly on vocabulary)

2.80 0.89 2.78 0.91 2.67 0.90

Develop vocabulary and/or word knowledge by means of development of strategies for acquiring vocabulary through reading

3.53 0.69 3.37 0.80 3.25 0.83

Produce writing that conveys thoughts, feelings, and ideas through poetry or drama

2.41 1.05 1.75 0.93 1.41 0.72

Produce writing that persuades an audience through various appeals (e.g., to emotion, credibility) and techniques

3.37 0.80 2.68 0.94 1.98 0.93

Produce writing that expresses thoughts, feelings, and ideas informally (e.g., journaling, note taking)

2.98 0.99 2.46 1.03 1.95 0.99

Integrate words and audiovisual elements effectively into a cohesive text

2.49 0.96 2.64 0.97 2.53 1.05

Understand hyphenation conventions (i.e., when and how to hyphenate)

2.92 0.80 2.64 0.90 2.25 0.98

Give a clear and effective presentation to an audience

3.22 0.85 3.12 0.94 2.85 1.02

Use technology as a tool to produce, publish, or update writing projects

2.83 0.97 2.89 0.96 2.85 1.04

Use digital media strategically to convey information and ideas

2.49 0.91 2.64 1.00 2.55 1.07

Determine and appropriately limit a research question

3.30 0.82 3.13 0.90 2.88 0.96

Gather relevant information from multiple print and/or digital sources

3.25 0.87 3.30 0.87 3.04 0.97

Follow a standard format for citation of sources

3.28 0.88 3.27 0.89 2.91 1.02

Conduct short research projects lasting a week or less

3.03 0.91 2.85 0.99 2.72 1.04

Conduct sustained research projects lasting over a week

3.08 0.95 2.69 1.10 2.52 1.11

Six of the skill/knowledge items are related to vocabulary and word knowledge, including four related to particular strategies for ascertaining word/phrase meaning and two related to methods for developing vocabulary and word knowledge. Two items pertain to the reading of text types not presented on the SAT (poetry and drama). Three items address writing in various forms not tested on the SAT (poetry and drama, persuasive writing, informal writing). One standard English convention (hyphenation) is also included. Five items deal with research. One item concerns presenting to an audience. Three other items involve technology use in writing and presenting.



Only one of the 21 items failed to be considered important by one or (typically) more than one faculty subgroup: writing poetry or drama (rated highest, not surprisingly, by postsecondary English faculty at 2.41). Thirteen items were rated important by all postsecondary faculty subgroups. Postsecondary English faculty rated important all but three items, the aforementioned poetry/drama item and two others associated with media (both of which were important to postsecondary social science and science faculty). Postsecondary social science faculty gave “unimportant” ratings to three items associated with reading, understanding, and writing poetry and drama (two of which were rated important by postsecondary English faculty) and to one item associated with informal writing (which was considered important by postsecondary English faculty but not by postsecondary science faculty). In addition to the informal writing item, the science faculty rated five items as unimportant: the three associated with poetry and drama, one pertaining to persuasive writing, and one concerning hyphenation conventions.

The “non-SAT” items included on the ELA/literacy survey involve skills and knowledge adjacent to the specific domains of the Reading, Writing and Language, and Essay portions of the SAT. Many involve strategies (e.g., using knowledge of grammar and usage to determine word/phrase meanings), instructional methods (e.g., developing vocabulary/word knowledge via direct instruction), or tool use (e.g., using technology in the writing process) and are thus not easily measurable by a one-shot summative assessment such as the SAT. Presentations are also beyond the scope of predominately paper-and-pencil instruments such as the SAT, and research is largely out of scope for a single-sitting assessment. One other item—informal writing—relates to a practice intentionally not measurable summatively.

Some items, however, do relate to skills and knowledge that could, at least in theory, be assessed by the SAT in the formats in which it is presently delivered:

§ Read and demonstrate an understanding of poetry, rated important by postsecondary English faculty

§ Read and demonstrate an understanding of drama, rated important by postsecondary English faculty

§ Produce writing that persuades an audience through various appeals and techniques, rated important by postsecondary English and social science faculty

§ Understand hyphenation conventions, rated important by postsecondary English and social science faculty

The College Board will continue to collect evidence regarding skills and knowledge not presently assessed on the SAT in order to assess their potential contribution to a possible revision to the test at some future point. It should be noted, however, that none of these items was universally valued by the postsecondary faculty subgroups.

Appendices A.13 and A.14 present the importance/emphasis ratings for the “non-SAT” ELA/literacy items.

MATHThe following subsection discusses the Math skill/knowledge items that postsecondary faculty in mathematics, social science, and science rated relative to the items’ importance for student readiness for and success in the entry-level, credit-bearing courses the faculty identified. This subsection also discusses the Math skill/knowledge items rated by middle school and high school mathematics teachers relative to the items’ emphasis in the courses the teachers identified, the intent, as with ERW and Essay, being to determine whether there


are any discernible gaps between postsecondary expectations for incoming students and emphases in middle school and high school classroom teaching. In addition, this subsection identifies items not deemed important by postsecondary faculty but that may at present have corresponding questions on the SAT.

DataTable 11 reports the percentages of the 45 Math items that were rated important by all postsecondary faculty and by the postsecondary mathematics, social science, and science faculty subgroups as prerequisites for incoming students for the courses respondents identified. Table 11 also reports the percentages of the Math items that middle school and high school mathematics teachers indicated were emphasized in the courses they identified. Once again, an item was “important” or “emphasized” if it received a mean rating of 2.50 or higher on the four-point scale.

Table 11: Percentage of Math Skill/Knowledge Items Important to All Postsecondary Faculty (n=1,436), Important to Postsecondary Faculty in Mathematics (n=268), Social Science (n=652), and Science (n=516), and Emphasized by Middle School (n=443) and High School (n=1,303) Mathematics Teachers


% Math Skill/ Knowledge Items Rated

Important (2.50+) Secondary Teachers

% Math Skill/Knowledge Items

Emphasized (2.50+)All Faculty 42 Middle School mathematics 36

Mathematics 80 High School mathematics 67Social Science 2Science 67

Postsecondary mathematics, social science, and science faculty collectively rated 42% (19 of 45) of the Math items as important for student readiness for and success in the entry-level, credit-bearing courses they identified. Considerable variation emerges when importance is examined by postsecondary faculty subgroup. Postsecondary mathematics respondents rated 80% (36 of 45) of the items measured on the SAT’s Math section as prerequisite for the courses they identified, whereas postsecondary science and social science respondents rated 67% (30 of 45) and 2% (1 of 45), respectively, of the items prerequisite to the courses they identified. The single item that postsecondary social science faculty rated as important was “Read and interpret statistical graphs,” which is associated with the Problem Solving and Data Analysis subscore.

Table 11 also reports the percentages of Math items that middle school and high school mathematics teachers rated as being emphasized in the courses they identified. As indicated in the table, middle school mathematics teachers reported emphasizing 36% (16 of 45) of the items in their courses, whereas high school teachers reported emphasizing 67% (30 of 45) of the items in their courses. These results compare to the 80% (36 of 45) of the items identified by postsecondary mathematics faculty and to the 42% (19 of 45) of the items identified by postsecondary faculty as a group as prerequisite for the courses they identified.

Figure 4 presents the grand mean importance/emphasis ratings for the mathematics items associated with each Math subscore, with the Additional Topics in Math nonsubscore area (a cluster of skills and knowledge roughly analogous to a subscore domain but not separately scored), and with the Math subscores and Additional Topics considered as a group. As noted earlier, the grand means for the subscores (and Additional Topics) individually and


collectively were determined by averaging the mean importance/emphasis ratings from all postsecondary respondents and from various respondent subgroups for the items assigned to each Math subscore (and Additional Topics) and to the subscores (and Additional Topics) as a group.

Figure 4: Grand Mean Importance/Emphasis Ratings for the Math Subscores (Plus Additional Topics in Math) Collectively and by Individual Math Subscore (and Additional Topics) from All Postsecondary Faculty (n=1,436), from Postsecondary Faculty in Mathematics (n=268), Social Science (n=652), and Science (n=516), and from Middle School (n=443) and High School (n=1,303) Mathematics Teachers

1

2

3

4

Math Subscores Combined

Heart of Algebra Passport to Advanced Math

Problem Solving and Data Analysis

Additional Topics in Math

Mea

n Ra

ting

All Postsecondary Faculty

Postsecondary Math Faculty

Postsecondary Social Science Faculty

Postsecondary Science Faculty

Middle School Math Teachers

High School Math Teachers

Overall, postsecondary faculty gave a grand mean importance rating of 2.42 to the Math subscores (and the Additional Topics in Math nonsubscore area) considered as a group. Problem Solving and Data Analysis received their highest rating (2.62), followed by Heart of Algebra (2.47), Passport to Advanced Math (2.39), and Additional Topics in Math (2.21). Only Problem Solving and Data Analysis received a rating that exceeded the “important” threshold of 2.50, though Heart of Algebra, at 2.47, was just under the threshold.

Postsecondary mathematics faculty gave a grand mean importance rating of 2.88 to the Math subscores (plus Additional Topics in Math) considered as a group. Among the subscores (and Additional Topics), postsecondary mathematics faculty gave Heart of Algebra the highest grand mean importance rating (3.13), followed by Passport to Advanced Math (2.97), Additional Topics in Math (2.80), and Problem Solving and Data Analysis (2.61). All of these ratings are above the “important” threshold. Postsecondary science and social science faculty gave grand mean importance ratings of 2.71 and 1.68, respectively, to the Math subscores (plus Additional Topics) considered as a group. Postsecondary science faculty gave the highest grand mean importance rating to Problem Solving and Data Analysis (3.08), followed by Heart of Algebra (2.69), Passport to Advanced Math (2.66), and Additional Topics in Math (2.42). Postsecondary social science faculty gave the highest grand mean importance rating to Problem Solving and Data Analysis (2.17), followed by Heart of Algebra (1.61), Passport to Advanced Math (1.53), and Additional Topics in Math (1.40). While from



postsecondary social science faculty the grand mean importance ratings for neither the subscores (and Additional Topics) individually nor the subscores (plus Additional Topics) as a group reached the “important” threshold, the ratings from postsecondary science faculty for all three subscores individually and for the subscores (plus Additional Topics) as a group did, while the Additional Topics nonsubscore area was rated slightly under threshold level, at 2.42.

The grand mean emphasis ratings from middle school and high school mathematics teachers for the Math subscores (plus Additional Topics in Math) taken together were 2.31 and 2.62, respectively. As shown in figure 4, for middle school teachers, the items associated with the Heart of Algebra subscore had the highest grand mean emphasis rating (2.68), followed by those associated with Problem Solving and Data Analysis (2.51), Additional Topics in Math (2.13), and Passport to Advanced Math (1.95). For high school teachers, the items associated with the Heart of Algebra subscore had the highest grand mean emphasis rating (2.97), followed by those associated with Passport to Advanced Math (2.81), Additional Topics in Math (2.52), and Problem Solving and Data Analysis (2.21). For middle school mathematics teachers, only Heart of Algebra and Problem Solving and Data Analysis were reported emphasized, while for high school mathematics teachers, the subscores (plus Additional Topics) collectively were emphasized, as were all subscores/areas individually except for Problem Solving and Data Analysis.

Appendices B.1 and B.2 provide the mean importance and emphasis ratings, respectively, for the Math items. Appendix B.3 includes the percentage important/emphasized figures reported in table 11, above. Appendices B.4 and B.5 provide more data about the subscores (and Additional Topics in Math), including which mathematics items were assigned to each subscore (and to Additional Topics).

As was true for ELA/literacy, the mathematics survey response data can be analyzed to ascertain whether certain items were considered important by postsecondary mathematics faculty but not emphasized by middle school and/or high school mathematics teachers and vice versa in order to get a better sense of alignment or misalignment between and among the three respondent groups. Comparisons among educators in the same subject area were again chosen, as this approach seemed more likely to yield meaningful results than comparisons between secondary mathematics teachers and postsecondary social science or science faculty (or postsecondary faculty as a group). Tables 12 and 13 identify those items. Shaded cells indicate misalignment (i.e., in table 12, items not emphasized by middle school and/or high school mathematics teachers; in table 13, the item not important to postsecondary mathematics faculty).

Table 12: Math Skill/Knowledge Items Rated Important by Postsecondary Mathematics Faculty (n=268) but Not Emphasized by Middle School (n=443) and/or High School (n=1,303) Mathematics Teachers


Postsecondary Mathematics

Middle School Mathematics

High School Mathematics

Mean SD Mean SD Mean SDInterpret variables, constants, and/or terms in a quadratic equation

3.33 0.91 1.91 1.03 3.33 0.89

Interpret variables, constants, and/or terms in an exponential equation

2.90 0.99 1.98 0.95 2.91 0.97






Mean SD Mean SD Mean SDInterpret variables, constants, and/or terms in a rational or radical equation

2.91 0.97 1.97 0.95 2.67 0.95

Use properties of variables to add, subtract, and multiply polynomials

3.55 0.78 2.41 1.16 3.19 0.83

Use properties of variables to divide polynomials

2.86 0.96 1.89 1.08 2.61 1.00

Use properties of variables to factor polynomials

3.32 0.93 2.07 1.08 3.26 0.91

Solve a quadratic equation 3.31 0.91 1.88 1.06 3.34 0.87Solve a rational or radical equation in one variable

2.79 0.95 2.04 1.00 2.60 0.91

Graph a quadratic equation 3.22 0.98 1.72 0.88 3.13 0.98Graph a polynomial (degree three or higher) equation in one variable

2.50 0.99 1.39 0.70 2.40 1.04

Graph an exponential equation in one variable

2.63 1.03 1.67 0.86 2.56 0.99

Represent contexts using a linear inequality in one or two variables

2.82 0.95 2.32 0.99 2.58 0.94

Represent contexts using a quadratic equation in two variables

2.56 1.02 1.47 0.76 2.51 1.05

Use units and unit analysis to solve problems

3.20 0.88 3.15 0.90 2.43 0.90

Choose and produce equivalent forms of a quadratic or exponential equation

2.66 0.94 1.68 0.93 2.41 0.93

Use and interpret function notation 3.34 0.93 2.31 0.99 2.93 0.93Identify and distinguish linear and exponential growth

2.74 0.98 1.86 0.88 2.56 0.98

Given a scatterplot, model statistical data with a linear function

2.65 1.12 2.57 1.09 2.48 1.01

Solve problems using special right triangles

2.99 1.01 2.43 1.07 2.67 1.09

Solve problems using theorems of triangle similarity and congruence

2.69 1.05 2.39 1.07 2.33 1.17

Solve problems using circle theorems 2.52 1.01 1.69 0.90 2.11 1.10Solve problems using measures of center including mean, median, and mode

2.60 1.04 2.77 0.93 2.18 0.96

Solve problems using trigonometry relationships including sine, cosine, and tangent

2.50 1.19 1.29 0.69 2.81 1.13

Table 13: Math Skill/Knowledge Item Emphasized by High School Mathematics Teachers (n=1,303) but Not Rated Important by Postsecondary Mathematics Faculty (n=268) or Emphasized by Middle School Mathematics Teachers (n=443)

Skill/Knowledge Item




Mean SD Mean SD Mean SDGraph a system of two linear inequalities 2.30 1.00 1.75 0.95 2.54 1.01



As table 12 shows, 23 items were deemed important by postsecondary mathematics faculty but not emphasized by middle school and/or high school mathematics teachers. Twenty items and seven items rated important by postsecondary mathematics faculty were not emphasized by middle school and high school mathematics teachers, respectively. Four items rated important by postsecondary faculty were emphasized by neither middle school nor high school mathematics teachers. As shown in table 13, only one item was emphasized by secondary mathematics teachers (in this case, high school teachers) but not deemed important by postsecondary mathematics faculty: graphing a system of two linear inequalities.

The above information can also be found in appendix B.6.

A further analysis that can be performed on the survey data is identifying which Math items were not valued by any postsecondary faculty subgroup. Performing this analysis is important because such Math items would represent skills and knowledge that may be assessed by the SAT but that (at least conceptually) are presumptively not considered prerequisite by postsecondary faculty.

Table 14: Math Skill/Knowledge Items Not Important to Any Postsecondary Faculty Subgroup


PostsecondaryMathematics Social Science Science

Mean SD Mean SD Mean SDSolve a system of one linear equation and one nonlinear equation

2.28 1.01 1.38 0.71 2.21 1.07

Graph a system of two linear inequalities 2.30 1.00 1.38 0.70 2.02 1.02Represent contexts using a system of linear inequalities

2.39 0.92 1.41 0.74 2.09 1.02

Represent contexts using an exponential equation in two variables

2.27 1.02 1.37 0.68 2.19 1.07

Solve problems using complex numbers [e.g., (a + bi )]

2.16 0.99 1.38 0.71 1.86 0.97

Table 14 indicates that five Math items failed to meet or exceed the threshold of 2.50 from any of the postsecondary faculty subgroups surveyed.

The above information can also be found in appendix B.7. The full sets of mean importance and emphasis ratings can be found in appendices B.1 and B.2.

MATH DISCUSSIONIn this section, we consider the findings of the mathematics curriculum survey in relation to our guiding questions concerning content validity and postsecondary-secondary alignment.

Content ValidityResponses to the mathematics curriculum survey offer moderately strong evidence for the content validity of the SAT’s Math section. More specifically, as a whole, the postsecondary responses, particularly those in mathematics and, to a somewhat lesser extent, science, indicate that the Math section is, as intended, measuring prerequisites for college and career readiness and success. This evidence takes three basic forms:


§ While postsecondary faculty as a group rated only 42% (19 of 45) of the Math skill/knowledge items as important (i.e., gave them a rating of 2.50 or higher on the four-point scale used in the survey), postsecondary mathematics faculty rated 80% (36 of 45) of the items as important, and postsecondary science faculty rated 67% (30 of 45) of the items as important. These latter two proportions were high to moderately high. By contrast, postsecondary social science faculty rated only one item (2%) as important.

§ While postsecondary faculty as a group rated only one of the Math section’s subscores/areas (Problem Solving and Data Analysis) as important, postsecondary mathematics faculty rated all of the Math subscores/areas individually and collectively as important, and postsecondary science faculty rated three of the subscores/areas (Heart of Algebra, Passport to Advanced Math, and Problem Solving and Data Analysis) as well as the subscores/areas collectively as important.

§ Five of 45 Math items (11%), a relatively low proportion, were not considered important by any postsecondary faculty subgroup.

Although the overall postsecondary faculty response is less clear cut than it was for ERW or Essay, the most important consideration here is the data from the postsecondary mathematics faculty, as these individuals’ instruction has the most direct and obvious relationship to the domain of skills and knowledge assessed by the SAT Math section. When the responses from postsecondary mathematics faculty are isolated from the admixture of responses from postsecondary faculty as a whole, we see much stronger validation of the SAT Math section: as noted above, the postsecondary mathematics subgroup rated as important 80% of the Math skill/knowledge items as well as all of the Math subscores/areas individually and collectively.

We must also briefly consider the responses of postsecondary social science faculty. Recall that these faculty rated only one item (out of 45) as important. Given that, it is not surprising that they considered the Math subscores/areas individually and collectively not to be important. These data may seem to suggest that very little mathematics is required to be ready for success in postsecondary social science programs. However, students in such programs are often required to pass a credit-bearing mathematics course as part of their degree requirements, and mathematics skills and knowledge, especially in statistics, are needed as students take higher-level social science courses such as psychology.

Postsecondary-Secondary AlignmentResponses to the mathematics curriculum survey suggest varying degrees of alignment between postsecondary faculty and middle school and high school mathematics teachers with regard to what should be taught to and learned by students by no later than the end of high school. While there seems to be general alignment between postsecondary mathematics faculty and high school mathematics teachers, there seems to be only limited alignment between postsecondary mathematics faculty and middle school mathematics teachers. Further analysis is required to ascertain whether the differences are reflective of a productive division of labor by student age and attainment or whether they indicate the presence of one or more important instructional gaps that risk leaving students un- or underprepared for the challenges of postsecondary education in and involving mathematics.

As we have already seen that the results from postsecondary faculty as a group obscure wide within-group variations, and as we have already made a case for the primacy of the postsecondary mathematics faculty’s responses over those of the whole group and of the other subgroups, we will, in the analysis below, focus only on the responses


from postsecondary mathematics faculty in relation to those from the two secondary mathematics teacher groups.

Postsecondary Mathematics–High School MathematicsAs a whole, the data from the survey are suggestive of general alignment between postsecondary expectations and high school instruction with regard to mathematics.

§ Postsecondary mathematics faculty and high school mathematics teachers rated comparable proportions of the Math skill/knowledge items as important or emphasized. Postsecondary mathematics faculty rated 80% (36 of 45) of the items as important, while high school mathematics teachers rated 67% (30 of 45) of the items as being emphasized in their instruction.

§ A relatively low proportion of Math items was rated important by postsecondary mathematics faculty but not emphasized by high school mathematics teachers. Seven Math items (16% of 45 items) were important to postsecondary mathematics faculty but not emphasized by high school mathematics teachers. Conversely, high school mathematics teachers reported emphasizing only one item (2% of 45 items) that postsecondary mathematics faculty did not consider important.

§ Postsecondary mathematics faculty and high school mathematics teachers “rank-ordered” the four Math subscores/areas in the same way. That is, respondents in both groups gave their highest rating to Heart of Algebra, followed by Passport to Advanced Math, Additional Topics in Math, and Problem Solving and Data Analysis. This outcome suggests broad consensus about instructional emphasis across levels.

§ High school mathematics teachers’ rating for the Problem Solving and Data Analysis subscore was, however, low enough that the subscore was considered not emphasized. By contrast, postsecondary mathematics faculty rated the subscore as important.

Postsecondary Mathematics–Middle School MathematicsNot entirely surprisingly, the data as a whole suggest only limited alignment between the expectations of postsecondary mathematics faculty for their incoming students and the instructional emphases of middle school mathematics teachers.

§ Postsecondary mathematics faculty and middle school mathematics teachers rated quite different proportions of the Math skill/knowledge items as important or emphasized. Postsecondary mathematics faculty rated 80% (36 of 45) of the items as important, while middle school mathematics faculty rated only 36% (16 of 45) of the items as being emphasized in their instruction.

§ A substantial proportion of Math items was rated important by postsecondary mathematics faculty but not emphasized by middle school mathematics teachers. Twenty Math items (44% of 45 items) were important to postsecondary mathematics faculty but not emphasized by middle school mathematics teachers. No Math items were emphasized by middle school mathematics teachers but not considered important by postsecondary mathematics faculty.

§ Postsecondary mathematics faculty and middle school mathematics teachers provided differing “rank orders” for the Math subscores/areas. As previously noted, postsecondary mathematics faculty gave their highest rating to Heart of Algebra, followed by Passport to Advanced Math, Additional Topics in Math, and Problem Solving and Data Analysis. Middle school mathematics teachers, on the other hand, reversed the positions of Passport to Advanced Math and Problem Solving and Data Analysis.


§ Middle school teachers’ ratings for the subscores/areas as a group, for the Additional Topics in Math nonsubscore area, and for the Passport to Advanced Math subscore were low enough that neither the subscores/areas as a group nor those two individual subscores/areas were considered emphasized. By contrast, postsecondary mathematics faculty rated the subscores/areas collectively and individually as important.

The last two points in particular, in conjunction with the high school findings, suggest that the ostensible gaps between postsecondary and middle school mathematics that this survey seems to have uncovered may, in fact, be due in some or large measure to sensible shifts in emphasis as students progress from grade to grade and up to postsecondary entry. High school instruction and postsecondary expectations appear to be in general accord, as one might expect given the proximity of high school to postsecondary education. The middle school responses, by contrast, indicate a greater relative emphasis on the skills and knowledge associated with Problem Solving and Data Analysis and, perhaps more tellingly, a clear deemphasis on those associated with Passport to Advanced Math, which, by definition, are high level in nature. However, further study is warranted to verify this supposition.

“NON-SAT” MATHEMATICS ITEMSAs noted in the methodology section of this report, 20 mathematics survey items were deemed not measured by the SAT but were included to round out the content domain and to gather information about whether certain skills and knowledge adjacent to the current SAT Math domain should be considered for addition to the test at some future point.

Table 15 presents the 20 “non-SAT” mathematics items and their mean importance ratings from postsecondary faculty groups. The shaded cells indicate mean importance ratings below the “important” threshold of 2.50.

Table 15: “Non-SAT” Mathematics Skill/Knowledge Items Mean Importance Ratings from Postsecondary Faculty in Mathematics (n=268), Social Science (n=652), and Science (n=516)



Mean SD Mean SD Mean SDEvaluate a linear expression 3.71 0.61 1.88 1.11 3.27 1.00Evaluate a polynomial expression 3.45 0.76 1.57 0.87 2.80 1.11Understand numbers and number systems including absolute value of real numbers

3.38 0.75 2.31 1.17 3.33 0.87

Understand numbers and number systems including elementary number theory (primes, prime factorization, divisibility, number of divisors, odd/even)

3.26 0.87 1.82 1.00 2.89 1.06

Evaluate a rational or radial expression 3.12 0.99 1.50 0.79 2.58 1.11Graph a linear inequalitya 3.06 0.95 1.59 0.93 2.42 1.09Evaluate an exponential expression 3.04 0.98 1.54 0.83 2.98 1.05Represent contexts using a polynomial expression in one variable

2.90 1.04 1.39 0.70 2.29 1.11

Understand numbers and number systems including logarithms and their properties

2.72 1.07 1.58 0.79 3.16 0.97




Mean SD Mean SD Mean SDRepresent contexts using a rational expression in one variable

2.72 1.04 1.38 0.70 2.32 1.12

Solve an exponential equation in one variable

2.71 1.03 1.48 0.80 2.84 1.10

Solve problems using logical reasoning and mathematical proofs

2.62 1.00 1.66 0.94 2.57 1.06

Solve a logarithmic equation in one variable

2.52 1.06 1.40 0.70 2.82 1.11

Solve a polynomial (degree three or higher) equation in one variable

2.48 0.96 1.42 0.72 2.29 1.03

Graph a logarithmic equation in one variable

2.44 1.04 1.39 0.71 2.66 1.16

Solve problems using measures of spread including range and standard deviation

2.24 1.05 2.02 1.10 2.79 1.02

Given a scatterplot, model statistical data with a quadratic function

2.09 1.02 1.46 0.77 2.38 1.05

Given a scatterplot, model statistical data with an exponential function

2.03 0.97 1.47 0.78 2.55 1.08

Solve problems using matrices 1.84 0.93 1.38 0.70 1.91 0.93Solve problems using vectors 1.73 0.90 1.36 0.68 2.35 1.15

a Graphing linear inequalities in one variable on a number line is a “non-SAT” mathematics skill, and graphing linear inequalities in two variables on the xy-plane is an SAT Math skill.

Two of the skill/knowledge items are related to Heart of Algebra in that students may have to demonstrate the stated skill (e.g., evaluate a linear expression) as a step in solving a more difficult task presented in the Math section. One item is related in a similar way to Problem Solving and Data Analysis and four items to Passport to Advanced Math. These seven items are the first seven listed in table 15. The skills and knowledge associated with the remaining 13 items are currently beyond the scope of the content assessed in the SAT Math section, with several of them focused on complex nonlinear relationships as well as selected statistics, matrices, and vectors.

Seven of the 20 items failed to be considered important by postsecondary mathematics faculty. The seven items deemed not important by the postsecondary mathematics faculty do not have a common theme other than being discrete skills from algebra, statistics, and quantities. A somewhat different set of seven items failed to be considered important by postsecondary science faculty. However, unlike the mathematics faculty, the science faculty rated all statistics-related items as important. None of the items was considered important by postsecondary social science faculty.

Most of the items involve skills and knowledge adjacent to the specific domain of the Math section of the SAT. Several involve modeling relationships between variables (e.g., representing contexts using a polynomial expression in one variable, representing contexts using a rational expression in one variable). Additionally, some involve solving equations (e.g., solving a logarithmic equation, solving a polynomial equation). The 13 items valued by the postsecondary mathematics faculty (and usually also by the postsecondary science faculty)



relate to skills and knowledge that could, at least in theory, be assessed by the SAT in a multiple-choice and/or student-produced response question format.

As is the case with the “non-SAT” ELA/literacy items, the College Board will continue to collect evidence regarding the possible value of the “non-SAT” mathematics items to a potential future revision of the SAT. As was also true in ELA/literacy, it should be noted, however, that none of the mathematics items was universally valued by the postsecondary faculty subgroups.

Appendices B.8 and B.9 present the importance/emphasis ratings for the “non-SAT” mathematics items.

ConclusionThis research report examined the expectations that postsecondary faculty in English, mathematics, social science, and science have regarding the skills and knowledge their entering students need to have to be ready for success in entry-level, credit-bearing courses. This report also examined the extent to which these skills and knowledge are being taught in middle school classrooms in mathematics and in high school classrooms in ELA and mathematics. The two main purposes of the study were to ascertain (1) to what extent the skills and knowledge measured by the SAT’s ERW and Math sections and by the optional SAT Essay reflect postsecondary faculty’s expectations for incoming students and (2) to what extent those same skills and knowledge are being taught in middle school and high school classrooms.

The curriculum survey responses provide strong evidence for the content validity of the ERW section and the Essay and moderately strong evidence for the content validity of the Math section.

Postsecondary faculty as a group and postsecondary faculty in English, social science, and science indicated that high to moderately high percentages of the ERW and Essay skill/knowledge items were important, meaning that these respondents considered the items prerequisite for readiness for and success in the credit-bearing, entry-level courses they considered when responding to the survey. Postsecondary faculty collectively and each postsecondary faculty subgroup also rated as important each of the ERW section’s subscores (Command of Evidence, Words in Context, Expression of Ideas, Standard English Conventions), the ERW section’s subscores considered collectively, each of the Essay’s analytic scoring dimensions (Reading, Analysis, Writing), and the Essay’s analytic scoring dimensions considered collectively. This is important because the subscores and the scoring dimensions describe important aspects of the ERW section and the Essay, respectively, on which students receive scores. Finally, at least one postsecondary faculty subgroup endorsed the importance of nearly every ERW/Essay item on the survey, lending further support to the conclusion that the testing domains of the ERW section and the Essay represent essential college and career readiness and success prerequisites.

For Math, postsecondary faculty as a group offered a relatively weak endorsement of the Math skill/knowledge items. However, this collective response was strongly influenced by low ratings from postsecondary social science faculty, who rated only one of the 45 Math items as important and who considered all of the Math subscores/areas (Heart of Algebra, Problem Solving and Data Analysis, Passport to Advanced Math, and Additional Topics in Math) to be not important. When postsecondary mathematics faculty responses are considered separately, the picture becomes much clearer and more positive. Postsecondary


mathematics faculty rated a high percentage of the Math items as important and rated as important the Math section’s subscores/areas individually and collectively. Postsecondary science faculty, too, provided support for the Math section’s content validity. These respondents rated a moderately high percentage of the Math items as important and indicated that the Math subscores/areas collectively and all of the subscores/areas individually except for Additional Topics in Math were important. Finally, a relatively low proportion of the Math items failed to be considered important by any of the postsecondary faculty subgroups.

Although the postsecondary mathematics survey responses are not unambiguous, we believe it is justified to give primacy to the responses of postsecondary mathematics faculty when considering the import of the mathematics survey results for the Math section’s content validity. The Math section is intended to measure important college and career readiness and success prerequisites in mathematics, and postsecondary mathematics faculty teaching entry-level, credit-bearing courses in this field have the clearest and most obvious relationship among the subgroups sampled to the domain to be assessed. For this reason, the endorsement of the Math section by postsecondary mathematics faculty should carry disproportionate evaluative weight.

The curriculum survey results also provide insight into the degree of alignment between postsecondary faculty’s expectations for incoming students and secondary-level teaching emphases. While further study is needed, the survey results suggest general alignment between postsecondary faculty expectations (including those of postsecondary English faculty) and high school ELA instructional emphases and between postsecondary mathematics faculty expectations and high school mathematics instructional emphases. By contrast, the results indicate only limited alignment between postsecondary mathematics faculty expectations and middle school mathematics instruction, although some data hint at the possibility that the observed differences between postsecondary and middle school responses reflect grade-appropriate variations.

Postsecondary faculty and high school English teachers rated similar (and high to moderately high) percentages of the ERW and Essay skill/knowledge items as important for incoming students to already possess (postsecondary responses) or as emphasized in instruction (high school responses). Moreover, relatively low proportions of ERW/Essay items were rated important by postsecondary English faculty but as not emphasized by high school ELA teachers, and no items were rated as emphasized by high school ELA teachers but as not important by postsecondary English faculty. (We deemed English-to-ELA comparison to be the most appropriate here because instructors at both institutional levels are working in the same broad field.) Finally, just as postsecondary English faculty rated the ERW subscores and Essay analytic scoring dimensions individually and collectively as important, high school ELA teachers rated them as emphasized.

For Math, we again take the approach of focusing on postsecondary mathematics faculty responses in isolation from the postsecondary faculty results more generally. When doing so, we see general alignment between postsecondary and high school mathematics but only limited alignment between postsecondary and middle school mathematics.

Postsecondary mathematics faculty and high school mathematics teachers rated similar (and high to moderately high) percentages of the Math skill/knowledge items as important or emphasized. In addition, relatively low proportions of Math items were rated important by postsecondary mathematics faculty but as not emphasized by high school mathematics


teachers, and only one item was rated as emphasized by high school mathematics teachers but as not important by postsecondary mathematics faculty. Postsecondary mathematics faculty and high school mathematics teachers also “ranked” the Math subscores/areas in the same order, each giving their highest rating to Heart of Algebra, followed by Passport to Advanced Math, Additional Topics in Math, and Problem Solving and Data Analysis. This finding suggests agreement on broad teaching and learning priorities, although it should be noted that high school mathematics teachers’ rating for Problem Solving and Data Analysis was low enough to indicate that this subscore was not emphasized by them, though it was important to postsecondary mathematics faculty.

By comparison, postsecondary mathematics faculty and middle school mathematics teachers were much less clearly aligned. Relative to their high school colleagues, middle school mathematics teachers rated a much lower percentage of the Math skill/knowledge items as emphasized and also rated as not emphasized a much higher proportion of items that postsecondary mathematics faculty considered important. Furthermore, postsecondary mathematics faculty and middle school mathematics teachers “rank-ordered” the Math subscores/areas differently, and the latter’s ratings indicated a lack of emphasis on the Math subscores/areas as a group and on Additional Topics in Math and Passport to Advanced Math individually. As previously noted, postsecondary mathematics faculty rated the Math subscores/areas individually and collectively as important.

Based on the data, there is at least some reason to think that the differences between postsecondary mathematics faculty’s expectations for incoming students and middle school mathematics teachers’ instructional emphases reflect reasonable variations by institutional level. Compared to their postsecondary and high school mathematics colleagues, middle school mathematics teachers reported placing greater relative emphasis on the skills and knowledge associated with Problem Solving and Data Analysis and less emphasis on those associated with Passport to Advanced Math. Given that, by definition, Passport to Advanced Math represents higher-level mathematics skills and knowledge, it seems appropriate that the associated skills and knowledge would be important to postsecondary mathematics faculty and more heavily emphasized by high school teachers than by middle school teachers. Further study, however, would help test this conclusion.

Both the ELA/literacy and the mathematics curriculum surveys included a number of items representing skills and knowledge not currently assessed on the SAT but that are associated with the larger conceptual domains of ELA/literacy and mathematics. We included these items as a further check on the SAT testing constructs: if some of these “non-SAT” items were deemed prerequisite for credit-bearing, entry-level courses by one or more postsecondary faculty subgroups, they could be candidates for inclusion in a possible revision of the SAT at some point in the future.

It is important to note that affirmation of the items’ importance by postsecondary faculty would not, in itself, necessitate the items’ representation on a future SAT. For one thing, not all of these “non-SAT” items are amenable to assessment in a single-sitting, typically paper-and-pencil, summative assessment such as the SAT. For another, the sharp limit on the amount of testing time that students, teachers, parents/guardians, policy makers, and other stakeholders will find acceptable mandates that assessment instruments be tightly focused on only the most essential elements—in the case of the SAT, those college and career readiness and success prerequisites best supported by a wide range of evidence and most predictive of positive postsecondary outcomes. Put more simply, not everything that is educationally important is suitable for one-shot summative testing, and not everything


that could be tested by that means can practicably be tested. Nonetheless, high mean importance ratings from postsecondary faculty to the “non-SAT” items would offer one important contribution to an ongoing discussion about the present and future composition of the SAT.

Twenty-one “non-SAT” skill/knowledge items were included on the ELA/literacy survey. Of these, only one failed to be considered important by any postsecondary faculty subgroup. Of the remaining 20, only 13 were rated important by each of the postsecondary faculty subgroups. Four items relate to skills and knowledge that could reasonably be tested on some future version of the SAT in the formats in which it is presently delivered, although none of these was rated important by all postsecondary faculty subgroups. Twenty “non-SAT” skill/knowledge items were included on the mathematics survey. Of these, seven were considered not important by postsecondary mathematics faculty (the group whose responses have been the consistent focus of this report). The remaining 13 items could conceivably be represented on the SAT at some future time. The College Board will continue to assess the relative importance of these and other candidates for inclusion going forward.

This report is part of an ongoing, periodic series of analyses of the state of postsecondary and secondary curricula in the United States. The College Board will continue to conduct such analyses to inform the composition of its college admission and K–12 programs and as a service to the wider education community.

National Curriculum Survey Report 2019 3838

AppendicesAppendix A.1Evidence-Based Reading and Writing Skill/Knowledge Items Mean Importance Ratings from All Postsecondary Faculty (n=1,377) and from Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519)

PostsecondaryAll English Social Science Science

Mean SD Mean SD Mean SD Mean SDSkill/Knowledge Items 3.01 0.82 3.27 0.72 3.09 0.84 2.68 0.91Read and demonstrate an understanding of literary fiction 2.14 0.84 2.93 0.86 1.97 0.85 1.53 0.81Read and demonstrate an understanding of popular fiction (e.g., best-sellers, most young adult fiction)

1.82 0.75 2.30 0.83 1.74 0.75 1.41 0.67

Read and demonstrate an understanding of texts on topics in the humanities (e.g., fine art, film)

2.19 0.85 2.78 0.87 2.27 0.93 1.53 0.74


2.62 0.82 2.69 0.88 3.35 0.73 1.82 0.85

Read and demonstrate an understanding of texts in the natural sciences (e.g., biology, chemistry)

2.70 0.84 2.32 0.91 2.25 0.94 3.54 0.68


2.19 0.92 2.20 0.88 1.99 0.91 2.38 0.97

Read and demonstrate an understanding of textbooks 3.15 0.86 2.83 0.96 3.19 0.88 3.43 0.74Read and demonstrate an understanding of general-interest media texts (e.g., newspapers and magazines, whether online or in print)

2.83 0.87 3.02 0.81 3.02 0.84 2.46 0.96


2.76 0.88 2.86 0.82 2.91 0.89 2.52 0.94

Read and demonstrate an understanding of primary historical sources (e.g., diaries, newspaper articles)

2.88 0.86 2.63 0.84 2.91 0.86 3.11 0.87


2.13 0.94 2.48 0.92 2.46 1.14 1.44 0.77

Read and demonstrate an understanding of texts in the Great Global Conversation (classic and contemporary texts about civic life (e.g., Martin Luther King’s ‘I Have a Dream’ speech)

2.27 0.89 2.85 0.88 2.49 1.02 1.46 0.75

Read and demonstrate an understanding of data displays (e.g., graphs, tables, charts)

3.15 0.73 2.39 0.89 3.31 0.75 3.74 0.54

Determine the meaning of words and phrases using context clues 3.30 0.70 3.46 0.62 3.24 0.75 3.20 0.73Determine the meaning of words and phrases with multiple dictionary definitions

2.89 0.87 3.39 0.68 2.89 0.93 2.39 0.99

Determine the meaning of words and phrases used in a figurative or nonliteral way

2.97 0.80 3.46 0.60 2.98 0.86 2.46 0.94


2.16 0.81 2.25 0.74 2.25 0.88 1.99 0.80

Determine the meaning of words and phrases used frequently in a wide range of academic texts (“tier two” words and phrases)

2.99 0.81 3.10 0.75 3.07 0.81 2.81 0.86


2.35 0.90 2.63 0.87 2.70 1.01 1.71 0.82

Read closely to identify information and ideas stated explicitly in a text 3.77 0.46 3.79 0.41 3.79 0.47 3.73 0.50Read closely to draw reasonable inferences and conclusions from a text

3.74 0.48 3.76 0.43 3.79 0.45 3.67 0.57



Mean SD Mean SD Mean SD Mean SDSkill/Knowledge Items 3.01 0.82 3.27 0.72 3.09 0.84 2.68 0.91Read closely to extrapolate in a reasonable way from the information and ideas in a text

3.69 0.53 3.72 0.51 3.73 0.50 3.63 0.59

Read closely to apply the information and ideas in a text to a new, analogous situation

3.65 0.60 3.54 0.74 3.69 0.54 3.70 0.52

Cite the textual evidence that best supports a given claim or point 3.36 0.83 3.55 0.74 3.50 0.75 3.03 1.00Determine central ideas in a text 3.57 0.65 3.77 0.50 3.67 0.60 3.28 0.87Determine themes from a literary text 2.45 0.97 3.18 0.94 2.41 1.04 1.75 0.94Summarize a text accurately 3.47 0.74 3.60 0.68 3.59 0.64 3.22 0.90Understand cause-effect, compare-contrast, and sequential relationships in text

3.57 0.62 3.51 0.64 3.67 0.56 3.54 0.66

Determine how word choice or language patterns shape meaning and tone in text

2.96 0.84 3.52 0.61 2.97 0.93 2.39 0.98

Analyze the purpose of part of a text or of the text as a whole 3.17 0.83 3.62 0.60 3.20 0.85 2.69 1.04Describe the overall structure of a text 2.79 0.90 3.41 0.71 2.74 0.98 2.22 1.02Determine the point of view or perspective from which a text is related 2.96 0.88 3.55 0.68 3.15 0.94 2.18 1.03Assess the influence of point of view or perspective on a text’s content or style

2.77 0.92 3.35 0.79 2.95 0.98 2.00 0.98

Analyze arguments to determine claims and counterclaims 3.14 0.83 3.30 0.75 3.36 0.79 2.77 0.95Analyze arguments to assess how an author uses or fails to use reasoning to develop ideas and to connect claims and evidence

3.09 0.89 3.35 0.79 3.26 0.84 2.67 1.05

Analyze arguments to assess how an author uses or fails to use evidence to support claims

3.20 0.89 3.37 0.82 3.40 0.80 2.83 1.05

Analyze arguments to assess how an author uses stylistic or persuasive elements to add power to the ideas expressed

2.65 0.95 3.22 0.87 2.76 0.98 1.98 0.99

Synthesize information and ideas from multiple texts 3.25 0.86 3.41 0.77 3.34 0.84 3.00 0.97Analyze data displays (e.g., graphs, tables, charts) to understand the information the graphic conveys

3.27 0.68 2.48 0.96 3.48 0.70 3.86 0.38

Analyze data displays (e.g., graphs, tables, charts) to synthesize information in the graphic with information conveyed in words

3.22 0.72 2.47 0.95 3.40 0.74 3.78 0.47

Produce writing that develops a logical argument by supporting a claim with cogent reasoning and relevant and sufficient evidence

3.49 0.73 3.60 0.70 3.60 0.65 3.27 0.84

Produce writing that informs the reader or explains a concept, process, or the like

3.40 0.76 3.51 0.71 3.49 0.71 3.20 0.88

Produce writing that narrates a story, incident, sequence, or the like 2.55 0.95 3.11 0.89 2.57 1.01 1.98 0.95Demonstrate an understanding of writing as a process 3.10 0.89 3.47 0.77 3.21 0.89 2.62 1.01Establish and appropriately limit a topic 3.16 0.82 3.57 0.64 3.28 0.83 2.64 1.00Establish a central claim, idea, or theme 3.31 0.80 3.67 0.61 3.45 0.79 2.81 1.00Develop a claim, idea, or theme appropriately and sufficiently 3.28 0.80 3.61 0.63 3.41 0.78 2.81 1.00Establish and develop a counterclaim in an argument or persuasive text 2.90 0.90 3.23 0.80 3.08 0.92 2.38 0.99Establish and maintain focus, avoiding irrelevant information or digressions

3.36 0.79 3.56 0.65 3.45 0.75 3.05 0.98

Incorporate information displayed quantitatively (in graphs, tables, charts, and the like) into a text accurately and purposefully

3.00 0.87 2.31 0.93 3.15 0.88 3.53 0.81

Create a logical progression of information and ideas 3.54 0.69 3.60 0.63 3.60 0.65 3.43 0.80Establish an effective opening and closing to a text or part of a text 3.13 0.88 3.48 0.71 3.29 0.85 2.62 1.08Create effective transitions (words, phrases, sentence) between and among information and ideas

3.11 0.85 3.52 0.67 3.21 0.87 2.61 1.01

Appendix A.1 (continued )



Mean SD Mean SD Mean SD Mean SDSkill/Knowledge Items 3.01 0.82 3.27 0.72 3.09 0.84 2.68 0.91Ensure precision of language for clarity and appropriateness to task, purpose, and audience

3.40 0.79 3.55 0.67 3.45 0.74 3.20 0.96

Ensure concision of language (i.e., avoiding or eliminating wordiness and redundancy)

3.21 0.85 3.42 0.76 3.25 0.82 2.96 0.97

Establish and maintain an appropriate style and tone for task, purpose, and audience

3.13 0.83 3.48 0.67 3.19 0.82 2.72 1.00

Use various sentence structures to achieve particular rhetorical purposes (e.g., emphasis)

2.75 0.91 3.32 0.78 2.78 0.94 2.15 1.01

Recognize and correct run-on sentences and rhetorically inappropriate sentence fragments

3.25 0.78 3.71 0.50 3.31 0.83 2.74 1.01

Recognize and correct problems in coordination and subordination in sentences

3.09 0.81 3.57 0.58 3.14 0.85 2.56 0.99

Recognize and correct problems in parallel structure in sentences 2.94 0.85 3.40 0.66 2.95 0.90 2.47 0.99Recognize and correct problems in modifier placement (e.g., dangling modifier)

3.09 0.77 3.39 0.65 3.06 0.82 2.81 0.84

Recognize and correct inappropriate shifts in verb tense, voice, and mood (e.g., unwarranted shift from past to present tense)

3.15 0.83 3.64 0.55 3.18 0.90 2.64 1.05

Recognize and correct inappropriate shifts in pronoun person and number (e.g., unwarranted shift from you to one’s)

3.10 0.84 3.60 0.57 3.15 0.92 2.56 1.04

Recognize and correct pronouns with unclear or ambiguous antecedents

3.10 0.85 3.56 0.58 3.17 0.91 2.58 1.06

Recognize and correct confusion among possessive determiners (its, your, their), contractions (it’s, you’re, they’re), and adverbs (there)

3.18 0.84 3.62 0.58 3.25 0.90 2.66 1.06

Recognize and correct lack of agreement between subject and verb 3.27 0.79 3.75 0.47 3.31 0.85 2.76 1.04Recognize and correct lack of agreement between pronoun and antecedent

3.14 0.84 3.61 0.59 3.19 0.89 2.63 1.06

Recognize and correct lack of agreement between nouns (e.g., They are studying to become a professor)

3.12 0.87 3.56 0.63 3.14 0.92 2.65 1.05

Recognize and correct instances in which seemingly similar words are misused (e.g., affect and effect)

3.20 0.83 3.49 0.63 3.27 0.86 2.84 1.00


3.11 0.87 3.35 0.74 3.15 0.86 2.83 1.02


2.91 0.89 3.24 0.76 2.95 0.90 2.54 1.00

Recognize and correct inappropriate ending punctuation for sentences 3.12 0.85 3.58 0.62 3.16 0.91 2.62 1.03Recognize and correct inappropriate uses of colons, semicolons, and dashes

2.93 0.88 3.33 0.72 2.96 0.93 2.50 1.00

Use a semicolon to connect two related independent clauses 2.71 0.87 3.22 0.73 2.70 0.91 2.22 0.96Use semicolons to separate items in a long or complex series 2.62 0.87 3.01 0.76 2.64 0.89 2.22 0.95Use a colon to introduce a list 2.74 0.89 3.15 0.75 2.74 0.92 2.33 0.98Use a colon to introduce an elaboration of one or more sentences 2.64 0.88 3.05 0.76 2.65 0.90 2.23 0.98Recognize and correct instances in which possessive and plural nouns and pronouns are confused or misused

3.12 0.85 3.56 0.62 3.21 0.89 2.60 1.04

Recognize and correct problems with punctuating items in a series 2.97 0.88 3.38 0.68 2.98 0.92 2.56 1.03Recognize and correct confusion between restrictive/essential and nonrestrictive/inessential sentence elements

2.85 0.89 3.19 0.75 2.88 0.91 2.48 1.01

Recognize and correct use of unnecessary punctuation (e.g., comma between a sentence’s subject and predicate)

2.99 0.87 3.47 0.67 2.98 0.93 2.53 1.02




Mean SD Mean SD Mean SD Mean SDSkill/Knowledge Items 3.01 0.82 3.27 0.72 3.09 0.84 2.68 0.91Evaluate sources for credibility, accuracy, relevance, and general value in addressing the research question

3.28 0.88 3.32 0.85 3.39 0.85 3.12 0.95

Selectively integrate source information into one’s own work, avoiding plagiarism and over reliance on any one source

3.47 0.84 3.49 0.84 3.60 0.73 3.31 0.96

Appendix A.2Evidence-Based Reading and Writing Skill/Knowledge Items Mean Emphasis Ratings from High School ELA Teachers (n=940)

High School ELA Skill/Knowledge Items Mean SDRead and demonstrate an understanding of literary fiction 3.54 0.67Read and demonstrate an understanding of popular fiction (e.g., best-sellers, most young adult fiction)

2.04 0.90


2.17 0.76


2.22 0.75

Read and demonstrate an understanding of texts in the natural sciences (e.g., biology, chemistry)

1.67 0.68


1.80 0.72

Read and demonstrate an understanding of textbooks 2.25 0.80Read and demonstrate an understanding of general-interest media texts (e.g., newspapers and magazines, whether online or in print)

2.37 0.73


2.30 0.79

Read and demonstrate an understanding of primary historical sources (e.g., diaries, newspaper articles)

2.73 0.75


2.09 0.89

Read and demonstrate an understanding of texts in the Great Global Conversation (classic and contemporary texts about civic life (e.g., Martin Luther King’s ‘I Have a Dream’ speech)

2.64 0.78

Read and demonstrate an understanding of data displays (e.g., graphs, tables, charts) 1.97 0.63Determine the meaning of words and phrases using context clues 3.28 0.74Determine the meaning of words and phrases with multiple dictionary definitions 2.55 0.85Determine the meaning of words and phrases used in a figurative or nonliteral way 3.21 0.67Determine the meaning of archaic words and phrases (i.e., those no longer in common use or whose meaning has changed over time)

2.10 0.67


2.84 0.80


2.37 0.75

Read closely to identify information and ideas stated explicitly in a text 3.53 0.64Read closely to draw reasonable inferences and conclusions from a text 3.74 0.45Read closely to extrapolate in a reasonable way from the information and ideas in a text 3.61 0.57



High School ELA Skill/Knowledge Items Mean SDRead closely to apply the information and ideas in a text to a new, analogous situation 3.23 0.70Cite the textual evidence that best supports a given claim or point 3.78 0.50Determine central ideas in a text 3.76 0.48Determine themes from a literary text 3.58 0.58Summarize a text accurately 3.37 0.71Understand cause-effect, compare-contrast, and sequential relationships in text 3.16 0.70Determine how word choice or language patterns shape meaning and tone in text 3.23 0.69Analyze the purpose of part of a text or of the text as a whole 3.45 0.63Describe the overall structure of a text 3.16 0.72Determine the point of view or perspective from which a text is related 3.37 0.64Assess the influence of point of view or perspective on a text’s content or style 3.23 0.74Analyze arguments to determine claims and counterclaims 2.86 0.81Analyze arguments to assess how an author uses or fails to use reasoning to develop ideas and to connect claims and evidence

2.96 0.79


3.03 0.74


2.99 0.82

Synthesize information and ideas from multiple texts 3.17 0.75Analyze data displays (e.g., graphs, tables, charts) to understand the information the graphic conveys

2.01 0.73


2.02 0.76


3.55 0.70

Produce writing that informs the reader or explains a concept, process, or the like 3.00 0.81Produce writing that narrates a story, incident, sequence, or the like 2.62 0.87Demonstrate an understanding of writing as a process 3.51 0.62Establish and appropriately limit a topic 3.43 0.73Establish a central claim, idea, or theme 3.77 0.47Develop a claim, idea, or theme appropriately and sufficiently 3.75 0.48Establish and develop a counterclaim in an argument or persuasive text 2.96 0.87Establish and maintain focus, avoiding irrelevant information or digressions 3.35 0.66Incorporate information displayed quantitatively (in graphs, tables, charts, and the like) into a text accurately and purposefully

1.93 0.92

Create a logical progression of information and ideas 3.43 0.64Establish an effective opening and closing to a text or part of a text 3.57 0.58Create effective transitions (words, phrases, sentence) between and among information and ideas

3.34 0.67

Ensure precision of language for clarity and appropriateness to task, purpose, and audience

3.31 0.65

Ensure concision of language (i.e., avoiding or eliminating wordiness and redundancy) 3.22 0.74Establish and maintain an appropriate style and tone for task, purpose, and audience 3.33 0.63Use various sentence structures to achieve particular rhetorical purposes (e.g., emphasis)

3.14 0.76

Recognize and correct run-on sentences and rhetorically inappropriate sentence fragments

3.31 0.77



High School ELA Skill/Knowledge Items Mean SDRecognize and correct problems in coordination and subordination in sentences 2.69 0.83Recognize and correct problems in parallel structure in sentences 2.85 0.77Recognize and correct problems in modifier placement (e.g., dangling modifier) 2.69 0.79Recognize and correct inappropriate shifts in verb tense, voice, and mood (e.g., unwarranted shift from past to present tense)

2.99 0.82


2.96 0.85

Recognize and correct pronouns with unclear or ambiguous antecedents 2.99 0.89Recognize and correct confusion among possessive determiners (its, your, their), contractions (it’s, you’re, they’re), and adverbs (there)

3.17 0.85

Recognize and correct lack of agreement between subject and verb 3.12 0.79Recognize and correct lack of agreement between pronoun and antecedent 3.07 0.78Recognize and correct lack of agreement between nouns (e.g., They are studying to become a professor)

3.06 0.77


3.10 0.89

Recognize and correct illogical comparison (e.g., Her theory differs from most biologists) 2.45 0.88Recognize and correct instances in which language deviates from conventional expression (e.g., nonstandard prepositions)

2.36 0.98

Recognize and correct inappropriate ending punctuation for sentences 3.00 0.93Recognize and correct inappropriate uses of colons, semicolons, and dashes 2.89 0.80Use a semicolon to connect two related independent clauses 2.92 0.89Use semicolons to separate items in a long or complex series 2.54 0.85Use a colon to introduce a list 2.71 0.79Use a colon to introduce an elaboration of one or more sentences 2.44 0.85Recognize and correct instances in which possessive and plural nouns and pronouns are confused or misused

2.81 0.89

Recognize and correct problems with punctuating items in a series 2.94 0.91Recognize and correct confusion between restrictive/essential and nonrestrictive/inessential sentence elements

2.58 0.83


3.04 0.85

Evaluate sources for credibility, accuracy, relevance, and general value in addressing the research question

3.00 0.86

Selectively integrate source information into one’s own work, avoiding plagiarism and over reliance on any one source

3.27 0.78



Appendix A.3Percentage of Evidence-Based Reading and Writing Skill/Knowledge Items Important to All Postsecondary Faculty (n=1,377), Important to Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519), and Emphasized by High School ELA Teachers (n=940)


% ERW Skill/ Knowledge Items Rated

Important (2.50+)High School

Teachers

% ERW Skill/Knowledge Items



Appendix A.4Evidence-Based Reading and Writing Subscore Grand Mean Importance Ratings from All Postsecondary Faculty (n=1,377) and from Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519)


Mean SD Mean SD Mean SD Mean SDEvidence-Based Reading and Writing Subscores (65)a 3.09 0.63 3.32 0.54 3.17 0.62 2.79 0.73Command of Evidence (9) 3.21 0.59 3.14 0.59 3.37 0.53 3.12 0.65

Cite the textual evidence that best supports a given claim or point 3.36 0.83 3.55 0.74 3.50 0.75 3.03 1.00Analyze arguments to assess how an author uses or fails to use evidence to support claims

3.20 0.89 3.37 0.82 3.40 0.80 2.83 1.05

Analyze data displays (e.g., graphs, tables, charts) to understand the information the graphic conveys

3.27 0.68 2.48 0.96 3.48 0.70 3.86 0.38


3.22 0.72 2.47 0.95 3.40 0.74 3.78 0.47

Establish a central claim, idea, or theme 3.31 0.80 3.67 0.61 3.45 0.79 2.81 1.00Develop a claim, idea, or theme appropriately and sufficiently 3.28 0.80 3.61 0.63 3.41 0.78 2.81 1.00Establish and develop a counterclaim in an argument or persuasive text

2.90 0.90 3.23 0.80 3.08 0.92 2.38 0.99

Establish and maintain focus, avoiding irrelevant information or digressions

3.36 0.79 3.56 0.65 3.45 0.75 3.05 0.98


3.00 0.87 2.31 0.93 3.15 0.88 3.53 0.81

Standard English Conventions (25) 3.01 0.73 3.44 0.51 3.04 0.77 2.54 0.91Recognize and correct run-on sentences and rhetorically inappropriate sentence fragments

3.25 0.78 3.71 0.50 3.31 0.83 2.74 1.01


3.09 0.81 3.57 0.58 3.14 0.85 2.56 0.99

Recognize and correct problems in parallel structure in sentences 2.94 0.85 3.40 0.66 2.95 0.90 2.47 0.99Recognize and correct problems in modifier placement (e.g., dangling modifier)

3.09 0.77 3.39 0.65 3.06 0.82 2.81 0.84


3.15 0.83 3.64 0.55 3.18 0.90 2.64 1.05


3.10 0.84 3.60 0.57 3.15 0.92 2.56 1.04



Mean SD Mean SD Mean SD Mean SDEvidence-Based Reading and Writing Subscores (65)a 3.09 0.63 3.32 0.54 3.17 0.62 2.79 0.73Standard English Conventions (25) 3.01 0.73 3.44 0.51 3.04 0.77 2.54 0.91


3.10 0.85 3.56 0.58 3.17 0.91 2.58 1.06


3.18 0.84 3.62 0.58 3.25 0.90 2.66 1.06

Recognize and correct lack of agreement between subject and verb 3.27 0.79 3.75 0.47 3.31 0.85 2.76 1.04Recognize and correct lack of agreement between pronoun and antecedent

3.14 0.84 3.61 0.59 3.19 0.89 2.63 1.06


3.12 0.87 3.56 0.63 3.14 0.92 2.65 1.05


3.20 0.83 3.49 0.63 3.27 0.86 2.84 1.00


3.11 0.87 3.35 0.74 3.15 0.86 2.83 1.02


2.91 0.89 3.24 0.76 2.95 0.90 2.54 1.00

Recognize and correct inappropriate ending punctuation for sentences

3.12 0.85 3.58 0.62 3.16 0.91 2.62 1.03

Recognize and correct inappropriate uses of colons, semicolons, and dashes

2.93 0.88 3.33 0.72 2.96 0.93 2.50 1.00

Use a semicolon to connect two related independent clauses 2.71 0.87 3.22 0.73 2.70 0.91 2.22 0.96Use semicolons to separate items in a long or complex series 2.62 0.87 3.01 0.76 2.64 0.89 2.22 0.95Use a colon to introduce a list 2.74 0.89 3.15 0.75 2.74 0.92 2.33 0.98Use a colon to introduce an elaboration of one or more sentences 2.64 0.88 3.05 0.76 2.65 0.90 2.23 0.98Recognize and correct instances in which possessive and plural nouns and pronouns are confused or misused

3.12 0.85 3.56 0.62 3.21 0.89 2.60 1.04

Recognize and correct problems with punctuating items in a series 2.97 0.88 3.38 0.68 2.98 0.92 2.56 1.03Recognize and correct confusion between restrictive/essential and nonrestrictive/inessential sentence elements

2.85 0.89 3.19 0.75 2.88 0.91 2.48 1.01


2.99 0.87 3.47 0.67 2.98 0.93 2.53 1.02

Understand hyphenation conventions (i.e., when and how to hyphenate)b

2.60 0.89 2.92 0.80 2.64 0.90 2.25 0.98

Words in Context (10) 2.99 0.56 3.29 0.47 3.02 0.58 2.67 0.63Determine the meaning of words and phrases using context clues 3.30 0.70 3.46 0.62 3.24 0.75 3.20 0.73Determine the meaning of words and phrases with multiple dictionary definitions

2.89 0.87 3.39 0.68 2.89 0.93 2.39 0.99


2.97 0.80 3.46 0.60 2.98 0.86 2.46 0.94


2.16 0.81 2.25 0.74 2.25 0.88 1.99 0.80


2.99 0.81 3.10 0.75 3.07 0.81 2.81 0.86


2.96 0.84 3.52 0.61 2.97 0.93 2.39 0.98




Mean SD Mean SD Mean SD Mean SDEvidence-Based Reading and Writing Subscores (65)a 3.09 0.63 3.32 0.54 3.17 0.62 2.79 0.73Words in Context (10) 2.99 0.56 3.29 0.47 3.02 0.58 2.67 0.63


3.40 0.79 3.55 0.67 3.45 0.74 3.20 0.96


3.21 0.85 3.42 0.76 3.25 0.82 2.96 0.97


3.13 0.83 3.48 0.67 3.19 0.82 2.72 1.00


2.75 0.91 3.32 0.78 2.78 0.94 2.15 1.01

Expression of Ideas (21) 3.16 0.64 3.41 0.56 3.26 0.61 2.82 0.74Produce writing that develops a logical argument by supporting a claim with cogent reasoning and relevant and sufficient evidence

3.49 0.73 3.60 0.70 3.60 0.65 3.27 0.84

Produce writing that persuades an audience through various appeals (e.g., to emotion, credibility) and techniquesb

2.68 0.89 3.37 0.80 2.68 0.94 1.98 0.93


3.40 0.76 3.51 0.71 3.49 0.71 3.20 0.88

Produce writing that narrates a story, incident, sequence, or the like 2.55 0.95 3.11 0.89 2.57 1.01 1.98 0.95Produce writing that conveys thoughts, feelings, and ideas through poetry or dramab

1.86 0.90 2.41 1.05 1.75 0.93 1.41 0.72

Produce writing that expresses thoughts, feelings, and ideas informally (e.g., journaling, note taking)b

2.46 1.00 2.98 0.99 2.46 1.03 1.95 0.99

Demonstrate an understanding of writing as a process 3.10 0.89 3.47 0.77 3.21 0.89 2.62 1.01Establish and appropriately limit a topic 3.16 0.82 3.57 0.64 3.28 0.83 2.64 1.00Establish a central claim, idea, or theme 3.31 0.80 3.67 0.61 3.45 0.79 2.81 1.00Develop a claim, idea, or theme appropriately and sufficiently 3.28 0.80 3.61 0.63 3.41 0.78 2.81 1.00Establish and develop a counterclaim in an argument or persuasive text

2.90 0.90 3.23 0.80 3.08 0.92 2.38 0.99


3.36 0.79 3.56 0.65 3.45 0.75 3.05 0.98


3.00 0.87 2.31 0.93 3.15 0.88 3.53 0.81

Integrate words and audiovisual elements effectively into a cohesive textb

2.56 0.99 2.49 0.96 2.64 0.97 2.53 1.05


3.11 0.85 3.52 0.67 3.21 0.87 2.61 1.01


3.40 0.79 3.55 0.67 3.45 0.74 3.20 0.96


3.21 0.85 3.42 0.76 3.25 0.82 2.96 0.97


3.13 0.83 3.48 0.67 3.19 0.82 2.72 1.00


2.75 0.91 3.32 0.78 2.78 0.94 2.15 1.01

a Number of items composing the subscore category or categoriesb “Non-SAT” skill/knowledge items



Appendix A.5Evidence-Based Reading and Writing Subscore Grand Mean Emphasis Ratings from High School ELA Teachers (n=940)

High SchoolMean SD

Evidence-Based Reading and Writing Subscores (65)a 3.02 0.49Command of Evidence (9) 2.96 0.42

Cite the textual evidence that best supports a given claim or point 3.78 0.50Analyze arguments to assess how an author uses or fails to use evidence to support claims

3.03 0.74

Analyze data displays (e.g., graphs, tables, charts) to understand the information the graphic conveys

2.01 0.73


2.02 0.76

Establish a central claim, idea, or theme 3.77 0.47Develop a claim, idea, or theme appropriately and sufficiently 3.75 0.48Establish and develop a counterclaim in an argument or persuasive text

2.96 0.87


3.35 0.66


1.93 0.92

Standard English Conventions (25) 2.86 0.63Recognize and correct run-on sentences and rhetorically inappropriate sentence fragments

3.31 0.77


2.69 0.83

Recognize and correct problems in parallel structure in sentences 2.85 0.77Recognize and correct problems in modifier placement (e.g., dangling modifier)

2.69 0.79


2.99 0.82


2.96 0.85


2.99 0.89


3.17 0.85

Recognize and correct lack of agreement between subject and verb 3.12 0.79Recognize and correct lack of agreement between pronoun and antecedent

3.07 0.78


3.06 0.77


3.10 0.89


2.45 0.88


2.36 0.98


High SchoolMean SD

Evidence-Based Reading and Writing Subscores (65)a 3.02 0.49Standard English Conventions (25) 2.86 0.63

Recognize and correct inappropriate ending punctuation for sentences

3.00 0.93

Recognize and correct inappropriate uses of colons, semicolons, and dashes

2.89 0.80

Use a semicolon to connect two related independent clauses 2.92 0.89Use semicolons to separate items in a long or complex series 2.54 0.85Use a colon to introduce a list 2.71 0.79Use a colon to introduce an elaboration of one or more sentences 2.44 0.85Recognize and correct instances in which possessive and plural nouns and pronouns are confused or misused

2.81 0.89

Recognize and correct problems with punctuating items in a series 2.94 0.91Recognize and correct confusion between restrictive/essential and nonrestrictive/inessential sentence elements

2.58 0.83


3.04 0.85

Understand hyphenation conventions (i.e., when and how to hyphenate)b

2.28 0.83

Words in Context (10) 3.03 0.44Determine the meaning of words and phrases using context clues 3.28 0.74Determine the meaning of words and phrases with multiple dictionary definitions

2.55 0.85


3.21 0.67


2.10 0.67


2.84 0.80


3.23 0.69


3.31 0.65


3.22 0.74


3.33 0.63


3.14 0.76

Expression of Ideas (21) 3.25 0.45Produce writing that develops a logical argument by supporting a claim with cogent reasoning and relevant and sufficient evidence

3.55 0.70

Produce writing that persuades an audience through various appeals (e.g., to emotion, credibility) and techniquesb

3.18 0.71


3.00 0.81

Produce writing that narrates a story, incident, sequence, or the like 2.62 0.87Produce writing that conveys thoughts, feelings, and ideas through poetry or dramab

2.45 0.89



High SchoolMean SD

Evidence-Based Reading and Writing Subscores (65)a 3.02 0.49Expression of Ideas (21) 3.25 0.45

Produce writing that expresses thoughts, feelings, and ideas informally (e.g., journaling, note taking)b

2.84 0.82

Demonstrate an understanding of writing as a process 3.51 0.62Establish and appropriately limit a topic 3.43 0.73Establish a central claim, idea, or theme 3.77 0.47Develop a claim, idea, or theme appropriately and sufficiently 3.75 0.48Establish and develop a counterclaim in an argument or persuasive text

2.96 0.87


3.35 0.66


1.93 0.92

Integrate words and audiovisual elements effectively into a cohesive textb

2.23 0.81

Create a logical progression of information and ideas 3.43 0.64Establish an effective opening and closing to a text or part of a text 3.57 0.58Create effective transitions (words, phrases, sentence) between and among information and ideas

3.34 0.67


3.31 0.65


3.22 0.74


3.33 0.63


3.14 0.76

a Number of items composing the subscore category or categoriesb “Non-SAT” skill/knowledge items

Appendix A.6Essay Skill/Knowledge Items Mean Importance Ratings from All Postsecondary Faculty (n=1,377) and from Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519)


Mean SD Mean SD Mean SD Mean SDSkill/Knowledge Items 3.14 0.79 3.41 0.69 3.25 0.78 2.77 0.91Read and demonstrate an understanding of texts on topics in the humanities (e.g., fine art, film)

2.19 0.85 2.78 0.87 2.27 0.93 1.53 0.74


2.62 0.82 2.69 0.88 3.35 0.73 1.82 0.85


2.19 0.92 2.20 0.88 1.99 0.91 2.38 0.97


2.83 0.87 3.02 0.81 3.02 0.84 2.46 0.96

Determine the meaning of words and phrases using context clues 3.30 0.70 3.46 0.62 3.24 0.75 3.20 0.73




Mean SD Mean SD Mean SD Mean SDSkill/Knowledge Items 3.14 0.79 3.41 0.69 3.25 0.78 2.77 0.91Determine the meaning of words and phrases used frequently in a wide range of academic texts (“tier two” words and phrases)

2.99 0.81 3.10 0.75 3.07 0.81 2.81 0.86

Read closely to identify information and ideas stated explicitly in a text 3.77 0.46 3.79 0.41 3.79 0.47 3.73 0.50Read closely to draw reasonable inferences and conclusions from a text 3.74 0.48 3.76 0.43 3.79 0.45 3.67 0.57Read closely to extrapolate in a reasonable way from the information and ideas in a text

3.69 0.53 3.72 0.51 3.73 0.50 3.63 0.59

Cite the textual evidence that best supports a given claim or point 3.36 0.83 3.55 0.74 3.50 0.75 3.03 1.00Determine central ideas in a text 3.57 0.66 3.77 0.50 3.67 0.60 3.28 0.87Summarize a text accurately 3.47 0.74 3.60 0.68 3.59 0.64 3.22 0.90Analyze arguments to determine claims and counterclaims 3.14 0.83 3.30 0.75 3.36 0.79 2.77 0.95Understand cause-effect, compare-contrast, and sequential relationships in text

3.57 0.62 3.51 0.64 3.67 0.56 3.54 0.66


2.96 0.84 3.52 0.61 2.97 0.93 2.39 0.98


2.77 0.92 3.35 0.79 2.95 0.98 2.00 0.98

Analyze arguments to assess how an author uses or fails to use reasoning to develop ideas and to connect claims and evidence

3.09 0.89 3.35 0.79 3.26 0.84 2.67 1.05


3.20 0.89 3.37 0.82 3.40 0.80 2.83 1.05


2.65 0.95 3.22 0.87 2.76 0.98 1.98 0.99


3.49 0.73 3.60 0.70 3.60 0.65 3.27 0.84


3.40 0.77 3.51 0.71 3.49 0.71 3.20 0.88

Establish and appropriately limit a topic 3.16 0.82 3.57 0.64 3.28 0.83 2.64 1.00Establish a central claim, idea, or theme 3.31 0.80 3.67 0.61 3.45 0.79 2.81 1.00Develop a claim, idea, or theme appropriately and sufficiently 3.28 0.80 3.61 0.63 3.41 0.78 2.81 1.00Establish and develop a counterclaim in an argument or persuasive text 2.90 0.90 3.23 0.80 3.08 0.92 2.38 0.99Establish and maintain focus, avoiding irrelevant information or digressions

3.35 0.79 3.56 0.65 3.45 0.75 3.05 0.98


3.11 0.85 3.52 0.67 3.21 0.87 2.61 1.01


3.40 0.79 3.55 0.67 3.45 0.74 3.20 0.96


3.13 0.83 3.48 0.67 3.19 0.82 2.72 1.00


2.75 0.91 3.32 0.78 2.78 0.94 2.15 1.01



Appendix A.7Essay Skill/Knowledge Items Mean Emphasis Ratings from High School ELA Teachers (n=940)

High School ELAMean SD

Skill/Knowledge Items 3.20 0.68Read and demonstrate an understanding of texts on topics in the humanities (e.g., fine art, film) 2.17 0.76Read and demonstrate an understanding of texts in history and the social sciences (e.g., economics, psychology)

2.22 0.75


1.80 0.72


2.37 0.73

Determine the meaning of words and phrases using context clues 3.28 0.74Determine the meaning of words and phrases used frequently in a wide range of academic texts (“tier two” words and phrases)

2.84 0.80

Read closely to identify information and ideas stated explicitly in a text 3.53 0.64Read closely to draw reasonable inferences and conclusions from a text 3.74 0.45Read closely to extrapolate in a reasonable way from the information and ideas in a text 3.61 0.57Cite the textual evidence that best supports a given claim or point 3.78 0.50Determine central ideas in a text 3.76 0.48Summarize a text accurately 3.37 0.71Analyze arguments to determine claims and counterclaims 2.86 0.81Understand cause-effect, compare-contrast, and sequential relationships in text 3.16 0.70Determine how word choice or language patterns shape meaning and tone in text 3.23 0.69Analyze the purpose of part of a text or of the text as a whole 3.45 0.63Describe the overall structure of a text 3.16 0.72Determine the point of view or perspective from which a text is related 3.37 0.64Assess the influence of point of view or perspective on a text’s content or style 3.23 0.74Analyze arguments to assess how an author uses or fails to use reasoning to develop ideas and to connect claims and evidence

2.96 0.79

Analyze arguments to assess how an author uses or fails to use evidence to support claims 3.03 0.74Analyze arguments to assess how an author uses stylistic or persuasive elements to add power to the ideas expressed

2.99 0.82


3.55 0.70

Produce writing that informs the reader or explains a concept, process, or the like 3.00 0.81Establish and appropriately limit a topic 3.43 0.73Establish a central claim, idea, or theme 3.77 0.47Develop a claim, idea, or theme appropriately and sufficiently 3.75 0.48Establish and develop a counterclaim in an argument or persuasive text 2.96 0.87Establish and maintain focus, avoiding irrelevant information or digressions 3.35 0.66Create a logical progression of information and ideas 3.43 0.64Establish an effective opening and closing to a text or part of a text 3.57 0.58Create effective transitions (words, phrases, sentence) between and among information and ideas

3.34 0.67

Ensure precision of language for clarity and appropriateness to task, purpose, and audience 3.31 0.65Establish and maintain an appropriate style and tone for task, purpose, and audience 3.33 0.63Use various sentence structures to achieve particular rhetorical purposes (e.g., emphasis) 3.14 0.76


Appendix A.8Percentage of Essay Skill/Knowledge Items Important to All Postsecondary Faculty (n=1,377), Important to Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519), and Emphasized by High School ELA Teachers (n=940)


% Essay Skill/Knowledge Items Rated

Important (2.50+)Secondary Teachers

% Essay Skill/Knowledge Items



Appendix A.9Essay Scoring Dimension Grand Mean Importance Ratings from All Postsecondary Faculty (n=1,377) and from Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519)


Mean SD Mean SD Mean SD Mean SDEssay Scoring Dimensions (35)a 3.14 0.79 3.41 0.69 3.25 0.78 2.77 0.91Reading (12) 3.14 0.72 3.29 0.67 3.25 0.70 2.90 0.80


2.19 0.85 2.78 0.87 2.27 0.93 1.53 0.74


2.62 0.82 2.69 0.88 3.35 0.73 1.82 0.85


2.19 0.92 2.20 0.88 1.99 0.91 2.38 0.97


2.83 0.87 3.02 0.81 3.02 0.84 2.46 0.96

Determine the meaning of words and phrases using context clues 3.30 0.70 3.46 0.62 3.24 0.75 3.20 0.73Determine the meaning of words and phrases used frequently in a wide range of academic texts (“tier two” words and phrases)

2.99 0.81 3.10 0.75 3.07 0.81 2.81 0.86

Read closely to identify information and ideas stated explicitly in a text 3.77 0.46 3.79 0.41 3.79 0.47 3.73 0.50Read closely to draw reasonable inferences and conclusions from a text

3.74 0.48 3.76 0.43 3.79 0.45 3.67 0.57

Read closely to extrapolate in a reasonable way from the information and ideas in a text

3.69 0.53 3.72 0.51 3.73 0.50 3.63 0.59

Cite the textual evidence that best supports a given claim or point 3.36 0.83 3.55 0.74 3.50 0.75 3.03 1.00Determine central ideas in a text 3.57 0.66 3.77 0.50 3.67 0.60 3.28 0.87Summarize a text accurately 3.47 0.74 3.60 0.68 3.59 0.64 3.22 0.90

Analysis (13) 3.06 0.85 3.43 0.72 3.18 0.85 2.58 0.98Understand cause-effect, compare-contrast, and sequential relationships in text

3.57 0.62 3.51 0.64 3.67 0.56 3.54 0.66


2.96 0.84 3.52 0.61 2.97 0.93 2.39 0.98


2.77 0.92 3.35 0.79 2.95 0.98 2.00 0.98



Mean SD Mean SD Mean SD Mean SDEssay Scoring Dimensions (35)a 3.14 0.79 3.41 0.69 3.25 0.78 2.77 0.91Analysis (13) 3.06 0.85 3.43 0.72 3.18 0.85 2.58 0.98

Analyze arguments to determine claims and counterclaims 3.14 0.83 3.30 0.75 3.36 0.79 2.77 0.95Analyze arguments to assess how an author uses or fails to use reasoning to develop ideas and to connect claims and evidence

3.09 0.89 3.35 0.79 3.26 0.84 2.67 1.05


3.20 0.89 3.37 0.82 3.40 0.80 2.83 1.05


2.65 0.95 3.22 0.87 2.76 0.98 1.98 0.99

Develop a claim, idea, or theme appropriately and sufficiently 3.28 0.80 3.61 0.63 3.41 0.78 2.81 1.00Establish and develop a counterclaim in an argument or persuasive text

2.90 0.90 3.23 0.80 3.08 0.92 2.38 0.99


3.35 0.79 3.56 0.65 3.45 0.75 3.05 0.98

Writing (10) 3.24 0.81 3.53 0.68 3.33 0.79 2.87 0.96Produce writing that develops a logical argument by supporting a claim with cogent reasoning and relevant and sufficient evidence

3.49 0.73 3.60 0.70 3.60 0.65 3.27 0.84


3.40 0.77 3.51 0.71 3.49 0.71 3.20 0.88

Establish and appropriately limit a topic 3.16 0.82 3.57 0.64 3.28 0.83 2.64 1.00Establish a central claim, idea, or theme 3.31 0.80 3.67 0.61 3.45 0.79 2.81 1.00Create a logical progression of information and ideas 3.54 0.69 3.60 0.63 3.60 0.65 3.43 0.80Establish an effective opening and closing to a text or part of a text 3.13 0.88 3.48 0.71 3.29 0.85 2.62 1.08Create effective transitions (words, phrases, sentence) between and among information and ideas

3.11 0.85 3.52 0.67 3.21 0.87 2.61 1.01


3.40 0.79 3.55 0.67 3.45 0.74 3.20 0.96


3.13 0.83 3.48 0.67 3.19 0.82 2.72 1.00


2.75 0.91 3.32 0.78 2.78 0.94 2.15 1.01

a Number of items composing the scoring dimension or dimensions

Appendix A.10Essay Scoring Dimension Grand Mean Emphasis Ratings from High School ELA Teachers (n=940)

High SchoolMean SD

Essay Scoring Dimensions (35)a 3.20 0.68Reading (12) 3.04 0.65


2.17 0.76


2.22 0.75


1.80 0.72


2.37 0.73



High SchoolMean SD

Essay Scoring Dimensions (35)a 3.20 0.68Reading (12) 3.04 0.65

Determine the meaning of words and phrases using context clues 3.28 0.74Determine the meaning of words and phrases used frequently in a wide range of academic texts (“tier two” words and phrases)

2.84 0.80

Read closely to identify information and ideas stated explicitly in a text 3.53 0.64Read closely to draw reasonable inferences and conclusions from a text 3.74 0.45Read closely to extrapolate in a reasonable way from the information and ideas in a text

3.61 0.57

Cite the textual evidence that best supports a given claim or point 3.78 0.50Determine central ideas in a text 3.76 0.48Summarize a text accurately 3.37 0.71

Analysis (13) 3.19 0.71Understand cause-effect, compare-contrast, and sequential relationships in text 3.16 0.70Determine how word choice or language patterns shape meaning and tone in text 3.23 0.69Analyze the purpose of part of a text or of the text as a whole 3.45 0.63Describe the overall structure of a text 3.16 0.72Determine the point of view or perspective from which a text is related 3.37 0.64Assess the influence of point of view or perspective on a text’s content or style 3.23 0.74Analyze arguments to determine claims and counterclaims 2.86 0.81Analyze arguments to assess how an author uses or fails to use reasoning to develop ideas and to connect claims and evidence

2.96 0.79


3.03 0.74


2.99 0.82

Develop a claim, idea, or theme appropriately and sufficiently 3.75 0.48Establish and develop a counterclaim in an argument or persuasive text 2.96 0.87Establish and maintain focus, avoiding irrelevant information or digressions 3.35 0.66

Writing (10) 3.39 0.66Produce writing that develops a logical argument by supporting a claim with cogent reasoning and relevant and sufficient evidence

3.55 0.70

Produce writing that informs the reader or explains a concept, process, or the like 3.00 0.81Establish and appropriately limit a topic 3.43 0.73Establish a central claim, idea, or theme 3.77 0.47Create a logical progression of information and ideas 3.43 0.64Establish an effective opening and closing to a text or part of a text 3.57 0.58Create effective transitions (words, phrases, sentence) between and among information and ideas

3.34 0.67


3.31 0.65


3.33 0.63


3.14 0.76

a Number of items composing the scoring dimension or dimensions



Appendix A.11Evidence-Based Reading and Writing/Essay Skill/Knowledge Items Rated Important by Postsecondary English Faculty (n=200) but Not Emphasized by High School ELA Teachers (n=940)

Postsecondary English

High School ELA

Skill/Knowledge Items Mean SD Mean SDRead and demonstrate an understanding of texts on topics in the humanities (e.g., fine art, film)a

2.78 0.87 2.17 0.76

Read and demonstrate an understanding of texts in history and the social sciences (e.g., economics, psychology)a

2.69 0.88 2.22 0.75

Read and demonstrate an understanding of textbooks 2.83 0.96 2.25 0.80Read and demonstrate an understanding of general-interest media texts (e.g., newspapers and magazines, whether online or in print)a

3.02 0.81 2.37 0.73


2.86 0.82 2.30 0.79


2.63 0.87 2.37 0.75


3.35 0.74 2.45 0.88


3.24 0.76 2.36 0.98

Use a colon to introduce an elaboration of one or more sentences 3.05 0.76 2.44 0.85

a In both Essay and Evidence-Based Reading and Writing domains

Appendix A.12Evidence-Based Reading and Writing/Essay Skill/Knowledge Items Not Important to Any Postsecondary Faculty Subgroup

Postsecondary English Social Science Science

Skill/Knowledge Items Mean SD Mean SD Mean SDRead and demonstrate an understanding of popular fiction (e.g., best-sellers, most young adult fiction)

2.30 0.83 1.74 0.75 1.41 0.67

Read and demonstrate an understanding of texts on topics about careers (e.g., health care, information technology)a

2.20 0.88 1.99 0.91 2.38 0.97


2.48 0.92 2.46 1.14 1.44 0.77


2.25 0.74 2.25 0.88 1.99 0.80

a In both Essay and Evidence-Based Reading and Writing domains


Appendix A.13“Non-SAT” ELA/Literacy Skill/Knowledge Items Mean Importance Ratings from All Postsecondary Faculty (n=1,377), and from Postsecondary Faculty in English (n=200), Social Science (n=658), and Science (n=519)


Mean SD Mean SD Mean SD Mean SDSkill/Knowledge Items 2.74 0.90 2.98 0.86 2.74 0.90 2.52 0.92Read and demonstrate an understanding of poetry 1.93 0.76 2.74 0.90 1.67 0.73 1.36 0.65Read and demonstrate an understanding of drama 1.90 0.76 2.66 0.91 1.71 0.74 1.34 0.62Determine the meaning of words and phrases using knowledge of word roots, prefixes, suffixes, and cognates

2.85 0.86 2.74 0.84 2.83 0.89 2.97 0.86


3.36 0.70 3.70 0.50 3.37 0.75 3.01 0.85


2.83 0.84 2.58 0.83 2.80 0.89 3.11 0.81

Determine the meaning of words and phrases using general and specialized reference materials (e.g., standard dictionary, medical dictionary)

2.88 0.85 3.09 0.81 2.85 0.86 2.69 0.88


2.75 0.90 2.80 0.89 2.78 0.91 2.67 0.90


3.38 0.77 3.53 0.69 3.37 0.80 3.25 0.83


1.86 0.90 2.41 1.05 1.75 0.93 1.41 0.72


2.68 0.89 3.37 0.80 2.68 0.94 1.98 0.93


2.46 1.00 2.98 0.99 2.46 1.03 1.95 0.99


2.56 0.99 2.49 0.96 2.64 0.97 2.53 1.05

Understand hyphenation conventions (i.e., when and how to hyphenate) 2.60 0.89 2.92 0.80 2.64 0.90 2.25 0.98Give a clear and effective presentation to an audience 3.07 0.94 3.22 0.85 3.12 0.94 2.85 1.02Use technology as a tool to produce, publish, or update writing projects 2.86 0.99 2.83 0.97 2.89 0.96 2.85 1.04Use digital media strategically to convey information and ideas 2.56 0.99 2.49 0.91 2.64 1.00 2.55 1.07Determine and appropriately limit a research question 3.10 0.89 3.30 0.82 3.13 0.90 2.88 0.96Gather relevant information from multiple print and/or digital sources 3.20 0.90 3.25 0.87 3.30 0.87 3.04 0.97Follow a standard format for citation of sources 3.15 0.93 3.28 0.88 3.27 0.89 2.91 1.02Conduct short research projects lasting a week or less 2.87 0.98 3.03 0.91 2.85 0.99 2.72 1.04Conduct sustained research projects lasting over a week 2.76 1.05 3.08 0.95 2.69 1.10 2.52 1.11


Appendix A.14“Non-SAT” ELA/Literacy Skill/Knowledge Items Mean Emphasis Ratings from High School ELA Teachers (n=940)

High School Mean SD

Skill/Knowledge Items 2.76 0.83Read and demonstrate an understanding of poetry 2.74 0.78Read and demonstrate an understanding of drama 2.80 0.81Determine the meaning of words and phrases using knowledge of word roots, prefixes, suffixes, and cognates

2.19 0.77


2.80 0.78


2.94 0.78

Determine the meaning of words and phrases using general and specialized reference materials (e.g., standard dictionary, medical dictionary)

2.44 0.80


2.76 0.98


3.05 0.78


2.45 0.89


3.18 0.71


2.84 0.82


2.23 0.81

Understand hyphenation conventions (i.e., when and how to hyphenate) 2.28 0.83Give a clear and effective presentation to an audience 2.85 0.82Use technology as a tool to produce, publish, or update writing projects 3.01 0.84Use digital media strategically to convey information and ideas 2.73 0.90Determine and appropriately limit a research question 2.79 0.88Gather relevant information from multiple print and/or digital sources 3.16 0.75Follow a standard format for citation of sources 3.39 0.74Conduct short research projects lasting a week or less 2.66 0.91Conduct sustained research projects lasting over a week 2.72 1.12


Appendix B.1Math Skill/Knowledge Items Mean Importance Ratings from All Postsecondary Faculty (n=1,436) and from Postsecondary Faculty in Mathematics (n=268), Social Science (n=652), and Science (n=516)

PostsecondaryAll Mathematics Social Science Science

Mean SD Mean SD Mean SD Mean SDSkill/Knowledge Items 2.43 0.95 2.91 0.93 1.65 0.89 2.71 1.04Understand numbers and number systems including radicals and exponents and their properties

2.85 0.85 3.48 0.74 1.75 0.91 3.32 0.91

Interpret variables, constants, and/or terms in a linear equation 3.02 0.88 3.73 0.59 1.92 1.14 3.41 0.91Interpret variables, constants, and/or terms in a quadratic equation 2.62 0.95 3.33 0.91 1.58 0.87 2.94 1.06Interpret variables, constants, and/or terms in an exponential equation 2.52 0.94 2.90 0.99 1.58 0.84 3.08 1.00Interpret variables, constants, and/or terms in a rational or radical equation

2.36 0.94 2.91 0.97 1.50 0.77 2.67 1.07

Use properties of variables to add, subtract, and multiply polynomials 2.73 0.98 3.55 0.78 1.81 1.06 2.83 1.09Use properties of variables to divide polynomials 2.36 0.99 2.86 0.96 1.66 0.93 2.55 1.08Use properties of variables to factor polynomials 2.48 0.97 3.32 0.93 1.60 0.89 2.54 1.08Solve a linear equation 2.95 0.87 3.77 0.54 1.78 1.08 3.30 1.01Solve a quadratic equation 2.52 0.95 3.31 0.91 1.47 0.79 2.77 1.14Solve a rational or radical equation in one variable 2.22 0.92 2.79 0.95 1.38 0.69 2.48 1.12Solve a system of two linear equations 2.34 1.01 2.96 0.98 1.50 0.86 2.57 1.18Solve a system of one linear equation and one nonlinear equation 1.96 0.93 2.28 1.01 1.38 0.71 2.21 1.07Graph a linear equation 2.97 0.90 3.71 0.63 1.83 1.10 3.36 0.98Graph a quadratic equation 2.42 0.98 3.22 0.98 1.45 0.79 2.58 1.18Graph a polynomial (degree three or higher) equation in one variable 2.04 0.92 2.50 0.99 1.39 0.71 2.23 1.05Graph an exponential equation in one variable 2.25 0.97 2.63 1.03 1.42 0.75 2.70 1.14Graph a system of two linear equations 2.21 0.99 2.86 0.99 1.48 0.85 2.30 1.13Graph a system of two linear inequalities 1.90 0.91 2.30 1.00 1.38 0.70 2.02 1.02Represent contexts using a linear expression or equation in one variable

2.83 0.92 3.67 0.66 1.73 1.03 3.10 1.08

Represent contexts using a linear equation in two variables 2.53 1.01 3.26 0.91 1.62 0.96 2.70 1.17Represent contexts using a linear inequality in one or two variables 2.19 0.94 2.82 0.95 1.48 0.80 2.26 1.09Represent contexts using a system of linear equations 2.30 1.00 2.93 0.96 1.51 0.86 2.46 1.16Represent contexts using a system of linear inequalities 1.96 0.89 2.39 0.92 1.41 0.74 2.09 1.02Represent contexts using a quadratic equation in two variables 2.05 0.93 2.56 1.02 1.37 0.69 2.21 1.09Represent contexts using an exponential equation in two variables 1.94 0.92 2.27 1.02 1.37 0.68 2.19 1.07Solve problems with rates, ratios, and percents 3.14 0.89 3.49 0.76 2.34 1.19 3.58 0.72Use units and unit analysis to solve problems 2.97 0.91 3.20 0.88 2.09 1.13 3.61 0.72Choose and produce equivalent forms of a quadratic or exponential equation

2.20 0.92 2.66 0.94 1.42 0.72 2.52 1.10

Isolate one variable in terms of other variables of an equation 2.88 0.93 3.59 0.71 1.79 1.07 3.27 1.02Use and interpret function notation 2.56 1.01 3.34 0.93 1.62 0.97 2.72 1.12Identify and distinguish linear and exponential growth 2.54 0.98 2.74 0.98 1.74 0.98 3.14 0.99Understand the characteristics of well-designed studies, including the role of randomization in surveys and experiments

2.45 1.04 2.06 1.01 2.36 1.11 2.91 1.00

Read and interpret statistical graphs 2.81 1.01 2.48 1.08 2.70 1.10 3.24 0.84Given a scatterplot, model statistical data with a linear function 2.53 1.08 2.65 1.12 1.84 1.04 3.09 1.08



Mean SD Mean SD Mean SD Mean SDSkill/Knowledge Items 2.43 0.95 2.91 0.93 1.65 0.89 2.71 1.04Solve problems using area and volume formulas 2.73 0.88 3.35 0.75 1.57 0.91 3.26 0.97Solve problems using special right triangles 2.30 0.97 2.99 1.01 1.42 0.78 2.49 1.12Solve problems using the Pythagorean theorem 2.47 0.94 3.39 0.92 1.42 0.75 2.62 1.16Solve problems using theorems of triangle similarity and congruence 2.09 0.92 2.69 1.05 1.35 0.67 2.24 1.05Solve problems using circle theorems 2.01 0.90 2.52 1.01 1.33 0.66 2.19 1.04Solve problems using measures of center including mean, median, and mode

2.59 1.07 2.60 1.04 2.25 1.17 2.91 1.00

Solve problems using sample statistics and population parameters 2.25 1.06 2.09 1.05 2.09 1.08 2.56 1.04Solve problems using probability 2.30 1.02 2.18 1.03 2.07 1.04 2.65 0.99Solve problems using complex numbers [e.g., (a + bi )] 1.80 0.89 2.16 0.99 1.38 0.71 1.86 0.97Solve problems using trigonometry relationships including sine, cosine, and tangent

2.03 1.00 2.50 1.19 1.30 0.62 2.30 1.19

Appendix B.2Math Skill/Knowledge Items Mean Emphasis Ratings from Middle School (n=443) and High School (n=1,303) Mathematics Teachers



Mean SD Mean SDSkill/Knowledge Items 2.27 0.94 2.68 0.94Understand numbers and number systems including radicals and exponents and their properties

2.73 0.78 3.09 0.76

Interpret variables, constants, and/or terms in a linear equation 3.36 0.81 3.46 0.72Interpret variables, constants, and/or terms in a quadratic equation 1.91 1.03 3.33 0.89Interpret variables, constants, and/or terms in an exponential equation 1.98 0.95 2.91 0.97Interpret variables, constants, and/or terms in a rational or radical equation

1.97 0.95 2.67 0.95

Use properties of variables to add, subtract, and multiply polynomials 2.41 1.16 3.19 0.83Use properties of variables to divide polynomials 1.89 1.08 2.61 1.00Use properties of variables to factor polynomials 2.07 1.08 3.26 0.91Solve a linear equation 3.37 0.89 3.45 0.77Solve a quadratic equation 1.88 1.06 3.34 0.87Solve a rational or radical equation in one variable 2.04 1.00 2.60 0.91Solve a system of two linear equations 2.51 1.13 3.01 0.88Solve a system of one linear equation and one nonlinear equation 1.59 0.91 2.15 0.93Graph a linear equation 3.25 0.91 3.33 0.85Graph a quadratic equation 1.72 0.88 3.13 0.98Graph a polynomial (degree three or higher) equation in one variable 1.39 0.70 2.40 1.04Graph an exponential equation in one variable 1.67 0.86 2.56 0.99Graph a system of two linear equations 2.55 1.17 2.93 0.95Graph a system of two linear inequalities 1.75 0.95 2.54 1.01

Appendix B.1 (continued )




Mean SD Mean SDSkill/Knowledge Items 2.27 0.94 2.68 0.94Represent contexts using a linear expression or equation in one variable

3.16 0.95 3.09 0.86

Represent contexts using a linear equation in two variables 2.82 1.07 2.90 0.92Represent contexts using a linear inequality in one or two variables 2.32 0.99 2.58 0.94Represent contexts using a system of linear equations 2.51 1.15 2.88 0.93Represent contexts using a system of linear inequalities 1.85 1.00 2.45 0.93Represent contexts using a quadratic equation in two variables 1.47 0.76 2.51 1.05Represent contexts using an exponential equation in two variables 1.51 0.76 2.31 1.00Solve problems with rates, ratios, and percents 3.37 0.77 2.60 0.93Use units and unit analysis to solve problems 3.15 0.90 2.43 0.90Choose and produce equivalent forms of a quadratic or exponential equation

1.68 0.93 2.41 0.93

Isolate one variable in terms of other variables of an equation 2.87 1.02 3.10 0.85Use and interpret function notation 2.31 0.99 2.93 0.93Identify and distinguish linear and exponential growth 1.86 0.88 2.56 0.98Understand the characteristics of well-designed studies, including the role of randomization in surveys and experiments

1.99 0.83 1.76 0.86

Read and interpret statistical graphs 2.43 0.82 1.99 0.88Given a scatterplot, model statistical data with a linear function 2.57 1.09 2.48 1.01Solve problems using area and volume formulas 3.09 0.78 2.51 1.00Solve problems using special right triangles 2.43 1.07 2.67 1.09Solve problems using the Pythagorean theorem 2.69 1.15 2.95 1.03Solve problems using theorems of triangle similarity and congruence 2.39 1.07 2.33 1.17Solve problems using circle theorems 1.69 0.90 2.11 1.10Solve problems using measures of center including mean, median, and mode

2.77 0.93 2.18 0.96

Solve problems using sample statistics and population parameters 2.00 0.94 1.78 0.90Solve problems using probability 2.42 0.99 2.09 0.91Solve problems using complex numbers [e.g., (a + bi )] 1.29 0.70 2.25 0.99Solve problems using trigonometry relationships including sine, cosine, and tangent

1.29 0.69 2.81 1.13

Appendix B.3Percentage of Math Skill/Knowledge Items Important to All Postsecondary Faculty (n=1,436), Important to Postsecondary Faculty in Mathematics (n=268), Social Science (n=652), and Science (n=516), and Emphasized by Middle School (n=443) and High School (n=1,303) Mathematics Teachers


% Math Skill/ Knowledge Items Rated

Important (2.50+) Secondary Teachers

% Math Skill/Knowledge Items

Emphasized (2.50+)All Faculty 42 Middle School mathematics 36

Mathematics 80 High School mathematics 67Social Science 2Science 67



Appendix B.4Math Subscore (and Additional Topics in Math) Grand Mean Importance Ratings from All Postsecondary Faculty (n=1,436) and from Postsecondary Faculty in Mathematics (n=268), Social Science (n=652), and Science (n=516)


Mean SD Mean SD Mean SD Mean SDMath (65)a 2.42 0.78 2.88 0.72 1.68 0.78 2.71 0.84Additional Topics in Math (8)b 2.21 0.78 2.80 0.77 1.40 0.66 2.42 0.90

Solve problems using area and volume formulas 2.73 0.88 3.35 0.75 1.57 0.91 3.26 0.97Solve problems using special right triangles 2.30 0.97 2.99 1.01 1.42 0.78 2.49 1.12Solve problems using the Pythagorean theorem 2.47 0.94 3.39 0.92 1.42 0.75 2.62 1.16Solve problems using theorems of triangle similarity and congruence 2.09 0.92 2.69 1.05 1.35 0.67 2.24 1.05Solve problems using circle theorems 2.01 0.90 2.52 1.01 1.33 0.66 2.19 1.04Solve problems using logical reasoning and mathematical proofsc 2.28 1.00 2.62 1.00 1.66 0.94 2.57 1.06Solve problems using complex numbers [e.g., (a + bi )] 1.80 0.89 2.16 0.99 1.38 0.71 1.86 0.97Solve problems using trigonometry relationships including sine, cosine, and tangent

2.03 1.00 2.50 1.19 1.30 0.62 2.30 1.19

Heart of Algebra (13) 2.47 0.78 3.13 0.63 1.61 0.83 2.69 0.88Represent contexts using a linear expression or equation in one variable

2.83 0.92 3.67 0.66 1.73 1.03 3.10 1.08

Represent contexts using a linear equation in two variables 2.53 1.01 3.26 0.91 1.62 0.96 2.70 1.17Represent contexts using a linear inequality in one or two variables 2.19 0.94 2.82 0.95 1.48 0.80 2.26 1.09Represent contexts using a system of linear equations 2.30 1.00 2.93 0.96 1.51 0.86 2.46 1.16Represent contexts using a system of linear inequalities 1.96 0.89 2.39 0.92 1.41 0.74 2.09 1.02Interpret variables, constants, and/or terms in a linear equation 3.02 0.88 3.73 0.59 1.92 1.14 3.41 0.91Evaluate a linear expressionc 2.95 0.91 3.71 0.61 1.88 1.11 3.27 1.00Solve a linear equation 2.95 0.87 3.77 0.54 1.78 1.08 3.30 1.01Solve a system of two linear equations 2.34 1.01 2.96 0.98 1.50 0.86 2.57 1.18Graph a linear equation 2.97 0.90 3.71 0.63 1.83 1.10 3.36 0.98Graph a linear inequalityd 2.36 0.99 3.06 0.95 1.59 0.93 2.42 1.09Graph a system of two linear equations 2.21 0.99 2.86 0.99 1.48 0.85 2.30 1.13Graph a system of two linear inequalities 1.90 0.91 2.30 1.00 1.38 0.70 2.02 1.02

Passport to Advanced Math (30) 2.39 0.78 2.97 0.71 1.53 0.73 2.66 0.89Understand numbers and number systems including radicals and exponents and their qualities

2.85 0.85 3.48 0.74 1.75 0.91 3.32 0.91

Understand numbers and number systems including logarithms and their propertiesc

2.49 0.94 2.72 1.07 1.58 0.79 3.16 0.97

Represent contexts using a quadratic equation in two variables 2.05 0.93 2.56 1.02 1.37 0.69 2.21 1.09Represent contexts using a polynomial expression in one variablec 2.19 0.95 2.90 1.04 1.39 0.70 2.29 1.11Represent contexts using a rational expression in one variablec 2.14 0.95 2.72 1.04 1.38 0.70 2.32 1.12Represent contexts using an exponential equation in two variables 1.94 0.92 2.27 1.02 1.37 0.68 2.19 1.07Interpret variables, constants, and/or terms in a quadratic equation 2.62 0.95 3.33 0.91 1.58 0.87 2.94 1.06Interpret variables, constants, and/or terms in an exponential equation 2.52 0.94 2.90 0.99 1.58 0.84 3.08 1.00Interpret variables, constants, and/or terms in a rational or a radical equation

2.36 0.94 2.91 0.97 1.50 0.77 2.67 1.07

Use properties of variables to add, subtract, and multiply polynomials 2.73 0.98 3.55 0.78 1.81 1.06 2.83 1.09Use properties of variables to divide polynomials 2.36 0.99 2.86 0.96 1.66 0.93 2.55 1.08Use properties of variables to factor polynomials 2.48 0.97 3.32 0.93 1.60 0.89 2.54 1.08



Mean SD Mean SD Mean SD Mean SDMath (65)a 2.42 0.78 2.88 0.72 1.68 0.78 2.71 0.84Passport to Advanced Math (30) 2.39 0.78 2.97 0.71 1.53 0.73 2.66 0.89

Evaluate a polynomial expressionc 2.61 0.91 3.45 0.76 1.57 0.87 2.80 1.11Evaluate a rational or radical expressionc 2.40 0.96 3.12 0.99 1.50 0.79 2.58 1.11Evaluate an exponential expressionc 2.52 0.95 3.04 0.98 1.54 0.83 2.98 1.05Solve a quadratic equation 2.52 0.95 3.31 0.91 1.47 0.79 2.77 1.14Solve a polynomial (degree three or higher) equation in one variablec 2.06 0.90 2.48 0.96 1.42 0.72 2.29 1.03Solve an exponential equation in one variablec 2.34 0.98 2.71 1.03 1.48 0.80 2.84 1.10Solve a logarithmic equation in one variablec 2.25 0.96 2.52 1.06 1.40 0.70 2.82 1.11Solve a rational or radical equation in one variable 2.22 0.92 2.79 0.95 1.38 0.69 2.48 1.12Solve a system of one linear equation and one nonlinear equation 1.96 0.93 2.28 1.01 1.38 0.71 2.21 1.07Choose and produce equivalent forms of a quadratic or exponential equation

2.20 0.92 2.66 0.94 1.42 0.72 2.52 1.10

Isolate one variable in terms of other variables of an equation 2.88 0.93 3.59 0.71 1.79 1.07 3.27 1.02Graph a quadratic equation 2.42 0.98 3.22 0.98 1.45 0.79 2.58 1.18Graph a polynomial (degree three or higher) equation in one variable 2.04 0.92 2.50 0.99 1.39 0.71 2.23 1.05Graph an exponential equation in one variable 2.25 0.97 2.63 1.03 1.42 0.75 2.70 1.14Graph a logarithmic equation in one variablec 2.16 0.97 2.44 1.04 1.39 0.71 2.66 1.16Use and interpret function notation 2.56 1.01 3.34 0.93 1.62 0.97 2.72 1.12Solve problems using vectorsc 1.81 0.91 1.73 0.90 1.36 0.68 2.35 1.15Solve problems using matricesc 1.71 0.85 1.84 0.93 1.38 0.70 1.91 0.93

Problem Solving and Data Analysis (14) 2.62 0.77 2.61 0.75 2.17 0.89 3.08 0.68Understand numbers and number systems including absolute value of real numbersc

3.01 0.93 3.38 0.75 2.31 1.17 3.33 0.87

Understand numbers and number systems including elementary number theory (primes, prime factorization, divisibility, number of divisors, odd/even)c

2.66 0.98 3.26 0.87 1.82 1.00 2.89 1.06

Solve problems with rates, ratios, and percents 3.14 0.89 3.49 0.76 2.34 1.19 3.58 0.72Use units and unit analysis to solve problems 2.97 0.91 3.20 0.88 2.09 1.13 3.61 0.72Identify and distinguish linear and exponential growth 2.54 0.98 2.74 0.98 1.74 0.98 3.14 0.99Given a scatterplot, model statistical data with a linear function 2.53 1.08 2.65 1.12 1.84 1.04 3.09 1.08Given a scatterplot, model statistical data with a quadratic functionc 1.98 0.95 2.09 1.02 1.46 0.77 2.38 1.05Given a scatterplot, model statistical data with an exponential functionc 2.02 0.94 2.03 0.97 1.47 0.78 2.55 1.08Solve problems using measures of center including mean, median, and mode

2.59 1.07 2.60 1.04 2.25 1.17 2.91 1.00

Solve problems using measures of spread including range and standard deviationc

2.35 1.06 2.24 1.05 2.02 1.10 2.79 1.02

Solve problems using sample statistics and population parameters 2.25 1.06 2.09 1.05 2.09 1.08 2.56 1.04Solve problems using probability 2.30 1.02 2.18 1.03 2.07 1.04 2.65 0.99Understand the characteristics of well-designed studies, including the role of randomization in surveys and experiments

2.45 1.04 2.06 1.01 2.36 1.11 2.91 1.00

Read and interpret statistical graphs 2.81 1.01 2.48 1.08 2.70 1.10 3.24 0.84

a Number of skills composing the subscore categoryb Additional Topics in Math is not reported as a subscore.c “Non-SAT” skill/knowledge itemsd Graphing linear inequalities in one variable on a number line is a “non-SAT” mathematics skill, and graphing linear inequalities in two variables on the xy-plane is an SAT Math skill.



Appendix B.5Math Subscore (and Additional Topics in Math) Grand Mean Emphasis Ratings from Middle School (n=443) and High School (n=1,303) Mathematics Teachers



Mean SD Mean SDMath (65)a 2.31 0.67 2.62 0.72Additional Topics in Math (8)b 2.13 0.66 2.52 0.84

Solve problems using area and volume formulas 3.09 0.78 2.51 1.00Solve problems using special right triangles 2.43 1.07 2.67 1.09Solve problems using the Pythagorean theorem 2.69 1.15 2.95 1.03Solve problems using theorems of triangle similarity and congruence 2.39 1.07 2.33 1.17Solve problems using circle theorems 1.69 0.90 2.11 1.10Solve problems using logical reasoning and mathematical proofsc 1.88 0.95 2.23 1.03Solve problems using complex numbers [e.g., (a + bi )] 1.29 0.70 2.25 0.99Solve problems using trigonometry relationships including sine, cosine, and tangent

1.29 0.69 2.81 1.13

Heart of Algebra (13) 2.68 0.77 2.97 0.71Represent contexts using a linear expression or equation in one variable

3.16 0.95 3.09 0.86

Represent contexts using a linear equation in two variables 2.82 1.07 2.90 0.92Represent contexts using a linear inequality in one or two variables 2.32 0.99 2.58 0.94Represent contexts using a system of linear equations 2.51 1.15 2.88 0.93Represent contexts using a system of linear inequalities 1.85 1.00 2.45 0.93Interpret variables, constants, and/or terms in a linear equation 3.36 0.81 3.46 0.72Evaluate a linear expressionc 3.21 0.90 3.33 0.80Solve a linear equation 3.37 0.89 3.45 0.77Solve a system of two linear equations 2.51 1.13 3.01 0.88Graph a linear equation 3.25 0.91 3.33 0.85Graph a linear inequalityd 2.38 1.01 2.81 0.98Graph a system of two linear equations 2.51 1.13 3.01 0.88Graph a system of two linear inequalities 1.75 0.95 2.54 1.01

Passport to Advanced Math (30) 1.95 0.66 2.81 0.67Understand numbers and number systems including radicals and exponents and their qualities

2.73 0.78 3.09 0.76

Understand numbers and number systems including logarithms and their propertiesc

1.41 0.76 2.41 1.06

Represent contexts using a quadratic equation in two variables 1.47 0.76 2.51 1.05Represent contexts using a polynomial expression in one variablec 1.66 0.89 2.45 1.01Represent contexts using a rational expression in one variablec 1.94 1.02 2.27 0.96Represent contexts using an exponential equation in two variables 1.51 0.76 2.31 1.00Interpret variables, constants, and/or terms in a quadratic equation 1.91 1.03 3.33 0.89Interpret variables, constants, and/or terms in an exponential equation 1.98 0.95 2.91 0.97Interpret variables, constants, and/or terms in a rational or a radical equation

1.97 0.95 2.67 0.95

Use properties of variables to add, subtract, and multiply polynomials 2.41 1.16 3.19 0.83Use properties of variables to divide polynomials 1.89 1.08 2.61 1.00Use properties of variables to factor polynomials 2.07 1.08 3.26 0.91




Mean SD Mean SDMath (65)a 2.31 0.67 2.62 0.72Passport to Advanced Math (30) 1.95 0.66 2.81 0.67

Evaluate a polynomial expressionc 2.26 1.07 3.15 0.89Evaluate a rational or radical expressionc 2.12 1.00 2.81 0.88Evaluate an exponential expressionc 2.30 0.94 2.85 0.94Solve a quadratic equation 1.88 1.06 3.34 0.87Solve a polynomial (degree three or higher) equation in one variablec 1.56 0.89 2.53 1.01Solve an exponential equation in one variablec 2.09 0.99 2.75 0.99Solve a logarithmic equation in one variablec 1.31 0.70 2.33 1.07 Solve a rational or radical equation in one variable 2.04 1.00 2.60 0.91Solve a system of one linear equation and one nonlinear equation 1.59 0.91 2.15 0.93Choose and produce equivalent forms of a quadratic or exponential equation

1.68 0.93 2.41 0.93

Isolate one variable in terms of other variables of an equation 2.87 1.02 3.10 0.85Graph a quadratic equation 1.72 0.88 3.13 0.98Graph a polynomial (degree three or higher) equation in one variable 1.39 0.70 2.40 1.04Graph an exponential equation in one variable 1.67 0.86 2.56 0.99Graph a logarithmic equation in one variablec 1.26 0.63 2.13 1.02Use and interpret function notation 2.31 0.99 2.93 0.93Solve problems using vectorsc 1.23 0.59 1.63 0.88Solve problems using matricesc 1.26 0.62 1.84 0.99

Problem Solving and Data Analysis (14) 2.51 0.58 2.21 0.65Understand numbers and number systems including absolute value of real numbersc

2.52 0.80 2.46 0.79

Understand numbers and number systems including elementary number theory (primes, prime factorization, divisibility, number of divisors, odd/even)c

2.75 0.94 2.30 0.86

Solve problems with rates, ratios, and percents 3.37 0.77 2.60 0.93Use units and unit analysis to solve problems 3.15 0.90 2.43 0.90Identify and distinguish linear and exponential growth 1.86 0.88 2.56 0.98Given a scatterplot, model statistical data with a linear function 2.57 1.09 2.48 1.01Given a scatterplot, model statistical data with a quadratic functionc 1.47 0.77 1.97 0.97Given a scatterplot, model statistical data with an exponential functionc 1.45 0.76 1.89 0.95Solve problems using measures of center including mean, median, and mode

2.77 0.93 2.18 0.96

Solve problems using measures of spread including range and standard deviationc

2.23 0.93 1.95 0.94

Solve problems using sample statistics and population parameters 2.00 0.94 1.78 0.90Solve problems using probability 2.42 0.99 2.09 0.91Understand the characteristics of well-designed studies, including the role of randomization in surveys and experiments

1.99 0.83 1.76 0.86

Read and interpret statistical graphs 2.43 0.82 1.99 0.88

a Number of skills composing the subscore categoryb Additional Topics in Math is not reported as a subscore.c “Non-SAT” skill/knowledge itemsd Graphing linear inequalities in one variable on a number line is a “non-SAT” mathematics skill, and graphing linear inequalities in two variables on the xy-plane is an SAT Math skill.



Appendix B.6Math Skill/Knowledge Items Rated Important by Postsecondary Mathematics Faculty (n=268) but Not Emphasized by Middle School (n=443) and/or High School (n=1,303) Mathematics Teachers




Skill/Knowledge Items Mean SD Mean SD Mean SDInterpret variables, constants, and/or terms in a quadratic equation 3.33 0.91 1.91 1.03 3.33 0.89Interpret variables, constants, and/or terms in an exponential equation 2.90 0.99 1.98 0.95 2.91 0.97Interpret variables, constants, and/or terms in a rational or radical equation 2.91 0.97 1.97 0.95 2.67 0.95Use properties of variables to add, subtract, and multiply polynomials 3.55 0.78 2.41 1.16 3.19 0.83Use properties of variables to divide polynomials 2.86 0.96 1.89 1.08 2.61 1.00Use properties of variables to factor polynomials 3.32 0.93 2.07 1.08 3.26 0.91Solve a quadratic equation 3.31 0.91 1.88 1.06 3.34 0.87Solve a rational or radical equation in one variable 2.79 0.95 2.04 1.00 2.60 0.91Graph a quadratic equation 3.22 0.98 1.72 0.88 3.13 0.98Graph a polynomial (degree three or higher) equation in one variable 2.50 0.99 1.39 0.70 2.40 1.04Graph an exponential equation in one variable 2.63 1.03 1.67 0.86 2.56 0.99Represent contexts using a linear inequality in one or two variables 2.82 0.95 2.32 0.99 2.58 0.94Represent contexts using a quadratic equation in two variables 2.56 1.02 1.47 0.76 2.51 1.05Use units and unit analysis to solve problems 3.20 0.88 3.15 0.90 2.43 0.90Choose and produce equivalent forms of a quadratic or exponential equation 2.66 0.94 1.68 0.93 2.41 0.93Use and interpret function notation 3.34 0.93 2.31 0.99 2.93 0.93Identify and distinguish linear and exponential growth 2.74 0.98 1.86 0.88 2.56 0.98Given a scatterplot, model statistical data with a linear function 2.65 1.12 2.57 1.09 2.48 1.01Solve problems using special right triangles 2.99 1.01 2.43 1.07 2.67 1.09Solve problems using theorems of triangle similarity and congruence 2.69 1.05 2.39 1.07 2.33 1.17Solve problems using circle theorems 2.52 1.01 1.69 0.90 2.11 1.10Solve problems using measures of center including mean, median, and mode 2.60 1.04 2.77 0.93 2.18 0.96Solve problems using trigonometry relationships including sine, cosine, and tangent

2.50 1.19 1.29 0.69 2.81 1.13

Math Skill/Knowledge Item Emphasized by High School Mathematics Teachers (n=1,303) but Not Rated Important by Postsecondary Mathematics Faculty (n=268) or Emphasized by Middle School Mathematics Teachers (n=443)




Skill/Knowledge Item Mean SD Mean SD Mean SDGraph a system of two linear inequalities 2.30 1.00 1.75 0.95 2.54 1.01


Appendix B.7Math Skill/Knowledge Items Not Important to Any Postsecondary Faculty Subgroup


Skill/Knowledge Items Mean SD Mean SD Mean SDSolve a system of one linear equation and one nonlinear equation 2.28 1.01 1.38 0.71 2.21 1.07Graph a system of two linear inequalities 2.30 1.00 1.38 0.70 2.02 1.02Represent contexts using a system of linear inequalities 2.39 0.92 1.41 0.74 2.09 1.02Represent contexts using an exponential equation in two variables 2.27 1.02 1.37 0.68 2.19 1.07Solve problems using complex numbers [e.g., (a + bi )] 2.16 0.99 1.38 0.71 1.86 0.97

Appendix B.8“Non-SAT” Mathematics Skill/Knowledge Items Mean Importance Ratings from All Postsecondary Faculty (n=1,436) and from Postsecondary Faculty in Mathematics (n=268), Social Science (n=652), and Science (n=516)


Mean SD Mean SD Mean SD Mean SDSkill/Knowledge Items 2.31 0.95 2.70 0.95 1.58 0.84 2.66 1.06Understand numbers and number systems including absolute value of real numbers

3.01 0.93 3.38 0.75 2.31 1.17 3.33 0.87

Understand numbers and number systems including logarithms and their properties

2.49 0.94 2.72 1.07 1.58 0.79 3.16 0.97

Understand numbers and number systems including elementary number theory (primes, prime factorization, divisibility, number of divisors, odd/even)

2.66 0.98 3.26 0.87 1.82 1.00 2.89 1.06

Evaluate a linear expression 2.95 0.91 3.71 0.61 1.88 1.11 3.27 1.00Evaluate a polynomial expression 2.61 0.91 3.45 0.76 1.57 0.87 2.80 1.11Evaluate a rational or radical expression 2.40 0.96 3.12 0.99 1.50 0.79 2.58 1.11Evaluate an exponential expression 2.52 0.95 3.04 0.98 1.54 0.83 2.98 1.05Solve a polynomial (degree three or higher) equation in one variable 2.06 0.90 2.48 0.96 1.42 0.72 2.29 1.03Solve an exponential equation in one variable 2.34 0.98 2.71 1.03 1.48 0.80 2.84 1.10Solve a logarithmic equation in one variable 2.25 0.96 2.52 1.06 1.40 0.70 2.82 1.11Graph a linear inequalitya 2.36 0.99 3.06 0.95 1.59 0.93 2.42 1.09Graph a logarithmic equation in one variable 2.16 0.97 2.44 1.04 1.39 0.71 2.66 1.16Represent contexts using a polynomial expression in one variable 2.19 0.95 2.90 1.04 1.39 0.70 2.29 1.11Represent contexts using a rational expression in one variable 2.14 0.95 2.72 1.04 1.38 0.70 2.32 1.12Given a scatterplot, model statistical data with a quadratic function 1.98 0.95 2.09 1.02 1.46 0.77 2.38 1.05Given a scatterplot, model statistical data with an exponential function 2.02 0.94 2.03 0.97 1.47 0.78 2.55 1.08Solve problems using logical reasoning and mathematical proofs 2.28 1.00 2.62 1.00 1.66 0.94 2.57 1.06Solve problems using measures of spread including range and standard deviation

2.35 1.06 2.24 1.05 2.02 1.10 2.79 1.02

Solve problems using vectors 1.81 0.91 1.73 0.90 1.36 0.68 2.35 1.15Solve problems using matrices 1.71 0.85 1.84 0.93 1.38 0.70 1.91 0.93



Appendix B.9“Non-SAT” Mathematics Skill/Knowledge Items Mean Emphasis Ratings from Middle School (n=443) and High School (n=1,303) Mathematics Teachers



Mean SD Mean SDSkill/Knowledge Items 1.91 0.86 2.40 0.95Understand numbers and number systems including absolute value of real numbers 2.52 0.80 2.46 0.79Understand numbers and number systems including logarithms and their properties 1.41 0.76 2.41 1.06Understand numbers and number systems including elementary number theory (primes, prime factorization, divisibility, number of divisors, odd/even)

2.75 0.94 2.30 0.86

Evaluate a linear expression 3.21 0.90 3.33 0.80Evaluate a polynomial expression 2.26 1.07 3.15 0.89Evaluate a rational or radical expression 2.12 1.00 2.81 0.88Evaluate an exponential expression 2.30 0.94 2.85 0.94Solve a polynomial (degree three or higher) equation in one variable 1.56 0.89 2.53 1.01Solve an exponential equation in one variable 2.09 0.99 2.75 0.99Solve a logarithmic equation in one variable 1.31 0.70 2.33 1.07Graph a linear inequalitya 2.38 1.01 2.81 0.98Graph a logarithmic equation in one variable 1.26 0.63 2.13 1.02Represent contexts using a polynomial expression in one variable 1.66 0.89 2.45 1.01Represent contexts using a rational expression in one variable 1.94 1.02 2.27 0.96Given a scatterplot, model statistical data with a quadratic function 1.47 0.77 1.97 0.97Given a scatterplot, model statistical data with an exponential function 1.45 0.76 1.89 0.95Solve problems using logical reasoning and mathematical proofs 1.88 0.95 2.23 1.03Solve problems using measures of spread including range and standard deviation 2.23 0.93 1.95 0.94Solve problems using vectors 1.23 0.59 1.63 0.88Solve problems using matrices 1.26 0.62 1.84 0.99



Appendix CParticipating Postsecondary InstitutionsAlamance Community CollegeAllegany College of MarylandAllegheny CollegeAmarillo CollegeAmerican River CollegeAnderson UniversityAngelina CollegeAngelo State UniversityAnne Arundel Community CollegeArkansas State University-Mountain

HomeAssumption CollegeAuburn UniversityAugsburg CollegeAustin Community CollegeAvila UniversityBacone CollegeBaldwin Wallace UniversityBarton CollegeBarton Community CollegeBay de Noc Community CollegeBecker CollegeBelmont UniversityBennett CollegeBethel UniversityBlack Hawk CollegeBlack River Technical CollegeBlackburn CollegeBlue Mountain Community CollegeBlue Ridge Community CollegeBoise State UniversityBoston CollegeBoston UniversityBowie State UniversityBrazosport CollegeBrescia UniversityBriar Cliff UniversityBucknell UniversityButler Community CollegeCalhoun Community CollegeCalifornia State University-Channel

IslandsCalifornia State University-FresnoCalifornia State University-Long

BeachCalifornia State University-Long

BeachCampbellsville UniversityCape Fear Community CollegeCardinal Stritch UniversityCatawba Valley Community CollegeCentral Arizona CollegeCentral CollegeCentral Community CollegeCentral Michigan UniversityCentral New Mexico Community

CollegeCentral Oregon Community CollegeCentral Texas CollegeCentre CollegeCentury CollegeCerritos CollegeChaffey CollegeChandler-Gilbert Community CollegeChapman UniversityChesapeake CollegeChestnut Hill CollegeChicago State UniversityChippewa Valley Technical College

Cisco CollegeClaflin UniversityClarion UniversityClark CollegeClarkson UniversityClatsop Community CollegeClinton Community CollegeCloud County Community CollegeClover Park Technical CollegeCollege at BrockportCollege of AlamedaCollege of CharlestonCollege of DuPageCollege of Mount Saint VincentCollege of Southern IdahoCollege of Southern MarylandCollege of Southern NevadaCollege of the CanyonsCollege of the OzarksCollege of the SequoiasColorado Northwestern Community

CollegeColumbia College ChicagoColumbia Gorge Community CollegeColumbia State Community CollegeColumbia UniversityColumbus State Community CollegeConcordia University-NebraskaConverse CollegeCornell CollegeCornell UniversityCossatot Community CollegeCowley CollegeCuyahoga community collegeDaemen CollegeDalton State CollegeDanville Area Community CollegeDarton State CollegeDavidson CollegeDavis & Elkins CollegeDePauw UniversityDiablo Valley CollegeDickinson State UniversityDoane CollegeDrury UniversityEast Central CollegeEastern Arizona CollegeEastern Illinois UniversityEastfield CollegeEl Paso Community CollegeElizabeth City State UniversityEmbry-Riddle Aeronautical

UniversityEmmanuel CollegeEmporia State UniversityEnterprise State Community CollegeEverett Community CollegeFairfield UniversityFairmont State UniversityFinlandia UniversityFlorida State UniversityFordham UniversityFort Scott Community CollegeFrancis Marion UniversityFullerton CollegeGalveston CollegeGarrett CollegeGavilan College

Genesee Community CollegeGeorge Washington UniversityGeorgia Perimeter CollegeGeorgia State UniversityGlendale Community CollegeGonzaga UniversityGood Samaritan College of Nursing

and Health ScienceGordon State CollegeGreen Mountain CollegeGreen River CollegeGuilford CollegeGuilford Technical Community

CollegeGustavus Adolphus CollegeHamilton CollegeHarding UniversityHarris-Stowe State UniversityHartnell CollegeHartwick CollegeHeidelberg UniversityHenderson Community CollegeHesston CollegeHill CollegeHinds Community CollegeHiram CollegeHolyoke Community CollegeHorry-Georgetown Tech CollegeHousatonic Community CollegeHouston Baptist UniversityHouston Community CollegeHoward Community CollegeHudson Valley Community CollegeHumboldt State UniversityIdaho State UniversityIllinois State UniversityImperial Valley CollegeIndian River State CollegeIndiana State UniversityIndiana University SoutheastInver Hills Community CollegeIowa Lakes Community CollegeIsothermal Community CollegeIvy Tech Community College of

IndianaJacksonville State UniversityJacksonville UniversityJames Sprunt Community CollegeJamestown Community CollegeJefferson CollegeJohn Tyler Community CollegeJohnson State CollegeJuniata CollegeKansas State UniversityKent State UniversityKent State University-Stark CampusKent State University-TrumbullKentucky State UniversityKenyon CollegeKilgore CollegeKing UniversityLa Roche CollegeLake Erie CollegeLamar UniversityLane Community CollegeLaSalle UniversityLee CollegeLehigh Carbon Community College

Lenoir-Rhyne UniversityLewis and Clark CollegeLincoln Land Community CollegeLincoln Memorial UniversityLinfield CollegeLivingstone CollegeLorain County Community CollegeLord Fairfax Community CollegeLos Angeles Mission CollegeLos Angeles Pierce CollegeLos Angeles Valley CollegeLos Medanos CollegeLouisiana State UniversityLouisiana Tech UniversityLourdes UniversityLubbock Christian UniversityMadera Community College CenterMadison Area Technical CollegeMadison Technical CollegeMars Hill UniversityMartin Community CollegeMartin Luther CollegeMary Baldwin CollegeMaryville UniversityMarywood UniversityMassachusetts Institute of

TechnologyMcDaniel CollegeMcMurry UniversityMcNeese State UniversityMercyhurst UniversityMeredith CollegeMeridian Community CollegeMesabi Range CollegeMetropolitan Community CollegeMetropolitan State University of

DenverMiami UniversityMiami University (Ohio)Middle Tennessee State UniversityMilwaukee School of EngineeringMinnesota West Community and

Technical CollegeMiraCosta CollegeMissouri State UniversityMissouri State University-West

PlainsMissouri Valley CollegeMissouri Western State UniversityMitchell Community CollegeMitchell Technical InstituteMonmouth CollegeMontana State University-BillingsMontgomery County Community

CollegeMott CollegeMott Community CollegeMount Saint Mary CollegeMountain View CollegeMuskegon Community CollegeNash Community CollegeNashville State Community CollegeNeosho County Community CollegeNew College of FloridaNewman UniversityNiagara UniversityNormandale Community CollegeNorth Carolina A&T State UniversityNorth Carolina State University


North Country Community CollegeNorthampton community CollegeNortheastern Junior CollegeNortheastern UniversityNorthern Essex Community CollegeNorthern Kentucky UniversityNorthland Pioneer CollegeNorthwest Vista CollegeNorwalk Community CollegeOakland City UniversityOakland UniversityOakwood UniversityOccidental CollegeOcean County CollegeOglethorpe UniversityOhio UniversityOklahoma City UniversityOlivet CollegeOlivet Nazarene UniversityOrange Coast CollegeOregon State UniversityOtterbein UniversityOur Lady of the Lake UniversityPennsylvania State University-Erie,

The Behrend CollegePennsylvania State University-

HarrisburgPennsylvania State University-

HazletonPennsylvania State University-Lehigh

ValleyPennsylvania State University-Main

CampusPfeiffer UniversityPhillips Community College of the

University of ArkansasPiedmont Virginia Community

CollegePierce CollegePima Community CollegePolk State CollegePorterville CollegePotomac State CollegePotomac State College of West

Virginia UniversityPrince George’s Community CollegePueblo Community CollegeQueensborough Community College

of City University of New YorkQuincy CollegeRandolph-Macon CollegeRanger CollegeRaritan Valley Community CollegeReed CollegeRegis UniversityRhode Island CollegeRichard Bland CollegeRichland CollegeRichmond Community CollegeRio Hondo CollegeRipon CollegeRipon CollegeRivier UniversityRochester CollegeRochester Institute TechnologyRockland Community College

Rose State CollegeSacramento City CollegeSaddleback CollegeSaint Anselm CollegeSaint Joseph’s CollegeSaint Leo UniversitySaint Louis UniversitySaint Mary’s CollegeSaint Mary’s College of CaliforniaSaint Mary’s College, Notre DameSalem CollegeSalem State UniversitySalt Lake Community CollegeSanta Monica CollegeSan Antonio CollegeSan Jacinto College-CentralSan Jose State UniversitySanta Fe CollegeSavannah State UniversitySewanee: The University of the

SouthShenandoah UniversityShepherd UniversityShimer CollegeSierra CollegeSimmons CollegeSimpson UniversitySinclair Community CollegeSlippery Rock UniversitySouth Plains CollegeSouth Suburban CollegeSouthern Arkansas UniversitySouthern Methodist UniversitySouthern Nazarene UniversitySouthern University at New OrleansSouthern University at ShreveportSouthern Vermont CollegeSouthern Virginia UniversitySouthern West Virginia Community &

Technical CollegeSouthwest Minnesota State

UniversitySouthwestern CollegeSouthwestern Community CollegeSouthwestern Michigan CollegeSouthwestern Oklahoma State

UniversitySouthwestern UniversitySpartanburg Community CollegeSt Charles Community CollegeSt Philips CollegeSt. Ambrose UniversitySt. Andrews UniversitySt. Charles Community CollegeSt. Cloud State UniversitySt. Lawrence UniversitySt. Mary’s College of CaliforniaSt. Philip’s CollegeState University of New York-BroomeState University of New York-

FredoniaState University of New York-

Polytechnic InstituteState University of New York-

Potsdam

State University of New York-The College at Brockport

Stephen F. Austin State UniversityStrayer UniversitySuffolk County Community CollegeSuffolk UniversitySussex County Community CollegeTacoma Community CollegeTarrant County College, South

CampusTemple CollegeTemple UniversityTexarkana CollegeTexas A&M University-CommerceTexas A&M University-Corpus ChristiTexas A&M University-KingsvilleTexas Christian UniversityTexas State Technical CollegeTexas State Technical College-

HarlingenTexas State UniversityTexas Wesleyan UniversityThaddeus Stevens College of

TechnologyThe College of St. ScholasticaUniversity of New HampshireTowson UniversityTrident Technical CollegeTrine UniversityTriton CollegeTroy UniversityTulane UniversityTulsa Community CollegeTunxis Community CollegeUniversity of Alabama-BirminghamUniversity of Alaska SoutheastUniversity of ArkansasUniversity of Arkansas at Little RockUniversity of Arkansas at Pine BluffUniversity of Arkansas Community

College at HopeUniversity of Arkansas-Fort SmithUniversity of California-RiversideUniversity of California-Santa CruzUniversity of Central FloridaUniversity of Central MissouriUniversity of GeorgiaUniversity of HawaiiUniversity of IllinoisUniversity of Illinois at ChicagoUniversity of IndianapolisUniversity of KentuckyUniversity of MaineUniversity of Maine at Fort KentUniversity of MaryUniversity of Mary WashingtonUniversity of Massachusetts LowellUniversity of MiamiUniversity of Michigan-DearbornUniversity of NebraskaUniversity of New HampshireUniversity of New MexicoUniversity of New Mexico-GallupUniversity of New Mexico-Los

Alamos

University of New OrleansUniversity of North AlabamaUniversity of North Carolina at

PembrokeUniversity of North Carolina at

WilmingtonUniversity of Northern IowaUniversity of Notre DameUniversity of PikevilleUniversity of RichmondUniversity of Saint FrancisUniversity of South Carolina-

SalkehatchieUniversity of South FloridaUniversity of South Florida-St.

PetersburgUniversity of St. FrancisUniversity of TennesseeUniversity of Tennessee at

ChattanoogaUniversity of the Incarnate WordUniversity of the OzarksUniversity of UtahUniversity of VirginiaUniversity of Wisconsin-Eau ClaireUniversity of Wisconsin-SuperiorUniversity of WyomingValley City State UniversityVance-Granville Community CollegeVanderbilt UniversityVictoria CollegeVirginia Polytechnic InstituteVirginia Union UniversityVirginia Western Community CollegeWabash Valley CollegeWashington UniversityWashtenaw Community CollegeWaubonsee Community CollegeWayne Community CollegeWenatchee Valley CollegeWest Shore Community CollegeWest Valley CollegeWest Virginia UniversityWestern Illinois UniversityWestern Kentucky UniversityWestern Michigan UniversityWestern Piedmont Community

CollegeWestern Illinois University

Department of PhysicsWestfield State UniversityWharton County Junior CollegeWheaton CollegeWheeling Jesuit UniversityWichita State UniversityWilliam Rainey Harper Community

CollegeWilliam Woods UniversityWilliams College at Williams-MysticWilson CollegeYork College of PennsylvaniaYork County Community College


Appendix DParticipating Middle Schools and High SchoolsCalvary Christian AcademyCentral High SchoolChannel Islands High SchoolChartiers Valley High SchoolChicago Math And Science AcademyCimarron Middle SchoolEast Brunswick High SchoolEast High SchoolEastside High SchoolFarmington High SchoolGlenn Hills High SchoolGreat Mills High SchoolHamilton High SchoolHigh Point Christian AcademyHillcrest High SchoolHowell High SchoolKimball Middle SchoolLa Quinta High SchoolLake Region High SchoolNewton High SchoolNorthwest Christian High SchoolOkemos High SchoolRipon High SchoolShepherd Hill Regional High SchoolTaconic High SchoolTroy High SchoolUrbana High School21St Century Cyber Charter School29 Palms High School71St High SchoolA&M Consolidated High SchoolA&M Consolidated Middle SchoolA. C. Reynolds High SchoolA.C. Stelle Middle SchoolA.L. Brown High SchoolA.P. Leto High SchoolAbbeville High SchoolAberdeen High SchoolAbilene Wylie Junior HighAc Reynolds High SchoolAc Reynolds Middle SchoolAcademy For Environmental

LeadershipAcademy For SuccessAcademy For Young WritersAcademy Of Careers & TechnologyAcademy Of Holy AngelsAcademy Of Our Lady Of Mercy

Lauralton HallAcademy Of The Pacific RimAcademy Of The Sacred HeartACCE High SchoolAce AcademyAce Classical AcademyAcea Of Midland, MiAchieve AcademyAdams High SchoolAddison Community SchoolsAdirondackAdlai E. Stevenson High SchoolAdmiral Farragut AcademyAdolescent Parenting ProgramAdolfo Camarillo High SchoolAdrian High SchoolAdvanced Math And Science

AcademyAdvantage AcademyAffton High School

Agawam High SchoolAgoura High SchoolAHST High SchoolAir Academy High SchoolAirport High SchoolAkron Early College High SchoolAlanson Public SchoolsAlba-Golden High SchoolAlbemarle High SchoolAlbert Powell High SchoolAlcovy HighAldine High SchoolAldine Nimitz HighAledo High SchoolAlexander Central High SchoolAlexander W. Dreyfoos School Of

The ArtsAlexandria CentralAlfred Bonnabel Magnet Academy

High School ConnectAlgonquin Regional High SchoolAl-Hadi School Of Accelerative

LearningAlhambra High SchoolAlice Robertson Junior HighAlief Elsik High SchoolAlisal HighschoolAliso Niguel High SchoolAll Saints Catholic SchoolAll Saints Day SchoolAll Saints Episcopal SchoolAllegany High SchoolAlleluia Community SchoolAllen AcademyAllen D. Nease High SchoolAllen High SchoolAllentown High SchoolAlliance Marc And Eva Stern Math

And Science SchoolAlma D’Arte Charter High SchoolAlma D’Arte ChsAlma High SchoolAlpha Omega AcademyAlpharetta HsAlta High SchoolAlta MesaAltona Middle SchoolAltoona Area Junior High SchoolAlvord High SchoolAmador Valley High SchoolAmarilo High SchoolAmboy High SchoolAmelia County High SchoolAmerican Heritage School Of Boca/

DelrayAmerican Youth AcademyAmericas High SchoolAmesbury High SchoolAmherst Central High SchoolAmherst HsAmistad High SchoolAmos Alonzo StaggAmos P. Godby High SchoolAmsterdam High SchoolAnacortes High SchoolAnaly High SchoolAnamosa High SchoolAnamosa Middle SchoolAndalusia High School

Anderson High SchoolAndover High SchoolAndrew Jackson Middle SchoolAndrews High SchoolAndrews MsAnn Arbor HuronAnn Arbor Public SchoolsAnn Mullen Middle SchoolAnn Sobrato High SchoolAnnandale High SchoolAnnapolis Area Christian SchoolAnnapolis High SchoolAnnunciation Catholic SchoolAnoka High SchoolAnson HsAntelope High SchoolAntioch Community High SchoolAntioch High SchoolAntonian College PreparatoryAnza Trail SchoolApache High SchoolApache Junction High SchoolApollo High SchoolApple Valley HsAppleton West High SchoolAppling County High SchoolAppomattox Regional Governor’S

School For The ArtsAptos High SchoolAquinas High SchoolArab Junior HighAragon High SchoolArapahoe High SchoolArbor View High SchoolArcadia High SchoolArchbishop HobanArchbishop John Carroll High SchoolArchbishop Spalding HsArchbishop Thomas J. Murphy High

SchoolArchbishop Wood High SchoolArcher High SchoolArdsley High SchoolArellanes Junior HighArgos High SchoolArgyle HsArizona Preparatory AcademyArkansas Arts AcademyArleta High SchoolArlington HsArmwood High SchoolArmy And Navy AcademyArrowhead Christian AcademyArrowhead Union High SchoolArroyo Grande High SchoolArroyo Seco Junior HighArroyo Valley High SchoolArtesia Junior High SchoolArthur P. Schalick H.S.Arts And Technology High SchoolArvada High SchoolArvada West High SchoolAscencion Solorsano Middle SchoolAsh GroveAshbrook High SchoolAshdown High SchoolAsheboro High SchoolAsheville High School

Asheville Middle SchoolAshland (Mass.) High SchoolAshland Greenwood Senior HighAshland High SchoolAshley Community High SchoolAshley High SchoolAshtabula County Technical And

Career CampusAssabet Valley Regional Vocational

Technical- 0801Assumption High SchoolAstoria High SchoolAthens Christian SchoolAthens High SchoolAthertonAtholton HighAtkinson County High SchoolAtlantic City High SchoolAtlee High School, Hanover County

Public SchoolsAttleboro High SchoolAtwater High SchoolAuburn High SchoolAuburn Riverside High SchoolAuburndaleAugusta Christian SchoolsAugusta High SchoolAurora High SchoolAurora Middle SchoolAustin High SchoolAverill Park High SchoolAvery High SchoolAvery Trace Middle SchoolAvon Grove High SchoolAvon High SchoolAvon Middle SchoolAvoyelles HighAxl AcademyB.M.C. Durfee H.S.Baker High SchoolBaker Prairie Middle SchoolBaker SchoolBald Eagle AreaBaldwin High SchoolBaldwin Middle SchoolBaldwin Park High SchoolBaldwinsville Central SchoolsBall HighBall High SchoolBallard High SchoolBallard R-Ii SchoolBallston Spa High SchoolBancroft-RosalieBandera High SchoolBangor High SchoolBanks High SchoolBanner Christian SchoolBarbara GolemanBarbers Hill High SchoolBarboursville Middle SchoolBarker Central SchoolBarker Junior/Senior High SchoolBarnesville High SchoolBarnsdall Junior High SchoolBarrington High SchoolBarron Collier High SchoolBarrow High SchoolBarry Goldwater High School


Barstow HighBartlett High SchoolBartlett Middle SchoolBasics And Beyond Alternative High

SchoolBasis PeoriaBasis PhoenixBasis ScottsdaleBassick High SchoolBastrop High SchoolBatavia High SchoolBatesville School DistrictBath High SchoolBaton Rouge Magnet High SchoolBattle Creek Area Mathematics And

Science CenterBattle Ground High SchoolBattle Mountain High SchoolBay City Junior HighBay High SchoolBayfield High SchoolBayport-Blue Point HsBayside High SchoolBeadle Middle SchoolBear Branch Junior HighBear Creek High SchoolBear Lake SchoolsBearden High SchoolBeckman Catholic High SchoolBedford High SchoolBedford Middle SchoolBedford North LawrenceBeech High SchoolBeechwood HsBeekmantown Central SchoolBegich Middle SchoolBelen Jesuit Preparatory SchoolBella Vista MiddleBelle Chasse High SchoolBelleview High SchoolBelleville East High SchoolBelleville High SchoolBelleville Mennonite SchoolBelleville Township High School EastBellevue East (Nebraska) High

SchoolBellevue High SchoolBellevue West High SchoolBellflower High SchoolBellingham High SchoolBellows Free Academy St. AlbansBellport High SchoolBelmont High SchoolBelmont Hill SchoolBeloit Memorial High SchoolBelton High SchoolBelton New TechBelton New Tech High SchoolBen Eielson Senior HighBen LomondBenedictine AcademyBenedictine High SchoolBenicia High SchoolBenilde-St. Margaret’S SchoolBenjamin Banneker Academic High

SchoolBennett’S Mill MiddleBensalem High SchoolBentonville High SchoolBentworth High SchoolBergman High SchoolBerkeley High

Berkeley High SchoolBerkley High SchoolBerknerBerlin High SchoolBernardo Heights Middle SchoolBerwick Junior High SchoolBethany Christian High SchoolBethel High SchoolBethel Middle SchoolBettendorf High SchoolBexley High SchoolBeyer High SchoolBible BaptistBicentennial Union High School

District #76Big Piney High SchoolBig Rapids High SchoolBig Sandy High SchoolBig Spring High SchoolBigelow High SchoolBillings Central Catholic High SchoolBillings Public SchoolBillings R-Iv School DistrictBillings Senior HighBillings Senior High SchoolBillings SkyviewBilly Ryan High SchoolBingham High SchoolBio-Med Academy/MghsBishop Blanchet High SchoolBishop Brady High SchoolBishop Carroll C H SBishop Chatard High SchoolBishop Diego High SchoolBishop DwengerBishop Dwenger High SchoolBishop England High SchoolBishop Guertin High SchoolBishop HartleyBishop Ireton High SchoolBishop Kearney High SchoolBishop Kelley High SchoolBishop Leblond High SchoolBishop Luers High SchoolBishop Mcnamara Catholic High

SchoolBishop Miege High SchoolBishop O’Dowd High SchoolBishop ReadyBishop Sullivan Catholic H.S.Bixby High SchoolBixby Middle SchoolBlack River Public SchoolBlack Water Middle SchoolBlackhawk Middle SchoolBlackman High SchoolBlacksburg High SchoolBlackwell (Texas) C.I.S.D.Blackwell High SchoolBlair High SchoolBlair SchoolBlake High SchoolBlake School - Mpls MnBland County High SchoolBlaschke Sheldon ElementaryBlasingameBlessed Sacrament Huguenot

Catholic SchoolBlessed Trinity Catholic High SchoolBleyl Middle SchoolBlind Brook High SchoolBlissfield High School

Bloom TrailBloomfield High SchoolBloomfield Jr./Sr. High SchoolBloomingdale High SchoolBloomington High SchoolBloomington High School NorthBloomington JeffersonBlountstown High SchoolBlue Hills Regional TechBlue Ridge High SchoolBlue Springs South High SchoolBlue Valley High SchoolBluesky Online SchoolBluffton High SchoolBlythewood High SchoolBoca Raton Christian High SchoolBoca Raton Community High SchoolBogan High SchoolBohemia Manor High SchoolBoiling Springs Middle SchoolBolivar-Richburg High SchoolBolton High SchoolBonaire Middle SchoolBonduel School DistrictBonners FerryBonners Ferry High SchoolBonneville High SchoolBonney Lake High SchoolBonnie Branch Middle School,

Howard CountyBonny Eagle High SchoolBooker Middle SchoolBoone County High SchoolBoone-Apache High SchoolBooneville High SchoolBoonsboro MiddleBoothbay Regin High SchoolBorah High SchoolBordentown Regional High SchoolBossier SchoolsBostrom High SchoolBoulder High SchoolBoulder Preparatory High SchoolBountiful Junior HighBowdle SchoolBowling Green High SchoolBowling Green Junior HighBowling Green SchoolBox Elder High SchoolBoy Ranch School DistrictBoyd Buchanan High SchoolBoyertown Area High SchoolBoyne Falls Public SchoolBoynton Beach ChsBoynton Beach Community High

SchoolBozeman High SchoolBradley Bourbonnais Community

High SchoolBranford High SchoolBranham High SchoolBranson High SchoolBrasher Falls CentralBrattleboro Union High SchoolBrawley Middle SchoolBrazos High SchoolBrazoswood High SchoolBrea Olinda High SchoolBreck SchoolBreckenridge High SchoolBreckinridge County Hs

Brecksville-Broadview Heights High School

Bremen High SchoolBrenham High SchoolBrenkwitz High SchoolBrennan High SchoolBrentwood AcademyBrentwood High SchoolBrethren High SchoolBrewbaker Middle SchoolBrewer High SchoolBrewster High SchoolBrewster Middle SchoolBriar Woods High SchoolBriarcrest Christian SchoolBridge City High SchoolBridgeport High SchoolBridgewater-Raynham Regional High

SchoolBrighton High SchoolBrimm Medical Arts High SchoolBrinkley High SchoolBriscoe Middle SchoolBristow Middle SchoolBrittonkill Central SchoolBroad Creek Middle SchoolBroad Run High SchoolBroadmoor HsBroadview Middle SchoolBroadwater High SchoolBrockbank Junior HighBrockport Central SchoolsBrockway AreaBronx Hs Of ScienceBronx International High SchoolBrookfield Central High SchoolBrookfield EastBrookfield R-Iii High SchoolBrookings Harbor High SchoolBrookland High SchoolBrookline High SchoolBrooklyn Prospect Charter SchoolBrooklyn Technical High SchoolBrooks Debartolo Collegiate High

SchoolBrooks High SchoolBrookstone SchoolBrophy College PreparatoryBrother Martin High SchoolBrother Rice High SchoolBrownell Middle SchoolBrownsburgBrownsburg High SchoolBrownstown CentralBrownsville Area High SchoolBrunswick High SchoolBrunswick SchoolBrush High SchoolBruton High SchoolBryan DaepBryan High SchoolBryant High SchoolBuchholz High SchoolBuckhorn High SchoolBuckhorn Middle SchoolBucks County Technical High SchoolBuffalo Grove High SchoolBuford High SchoolBulkeley High SchoolBullard Havens Technical High

SchoolBullis School


Buncombe County SchoolsBunkie High SchoolBunn HighBunn Middle SchoolBunnell HsBurbank High SchoolBurgaw Middle SchoolBurkburnett IsdBurleson Centennial High SchoolBurleson High SchoolBurley High SchoolBurlington City High SchoolBurlington High SchoolBurlington Township High SchoolBurnett Junior HighBurns High SchoolBurns Middle SchoolBurnsville High SchoolBurton Pathways Charter HsBurton TechBusiness Management And Finance

High SchoolButler High SchoolButler Public SchoolsByram Hills HsByron Nelso High SchoolByron Nelson High SchoolByron-Bergen HsC.A. Jacobs Middle SchoolC.E. Ellison High SchoolC.W. DavisCabot HighCabot High SchoolCabot Junior High SouthCabrillo High SchoolCabrillo High School (Long Beach)Cabrini High SchoolCaddo Hills High SchoolCaddo Mills HsCairo High SchoolCalabasas High SxhoolCaldwell High SchoolCalexico High SchoolCalhoun Community High SchoolCalhoun High SchoolCalifornia Academy Of Math And

ScienceCalistoga Jr/Sr High SchoolCallaway High SchoolCallaway Middle SchoolCallisburg High SchoolCallisburg ISDCalvary Chapel High SchoolCalvert HighCalvert IsdCamas Valley Community Charter

SchoolCamden County High SchoolCamden Fairview High SchoolCamden High SchoolCamden Hills Regional High SchoolCamden Rockport Middle SchoolCamdenton High SchoolCamdenton R-3Camino Real Middle SchoolCamp Hill High SchoolCampbell Hall SchoolCampolindo High SchoolCampus High SchoolCams SouthCanadaiguaCanadian Valley Technology Center

Canby High SchoolCannelton High SchoolCanterbury School Fort MyersCanterbury School Of FloridaCanton Jr.-Sr. HsCanyon Crest AcademyCanyon Del Oro High SchoolCanyon High SchoolCanyon Lake HsCanyon Springs High SchoolCanyon Valley High SchoolCanyon View Junior HighCanyon View Middle SchoolCape Coral HighCape Fear AcademyCape Fear HighCape Henry CollegiateCape May County Technical High

SchoolCapistrano Valley High SchoolCapital Christian High SchoolCapital City PcsCapital High SchoolCaprock High SchoolCarbon Career And Technical

InstituteCardinal MooneyCardinal Newman High SchoolCarey High SchoolCario MiddleCarl Sandburg High SchoolCarl Wunsche Sr. High SchoolCarle Place High SchoolCarlisle SchoolCarlmont High SchoolCarlsbad High SchoolCarlyle High SchoolCarmel Christian SchoolCarmel High SchoolCarnahan HsofCaro High SchoolCarolina Day SchoolCarpinteria Middle SchoolCarrabassett Valley AcademyCarroll County High SchoolCarroll County Public SchoolsCarroll High SchoolCarroll High School (Nacs)Carroll Junior High SchoolCarteret High SchoolCarterville High SchoolCarthage Central SchoolCarthage High SchoolCarver HsCarver Middle High SchoolCarvers Bay High SchoolCary AcademyCary High SchoolCary-GroveCasa Grande High SchoolCasa Roble High SchoolCascade High SchoolCascia Hall A Preparatory SchoolCashmere High SchoolCassia High SchoolCastilleja SchoolCastle High SchoolCastle Park High SchoolCastle Rock Middle SchoolCastleberry High SchoolCatalina Foothills High SchoolCathedral City High School

Cathedral High SchoolCatherine Shea KreulCaver College And Career AcademyCcctcCchsCedar Bayou Jr. High SchoolCedar Creek High SchoolCedar Creek Intermediate SchoolCedar Grove Christian AcademyCedar Grove-BelgiumCedar HeightsCedar Hill Collegiate High SchoolCedar Hill HsCedar Hill Ninth Grade CenterCedar Park High SchoolCedar Ridge High SchoolCedar Shoals High SchoolCedarburg High SchoolCedartown HighCedartown High SchoolCelebration High SchoolCentaurusCentennial High SchoolCentennial Middle SchoolCentennial Public SchoolCenter High SchoolCentervilleCenterville High School-TrinityCentral Bucks High School - EastCentral Bucks Hs SouthCentral Catholic H.S.Central Catholic High SchoolCentral Christian High SchoolCentral Dauphin East MiddleCentral Dauphin High SchoolCentral Decatur High SchoolCentral Educational CenterCentral Falls School High SchoolCentral Gwinnett High SchoolCentral High School Central High School Of McminnCentral Jr. HighCentral Junior HighCentral Middle SchoolCentral Noble High SchoolCentral Regional High SchoolCentral Valley Christian High SchoolCentral Valley Christian SchoolCentral Valley High SchoolCentralia High SchoolCentury Jr HighCeres High SchoolCesar Chavez AcademyCesar Chavez Public Charter SchoolCesar Chavez Public Charter

Schools For Public PolCesar E. Chavez Academy High

SchoolCghsChadwickChaffin Jr. HighChallenge Early CollegeChallenge Early College High SchoolChallenger K8 School Of Science

And MathematicsChamplain Valley Union High SchoolChamplin Park High SchoolChamps Chapter High SchoolChandler SchoolChaparral HsChaparral Star AcademyChapel Field Hs

Chapel Hill High SchoolChapman High SchoolChappaquaChariho Regional School DistrictChariton High School Chariton IowaCharles D. Owen Middle SchoolCharles E. Shea Senior High SchoolCharles Page High SchoolCharles S Rushe Middle SchoolCharles S. Rushe Middle SchoolCharleston County Adult EducationCharleston School DistrictCharlotte Catholic High SchoolCharlotte Christian SchoolCharlotte Country Day SchoolCharlton County High SchoolCharter School Of Morgan HillChase High SchoolChastain MiddleChatham High SchoolChattahoochee High SchoolChattooga High SchoolChavez High SchoolChehalem Valley Middle SchoolChelmsford High SchoolChelsea High SchoolCheltenham High SchoolChenango Valley High SchoolChequamegon High SchoolCheraw High SchoolChesapeake AcademyChesterton High SchoolChestnut Ridge High SchoolCheyenne Central High SchoolChiawana HsChickasaw MiddleChickasha High SchoolChilton High SchoolChino High SchoolChippewa Valley High SchoolChoctaw High SchoolChoctaw Middle SchoolChopinChoudrant High SchoolChrist Church Episcopal SchoolChristian Academy Of San AntonioChristian Brothers AcademyChristian Brothers High SchoolChristian Central AcademyChristian Home And Bible SchoolChristiana High SchoolChristiana Middle SchoolChristianfaithschool.ComChristopher Dock Mennonite HighChurch Point High SchoolChurchill County High SchoolChurchland High SchoolChute Middle SchoolCibola High SchoolCincinnati ChristianCinnaminson Middle SchoolCitrus High SchoolCitrus High School (Fl)Citrus Park Christian SchoolCity Of St. Charles School DistrictCity On A Hill Charter School Circuit

StreetClaremont Middle SchoolClarence High SchoolClarion-Limestone Junior/Senior

High SchoolClark Advanced Learning Center


Clark Montessori SchoolClarke PrepClarkston High SchoolClarkstown High School NorthClarkstown SouthClarksville High SchoolClarksville School DistrictClarkton School Of DiscoveryClay High SchoolClay-Chalkvillw HighClaymontClayton High SchoolClear Creek Middle SchoolClear Falls High SchoolClear Lake High SchoolClearfield Jr/Sr High SchoolClearwater Central Catholic High

SchoolClements Middle SchoolCleveland Heights HighCleveland High SchoolCliffside Park High SchoolClimax-Shelly SchoolClinton Middle SchoolClintonville High SchoolClopton High SchoolCloudcroft Municipal SchoolsClover Hill High SchoolClover Park High SchoolCloverdale High SchoolClovis East High SchoolClovis High SchoolClovis West High SchoolClyde A. Erwin High SchoolCoachella Valley High SchoolCoahoma High SchoolCoahulla Creek High SchoolCoal Ridge Middle SchoolCoastal Christian PreparatoryCocalico High SchoolCochrane Fountain City High SchoolCoconut Creek HsCoffee County Central HighCoffee High SchoolCoffee Middle SchoolCoffeeville HighCold Springs HighColfax High SchoolCollege Station High SchoolCollege Station Middle SchoolCollege View Middle SchoolCollegedale AcademyCollegiate High School At College Of

The MainlandColleton County High SchoolCollins Hill High SchoolCollinsville High SchoolColonial Heights High SchoolColonial Heights Middle SchoolColonial High SchoolColonial Hills ChristianColonial HsColonial Middle SchoolColony High SchoolColquitt County High SchoolColton High SchoolColton-Pierrepont CsdColumbia City High SchoolColumbia Falls HighColumbia High SchoolColumbia River High SchoolColumbus Alternative High School

Columbus City SchoolsColumbus Grove High SchoolColumbus High SchoolColumbus HsColumbus Middle SchoolColumbus North High SchoolColusa High SchoolCombs High SchoolCommack High SchoolCommack Middle SchoolCommerce High SchoolCommerce Middle SchoolCommon Ground High SchoolCommunications High SchoolCommunity Academy Of PhiladelphiaCommunity Academy Of Philadelphia

Charter SchoolCommunity High SchoolCommunity Hs D94Community School Of NaplesConant High SchoolConcord Community High SchoolConcord High SchoolConcordia Luthreran SchoolConemaugh Township Middle/High

SchoolConifer High SchoolConnection High SchoolConnellsville Area Senior HighConnetquot High SchoolConrad WeiserConroe High SchoolConroe High School, Lone Star

CollegeConsevatory Of Vocal And

Instrumental Arts (Cova)Convent Of The Sacred HeartConway Junior High SchoolCook High SchoolCoolidge High SchoolCoopertown Middle SchoolCoosa High SchoolCopeland Middle SchoolCopper Canyon High SchoolCopper Hills High SchoolCoral Gables Senior High SchoolCoral Glades HighCoral Glades High SchoolCoral Shores High SchoolCorcoran High SchoolCordovaCorinth High SchoolCorinth Holders High SchoolCorning High SchoolCoronado High SchoolCorrigan-Camden High SchoolCorydon Central High SchoolCosby High SchoolCoshocton High SchoolCosumnes Oaks High SchoolCottonwood Middle SchoolCotulla High SchoolCoudersport Jr/Sr High SchoolCouncil HighCouncil Rock Hs SouthCountry Day School Of The Sacred

HeartCountryside AcademyCountryside High SchoolCounty Prep High SchoolCourtland High SchoolCoventry High School

Coweta Public SchoolsCox Mill High SchoolCraig High SchoolCranbrook KingswoodCranbrook Kingswood SchoolCrandall High SchoolCranston High School EastCranston High School WestCrawford County School

CorporationCreekland Middle SchoolCreighton Preparatory SchoolCrescent SchoolCresskill High SchoolCrest High SchoolCrestdale MiddleCrested Butte Community SchoolCresthillCrestwood High SchoolCreswell Middle SchoolCrete Monee High SchoolCrisfield High SchoolCrispus Attuck H.S.Cristo Rey BostonCristo Rey Boston High SchoolCristo Rey Jesuit College

Preparatory High SchoolCristo Rey Jesuit High SchoolCroatan High SchoolCrockett Middle SchoolCrooms Academy Of Information

TechnologyCrosby High SchoolCross Creek Early CollegeCrossroadsCrossroads College Preparatory

SchoolCroswell-Lexington HsCrothersville Jr.-Sr. High SchoolCrow Middle/High SchoolCrystal Lake Central High SchoolCrystal River High SchoolCs Brown High SchoolCs211Cudahy High SchoolCullman HighCulpeper County High SchoolCulpeper High SchoolCulver City High SchoolCulver City Middle SchoolCulver High SchoolCumberland High SchoolCumby H.S.Currituck County High SchoolCurry High SchoolCurtis Middle SchoolCuthbertson High SchoolCutler Bay Senior High SchoolCypress High SchoolCypress Lakes H SCypress Springs High SchoolD. Bozeman SchoolD.W. Daniel High SchoolDacula High SchoolDade Christian SchoolDakota High SchoolDakota Ridge High SchoolDalhart High SchoolDallas Center-Grimes High SchoolDallas International SchoolDallastown Area High SchoolDallastown Area Hs

Dalton L. Mcmichael High SchoolDamonte Ranch High SchoolDan River High SchoolDana Hall SchoolDanbury High SchoolDaniel Boone High SchoolDaniel Boone Middle SchoolDaniel Mckee AlternativeDaniel Webster Middle SchoolDansville High SchoolDanvers HighDanville Community High SchoolDanville High SchoolDaphne Middle SchoolDarien High SchoolDarnell-Cookman Middle/High

SchoolDartmouth High SchoolDater High SchoolDavid Prouty High SchoolDavid W. Butler High SchoolDavidsenDavidson River SchoolDavie County High SchoolDavis Middle SchoolDavis School DistrictDavis Senior High SchoolDavison High SchoolDayton Christian High SchoolDayton Early College AcademyDayton HsDc EverestDe La Salle North CatholicDe La Salle North Catholic High

SchoolDe Portola Middle SchoolDe Soto High SchoolDeane Bozeman SchoolDeanza AcademyDedham High SchoolDee-Mack High SchoolDeer Creek High SchoolDeer Valley High SchoolDeerfield Beach High SchoolDekalb High SchoolDel City High SchoolDel Norte High SchoolDel Rio High SchoolDelavan Darien High SchoolDelaware Academy Od Public Safety

And SecurityDelaware County Christian SchoolDelaware Valley HsDelaware Valley Regional High

SchoolDelbarton SchoolDelcambre High SchoolDell Rapids High SchoolDelmar High SchoolDelsea Regional High SchoolDelta High SchoolDenver AcademyDenver Center For International

StudiesDenver City High SchoolDenver School Of Science And

TechnologyDenver School Of The ArtsDepaul Catholic High SchoolDeptford High SchoolDerby 6Th Grade CenterDerby High School


Desert Christian AcademyDesert Edge High SchoolDesert Hills High SchoolDesert Hot Springs High SchoolDesert Mountain High SchoolDesert Oasis High SchoolDesert Shadows Middle SchoolDesoto Freshman CampusDesoto Middle SchoolDetroit Catholic CentralDetroit Catholic Central High SchoolDetroit Lakes High SchoolDetroit Public Safety AcademyDevall Middle SchoolDevineDevon Preparatory SchoolDexter High SchoolDh ConleyDiamond High SchoolDiamond Hill-JarvisDickinson High SchoolDieruff High SchoolDillon Christian SchoolDillon High SchoolDinwiddieDinwiddie County High SchoolDiscovery High SchoolDivine Child High SchoolDivine Savior Holy Angels High

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Milton High SchoolMineola High SchoolMineral Wells High SchoolMinersville School DistrictMinford Middle SchoolMinneapolis High SchoolMinneotaMinooka Community High SchoolMission Collegiate High SchoolMission Hills High SchoolMission Oak High SchoolMississippi School Of The ArtsMit AcademyMitchell High SchoolMize Attendance CenterMoapa Valley High SchoolMoberly High SchoolMoberly Middle SchoolMobile Christian SchoolMoffat County High SchoolMohave High SchoolMohawk Area SchoolsMohawk Trail Regional High SchoolMona Shores High SchoolMonacan High SchoolMonache High SchoolMonadnock Regional High SchoolMonadnock Regional HsMonarch High SchoolMonona Grove HsMonroe Area High SchoolMonroe CentralMonroe Central High SchoolMonroe County Middle SchoolMonroe High SchoolMonrovia High SchoolMonsignor Bonner & Archbishop

Prendergast CatholicMonsignor Kelly Catholic High

SchoolMontcalm High SchoolMontclair High SchoolMonte Del Sol Charter SchoolMonte Vista Christian SchoolMonte Vista High SchoolMonte Vista High School CaMonte Vista HsMonte Vista Middle SchoolMontebello High SchoolMontesano High SchoolMontevallo High SchoolMontevideo Middle SchoolMontevideo SchoolsMontezuma-Cortez High SchoolMontgomery Bell AcademyMontgomery High SchoolMontgomery Township High SchoolMontour High SchoolMontville Twp. HsMonument Valley High SchoolMoon Valley High SchoolMoore Street Alternative SchoolMoorestown Friends SchoolMooresville Senior High SchoolMoravia Community Jr.-Sr HighMoravia High SchoolMoravian AcademyMoreau Catholic High SchoolMoreno Valley High SchoolMorgan Co. R-IiMorgan County High SchoolMorgan County Middle School

Morris Knolls High SchoolMorristown Beard SchoolMorristown High SchoolMorton High SchoolMorton MiddleMoses Lake High SchoolMoses Mckissack Middle PrepMosinee High SchoolMossyrock High SchoolMother Caroline AcademyMother Of Mercy High SchoolMott Hall V SchoolMoulton-UdellMounds Park AcademyMount Anthony Union HsMount Camel AcademyMount De Sales AcademyMount Enterprise High SchoolMount Greylock RegionalMount Hebron High SchoolMount Markham High SchoolMount Miguel High SchoolMount Nittany Middle SchoolMount Notre Dame High SchoolMount Pisgah Christian SchoolMount Pleasant High SchoolMount Rainier Lutheran High SchoolMount Saint Joseph AcademyMount Saint Mary AcademyMount St. Mary AcademyMount Vernon High SchoolMount Vernon Presbyterian SchoolMountain Area Christian AcademyMountain Brook High SchoolMountain Education CenterMountain Heights AcademyMountain Home High SchoolMountain Oaks Charter SchoolMountain Ridge High SchoolMountain Valley High SchoolMountain View Alternative High

SchoolMountain View High SchoolMountain View Middle SchoolMountainburg High School Mountan Ridge High SchoolMs104Mt Ellis AcademyMt Juliet Christian AcademyMt. Ararat High SchoolMt. Dora HighMt. Eden High SchoolMt. Horeb High SchoolMt. Olive High SchoolMt. Pleasant Community High SchoolMt. Pleasant IsdMt. San Jacinto High SchoolMt. Whitney High SchoolMuir HighMulberry High SchoolMuleshoe High SchoolMulholland Middle SchoolMulvane High SchoolMurphy High SchoolMurphy Middle SchoolMurphysboro High SchoolMurray County High SchoolMurray High SchoolMurray Hill Academy High SchoolMurray Hill Middle SchoolMurrieta Valley High School


Muscatine Community School District

Muscle Shoals HighMuscle Shoals High SchoolMuskego High SchoolMustang High SchoolMyron B. Thompson AcademyMyrtle Attendance CenterNampa High SchoolNanih Waiya Attendance CenterNansemond River High SchoolNapa High SchoolNaperville Central High SchoolNaperville North High SchoolNapoleon Community SchoolsNashua High School NorthNashua High School SouthNashville Christian SchoolNatchez HighNathan Hale High SchoolNathan Hale-Ray High SchoolNathanael Greene AcademyNathanael Greene Middle SchoolNatick High SchoolNaugatuck High SchoolNautilus Middle SchoolNazareth Academy High SchoolNelson County High SchoolNemaha Central High SchoolNeshaminy High SchoolNeuqua Valley High SchoolNeuse Charter SchoolNeuse Christian AcademyNevada High SchoolNew Albany High SchoolNew AuburnNew Berlin West Middle/High SchoolNew Braunfels High SchoolNew Bremen High SchoolNew Britain High SchoolNew Buffalo High SchoolNew Castle High SchoolNew Direction High SchoolNew Foundations Charter High

SchoolNew Haven HsNew Hope AcademyNew Hope Middle SchoolNew Horizons Learning CenterNew Kent High SchoolNew Life Christian SchoNew London High SchoolNew Philadelphia City SchoolsNew Prairie United School

CorporationNew Providence Middle SchoolNew Rochelle Alternative High

SchoolNew Ulm High SchoolNew Utrecht High SchoolNew Vista SchoolNewark High School Newbern Middle SchoolNewberry High SchoolNewburgh Free AcademyNewbury Park High SchoolNewnan High SchoolNewport High SchoolNewton Senior High SchoolNewtown High SchoolNex+Gen AcademyNicollet Junior High

Niles NorthNiles Senior High SchoolNiles West High SchoolNimitz HsNinety-One ElementaryNipmuc RegionalNiskayuna High SchoolNoblesville High SchoolNodaway Valley High SchoolNodaway-Holt High SchoolNogales High SchoolNorco High SchoolNorcross High SchoolNormal Community High SchoolNorman North High SchoolNorris High SchoolNorte Vista HightNorth Augusta High SchoolNorth Bay Christian AcademyNorth Branch High SchoolNorth Branford HsNorth Brunswick High SchoolNorth Bullitt High SchoolNorth Buncombe High SchoolNorth Cache 8-9 CenterNorth Canton City SchoolsNorth Central HsNorth Cobb High SchoolNorth County High SchoolNorth CrawfordNorth Davidson High SchoolNorth Davis Jr. HighNorth Davis Preparatory AcademyNorth Desoto High SchoolNorth East Vernon CountyNorth Florida Christian SchoolNorth Forsyth High SchoolNorth Gaston High SchoolNorth Gwinnett High SchoolNorth Habersham Middle SchoolNorth High SchoolNorth Hills Christian SchoolNorth Iredell HighNorth Lakes AcademyNorth Lawndale College PrepNorth Lenoir High SchoolNorth Lincoln HsNorth Mesquite High SchoolNorth Middlesex Regional High

SchoolNorth Monterey County High SchoolNorth Monterey County Middle

SchoolNorth Mountain MiddleNorth Oconee High SchoolNorth Paulding High SchoolNorth Penn - Mansfield Jr. Sr. High

SchoolNorth Penn High SchoolNorth Pocono High SchoolNorth Pole High SchoolNorth Reading H.S.North Salem High SchoolNorth Shore High SchoolNorth Side High SchoolNorth Stafford High SchoolNorth Star AcademyNorth Summit High SchoolNorth Union HsNorth Valleys High SchoolNorth Wilkes HighNorthampton Area High School

Northampton High SchoolNortheast High SchoolNortheast Middle/High SchoolNortheastern High SchoolNorthern Heights High SchoolNorthern LehighNorthern Nash High SchoolNorthern Ozaukee School DistrictNorthern Valley Regional High

SchoolNorthern York High SchoolNorthgate High SchoolNorthglenn High SchoolNorthland Pines High SchoolNorthmont High SchoolNorthridge High SchoolNorthshore High SchoolNorthside Christian SchoolNorthside HighNorthside Hs PinetownNorthside Middle SchoolNorthview High SchoolNorthville High SchoolNorthwest Arkansas Classical

AcademyNorthwest Career And Technical

AcademyNorthwest Christian SchoolNorthwest High SchoolNorthwest Rankin High SchoolNorthwest Rankin Middle SchoolNorthwest Whitfield High SchoolNorthwesternNorthwestern RegionalNorthwood High SchoolNotre Dame Academy High SchoolNotre Dame Catholic High SchoolNotre Dame College PrepNotre Dame De Sion High SchoolNotre Dame High SchoolNotre Dame Preparatory High SchoolNotre Dame Preparatory SchoolNoxon High SchoolNueces Canyon Junior-Senior High

SchoolNyc Lab SchoolNyos Charter SchoolOak Creek High SchoolOak Grove High SchoolOak Hill High School/Rsu#4Oak Hill MiddleOak Hills High SchoolOak Lawn Community High SchoolOak Mountain High SchoolOak Park High SchoolOak Ridge High SchoolOak Ridge High SchoolOakbrook Preparatory SchoolOakdale HsOakland HighOakland High SchoolOakton HsOakville High SchoolOakwood Adventist AcademyOakwood High SchoolOcean Lakes High SchoolOcean Township High SchoolOcean View High SchoolOceanside High School Oceanway MiddleOckerman Middle SchoolOconee County High School

Oconomowoc High SchoolOconomowoc HsO’Dea High SchoolOdenton Christian SchoolOdessa Christian SchoolOdessa High SchoolOdessa R-7Ogden High SchoolOgemaw HeightsOgemaw Heights High SchoolOkeene High SchoolOla High SchoolOlathe East High SchoolOlathe Northwest High SchoolOlathe South High SchoolOld Bridge High SchoolOld Colony Regional Vocational

Technical High SchoolOld Mill HighOld Orchard Beach High SchoolOld Saybrook High School CtOlde Columbine High SchoolOldenburg AcademyOldham Middle SchoolOlentangy Liberty High SchoolOliver Ames High SchoolOlympia High SchoolOlympic Heights ChsOlympic Heights Community High

SchoolOlympus High SchoolOmaha Marian High SchoolOmaha South High Magnet SchoolOnaga High SchoolOnalaska High SchoolOnamia High SchoolOnate High SchoolOneida City School DistrictOpelika High SchoolOptions Alternative High SchoolOquirrh Hills Middle SchoolOrange Grove Middle SchoolOrange High SchoolOrangeburg WilkinsonOrangefield IsdOrchard Lake Middle SchoolOregon City High SchoolOregon Middle SchoolOrland High SchoolOrono High SchoolOrting High SchoolOshkosh North High SchoolOssining High SchoolOswego East High SchoolOswego High SchoolOtsego High SchoolOttawa High SchoolOtte-Blair Middle SchoolOur Lady Of Lourdes High SchoolOur Lady Of Mercy Catholic HsOur Lady Of Mercy High SchoolOur Lady Of Providence Jr.-Sr. High

SchoolOur Lady Of The Lake Catholic

SchoolOur Redeemer LutheranOviedo High SchoolOvilla Christian SchoolOwasso 7Th Grade CenterOwasso Ram AcademyOwen Valley Middle SchoolOxbow High School


Oxnard High SchoolOxon Hill HsOyster River High SchoolOzaukee High SchoolPa Virtual Charter SchoolPace AcademyPace E C H SPace High SchoolPacific High SchoolPage High SchoolPahrump Valley HsPalatine High SchoolPalisadesPalisades Charter High SchoolPalm Desert High SchoolPalmer High SchoolPalmer Ridge HsPalmetto Ridge High SchoolPaloma Valley High SchoolPalombi Middle SchoolPampa High SchoolPana High SchoolPanama Central SchoolPangburnPantego Christian AcademyPanther Valley High SchoolPaoli High SchoolParagould High SchoolParamount High SchoolParamus Catholic High SchoolParamus High SchoolPardeeville High SchoolParis Gibson Educ. CenterParis High SchoolPark Hill SouthPark Junior HighPark Ridge Public SchoolsPark TudorPark View High SchoolParkdale HighParkland SchoolParkview High SchoolParkway School DistrictParkway SouthParkway West High SchoolParry Mccluer High SchoolParsippany High SchoolParsons High SchoolPasadena High SchoolPasadena Memorial High SchoolPascack Hills High SchoolPascagoula High SchoolPassaic Valley Regional High SchoolPathfinder Middle SchoolPatrick Henry AcademyPatrick Henry High SchoolPatriot Learning CenterPatton High SchoolPaul D Schreiber HsPaul F Boston Middle SchoolPaul J. Hagerty High SchoolPaul Laurence Dunbar High SchoolPaul V. Moore High SchoolPaul Vi High SchoolPaynesville Area Schools

(Paynesville Mn)Pea Ridge HighPea Ridge School DistrictPeabody Veterans Memorial High

SchoolPeach County High SchoolPeachtree Ridge High School

Pearl City High SchoolPease Middle SchoolPecatonica Community Middle

SchoolPecatonica Cusd #321Peddie SchoolPeell SchoolPelham High SchoolPemberton Township High SchoolPemberton Township HsPembroke High SchoolPendleton High SchoolPeninsula SchoolPenncrest High SchoolPennfield HsPennfield Middle SchoolPennichuck Middle SchoolPeoria Unified School DistrictPepperell High SchoolPequea Valley School DistrictPerkins High SchoolPerkins Middle SchoolPerkiomen Valley HsPerry High SchoolPerry Jr. High SchoolPerry Meridian High SchoolPeru High SchoolPeter Hyland CenterPetersburg High SchoolPetoskey High SchoolPewamo-Westphalia H. S.Pewaukee High SchoolPewitt High SchoolPflugerville High SchoolPhillips Academy AndoverPhil-Mont Christian AcademyPhoebus High SchoolPhoenix Christian Preparatory

SchoolPhoenix High SchoolPhoenixville Area High SchoolPickens County Middle SchoolPickerington High School CentralPickerington High School NorthPiedmont High SchoolPiedmont Middle SchoolPiedra Vista High SchoolPike County High SchoolPike High SchoolPike Valley High SchoolPillager School DistrictPin Oak Middle SchoolPinckney Community High SchoolPine Creek HsPine Eagle School DistrictPine Middle SchoolPine View SchoolPinecrest AcademyPinellas Gulf Coast AcademyPine-Richland High SchoolPiney Grove Middle SchoolPingree SchoolPingry SchoolPinkerton AcademyPinnacle High SchoolPinon High SchoolPinon Mesa Middle SchoolPioneer Charter School of SciencePioneer High SchoolPioneer Middle SchoolPioneer Valley Christian AcademyPioneer Valley High School

Pioneer Valley Regional SchoolPiper High SchoolPipestone AreaPiqua High SchoolPittsburg High SchoolPittsburgh Science And TechnologyPittsfield High SchoolPittsville High SchoolPlainfield High SchoolPlainview High SchoolPlainville High SchoolPlano Senior High SchoolPlato AcademyPlatte County High SchoolPlatteview High SchoolPleasant Grove High SchoolPleasant PlainsPleasant Valley High SchoolPleasantville High SchoolPlemons-Stinnett-Phillips

Consolidated Independent School District

Plentywood High SchoolPlymouth High SchoolPlymouth Regional High SchoolPoca High SchoolPocono Mountain West High SchoolPoint Pleasant BoroughPolk County High SchoolPollock ElementaryPolly Fox AcademyPolytechnic High SchoolPomolita Middle SchoolPomona High SchoolPompton Lakes High SchoolPonchatoula High SchoolPonder High SchoolPonte Vedra High SchoolPort Angeles High SchoolPort Barre High SchoolPort Gibson MiddlePort Isabel High SchoolPort Townsend High SchoolPortage Area High SchoolPortage Central High SchoolPortage High SchoolPortage High School; WiPortage Northern High SchoolPortales Jr. High SchoolPortales Junior High SchoolPortland ChristianPortland High SchoolPortledge SchoolPortsmouth High SchoolPost Falls High SchoolPoteau High SchoolPoteet High SchoolPoth High SchoolPotlatch High SchoolPottsboro High SchoolPottstown High SchoolPoudre High SchoolPoway High SchoolPowell Middle SchoolPowhatan High SchoolPowhatan SchoolPrairie Central High SchoolPrairie Du Chien High SchoolPrairie RidgePrairie Ridge High SchoolPrairie View High SchoolPrairieview School

Prescott High SchoolPrestige AcademyPreston Middle SchoolPrinceton Day SchoolPritchard Junior HighProspect High SchoolProvidence Classical SchoolProvidence Day SchoolProvidence High SchoolProviso Math And Science AcademyProviso WestProvo High SchoolPryor Junior High SchoolPsja Elvis J. Ballew High SchoolPsja High SchoolPuanhou SchoolPuebloPueblo Central High SchoolPueblo School For Arts And

SciencesPueblo South HsPueblo West High SchoolPulaski County High SchoolPullman High SchoolPunahou SchoolPurchase LinePurnell Swett High SchoolPusch Ridge Christian AcademyPutnam County Junior High #535Putnam County Middle SchoolPutnam Middle SchoolPuyallup High SchoolPymatuning Valley High SchoolQuartz Hill High SchoolQueen Creek High SchoolQuincy High SchoolQuincy Senior High SchoolQuinter High SchoolQuitman High SchoolQuitman Isd TexasR J Reynolds High SchoolR L Turner High SchoolR. B. Stewart Middle SchoolR. Sullivan High SchoolR.W. Kershaw Middle SchoolRa Taft Information Technology High

SchoolRabun County High SchoolRacine Washington Park High SchoolRadford High SchoolRaft River Jr. Sr. High SchoolRahway High SchoolRainier MsRains High SchoolRains Jr HighRaleigh Charter High SchoolRalston High SchoolRamapo High SchoolRamsey High SchoolRamsey Jr HighRanburne High SchoolRancho Bernardo High SchoolRancho Pico JhsRancho Verde High SchoolRangeview High SchoolRanney SchoolRappahannock County High SchoolRavenswood High SchoolRawlinson Middle SchoolRaymond High SchoolRaytown High SchoolReardan High School


Reavis High SchoolRed Bank Regional High SchoolRed Bluff High SchoolRed Bud High SchoolRed Lion Area SchoolsRedmondRedmond High SchoolRedwood Valley High SchoolReedsburg Area High SchoolReedsvilleReese High SchoolReeths-Puffer H.S.Regina Dominican High SchoolRegina High SchoolRegion 8Rejoice Christian SchoolRenaissance High School For The

ArtsReno High SchoolReservoir HighReservoir High SchoolReynolds HsReynolds Learning AcademyRham Middle SchoolRhinebeck High SchoolRhinelander High SchoolRialto High SchoolRice High SchoolRichard T. Stank Middle SchoolRichland High SchoolRichland HsRichland Northeast High SchoolRichland R-IvRichmond Hill High SchoolRichmond-Burton High SchoolRidge Community High SchoolRidge High SchoolRidge Point High SchoolRidge Road Middle SchoolRidge View High SchoolRidgeview High SchoolRidgewood HighRidgewood High SchoolRiesel High SchoolRighetti High SchoolRim Of The World High SchoolRio Bravo MsRio Mesa High SchoolRio Mesa HsRio Rico HighRio Vista Middle SchoolRipley High SchoolRising Starr Middle SchoolRiver City High SchoolRiver Dell Regional High SchoolRiver Falls High SchoolRiver Hill High SchoolRiver Ridge High SchoolRiver Valley High SchoolRiverbend High SchoolRiverdale High SchoolRiverglen Jr. HighRiverside High SchoolRiverside Jr/Sr High SchoolRiverside MidlleRiverside Military AcademyRiverside Poly HsRiverside Township SchoolRiverton High SchoolRiverview High SchoolRoane County High SchoolRoanoke Rapids High School

Roanoke-Benson High SchoolRobert C Byrd High SchoolRobert E Lee High SchoolRobert E. Lee High SchoolRobert S. RogersRobert Service High SchoolRobinson High SchoolRobstown High SchoolRochambeau Middle SchoolRochester High SchoolRochester Middle SchoolRochester New Tech High SchoolRock Island High SchoolRock Springs Middle SchoolRockdale County High SchoolRockhurst HsRockingham County High SchoolRocklin High SchoolRockport High SchoolRockport-Fulton High SchoolRockwall-Heath High SchoolRocky Boy High SchoolRocky Mountain High SchoolRocky Mountain Jr. HighRodriguez High SchoolRogers Heritage High SchoolRogers High SchoolRoland GriseRoland Park Country SchoolRoland-Story High SchoolRolla High SchoolRome HighRomeo High SchoolRonald N. Davies High SchoolRonald Reagan Doral Senior High

SchoolRonald Reagan/Doral SeniorRoncalliRoncalli Catholic High SchoolRooseveltRoosevelt Alternative High SchoolRoosevelt High SchoolRoosevelt Junior High SchoolRoosevelt Middle SchoolRosa Fort High SchoolRosa L. Parks High SchoolRosalia School DistrictRose Hill High SchoolRoseburg HighRoseburg High SchoolRoseland University PrepRoselle Catholic High SchoolRosemont 6Th Grade CenterRosemont High SchoolRosemont Middle SchoolRoss A Lurgio Middle SchoolRoss High SchoolRoss SchoolRossview High SchoolRoswell High SchoolRound Rock High SchoolRound Valley Middle SchoolRoundup High SchoolRouse High SchoolRoutt Catholic High SchoolRoy W. Brown Middle SchoolRoyal High SchoolRoyal Oak High SchoolRoyal Palm Beach High SchoolRoyal Palm Middle SchoolRoyal Sunset High SchoolRoycemore School

Rp Dawkins Middle SchoolR-S Central High SchoolRuben S. Ayala High SchoolRudder High SchoolRuleville MiddleRumson Fair HavenRumson Fair Haven RegionalRumson Fair Haven Regional High

SchoolRushville Consolidated High SchoolRuskin High SchoolRussell County High SchoolRussell County Middle SchoolRuston High SchoolRutgers Preparatory SchoolS.H. Rider High SchoolS.R. Butler High SchoolSabino High SchoolSabino HsSablaturaSacajawea Middle SchoolSachem East High SchoolSacred Heart High SchoolSaddlebrook Preparatory SchoolSage Hill SchoolSage Ridge SchoolSaginaw High SchoolSaint Andrew SchoolSaint Andrew’S SchoolSaint Basil AcademySaint Bernard SchoolSaint Catharine AcademySaint Charles West High SchoolSaint Francis High SchoolSaint Hugh Catholic SchoolSaint Joseph AcademySaint Joseph High SchoolSaint Mary SchoolSaint Mary’S HallSaint Marys Middle SchoolSaint Patrick High SchoolSaint Paul High SchoolSalado High SchoolSalem AcademySalem Academy Charter SchoolSalem County Christian AcademySalem H.S.Salem High SchoolSalem HsSalem Senior HighSalinas High SchoolSalisbury SchoolSallisawSalpointeSam Rayburn High SchoolSamuel OgleSan Antonio High SchoolSan Benito High SchoolSan Dieguito AcademySan Gabriel AcademySan GorgonioSan Juan High SchoolSan Luis Middle SchoolSan Marino High SchoolSan Miguel High SchoolSandalwood High SchoolSanderson SchoolsSandia HsSandpoint High SchoolSandra Day O’Connor High SchoolSandusky Jr/Sr. High SchoolSandwich High School

Sandy Creek High SchoolSandy High SchoolSanford Middle SchoolSanger Middle SchoolSanta Barbara High SchoolSanta Catalina SchoolSanta Clara High SchoolSanta Cruz High SchoolSanta Fe High SchoolSanta Maria High SchoolSanta Monica High SchoolSanta Rosa AcademySanta Rosa Middle SchoolSanta Susana High SchoolSanta Teresa High SchoolSanta Teresa Middle SchoolSantiago HsSapulpa High SchoolSapulpa Jr/Sr HighSaratoga High SchoolSaratoga Springs City School

DistrictSaratoga Springs H.S.Sauk Prairie High SchoolSavage Middle SchoolSaydel High SchoolSayville High SchoolScappoose High SchoolScarsdale High SchoolSchaumburg High SchoolSchool City Of HammondSchool For Creative And Performing

ArtsSchuylkill Valley High SchoolScience Hill High SchoolScituate High SchoolScotland County R-1Scott Middle SchoolScott Valley Jr. HighScripps Ranch High SchoolSeale Jr HighSealy Junior HighSearcy High SchoolSearsport District Middle SchoolSeattle Preparatory SchoolSeco Mines Elem.Second Baptist SchoolSection High SchoolSegerstrom High SchoolSeguin High SchoolSelinsgrove Area School DistrictSelma Middle SchoolSeminole County High SchoolSeminole County Middle/High

SchoolSeminole High SchoolSeneca High SchoolSennett Middle SchoolSequoia High SchoolSequoyah High SchoolSergeant Smith Middle SchoolSerra High SchoolSeton Catholic PrepSeven Oak Middle SchoolSevern River Middle SchoolSevier Middle SchoolSeymour High SchoolShadle Park H.S.Shadow Hills High SchoolShadowridge High ShcoolShady Spring High SchoolShaker High School


Shakopee Senior HighShalhevet High SchoolShallowater High SchoolShannon High SchoolSharpstown International SchoolShawnee High SchoolShawnee Middle SchoolShawnee Mission NorthShawnee Mission North HsShawnee Mission NorthwestShawnee Mission SouthShawnee Mission WestShea Middle SchoolSheboygan Falls High SchoolSheboygan South High SchoolShelburne Middle SchoolShelby HighShelbyville High SchoolSheldon High SchoolShenandoah IowaShenendehowa High SchoolShepaug SchoolShepaug Valley SchoolShepherd Middle ScholShepton High SchoolSherburne-Earlville High SchoolSheridan High SchoolSheridan Middle SchoolSherman E Burroughs High SchoolSherman High SchoolSherman Jr Sr High SchoolSherman Oaks Center For Enriched

StudiesSherwood HsShickley Public SchoolShiloh High SchoolShiocton High SchoolShore Regional High SchoolShorecrest Preparatory SchoolShoreland Lutheran High SchoolShorewood High SchoolShortridge AcademyShowalter Middle SchoolShroder High SchoolShroder Paideia High SchoolSidney High SchoolSidney Lanier HighSierra High SchoolSierra Pacific High SchoolSierra Vista High SchoolSignature SchoolSigourney CsdSilver Creek High SchoolSilver Lake Regional High SchoolSilver Valley High SchoolSilverton High SchoolSimley High SchoolSimpson County AcademySioux Falls Roosevelt High SchoolSisters Middle SchoolSkiatook H.S.Skyline High SchoolSkyline Prep High SchoolSkyview AcademySkyview High SchoolSlinger High SchoolSlocomb High SchoolSmethport Area Jr/Sr High SchoolSmith AcademySmith MiddleSmithfield High SchoolSmithsburg Middle School

Smithtown Christian SchoolSmithtown High School EastSmithtown Hs EastSmithville High SchoolSmoky Valley High SchoolSnellville Middle SchoolSnook High SchoolSnow Canyon High SchoolSnow Canyon MiddleSnowflake HighschoolSo. Texas H.S. For Health ProfessionsSoap Lake Middle/High SchoolSolon High SchoolSolorio Academy HsSomers High SchoolSomersetSonoma AcademySonora High SchoolSonora IsdSoroco High SchoolSouth Anchorage High SchoolSouth Beloit High SchoolSouth Bend Washington High SchoolSouth Brunswick High SchoolSouth Burlington HsSouth Central High SchoolSouth Christian High SchoolSouth Davidson High SchoolSouth Doyle High SchoolSouth Fork High SchoolSouth Fort Myers High SchoolSouth Glens Falls High SchoolSouth Gray High SchoolSouth Hadley High SchoolSouth Harrison High SchoolSouth Haven High SchoolSouth Haven SchoolSouth High SchoolSouth Highlands MiddleSouth Hills Middle SchoolSouth Houston HighSouth Houston High SchoolSouth Kitsap High SchoolSouth Lake High SchoolSouth Lakes HsSouth Lenoir HighSouth Mecklenburg High SchoolSouth Miami Middle SchoolSouth Milwaukee HsSouth Newton High SchoolSouth Oldham High SchoolSouth Pemiscot Schools VSouth Point High SchoolSouth River High SchoolSouth Sioux City High SchoolSouth Stokes High SchoolSouth Texas IsdSouth Vermillion High SchoolSouth View High SchoolSouth West Middle School Orlando

FloridaSouth Western High SchoolSouth Windsor High SchoolSouth Winneshiek High SchoolSouthampton AcademySouthampton HsSoutheast Bulloch Middle SchoolSoutheast Guilford High SchoolSoutheast High SchoolSoutheast PolkSoutheast Raleigh Magnet High

School

Southern Alamance High SchoolSouthern Aroostook Community

SchoolSouthern Door High SchoolSouthern ElementarySouthern Lehigh High SchoolSouthern Vance H.S.Southern Wells HsSouthfield Christian SchoolSouthington High SchoolSouthland AcademySouthlawn Middle SchoolSouthmont High SchoolSouthmoore High SchoolSouthport High SchoolSouthridge High SchoolSouthside High SchoolSouthside Middle SchoolSouthwest High SchoolSouthwest Miami HsSouthwest Middle School Orlando FlSouth-Western Career AcademySouthwestern Randolph High SchoolSouthwind High SchoolSpain Park High SchoolSpalding High SchoolSpanish Fork High SchoolSpanish Fork Junior HighSpanish Fork Junior High SchoolSpanish Fort High SchoolSpanish Fort Middle SchoolSpanish River Community High

SchoolSpanish River High SchoolSparhawk SchoolSparkman 9Th Grade SchoolSparkman Middle SchoolSparta High SchoolSpartanburg Day SchoolSpectrum High SchoolSpencer High SchoolSpencerport High SchoolSpencer-Van Etten High SchoolSport And Medical Sciences

AcademySpotswood High SchoolSpotsylvania High SchoolSpring Creek High SchoolSpring Hill Christian AcademySpring Lake (Michigan) Middle

SchoolSpring Lake Park High SchoolSpring Mills Middle SchoolSpring Valley High SchoolSpring Valley Hs/MsSpringboro High SchoolSpringer High SchoolSpringfield High SchoolSpringfield Local H. S. Springfield Twp HsSpring-Ford High SchoolSpringhouse Middle SchoolSpringport High SchoolSpringville High SchoolSpringville HsSpringwood SchoolSs. John Neumann-Maria Goretti HsSt Adalbert SchoolSt Francis De Sales High SchoolSt James The ApostleSt John Paulhigh School Corus

Christi

St Johnsbury AademySt Martin De Porres High SchoolSt. Agnes AcademySt. Albert The Great Catholic SchoolSt. Anne’S-BelfieldSt. Anthony High SchoolSt. Augustine Catholic High SchoolSt. Brendan High SchoolSt. Charles EastSt. Charles North High SchoolSt. Charles West High SchoolSt. Clare SchoolSt. Croix Preparatory AcademySt. Dominic’S SchoolSt. Elizabeth Catholic SchoolSt. Elizabeth Of HungarySt. Frances Cabrini Middle SchoolSt. Francis Borgia Regional High

SchoolSt. Francis Catholic High SchoolSt. Francis High SchoolSt. Francis Middle SchoolSt. Francis Preparatory SchoolSt. Francis SchoolSt. George’S Independent SchoolSt. Gregory The Great Catholic

SchoolSt. Helens High SchoolSt. Hubert Catholic High School For

GirlsSt. Ignatius College PrepSt. Ignatius High SchoolSt. James AcademySt. Jean Baptiste High SchoolSt. John Paul Ii High SchoolSt. Johns Country Day SchoolSt. Johns High SchoolSt. John’S SchoolSt. Joseph Catholic SchoolSt. Joseph High SchoolSt. Joseph’S SchoolSt. Jude The Apostle SchoolSt. Labre Indian SchoolSt. Lawrence CentralSt. Louis University High SchoolSt. Maries High SchoolSt. Mary Academy Bay ViewSt. Mary’S Episcopal SchoolSt. Mary’S High SchoolSt. Marys Junior/Senior High SchoolSt. Matthew Catholic SchoolSt. MelSt. Patrick - St.Vincent High SchoolSt. Paul High SchoolSt. Paul Preparatory SchoolSt. Paul SchoolsSt. Paul’S Episcopal SchoolSt. Paul’S High SchoolSt. Peter Marian Central Catholic

High SchoolSt. Petersburg Christian SchoolSt. Pius X HsSt. Pius X Catholic High SchoolSt. ScholasticaSt. Teresa H.S.St. Teresa’S AcademySt. Thomas AquinasSt. Thomas Aquinas AcademySt. Thomas Aquinas High SchoolSt. Thomas High SchoolSt. Thomas MoreSt. Thomas More High School


St. Vincent High SchoolSt. Vincent Pallotti High SchoolSt. Xavier High SchoolSt.Francis High SchoolStafford High SchoolStafford Middle ShoolStafford MsdStafford Senior High SchoolStamford Middle SchoolStandish-Sterling Central High

SchoolStanley-Boyd High SchoolStanwood High SchoolStaples High SchoolStarr’S Mill High SchoolStars Accelerated High SchoolState College Area High SchoolStaten Island Technical HsStatesboro High SchoolStaunton River High SchoolSte. Genevieve High SchoolSte. Genevieve R-IiSteamboat Springs High SchoolStella K Abraham High School For

GirlsStephen T. Badin High SchoolStephens County High SchoolSterling H. Fly Jr. HighSterling High SchoolStevens High SchoolStevens Point Pacelli High SchoolStevensonStewartsville C-IiStillman Valley High SchoolStillwater Area High SchoolStillwater High SchoolStonebridge SchoolStoneham High SchoolStoney Creek HsStorm LakeStovall Middle SchoolStrafford High SchoolStrake Jesuit College PrepStrake Jesuit College PreparatoryStranahan High SchoolStrasbug High SchoolStratford High SchoolStreamwood High SchoolStrive Prep - Smart AcademyStrive Prep: WestwoodStroudsburg High SchoolStuart Hall SchoolStuart HsStuarts Draft High SchoolSturgis Charter Public SchoolSturgis Charter Public School EastSturgis Middle SchoolSuffern High SchoolSuffield AcademySuitland High SchoolSullivan High SchoolSullivan HsSullivan Middle SchoolSully ChristianSulphur Bluff IsdSulphur High SchoolSulphur Springs High SchoolSultana High SchoolSummerville Union High School

DistrictSummit Charter Collegiate AcademySummit Christian Academy

Summit Country DaySummit Intermediate SchoolSummit Preparatory Charter High

SchoolSumner Hill Junior High SchoolSumner Memorial High SchoolSun Prairie High SchoolSuncoast Polytechnical High SchoolSundance ElementarySundown High SchoolSunny Hills High SchoolSunnyside High SchoolSunriseSunsetSunshine Bible AcademySuperior Central High SchoolSurfside Middle SchoolSurrattsville HsSusan E. Wagner High SchoolSusquehannock High SchoolSutter Middle SchoolSuttons Bay High SchoolSwain County High SchoolSwainsboro High SchoolSwansboro High SchoolSwansea High Freshman AcademySweet Home High SchoolSweet Springs R-Vii High SchoolSycamore Mohawk High SchoolSylvan Hills High SchoolSynergy CharterT. Wingate Andrews High SchoolT.R. Smedberg Middle SchoolTabernacleTabiona High SchoolTacoma School Of The ArtsTaft It High SchoolTahoe Truckee HighTahoka High SchoolTahquitz High SchoolTallulah Falls SchoolTamaqua Area High SchoolTamarac High SchoolTamassee-Salem HighTampa Catholic High SchoolTampa Catholic HsTapestry Charter HighTappan Zee High SchoolTaunton High SchoolTavares High SchoolTaylor County High SchoolTaylor High SchoolTaylor High School, TisdTaylorville High SchoolTc Roberson High SchoolTeacher Prep Academy - CclaTeaneck H.S. (Nj)Teaneck High SchoolTeasley Middle SchoolTeays Valley High SchoolTech High SchoolTecumseh Middle SchoolTehachapi High SchoolTempe High SchoolTempe Preparatory AcademyTemple High SchoolTenafly High SchoolTerra Environmental Research

InstituteTerra High SchoolTerrebone High SchoolTerrell High School

Teton County School DistrictTewksbury Memorial High SchoolTexas City High SchoolTexico High SchoolTexoma Christian SchoolThayer High SchoolThe Albemarle SchoolThe Ask AcademyThe Atonement AcademyThe Benjamin SchoolThe Bijou SchoolThe Blake SchoolThe Bronx High School Of ScienceThe Bush SchoolThe Cambridge School Of DallasThe Canterbury Episcopal SchoolThe Charter School Of WilmingtonThe Clinton School For Writers And

ArtistsThe Colony High SchoolThe Dalles High SchoolThe Emery Weiner SchoolThe Episcopal AcademyThe Episcopal School Of DallasThe Fessenden SchoolThe Field SchoolThe First AcademyThe Fletcher AcademyThe Fletcher SchoolThe Frankfort Christian AcademyThe Gilbert SchoolThe GunneryThe Hathaway Brown SchoolThe Highlands SchoolThe Hotchkiss SchoolThe Hudson SchoolThe Independent SchoolThe Kings AcademyThe Kinkaid SchoolThe Language AcademyThe Lawrenceville SchoolThe Learning Choice AcademyThe Leelanau SchoolThe Loomis Chaffee SchoolThe Master’S SchoolThe Mccallie SchoolThe New School Of Northern VirginiaThe Nightingale Bamford SchoolThe Palmdale Aerospace AcademyThe Potomac SchoolThe Prairie SchoolThe Science Academy Of South

TexasThe Steam Academy At Burke Middle

SchoolThe Vanguard SchoolThe Waverly SchoolThe Webb School, Bell BuckleThe Whitefield SchoolThe Winsor SchoolThe Winston School Of Short HillsThe Woodlands College Park High

SchoolThe York SchoolThomas Downey High SchoolThomas Edison Cte HsThomas Jefferson CharterThomas Jefferson High SchoolThomas Jefferson Middle SchoolThomas Johnson Middle SchoolThomas Prince SchoolThomas Stone High School

Thomas Worthington High SchoolThomasville High SchoolThompsonville Schools 174Thomson High SchoolThomson-Mcduffie Middle SchoolThorndale Middle SchoolThornton AcademyThousand Oaks High SchoolThree Rivers High SchoolThunder Mountain High SchoolThunderridge High SchoolThurgood Marshall High SchoolThurston High SchoolTierra Encantada Charter SchoolTigerton High SchoolTimber Creek High SchoolTimber Ridge SchoolTimberlake Junior HighTimberline High SchoolTimbo SchoolTindley Preparatory AcademyTippecanoe High SchoolTippecanoe Middle SchoolTipton High SchoolTitusville High SchoolTk Stone Middle SchoolToby Johnson MsTodd Beamer High SchoolToledo Jr/Sr HighTolland High SchoolTolmanTom Bean HsTomales High SchoolTomas Rivera Middle SchoolTomball High SchoolToms River High School EastToms River High School SouthTonopah Valley High SchoolTopeka High SchoolTopock Elementary SchoolToppenish Middle SchoolTopsail High SchoolTorah Academy Of Bergen CountyTorrance High SchoolTorrey Pine High SchoolTorrey Pines High SchoolTownsend Middle SchoolTraverse City Central High SchoolTraverse City West High SchoolTraverse City West Senior HighTree Of Life Christian SchoolTrego Community High SchoolTremont Attendance CenterTremper High SchoolTrenton Catholic AcademyTrenton R-Ix SchoolTrevor Day SchoolTri Point High SchoolTricities High SchoolTrimble Middle SchoolTrimble Tech High SchoolTrinity Academy For The Performing

ArtsTrinity Catholic High SchoolTrinity Episcopal SchoolTrinity High SchoolTrinity Middle SchoolTrinity Oaks Christian AcademyTrinity SchoolTrinity Valley SchoolTri-West High SchoolTroup County Comprehensive Hs


Troup High SchoolTroy Athens HsTroy Buchanan High SchoolTroy HighTroy Howard Middle SchoolTroy HsTruman High SchoolTulare Union High SchoolTuloso-MidwayTunstall High SchoolTupelo Christian Preparatory SchoolTurkey Run High SchoolTurner County High SchoolTurner County Middle/High SchoolTurpin High SchoolTuscaloosa AcademyTuscarora High SchoolTussey Mountain Junior/Senior High

SchoolTustin High SchoolTwenhofel MsTwentynine Palms Junior High

SchoolTwin Creeks Middle SchoolTwin Falls High SchoolTwin Groves Middle SchoolTwin Valley School DistrictTwin Valley South Middle SchoolTyburn AcademyTylertown High SchoolTyrone Area High SchoolUmatilla High SchoolUnderwood High SchoolUnderwood SchoolUnionUnion 8Th Grade CenterUnion Academy Charter SchoolUnion Catholic Regional High SchoolUnion County High SchoolUnion Grove High SchoolUnion High SchoolUnion Public SchoolUnion-32 High SchoolUniontown High SchoolUnited High SchoolUnited Jr. - Sr. High SchoolUnited South High SchoolUnity High SchoolUniversity High School University High School Academy University School Of NashvilleUpper Arlington High SchoolUpper Perkiomen HsUpper PittsgroveUpper Sandusky Middle SchoolUpper St. Clair High SchoolUrban Prep Charter Academy For

Young MenUrsuline AcademyUrsuline Academy Of CincinnatiUsd 288 Central HeightsUsd 384 - Blue ValleyV. J. And Angela Skutt Catholic High

SchoolV.S.A. Benaventa Middle SchoolVail Mountain SchoolValadez Middle School AcademyValdez City SchoolsValdosta High SchoolValencia High SchoolValencia High School (Valencia)Valley High School

Valley Hs Valley Lutheran SchoolValley Middle SchoolValley View Early CollegeValley View High SchoolValley View IsdValley Vista High SchoolValor ChristianValor Christian High SchoolValparaiso High SchoolVan Buren High SchoolVan Horn High SchoolVan Nuys High SchoolVancouver School Of Arts &

AcademicsVentura/Garner-HayfieldVenture High SchoolVermilion Catholic High SchoolVerndale Public SchoolVernon Hills High SchoolVerona High SchoolVerrado High SchoolVeterans Memorial H.S.Veterans Memorial Middle SchoolVicksburg Jr. HighVictor High SchoolVictor J Andrew High SchoolVictory Christian AcademyVictory Lakes IntermediateVidor High SchoolViewpoint SchoolVilla AcademyVilla Angela St. JosephVilla Duchesne SchoolVillanova PreparatoryVineland High SchoolVinita High SchoolVintage High SchoolViolaVirginia Episcopal SchoolVirginia High SchoolVista Heights Middle SchoolVista Murrieta High SchoolVista Ridge High SchoolW.F. West High SchoolW.G. Enloe Gt Magnet HsW.T. Woodson High SchoolW.T.Clarke Middle SchoolWaconia High SchoolWahconah Regional High SchoolWake County Pulblic School SystemWake Early College Of Health And

SciencesWakefieldWakeland High SchoolWakulla High SchoolWaldorf School Of Garden CityWalhalla High SchoolWalker HighWalker High SchoolWall High SchoolWalla Walla High SchoolWallace-Rose Hill High SchoolWaller High SchoolWalnut High SchoolWalnut Hills High SchoolWalpole High SchoolWalt Whitman HsWalter Hines Page HighWaltham High SchoolWapahani High SchoolWapakoneta High School

Wapato High SchoolWare Co. High SchoolWare Junior-Senior High SchoolWareham High SchoolWarren Area High SchoolWarren County High SchoolWarren Harding High SchoolWarren High SchoolWarren Local High SchoolWarren Middle SchoolWarren WoodsWarrensburg Jr/Sr. High SchoolWarrensburg Middle SchoolWartburg Central High SchoolWarwick High SchoolWaseca Area Learning CenterWashburn Rural Alternative High

SchoolWashburn Rural High SchoolWashington Christian AcademyWashington County Career CenterWashington County High SchoolWashington High SchoolWashington Irving Middle SchoolWashington LatinWashington Magnet AcademyWashington Township High SchoolWashougal High SchoolWatauga High SchoolWatchung Hills Regional High SchoolWaterford Mott High SchoolWaterford School DistrictWaterloo Community School DistrictWaterloo Community Unit School

District 5Watertown (Ma) HighWatertown High SchoolWatertown-MayerWatervilleWatson Chapel High SchoolWaubonsie Valley High SchoolWaukee Prairieview SchoolWaukesha North High SchoolWaukesha South High SchoolWaupaca High SchoolWauseon High SchoolWauwatosa East High SchoolWauwatosa East HsWauwatosa West HsWaverly Central High SchoolWaverly High SchoolWaverly-Shell Rock Senior HighWaxahachie IsdWayland High SchoolWayland Union High SchoolWayne CentralWayne City Illinois High SchoolWayne County High SchoolWayne Jr/Sr HighWaynesburg Central High SchoolWaynesburg Central HsWayzata High SchoolWeatherford High School Ninth

Grade CenterWeatherford IsdWeber High SchoolWebster County HsWebutuck High SchoolWekiva High SchoolWellesley MiddleWenatchee High SchoolWeslaco East Hs

West Ashley High SchoolWest Babylon Senior High SchoolWest Boca Raton High SchoolWest Branch Community School

DistrictWest Caldwell High SchoolWest Carroll High School C.U.S.D

#314West Catholic High SchoolWest Charlotte High SchoolWest Creek High SchoolWest De Pere High SchoolWest Essex Regional High SchoolWest Feliciana High SchoolWest Florence High SchoolWest Fork High SchoolWest Gadsden High SchoolWest Geauga High SchoolWest GreeneWest Henderson High SchoolWest High SchoolWest High School, Mclennan

Community CollegeWest Hills High SchoolWest Hoke Middle SchoolWest Hollow MiddleWest IsdWest Johnston High SchoolWest Junior High SchoolWest LafayetteWest Lafayette Jr.-Sr. High SchoolWest Lauderdale MiddleWest Lauderdale Middle SchoolWest Liberty High SchoolWest Lincoln High SchoolWest Mecklenburg High SchoolWest Morris Central High SchoolWest Orange StarkWest Ottawa High SchoolWest Platte High SchoolWest Platte Rii High SchoolWest Potomac High SchoolWest Ranch High SchoolWest Ridge MsWest Rusk CcisdWest Rutland SchoolWest Shamokin High SchoolWest Springfield High SchoolWest Springfield HsWest Springfield MiddleWest Stanly Middle SchoolWest Valley HighWest Valley High School - HusdWest View MiddleWest Vigo High SchoolWest Warwick HighWest Warwick High SchoolWest WashingtonWest Wilkes High SchoolWest York Area School DistrictWestchester Academy For

International StudiesWestern Alamance High SchoolWestern Branch High SchoolWestern High SchoolWestern Reserve AcademyWestern Reserve AcdemyWestern TechWestfield H.S.Westfield High SchoolWesthill High SchoolWestlake


Westlake AcademyWestlake High SchoolWestmark SchoolWestminster Christian AcademyWestminster Schools Of AugustaWestminster West MiddleWestosha CentralWestosha Central High SchoolWestover High SchoolWestover Park Junior HighWestover SchoolWestside High SchoolWesttown SchoolWestwood High SchoolWethersfield High SchoolWetumpka Middle SchoolWharton High SchoolWheatmore High SchoolWheaton North High SchoolWheeling High SchoolWhite Bear Lake Area High SchoolWhite CountyWhite County Central High SchoolWhite House HeritageWhite House Middle SchoolWhite Pass High SchoolWhite Station High SchoolWhitefield AcademyWhitefish Bay High SchoolWhiteford High SchoolWhitehall High SchoolWhitehall Sr High SchoolWhitehouse High SchoolWhiteland Community HsWhitesboro High SchoolWhitewater High SchoolWhitfield SchoolWhiting Community SchoolWhitinsville Christian High ScoolWhitmore Lake High SchoolWhittell High SchoolWhittemore-Prescott Jr/Sr HighWhittier Regional Vocational High

SchoolWhittier Regional Vo-TechWichita High School West

Wichita West HighWichita West High SchoolWidefield High SchoolWilcox High SchoolWilde Lake High SchoolWill C Wood HsWillard Middle SchoolWilliam Amos Hough HighWilliam Amos Hough High SchoolWilliam B. Travis High SchoolWilliam C. Overfelt High SchoolWilliam Campbell High and Middle

SchoolWilliam Cullen Bryant High SchoolWilliam E. Tolman High SchoolWilliam H. Hall High SchoolWilliam Mason High SchoolWilliam Penn Charter SchoolWilliam Tennent High SchoolWilliams Bay High SchoolWilliams High SchoolWilliams Middle Magnet SchoolWilliam’S Middle SchoolWilliamsburg Preparatory High

SchoolWilliamsonWilliamstown High SchoolWilliamstown Middle High SchoolWilliamsville East HsWillis High SchoolWilliston Northampton SchoolWilliston-Elko High SchoolWillow Creek SchoolWillowcreek Middle SchoolWillowridge High SchoolWilmot Union High SchoolWilsonWilson MsWiltonWilton-Lyndeborough Cooperative

High SchoolWinamac Community High SchoolWinder-Barrow HighWindfernWindham High SchoolWindsor

Windthorst High SchoolWin-E-MacWinfield-Mt. UnionWinnacunnet High SchoolWinnebago Lutheran AcademyWinneconne High SchoolWinnsboro Memorial Middle SchoolWinslow High SchoolWinslow Township High SchoolWinter High SchoolWinter Park High SchoolWinter Springs High SchoolWinthrop High SchoolWiregrass Ranch High SchoolWisconsin Lutheran High SchoolWisconsin Valley Lutheran High

SchoolWissahickon High SchoolWittenberg-Birnamwood High

SchoolWolf PointWood Memorial High SchoolWood Middle SchoolWood River High SchoolWood River Middle SchoolWoodcreek High SchoolWoodcrest Christian High SchoolWooddale High SchoolWoodford County High SchoolWoodhaven High SchoolWoodlake Valley Middle SchoolWoodland Middle SchoolWoodland Park High SchoolWoodland Park HsWoodlawn High SchoolWoodmont High SchoolWoodmont MiddleWood-Ridge Junior/Senior High

SchoolWoodrow Wilson Middle SchoolWoods CrossWoodside High SchoolWoodstock AcademyWoodward AcademyWoodward-Granger High SchoolWooster High School

Worland High SchoolWr Thomas MiddleWray High SchoolWrightstownWylie High SchoolWynnWynn Middle SchoolWyoming Seminary Lower SchoolWyoming Valley West High SchoolXavier Charter SchoolXavier College PreparatoryXavier High SchoolYale High SchoolYbh - PassaicYelm Middle SchoolYerba Buena High SchoolYes Prep GulftonYoakum High SchoolYolla Bolly Continuation High SchoolYoncallaYork Catholic High SchoolYork Community High SchoolYork High SchoolYorktown High SchoolYough School DistrictYough Senior High SchoolYoung Men’S Leadership AcademyYoung Women’s Leadership Charter

SchoolYoungblood IntermediateYoungsville MiddleYreka High SchoolYsleta High SchoolYuba City High SchoolYucaipa High SchoolYucca Valley High SchoolYukon High SchoolYuma High SchoolZachary High SchoolZavalla High SchoolZephyrhills High SchoolZion Lutheran Christian School

college board national curriculum survey report 2019...survey results help inform the college board...

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