ERIC ED562814: Relationships between PSAT/NMSQT® Scores and Academic Achievement in High School. Research Report No. 2006-6

2006·0.43 MB·English

by  ERIC

Research Report
No. 2006-6
Relationships
Between
PSAT/NMSQT®
Scores and
Academic
Achievement in
High School
Glenn B. Milewski and Ellen A. Sawtell
www.collegeboard.com
College Board Research Report No. 2006-6
Relationships
Between
PSAT/NMSQT®
Scores and Academic
Achievement in
High School
Glenn B. Milewski and Ellen A. Sawtell
The College Board, New York, 2006
Acknowledgments
This report benefited from many helpful comments
by Brent Bridgeman, Wayne Camara, Gretchen Rigol,
Beth Robinson, Amy E. Schmidt, Ellen Wentland, and
the College Board’s Research Advisory Committee. We
Glenn B. Milewski is an associate research scientist at the thank these individuals for their thoughtful reviews.
College Board.
We would also like to thank Jeff Wyatt and Stephen
Ellen A. Sawtell is an associate director of Research and Frustino for their help developing an index of Academic
Analysis at the College Board. Intensity.
Researchers are encouraged to freely express their
professional judgment. Therefore, points of view or
opinions stated in College Board Reports do not necessarily
represent official College Board position or policy.
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schools, and 3,500 colleges through major programs and
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Among its best-known programs are the SAT®, the
PSAT/NMSQT®, and the Advanced Placement Program®
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4. Descriptive Statistics on the PSAT/NMSQT by
Contents
English Language Arts Course Participation .. 6
5. Descriptive Statistics on the PSAT/NMSQT
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 by Math Course Participation ............... 6
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 6. Correlations Between Verbal, Mathematics,
Writing, and Composite PSAT/NMSQT Scores,
Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Self-Reported High School Grade Point
Average (HSGPA), and Three Measures of
Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Academic Intensity......................... 6
Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 7. Descriptive Statistics on the PSAT/NMSQT
by Self-Reported High School Grade Point
Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Average (HSGPA).......................... 7
Results and Discussion . . . . . . . . . . . . . . . . . . . . . . . .4 8. Descriptive Statistics on the PSAT/NMSQT
by Academic Intensity...................... 8
Years of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
9. Regression Analysis Summary for
Course Participation . . . . . . . . . . . . . . . . . . . . . . . 4 Academic-Intensity Variables Predicting
Composite PSAT/NMSQT Scores............ 9
High School Grade Point Average . . . . . . . . . . . . 4
10. Proportion of Students Within
Academic Intensity . . . . . . . . . . . . . . . . . . . . . . . . 8 PSAT/NMSQT Scoreband by Overall
Academic Intensity, AP® Participation,
Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 and Average AP Grade .................... 10
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Figures
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 1. Mean composite PSAT/NMSQT scores by
years of study within an academic area....... 4
Appendix A: Mean Verbal, Mathematics, Writing,
and Composite PSAT/NMSQT® Scores by 2. Mean verbal, mathematics, and writing
Intended College Major . . . . . . . . . . . . . . . . . . . .15 PSAT/NMSQT scores by self-reported high
school grade point average (HSGPA) ......... 7
Appendix B: Number and Percent of Test-Takers 3. Mean verbal, mathematics, and writing
by Years of Study Within an Academic Area . . .16 PSAT/NMSQT scores by academic intensity
for math and science and humanities and
social science.............................. 9
Tables
1. Demographic Characteristics of Study 4. PSAT/NMSQT verbal histograms by
Participants (n = 857,375) and 2000 level of overall academic intensity........... 11
College-Bound Juniors (n = 1,298,576)........ 2
5. PSAT/NMSQT mathematics histograms by
2. Descriptive Statistics on the PSAT/NMSQT level of overall academic intensity........... 12
for Study Participants and 2000
College-Bound Juniors ..................... 2 6. PSAT/NMSQT writing histograms by
level of overall academic intensity........... 13
3. Mean PSAT/NMSQT Scores and Standard
Deviations by Years of Study Within an
Academic Area ............................ 5

Abstract
merit-based scholarships is that PSAT/NMSQT scores are
reflective of achievement in high school. This study simply
The current study investigated relationships between provides evidence to validate that claim.
scores on the verbal, mathematics, and writing sections It is important to explain why using high school
of the PSAT/NMSQT® (as well as the PSAT/NMSQT grades or some other measure of high school achievement
composite: verbal + mathematics + writing scores) and instead of PSAT/NMSQT scores as an initial screen of
the following indicators of academic achievement in high scholarship entrants would be unfeasible and unfair.
school: years of study, participation in specific math and Many high schools are unwilling or unable to provide
English language arts courses, high school grade point individual course grades for all of the juniors in their
average (HSGPA), academic intensity, and participation school. Individual course grades would be needed
and performance in Advanced Placement Program® to compute a standardized indicator of high school
(AP®) courses. It was hypothesized that students who performance since students complete different courses
have greater academic achievements in high school earn and high schools often employ different grading systems.
higher scores on the PSAT/NMSQT. This hypothesis Also, because grades often lack comparability within
was evaluated by analyzing PSAT/NMSQT scores, and between high schools, basic issues of fairness are
questionnaire responses, and AP grades from 857,375 associated with using them as an initial screen for
students. The results showed that there are moderate scholarship determination. Finally, high school grades
to strong relationships between indicators of academic cannot be used to make fine distinctions between
achievement in high school and PSAT/NMSQT scores. students in the top 2 to 3 percent of the population.
According to the 2005 College-Bound Seniors report,
which presented data for high school graduates in the
Introduction year 2005 who participated in the SAT Program, 42
percent of students reported an HSGPA equivalent to a
grade of A- or higher and 24 percent reported an HSGPA
The Preliminary SAT/National Merit Scholarship equivalent to a grade of A or higher; 6 percent had an
Qualifying Test (PSAT/NMSQT) is cosponsored by HSGPA equivalent to a grade of A+ (College Board, 2005,
the College Board and National Merit Scholarship p. 2). So high school grades would provide an insufficient
Corporation (NMSC). It serves as a practice test for the source of information for an initial screen of scholarship
SAT Reasoning Test™ (SAT®) and provides students with entrants.
an opportunity to enter NMSC scholarship competitions. It is also important to note that the NMSC does rely
More than 2.5 million students from more than 20,000 heavily on grades and other information about students’
high schools take the PSAT/NMSQT each year. About high school course work and academic performance in
half the students who take the test are in their junior designating Finalists and in selecting students who receive
year of high school, which is the year they are eligible for scholarships. This information, however, is considered
NMSC scholarship competitions. only after PSAT/NMSQT scores have been used as an
The PSAT/NMSQT measures skills in three general initial screen of scholarship entrants.
academic areas that are important for success in college: This study hypothesized that students who have
verbal reasoning, mathematics problem solving, and greater academic achievements in high school earn higher
writing skills. It shares much of the SAT’s statistical scores on the PSAT/NMSQT.
and content specifications, but the PSAT/NMSQT has a
slightly lower overall difficulty than the SAT, contains
fewer items, and does not cover content that would Method
typically be found in a third-year college-preparatory
math course.
Participants
This study analyzed relationships between scores
on the verbal, mathematics, and writing sections of the
PSAT/NMSQT, as well as the PSAT/NMSQT composite The analysis began with a data set that contained all of
(verbal + mathematics + writing scores) or Selection Index, the students who graduated in May or June 2002 and
and the following indicators of academic achievement in participated in at least one College Board program (i.e., AP,
high school: years of study within several academic areas, SAT, or PSAT/NMSQT). This data set was assembled by
participation in specific math and English language arts matching separate data files from each College Board testing
courses, HSGPA, academic intensity, and participation and program. In order to protect against redundancy, multiple
performance in AP courses. This study was conducted records for a student were purged and only the latest score
because one of the reasons the NMSC uses the PSAT/NMSQT information from each testing program was preserved.
to identify pools of candidates who qualify for recognition by There were 2,012,028 students in the original data set.

This data set was reduced to include only the students Table 2
who took the PSAT/NMSQT in October 2000 during their Descriptive Statistics on the PSAT/NMSQT for
junior year and the SAT sometime before they graduated Study Participants and 000 College-Bound Juniors
in May or June 2002. AP Exam grades for these students,
Participants College-Bound Juniors*
if available, were preserved. It was desirable to focus the (n = 857,375) (n = 1,298,576)
PSAT/NMSQT
analysis on these students because students are only eligible Scores M SD M SD
for NMSC scholarship competitions in their junior year and Verbal 50.5 0.8 48.3 .
because indicators of academic achievement were provided
Mathematics 5.6 0.8 49.4 .
by information collected during SAT registration (e.g., SAT
Writing 50.4 0. 48.7 0.0
Questionnaire responses). The reduced data set that was
Composite 5.5 8.5 46.4 9.0
ultimately used for this study was composed of 857,375
*Source: PSAT/NMSQT 000 State Summary Reports:
students.
College-Bound Juniors.
To examine whether the sample was representative
of the population it was drawn from, its characteristics
were compared to the 2000 College-Bound Juniors (all Materials
juniors who took the PSAT/NMSQT in October 2000).
Table 1 presents the demographic characteristics and The PSAT/NMSQT is a 2-hour-and-10-minute test. It
Table 2 presents the average PSAT/NMSQT scores of the has two 25-minute verbal sections (52 questions), two
current sample and the 2000 College-Bound Juniors. A 25-minute mathematics sections (40 questions), and one
comparison of the two groups reveals that they are roughly 30-minute writing skills section (39 questions). Verbal
equivalent by gender, but that the sample has a slightly questions measure critical reading, sentence-level reading,
lower proportion of ethnic-minority students. Students and analogical reasoning. Mathematics questions measure
in the current data set also have average PSAT/NMSQT algebra and functions, geometry and measurement,
verbal, mathematics, and writing scores that are about 2 number and operations, and data analysis, statistics, and
points higher (on the 20-to-80 PSAT/NMSQT score scale) probability. Writing questions measure grammar, usage,
than those of the 2000 College-Bound Juniors. and word choice.1
Scores on each section of the test (verbal, mathematics,
and writing) range from 20 to 80. NMSC computes a
Table 1 composite that is the sum of unweighted scores on each
Demographic Characteristics of Study Participants section of the PSAT/NMSQT. This composite is known as
(n = 857,375) and 000 College-Bound Juniors the Selection Index because it is used as an initial screen
(n = ,98,576) of entrants to NMSC scholarship programs.
The PSAT/NMSQT generally demonstrates excellent
Participants College-Bound Juniors*
psychometric properties. Data based on a sample of
Characteristic n % n %
sophomores and juniors who took the PSAT/NMSQT in
Gender
2002 showed that the test was highly reliable. Reliability
Male 38,806 44.6 577,679 44.5
coefficients were .88 for the verbal sections (SEM = 3.8),
Female 473,90 55.3 79,649 55.4 .87 for the mathematics sections (SEM = 4.0), and .82 for
No Response 668 0. ,48 0. the writing section (SEM = 4.0) (College Board, 2003a).
Ethnicity Several indicators of academic achievement were
American Indian 3,735 0.4 7,788 0.6 provided by responses to SAT Questionnaire items.
Asian American 74,94 8.7 90,9 6.9 The SAT Questionnaire is a 43-item measure of high
school background, interests, activities, and college
African American 73,705 8.6 ,58 9.4
plans (College Board, 2003b, pp. 9–11). Students usually
Mexican American 3,775 3.8 60,444 4.7
complete the SAT Questionnaire 6 to 18 months after
Puerto Rican 0,085 . 5,34 .
they take the PSAT/NMSQT.
Other Hispanic 6,5 3. 36,56 .8
The SAT Questionnaire items analyzed in the current
White 595,59 69.5 909,36 70.0
study included: (a) total number of years of high school
Other 5,597 3.0 35,495 .7 courses from grades 9 through 12 in arts and music,
No Response 4,793 .7 ,06 .7 English, foreign and classical languages, mathematics,
*Source: PSAT/NMSQT 000 State Summary Reports: natural science, and social science and history; and (b)
College-Bound Juniors.
 A new PSAT/NMSQT with revised test specifications (i.e., no analogies or quantitative comparison questions) was introduced in
October 004. Since the students that participated in this study took the PSAT/NMSQT in October 000, the results presented in
this report are based on a previous version of the PSAT/NMSQT.

content of high school courses in English (American field, and one point if they took at least three years of
literature, British literature, composition, grammar, study in a lab science and a math course in trigonometry,
literature of a country other than the United States or precalculus, or calculus; all other students earned zero
Britain, literature of different historical periods, speaking points. For academic intensity in humanities and social
and listening skills, and English as a second language) science, students earned three points if they took two or
and math (algebra, geometry, trigonometry, precalculus, more AP Exams in a humanities or social science field
calculus, computer math, and other mathematics); and (c) (i.e., geography, history, government, English, foreign
self-reported cumulative high school grade point average language, economics, or psychology), two points if they
(equivalent to an A+, A, A-, B+, B, B-, C+, C, C-, D+, took one AP Exam in a humanities or social science field,
D, or F). Several SAT Questionnaire items were also and one point if they took at least three years of study in
used in combination with AP Exam grades to create a foreign language, four years of study in English, four
two indicators of academic intensity (see Procedure). AP years of study in social science and/or history, and an
Exam grades were also used to examine the relationship honors course in at least one of these course categories;
between PSAT/NMSQT scores and AP participation and all other students earned zero points. Students were
performance. assigned missing values on the two academic intensity
Two studies support the accuracy of self-reported variables if they did not meet the AP criteria and
SAT Questionnaire data. Freeberg (1988) reported did not answer some or all of the SAT Questionnaire
that “key items of student-reported information were items and were unable to be classified. The sum of the
shown to possess high levels of accuracy” (p. 15) and two academic-intensity variables was also computed.
Freeberg, Rock, and Pollack (1989) reported that the Scores on this new variable—labeled overall academic
self-reported academic information from the SAT intensity—ranged from zero to six points.
Questionnaire is adequate for predicting first-year Relationships between PSAT/NMSQT scores and
college achievement. all three measures of academic intensity (math/science,
humanities/social science, and overall academic
Procedure intensity) were examined. Pearson product-moment
correlations between PSAT/NMSQT scores and the
A table was created to present mean PSAT/NMSQT scores three academic intensity variables were computed.
and standard deviations by number of years of study in The multiple regression of PSAT/NMSQT composite
each academic area covered by the SAT Questionnaire. scores on academic intensity in math/science and
Mean PSAT/NMSQT scores and standard deviations were humanities/social science was also computed. A table
also presented for students who took honors courses within was constructed to present mean PSAT/NMSQT scores
each academic area. A figure was created to graphically and standard deviations by each academic intensity
display the relationship between composite PSAT/NMSQT score in math/science and humanities/social science,
scores and years of study within an academic area. and a figure was created to plot the PSAT/NMSQT
Tables were created to present mean PSAT/NMSQT means by level of academic intensity. A table was
scores and standard deviations by course participation. also constructed to present the proportion of students
Separate tables were created for English language arts by PSAT/NMSQT mathematics, verbal, and writing
and math courses. Table rows were ordered by largest scorebands (i.e., 20–29, 30–39, etc.) who had received a
mean PSAT/NMSQT scores. score of a 1, 2, 3, …, or 6 on overall academic intensity.
Pearson product-moment correlations between Three sets of histograms (one for each PSAT/NMSQT
PSAT/NMSQT scores and HSGPA were calculated. A table section) were also produced to show the distribution of
was created to present mean PSAT/NMSQT scores and PSAT/NMSQT scores for each level of overall academic
standard deviations by HSGPA intervals (e.g., equivalent intensity.
to an A+, A, A-, etc.); the number and percent of cases on Relationships between PSAT/NMSQT scores and
which these means and standard deviations were based were participation and performance in AP courses were also
also presented. A figure was created to graphically display the examined. (Unlike the previously described academic-
relationship between HSGPA and PSAT/NMSQT scores. intensity variable, AP participation and performance
Scores on academic intensity variables were computed variables were based on 35 AP courses.) A table was
using an approach that Bridgeman, Pollack, and Burton constructed to present the proportion of students within
(2004) developed based on Adelman (1999). For academic each PSAT/NMSQT mathematics, verbal, and writing
intensity in math and science, students earned three scoreband by five categories of AP participation: 0, 1, 2,
points if they took two or more AP Exams in a math or 3, and 4 or more AP courses taken; and three categories
science field (i.e., biology, chemistry, physics, calculus, of average AP grades: less than or equal to 3, 3.01 to 3.99,
statistics, computer science, or environmental science), and greater than or equal to 4. It is important to note that
two points if they took one AP Exam in a math or science a student was deemed an “AP participant” if that student
3
took an AP Exam, and that approximately 20 percent and percent of test-takers by years of study within
of students in AP courses do not actually take an AP each academic area (see Appendix B). This table allows
Exam. These latter analyses were examined to investigate the reader to refer to the number of students used to
relationships between other sources of academic rigor compute each of the means presented in Table 3.
and the PSAT/NMSQT. Mean PSAT/NMSQT scores and
standard deviations were also computed by intended Course Participation
college major (see Appendix A).
Table 4 shows the mean verbal, writing, and composite
PSAT/NMSQT scores by participation in various
Results and English language arts courses. Slight differences in mean
PSAT/NMSQT scores were observed between students
Discussion who participated in courses like British literature or
literature of a country other than the United States
and Britain and those who did not, with students who
Years of Study
participated in these courses having higher PSAT/NMSQT
scores on average. One possible explanation of this
Table 3 shows the relationship between mean verbal, difference is that high-achieving students take these
mathematics, writing, and composite PSAT/NMSQT courses because their content goes beyond the standard
scores and years of study in several different academic high school curriculum.
areas; Figure 1 plots these relationships graphically. The Table 5 shows the mean mathematics and composite
results indicate that students with more years of study PSAT/NMSQT scores by math course participation.
(across all academic areas) obtained higher mean PSAT/ Normally, the order of high school math courses from
NMSQT scores. Large differences in mean PSAT/NMSQT least rigorous to most rigorous is algebra, geometry,
scores were found between students who participated in trigonometry, precalculus, and calculus. Table 5 shows
honors courses and those who did not and between that students who took more rigorous math courses
students who took three years of study and those who had higher mean PSAT/NMSQT scores. It is important
took four years of study. The highest mean difference (2.7 to note, however, that most students take courses like
points) was observed on the mathematics section between trigonometry, precalculus, and calculus after they take the
students who took more than four years of math and PSAT/NMSQT, but the students who go on to take these
students who took three years of math. courses are most likely preparing with more rigorous
In order to more fully interpret the results in Table courses (relative to the standard curriculum) at the time
3, another table is presented to provide the number that they take the PSAT/NMSQT.
200 High School Grade Point Average
Arts and Music
English
Foreign and Classical Languages Cohen (1988) established guidelines regarding the
Math strength of correlations, which state that correlations
Natural Science
175 Social Science and History of about .10 are small, correlations of about .30 are
e medium, and correlations of about .50 are large (pp.
osit 79–81). Table 6 shows that the correlations between
p
m verbal, mathematics, writing, and composite PSAT/
o
C
T NMSQT scores and HSGPA are medium to large. The
Q150
MS correlation between PSAT/NMSQT composite scores
N
T/ and HSGPA was large (r = .53) and the correlations
A
S between scores on the PSAT/NMSQT sections and
P
HSGPA were slightly smaller but still in the medium
125
to large range (r = .46 to .50). Table 7 shows that average
scores on PSAT/NMSQT sections increased by about 1
to 4 point(s) for each unit increase in HSGPA and that
average PSAT/NMSQT composite scores increased
100 by about 3 to 12 points for each unit increase in
0 1/2 1 2 3 4 >4 HSGPA. Figure 2, which plots the relationship between
Years of Study
mean PSAT/NMSQT scores and HSGPA, and Table
Figure 1. Mean composite PSAT/NMSQT scores by 7 shows that this relationship was not linear. Larger
years of study within an academic area. PSAT/NMSQT score gains were associated with unit
4
Table 3
Mean PSAT/NMSQT Scores and Standard Deviations by Years of Study Within an Academic Area
Years of Study
PSAT/NMSQT
Scores None 1/2 1 2 3 4 More Than 4 Honors No Response
Arts and Music
48.6 48.9 49.5 50.3 5.0 53.0 53.5 55.5 50.
Verbal
(0.7) (.) (0.7) (0.7) (0.4) (0.5) (0.7) (0.4) (0.8)
50.6 50.3 5. 5.3 5.4 53. 53.7 55.9 5.4
Mathematics
(.) (.) (0.9) (0.7) (0.4) (0.5) (0.7) (0.4) (0.8)
48.6 49.0 49.5 50. 50.8 5.8 53. 55.0 50.0
Writing
(9.7) (9.9) (9.8) (9.9) (9.9) (0.) (0.4) (0.3) (0.)
47.8 48. 50. 5.8 53. 58.9 60.3 66.4 5.5
Composite
(8.4) (9.) (8.) (8.) (7.4) (8.0) (8.6) (7.7) (8.4)
English
43.0 48.7 50.6 5.6 48.5 50.6 5.9 55.4 50.5
Verbal
(0.8) (4.5) (3.8) (.3) (0.3) (0.8) (.) (9.9) (0.8)
44.8 5.4 53.5 54.6 49.9 5.7 53.5 55.9 5.6
Mathematics
(.0) (4.) (3.) (.) (0.4) (0.8) (0.9) (0.0) (0.7)
43.8 49.8 50.9 5.5 48.5 50.6 5.6 55.0 50.4
Writing
(8.8) (.9) (.) (.) (9.3) (0.) (0.6) (9.8) (0.)
3.6 49.9 55.0 57.8 46.9 5.9 59.0 66. 5.5
Composite
(7.4) (37.7) (35.9) (3.) (6.7) (8.5) (9.5) (6.3) (8.)
Foreign and Classical Languages
4. 4.8 44. 47.4 50.6 54. 56. 55.8 50.0
Verbal
(0.9) (.0) (0.8) (0.) (0.0) (0.) (0.6) (0.3) (.0)
43. 44.3 45.4 48.5 5.8 55. 57.3 57.0 5.3
Mathematics
(0.9) (0.9) (0.7) (0.3) (0.) (0.) (0.) (0.) (0.9)
4.4 43.6 44.6 47.4 50.4 54.0 55.9 55.7 50.0
Writing
(8.6) (9.0) (9.0) (9.) (9.3) (0.0) (0.5) (0.) (0.)
6.9 30.7 34. 43.3 5.9 63.3 69. 68.5 5.
Composite
(6.7) (7.3) (7.0) (6.) (6.) (7.) (7.9) (7.) (8.7)
Math
45.8 47.9 47.9 46.7 47.3 50. 55. 55.8 50.3
Verbal
(.5) (.9) (.3) (.0) (0.) (0.5) (0.5) (0.0) (0.8)
47.5 50.7 49.5 46.7 47.3 5. 58.0 58.4 5.6
Mathematics
(.) (3.5) (.6) (0.8) (9.7) (0.3) (0.0) (9.3) (0.8)
46.4 48.4 48.4 47. 47.5 50. 54.5 55.3 50.
Writing
(9.8) (0.7) (0.8) (9.) (9.) (9.8) (0.3) (9.9) (0.)
39.7 47. 45.7 40.5 4. 5.5 67.7 69.5 5.
Composite
(30.5) (34.0) (3.5) (8.0) (5.6) (7.4) (7.4) (5.7) (8.4)
Natural Science
4.0 44.4 45. 47.5 49. 5.7 55.5 55.7 50.0
Verbal
(0.4) (.3) (.3) (0.6) (0.4) (0.5) (0.8) (0.0) (0.9)
4.7 46. 46.5 48.4 50.0 5.9 57.7 57.4 5.
Mathematics
(0.5) (.3) (.) (0.5) (0.3) (0.5) (0.8) (9.8) (0.9)
43. 45.4 46.0 47.8 49. 5.5 54.7 55. 50.0
Writing
(8.4) (0.6) (9.5) (9.4) (9.6) (0.0) (0.5) (9.9) (0.)
6.8 36.0 37.7 43.7 48.3 56. 67.9 68. 5.
Composite
(6.0) (3.9) (8.5) (7.) (6.9) (7.8) (8.7) (6.) (8.7)
Social Science and History
4.7 47. 47.8 48.7 49.5 50.7 54. 55.5 50.
Verbal
(.) (.4) (.7) (0.8) (0.7) (0.6) (0.5) (0.0) (0.9)
43.9 49.7 50. 50.8 5.0 5.5 54.6 56. 5.4
Mathematics
(.) (.7) (.0) (.0) (0.9) (0.7) (0.3) (0.0) (0.9)
43.6 48.0 48. 48.9 49.6 50.6 53.4 54.9 50.
Writing
(8.9) (0.6) (0.3) (9.7) (9.9) (0.0) (0.) (9.9) (0.)
9. 44.8 46. 48.4 50.0 5.7 6. 66.7 5.7
Composite
(8.0) (3.4) (30.8) (8.) (8.) (8.) (7.6) (6.4) (8.6)
5