Source: Jed Applerouth on October 6, 2015 in Featured, Jed Said, New SAT
We’re providing the summary charts here but for the full and very informative article click here.
| Grammar Rules vs. Good Writing | |||
| Old SAT | New SAT | ACT | |
| Standard English Conventions (Grammar) | 80% | 45% | 51% |
| Expression of Ideas (Rhetorical Skills) | 20% | 55% | 49% |
| Writing Passage Complexity | ||
| Test | Average # of Words Per Sentence | Average Grade Level* |
| New SAT Test 2 | 22 | 13 |
| New SAT Test 3 | 23 | 13 |
| Practice ACT 2014-15 | 17 | 9 |
| Practice ACT 2009-2010 | 18 | 10 |
| Reading Passage Complexity | ||||
| Test | Average Words/Sentence | Peak Words/Sentence | Avg. Grade Level* | Grade Level Fluctuation |
| New SAT Test 2 | 26 | 39 | 14 | 12-16 |
| New SAT Test 3 | 25 | 36 | 13 | 10-16 |
| Practice ACT 2014-15 | 21 | 25 | 11 | 8-12 |
| Practice ACT 2009-10 | 24 | 26 | 12 | 10-14 |
| How Important Is Vocabulary? | ||
| Test | % Questions that Test Vocabulary | Source of Questions |
| Old SAT | 36% of Reading questions | 19 SC’s + 5 VIC (all Reading) |
| New SAT | 12.5% of Reading/Writing |
9 VIC in Reading 3 VIC in Writing |
| ACT |
8% of Reading 3% of English |
3 VIC in Reading 2 VIC in English |
| Math-in-Context: A Cross-Test Comparison | ||
| Test | Contextual | Conceptual |
| Old SAT | 27% | 73% |
| ACT | 36% | 64% |
| New SAT | 53% | 47% |
| New SAT: Testing Math through “Realistic” Word Problems | ||
| Section | Contextual | Conceptual |
| No Calculator Section | 24% | 76% |
| Calculator Section | 69% | 32% |
| Math Subject Focus | ||||
| Test | Algebra | Geometry | Arithmetic/Data Analysis | Trigonometry |
| Old SAT | 50% | 24% | 26% | 0% |
| ACT | 46% | 23% | 24% | 7% |
| New SAT | 62% | 6% | 30% | 2% |
The Essay
The new essay, more akin to a document-based question on an AP exam, is a dramatic improvement over the current essay, which is essentially an opinion piece. The revised essay will measure reading skills, analytical skills, and writing skills, making it more typical of college-level work than ever before. While a number of prestigious colleges have announced they are making the essay optional, I am confident many admissions offices will eventually be impressed by the superior predictive power of this new essay. The Dean of Admissions at Penn, Eric Furda, cited the lack of predictive validity of the current essay as the rationale for making the essay optional. But the current essay pales in comparison to the updated one, which should more strongly predict freshman grades, particularly in intro-level English classes.
| Seconds per Question | ||||
| Section | ACT | Current SAT | New SAT | Percentage more time on New SAT vs. ACT |
| Grammar | 36.0 | 42.9 | 47.7 | 33% |
| Reading | 52.5 | 62.7 | 75.0 | 43% |
| Math | 60.0 | 77.8 | 84.2 | 40% |
| Science | 52.5 | – | – | – |
Summary
Having spent four months analyzing the new SAT and several months preparing students for the upcoming SAT-aligned PSAT, we are confident that the College Board and ETS have made a superior college-level assessment. This new SAT is an improvement. Moving away from a focus on advanced vocabulary, geometry and processing speed feels like the right move for a college-preparedness assessment. Enhancing the reading and writing requirements of this test also feels appropriate to assist colleges in identifying students prepared for the more rigorous reading and critical-thinking skills typical of college level learning. This test will surely reveal deficits in students who are unprepared for these heightened levels of rigor.
Given the unfortunate likely delay of the score return for the March SAT, many students will avoid the new SAT this spring. Once the dust settles, and we are left with typical timelines for the SAT and ACT, we’ll be recommending the new SAT to many students. As always, the single best way to identify the optimal test is to take official, timed practice tests. The SAT and ACT are converging in so many ways, but many students will find that they prefer, and ultimately perform better on, one of these tests. Until colleges express a preference for one test over another, we advocate following your strengths and preparing fully for the test that best matches your skills and abilities.
