Office of Assessment and Evaluation. SAT I Results 2013 College-Bound Seniors

Transcription

1 Office of Assessment and Evaluation SAT I Results 2013 College-Bound Seniors Report No November 2013

2 SAT I RESULTS 2013 College-Bound Seniors Charleston County School District Nancy J. McGinley, Ed.D. Superintendent Charles J. D Alfonso, Ed.D. Interim Executive Director Department of Achievement and Accountability Laura F. Donnelly, Ph.D. Director Office of Assessment and Evaluation Michael A. Lower, Ph.D. Program Evaluator Office of Assessment and Evaluation November 2013 Report No

3 Charleston County School District SAT Results 2013 College-Bound Seniors Table of Contents Executive Summary... Page ii Background... 1 Summary of Results... 2 Figures Comparisons with State and National Data... 2 Gender... 5 Ethnicity... 5 Percentages of Students Tested - Gender and Ethnicity... 6 Parent Education... 8 LIFE Scholarship Requirement... 9 Results for Charleston County Schools Number of Charleston County High School Seniors in SAT Score Intervals Average SAT Scores for Charleston, South Carolina and the Nation, , , , , Average SAT Scores for Charleston County Seniors by Ethnicity, , , , , APPENDIX A-1. Percent Meeting SAT-Based LIFE Scholarship Criterion in Individual Schools. 11 APPENDIX A-2. SAT Average Scores for Charleston County High Schools by Ethnicity in Individual Schools APPENDIX B. Selected Tables from the 2013 Profile of College-Bound Seniors in Charleston County Table 5. Percentiles for District, State, and Total Group Table 6. Score Distributions Table 7. Test-Taking Conditions Table 8. Total Mean Scores by Ethnicity Table 9. Male Mean Scores by Ethnicity Table 10. Female Mean Scores by Ethnicity Table 11. Student Background Information and Characteristics Table 12. High School Rank Table 13. High School Grade Point Average Table 14. Average Years of Study in Six Academic Subjects Table 15. Course-Taking Patterns English, Mathematics Table 16. Course-Taking Patterns Natural Sciences, Social Sciences and History Table 17. Course-Taking Patterns Foreign and Classical Languages Table 18. Course-Taking Patterns Arts and Music, Computers Table 25. Intended College Major, Degree-Level Goal Table 26. Institutions That Received the Most SAT Program Score Reports from Students APPENDIX C. South Carolina School District Mean SAT Verbal, Math, and Writing Scores APPENDIX D. Participation and Mean SAT Scores by State i

4 Charleston County School District SAT I Results 2013 College-Bound Seniors Executive Summary A total of 1, college-bound seniors took the SAT I in the Charleston County public schools, representing 65% of the senior population. Average SAT I scores for these students were 491 in Critical Reading, 487 in Math, and 469 on the Writing Test. The average Critical Reading score increased by 5 points from 2012, the average Math score decreased by 2 points, and the average Writing score increased by 1 point. The percentage of CCSD seniors taking the SAT (65%) is higher than the state and the nation. Charleston seniors scored 12 points higher than students statewide in Critical Reading, 3 points higher in Math, and 9 points higher in Writing. Total SAT scores for individual schools vary considerably. Four schools (Academic Magnet, School of the Arts, Wando, and Charleston Charter for Math & Science) had average SAT scores that are higher than the national average on all three SAT tests. A total of 528, or 31%, of Charleston County seniors with SAT scores had composite scores in Critical Reading and Math (i.e., 1100 or higher) that qualified them for the SC LIFE Scholarship. Fifty-four of these 528 seniors had composite scores of 1400 or higher and qualified for the Palmetto Fellows Scholarship. CCSD boys outperformed girls on the Critical Reading test (average score of 502 vs. 482) and on the Math test (509 vs. 468), while boys and girls performed the same on the Writing test (469 vs. 469). CCSD black seniors scored lower than white seniors on all three SAT tests: Critical Reading (average score of 404 vs. 543), Math (400 vs. 538), and Writing (387 vs. 519). There is a strong relationship between parents level of education and SAT scores. For example, seniors whose parents' highest level of education is a Bachelor's Degree obtained an average SAT Critical Reading score of 515, compared to students whose parents have a high school diploma only (average score of 434). ii

5 Charleston County School District SAT I Results 2013 College-Bound Seniors Background The SAT is designed to assess skills that are important to students success in college. Because the subject matter of high school courses as well as grading standards varies widely, the test has been developed to provide a common standard against which students can be compared. Without this means of comparison, institutions of higher education would be unable to screen and select students on an equitable basis. Few colleges and universities rely solely on admissions tests, such as the SAT, in the decision-making process. A student s motivation and initiative, class rank, and GPA contribute significantly to admissions decisions. Yet, college admissions departments rely on standardized tests to some extent because of differences in academic programs found in high schools around the country. High SAT scores can increase opportunities for students to enter colleges and universities. The SAT differs from an achievement test in that it measures general reasoning abilities (reading, writing, and mathematics), rather than the recent acquisition of information or application of specific skills. High SAT scores reflect an accumulation of knowledge and a strong educational background acquired and developed throughout a student s educational career. The SAT was modified in Analogies were eliminated from the Verbal test, which was renamed Critical Reading. Comparisons were eliminated from the Mathematics test. The Writing test was added and contains multiple-choice questions and a student-written essay. This report reflects reported SAT scores for seniors who anticipated graduating in Students are counted once no matter how often they tested, and only their latest scores are summarized. Seniors who took their last SAT during their junior year of high school are included. Most students also complete the optional Student Descriptive Questionnaire when they register to take SAT Program tests, providing valuable contextual information to aid in interpreting and understanding individual and group scores. These self-reported data are considered by the College Board to be accurate and relatively stable from year to year and thus can be used to interpret scores of students according to contextual variables and to study changes in test performance for different groups of students. In general, students who score high on the SAT tend to rank near the top of their class, have higher grade point averages, and take more academic subjects than students who have lower scores. There are also correlations between high scores and socioeconomic factors, such as parental income and parental education. These factors do not directly affect test performance; rather, they are associated with educational experiences both on tests such as the SAT and in schoolwork. The College Board cautions users of SAT data in the interpretation of results. Not all students in a high school, school district, or state take the SAT. Since the population of test takers is self-selected, using aggregated SAT scores to compare or evaluate teachers, schools, districts, or states is not valid, and the College Board strongly discourages such use. The most significant factor to consider in interpreting SAT scores for any group of test takers is the proportion of students taking the test. For example, in some states there are lower participation rates. Typically, test takers in these states have strong academic backgrounds and apply to the nation s most selective colleges and scholarship programs. For these states, it is expected that the SAT mean scores reported for students will be higher than the national average. Additional SAT results for South Carolina can be found on the Department of Education's home page on the Internet at 1

6 Summary of Results Below is a summary of results for the CCSD college-bound seniors who took the SAT any time during their high school years from through Test results from and were only through the April administration; June administration results were not included. Test results from the June administration, however, were included by the College Board for and subsequent years. A total of 1,701 seniors took the SAT in Charleston County, representing 65% of the senior population. A total of 93 more seniors took the SAT in 2013 compared to Percentages of students taking the SAT have been stable over the past five years, fluctuating between 62% and 66% of the high school senior population, with the exception of the 2009 decline. The average Critical Reading score for the 2013 senior class in Charleston County was 491, an increase of 5 points. The average Math SAT score was 487, a decrease of 2 points. The average score on the Writing test increased by 1 point. The table below compares average SAT scores for CCSD college-bound seniors for the past five years. Figure 1 illustrates the number of Charleston County high school seniors in SAT score intervals for Year Number of Seniors Tested Percent of Seniors Tested Average Critical Reading Score Average Mathematics Score Average Writing Score ,391 55% ,591 62% ,718 65% ,794 66% ,701 65% Comparisons with State and National Data Average 2013 SAT scores are presented below for public school seniors in Charleston County, South Carolina, and the nation. Compared to students statewide, CCSD seniors: (1) averaged 12 points higher than students statewide on the Critical Reading test, (2) scored 3 points higher in Math, and (3) scored 9 points higher in Writing. CCSD students and students nationwide scored the same in Critical Reading; the discrepancy between CCSD students and students nationwide was 16 points in Math, and 11 points in Writing. Differences between CCSD and the nation were lower compared to the previous year in Critical Reading, Math, and Writing. Figure 2 illustrates five-year comparisons for CCSD, South Carolina, and the nation. Percent Tested Critical Reading Mathematics Writing Charleston County 65% South Carolina 51% Nation 39% The following table shows changes in SAT scores from the previous year and from Charleston South Carolina Nation Critical Reading 2013 Change from 2012 Change from Mathematics 2013 Change from 2012 Change from Writing 2013 Change from 2012 Change from

7 Figure 1 Number of Charleston County High School Seniors in SAT Score Intervals CRITICAL READING MATH WRITING

8 Figure 2 Average SAT Scores CCSD SC Nation CCSD SC Nation CCSD SC Nation Critical Reading Mathematics Writing

9 Gender State and national comparisons. Overall, Charleston County males scored higher than their female counterparts on the SAT Critical Reading and Math tests. Both males and females scored the same on the Writing test. Males scored 20 points higher than females in Critical Reading and 41 points higher in Math. Relative to other S.C. students, CCSD males scored higher by 15 points on the Critical Reading test. They scored 7 points higher on the Math test and 12 points higher on the Writing test. CCSD females scored 1 point higher than their South Carolina peers on the Critical Reading test. They scored 6 points lower on the Math test and 2 points lower on the Writing test. Relative to students across the nation, CCSD females scored lower in Critical Reading, Math, and Writing; CCSD males scored lower in Math and Writing, but higher in Critical Reading SAT Critical Reading Math Writing Male Female Male Female Male Female Charleston County South Carolina Nation Five-year comparisons. The following table presents five years of SAT scores for males and females in Charleston County. Since , Critical Reading scores declined by 3 points for males Math scores declined by 9 points and Writing scores declined by 8 points for males. Females increased 10 points in Critical Reading, declined 6 points in Math and 1 point in Writing since Critical Reading Math Writing Charleston County Male Female Male Female Male Female Change from 2012 to Change from 2009 to Ethnicity State and national comparisons. Overall, white seniors in the cohort in Charleston County scored considerably higher than black students on the three tests of the SAT. Comparisons between CCSD and South Carolina for ethnic groups indicate that black students in Charleston County scored 4 points behind their peers statewide on the Critical Reading test, 18 points behind them on the Math test, but 3 points higher in Writing. CCSD white students scored higher than white students statewide by 25 points in Critical Reading, 6 points higher in Math, and 34 points higher in Writing. Comparisons between CCSD ethnic groups and similar groups nationwide show that CCSD black students trail students nationwide by 23 points in Critical Reading, 36 points in Math, and 21 points in Writing. White CCSD students scored 13 points higher than white students nationwide in Critical Reading; they scored 14 points lower in Math and they scored 11 points higher than students nationwide in Writing. 5

10 SAT Critical Reading Math Writing Black White Black White Black White Charleston County South Carolina Nation Five-year comparisons. The following table presents five years of SAT scores for black students and white students in Charleston County. Compared to last year, black students gained 10 points in Critical Reading, lost 3 points in Math, and gained 4 points in Writing. White students gained 2 points on the Critical Reading test, lost 2 points in Math, and scored the same both years in Writing. Figure 3 graphically illustrates the achievement gap between CCSD black and white students over the past five years. Black students improved 1 point in Critical Reading, declined 13 points in math and declined 7 points in Writing since ; while White students increased 3 points in Critical Reading, declined 8 points in Math and declined 6 points in Writing since Critical Reading Math Writing Charleston County Black White Black White Black White Change from 2012 to Change from 2009 to Percentages of Students Tested - Gender and Ethnicity The table below contains the numbers of students tested and the percent of the population tested by gender and ethnicity. Proportionally more white students and more females took the SAT. Compared to 2012 there was an decrease in the number of black males and females who took the SAT. In 2013, 568 black students took the SAT compared to 632 in The number of white students taking the SAT also decreased, from 989 in 2012 to 967 in Males Females Total Number Tested Percent Tested Number Tested Percent Tested Number Tested Percent Tested Black % % % White % % % Other % % % Total* % % *Note. 26 students did not identify their ethnicity 6

11 Achievement Gap Figure 3 Average SAT Scores and Achievement Gap Black White Critical Reading Mathematics Writing 1 The number at the top of the vertical bars for each year represents the achievement gap between Black and White students. 7

12 Parent Education State and national comparisons. The next table presents average SAT scores for according to the highest level of parental education attained as reported by students. Parental education has been associated with the types of educational experiences students have at school and at home. As expected, students of parents with more education tend to score higher on the SAT test. The table also shows that CCSD students scored lower than their peers statewide at the lower levels of parental education, and higher for Bachelor s Degrees and Graduate Degrees. Highest Level of Critical Geographic Location Parental Education Reading Math Writing Charleston (N=46) No H.S. Diploma South Carolina Nation Charleston (N=461) H. S. Diploma South Carolina Nation Charleston (N=144) Associate s Degree South Carolina Nation Charleston (N=524) Bachelor s Degree South Carolina Nation Charleston (N=397) Graduate Degree South Carolina Nation Five-year comparisons. The following table presents five years of average SAT scores for students, according to their reported highest level of parental education. Highest Level of Critical School Year Parental Education Reading Math Writing No H.S. Diploma H. S. Diploma Associate s Degree Bachelor s Degree Graduate Degree

13 LIFE Scholarship Requirement A total of 529, or 31.0%, of Charleston County seniors taking the SAT had scores that met the criterion (i.e., 1100 or higher on the composite of Critical Reading and Math) for college tuition assistance at four-year colleges or universities in South Carolina. This percentage is higher than the percentage for 2012 (30.7%). Percentages for gender and ethnicity for Charleston appear below. LIFE Scholarship Male 37.0% Black 3.3% Female 26.1% White 47.5% Appendix A-1 presents the percentage of students meeting the SAT-based LIFE scholarship criterion for individual schools. Fifty-four of these 528 seniors who qualified for the LIFE Scholarship had composite scores of 1400 or higher and also qualified for the Palmetto Fellows Scholarship. CollegeBoard has established a SAT College and Career Readiness Benchmark of 1550 (sum of Critical Reading, Mathematics, and Writing scores). Students who meet this benchmark are more likely to enroll in a four-year college, more likely to earn a higher first-year grade-point average (GPA of B- or higher), more likely to continue beyond the first year of college, and more likely to complete their degree than peers who do not meet the benchmark. In , 637, or 37.4%, of Charleston County students taking the SAT met the College and Career Readiness Benchmark. 9

14 Results for Charleston County Schools Average SAT scores for 2013 college-bound seniors in Charleston County high schools are presented in the following table, along with the 2012 scores for comparison purposes. Seniors in four schools -- Academic Magnet High School, Charleston School of the Arts, Wando High School, and Charleston Charter for Math & Science -- scored above the national averages on all three SAT tests. Appendix A-2 presents SAT Average Scores for Charleston County High School Students by Ethnicity for individual schools. School Academic Magnet High School Baptist Hill High School Burke High School Charleston School of the Arts Charleston Charter for Math & Science Clark Corporate Academy Garrett Academy of Technology Greg Mathis Charter School James Island Charter High School Lincoln High School Military Magnet Number of Students 2013 Percent of Seniors Critical Reading 2013 Math 2013 Writing Percent of Seniors Critical Reading 2012 Math 2012 Writing % % % % % % % % % % % % % % % % % % % % Academy North Charleston High School 25 28% % St. John s High School 30 46% % Stall High School 73 39% % Wando High School % % West Ashley High School % % Totals 1,701 65% %

15 APPENDIX A-1 Percent Meeting SAT-Based LIFE Scholarship Criterion in Individual Schools, 2013 (Composite Critical Reading + Math of 1100 or Higher) Percent Meeting School Life Scholarship Criterion Academic Magnet High School 92.9 Baptist Hill High School 3.6 Burke High School 0.0 Charleston School of the Arts 47.5 Charleston Charter School for Math & Science 32.3 Clark Corporate Academy 0.0 Garrett Academy of Technology 0.0 Greg Mathis Charter School 0.0 James Island High School 29.1 Lincoln High School 0.0 Military Magnet Academy 0.0 North Charleston High School 0.0 St. John s High School 3.3 Stall High School 1.4 Wando High School 38.0 West Ashley High School 9.4 Totals

16 APPENDIX A-2 SAT Average Scores for Charleston County High School Students by Ethnicity 2013 (Composite Critical Reading + Math of 1100 or Higher) School Black Critical Reading Math Writing N White Critical Reading Math Writing N Academic Magnet High School Baptist Hill High School * * * Burke High School Charleston School of the Arts Charleston Charter School for Math & Science Clark Corporate Academy 2 * * * Garrett Academy of Technology Greg Mathis Charter School 4 * * * James Island High School Lincoln High School * * * Military Magnet No. Charleston High School * * * St. John s High School * * * Stall High School * * * Wando High School West Ashley High School Totals *Too few scores to report. Note: Of the 1701 students with SAT scores, 26 did not supply ethnicity, 8 are classified as American Indian or Alaska Native, 38 are classified as Asian, Asian American, or Pacific Islander, 26 are classified as Mexican or Mexican American, 4 are classified as Puerto Rican, 32 are classified as Other Hispanic, Latino or Latin American, and 32 are classified as Other. 12

17 APPENDIX B Selected Tables from the "2013 Profile of College-Bound Seniors in Charleston County" (The College Board) Table 5. Percentiles for District, State, and Total Group Table 6. Score Distributions Table 7. Test-Taking Conditions Table 8. Total Mean Scores by Ethnicity Table 9. Male Mean Scores by Ethnicity Table 10. Female Mean Scores by Ethnicity Table 11. Student Background Information and Characteristics Table 12. High School Rank Table 13. High School Grade Point Average Table 14. Average Years of Study in Six Academic Subjects Table 15. Course-Taking Patterns English, Mathematics Table 16. Course-Taking Patterns Natural Sciences, Social Sciences and History Table 17. Course-Taking Patterns Foreign and Classical Languages Table 18. Course-Taking Patterns Arts and Music, Computers Table 25. Intended College Major, Degree-Level Goal Table 26. Institutions That Received the Most SAT Program Score Reports from Students 13

18 College Board inspiring minds SAT Data 2013 College-Bound Seniors Charleston County School District Table 5: Percentiles for District, State and Total Group A percentile represents the point below which a percentage of scores fall. Comparing the 25th percentile point to the 75th percentile point gives an idea of the range of performance in a group. SAT District State Nation Percentile Critical Reading Mathematics Writing Critical Reading Mathematics Writing Critical Reading Mathematics Writing 75th th th Table 6: Score Distributions The score ranges in the following table reflect SAT skills Insight, a resource that identifies skills demonstrated by typical students who score in each range. For more information and resources for educators and students, please visit SAT Critical Reading Mathematics Writing Score Range Male Female Total Male Female Total Male Female Total Table 7: Test Taking Conditions SAT Test-Takers Critical Reading Mathematics Writing Number Pct Mean SD Mean SD Mean SD Standard Conditions Nonstandard Conditions

19 College Board inspiring minds Demographic Information SAT: Mean Scores by Gender Within Ethnicity Table 8: Total Mean Scores by Ethnicity SAT Test-Takers Critical Reading Mathematics Writing Test-Takers Who Described Themselves As: Number Pct Mean SD Mean SD Mean SD American Indian or Alaska Native Asian, Asian American, or Pacific Islander Black or African American Mexican or Mexican American Puerto Rican College-Bound Seniors Charleston County School District Other Hispanic, Latino, or Latin American White Other No Response Total 1, Table 9: Male Mean Scores by Ethnicity SAT Test-Takers Critical Reading Mathematics Writing Test-Takers Who Described Themselves As: Number Pct Mean SD Mean SD Mean SD American Indian or Alaska Native 3 0 Asian, Asian American, or Pacific Islande Black or African American Mexican or Mexican American Puerto Rican 3 0 Other Hispanic, Latino, or Latin American White Other No Response Total Table 10: Female Mean Scores by Ethnicity SAT Test-Takers Critical Reading Mathematics Writing Test-Takers Who Described Themselves As: Number Pct Mean SD Mean SD Mean SD American Indian or Alaska Native Asian, Asian American, or Pacific Islande Black or African American Mexican or Mexican American Puerto Rican 1 0 Other Hispanic, Latino, or Latin American White Other No Response Total

20 College Board inspiring minds Demographic Information SAT: Student Background Information and Characteristics Table 11: Student Background Information and Characteristics Student demographic information provides a broader context to aid in interpreting and understanding individual and group scores College-Bound Seniors Charleston County School District SAT Test-Takers Critical Reading Mathematics Writing Number Pct Mean SD Mean SD Mean SD All Test-Takers 1, First Language Learned English 1, English and Another Another Language No Response Citizenship U.S. Citizen / U.S. National 1, U.S. Permanent Resident or Refugee Citizen of Another Country Other, Unknow n, or No Response Plans to Apply for Financial Aid Yes 1, No Response Don't Know No Response Family Income $0 - $20, $20,000 - $40, $40,000 - $60, $60,000 - $80, $80,000 - $100, $100,000 - $120, $120,000 - $140, $140,000 - $160, $160,000 - $200, More than $200, No Response Highest Level of Parental Education No High School Diploma High School Diploma Associate Degree Bachelor's Degree Graduate Degree No Response Took the PSAT/NMSQT Yes, As a Junior Yes, As a Sophomore or Younger Yes, As a Junior and As a Sophomore or Younger No No Response

21 College Board inspiring minds Academic Information Academic Record Table 12: High School Ranks 2013 College-Bound Seniors Charleston County School District SAT Test-Takers Percent by Gender Mean Score Number Pct Males Female Critical Reading Mathematics Writing Highest Tenth Second Tenth Second Fifth Final Three Fifths No Response Table 13: High School Grade Point Average SAT Test-Takers Percent by Gender Mean Score Number Pct Males Female Critical Reading Mathematics Writing A+ (97-100) A (93-96) A- (90-92) B(80-89) C (70-79) D, E, or F (below 70) 0 No Response Mean Grade Point Average All Students: 3.36 Males: 3.29 Female: 3.42 Table 14: Average Years of Study in Six Academic Subjects SAT Average Years of Study Grade Point Average: Each Student Male Female Total Male Female Total Arts and Music English and Language Arts Foreign and Classical Languages Mathematics Natural Science Social Studies and History Total for All Subjects

22 College Board inspiring minds 2013 College-Bound Seniors Charleston County School District Academic Information Course-Taking Patterns Table 15: English, Mathematics English and Language Arts Test-Takers Percent by Gender SAT Mean Scores Years of Study Number Pct Males Female Critical Reading Mathematics Writing More Than 4 Years Years 1, Years Years Year /2 Year or Less No Response AP /Honors Courses Course Work or Experience English/Language Arts 1, Journalism Creative Writing American Literature Composition/Writing British Literature World Literature Communications Public Speaking English As Second Language Mathematics Test-Takers Percent by Gender SAT Mean Scores Years of Study Number Pct Males Female Critical Reading Mathematics Writing More Than 4 Years Years Years Years Year /2 Year or Less No Response AP /Honors Courses Highest Level of Mathematics Achieved* Calculus Pre-calculus Trigonometry Algebra II Algebra I

23 College Board inspiring minds Academic Information Course-Taking Patterns 2013 College-Bound Seniors Charleston County School District Table 16: Natural Sciences, Social Studies and History Natural Sciences Test-Takers Percent by Gender SAT Mean Scores Years of Study Number Pct Males Female Critical Reading Mathematics Writing More Than 4 Years Years Years Years Year /2 Year or Less No Response AP /Honors Courses Course Work or Experience Biology 1, Chemistry 1, Physics Geology, Earth, or Space Science Other Sciences Social Sciences and History Years of Study Number Pct Males Female Critical Reading Mathematics Writing More Than 4 Years Years Years Years Year /2 Year or Less No Response AP /Honors Courses Course Work or Experience U.S. History 1, World History Cultures 1, U.S. Government or Civics 1, Economics Geography Psychology European History Sociology Ancient History Other Courses

24 College Board inspiring minds Academic Information Course-Taking Patterns Table 17: Foreign and Classical Languages 2013 College-Bound Seniors Charleston County School District Foreign and Classical Languages Test-Takers Percent by Gender SAT Mean Scores Years of Study Number Pct Males Female Critical Reading Mathematics Writing More Than 4 Years Years Years Years Year /2 Year or Less No Response AP /Honors Courses Course Work or Experience Chinese French German Greek Hebrew Italian Japanese Korean Latin Russian Spanish 1, Other Languages

25 College Board inspiring minds Academic Information Course-Taking Patterns 2013 College-Bound Seniors Charleston County School District Table 18: Arts and Music, Computers Arts and Music Test-Takers Percent by Gender SAT Mean Scores Years of Study Number Pct Males Female Critical Reading Mathematics Writing More Than 4 Years Years Years Years Year /2 Year or Less No Response AP /Honors Courses Course Work or Experience Acting or Play Production Art History or Appreciation Dance Drama: Study of Appreciation Music: Studey of Appreciation Music Performance Photography of Film Studio Art and Design None Computers Course Work or Experience Number Pct Males Female Critical ReadingMathematics Writing Computer Literacy Computer Programming Word Processing Internet Activity Using Computer Graphics Creating Spreadsheet/Databases None

26 College Board 2013 College-Bound Seniors inspiring minds Charleston County School District College Plans Table 25: Intended College Major, Degree-Level Goal SAT Test-Takers Mean Score Intended College Major Number Pct Critical Reading Mathematics Writing Agriculture, Agriculture Operations, and Related Sciences Architecture and Related Services Area, Ethnic, Cultural and Gender Studies 3 0 Biological and Biomedical Sciences Business M anagement, M arketing, and Related Support Services Communication, Journalism and Related P rograms Computer and Information Sciences and Support Services Construction Trades 4 0 Education Engineering Engineering Technologies/Technicians English Language and Literature/Letters Family and Consumer Sciences/Human Sciences Foreign Languages, Literatures, and Linguistics Health Professions and Related Clinical Services History Legal P rofessions and Studies Liberal Arts and Sciences, General Studies, and Humanities Library Science And Administration 1 0 Mathematics and Statistics Mechanic and Repair Technologies/Technician Military Technologies and Applied Sciences Multi/Interdisciplinary Studies 3 0 Natural Resources and Conservation Parks, Recreation, Leisure and Fitness Studies Personal and Culinary Services Philosophy and Religious Studies 3 0 Physical Science Precision Production 0 0 P sychology Public Administration and Social Services Professions Security and Protective Services Social Sciences Theology and Religious Vocations 4 0 Transportation and M aterials M oving 3 0 Visual and Performing Arts Other Undecided Degree-Level Goal Certificate P rogram Associate Degree Bachelor's Degree M aster's Degree Doctoral or Related Degree Other Undecided

27 College Board 2013 College-Bound Seniors inspiring minds Charleston County School District College Plans Table 26: Institutions That Received the Most SAT Program Score Reports from Your Students Of the 1,797 students from your district who took the SAT Reasoning Test and/or an SAT Subject Test, 1,412 designated that their score reports be sent t o institut ions. St udents may designat e more than one institution to receive scores. This list includes only the 45 institutions that received the most score reports. A total of 533 institutions received score reports from your students. Institution State Type Number of Students Percent of Score Senders* University of South Carolina Columbia SC Public College of Charleston SC Public Clemson University SC Public Coastal Carolina University SC Public Winthrop University SC Public Duke University TIP NC Scholarship Charleston Southern University SC Private Francis Marion University SC Public Trident Technical College North SC Public Furman University SC Private University of South Carolina Upstate SC Public The Citadel SC Public University of South Carolina Beaufort SC Private University of North Carolina Chapel Hill NC Public Wofford College SC Private Lander University SC Public NCAA Eligibility Center IN Public University of Georgia GA Public University of South Carolina Aiken SC Public Duke University NC Private Georgia Institute of Technology GA Public University of Alabama Tuscaloosa AL Public SC State University SC Public Claflin University SC Private South Carolina State University-ETS SC Scholarship Vanderbilt University TN Private Benedict College SC Private Appalachian State University NC Public Anderson University SC Private New berry College SC Private Savannah College of Art and Design All C GA Private Auburn University AL Public New York University NY Private Western Carolina University NC Public Columbia College South Carolina SC Private North Carolina State University Raleigh NC Public University of Florida FL Public University of Virginia VA Public How ard University DC Private National Merit Scholarship Program IL Scholarship Emory University GA Private Presbyterian College SC Private Columbia University Undergraduate NY Private Ad Boston i University MA Private University North Carolina Charlotte NC Public *Of your students who designated that their SAT Reasoning Test and/or SAT Subject Test score reports be sent to institutions, the "Percent of Score Senders" indicates the percent of those students 23

28 Rank APPENDIX C Mean SAT Verbal, Math, and Writing Scores by District South Carolina Public School District Distribution Mean SAT Scores for 2013 * (--) Scores are not reported for Schools with less than five students testing. District Test Takers % Tested 24 Mean Scores Verbal Math Writing Composite 1 ANDERSON % YORK 4 - FORT MILL % LEXINGTON % HORRY 01 1,012 45% LEXINGTON % ANDERSON % SPARTANBURG % PICKENS % YORK 2 - CLOVER % SC CHARTER SCHOOL % DISTRICT 11 GREENVILLE % SPARTANBURG % DORCHESTER % OCONEE % SPARTANBURG % EDGEFIELD % CHARLESTON 01 1,699 65% CLARENDON % SPARTANBURG % SPARTANBURG % AIKEN % ABBEVILLE % ANDERSON % SPARTANBURG % BERKELEY % BEAUFORT % FLORENCE % LEXINGTON % GREENWOOD % ANDERSON % ANDERSON % CHESTER % YORK % RICHLAND 02 1,178 67% KERSHAW %

29 Rank South Carolina Public School District Distribution Mean SAT Scores for 2013 * (--) Scores are not reported for Schools with less than five students testing. District Test Takers % Tested 25 Mean Scores Verbal Math Writing Composite 36 BARNWELL % SPARTANBURG % GREENWOOD % YORK 3 - ROCK HILL % CHESTERFIELD % GEORGETOWN % LEXINGTON % DARLINGTON % LEXINGTON % RICHLAND % LAURENS % SUMTER % BAMBERG % CHEROKEE % GREENWOOD % DILLON % DORCHESTER % LANCASTER % CLARENDON % FLORENCE % LAURENS % CALHOUN % MARION 10 (Formerly 69 20% Marion 1, 2 and 7) 59 UNION % DILLON % BAMBERG % NEWBERRY % SALUDA % COLLETON % HAMPTON % FLORENCE % CLARENDON % BARNWELL % WILLISTON 69 MARLBORO % ORANGEBURG % MCCORMICK % FLORENCE % ORANGEBURG %

30 Rank South Carolina Public School District Distribution Mean SAT Scores for 2013 * (--) Scores are not reported for Schools with less than five students testing. District Test Takers % Tested Mean Scores Verbal Math Writing Composite 74 FAIRFIELD % ORANGEBURG % JASPER % FLORENCE % BARNWELL % WILLIAMSBURG % LEE % HAMPTON % ALLENDALE %

31 APPENDIX D Participation and Mean SAT Scores by State State Participation Rate 2013 Critical Reading Mean Math Mean Writing Mean Combined Delaware 100% Idaho 99% Maine 95% District of Columbia 91% Connecticut 85% Massachusetts 83% New Jersey 78% New York 76% Georgia 75% Maryland 73% Rhode Island 72% Virginia 71% Pennsylvania 71% New Hampshire 70% Indiana 70% Florida 67% Hawaii 64% South Carolina 64% North Carolina 62% Vermont 61% Washington 60% Texas 59% California 57% Alaska 52% Oregon 49% Nevada 48% Arizona 35% Montana 25% Ohio 17% West Virginia 15% Colorado 14% New Mexico 12% Tennessee 8% Alabama 7%

32 APPENDIX D (continued) Participation and Mean SAT Scores by State State Participation Rate 2013 Critical Reading Mean Math Mean Writing Mean Combined Minnesota 6% Kansas 6% Utah 6% Illinois 5% Kentucky 5% Oklahoma 5% Louisiana 5% Michigan 4% Missouri 4% Wisconsin 4% Wyoming 4% Nebraska 4% Arkansas 4% Iowa 3% South Dakota 3% Mississippi 3% North Dakota 2% All Students 50% Source: College Board 28