All rights reserved. No part of this publication may be reproduced or retransmitted in any form or by any means without the express written permission of Summit Educational Group, Inc.
*For all references herein, PSAT, SAT, and AP are trademarks owned by the College Board, and ACT is a trademark owned by ACT, neither of which were involved in the production of, and do not endorse, these materials.
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There are more than 2,200 four-year colleges and
universities in the United States, and almost as many
variations in admission decision protocol. But there
are common themes and categories. Grades,
especially in college prep courses, will always be
the most important factor in a student’s application,
but test scores play a significant secondary role at
selective colleges.
Holistic Versus Formulaic Admission DecisionsSome universities — large public universities in
particular — are all but forced to “admit by the
numbers.” Large applicant pools and modest-sized
admissions staff mean less time for individual review
of prospective students. State-mandated policies
or standards may also play a role.
At the most selective colleges, even perfect
grades and test scores cannot guarantee admission.
The applicant pool at these schools is so broad
and deep that even perfect or near-perfect grades
and test scores are only the opening gambit.
At moderately selective schools, as well, scores
are only a part of the holistic review. More qualitative
measures of an applicant’s fit take on added
importance, and not all well-qualified candidates
are admitted. Essays and recommendations are
more likely to be read and considered carefully,
the personal interview may carry more weight,
and the entire application is considered from the
perspective of whether or not the college will be
a good fit for the student.
ADMISSION FACTORS
Grades in all courses 91%
Strength of curriculum 87%
Admission test scores (SAT & ACT) 88%
Essay or writing sample 61%
Teacher recommendation 59%
Counselor recommendation 60%
Student’s demonstrated interest 50%
Class rank 52%
27%Interview
Subject test scores (AP, IB) 42%
Grades in college prep courses 92%
Extracurricular activities 49%
17%Portfolio
15%State graduation exam scores
SAT Subject Test scores 14%
Work 22%
Source: 2015 NACAC State of College Admissions.
ADMISSION FACTORSPercentage of Colleges Reporting “Considerable Importance” and “Moderate Importance”
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GPA & STANDARDIZED TESTS
Performance in a rigorous high school curriculum
is the best predictor of performance in college
and is the most heavily weighted factor at almost
all selective colleges. However, two flaws make
GPA imperfect as the sole criterion for admission.
First, course difficulty and grading policies vary from
teacher to teacher, school to school, and state to
state. Second, grade inflation has compressed the
GPA scale. As more students earn As, it becomes
harder to distinguish among applicants.
The proper role of standardized tests is to
complement the use of GPA and other factors
in the admission process. The SAT and ACT address
the two primary problems with grades. They provide
a common baseline for all students, and they
are designed to provide a useful and consistent
distribution of scores.
The GPA charts below illustrate the trend toward
higher grades. The SAT chart shows the distribution
of Critical Reading, Math, and Writing scores.
The distribution of SAT scores has been relatively
stable over the 1991-2016 comparison periods.
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D or F C B A
2015
PE
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D or F C B A
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Critical Reading Math Writing
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SCORE RANGE
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200-290 300-390 400-490 500-590 600-690 700-800
GPA REPORTED BY COLLEGE BOUND SENIORS
Source: College Board
SAT SCORE DISTRIBUTION 1991–2016*
Source: College Board
* Note data reflects pre-2016 version of the SAT.
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PATHWAYS TO COLLEGE ADMISSION
In recent years, colleges’ positions on admission tests
from the College Board and ACT have become more
uniform. In fact, colleges now accept the SAT and the
ACT almost interchangeably. This acceptance has
allowed students greater choice but has also caused
confusion for families not accustomed to the
decisions involved.
The College Board oversees the PSAT, SAT, and
SAT Subject Tests. While more than 2,200 schools
accept the SAT or ACT for admission, fewer than 25
require or recommend the addition of Subject Tests.
These schools, however, are among the most popular
and competitive colleges.
ACT offers the PreACT and the eponymous ACT.
The overlaps and differences between the SAT and
ACT are outlined in this guide.
Students also have the opportunity to apply to
some colleges without providing standardized test
scores. This option is offered by only a limited
number of competitive institutions, but it represents
an additional pathway for students.
SAT OR ACT REQUIRED TEST-OPTIONALSAT SUBJECT TESTS REQUIRED OR RECOMMENDED
All colleges accepting the SAT also accept the ACT.
Most of these schools have open enrollment or non-competitive admissions. Some notable colleges have gone test-optional.
A small number of colleges require or recommend Subject Tests, but they are among the most popular and competitive schools.
Students can take the test that works better for them, or they can take both exams and submit the higher results.
At competitive test-optional schools, approximately 30% of students choose not to be evaluated on test scores.
Some schools accept the ACT in lieu of both the SAT and Subject Tests.Students generally consider this option only if the Subject Test scores are significantly below the students’ other standardized test scores.
Examples:
• Georgetown University
• Oberlin College
• University of Chicago
• University of Virginia
A complete list can be found via College Search at collegeboard.org
Examples:
• Bates College
• Bryn Mawr College
• George Washington University
• Mount Holyoke College
• Smith College
• Wesleyan University A complete list can be found at fairtest.org
Examples:
• California Institute of Technology
• Cornell University
• Harvard University
• Rice University
• Tufts University
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SELECTIVE, TEST-OPTIONAL SCHOOLS
ADMIT RATE %
% SUBMITTING SAT
% SUBMITTING ACT
NEW SATMID-50%
ACT MID-50%
American University 26% 50% 37% 1220-1390 27-31
Bard College 34% 33% 27% 1220-1430 26-31
Bates College 22% 52% 39% 1385-1460 30-32
Bowdoin College 14% 54% 44% 1450-1560 30-34
Brandeis University 35% 56% 32% 1370-1520 29-33
Bryn Mawr College 40% 61% 34% 1300-1500 28-32
College of the Holy Cross 39% 38% 23% 1300-1450 28-31
Connecticut College 35% 21% 18% 1350-1510 30-33
Denison University 44% 30% 46% 1210-1410 28-32
Dickinson College 43% 49% 25% 1270-1450 28-31
Franklin and Marshall College 36% 50% 31% 1220-1440 28-31
George Washington University 40% 54% 40% 1270-1460 27-32
Gettysburg College 43% N/A N/A 1290-1390 26-30
Hampshire College 70% N/A N/A 1190-1410 25-30
Lewis and Clark College 55% 47% 50% 1260-1410 27-31
Mount Holyoke College 52% 54% 25% 1320-1510 28-32
Muhlenberg College 48% 54% 35% 1190-1390 26-30
Pitzer College 13% 30% 28% 1320-1480 29-32
Providence College 55% 74% 38% 1190-1380 26-30
Sarah Lawrence College 50% 47% 28% 1230-1450 27-31
Skidmore College 29% 68% 42% 1200-1400 26-30
Smith College 37% 55% 30% 1300-1520 29-33
Trinity College (CT) 33% 68% 32% 1230-1420 26-30
Union College 37% 42% 34% 1310-1470 28-31
Wake Forest University 30% 43% 49% 1280-1480 28-32
Wesleyan University (CT) 16% 58% 41% 1440-1560 32-34
Wheaton College (MA) 62% 46% 72% 1240-1450 27-32
Worcester Polytechnic Institute 48% 77% 42% 1280-1470 28-32
New average SAT scores are calculated using college reported data and College Board concordance tables.
Not all colleges require SAT or ACT scores. Around
900 of the 2,200 four-year colleges and universities in
the United States are categorized by FairTest.org as
Schools That Do Not Use SAT or ACT Scores for
Admitting Substantial Numbers of Students into
Bachelor Degree Programs. This count of test-
optional schools may be misleading, because the
vast majority of the schools on this list fall into one or
more of the following categories:
• Are essentially “open-enrollment” in their admissions decisions
• Provide religious instruction or technical training
• Are schools for the performing or creative arts with admission largely based on an audition or a portfolio
• Appeal only to students in a small geographic area
• Are state schools with formulas for admitting a percentage of in-state applicants based on class rank and GPA (e.g., Cal State system, University of Texas system)
When the test-optional list is distilled down to schools
where admission is academically competitive and
average test scores are high enough to play a
significant admissions role, only about 20-30 schools
remain (see list below). Even within this group, the
majority of successful applicants still choose to submit
scores. Test-optional schools do provide choices for
students whose test scores might otherwise weaken
their applications, but many students will find that their
top college choices still require standardized testing.
TEST-OPTIONAL SCHOOLS
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Test-optional schools allow applicants to decide
whether they are going to submit standardized test
scores as part of their applications. Test-flexible
schools, on the other hand, require standardized test
scores, but give the applicant greater freedom in
deciding which ones to send. For these schools, the
scores from SAT Subject Tests, AP Exams, or IB
Exams may be sent in lieu of SAT or ACT scores.
Students can still submit SAT or ACT scores to fulfill
the testing requirement at test-flexible schools.
Because direct comparison of scores among these
different tests is difficult, schools often recommend
that students include all of their standardized testing
results. Admissions officers can then select the
students’ best scores.
TEST-FLEXIBLE SCHOOLS
TOP-TIER, TEST-FLEXIBLE SCHOOLS
TESTING REQUIREMENTS FULFILLED BY SUBMITTING ONE OF THE FOLLOWING:*
Colby College1) SAT,
2) ACT, or
3) SAT Subject Tests in 2 subject areas
Colorado College
1) SAT,
2) ACT, or
3) 3 exams of choice: ACT/SAT (single section scores will be considered), SAT Subject Tests, AP, IB, or TOEFL. Exams must include one quantitative test, one verbal/writing test, and a third test of the applicant’s choice
Drexel University
1) SAT,
2) ACT, or
3) Results from one of the following: 2 SAT Subject Tests, 2 AP Exams, IB diploma, 2 IB higher level exams if not an IB diploma candidate, or other national exams approved by the Drexel admissions team
Hamilton College
1) SAT,
2) ACT, or
3) 3 exams of choice: ACT/SAT (certain single section scores will be considered including SAT Essay and ACT Writing Test), SAT Subject Tests,AP, IB, or TOEFL. with one quantitative test, one verbal/writing test, and a third test of the applicant’s choice
Middlebury College1) SAT,
2) ACT, or
3) 3 SAT Subject Tests in different academic disciplines
New York University
1) SAT,
2) ACT, or
3) 3 exams of choice: 3 SAT Subject Tests, 3 AP Exams, IB diploma, 3 IB higher level exams if not an IB diploma candidate, or other national exams for international students
University of Rochester
1) SAT,
2) ACT, or
3) 2 or more results from SAT Subject Tests, AP exams, IB, and other national exams for international students
* College admissions policies can change. Please visit the college’s website or call the admissions office for the most current requirements.
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THE SAT & PSAT
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THE PSAT
In 2015, the College Board introduced its SAT Suite of
Assessments, consisting of the PSAT 8/9 for 8th and
9th graders, the PSAT 10 for 10th graders, the PSAT/
NMSQT for 11th graders (optional for 10th graders),
and the SAT as the anchor test.
PSAT/NMSQT The PSAT/NMSQT serves multiple purposes.
It provides a realistic test-taking experience in
preparation for the SAT. It is an early indicator of
strengths and areas for improvement. It also gives
students a sense for how they would score on the
SAT. The National Merit Scholarship Corporation uses
PSAT/NMSQT scores to select candidates for Merit
Scholarship awards.
PSAT 10 The PSAT 10 matches the PSAT/NMSQT in structure
and content but does not provide eligibility for National
Merit recognition. Schools may elect to administer
the PSAT 10 because it offers flexibility with test
administration dates, allowing schools to choose a
date during a spring window, from February to April.
PSAT 8/9The PSAT 8/9 establishes a baseline for students’
performance as they enter high school and serves as
an early indicator of college readiness. Schools can
administer the PSAT 8/9 during a fall window, from
September to January, and a spring window, from
February to April.
All of the tests in the SAT Suite of Assessments focus
on the same domain of skills and knowledge, but
they progress in difficulty and scope to match the
coursework students are engaged in at each grade
level. For example, the PSAT 8/9 will have more
reading questions that require straightforward
comprehension and more math questions that can
be solved in one step, whereas the SAT will have
more reading questions that require inferences
and more multistep math questions.
This alignment of content among the SAT and
the PSATs allows for a common scoring scale.
For example, if a student achieves a Math score of
500 on the PSAT 8/9, he or she would have likely
achieved the same score on an SAT taken on that
same day.
PSAT 8/9 PSAT 10 & PSAT/NMSQT
TOTAL TESTING TIME
2 hours and 25 minutes 2 hours and 45 minutes
COMPONENTSEvidence-based Reading & Writing Test
Math Test
Evidence-based Reading & Writing Test
Math Test
TOTAL SCORE RANGE
240-1440 320-1520
INDIVIDUAL SECTION
SCORE RANGE120-720 160-760
TEST DATESFall: September - January
Spring: February - April
PSAT 10: February – April
PSAT/NMSQT: October
THE PSAT TEST DETAILS
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The SAT was originally designed solely as a college
admission test, but now serves double duty as both a
college admission test and a high school assessment
test. As the SAT has come to serve multiple
constituents, the need for more comprehensive score
reporting has become necessary.
Although the SAT has evolved over time, its role
within the college admission process has changed
little. Colleges remain firmly focused on those scores
that research has shown have predictive validity —
namely the 200-800 Section scores.
Subscores are used primarily by high schools,
districts, and states to monitor student progress and
inform curricular decisions. Subscores can also help
pinpoint specific areas of weakness as you plan your
preparation.
THE SAT
1 TOTAL SAT SCORE
400-1600 ScaleTOTAL SAT SCORE
2 SECTION SCORES
200-800 Scale
Evidence-Based Reading & Writing
Math
3 TEST SCORES
10-40 Scale
Reading
52 questions 65 minutes
Writing & Language
44 questions 35 minutes
Math
No Calculator Allowed
20 questions 25 minutes
Calculator Allowed
38 questions 55 minutes
2 CROSS TEST SCORES
10-40 Scale
Analysis in Science
Analysis in History/Social Studies
7 SUBSCORES 1-15 Scale
Words in Context
18 questions
Heart of Algebra
19 questions
Command of Evidence
18 questions
Passport to Advanced Math
16 questions
Expression of Ideas
24 questions
Problem Solving & Data Analysis
17 questions
Standard English Conventions
20 questions
OPTIONAL ESSAY
50 minutes 1 prompt
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Raw Scores and GuessingYour raw score is calculated by adding up the total
number of correctly answered questions. The SAT
does not penalize you for incorrect answers, so you
should answer every single question on the test.
Scaled Scores and Test ReliabilityUsing a conversion table, your raw scores are
converted to scaled scores. Each SAT will have a
slightly different scale, which accounts for any small
differences between tests so that no test date can be
Math Section score (based on conversion table): 500
Student A Total SAT score: 520 + 500 = 1020
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Each essay is read and scored by two different
graders. Each grader awards 1-4 points in each of
three dimensions: Reading, Analysis, and Writing.
You will receive a score for each dimension, ranging
from 2-8 points, which is the sum of the two graders'
scores. Reading, Analysis, and Writing scores are
reported separately and not totaled.
READING2-8 Points
ANALYSIS2-8 Points
WRITING2-8 Points
Essay Scorer 11-4 Points
Essay Scorer 21-4 Points
Essay Scorer 11-4 Points
Essay Scorer 21-4 Points
Essay Scorer 11-4 Points
Essay Scorer 21-4 Points
ReadingThe Essay’s Reading score is based on how well you
demonstrate your comprehension of the source text.
Your essay should state the central claim of the
passage, summarize main points in the author’s
arguments, and show how important details relate to
the passage’s central claim. Effective use of textual
evidence, such as quotations or paraphrasing, is key
to achieving a high Reading score. Your Reading
score will be negatively affected by factual errors or
misinterpretations of the passage.
AnalysisThe Essay’s Analysis score is based on how well you
evaluate the author’s use of evidence, reasoning,
and/or stylistic and persuasive elements. Your essay
should describe the rhetorical effects of specific
portions of the passage. The key to achieving a
high Analysis score is knowing how to identify and
describe rhetorical devices such as diction, appeals
to emotion, and factual evidence. Your Analysis score
will be negatively affected by vague, unsupported
claims. Also, you should not include personal
judgments about whether you agree or disagree
with the author’s arguments.
WritingThe Essay’s Writing score is based on the
effectiveness and precision of your language,
organization of your ideas, and command of standard
written English conventions. Your essay should have
a clear, central claim, an effective introduction and
conclusion, varied sentence structure, and a formal,
objective tone. Your Writing score will be negatively
affected by spelling or grammar errors, vague word
choice, and awkward sentence construction.
SAT ESSAY SCORING
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SCORE READING ANALYSIS WRITING
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ADVANCED
• Shows an understanding of the text’s central idea(s) and of most important details and how they interrelate
• Is free of errors of fact or interpretation with regard to the text
• Makes skillful use of textual evidence (quotations, paraphrases, or both), demonstrating a complete understanding of the source text
• Offers an insightful analysis of the source text and demonstrates a sophisticated understanding of the analytical task
• Offers a thorough, well-considered evaluation of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing
• Contains relevant, sufficient, and strategically chosen support for claim(s) or point(s) made
• Includes a precise central claim
• Includes a skillful introduction and conclusion. The response demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay
• Has wide variety in sentence structures
• Shows a strong command of the conventions of standard written English and is free or virtually free of errors
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PROFICIENT
• Shows an understanding of the text’s central idea(s) and important details
• Is free of substantive errors of fact and interpretation with regard to the text
• Makes appropriate use of textual evidence (quotations, paraphrases, or both), demonstrating an understanding of the source text
• Offers an effective analysis of the source text and demonstrates an understanding of the analytical task
• Competently evaluates the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing
• Contains relevant and sufficient support for claim(s) or point(s) made
• Includes a central claim or implicit controlling idea
• Includes an effective introduction and conclusion. The response demonstrates a clear progression of ideas both within paragraphs and throughout the essay
• Has variety in sentence structures
• Shows good control of the conventions of standard written English and is free of significant errors that detract from the quality of writing
2PARTIAL
• Shows an understanding of the text’s central idea(s) but not of important details
• May contain errors of fact and/or interpretation with regard to the text
• Makes limited and/or haphazard use of textual evidence (quotations, paraphrases, or both), demonstrating some understanding of the source text
• Offers limited analysis of the source text and demonstrates only partial understanding of the analytical task
• Identifies and attempts to describe the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing, but merely asserts rather than explains their importance
• Contains little or no support for claim(s) or point(s) made
• May lack a clear central claim or controlling idea or may deviate from the claim or idea
• May include an ineffective introduction and/or conclusion. The response may demonstrate some progression of ideas within paragraphs but not throughout the response
• Has limited variety in sentence structures
• Shows a limited control of the conventions of standard written English and contains errors that detract from the quality of writing and may impede understanding
1 INADEQUATE
• Fails to show an understanding of the text’s central idea(s) and may include only details without reference to central idea(s)
• May contain numerous errors of fact and/or interpretation with regard to the text
• Makes little or no use of textual evidence (quotations, paraphrases, or both), demonstrating little or no understanding of the source text
• Offers little or no analysis or ineffective analysis of the source text and demonstrates little or no understanding of the analytic task
• Identifies without explanation some aspects of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s choosing
• Contains little or no support for claim(s) or point(s) made, or support is largely irrelevant
• May lack a clear central claim or controlling idea
• Lacks a recognizable introduction and conclusion. The response does not have a discernible progression of ideas
• Lacks variety in sentence structures
• Shows a weak control of the conventions of standard written English and may contain numerous errors that undermine the quality of writing
Source: abridged from College Board
SAT ESSAY SCORING GUIDE (RUBRIC)
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THE ACT
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THE PreACT
Introduced for the 2016-2017 school year, the PreACT
is offered to 10th graders and serves a similar purpose
as the PSAT10. It provides schools and districts a tool
for tracking progress, gives students a realistic testing
experience, and predicts performance on the ACT.
The PreACT replaces the discontinued Plan test and
is distinct from Aspire, a system of assessments
spanning grades 3-10.
As an early indicator of strengths and areas for
improvement, the PreACT can be a useful tool in
creating a test prep plan. Students can also compare
performance on the PreACT and PSAT to determine
a potential preference for the ACT or SAT.
The range of PreACT scale scores is 1-35. The PreACT
scale scores can be compared directly to the ACT's
scores on the 1-36 scale. For example, a score of 25
on the PreACT indicates the ability to score a 25 on
the ACT at that point in time. The PreACT also
includes predictive scores, which estimate how 10th
grade students will perform on the ACT 12-18 months
later.
PreACT PSAT 10 PSAT/NMSQT
TESTING TIME 2 hours and 10 minutes 2 hours and 45 minutes 2 hours and 45 minutes
COMPONENTS English TestMathematics TestReading TestScience Test
Reading TestWriting & Language Test Math Test
Reading TestWriting & Language Test Math Test
TOTAL SCORE RANGE
1-35 320-1520 320-1520
SECTION SCORE RANGE
1-35 160-760 160-760
GRADES 10 10 11
SCHOLARSHIPS Does not qualify you for scholarships
Does not qualify you for scholarships
Used to qualify for National Merit scholarships
TEST DATES Schools choose a testing date between September 1 and June 1
Schools choose a testing date between February 21 and April 14
October 19, October 22, November 2
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THE ACT
A trend that started in 2012, more students take the
ACT annually than take the SAT. All U.S. colleges
accept either the ACT or SAT interchangeably.
Although most students score comparably on the
competing exams, some students perform better on
the ACT (as some do on the SAT).
The ACT is made up of tests in English, Math,
Reading, and Science. An optional Writing Test (essay)
was added in February 2005. Like the SAT, the ACT
serves as both a college admissions test and a state
assessment. Colleges use the ACT Composite score
and Test scores for admissions decisions, while high
schools, districts, and states use reporting categories
to monitor student progress and inform curricular
decisions.
Unlike the College Board, which has historically
changed the SAT every 10-15 years or so, ACT
continually improves and modifies its tests. Minor
changes to ACT content are common.
1 COMPOSITE SCORE
1 – 36 Scale Average of 4 Test Scores
ACT COMPOSITE SCORE Total Testing Time — 3 hours 35 minutes
4 TEST SCORES
1 – 36 Scale
English
75 questions
45 minutes
Math
60 questions 60 minutes
Reading
40 questions 35 minutes
Science
40 questions 35 minutes
12 REPORTING CATEGORIES
Reported as percent of questions
answered correctly
Production of Writing
22 – 24 questions
Preparing for Higher Math
34 – 36 questions
Key Ideas
and Details
22 – 24 questions
Interpretation of Data
18 – 22 questions
Knowledge of Language
10 – 14 questions
Integrating Essential Skills
24 – 26 questions
Craft and Structure
10 – 12 questions
Scientific Investigation
18 – 22 questions
Conventions of Standard English
38 – 42 questions
Modeling
15+ questions
Integration of Knowledge and Ideas
5 – 7 questions
Evaluation of Models, Inferences, and
Experimental Results
10 – 14 questions
OPTIONAL 2 – 12 Scale
WRITING40 minutes — 1 prompt
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RAW SCORE
ENGLISH TEST
SCORE
MATH TEST
SCORE
READING TEST
SCORE
SCIENCE TEST
SCORE
20 10 16 20 21
21 11 17 20 22
22 11 17 21 22
23 11 17 22 23
24 12 18 22 23
25 12 18 23 24
26 13 19 24 24
27 13 19 24 25
28 14 20 25 25
29 14 20 26 26
30 14 21 27 26
31 15 21 28 27
32 15 22 30 28
33 15 23 31 29
34 16 23 32 30
35 16 24 32 31
36 16 24 33 33
37 17 25 34 34
38 17 25 35 35
39 17 26 36 36
40 18 26 36 36
41 18 27
42 19 27
43 19 28
44 20 28
45 20 28
46 20 29
47 21 30
48 21 30
49 21 31
50 22 31
51 22 32
52 23 32
53 23 33
54 23 34
55 24 34
56 24 35
57 25 35
58 25 36
59 26 36
60 26 36
61 27
62 27
63 28
64 28
65 29
66 30
67 31
68 32
69 33
70 33
71 34
72 35
73 35
74 36
75 36
SCORE CALCULATION EXAMPLE
Student A correctly answers 43 English questions, 30 Mathematics questions, 28 Reading questions, and 20 Science questions.
Raw scores: 43 on English, 30 on Mathematics, 28 on Reading, and 20 on Science.
Test scores (based on conversion table): 19 on English, 21 on Mathematics, 25 on Reading, 21 on Science.
Composite Score: (19 + 21 + 25 + 21) / 4 = 21.5. This is rounded to 22.
Raw Scores and GuessingYour raw score is the total number of correctly
answered questions. The ACT does not penalize you
for incorrect answers, so don’t leave any question
blank.
Scaled Scores and Test ReliabilityYour raw scores are converted to scaled scores
through the use of a conversion table. Each ACT will
have a slightly different scale to account for small
differences in difficulty across tests. The truncated
conversion table shows the relationship between raw
scores and scaled scores.
Calculating Your Composite ScoreThe ACT Composite score is the average of your 4
Test scores. The ACT rounds your Composite score to
the nearest whole number, and fractions of one-half
or more are rounded up. The Writing score is not
factored into your Composite score. Your Composite
score and your individual Test scores are what matter
most to colleges.
ACT SCORING
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The ACT Writing Test is an optional 40-minute essay
and appears at the end of the test. You are presented
with three perspectives and must create an essay that
establishes your own perspective on a given issue.
You must analyze the relationship between
your perspective and at least one other perspective.
Unlike the SAT Essay, the ACT Writing task calls for
your personal opinion and allows for outside
information in the development of your arguments.
HOW TO ALLOCATE YOUR TIME
2 – 3 MINUTES Analyze the IssueRead the issue in the prompt and brainstorm relevant topics that you might use as examples to support your arguments.
3 – 5 MINUTES Assess Perspectives
Read the three perspectives and consider how they relate to the issue and each other. Assess the strengths and weaknesses of each perspective. Decide on a perspective you will defend or develop an original thesis.
3 – 6 MINUTES Plan and OutlineDevelop an outline that plans what supporting examples you will use and how you will address each of the perspectives in the prompt.
25 – 30 MINUTES WriteWrite your essay. Pay attention to how much time you have remaining and adjust the depth of your analysis accordingly.
1 – 2 MINUTES Review and EditQuickly review your essay for any errors or weaknesses. Correct spelling or grammar mistakes, and make quick improvements.
ACT WRITING OVERVIEW
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TEST STRATEGY
Should I take the Writing Test?Colleges decide for themselves whether they require
the essay, recommend it, or neither. Roughly a quarter
of schools require or recommend it.
While it is likely that the ACT Writing score won’t carry
much weight in admissions decisions, opting into the
essay is the safest and wisest choice. Today’s
students typically apply to 5-10 schools, and given
colleges’ disparate policies, it is likely that at least a
few of those schools will want the Writing score.
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SCORE IDEAS AND ANALYSIS
DEVELOPMENT AND SUPPORT ORGANIZATION LANGUAGE USE
6
• The writer critically engages with multiple perspectives on the given issue.
• The thesis reflects nuance and precision in thought.
• The analysis examines complexities, and/or underlying values and assumptions.
• Development of ideas and support for claims deepen insight and broaden context.
• An integrated line of skillful reasoning and illustration effectively conveys the significance of the argument.
• The response is unified by a controlling idea or purpose, and a logical progression of ideas increases the effective-ness of the writer’s argument.
• Transitions between and within paragraphs strengthen the relationships among ideas.
• The use of language enhances the argument.
• Sentence structures are consistently varied and clear.
• While a few minor errors in grammar, usage, and mechanics may be present, they do not impede understanding.
5
• The writer productively engages with multiple perspectives on the given issue.
• The thesis reflects precision in thought.
• The analysis addresses complexities, and/or underlying values and assumptions.
• Development of ideas and support for claims deepen understanding.
• A mostly integrated line of purposeful reasoning and illustration capably conveys the significance of the argument
• The response is mostly unified by a controlling idea or purpose, and a logical sequencing of ideas contributes to the effective-ness of the argument.
• Transitions between and within paragraphs consistently clarify the relationships among ideas.
• The use of language works in service of the argument.
• Sentence structures are clear and varied often.
• While minor errors in grammar, usage, and mechanics may be present, they do not impede understanding.
4
• The writer engages with multiple perspectives on the given issue.
• The thesis reflects clarity in thought.
• The analysis recognizes complexities, and/or underlying values and assumptions.
• Development of ideas and support for claims clarify meaning and purpose.
• Lines of clear reasoning and illustration adequately convey the significance of the argument.
• The overall shape of the response reflects an emergent controlling idea or purpose. Ideas are logically grouped and sequenced.
• Transitions between and within paragraphs clarify the relationships among ideas.
• The use of language conveys the argument with clarity.
• Sentence structures are clear and demonstrate some variety.
• While errors in grammar, usage, and mechanics are present, they rarely impede understanding.
3
• The writer responds to multiple perspectives on the given issue.
• The thesis reflects some clarity in thought.
• Analysis is simplistic or somewhat unclear.
• Development of ideas and support for claims are mostly relevant but are overly general or simplistic.
• Reasoning and illustration largely clarify the argument but may be somewhat repetitious or imprecise.
• The response largely coheres, with most ideas logically grouped.
• Transitions between and within paragraphs sometimes clarify the relationships among ideas.
• The use of language is basic and only somewhat clear.
• Sentence structures are usually clear but show little variety.
• Distracting errors in grammar, usage, and mechanics may be present, but they generally do not impede understanding.
2
• The writer weakly responds to multiple perspectives on the given issue.
• The thesis, if evident, reflects little clarity in thought.
• Attempts at analysis are incomplete or consist primarily of restatement of the issue and its perspectives.
• Development of ideas and support for claims are weak, confused, or disjointed.
• Reasoning and illustration are inadequate, illogical, or circular, and fail to fully clarify the argument.
• Grouping of ideas is inconsistent and often unclear.
• Transitions between and within paragraphs are misleading or poorly formed.
• The use of language is inconsistent and often unclear.
• Sentence structures are sometimes unclear.
• Distracting errors in grammar, usage, and mechanics are present, and they sometimes impede understanding.
1
• The writer fails to generate an argument that responds intelligibly to the task.
• The writer’s intentions are difficult to discern.
• Attempts at analysis are unclear or irrelevant.
• Ideas lack development, and claims lack support.
• Reasoning and illustration are unclear, incoherent, or largely absent.
• The response does not exhibit an organizational structure.
• There is little grouping of ideas.
• When present, transitional devices fail to connect ideas.
• The use of language fails to demonstrate skill in responding to the task.
• Sentence structures are often unclear.
• Errors in grammar, usage, and mechanics are pervasive and often impede understanding.
Source: abridged from ACT
ACT WRITING SCORING GUIDE (RUBRIC)
Each ACT essay is evaluated by two essay readers
who independently grade on a 1-6 scale in each of
four domains: Ideas and Analysis, Development and
Support, Organization, and Language Use. Each
domain score represents the sum of two readers’
scores. Your domain scores are then averaged to
generate a Writing Test score from 2-12.
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COMPARING THE SAT & ACT C
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COMPARISON OF THE SAT AND THE ACT
SAT ACT KEY DIFFERENCES
FORMAT AND
LENGTH
5 sections
Writing & Language; Reading; 2 Math; Essay
Total testing time: 3 hours, 50 minutes (includes essay)
5 sections
English; Math; Reading; Science; Writing
Total testing time: 3 hours, 35 minutes (includes essay)
The SAT has a stronger emphasis on math, whereas the ACT has a stronger emphasis on science. Overall testing time and section lengths are similar. SAT questions generally require more critical thinking, but the SAT also provides 30-40% more time per question.
SCORING Total Score: 400-1600
Evidence-Based Reading and Writing: 200-800
Math: 200-800
Essay (not added into total score): 2-8 in each of three domains
Composite Score: 1-36 (average of 4 test scores)
English: 1-36
Math: 1-36
Reading: 1-36
Science: 1-36
Writing (not averaged into composite score): 2-12
The ACT Composite Score is the average of your four test scores, so a change in one test score may not be reflected in the Composite. The ACT Composite is divided into relatively few possible scores, so an increase of one point can represent a significant difference in abilities. The SAT Total Score is the sum of the test scores.
WRITING & LANGUAGE/
ENGLISH
Revise and edit a piece of writing
Standard English grammar and usage
Punctuation
Logical structure
Effective rhetoric
Revise and edit a piece of writing
Standard English grammar and usage
Punctuation
Logical structure
Effective rhetoric
The SAT Writing & Language and ACT English Tests are similar in format and content. The SAT has more emphasis on rhetoric and typically has more complex passages, but offers about 33% more time per question than the ACT does. The SAT also includes questions relating to data graphics.
MATH Pre-algebra through basic trigonometry
12 Grid-In questions (no answer choices)
Strong emphasis on Algebra
Calculator prohibited on one section
Pre-algebra through basic trigonometry
Extensive range of concepts tested
Formulas not provided
5 answer choices per question (rest of test has 4)
The SAT and ACT Math Tests cover similar ranges of concepts. The ACT requires a broad, basic knowledge of many concepts. The SAT requires a deep knowledge of a core set of concepts, particularly algebra. The SAT offers about 38% more time per question than the ACT does.
READING 4 single passages and 1 paired passage
2 passages include diagrams/charts
2 vocabulary-in-context questions per passage
2 evidence questions per passage
4 single or paired passages
Consistent order of subject areas: Literary Narrative and Prose Fiction, Humanities, Social Sciences, Natural Sciences
The ACT Reading Test emphasizes basic reading comprehension but challenges students with its speed. The SAT Reading Test emphasizes defining vocabulary in context, understanding the role of the author, and defending answers with textual evidence. The SAT typically contains more complex passages, but offers about 43% more time per question.
SCIENCE The SAT does not have a stand-alone Science section, but 21 science questions are included throughout the Math, Reading, and Writing & Language Tests
40 questions distributed over 6 or 7 passages
Emphasis on charts, diagrams, etc.
Science is a reasoning test—rarely requires prior specific science knowledge
The ACT Science Test measures interpretation, analysis, evaluation, reasoning, and problem-solving skills. The test uses scientific language and reasoning, but rarely requires any specific knowledge from your academic science classes. While there are science questions throughout the SAT, there is no specific Science section.
ESSAY 50 minutes
Analyze a passage and evaluate author’s reasoning and rhetoric
Student opinions discouraged
Scored on 2-8 scale on each of three domains: Reading, Analysis, Writing
40 minutes
Evaluate three perspectives on a contemporary issue
Student opinions encouraged
Scored on 2-12 scale on each of 4 domains: Ideas & Analysis, Development & Support, Organization, Language Use & Conventions
The ACT essay emphasizes crafting and comparing arguments. The SAT essay emphasizes understanding and analyzing how arguments are crafted. The ACT allows for more creativity, whereas the SAT requires strong analytical reading skills and provides more time to write the essay.
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Both the SAT and ACT cover a similar range of math
concepts from pre-algebra to trigonometry. The ACT
requires a basic understanding of a greater number
of concepts and terms, whereas the SAT requires a
deeper understanding of fewer concepts, particularly
in algebra. Unlike the SAT, the ACT does not provide
a list of common formulas. Also, while only one of
the SAT’s Math sections allows the use of a calculator,
a calculator is allowed on the entire ACT Math Test.
The following table shows how often, on average,
math topics appear on the SAT and ACT.
RELATIVE FREQUENCY
AREA TOPIC SAT (58 TOTAL QUESTIONS) ACT (60 TOTAL QUESTIONS)
PRE-ALGEBRA
Number Properties Not tested 0-3
Fractions 1-3 1-3
Percents 1-2 1-2
Ratios 0-2 0-1
Proportions 1-4 1-2
Exponents 1-2 1-2
Radicals 2-3 0-2
Digits & Place Value Not tested 0-1
Units & Conversion 1-3 0-1
Sets Not tested 0-2
Sequences Not tested 0-2
Logic Not tested 0-1
Imaginary & Complex Numbers 1-2 0-1
DATA
Combinations & Probability 1-2 1-3
Statistics 1-3 1-3
Data Relationships 2-5 0-1
Data Collection and Conclusions 1-2 0-1
ALGEBRA
Algebraic Expressions 2-3 2-3
Linear Equations & Inequalities 2-5 2-4
Absolute Value 0-1 1-2
Systems of Equations 2-6 0-2
Slope 0-2 0-1
Midpoint & Distance 0-1 1-2
Graphs of Linear Equations & Inequalities 2-3 3-4
Graph Transformations Not tested 0-2
Creating Linear Models 1-4 0-2
Interpreting Linear Models 2-4 0-1
Vectors Not tested 0-1
Logarithms Not tested 0-1
Matrices Not tested 0-1
Functions 2-3 1-2
Quadratic Equations 1-3 0-2
Higher-Degree Polynomials 1-4 0-1
Conic Sections 1-3 1-2
Nonlinear Models 3-4 0-1
PLANE & 3D GEOMETRY
Angles 0-2 1-2
Parallel & Perpendicular Lines 0-2 0-2
Triangles 0-1 4-6
Quadrilaterals 0-2 3-4
Circles 1-2 2-3
Volume & Surface Area 0-1 1-2
TRIGONOMETRY Trigonometry 0-2 4
SAT MATH VS ACT MATH
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The SAT Reading Test and the ACT Reading Test both
assess your ability to comprehend and analyze
passages. Both the SAT and ACT Reading passages
range in complexity from grades 9-10 to early college
level. The SAT emphasizes higher-level reading skills,
such as understanding purpose and rhetoric. The ACT
has more questions that require only a basic
understanding of passages, but the ACT also provides
less time to read the passages and answer the
questions.
The following table shows how often, on average,
reading topics appear on the SAT and ACT.
RELATIVE FREQUENCY
AREA TOPIC SAT (52 TOTAL QUESTIONS) ACT (40 TOTAL QUESTIONS)
DETAILS & IDEAS
Detail 5-9 10-16
Compare & Contrast 0-2 0-2
Cause & Effect 0-2 1-4
Generalization 0-1 2-5
Main Idea 1-4 0-3
Words in Context 7-9 3-6
Inference 3-6 3-6
CRAFT & RHETORIC
Purpose 4-8 3-6
Point of View 0-2 0-2
Tone & Word Choice 0-3 0-2
Structure 0-2 0-2
Evidence & Argument 8-11 0-3
SYNTHESISPaired Passages 2-4 0-4
Data Graphics 4-6 Not tested
SAT READING VS ACT READING
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The SAT Writing & Language Test and the ACT
English Test both assess your ability to edit and revise
essays. The ACT slightly emphasizes conventions of
standard written English, whereas the SAT
emphasizes the expression of ideas.
The ACT English Test has passages that are shorter in
length and resemble essays that might be written by a
high school student. SAT passages, on the other hand,
are well-written essays ranging in complexity from
grades 9-10 to early college level. The following table
shows how often, on average, English topics appear
on the SAT and ACT. Note that the ACT English Test
has almost twice as many questions as does the SAT
Writing & Language Test.
RELATIVE FREQUENCY
AREA TOPIC SAT (44 TOTAL QUESTIONS) ACT (75 TOTAL QUESTIONS)
CONVENTIONS OF USAGE
Pronouns 2-4 3-6
Subject-Verb Agreement 1-2 1-3
Comparisons 1-3 0-1
Adjectives versus Adverbs Not tested 1-2
Idioms 1-2 1-3
Diction 0-2 0-2
SENTENCE STRUCTURE
Fragments 1-2 4-6
Run-Ons 0-1 5-6
Parallelism 1-2 1-3
Verb Tense 1-3 2-4
Modifiers 1-2 2-4
PUNCTUATION
Periods 0-2 2-4
Semicolons 1-2 0-2
Colons 0-2 0-2
Commas 2-5 5-8
Apostrophes 1-2 2-4
EXPRESSION OF IDEAS
Supporting Main Idea 3-5 2-4
Author’s Intent Not tested 4-6
Organization of Ideas 1-3 3-5
Adding Relevant Information 1-4 2-3
Deleting Irrelevant Information 0-2 3-4
Transitions 3-8 5-8
Maintaining Style & Tone 3-5 6-8
Wordiness 1-3 5-7
Data Graphics 1-2 Not tested
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ACT TO SAT CONCORDANCE TABLE
ACT COMPOSITE
SCORE
NEW SAT TOTAL
400-1600
ACT COMPOSITE
SCORE
NEW SAT TOTAL
400-1600
ACT COMPOSITE
SCORE
NEW SAT TOTAL
400-1600
ACT COMPOSITE
SCORE
NEW SAT TOTAL
400-1600
36 1600
28
1340
20
1050
14
800
35
1590 1330 1040 790
1580 1320 1030 780
1570 1310 1020 770
1560
27
1300
19
1010 760
34
1550 1290 1000
13
750
1540 1280 990 740
1530
26
1270 980 730
1520 1260
18
970 720
33
1510 1250 960
12
710
1500 1240 950 700
1490
25
1230 940 690
32
1480 1220
17
930 680
1470 1210 920 670
1460 1200 910 660
1450
24
1190 900 650
31
1440 1180
16
890 640
1430 1170 880 630
1420 1160 870
11
620
30
1410
23
1150 860 610
1400 1140
15
850 600
1390 1130 840 590
29
1380
22
1120 830 580
1370 1110 820 570
1360 1100 810 560
1350
21
1090
1080
1070
1060
For lower score ranges, there is not enough data to produce a valid concordance between the new SAT and ACT.
For additional concordance tools and tables, please visit www.collegeboard.org.
CONCORDANCE TABLE
Concordance tables are necessary to compare scores
between different tests. With the recent changes in
the SAT test, the College Board has provided a
number of concordance tables and tools so that
everyone understands what these new scores mean.
New SAT scores can be compared to both old SAT
scores and ACT scores. College admissions officers
and others will use concordance tables for admission
