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Distribution of SAT Math Scores

 

In 1976-76, 172,770 of the 269,356 students who scored over 550 in SAT math, or 64.1% of them, were boys.  Yet in 1991 there were 22.5% more women than men who received bachelor's degrees  http://nces.ed.gov/pubsold/D95/dtab401.html and in 1993 there were 22.6% more women than men enrolled in college http://nces.ed.gov/pubs/MiniDig95/enroll.html   This downward trend in the education of the nation's boys has continued since then.   There were 26% more women than men who received bachelor's degrees in 1996 (662,338 vs. 526,047), and 32.4% more Japanese men than American men have bachelor's degrees.

Had the percentage of the recipients of bachelor's degrees been commensurate with those those who scored over 550 in SAT Math, men would have received 761,755 and women would have received only 426,630.

If SAT is a valid measure of academic skills, future incomes, and thus future contributions to GDP, then in 1996, 253,708 more highly qualified American men were denied bachelor's degrees solely so that these degrees could be awarded to obviously less qualified women.

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Year after year, "liberals" proclaim that standardized test scores mean nothing and that we should do away with them, but they never provide any suggestions for an alternative method by which the best students can be selected to attend college or the best workers can be hired for particular jobs.  And year after year, all of the standardized tests continue to show a similar pattern in spite of "liberals"' claims that one race or sex is improving relative to (or at the expensive of) another race or sex.  The only "improvement" in SAT scores, for example, is the claim that the test scores for blacks has risen relative to that for Whites.  But those who make that futile and erroneous claim always ignore that miscegenation has caused many of those who are classified as blacks today to have an ever growing percentage of White ancestors.  The scores for pure blacks hasn't risen at all.  The only increases are in the scores for mixed race children who are classified as blacks and who score closer to the average score for blacks than they do to the average for Whites.

It's easy to compare standardized tests to each other by picking the highest scoring race and sex (White men) to the lowest scoring race and sex (black women).   This comparison shows that the gap in SAT verbal is 109 points, in SAT math is 138 points, in NAEP math is 32 points, in ACT Math is 5.4 points, in ACT Composite is 5.1 points, in GRE Verbal is 121 points, in GRE Quantitative is 170 points, and in GRE Analytical is 155 points.  These differences have been consistent year after year for several decades now which proves that standardized test scores do measure a valuable quantity.  The SAT is not a fluke which just happens--it is a scientific method by which academic skills can be compared by race and sex.

This enables us to quantify the gap that exists in the academic skills of our teachers and the students they teach.  The GRE Verbal scores of our teachers are 56 points lower, and their GRE Quantitative scores are 51 points lower,   than the average college graduate who plans to go to graduate school.

 

Figures in red are based on extrapolations of known data

Whites

Blacks

All races

White men to black women

All men and women

Standardized tests

Men

Women

Total

Men

Women

Total

Men

Women

Total

Diff

Diff

1985 SAT Verbal Score

455

443

449

343

349

346

437

425

431

109.0

12.0

1985 SAT Math Score

514

466

490

384

369

376

499

452

475

138.0

47.0

TIMSS 12th Grade Math

466

456

461

0.0

10.0

TiMSS 12th Grade Science

492

469

480

0.0

23.0

1986 12 yo NAEP Math Public School

311

305

308

282

276

279

305

299

302

32.0

6.0

1986 12yo NAEP Math Private School

343

337

340

312

305

308.5

337

331

334

6.0

ACT 2000 Math

23.0

21.8

22.4

18.2

17.0

17.6

21.3

20.1

20.7

5.4

1.2

ACT 2000 Composite

22.1

21.5

21.8

17.2

16.8

17.0

21.2

20.8

21.0

5.1

0.4

ACT Home School

24.5

22.9

23.7

18.9

18.1

18.5

23.6

22.0

22.8

6.0

1.6

1997 GRE Verbal

512

485

495

399

388

391

500

473

483

121.0

27.0

1997 GRE Quantitative

586

514

540

446

404

416

576

503

529

170.0

73.0

1997 GRE Analytical

578

556

564

429

421

423

563

539

547

155.0

24.0

EDUCATION MAJORS

0.0

0.0

1997 GRE Verbal

452

425

439

364

353

359

428

426

427

93.0

2.0

1997 GRE Quantitative

512

440

476

394

352

373

498

458

478

139.0

40.0

 

Table 129.--Distribution of Scholastic Aptitude Test scores, by sex of student:
            1975-76 to 1992-93
__________________________________________________________________________________________________________
          |          |                     Percent of students with specified scores
          |  Number  |____________________________________________________________________________________
   Year   |    of    |  200  | 250  | 300  | 350  | 400  | 450  | 500  | 550  | 600  | 650  | 700  | 750
          |   test   |  or   |  or  |  or  |  or  |  or  |  or  |  or  |  or  |  or  |  or  |  or  |  or
          |  takers  |higher |higher|higher|higher|higher|higher|higher|higher|higher|higher|higher|higher
__________|__________|_______|______|______|______|______|______|______|______|______|______|______|______
    1     |    2     |   3   |  4   |  5   |  6   |  7   |  8   |  9   |  10  |  11  |  12  |  13  |  14
__________|__________|_______|______|______|______|______|______|______|______|______|______|______|______
          |                                           Verbal
  Total   |_______________________________________________________________________________________________
1975-76 ..|  999,809 |100.00 |96.26 |89.26 |77.47 |60.27 |43.01 |28.11 |15.58 | 8.20 | 3.55 | 1.23 | 0.25
1980-81 ..|  994,046 |100.00 |95.46 |87.32 |75.34 |58.44 |40.64 |25.76 |13.87 | 7.00 | 3.01 | 1.03 | 0.21
1985-86 ..|1,000,748 |100.00 |95.81 |88.92 |77.55 |61.77 |43.17 |28.03 |15.75 | 7.87 | 3.25 | 0.99 | 0.14
1986-87 ..|1,080,426 |100.00 |96.08 |88.57 |76.62 |60.18 |43.02 |27.85 |15.44 | 8.14 | 3.42 | 1.07 | 0.13
1987-88 ..|1,134,364 |100.00 |95.81 |88.62 |76.44 |60.53 |42.38 |26.91 |14.94 | 7.32 | 3.22 | 0.92 | 0.09
1988-89 ..|1,088,223 |100.00 |95.72 |88.21 |75.39 |59.55 |42.17 |26.77 |14.85 | 7.76 | 3.16 | 0.87 | 0.10
1989-90 ..|1,025,523 |100.00 |95.20 |87.44 |74.97 |58.70 |40.67 |25.11 |14.41 | 7.43 | 3.13 | 1.00 | 0.12
1990-91 ..|1,032,685 |100.00 |94.89 |86.96 |74.38 |57.58 |40.38 |25.22 |14.08 | 7.25 | 3.15 | 1.03 | 0.13
1991-92 ..|1,034,131 |100.00 |94.70 |86.95 |74.29 |58.68 |40.96 |25.42 |14.02 | 7.28 | 3.18 | 0.98 | 0.13
1992-93 ..|1,044,465 |100.00 |94.85 |87.20 |74.71 |58.70 |40.85 |25.77 |14.87 | 7.77 | 3.37 | 1.00 | 0.12
          |          |       |      |      |      |      |      |      |      |      |      |      |
   Male   |          |       |      |      |      |      |      |      |      |      |      |      |
1975-76 ..|  494,626 |100.00 |96.39 |89.54 |77.90 |60.90 |43.65 |28.69 |16.04 | 8.49 | 3.69 | 1.29 | 0.26
1980-81 ..|  478,448 |100.00 |95.97 |88.50 |77.16 |60.73 |42.89 |27.53 |15.03 | 7.67 | 3.30 | 1.13 | 0.23
1985-86 ..|  481,477 |100.00 |96.19 |89.87 |79.10 |63.74 |45.17 |29.77 |17.02 | 8.71 | 3.68 | 1.11 | 0.15
1986-87 ..|  520,326 |100.00 |96.23 |89.12 |77.72 |61.79 |44.91 |29.71 |16.93 | 9.22 | 4.02 | 1.26 | 0.15
1987-88 ..|  544,065 |100.00 |96.14 |89.54 |78.21 |62.92 |45.04 |29.25 |16.70 | 8.44 | 3.82 | 1.13 | 0.11
1988-89 ..|  521,229 |100.00 |96.00 |89.06 |77.04 |61.86 |44.81 |29.15 |16.63 | 8.93 | 3.75 | 1.07 | 0.12
1989-90 ..|  490,420 |100.00 |95.40 |88.00 |76.04 |60.19 |42.62 |27.05 |15.91 | 8.40 | 3.60 | 1.15 | 0.14
1990-91 ..|  493,252 |100.00 |95.08 |87.45 |75.29 |58.94 |41.99 |26.71 |15.18 | 7.98 | 3.51 | 1.16 | 0.14
1991-92 ..|  491,748 |100.00 |94.89 |87.46 |75.34 |60.23 |42.68 |26.98 |15.16 | 8.00 | 3.55 | 1.10 | 0.15
1992-93 ..|  495,086 |100.00 |94.98 |87.55 |75.35 |59.75 |42.21 |27.18 |16.01 | 8.60 | 3.83 | 1.18 | 0.15
          |          |       |      |      |      |      |      |      |      |      |      |      |
  Female  |          |       |      |      |      |      |      |      |      |      |      |      |
1975-76 ..|  505,183 |100.00 |96.14 |88.97 |77.05 |59.65 |42.38 |27.55 |15.13 | 7.92 | 3.42 | 1.17 | 0.24
1980-81 ..|  515,598 |100.00 |94.99 |86.23 |73.66 |56.32 |38.56 |24.11 |12.80 | 6.39 | 2.73 | 0.94 | 0.18
1985-86 ..|  519,271 |100.00 |95.46 |88.04 |76.11 |59.95 |41.31 |26.42 |14.57 | 7.09 | 2.85 | 0.88 | 0.12
1986-87 ..|  560,100 |100.00 |95.93 |88.07 |75.60 |58.67 |41.26 |26.13 |14.05 | 7.14 | 2.87 | 0.90 | 0.11
1987-88 ..|  590,299 |100.00 |95.50 |87.76 |74.82 |58.33 |39.93 |24.76 |13.32 | 6.29 | 2.66 | 0.74 | 0.06
1988-89 ..|  566,994 |100.00 |95.45 |87.42 |73.88 |57.42 |39.75 |24.58 |13.21 | 6.68 | 2.61 | 0.69 | 0.08
1989-90 ..|  535,103 |100.00 |95.01 |86.93 |73.98 |57.34 |38.88 |23.34 |13.04 | 6.53 | 2.70 | 0.86 | 0.10
1990-91 ..|  539,433 |100.00 |94.71 |86.52 |73.55 |56.33 |38.90 |23.85 |13.08 | 6.58 | 2.81 | 0.92 | 0.12
1991-92 ..|  542,383 |100.00 |94.53 |86.49 |73.34 |57.28 |39.40 |24.00 |12.98 | 6.62 | 2.84 | 0.87 | 0.12
1992-93 ..|  549,379 |100.00 |94.74 |86.88 |74.13 |57.76 |39.62 |24.50 |13.84 | 7.01 | 2.95 | 0.83 | 0.09
          |__________|_______|______|______|______|______|______|______|______|______|______|______|______
          |                                         Mathematical
  Total   |_______________________________________________________________________________________________
1975-76 ..|  999,776 |100.00 |98.78 |93.65 |83.55 |70.87 |57.16 |41.82 |26.94 |16.34 | 8.49 | 3.75 | 1.16
1980-81 ..|  993,672 |100.00 |98.85 |92.99 |82.77 |70.48 |55.57 |40.59 |25.98 |14.45 | 7.08 | 2.71 | 0.66
1985-86 ..|1,000,747 |100.00 |98.91 |93.63 |84.64 |71.98 |57.41 |42.32 |29.29 |17.95 | 9.56 | 4.08 | 1.01
1986-87 ..|1,080,426 |100.00 |98.91 |93.30 |84.22 |71.61 |57.40 |42.37 |29.67 |18.32 | 9.94 | 3.86 | 1.02
1987-88 ..|1,134,364 |100.00 |99.08 |93.93 |84.62 |72.17 |57.43 |43.03 |29.55 |17.60 | 9.26 | 3.78 | 0.91
1988-89 ..|1,088,223 |100.00 |99.08 |94.04 |84.57 |71.97 |57.94 |42.81 |29.33 |18.01 |10.07 | 4.27 | 1.11
1989-90 ..|1,025,523 |100.00 |98.89 |93.77 |84.21 |71.57 |57.71 |43.20 |29.59 |18.41 |10.14 | 4.23 | 1.18
1990-91 ..|1,032,685 |100.00 |98.83 |93.63 |83.49 |70.80 |56.63 |42.68 |29.27 |17.85 | 9.70 | 4.51 | 1.32
1991-92 ..|1,034,131 |100.00 |98.70 |93.65 |84.25 |71.81 |57.96 |43.36 |28.83 |18.12 |10.10 | 4.60 | 1.37
1992-93 ..|1,044,465 |100.00 |98.49 |93.34 |84.28 |72.33 |58.55 |44.39 |29.78 |18.80 |10.63 | 5.11 | 1.62
          |          |       |      |      |      |      |      |      |      |      |      |      |
   Male   |          |       |      |      |      |      |      |      |      |      |      |      |
1975-76 ..|  494,619 |100.00 |99.13 |95.37 |87.63 |77.29 |65.30 |50.65 |34.93 |22.71 |12.70 | 6.02 | 1.99
1980-81 ..|  478,301 |100.00 |99.20 |94.98 |87.17 |77.17 |63.99 |49.45 |33.92 |20.38 |10.75 | 4.46 | 1.17
1985-86 ..|  481,477 |100.00 |99.24 |95.38 |88.49 |78.26 |65.53 |51.16 |37.47 |24.49 |14.00 | 6.44 | 1.73
1986-87 ..|  520,326 |100.00 |99.16 |94.91 |87.75 |77.36 |64.90 |50.74 |37.66 |24.82 |14.47 | 6.15 | 1.75
1987-88 ..|  544,065 |100.00 |99.31 |95.37 |87.91 |77.48 |64.40 |50.71 |36.91 |23.63 |13.43 | 5.96 | 1.57
1988-89 ..|  521,229 |100.00 |99.30 |95.45 |88.00 |77.62 |65.19 |50.91 |37.13 |24.43 |14.62 | 6.70 | 1.89
1989-90 ..|  490,420 |100.00 |99.16 |95.17 |87.70 |77.13 |64.71 |50.81 |36.85 |24.40 |14.41 | 6.53 | 2.00
1990-91 ..|  493,252 |100.00 |99.08 |94.91 |86.79 |76.22 |63.65 |50.40 |36.59 |23.82 |13.93 | 6.96 | 2.23
1991-92 ..|  491,748 |100.00 |98.99 |95.05 |87.50 |77.03 |64.73 |50.88 |36.01 |24.05 |14.28 | 6.96 | 2.24
1992-93 ..|  495,086 |100.00 |98.83 |94.73 |87.55 |77.69 |65.50 |52.10 |37.18 |25.00 |15.09 | 7.77 | 2.69
          |          |       |      |      |      |      |      |      |      |      |      |      |
  Female  |          |       |      |      |      |      |      |      |      |      |      |      |
1975-76 ..|  505,157 |100.00 |98.45 |91.96 |79.56 |64.59 |49.20 |33.17 |19.12 |10.11 | 4.37 | 1.53 | 0.34
1980-81 ..|  515,371 |100.00 |98.53 |91.14 |78.69 |64.27 |47.76 |32.37 |18.60 | 8.94 | 3.66 | 1.09 | 0.19
1985-86 ..|  519,270 |100.00 |98.61 |92.01 |81.07 |66.16 |49.87 |34.12 |21.70 |11.88 | 5.45 | 1.89 | 0.34
1986-87 ..|  560,100 |100.00 |98.67 |91.80 |80.93 |66.26 |50.44 |34.59 |22.25 |12.29 | 5.74 | 1.73 | 0.33
1987-88 ..|  590,299 |100.00 |98.87 |92.60 |81.58 |67.28 |51.00 |35.94 |22.78 |12.05 | 5.42 | 1.77 | 0.30
1988-89 ..|  566,994 |100.00 |98.87 |92.75 |81.42 |66.77 |51.27 |35.37 |22.15 |12.11 | 5.90 | 2.03 | 0.39
1989-90 ..|  535,103 |100.00 |98.65 |92.50 |81.01 |66.47 |51.30 |36.22 |22.94 |12.92 | 6.22 | 2.12 | 0.44
1990-91 ..|  539,433 |100.00 |98.60 |92.45 |80.48 |65.85 |50.22 |35.62 |22.57 |12.40 | 5.83 | 2.26 | 0.49
1991-92 ..|  542,383 |100.00 |98.45 |92.37 |81.31 |67.07 |51.82 |36.54 |22.32 |12.74 | 6.30 | 2.45 | 0.57
1992-93 ..|  549,379 |100.00 |98.18 |92.09 |81.34 |67.50 |52.28 |37.45 |23.11 |13.21 | 6.61 | 2.72 | 0.65
__________|__________|_______|______|______|______|______|______|______|______|______|______|______|______
NOTE.--Possible scores on each part of the SAT range from 200 to 800.  In some years, mathematics and
verbal test results were not available for every student.
SOURCE:  College Entrance Examination Board, National Report on College-Bound Seniors, various years.
(Copyright @ 1993 by the College Entrance Examination Board.  All rights reserved.)
(This table was prepared April 1994.)