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EDUCATION WEEK
American Education's Newspaper ofRecord
Volume XIX, Number 24 • February 23, 2000
10 2000 Editorial Projects in Education I $3.00
'fest-Taking StrategyYields Major Gains
By June Blair
tudents at a high school in rural
North Carolina who once would not'
have considered college are posting
strong SAT scores and getting financial·aid
offers from competitive schools, thanks to
free and abundant help provided by their
school district in preparing for the exam.
Two years ago, many high school seniors
in Kings Mountain, N.C., would have
, given as much thought to decoding the se
crets of the SAT as they would have to be
S
, \
coming the next Indiana Jon~. For stu
dents without the academic a~ financial
tools to crack the college-admiSsions test,
success on the exam seemed about as
likely as navigating a stream stocked with
hungry alligators.
So in 1998, the Kings Mountain school
,district moved to level the playing field
for poor and well·to-do students. Admin
istrators spent $7,000 on an intensive,
computer.based SAT-preparation program
that provided remedial help and tes.t-tak·
Continued on Page 14
�that fail to teach the challenging
material covered on the college
entrance tests.
"It is obvio~ that the SAT is an
important and critical component
of academic success,n said Bill
Lawrence, the secondary director
for the northeast area for the
suburban Baltimore County, Md.,
school district, which recently
began underwriting intensive
test-preparation programs in all
of its 24 high schools.
~
'This is an eqUity issue; he said. .
'''We wanted to make sure that
students had equal information.n
As President Clinton fashions
the details of his test-preparation
proposal, one White House aide
says he is looking west to Califor
nia as a model.
In 1998, policymakers in that
state passed a law detailing the
College Preparation Partnership
Program. The initiative autho
rized $10 million annually until
2005 for competitive grants to
schools to pay for 20 hours of SAT
and ACf preparation and test-tak
ing in poor communities, said Ron
Fox, the manager of the interseg
mental-relations office at the Cal
ifornia Department of Education.
Local districts must come up
with the money to finance one
third of the cost of such pro
grams. Schools are given the
choice of training staff members
to run the programs or contract
ing with companies that provide
the services.
Anecdotal evidence suggests
the initiative is yielding bigger
and more diverse pools of test
takers in the state and raising
scores as well.
"We are seeing low-income and
minority students who under
stand they need to take an SAT to
be eligible for admission to a
four,year college, whereas before
I don't know if that inforrnatio~
would have gotten to them as ef
fectively," said Jay Rosne£ the ex
ecutive director of the princeton
· Review Foundation in San Fran
cisco. The foundation is the non
profit arm of the New York City
based Princeton Review, the
company that is overseeing test
preparation for more than 10 000
high school students under'the
1998 California law.
.J
"Average improvement is be
tween 80 and 100 points" out of
1600 points on the exam, Mr.
Rosner said, for students in Cali
fornia who have completed the
· program, compared with their
previous scores.
· The Princeton Review, which
has been in the.business of test
preparation for 19 years, has tai
lor-made courses for California
that take into account the special
needs of low-performing stu
dents, he added. Two-hour ses
sions are held both before and
after school and focus on test
taking strategies as well as
teaching skills.
·We've added more instrnc- .
tional materials for the easy and
medium [test] problems because
those are .the questions that they
have· to get correct to improve
their scores: Mr. Rosner said. The
Princeton Review is paid $300
per student, he said, with similar
commercial courses ranging from
$250 to $450 per student.
.
Scholastic Testing Systems, the
test-preparation company based
in Alexandria, Va., that helped
. raise scores in North Carolina's
Kings Mountain district, spends
80 percent of students' time on
remedial work, said William J.
Zuberduhler, the company's chief
executive officer. Computer-based
software presents students with
a detailed analysis of the 58
skills tested on SAT exams, he
said, then ranks each individual's
weaknesses_
Misplaced Spending?
But such efforts are valuable
only because of fundamental
flaws in the K-12 system, some
education experts argue. Instead
of hiring companies to provide
remedial help for students about
to take college-entrance exams,
they say, schools should' be
strengtheni.rig the curriculum for
all students.
"If I were in charge, I'd be in
vesting the dollars not in prepara
tion for a test, but in efforts to
maKe sure low-income kids got a
strong grounding in English and
mathematics, the two things the
tests examine: said Kati Hay
cock, t,he executive director of the
Education Trust, a Washington
based o~tion that promotes
higher academic achievement for
poor and minority students.
Guidance counselors are so
overburdened they don't have
time to help individual students
prepare for the exams, said Kris
Zavoli, the director of admissions
and guidance services for the
CoUege Board's Western regional
office in San Jose, CaW:
"We say there are no secrets
for taking the SAT," said Wayrie
Camara, the executive director
of research and development
for the New York City-based
College Board, which sponsors
the exam. "But just as you
wouldn't want to take a driver's
test cold, you dl;m't want to go
cold into the SAT_"
.'
�MALLORY L. ROBERTS
DIRECTOR OF PUBLIC POLICY
March 3, 2000
Ms. Kendra Brooks
Domestic Policy Council
2416 Lancaster Court
Falls Church, Virginia 22043
Mr. J.B. Buxton
Domestic Policy Council
Old Executive Office Building
Room #218
Washington, DC 20500
/
Dear Kendra and J.B.:
We appreciate the opportunity to share with you various infonnation and materials on test preparation.
As requested, I have enclosed brief outlines on the various types of institution based test preparation
courses. Kaplan has successfully used these courses throughout the country in capacities similar to what
we discussed in our meeting. Also provided are various examples of the materials and reports used in the
courses. Additionally, there are summaries on Kaplan's On-line Test Preparation Services as well as its
newly launched College Admissions Course.
Included in this packet is a recent article from Education Week, which contains a critical discussion of the
current issues relating to test preparation within schools. We belie.ve this will be helpful in framing the
debate as we move forward.
As of today, we have not been able to compile comprehensive data on Kaplan's involvement with the
Hayden initiative in California schools. Statewide results are not yet available. However, two schools
wherein Kaplan provided a faculty-led SAT program received the following results. San Diego High
School, San Diego, California had an average score gain of 108 points. While Huntington Park High
School in Los Angeles, California saw an average gain of 143 points.
Again, we appreciate the opportunity to provide our experience and background on this issue and look
forward to further discussions on institution based test preparation. If you need any additional
infonnatiqn, please don't hesitate to contact us.
cc:
Drew Littman
Enclosures
Kaplan Educational Centers
1150 15th Street, NW, Washington, DC 20071 (202) 334·7870 fax (202) 334-5075
e-mail: robertsml@Washpost.com
•
With over 150 locations throughout the United States
�,
.'
In
his 2000 State of the Union address, President Clinton challenged the nation: "Let's also
offer these kids from disadvantaged backgrounds the same chance to take the same'college
test prep courses wealthier students use to boost their scores."
In- response to this challenge, Kaplan Learning Services is pleased to offer its assistance in
improving equitable access to test preparation for all students regardless of income or " .
background. This outline describes three institution based SAT preparation programs for both
teachers and students. Each addresses the academic concepts, strategies, and skills assessed
.
by the SAT and may be ,used separately or as components of a cOmprehensive plan to
immediately affect student performance and improve scores.
I.
II.
III.
First, Kaplan's Strategic Overview -- Professional Development Seminar builds
.
.
awareness of the test process for the entire faculty.
Second, Kaplan's Predictive Pre-test provides the most sophisticated diagnostic
tool available for students.
Third, Faculty-led PSAT and SAT courses allow teachers to deliverKaplan'~
proven SAT and PSAT curriculum directly to their students. Additional
information regarding this program is included because an in-depth institution
based course such as the Faculty-led SAT course will more closely mirror the
opportunities available to more affluent students in a commercial test preparation ,
course,'
.
Kaplan's Background and Exp~rience
!
With principles Stanley Kaplan outlined in his first classes more than 60 years ago, Kaplan
continues to serve the public as a foundation of instruction and knowledge regarding test
, preparation. Kaplan programs have a record of success with students nationally. An
independent auditing firm has found that students in Kaplan's SAT Preparation Program
showed an average gain of 120 points on the SAT, while 28% of all Kaplan SAT students
achi~ve an increase 6f170 points or better. In recent years, Kaplan has devoted more than $5
million to research in teaching and learning, ensuring that Kaplan courses and materials
continue to be the most accurate, up-to-date and effective available.
.
One of the most effective tools in test preparation is Computer-Assisted Feedback (CAF). We
believe that it is the most complete and accurate diagnostic testing tool available. CAF is clear,
concise and, most importantly, prescriptive. It focuses on potential improvement - in addition to
current scoring - reinforCing Kaplan'.s positive motivational strategies and encouraging students
on to greater success. The CAF includes a detailed breakdovyn of performance, customized
.test analysis and personalized strategies for score improvement, all in an easy-to-use format.
..
.
'
"
,
Anot~er
"
key component of SAT preparation is our Predictive Pre-test Program which can be
delivered to students as a stand-alone program or as part of acom~rehensive test preparation
program. Individual sch,ools may use the test to identify eligible 111 graders for participation in
a test preparation course, or to identify school-wide reform opportunities. Each student receives
a CO\1lputer Assisted Feedback (CAF) report that identifies his/her individual strengths and
weaknesses and recommends, in student-friendly language, specific strategies to remedy those
weaknesses.
'
'
�/
Institution Based SAT Preparation Programs
I
Note: The following programs may be combined or run as stand-alone programs.
Strategic Overview - Professional Development Seminar for Teachers:
3 hrs of professional development for teachers on SAT strategies
.
~ Comprehensive training manual provides teachers with proven test taking strategies
~ Delivered at schools: morning, afternoon, or.evening.
>
Predictive .Pre-Test:
~ Each student receives ten pages of individual feedback that provides prescriptive strategies
for improvement (see enclosed sample)
~ Tests scored and returned within 10 days of test date
~ Comprehensive proctor's guide for ease of delivery
I.
Faculty-led PSAT/SAT Courses:
~ Kaplan can train high school teachers to deliver our full SAT/PSAT course (commercially
available at $750 per student), including 6 hours of curriculum training for teachers and all
student and faculty materials.
..
~ Flexible implementation models for aft~r-school, summer, or elective courses
~ 6hrs. of professional development to ready teachers in each discipline (math & verbal) to
teach test-taking strategies
~, 9 hours of testing consisting of 3 diagnostic/prescriptive practice tests, scored and evaluated.
by Kaplan·
~. 27 hours of comprehensive classroom instruction materials
I,
�Faculty-led PSAT/SAT Course Overview
.:. 36 Total Hours of Instruction
};;> 9 hours of testing
};;> 27 hours of instruction
};;> homework assignments are provided
.:. Flexible Schedule of Classes
};;> During or after school
};;> Evenings or weekends
};;> Summer classes
.
};;> Deliverable as elective in 30--60 minute
classes
.:. Highly Interactive Class Format
};;> Course format fully engages students'
interest and energy
};;> Instruction methods build each
student's sense of success
•:. Teacher Training
};;> Teachers delivering the course will
. receive 6 hours of curriculum training in
their subject areas (math or verbal).
};;> Training increases staff capacity and
raises the knowledge of the testing
process.
};;> Provides the teacher(s) with course
framework for teaching the class and
detailed Teacher's Editions of Lessons.
I
.:. Course Delivery
};;> Kaplan will train teachers to staff and
deliver as many concurrent or
sequentially scheduled courses as are
needed by, the district.
.:. Practice Tests
};;> Three tests: pre-, mid-, and post
course
};;> Computerized scoring and analysis of
student,test results, with detailed
analysis of strengths and weaknesses
).. Scoring history is saved and presented
with each analysis, for comparison
.:. Experienced Support
};;> Kaplan will ,score every test and will
monitor course delivery to insure high
quality delivery .
.:. Course Materials
};;> All course materials will be included in
the price of the course.
};;> All stl!dent material, lesson plans, and
testing are included in the program.
�Student Materials
I
I
The Faculty-led PSAT/SAT Course includes the following student materials, which become the
property of the student at the time of distribution:
•
User's Guide - Tells the students what.
Math Flashcards - Spells out for
is coming up in the lesson. Spells out all instudents the concepts that are tested on the
SAT. Allows them to use the cards to drill on
course work as well as all homework
concepts they need in an easy to use format.
assignments.
•
Verbal Flashcards - These flashcards
Lesson Book:
•
Preview/Classroom/Review - Contains
encourage students to learn words both by
Preview'assignments that allow a student to
memory and thesaurically. Allows them to use
learn foundationally necessary concepts prior
flashcards to increase their standardized test
to the class/Classroom assignments led by
overall word retention.
expertly trained BH~D teachers or Kaplan
staff/Review assignments that reinforce
concepts taught in class.
•
CD-ROM - Allows students to practice
MathNerbal Workbooks: - Verbal
•
SAT questions, review lessons and drills on "
section provides students with word lists, root
the computer. Extra bells arid whistles in the
lists, and drill exercises to allow students to
software measure the time it takes a student to
practice the skills they are learning. Math
answer questions as well as measuring
section provides students with key math
confidence levels.
concept review and drill exercises to build
math comprehension. Also allows students to
use the skills they are leaming in class
,Student Software
I
I
As detailed above, each student enrolled in a faculty-led course will receive a copy of Kaplan's
CD-ROM for the program. The software is used in conjunction with the other classroom and
homework materials, and serves as another opportunity for students to experience taking the
SAT.
,.
�Kaptest.com - On-line SATIPreparation Course.
Kaplan's on-line SAT preparation program, launched in December of 1999, provides students
with the first comprehensive on-line option for preparing for the SAT. The online course offers
interactive exercises as well as Kaplan lectures presented through audio and video streaming.
The on-line course includes the following components:
~
Unlimited access to more than 24 hours of multimedia lessons with corresponding SAT
lesson book
~ Interactive exercises and dynamic animations
.~ Email help from course experts who respond within 24 hours or less
~ Diagnostic tests to assess each student's skills and prescribe customized study plans
);> Weekly coaching emails providing study tips and up-to-the-minute test information
~ Comprehensive home study kit including: a home study workbook; CD-ROM (with
diagnostic test, five full-length tests, answers to every question, extra lessons, study tips);
vocabulary and math flashcards and book; and A Parents' Guide to College Admissions
It is our belief that one of the biggest benefits for students from an on-line course, as compared
with the center-based program, is the convenience and flexibility it provides busy individuals
who, due to time or geographic constraints, cannot attend a live course at a center. On-line
courses also allow students to work at their own pace and to review the video and audio lessons
as many times as necessary. Additionally, the on-line course is priced at approximately one
half the cost of the center..:based course.
Since the program is newly launched,· data on its effectiveness relative to that of the center- .
based program is not yet available. However, we anticipate that our students will· see score
improvements similar to results seen iii our center-based SAT preparation courses. The next
test date for SAT is April B, 2000. We will forward the results from our on-line students once
they become available ..
A sampling of e-mail comments from students is .attached to provide an overview of student
. response to other Kaplan test preparation courses.
�kaptest.com Success Stories
Comments on course format:
"I found the Kaplan online course to be AWESOME!!! What I was able·to use
and learn helped a TON!!! Thank'you very much for all your emails and your
help when I needed it. Once again THANK YOU ~O VERY MUCH for offering
the class!" (GRE)
"The lesson videos are great: 'I [had] no problems with the course material [or]
with the medium of delivery" (GMAT)
"The lessons are clear and easy to follow," (GRE)
"The courses and videos have been very good and it is great to study when and
where I want." (LSAT)
Comments on email help from Kaplan's expert academic team:
"The answers to the academic questions have been timely and informative ..
. could not hope for better help." (GMAT)
.
"Response [was] very timely and interesting. Overall, very interesting.
"recommended it torny friends." (GRE)
"Very prompt reply,excelient content. (LSAT)
Comments on the results:
"I just took my GRE general exam ... Overall, I scored 200 points better than the
first time and am very pleased! The Kaplan course was exceptional, and has
. made my GRE scores much more marketable for graduate programs. I also
really enjoyed the flexibility of on-line courses. It truly is a perfect arrangement
for anyone working or going to school full time. You've got a great thing going
here!"
'
.
"Yes, "my test if over. Yipee! I am very'happy with my scores and I am glad that-I
took the Kaplan course. It improved my scores tremendously."
�kaptest.com Demographic Statistics
Increase in Competition to College:
'
• There are more students going to college than ever before. The number of students
enrolled in 4~year institutions of higher education is at an all-time high - 14.8 million
registered for fait 1999, up from 14.6 million fall 1998.
• The portion of high school graduates (2.8 million) expected to go to college is up
significantly to 67% today from 50% in 1977 (when there were 3.2 million high school
grads).
• The number of students in U.S. colleges and universities is expected to grow 14% by
2009, to 16.3 million.
• Adding to the frenzy of the college admissions process, the number of colleges and
universities that offer early admission plans has also grown. Some 476 of the 3,500
four-year institutions in the U.S. currently have such policies, up from 367 during the.
1981-82 school year.
'
• This year, approximately 54,000 of the 1.2 million students who will apply to four
year col/eges will commit to early decision, up from 42,000 in the 1997-1998 year.
Students Preparing for or Taking the SAT:
• The number of high school seniors taking the SAT has hit yearly records lately with a
jump this,year to more than 1,300,000 from last year's 1,173,000 (an increase of
c. 11%). In 1977, the number of SAT takers was about 980,000.
• More than 97% of all students prepare in some way for the SAT, with a median of
about 11 hours of preparation.
.• International students increasingly take standardized entrance exams to colleges
and universities, 'as international enrollments to U.S. schools has reached a record
490,933 in 1999.
"
, . Minorities Attending College
• The number of minority students atteriding U.S. colleges and universities rose.
slight!y in the fall of 1997, according to a report released late last month by the U.S.
Department of Education.
• The total number of minority students increased 3:7· per cent, to 3,771,210, from"
1996 to 1997, the latest year for which data are available. Minority students
represented 26 per cent of the enrolled Americans.
�• For the third year in a row, the enrollment of Hispanic students rose at the fastest
rate, 4.5 per cent, for a total enrollment of 1,218,493. Black students' enrollment
increased 3 per cent,to 1;551 ,044. That of Asian Americans rose 3.7 per cent, to
859,206, and that of American Indians rose 3.6 per cent, to 142,467. '
International Data: '
• In 1999, nearly half a million (490,933) students studied in at U.S. colleges and
universities, an increase in over 2 % over last year. Currently foreign students
, represent about 3% of all U.S. higher education enrollments.
• Of that 490;933, .11 % 'is at the graduate level, while about 2% is at the four-year
undergraduate level. In the 1998-1999 year, over 100,,000 $tudents were enrolled in
an L!ndergraduate (two or four-year) institution.
'
.
• Asian students made up 56% of all U.S. international enrollments; Japan was the
largest country of origin.
• European students are the'second largest group, making:up·15% of U.S.
enrollments.
• Canadian. and Mexican enrollments in U. S.
institution~
rank 6th and 10th respectively.
• Three countries - Brazil, China and India together sent 9,000 more students to the
U.S. in 1998-99 than in the preceding year.
Who Is Online?
• Currently, 90% of all high school students use the Internet.
• Teenagers spend an average of six hours a week online; college students spend an
average of 8 .hours a week online.
.,
• According to Forrester Research, 39 percent of all. men currently use 'the internet, but
over the next five 'years, the average annual growth rate for men is expected to be
13%, as opposed to 19 % for women:
• Currently, 39.6 million women are online and by 2005, that number should swell to
71.2 million
'. .
�Kaplan's College Admission~ Course
I
The College Admissions Course was first launched last fall in select cities and on-line in
'conjunction with kaptest.com. The brick-and-mortar version of the College Admission Course
will be available in all Kaplan's centers throughout the U.S. starting this spring, Kaplan's
innovative college admissions course provides students with the knowledge and organization
essential to successfully navigat~ the college admissions process in an increasingly competitive
environment.
The course consists of eight multimedia sessions covering every aspect of the admissions
process including: strategies and advice for creating and narrowing a target list of schools;
completing college applications; ensuring successful college interviews; applying for financial
assistance; and securing strong letters of recommendation.
Course features include:
}>
}>
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}>
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,Unlimited access to more than 20 hours of multimedia lessons (i.e. split screen of video and
web-linked slide show)
Email help from Kaplan admissions experts, who respond within 24 hours or less
Email review of the Personal Statement essay by a Kaplan Essay Expert
Free access to Scholastic Registry, an online service that helps colleges find and recruit
students
Supplemental material including: a comprehensive lesson book; a Parent Portfolio,
,Companion Guide to the course; organizational worksheets; a CD-ROM; a college guide; a
sample college application and a financial aid book and user's guide.
The curriculum for both Kaplan's online and in-center admissions courses was developed with '
input from a special admissions advisory panel, made up of college admissions officers,
'
g'uidance counselors and independent educational consultants. The panel collectively has over
100 years of admissions experience, working with thousands of students and schools including
Harvard. Dartmouth. Princeton, Brown, Yale, Columbia, New York University and Oberlin. This
panel trains Kaplan's admissions consultants and will advise Kaplan on an ongoing basis.
The Admission Course is currently separate from the SAT preparatory courses. However, it
could be easily combined into one program for delivery to high school student in an institution
base,d setting.
'
�**Please note that the following Kaplan materials were sent in their entirety to Ms. Kendra Brooks:
•
•
•
•
•
•
•
In-School SAT Prep Lesson Book
In-School SAT Prep Lesson Book Explanations
In-School SAT Prep Verbal Workbook
In-School SAT Prep Math Workbook
Digital Test Booklet.for SAT Revolution 1.2
Digital Test Booklet for SAT Revolution 1.2 User's Guide
SAT Flashcards
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DIGITAL TEST BOOKLET FOR SAT REVOLUTION 1.2
license / Disclaimer of Warranties
1.. ACCEPTANCE
By using this dIskette you hereby accept the terms and provisions of this license and
its terms.
agiee
to be bOund by
2. OWNERSHIP
The software contained in this diskette (the "Software") and all (;Mtent (the "Test~ and together With the
Software. the "Materials·) are proprietary copyrighted malerials owned by Stanley H. Kaplan Educational
Center Ltd; (·Kaplan~) or its {kensor'S.
3. LICENSE
You are granted a limited license to use the Software together with the Test in preparation for the SAT.,
You may not copy or distribute th,e Materials. Your fights to use the Materials shall terminate upon your
faUUJe to comply with any of the terms hereof.
4. INTENDED USE
You acknowledge that the Materials are intended to be used solely in connection with preparation
, SAT· and may not be" used (or any other purpose.
tor, the
5 . .'lIMITED WARRANTY: DISCLAIMER
IF TH€ SOFTWARE FAILS TO PERFORM ITS ESSENTIAL FUNCTIONS WITHIN 90 DAYS OF RECEIPT. KAPLAN
KAPLAN MAKES NO OTHER REPRESENTATIONS OR
WILL REPAIR OR REPLACE THE SOfTWARE.
WARRANTIES. EXPRESS OR IMPLIED WITH RESPECT TO THE MATERIALS. AND SPECIFICALLY DISCLAIMS ALL
OTHER WARRANTiES INCLUDING. WITHOUT LIMITATION. THE WARRANTIES OF MERCHANTABILITY OF
FITNESS FOR A PARTICULAR PURPOSE. YOU ACKNOWLEDGE THAT REPAIR OR REPLACEMENT OF THE
SOFTWARE SHALL BE YOUR EXCLUSIVE REMEDY AND KAPLAN SHALL NOT BE LIABLE OR RESPONSIBLE FOR
ANY LIABILITY. LOSS OR OAMAGES OF ANY TYPE OR NATURE IN CONNECTION WITH THE SOfTWARE AND/OR
THE MATERIALS WHETHER DIRECT. INDIRECT. CONSEQUENTIAL. PUNITIVE. LOST PROFITS OR WAGES. OR
OTHERWISE. EVEN IF KAPLAN HAS BEEN AOVISED OF THE POSSIBILITY OF SUCH OAMAGES, CERTAIN OF
THE LIMITATiON HEREIN PROVIDED MAY BE PRECLUDED BY LAW.
.
6. MISCELLANEOUS
This license represents the entire understanding of the parties. may only be modified in writing. and shall
be governed by the laws of the State of New York •
• SAT IS A REGISTERED TRADEMARK OF THE COLLEGE ENTRANCE EXAMINATION BOARD. AND IS NOT
AFFIUATED WITH THIS PRODUCT.
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���Kaplan Learning Services (KLS) is the division of
Kaplan that works exclusively with public schools.
KLS offers schools and districts the most comprehensive
services available, to improve student performance
school-wide: direct intervention programs, a range
of test preparation comses and products, professional
development seminars and family involvement
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KAPLIN"
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" Sample School
June 25, 1998
Kaplan
888 Seventh Avenue
New York, NY 10106
1-88S-KAPLAN8
�!
I FOR
PRE 0 leT I V E ~ R E - T EST
Name
THE
Is A Tt
School
SAMPLE STUDENT 01
SCALED
SC;:ORES
MATHj
800...-------,
700 f - - - - - - j
600 f---------J
500 f---------J
400
300
200
Bernards H.5.
IVERBAL
Jul
800...-------,
700 f - - - - - - - - - i
600 f---------J
500
400
300
200
Percentage Correct
MATH
80
CORRECT
24
OMITTED
10
RAW SCORE
21
SCALED SCORE
420
100
26
INCORRECT
100
80
60
Algebra
Geometry
. Data Interpretation
Word Problems
Percentage Correct
V~RBAL
60
CORRECT
45
Sentence Completions
INCORRECT
25
Critical Reading
OMITTED
8
RAW SCORE
39
SCALED SCORE
520
. Dear Studert, '
Congratulations on taking this practice SAT. Your score will not be seen by anyone other than you and your counselor. In
fact your score is the least important part ()f this feedback. What ~ important is that you use the following analysis
as a diagnostic tooL It will tell you where you are today, but more important, what you need to do to get where you
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Ask questions! If you have any questions, ask your guidance counselor or call Kaplan at (888) KAPLAN 8.
Best wishes for your college success,
Kaplan Team SAT
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�. Page No. l
SAT Predictive Pre-Test for SAMPLE STUDENT 01- 07/20/98
Overall Strategies
,
Standardized tests like the SAT are probably quite different from the tests you're used to taking in high school. To ,
get a high score on the SAT, you need to approach the test strategically to maximize your score. Here are five of
Kaplan:s time-proven strategies for success on the SAT.
Predict the Answer.
On the SAT, the surest way to avoid falling for traps on Test Day is to predict the answer before you look at the
answer choices. For example, if you're answering an SAT Sentence Completion, don't just start plugging in the
answer choices-read the sentence, predict the missing word, and scanthe answer choices to see which one fits.
Use the Order of Difficulty.
All Math, Analogies and Sentence Completion questions on the SAT are arranged in order of difficulty (i.e. the
questions get progressively harder as you work through each question set). Use this knowledge to plot your
strategy for each section-for instance, you might consider spending extra time on early questions to make sure
you net, "easy" points.
Skip Around.
Within any given section of the SAT, you are allowed to skip around and answer the questions in any order that
appeals to you. So if you find you're getting stuck on a particular question or passage, skiP it-you can always
return to it later if you have time. Answer all the questions that are within your compass before you crack the real
tough nuts.
.
Pace Yourself.
The SAT throws a lot of qilestions at you in a short period of time. To get through a whole section, it's iinportant
that you don't spend too much time on anyone question. Get used to the pressure by practicing under timed
conditions, and keep your pace brisk throughout the test. Make sure you wear a watch since test proctors are not
always reliable in providing time-checks.
.
Guess.
Test takers often talk about a "guessing penalty" on the SAT. This is a misnomer; it's really a "wrong-answer
penalty." Guess wrong and you lose points. Guess right, and you gain. If you can eliminate one or more answers
as definitely wrong, you'll turns the odds in your favor and have a good shot at selecting the correct answer.
Mathematical
A~alysis
Below you will find a detailed analysis of your mathematical performance. If a particular strategy or two could
have helped you with certain problems, you'll find them discussed below. Following the strategies, if any, is an
analysis by math content area. Use the recofi:unendations to tailor y.our SAT study plan.
Pick Numbers
In some problems that involve variables (for. example, Section 3, #8, #14, or #15), you can use the technique of
picking numbers. Pick numbers, plug them in for the variables, and see what happens. Sometimes you'll need to
pick more than one value to find the answer.
'
Example: Section 5, #21
If x= 1, the expression equals 4, so you can eliminate choices (B) and (C); if x == 2, the
expression equals 6, so choice (D) can be eliminated; if x == 5, the expression equals 0, so choice,
.
.(A) can be eliminated, leaving choice (E) as the correct answer.
�SAT Predictive Pre-Test for SAMPLE STUDENT 01 - 07/20/98.
Page No.2
Draw A Diagram
For some questions (such as Section 3, #2 or #25), drawing a diagram is a big help. Sometimes you'll need to
draw more than one diagram to see the different possibilities. But be careful not to assume anything that's not
stated or directly implied by the given information.
Example: Section 7, #6
.
You could have drawn a diagram and eliminated incorrect answer choices. The diagram should .be
a right triangle, with the ladder serving as hypotenuse, the distance from the top of the ladder down'
,the side of the house serving as the height, and the distance from the bottom of the ladder to the
base of the building serving as the base. You can automatically eliminate choices (D) and (E) as too
large for the length of the base, since each is greater than the length of the hypotenuse, 20. Since'
the top angle of the triangle is 30 degrees, this is a 30-60-90 right triangle, and the side opposite
.the 30 degree angle is equal to one half of the hypotenuse, or 10, choice (B).
,
,
Eyeball The Diagram
You missed at least one question where you could have eliminated some answer choices through eyeballing. This
is a geometry guessing strategy that's used to estimate angle measures, lengths, areas, etc., and to discard answer
choices that are too big or too small to be correct.
Example: Section 5, #7
,
,You can eliminate all but the correct answer by eyeballing this diagram. You can see that angle b is
much greater than 90 degrees, while angle a is approximately 90 degrees. So a + b must be greater
than 180 and you can eliminate choices (A), (B), (C), and 'CD). Choice (E) is correct.
Understand Choice (0) on QCs
Choice (D)-"relationship cannot be determined"--can't be correct for a Quantitative Comparison question with
only numerical values in the two columns. The relationship between numbers is unchanging, but choice ,(D)
means more than one relationship is possible.
'
Arithmetic
On the whole, your arithmetic skills are solid. There's still room for improvement, though. By arithmetic, we
don't just mean simple addition. This test included questions on topics such as percents, fractions, and decimals,
as well as questions about operations with signed (positive arid negative) numbers, averages, and prime numbers.
You should work on refreshing these arithmetic skills.
'
,
,Number Properties
Several questions revolved around number properties; One of the more common concepts tested is
"signed" numbers, that is, positive and negative numbers. You had difficulties with number
properties questions. Spend some time reviewing prime numbers (another topic) and remember the
rules for these operations:
• When you add a positive and a negative number, the answer will have the sign of the number
whose number part is larger. For instance, -3 + 2 ~ -1, while -2 + 3 = +1.
• When you subtract one signed number from another signed number, change it into an addition
problem by changing .the sign of the number you are subtracting and changing the subtraction
sign into an addition sign. Follow the rule listed above.
• When you multiply or divide signed numbers, the answer will be negative if there is an odd
number of negative numbers and will be positive if there is an even number , of negative
,
numbers. For ,instance, +3 x -9 = -27, while +3 x -2 x -4 = +24.
(
'Data Interpretation
Several questions asked you to extract information from and answer questions about graphs and
charts. These questions present the information you need in an unusual fashion, but actually test
the same math as the rest of the test. You did well on these questions, showing that you have a
good grasp of the math involved and aren' t.thrown by the visual presentation of the data.
�Page No.3
SAT Predictive Pre-Test for SAMPLE STUDENT 01 - 07/20/98
Multiples
Some of the arithmetic questions on. this test concerned multiples and factors. You had some
difficulty with these. Remember: the factors of integer n are the positive integers that divide into n
'with no remainder. The multiples of n are the integers that n divides into with no remainder. For
example, 6 is a factor of 12, and 24 is a multiple of 12. 12 is both a factor and a multiple of itself.
Percents
Percents questions tum up with frequency on the SAT. You did well on percents questions, so
'you're in good shape for the exam. As you work on improving your math skills, be sure to focus
your attention on other areas where you didn't do as well.
Ratios
Several questions tested your knowledge of ratios. You had trouble with these questions; A ratio
expresses the relationship between 2 quantities; it tells you how big each one is compared to the
other. It's often easiest to think of a ratio as a fraction, especially when you want to work with it.
For example, if there are four girls for every five boys in the class, then the ratio of girls to boys is
4:5
or~.
Be careful though. This doesn't mean that ~of the students are girls. Instead, it means
that the number of girls is
~ of the
number of boys. So,
fo~
every 5 boys, there are 4 girls.
Therefore, for every 9 students, 4 are girls, and 5 are boys. Ratios can seem tricky, but are
important on the SAT. Be sure to review them. ,
Rates
There were a few questions on the test dealing with rates. These problems can be difficult. When
working on a rates problem; remember to use the units to keep things straight. For example, If
snow is falling at the rate of 1 foot every 4 hours, how many inches of snow will fall in 7 hours?
1 foot
x inches
W e11 , 4 hours 7 hours' so'.
12 inches x inches
----=--
4 hours
7 hours'
4x=12x7
x=21
=
Algebra
,
You had some serious problems with the algebra questions on the test. Among other things, you were asked to
perform operations on algebraic expressions, solve equations and inequalities, factor polynomials, and work with
powers and roots. Algebra concepts ~e important, so make a strong effort to improve.
Solving Equation'S:
'
.'
.,
.'
Some of the questions on the test asked you to solve equations. Sometimes this means finding the
value of one variable, such as x. Other times, you may be asked to express the value of one
variable, such as x, in terms of another, such as y, as in x = 2y. Unfortunately; you had difficulty
with these questions. Be s~re to work on solving equations; it's an essential skill in algebra. To
solve an equation for a particular variable, you have to manipulate the equation until you get that
variable all by itself on one side of the equal sign. Usually, you'll try to isolate the variable by
using the reverse of whatever operation has been applied to the variable. For example, to solve 2n
+ 6 = 14 for the value of n, you need to first subtract 6 from both sides, leaving 2n =8. Then you
need to divide both sides by 2, so that you are left with n = 4. And remember: when solving
equations, make sure you do the same thing to both sides of the equation. The two sides are
"equal" (that's what an equation is) when you get them; keep them that way. If you have 2x = 6).> +
4 and y()u want to divide ,the left side by 2 to isolate x, you must also divide the right side by 2.
The result is x = 3y + 2. _
�\
Page No.4
SAT Predictive Pre-Test for SAMPLE STUDENT 01 - 07/20/98
Inequalities
About three or four questions tested your ability to work with algebraic inequalities. You had some
difficulty with these questions. Remember that inequalities work pretty much the same way as
equations. You need to manipulate the inequality until you get the variable you are solving for all
by itself on one side of the inequality sign. And remember, when you solve inequalities, you need
to do the same thing to both sides of the inequality. The only wrinkle is that when you divide or
multiply both sides by a negative number, you need to change the direction oj the inequality sign.
So, for instance, if you have -3x < 9, you would want to isolate x by dividing both sides by -3
"b
-3x 9
·
.
.
e '
Dut remem ber to change t he d IrectlOn 0 f thsIgn. S 0 d'IVI'd'mg y - 3 gIves you - - > - , or x >
-3
-3'
-"-3.
Geometry
Some of the questions tested your know ledge of geometry, both plane geometry and coordinate geometry. You
had difficulty with these questions, so as you continue your studies be sure to work on geometry. It's not just
formulas and memorization either. The type of deductive thinking geometry rewards will help you in many other
areas of math.
Triangles
Of all the geometric figures that are tested on the SAT; triangles tury1 up most often. Since you had
some trouble with these questions, be sure to make triangles one Of your study priorities. In
addition to knowing the general properties of triangles, it's important to be familiar with "special"
triangles, like isosceles, equilateral and right triangles. In addition to knowing the Pythagorean
theorem, you should look out for the "Pythagorean triplets", that tum up on the SAT with
frequency, the 3-4-5 and 5-12-13 triangles. Triangles with side/angle ratios that are important for
the test are the 30-60-90 and 45-45-90 triangles. Recognizing these special triangles is often the
key to solving SAT math questions, so be sure you brush up on them.
.
Coordinate Geometry
Coordinate geometry questions gave you some trouble. While these problems don't represent a
great number of the math questions on the SAT, you should spend some time familiarizing
yourself with the most common topics. Know the orientation of the axes, that is, whether the x
and y-coordinates are positive or negative in a particular quadrant. It's also important to know the
formula for the slope of a line, and the general facts about lines with positive, negative and zero
slopes.
'
Multiple Figures
A number of the geometry problems presented multiple figures. By this we mean figures that
combine a circle and a square, or a square and a triangle, etc. Usually, in order to solve the
problem you need to re-visualize: e.g., the side of a rectangle as the hypotenuse of a neighboring
right triangle, or as the diameter of a circle. You had some difficulty with these questions. When
working on these them try to focus on elements, line or angle for example, that are common to
both figures.
a
Circles
Circles tum up with frequency on the SAT. These questions primarily test your ability to calculate
area and circumference, as well as your familiarity with the properties of this figure. You had some
trouble with these problems, so brush up on your circle basics. Keep the formulas straight so that
you don't accidentally solve for area when you're asked to find circumference, or plug the diameter
into a formula when the radius is called for. You should also brush up on some of the more
advanced circle topics, like area of a sector and length of an arc.
)
Lines a.,nd Angles
.
In addition to being tested directly, the properties of lines, and angles are fundamental to many more
advanced geometry topics. You had success with these questions, so spend your time studying
other geometry concepts that gave you trouble;
�Page NO.5
SAT Predictive Pre-Test for SAMPLE STUDENT 01 - 07/20/98
. Rectangles
Questions with rectangles posed some challenges for you. This also includes questions with
squares. Remember, a square is a rectangle but a rectangle is not a square. You need to know the
perimeter and ,area formulas for each of these figures, as well as their special properties. In addition
to being tested directly, these concepts are important for multiple figures problems. Spend some
time getting up to speed on this information.
Solids
You had trouble with questions that involved geometric solids, like cubes and cylinders. This isn't
a large topic on the SAT math curriculum, but spending a, little time working through similar
problems would be a good idea. You don't even need to memorize any formulas; the volume
formulas for rectangular solids and cylinders 'are given in the "Reference Information" at the
beginning of every math section. (Remember, a cube is a rectangular solid with all sides equal, so
its ,volume formula is V =e3 .)
Word Problems
The test contained quite a few word problems. To solve word problems, you have to translate everyday language
into math and solve the resulting problem. You had some difficulties answering these questions. Slow down and
. .
' .
'.
carefully translate the everyday language mto math. The table below can h e l p : · ·
,
f
When the English says:
The math is:
Equals, is, was, will be, has, costs, adds up to, is the same as
=
Times, of, multiplied by, product of, twice, double, half, triple
x
Divided by, per, out of, each, ratio of _ to_
Plus, added to, sum, combined, and, more than, total
+
Minus, subtracted from, less than, decreased by, difference between
-
What, how much, how many, a number
,X,
n, etc.
�SAT Predictive Pre-Test for SAMPLE STUDENT 01 • 07/20/98'
Page No.6
Verbal Analysis
Below you' will find a detailed analysis of your verbal performance. If a particular strategy or two could have
helped you with certain questions, you'll find them discussed below. Use the recommendations to tailor your SAT
study plan.
Sentence Completions
Good performance on Sentence Completions. Aim for a higher score by using Kaplan's proven 4-Step Method:
1.
2.
3.
4.
Read through the sentence, looking for clues.
Predict an answer.
'
Scan the answer choices, looking for the answer that matches your prediction.
,Read your answer choice back into the sentence.,
Structural Clues
You performed well on Sentence Completions testing your understanding of Structural Clue
words. On the Sentence Completion section, the trickier questions often incorporate key Structural
Clue words such as "but," "however," and "although" that have a HUGE impact on the meaning of
the rest of the sentence. Since your contextual reading skills are good, you should consider
focusing your preparation time on learning tough vocabulary.
Two-Blank Strategy
Congratulations-you got a high score on twol..blankSentence ,Completions. Always remember
that even with the hardest two-blankers, you can solve the easier blank first, ruling out wrong
answers that don't fit your prediction. Then all you have to do is check to see which of the
remaining answer choices fits the other blank. In Section 2, # 8, for instance, the second blank is
much easier to solve-you're looking for a word that's consistent with "support."
, The historian made several blunt assertions about the private life of Shaka, the nineteenth- '
century Zul~ leader, without adducing a ----- of evidence to ----- his position.
I
Only (D) buttress and (E) enforce fit the second blank here. Turning to the first blank, you're left
with a choice between (D) "scintilla" and (E) "hallmark." Rule out "hallmark" at this stage-it
means ','distinctive stamp"-arid you're left with "scintilla" which actmilly means "tiny amount."
Analogies
Your Analogies score was quite solid. To get a higher score on Test Day, practice thinking about the relationship
between the two stem words before you look at the answer choices. In section 4, #,11, for instance, the pair
EBONY: WOOD has the relationship "EBONY is a type of WOOD." Use Kaplan's J-Step Method on Test Day:
1. Build a bridge-form a sentence in your mind expressing the relationship between the two words in
the stem pair.
Find the answer choice that matches your bridge.
3. Adjust the bridge if more than one answer matches. ,
2"
Weak Bridges.
You did not fall for many "Weak Bridge" trap answers on Analogies-indicating that you have a
strong grasp of word relationships. Analogies test your ability to figure out the relationships
between words that are related by definition. Consequently, wrong answers on Analogies often
contain word pairs that are not 'related by definition-in Section 2, #18, for example, an actor (B)
mayor may not be famous, a: scholar (D) is not necessarily boring, and a worker (E) is not by
definition idle. Use this information strategically on Test Day. If you're stumped by a tough
question, rule out choices with "Weak Bridges" and guess from the remainder:
I
,
�SAT Predictive Pre-Test for SAMPLE STUDENT 01 - 07/20/98
Page No.7
Classic Bridges
,Your perfqrmance on Analogies containing "Classic SAT Bridges" was strong-great job,
especially if this is your first practice SAT test! Analogies test your understanding of the
relationships between words, and though the vocabulary that appears varies from test to test, the
same "Classic" relationships reappear. In Section 2, #22, for example, the bridge ENIGMA:
. PUZZLING is a Classic "Definition" Bridge: an ENIGMA is a PUZZLING event, just as a
'labyrinth (a long, twisting maze) is by definition intricate. Here are three Classic Bridges to
remember for Test Day:
1. DEFINITION: "A MISER is by definition STINGY"
2. LACK: "A COWARD by definition lacks BRA VERY."
3. EXTREMES: "a DELUGE is a flood of WATER."
'Critical Reading
Give yourself credit for an above average performance on the Critical Reading section. But to raise your score on
Test Day, it's important to follow a systematic approach. Net those extra points by using Kaplan's systematic 5
Step Method:
, 1. ,Read the Passage.
Give yourself 2-3 minutes to get through each passage.
2. Decode the Question.
,First figure out what the question is asking-if you have to, rephrase the question in your head so that
it makes sense to you.
3. Research the details.
Use your mental "road-map" of the passage and any line references provided to find the relevant
section of the passage. Put phrases and quotes in context by reading the surrounding lines.
4. Predict the answer.
Befor~ you look at the answer choices, try to prediCt the answer in your head.
5. Check the answer choices.
Whichanswer choice matches your prediction? Rule out any answers that contradict the passage.
'Reading the Context
The majority of Critical Reading questions on the SAT test your contextual reading skills by asking
,you to relate phrases or examples to the author's overall argument. To improve your performance
,on these "Little Picture" questions, always make sure you read the lines surrounding the quote,
,asking yourself what the author's main point is. This approach is called "reading the context," and
'it's the surest route to a high score on Critical Reading. In Section 6, #4 for instance, to figure out
the author's point in mentioning how "Leonardo turned his mind to the natural world," simply
review the first line' of the paragraph. This lihe spells out that the paragraph is about Leonardo's
"mental restlessness"-so the detail in question is introduced to illustrate (A) Leonardo's constant,
leaping from one topic to another.
'
,Vocabulary-in-Context.
Vocabulary-in-Context questions were a strong area for you-suggesting that you always check
back to the passage to figure out the answer. These questions generally test secondary definitions,
so you can usmilly rule out choices containing common or obvious definitions. In Section 6, #10,
for instance, the most tempting definition of'~concede," for example, might be (A) surrender or (D)
resign. But if you check back to the passage, the context "refusing to ----- that Leonardo was one
of our earliest and most significant engineers" indicates the secondary meaning of giving in to an
argument-or choice (B), acknowledge.
'
�SAT Predictive Pre-Test for SAMPLE STUDENT 01- - 07/20/98
Page No.8
Paired Passage
The short "Paired Pas~age" section presented you with some difficulties_ This section is designed
to test your comprehension of two passages on related. topics. If you're having difficulty getting
through the reading material in the time allotted, however, you should consider the following
approach: read Passage 1, and answer the questions that relate to it, before moving on to Passage 2
and its accompanying questions. Not only does this help you keep each passage separate in your
mind-.it ensures that you at least get to answer 4-5 questions in the time available.
�SAT Predictive Pre-Test for SAMPLE STUDENT 01 - 07120/98
Page No.9.
Vocabulary
On this test, you missed the correct answer in questions containing the words shown below. Even though
vocabulary per se isn't tested on the SAT,it's harder to answer Analogy and Sentence Completion questions
correctly if you don't know what the words in the questions mean. There are many good ways to build
vocabulary; here are a few suggestions.
Keep a vocabulary notebook: Jot down new words that you come across in your reading and look them up when
you've got a chance; note brief definitions and review your list every week.
Learn words in groups: Related words are easier to remember than words chosen at random. Try grouping new
words that you come across, using any categories that make sense to you (e.g. "good.& bad," "young & old,"
"love & hate").
,
Aim/or word recognition: You won't have to define SAT vocabulary words, use them in an essay, or spout them
in conversation. On the test, a rough idea of what the word means--or simply whether it's positive or negative in
connotation-is often sufficient to answer the question.
Personalized Word List
PASSIVELY
BLUNT
ADDUCING
SCINTILLA
BUTTRESS
RESPLENDENT.
TORRID
CORD
REAM
SMrrH
SKULK
FURTIVE
MAELSTROM
INEFFABLE
CODIFIED
LEGACY
DOGMA
APPREHENSION
MUNDANE
COLLOQUIAL
AVARICE
MARTINET
QUIXOTIC
ALTRUISTIC
in an inactive or unresisting manner
candid, straightforward; dull
Citing as evidence in support of an argument
tiny amount
to support; to reinforce
splendid, brilliant
burning hot; passionate
quantity of wood cut for fuel
quantity of paper
metal-worker
to move in a secretive or sneaky manner; to wait in hiding or lurk
. secretive, having suspicious and concealed motives, stealthy
whirlpool; turmoil
. indescribable
arranged in a specific form or code
something handed down from the past
system of beliefs or principles
uneasiness, anxiety
worldly. commonplace
characteristic of informal speech
greed; desire to hoard wealth
strict disciplinarian
overly idealistic, impractical
acting without any selfish motive
I
•
�Page No, 10
SAT Predictive Pre-Test for SAMPLE STUDENT 01 - 07/20/98
Response Summary:
Your responses
Double-bubble
Omitted
Correct
Plain type
#
Section 1 (Math Experimental - Not Scored):
CEABE ACBEE
-BDg*D CBB
DDADB CACDA ECCBA
*C#CC DEBCC *-A**
Section 2 (Verbal):
DABDA ABDBD AECEC
B--- --C A ----*
DBABE ACDDC
*A-** E-A-B
EDABC BEAEB
-- D A
Section 3 (Math):
ABCAC CBBBA DCADD
--DCD D --B C -.AB
Grid-Ins:
(16)
(17)
(18)
(19)
(20)
\
5.50
36
V'
X
:i:
6
24
V'
X
(21)
(22)
(23)
(24)
(25)
40
15
X
X
.y
',
.30
8
X
X
Section 4 (Verbal):
BCBDC
- *
BACAE ABDBA DCCAD BACBD CABDC
A A - - - "* - * ---DC -C-AB - C-D
Section 5 (Math):
ADDCE CECDC ADEAB
*
E - A·*
-*CED
Section 6 (Verbal):
EEBAB CBCAB DCD
C*
AC-BD E-A
Section 7 (Math):
EDADA BEDBB
--**B DA -
EDDEA EBBCC
--*-D B--**
Correct
V'
Incorrect
X
Omitted
Double-bubble
*
#
�"
.
!
I
j
;
I
: I
I
KAPLA!N"
I
I
I
/
SCHOOL SCORE REPORT
(SSR)
Sample School
June 25, 1998
'.'
Kaplan
888. Seventh Avenue
New York, NY 10106
. 1·88&KAPLAN8
It)
o
.~
,.,.
.
z
-'
.
�.'
Sample School
Comparison to the National Scale
I
100
MATH
I
~--------~~~~~~~~~~~--~--~
90~----------------------------------~
80 r-------------------------~----------~
Percentage
. of Students
70 r-------------------------------~----~
60 r---~------------~----------~--~
50 r-------------------------------------~
40 r-------------------------------------~
30 r---------------~t_--~_r-20
10
r------------
D = Students Nationwide
II = Sample School
o
200-300
310-400
410-500
510-600
610-700
720-800
Score Ranges
I
VERBAL
I
100
90
80
70
Percentage
of Students 60
50
40
30
20
10
0
D ,;.
II = Sample Schoo!
200-300
310-400
410~500
510-600
Score Ranges
Page 1
Students Nationwide
610-700
720-800
�Sample School
Overall Performance
Topical Breakdown
Percentage Correct
, MATH
80
100
80
100
AVERAGE
CORRECT
34
INCORRECT
19
OMITTED
7.
RAW SCORE
30
SCALED SCORE
51~
Geometry
. Data Interpretation
Word Problems
Percentage Correct
'VERBAL
20
AVERAGE
CORRECT
44
Sentence Completions
INCORRECT
28
Critical Reading
OMITTED
6
RAW SCORE
37
SCALED SCORE
510"
"These scaled scores are based on the average raw scores.
, Page 2
40
60
�. School Score Report
Sample School
Analysis of Answer Choices for SAT Predictive Pre-Test Section 1 (Math) - All Students
Question
No..
Correct
Answer
.1
C
'2
E
Skipped
Double
Bubble
1
1
0
0
0
1
11
2
0
0
0
9
1
0
0
1
12
2
2
2
O·
0
E
2
1
4
0
8
4
O·
'6
A
4
3
3
5
2
2
0
'7
C
2
3
11
2
1
0
0
5
0
1
0
0
A
B
C
D
3
0
14
E
O·
5
3
A
9
4
B
5
8
B
0
. 13
9
E
1
3
1
.1
13
0
0
10
E
1
4
0
0
14
0
0
11
0
1
2
1
9
2
4
0
12
0
0
2
7
6
2
2
0
13
A
4
5
3'
3
0
3
1
14
0
1
1
2
10
3
2
0
15
B
6
6
1
1
1
4
0
16
C
2
3
1
10
0
3
0
17
A
10
0
0
0
8
1
0
18
C
7
3
7
1
1
0
0
19
0
2
4
2
6
1
4
0
2'0
A
4
6
5
2
0
2
0
21
E
4
1
1
1
.8
4
0
22
C
0
1
6
3
3
6
0
7
0
8
0
11
0
2.3
C
2
2
5
2
'1
24
B
A
2
7
2
0
0
3
2
0
1
2
25
Page 3
(
�School Score Report
Sample School
Analysis of Answer Choices for SAT Predictive Pre-Test Section 2 (Verbal) ~ All Students
Question
No.
Correct
Answer
1
0
2
7
2
A
13
3
B
4
B
Double
Bubble
D
E
1
5
4
0
0
1
·1
3
1
0
0
0
17
2
0
0
0
0
0
0
1
0
16
2
0
0
5
A
16
0
0
2
1
0
0
6
A
9
1
2
4
2
1
0
7
B
1
15
2
0
1
0
0
8
0
1
10
4
1
0
0
9
B
3
. 1
13
0
1
4
0
0
10
0
3
0
1
12
3
0
0
11
A
12.
0
2
1
2
2
0
12
13 .
E
1
1
0
O·
17
0
0
C
0
0
18
0
1
0
0
14
E
o·
2
11
0
4
2
0
15
C
3
4
1
4
6
1
0
16
0
6
1
2
4
3
3
0
17
B
1
8
b
'4
4
2
0
18
A
17
1
0
0
1
0
0
19
B
1
6
5
2
1
4
0
20
E
2
2
3
2
7
3
0
21
A·
3
5
-;
4
5
1
0
22
C
2
0
10
3
1
3
0
23
0
6
3
2
6
2
0
0
24
0
0
1
3
15
0
0
0
25
C
1
11
1
1
5
0
0
26
1
0
0
0
18
0
0
27
E
0
0
1
0
17
0
1
0
28
A
15
2
0
1
0
1
0
29
B
0
17
1
0
0
0
30
C
0
3
14
1
0
1
.1
31
B
2
14
1
0
1
1
0
32
E
0
1
0
33
A
1
0
34
35
Page 4
A
C
Skipped
0
1
0
8
0
O·
4
4
17
. 2.
E
3
1
0
0
14
1
0
B
3
8
5
0
0
3
0
�School Score Report
Sample School
Analysis of Answer Choices for SAT Predictive Pre-Test Section 3 (Math) - All Students
Question
No.
Correct
Answer
A
1
A
17
,2
2
B
3
3
C
Double
Bubble
0
E
0
0
0
0
0
14
1
1
0
0
0
1
l'
12
5
0
0
0
B
C
Skipped
4
A
15
0
2
2
0
0
0
'5
C
4
9
2
3
0
1
0
6
C
0
1
17
0
0
0
7
B
1
15
0
3
0
0
0
8'
1
16
0
0,
0
3
10
2
,2
0
9
B
B
4
0
0
0
10
A
17
2
0
0
0
0
0
11
.D
1
1
8
8
0
1
0
12
C
2
4
12
1
0
0
0
13
A
15
2
1
0
0
1
0
14
D
D
13
3
0
3
0
0
0
1
5
0
12
0
1
0
15
PageS
"
�School Score Report
Sample School
Analysis of Answer Choices for SAT Predictive Pre-Test Section 4 (Verbal) - All Students
Question
No.'
Correct
Answer
1
8
0
17
2 '
C
1
3
,8
4
D
E
Skipped
Double
Bubble
0
0
2
0
0
0
16
1
1
0
0
0
15
1
0
2
1
0
0
3
0
1
15
0
0
0
5
C
4
7
4
1
2
0
6
8
4
13
1
1
.0
0
7
A
16
1
0
1
0
0
8
C
6
3
5
1
2
2
0
9
A
10
1
2
1
4
1
0
2
0
0
2
15
0
0
.15
2
0
0
1
1
0
~.
1
1
0
0
0
3
3
9
0
A
B
C
0
11
E
A' -
12
8
0
15
13
0
3
0
14
8
0
16'
1
0
2
0
0
15
A
2
4
4
3'
0
6
0
16
0
1
0
0
15
2
1
0
17
C
1
0
10
.3
5
0
0
18
C
1
1
16
1
0
0
0
19
A
11
0
4
4
0
0
0
20
.0
1
0
3
14
0
0
21
8
0
17
0
0
1
1
0
22
A
2
2
11
2
0
2
0
23
C
2
5
8
0
3
1
0
24
8
6
6
4
1
0
2
0
25
O.
1
5
0
10
1
2
0
26
C
0)
1
12
1
1
4
0
27
A
12
1
1
2
1
2
0
28
B
1
10
3
1
1
3
0
29
0
0
0
2
14
0
3
0
30
C
0
4
7
2
2
4
0
10
PageS
�School Score Report
Sample School
Analysis of Answer Choices for SAT Predictive Pre-Test Section 5 (Math) - All Students
Question
No.
Correct
Answer
A
B
1
A
15
Q
1
2
0
0
0
7
3
0
1
2
4
C
0
5
E
6
D
E
Skipped
Double
Bubble
2'
0
1
0
10
0
2
0
2
12
1.
1
0
1
13
0
4
1
0
1
1
0
2
14
1
0
C
1
1
12
1
2
2
0
7
E
6
1
2
2
5
3
0
8
C
1
0
17
0
1
0
0
9
0
0
0
2
17
0
0
0
10
C
0
0
13
3
2
0
11
A
15
0
1
1
2
0
0
12
0
1
0
1
17
0
0
0
13
E
5
2
2
5
4
1
0
14
A
15
2
0
0
0
1
1
15
B
1
16
0
0
1
1
0
16
E
0
0
3
0
14
2
0
17
D·
5
2
2
8
0
2
0
18
0
0
3
2
8
5
0
19
E
6
1
0
2
7
3
0
20
A
6
1
3
4
0
5
0
21
E
1
2
0
2
9
5
0
22
B
3
4
0
8
0
4
0
23,
B
7
7
0
0
O·
5
0
24
C
2
2
4
1
6
4
0
25
C
1
2
5
1
2, ,
8
0
Page 7
C
�Sample School
School Score Report
Analysis of Answer. Choices for SAT Predictive Pre-Test Section 6 (Verbal) - All Students
Question
No.
Correct
Answer
·A
B
C
D
E
Skipped
Double
Bubble
5
4
3
1
5
l'
0
2
E
E
1
3
4'
0
11
0
0
3
B
2
7
9
0
1
0
0
4
A
10
4
0
4
0
0
5
B
0
6
2
1
·6
4
1
0
6
C
1
3
,10
1
3
1
0
7
B
1
2
0
6
2
0
8
9
C
5
6
0
1
2
2
0
3
2
0
A
3
12
8
2
10
B
0
14
1
0
1
0
1,
0
2
1
7·
5
0
3
4
12
C
0
2
4
2
8
0
13
0
2
1
0
7
3
2
7
0
1
PageS
0
0
�School Score Report
Sample School
Analysis of Answer Choices for SAT Predictive Pre-Test Section 7 (Math) - All Students
Question
No.
Correct
Answer
1
E
3
2
2
b
0
3
A
4
Double
Bubble
D
E
0
0
13
1
0
1
1
16
1
0
0
13
2
0
0
0
4
0
0
0
3
1
13
0
2
o•
5
A
7
5
0
4
1
2
0
'6
B
0
6
5
1
3
4
0
7
E
2
6
3
1
2
5
0
8
0
3
1
1
9
0
5
0
9
B
1
12
1
2
1
0
10
B
2
7
'2
3
2
2
,3
Page 9
A
B
C
Skipped
0
�.J
.
Sample School
School Score Report
Test Performance by Student
Math
%
Student Name
Correct
Verbal
Scaled
Score
%
Correct
Scaled
Score
STUDENT 01, SAMPLE
43
420
58
520
STUDENT 02, SAMPLE
18
. 270
9
200
STUDENT 03, SAMPLE
28
370
46
470
STUDENT 04, SAMPLE
n
. 630
60
520
STUDENT 05, SAMPLE
75
620
60
530
, STUDENT OS, SAMPLE
52
470
87
690
07, SAMPLE
17
230
37
390
STUDENT 08, SAMPLE
33
330
49
460
STUDENT 09, SAMPLE
57
510
46
460
STUDENT 10, SAMPLE
50
460
46
470
STUDENT 11, SAMPLE
55
480
51
480
STUDENT 12, SAMPLE
75
620
86
680
STUDENT 13, SAMPLE
82
680
67
570
STUDENT 14, SAMPLE
80
650
82
650
STUDENT 15. SAMPLE
82
670
74
610
STUDENT 16, SAMPLE
65
540
60
520
STUDENT 17, SAMPLE
63
550
41
440
STUDENT 18. SAMPLE
60
510 .
46
450
STUDENT 19,5AMPLE
72
610
65
560
STUD~NT
Page 10
�I
: I
I
. Predic~ive Pre- r~st Program
'
Kaplan partners with schools to improve student performance and raise test scores.
Kaplan's PredictiVe Pre-Test program can help sc;hools raise test stores on the SAT; ACT' and
state mandated standardized assessment tests. The program accurately diagnoses the
performance of students on an individual and group level, demystifies standardized tests, gives
educators, students and parents critical insight into the testing process, and prescribes effective
strategies to help maximize student performance on important exams. '
The Predictive Pre- Test, which is
, endorsed by the NASSP, includes complete '
testing'materials: proctoring guides, grids,
tests and scoring services. The pre-test
allows schools to schedule test preparation
conveniently for students and teachers, and
to group and compare student populations'
performance. Kaplan delivers Customized
Assessment and Feedback (CAF) Reports
within two weeks of test administration.
CAF is delivered in two ways:
./ S d'
rts 61
h test
. tu ent repo
.or eac
taker: . '
• detailed breakdown of performance
.• customized test analysis based on
perform~nce.
• personalized strategies for score
improvement
./ A School Score Report for the
entire testing population:
• comparison between school-wide
performance and national norms
• averaged results by question type
and category
• alphabetical listing of student
results, item by item breakdowns of
test questions
'
The Predictive Pre-Test Faculty
Seminar, a 3-hour workshop delivered by
:Kaplan instructors:
./ offers strategies for using CAF results to
give students advice and supplemental
help
./compares standardized tests to
classroom Study
./ discusses the underlying skills measured
by each question type
./ explains why the format of a
standardized test rewards a strategiC
approach
./ works through Predictive Pre-Test
questions to illustrate the challenges
students face
./ includes support materials
The Predictive Pre-Test Parent
Workshop, a 2-hour seminar conducted by
expert trainers:
./ informs and involves families in the
testing process
./ discusses methods of preparation
./ explains the testing process
./ clarifies test structure and the meaning
of student result .
PfedictivePre-Test Cost
"./ $5,500 per school:
• $3,000 for up to,200 students ($15 per each additional student)
• $1,500 per Faculty Seminar, unlimited attendees
• $1,000 per Parent Seminar, unlimited attendees
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Andrew Rotherham - Education Series
Creator
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Domestic Policy Council
Andrew Rotherham
Date
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1999-2000
Is Part Of
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<a href="http://clinton.presidentiallibraries.us/items/show/36329">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
Identifier
An unambiguous reference to the resource within a given context
2011-0103-S
Description
An account of the resource
The Education Series highlights topics relating to class size reduction, test preparation, the Elementary and Secondary Education Act, charter schools, the digital divide, distance learning, youth violence in schools, teacher salaries, social promotion, Hispanic education, standardized testing, and after-school programs. The records include reports, draft legislation, memoranda, correspondence to and from organizations and community leaders that focus on education issues, articles, publications, email, and fact sheets relating to the Administration’s progress on education.
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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William J. Clinton Presidential Library & Museum
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Adobe Acrobat Document
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171 folders in 12 boxes
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A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Kaplan
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Andrew Rotherham
Education Series
Identifier
An unambiguous reference to the resource within a given context
2011-0103-S
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 4
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-edu.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Publisher
An entity responsible for making the resource available
William J. Clinton Presidential Library & Museum
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
8/22/2013
Source
A related resource from which the described resource is derived
2011-0103-Sa-kaplan
612954