Expanding Access to Rigorous Course Work in K–12 Is Critical to Delivering Opportunities to More Students
Sept. 26, 2013
/PRNewswire-USNewswire/ -- With our country struggling to compete in a global marketplace and millions of skilled jobs left unfilled here at home, it is essential to ensure that our students are prepared for college and careers. However, data released today by the College Board reveals that only 43 percent of SAT
takers in the class of 2013 graduated from high school academically prepared for the rigors of college-level course work. This number has remained virtually unchanged during the last five years.
"While some might see stagnant scores as no news, we at the College Board consider it a call to action," said College Board President
. "We must dramatically increase the number of students in K–12 who are prepared for college and careers. Only by transforming the daily work that students do can we achieve excellence and equity. The College Board will do everything it can to make sure students have access to opportunity, including rigorous course work."
The SAT Benchmark and College Readiness
The College Board developed the SAT College and Career Readiness Benchmark to help secondary school administrators, educators, and policymakers evaluate the effectiveness of academic programs in order to better prepare students for college. The SAT Benchmark score of 1550 is associated with a 65 percent probability of obtaining a first-year GPA (FYGPA) of B- or higher, which in turn is associated with a high likelihood of college success.
Studies show that students who meet the SAT College and Career Readiness Benchmark are:
SAT Participation Among Underrepresented Students
- More likely to enroll in a four-year college. 78 percent enrolled in a four-year college or university, compared to only 46 percent of those who did not meet the benchmark.
- More likely to complete their degree. 54 percent earned a bachelor's degree within four years, compared to only 27 percent of those who did not meet the benchmark.
- The students who met the benchmark in 2013 shared a number of other critically important academic characteristics that must be expanded to all students if our nation is to make meaningful gains in educational attainment.
- Students who met the SAT College and Career Readiness Benchmark were:
- More likely to have completed a core curriculum. 84 percent completed a core curriculum (defined as four or more years of English and three or more years each of mathematics, natural science, and social science or history), compared to 69 percent of those who did not achieve the SAT Benchmark.
- More likely to have taken honors or AP ® courses. 63 percent took an honors/AP English course; 59 percent took an honors/AP math course; 56 percent took an honors/AP natural science course; and 61 percent took an honors/AP social science/history course, compared to 29 percent, 21 percent, 20 percent, and 25 percent, respectively, of those who did not achieve the SAT Benchmark.
- More likely to be ranked in the top 10 percent of their high school graduating class by GPA. 55 percent reported being in the top tenth of their class, compared to only 17 percent of those who did not achieve the SAT Benchmark.
In 2013, there were gains in SAT participation by underrepresented minority students. Among SAT takers in the class of 2013, 46 percent (762,511) were minority students — the largest percentage ever and up from 40 percent (635,730) in the class of 2009.
- African American, American Indian, and Hispanic students comprised 30 percent of all SAT takers in the class of 2013, up from 27 percent five years ago.
- There was also an increase in the percentage of African American and Hispanic SAT takers who met or exceeded the benchmark in 2013.
- In 2012, 14.8 percent of African American SAT takers met or exceed the benchmark. That rose to 15.6 percent in 2013.
- In 2012, 22.8 percent of Hispanic SAT takers met or exceeded the benchmark. That rose to 23.5 percent in 2013.
However, despite these significant gains, the need to expand access to rigorous course work among underrepresented minority students is critical. College Board data shows that underrepresented minority and low-income students are less likely to complete a core curriculum, less likely to pursue more advanced honors or AP course work, and less likely to report a GPA equivalent to an A.