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America's nine-year-olds age group, posted the best scores in reading (since 1971) and math (since 1973) in the history of the report. America's 13-year-olds earned the highest math scores the test ever recorded. Reading and math scores for black and Hispanic nine-year-olds reached an all-time high.
The test for Grades 9-12 covers algebra I and II, geometry, trigonometry, math analysis, analytic geometry, pre-calculus, and elementary calculus. For Grades 6-8 each school may send up to three students per division. In order for a school to participate in team competition in a division, the school must send three students in that division.
A test score is a piece of information, usually a number, that conveys the performance of an examinee on a test. One formal definition is that it is "a summary of the evidence contained in an examinee's responses to the items of a test that are related to the construct or constructs being measured."
While the "predictive power of test scores has gone up," the report adds, "the predictive power of high school grades has gone down." [76] Test scores enable UC schools "to select those students from underrepresented groups who are more likely to earn higher grades and to graduate on time."
The ACT has eliminated the Combined English/writing score and has added two new combined scores: ELA (an average of the English, Reading, and Writing scores) and STEM (an average of the Math and Science scores). [27] [28] These changes for the writing, ELA, and STEM scores were effective starting with the September 2015 test. [29]
Construct validity refers to the extent to which operationalizations of a construct (e.g., practical tests developed from a theory) measure a construct as defined by a theory. It subsumes all other types of validity. For example, the extent to which a test measures intelligence is a question of construct validity.
A 2023 comparison between parents' views and standardized test scores revealed a significant gap; most parents overestimated their children's academic aptitude. In mathematics, only 26% were proficient, even though 90% of the parents asked thought their children met grade standards. [ 22 ]
Steele and Aronson split students into three groups: stereotype-threat (in which the test was described as being "diagnostic of intellectual ability"), non-stereotype threat (in which the test was described as "a laboratory problem-solving task that was nondiagnostic of ability"), and a third condition (in which the test was again described as ...