A Historical View of Subgroup Performance Differences on the SAT Reasoning Test

Sep 14, 2026

A Historical View of Subgroup Performance Differences on the SAT Reasoning Test examines how performance gaps among key student subgroups evolved over time. The report summarizes related literature, reviews theories that explain subgroup differences, and analyzes gender, racial/ethnic, language, and socioeconomic patterns. It covers demographic information for SAT college-bound seniors, tracks score trends, and compares subgroup results across performance measures using methods for examining subgroup differences. It concludes with summary, discussion, references, and supporting appendices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages54

Reading Time2 h 16 min

AccessFree to download

Abstract

Introduction

Purpose and Organization of This Report

Literature Documenting Subgroup Performance Differences on the SAT Reasoning Test™ and Other Tests

Theories for Subgroup Differences

Gender Differences

Racial/Ethnic Group Differences

Language Group Differences

Socioeconomic Group Differences

Academic Performance Measures

Demographics of SAT® College-Bound Seniors and Subgroup Performance (1987 to 2006)

Methods for Examining Subgroup Differences

Summary and Discussion

References

Appendix A: Student Descriptive Questionnaire Questions

Appendix B: Tables

Research Report No . 2006-5 A Historical View of Subgroup Performance Differenceson the SAT Reasoning Test ™ Jennifer L. Kobrin, Viji Sathy, and Emily J. Shaw [www.collegeboard.com](www.collegeboard.com) College Board Research Report No. 2006-5 A Historical View of Subgroup Performance Differences on the SAT Reasoning Test ™ Jennifer L. Kobrin, Viji Sathy, and Emily J. Shaw The College Board, New York, 2007 Jennifer L. Kobrin is a research scientist at the College Board. Viji Sathy is an associate research scientist at the College Board. Emily J. Shaw is an assistant research scientist at the College Board. The research reported in this paper is collaborative in every respect, and the order of the authorship is alphabetical. Researchers are encouraged to freely express their professional judgment. Therefore, points of view or opinions stated in College Board Reports do not necessarily represent official College Board position or policy. The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,000 schools, colleges, universities, and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program®(AP®). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns. For further information, [visit www.collegeboard.com](visit www.collegeboard.com). Additional copies of this report (item \#060481915) maybe obtained from College Board Publications, Box 886, New York, NY 10101-0886, 800 323-7155. The price is $15. Please include $4 for postage and handling. © 2007 The College Board. All rights reserved. College Board, Advanced Placement Program, AP, SAT, and the acorn logo are registered trademarks of the College Board. connect to college success, SAT Reasoning Test, and SAT Subject Tests are trademarks owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and the National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners. Visit the College [Board on the Web: www.collegeboard.com](Board on the Web: www.collegeboard.com). Printed in the United States of America. Acknowledgments We would like to thank Robert Linn, Roberto Noya, Amy Schmidt, and Brian O’Reilly for their helpful comments on this research report. Contents Abstract ..................................... 1 Introduction ................................. 1 Purpose and Organization of This Report ...... 1 Literature Documenting Subgroup Performance Differences on the SAT Reasoning Test™ and Other Tests ................................ 2 Theories for Subgroup Differences ............2 Gender Differences ....................... 3 Racial/Ethnic Group Differences ............ 4 Language Group Differences ............... 5 Socioeconomic Group Differences ........... 6 Academic Performance Measures ................ 7 Demographics of SAT® College-Bound Seniors and Subgroup Performance on the SAT and SAT Subject Test in Writing from 1987 to 2006 ...... 7 SAT Score Trends by Gender ................. 8 Ethnicity .................................. 8 English As a First Language .................. 9 English As Best Language .................. 10 Parental Income .......................... 10 Comparison of Subgroup Differences Across Performance Measures ..................... 11 Methods for Examining Subgrou

FAQs

What is the main focus of the report?

The report studies historical differences in subgroup performance on the SAT Reasoning Test and explains how those differences have changed over time.

Which subgroup categories are analyzed in the document?

It analyzes gender, racial/ethnic groups, language groups (including English language status), and socioeconomic groups such as income levels.

What methods does the report use to examine subgroup differences?

It outlines methods for examining subgroup differences and uses standardized differences across performance measures to compare groups.

Sep 14, 2026

Uploaded by Emma Mercer