College-Bound Seniors 2010 State Profile Report - Using This Report and Statistical Definitions

Sep 14, 2026

Uploaded by Mason

College-Bound Seniors 2010 State Profile Report for Maine presents SAT Program data for high school graduates tested through March 2010. Students are counted once and summarized using their latest scores and most recent SAT Questionnaire responses to support consistent interpretation across groups. The report explains how to use aggregated results, highlights complex relationships between scores and factors such as education and income, and cautions against invalid comparisons across education units. It also defines key statistical terms used throughout, including mean, percentile, scaled score, and standard deviation.

LanguageEnglish

CategoryExam

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Using This Report

Interpretive cautions for participation and subgroups

Statistical Definitions

Mean

Percentile

Scaled score

Standard deviation (SD)

2010 College-Bound Seniors State Profile Report MAINE Included in This Report SAT® Data SAT Subject Tests™ Data Demographic and Academic Information College Plans © 2010 The College Board. All rights reserved. College Board, AP, SAT and the acorn logo are registered trademarks of the College Board. inspiring minds, SAT Subject Tests and Skills Insight are trademarks owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and the National Merit Scholarship Corporation. Visit the College Board on [the Web: www.collegeboard.com](the Web: www.collegeboard.com). 002_20_STP_01 615 The SAT® Program The SAT® (formerly known as the SAT® I: Reasoning Test) assesses student reasoning based on knowledge and skills developed by the students in their course work. The SAT Subject Tests™ (formerly known as SAT II: Subject Tests) are a series of one-hour, mostly multiple-choice tests that measure how much students know about a particular academic subject and how well they can apply that knowledge. Most students also complete the optional SAT Questionnaire (formerly known as the Student Descriptive Questionnaire) when they register to take SAT Program tests, providing valuable contextual information to aid in interpreting and understanding individual and group scores. College-Bound Seniors 2010 includes students who tested through March 2010.† Using This Report College-Bound Seniors presents data for high school graduates in the year 2010 who participated in the SAT Program. Students are counted only once, no matter how often they tested, and only their latest scores and most recent SAT Questionnaire responses are summarized. Because the accuracy of self-reported information has been documented and the college-bound population is relatively stable from year to year, SAT Questionnaire responses from these students can be considered accurate. Therefore, you can use this report to: • Interpret scores of individual students within the broader context of data aggregated across groups of collegebound seniors. • Study changes over time in the characteristics of students taking SAT tests. • Look at educational and demographic changes in this population, along with changes in test performance. Keep in mind, however, that: • Relationships between test scores and other factors such as educational background, gender, racial/ethnic background, parental education, and household income are complex and interdependent. • These factors do not directly affect test performance; rather, they are associated with educational experiences both on tests such as the SAT and in schoolwork. • Occasional updates are made to the optional Student Questionnaire to improve student response rates. Fluctuations from year to year should be interpreted with appropriate consideration. • Not all students in a high school, school district, or state take the SAT. Since the population of test-takers is self-selected, using aggregate SAT scores to compare or evaluate teachers, schools, districts, states, or other educational units is not valid, and the College Board strongly discourages such uses. • Interpreting SAT scores for subgroups requires unique considerations. The most significant factor to consider in interpreting SAT scores for any group, or subgroup, of test-takers is the proportion of students taking the test. For example, if state data are being considered, it is appropriate to recognize that in some states there are lower participation rates. Typically, test-takers in these states have strong academic backgrounds and apply to the nation's most selective colleges and scholarship programs. For these states, it is expected that the SAT mean scores reported for students will be higher than the national average. Statistical Definitions The following terms are used throughout this report. For more statistical information, visit the College Board Web site at [www.collegeboard.com](www.collegeboard.

FAQs

Who is included in the College-Bound Seniors 2010 data set?

The report includes students who tested through March 2010 as part of the SAT Program.

How does the report count students who tested more than once?

Students are counted only once regardless of how often they tested; the report summarizes their latest scores and most recent SAT Questionnaire responses.

Why is comparing SAT aggregate scores across schools or districts not valid?

Because the SAT test-taker population is self-selected, aggregated SAT scores cannot be used to fairly compare or evaluate teachers, schools, districts, states, or other educational units, and the College Board discourages such uses.

Sep 14, 2026

Uploaded by Mason