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For demographics, it explains why socioeconomic factors and unequal access to rigorous coursework can affect group average scores, without concluding that the SAT is inherently biased. It also describes rigorous test development steps, including pretesting, differential item functioning, and fairness review, to limit unfair advantages while examining differential validity and prediction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/nine-facts-about-the-sat-that-might-surprise-you-college-board-research/267177/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/nine-facts-about-the-sat-that-might-surprise-you-college-board-research/267177.png","ImageObject",300,407,{"name":92,"@type":93},"Emma Mercer","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the document’s main purpose regarding SAT rumors?","Question",{"text":112,"@type":113},"To identify and dispel rumors frequently cited about the SAT by organizing nine popular claims into three areas, including student demographics and how the test is used.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Does the report say socioeconomic status directly causes SAT performance differences?",{"text":117,"@type":113},"It notes that correlation with socioeconomic status does not prove causation, and emphasizes that differences can be linked to exposure to and application of rigorous high school coursework and core classes.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the SAT development process address claims of bias against minorities?",{"text":121,"@type":113},"The report describes pretest procedures and differential item functioning (DIF) analysis to ensure items do not unfairly advantage groups, along with qualitative fairness reviews and checks on differential validity and prediction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},267177,1789415597,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":46,"preview_page_count":4},962084925502,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","RESEARCH   \nNine Facts About the SAT That Might Surprise You  \nBy Lynn Letukas  \nCOLLEGE BOARD RESEARCH Statistical Report  \nExecutive Summary  \nThe purpose of this document is to identify and dispel rumors that are frequently cited about the SAT. The following is a compilation of nine popular rumors organized into three areas: Student Demographics , Test Preparation/Test Prediction, and Test Utilization.  \nStudent Demographics  \nStudent demographics claims are those that primarily center around a specific demographic group that is said to over-/underperform on the SAT. Presumably, it is reasoned, if the SAT were a fair test, no student demographic characteristics would matter, as average scores would be similar across groups. Therefore, some people assume that any difference in SAT performance by demographics must indicate test bias for/against a demographic group.  \nRumor 1: The SAT Is a Wealth Test.  \nAccording to Peter Sacks, author of Standardized Minds ,“one can make a good guess about a child’s standardized test scores simply by looking at how many degrees her parents have and what kind of car they drive.”1 This comment is illustrative of frequent criticism that the SAT is merely a “wealth test” because there is a correlation between student scores and socioeconomic status (i.e. , parental income and educational attainment) . Proponents of this claim often support their arguments by stating that the SAT only covers content that is learned by wealthy students, rather than material covered in high school.2  \nFact: Rigorous Course Taking in High School Better Explains Why Students Do Well (or Not) on the SAT.  \nWhile SAT scores may be correlated with socioeconomic status (parental income and education), correlation does not mean two phenomena are causally related (e.g. , parental income causes students to do well on the SAT) . Students who come from lower socioeconomic statuses can and have done well on the SAT. Generally, students do well on the SAT because they are exposed to and  \napply knowledge gained in rigorous that taking rigorous courses in math  \ncourse material in high school and take rigorous core courses. Specifically, research has shown is positively associated with SAT scores.3  \nRumor 2: The SAT Is Biased Against Minorities.  \nAccording to Joseph Soares, author of SAT Wars,“The SAT and ACT are fundamentally discriminatory” because “ …they’ve inadvertently ended up with a statistical algorithm that is systematically biased against racial minorities and women.”4 This claim, that the SAT is biased against minority students, is typically supported by the argument that the average SAT scores for certain minority groups are lower than for whites, and therefore, the SAT must be biased against minorities.  \nFact: Disparities in SAT Scores Are the Product of Different Social Conditions, Policy Choices, and Educational Opportunities That Advantage Some Groups Over Others.  \nIf the SAT were biased against some minority groups (e.g. , African Americans and Hispanics) we would expect: (1) minority students to miss a certain question or series of questions more so than white students, because presumably minorities would not have been previously exposed to that content or be able to comprehend that content, or (2) the SAT would “hold back” minorities because it underpredicts their future performance in college and in the labor force.  \nIn reality, every question that contributes to a section or total SAT score undergoes a rigorous pretest phase so it is highly unlikely that a biased question, let alone series of questions, would ever reach the point where it would be scored. Psychometricians, or professionals who study the theory and technique of educational measurement, perform differential item functioning (DIF) analysis on test items to make sure that items do not unfairly advantage one group over another. Using DIF analysis, psychometricians ensure that people of the same ability level have the same probability of ans","cbCaisCwjJnCKaGC","https://ap.wps.com/l/cbCaisCwjJnCKaGC","pdf",386713,"English","# Executive Summary\n# Student Demographics\n## Rumor 1: The SAT Is a Wealth Test\n## Fact: Rigorous Course Taking in High School Better Explains Results\n## Rumor 2: The SAT Is Biased Against Minorities\n## Fact: Disparities Reflect Social Conditions and Opportunities","[{\"question\":\"What is the document’s main purpose regarding SAT rumors?\",\"answer\":\"To identify and dispel rumors frequently cited about the SAT by organizing nine popular claims into three areas, including student demographics and how the test is used.\"},{\"question\":\"Does the report say socioeconomic status directly causes SAT performance differences?\",\"answer\":\"It notes that correlation with socioeconomic status does not prove causation, and emphasizes that differences can be linked to exposure to and application of rigorous high school coursework and core classes.\"},{\"question\":\"How does the SAT development process address claims of bias against minorities?\",\"answer\":\"The report describes pretest procedures and differential item functioning (DIF) analysis to ensure items do not unfairly advantage groups, along with qualitative fairness reviews and checks on differential validity and prediction.\"}]","Nine Facts About the SAT That Might Surprise You - College Board Research | PDF"]