What the New SAT Means for Teachers and Students

The news is out that the SAT is changing for 2016. Here are a few thoughts on what the announced changes will likely mean for those prepping for the new version of this popular college admissions exam.

The big, sweeping change to education over the past decade can be summarized by the term "content." E.D. Hirsch's Core Knowledge was the first major initiative to draw attention to evidence that college students were failing not because they couldn't read, but because they were clueless regarding the topics about which they were reading. That is, students must have background knowledge--content--in order to understand readings. This concept was spread throughout the United States with the introduction of the Common Core State Standards.

To borrow a phrase from internet speak, the new SAT seems to be following the adage that "content is king."


1. Evidence must be used to support answers.

It's highly doubtful that multiple-choice questions will disappear; these are just too cost-effective in terms of grading, to give up entirely. It is likely that certain questions will require explanations; for example, noting which paragraph within a passage the student used in answering a question.

2. Vocabulary will be more content-specific.

We can all still expect to see terms such as loquacious on the SAT. But because "content is king," we can also expect to see terms directly related to college-level coursework, e.g. variable, analysis, structure, research, hypothesis, paradigm, algorithm.

3. Fewer mathematics topics will be covered, in favor of more in-depth knowledge of each topic.

A good guess is that superficial knowledge of a topic like geometry will no longer be enough; that it will be better to have mastered geometry as much as possible, than to remember a smidgen from each of several mathematics courses.

4. Parts of the math section(s) will not allow calculators.

This may mean students re-learning basic mathematics skills that may have been forgotten, such as multiplication and long division.

5. Primary-source documents will be used.

Again, "content is king." The use of primary-source documents on the new SAT mimics the use of them on AP exams. College students are expected to cite their sources, and it is only natural that the SAT should test their ability to analyze documents and cite them.

6. No more penalties for wrong answers.

This alone should raise scores.

7. The essay is optional.

This is a tricky item to approach. Skipping the essay will depend upon the sort of college to which a student hopes to be accepted. Selective institutions will likely want to see written exam scores, whereas less selective colleges may not care so much. There's no word on how or whether skipping the written portion will affect the total SAT score. For now, the advise is to skip the written essay only if the student's writing skills are poor.

8. Scores go from a possible total of 2400 to 1600.

This seems to be a return to the simpler scoring of a couple of decades ago.

9. The test will be available online.

This does not mean that you'll be able to take the new SAT at home. Instead, like tests such as the GRE, testing centers will allow students the option of completing the test on a computer. Before selecting this option, a student should test himself or herself, to see which format works best. Anecdotally, it's been observed that a lot of students "bomb" computer tests because they click through them too quickly.


The good news for students is that removing penalties for incorrect answers will result in overall higher SAT scores. The jury is still out on whether skipping the written essay will be good or bad.

In general, like K-12 education, the general trend is toward content-specific knowledge. This means more non-fiction reading passages, which research shows require background knowledge to comprehend.

How to prep for the new SAT? In addition to reading the high school literature canon, students will want to read more nonfiction. This nonfiction should include books on science and history.

How to Pick a College Major

This is the time of year when high school seniors, and plenty of adults, select a college major. This post won't delve into the complicated issues of student loan debt, predatory college recruitment, or any of that. Instead, this post is basic advice on picking a major in college.

There are three major factors to consider: wants, needs, and abilities. This concept is best addressed by using a Venn diagram. And perhaps this article should have been subtitled "ignore everyone who tells you to follow your dreams, no matter what." This post is about giving realistic advice. Why? College is expensive. College completion rates are 50% or less. For those who manage to complete a four-year college degree, landing that dream job is even less likely. Think critically and plan carefully.

"Wants" refers to the things you want to do--work with animals, live in a warm climate, travel, etc. Place all of your wants in the "want to do" circle of your Venn diagram.

"Needs" refers to needs in the employment sector. In short, these are things that someone will pay you to do. If you're lost, look through employment ads. Become informed on what truly are growth industries (instead of relying on college recruiters). You may be surprised to learn that the job forecast for lawyers isn't currently very good, but there's plenty of room for more doctors (if you choose the right area of medicine).

"Abilities" refers to what you're actually capable of doing. This can be the harshest area to examine, but this is probably because it's the most crucial. Do you perform well on rigorous tests? If not, you may want to knock off any careers that require licensing. For example, nurses must pass an intensive state-mandated exam in order to become licensed.

Remember:

• It's your career, and only a small part of you as a human being. Don't confuse your career with your identity as a person.
• Interests and hobbies do not necessarily translate into careers, no matter what self-help gurus preach to you.
• Always stay alert to career possibilities which may cause you to change your major or pick up a minor.
• Pick up a minor or double major. It'll broaden your knowledge and skills base, and make you more appealing to a future employer.

Advice to any and all majors:

• Learn a range of office skills--Quick Books, Excel, etc. Scan the wanted ads and you'll see these listed as desired skills for most entry-level positions. Your business degree may eventually lead you to the CEO position, but it will likely be your ability to create and manage spreadsheets that gets your foot in the door.

Example 1:

• I want to work with animals.
• I perform well on standardized tests, and could complete the coursework and licensure process for becoming a veterinarian.
• Veterinary medicine is a growing field; there are additionally job opportunities at zoos.
• I will major in veterinary medicine.

Example 2:

• I want to work with children.
• I perform poorly on standardized tests, and it will be very difficult for me to complete the coursework and licensure process to become a teacher.
• Teachers are in demand, but largely in areas (special education, math, and science) which don't match my interests and abilities.
• I will not major in education.

This can be an emotionally difficult process. No one wants to be told not to do something. But you're better off being told "no" now, than in four years, after you've spent a small fortune on your education.

How to cheat and do what you want anyway:

• Remember that part about learning basic office skills? I repeat: Learn basic office skills.
• Many employers are looking for someone with "a" college degree and a range of office skills. It doesn't necessarily matter if you majored in English, or math, or business; merely having a four-year degree and being proficient with various office computer programs can and will get you a job.
• Office skills mark the dividing line between philosophy majors who work at coffee shops for minimum wage, and philosophy majors who earn three or more times as much money at white-collar jobs.