By LoudounExtra.com staff
Tuesday, August 28, 2007
SAT scores released today show Loudoun County students dropped one point on average compared to last year, but still score well above state and national averages.
State scores dropped seven points, while the national average dropped five points from 2006 to 2007. The average SAT score for Loudoun students was 1,560 in 2007, down from 1,561 the previous year.
“Our 2007 SAT results show a consistent performance with 2006,” assistant superintendent for instruction Sharon D. Ackerman said in a prepared statement. “While we always work to improve our average scores, Loudoun has fared better than the state and U.S.”
The school district released the following results broken down by testing area:
-- 522 in critical reading, down three points from 2006. (The state average was 511 and the national average was 502)
-- 527 in math, down one point from 2006. (The state average was 511 and the national average was 515).
-- 511 in writing, up three points from 2006. (The state average was 498 and the national average was 494).
The following shows performance for each Loudoun high school:
Briar Woods High School recorded SAT results for the first time. Briar Woods’ scores included 506 in critical reading, 491 in math and 485 in writing.
Broad Run High School: 1,551 (down 20 points). The component test scores were critical reading 516 (down 12 points); math 524 (down 11 points); and writing 511 (up three points).
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Dominion High School: 1,561 (up 30 points). The component test scores were 525 in critical reading (up 12 points); 525 in math (the same score as 2006); and 511 in writing (up 18 points).
Freedom High School also recorded SAT results for the first time. Freedom’s scores included 495 in critical reading, 531 in math and 491 in writing.
Heritage High School: 1,509 (down 23 points). The component test scores were 504 in critical reading (down 11 points); 514 in math (down four points); and 491 in writing (down eight points).
Loudoun County High School: 1,592 (up 10 points). The component test scores were 534 in critical reading (down three points); 537 in math (up seven points); and 521 in writing (up six points).
Loudoun Valley High School: 1,618 (up 10 points). The component test scores were 547 in critical reading (up three points); 540 in math (up five points); and 531 in writing (up two points).
Park View High School: 1,447 (down five points). The component test scores were 483 in critical reading (down five points); 493 in math (up four points); and 471 in writing (down four points).
Potomac Falls High School: 1,573 (up 18 points). The component test scores were 526 in critical writing (up nine points); 532 in math (the same as 2006); and 515 in writing (up nine points).
Stone Bridge High School: 1,591 (up nine points). The component test scores were 533 critical reading (the same as 2006); 535 math (down one point); and 523 writing (up 10 points).
The following data also were released about how students in each ethnicity performed.
-- There were 14 Native Americans who took the SAT in 2007, up from six in 2006 and they had a composite score of 1,512 (89 points lower than the previous year). Their average scores were 524 critical reading (down 24 points); 511 math (down 28 points); and 477 writing (down 38 points). Native Americans represented 1 percent of the test population.
-- There were 254 Asian students who took the SAT, up from 215 in 2006 with a composite score of 1,547 (down six points from 2006). Their average scores were 502 in critical reading (down six points); 548 in math (down one point); and 497 in writing (up one point). Asians represented 11 percent of those taking the SAT.
-- There were 192 black students who took the SAT, an increase of 39 from the previous year and they scored an average composite score of 1,385 (eight points lower than 2006). Their average scores were 474 in critical reading (up eight points); 453 in math (down 18 points); and 458 writing (up two points). Black students represented 8 percent of those taking the test.
-- There were 170 Hispanic students, an increase of 54 students, who took the SAT. The test data for Hispanic students was broken down into several subgroups. Eighteen Mexican-Americans took the test in 2007, double the number of the previous year. They scored a composite 1,522 (up 21 points) with 512 in critical reading (down 12 points); 517 in math (up 54 points); and 493 in writing (down 21 points). Seventeen Puerto Rican students took the SAT, an increase of one student from 2006. They scored a composite 1,437 (down 82 points) with a 493 average in critical reading (down 31 points); 472 in math (down 24 points); and 472 in writing (down 27 points). There were 135 students who fell into the “Other Hispanic” category, an increase of 46 students from 2006. Their composite score was 1,427 (up 44 points from 2006). That score breaks down into 479 in critical reading (up 13 points); 481 in math (up 13 points); and 467 in writing (up 18 points). Overall, Hispanic students accounted for 6 percent of those taking the test.
-- White students made up 64 percent of students taking the SAT in 2007. There were 1,474 white students who took the test, up from 1,276 in 2006. These students scored a composite 1,605 (up 10 points) with a score of 538 in critical writing (down a point); 540 in math (up four points); and 527 in writing (up seven points).
-- Ninety-two students (and increase of nine) identified themselves as being part of another ethnic group. They scored a composite 1,445 (down 32 points): 492 critical reading (up nine points); 483 math (down 31 points); and 470 writing (down 10 points). These students represented 5 percent of those taking the test.
-- 121 students (6 percent) gave no response when questioned about their ethnic classification. This represented two more students than were in this category in 2006. The composite score for these students was 1,573 (down 40 points): 527 critical reading (down 30 points); 528 math (down four points); and 518 writing (down six points).
Ackerman said the test data will be further broken down and interpreted to learn more about student performance.
“There will be additional discoveries as we further examine and disaggregate the data,” she said. “We won’t be completely satisfied until we see increases in both participation and in the scores the students achieve.”
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