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Table of Contents

SAT

Results and Findings
● For the 2019 SAT, 359 out of the 397 students in the senior class (90.4%) took the SAT
exam. This is a increase from 2018’s 89.8%.

● For the first time since implementing the revised format (2017), a greater percentage of
male students took the assessment compared to female students.

● The mean for student performance is 1201 for the 2019 SAT. The majority of the
students (53%) scored above this mean. The mean score has increased over the past 3
years.

● While the 75th percentile for Pennsylvania was 1210, Pine-Richland’s 75th percentile
was 1300.

● Pine-Richland male students (623) outperformed female students (587) on the
mathematics section; whereas, performance on Evidence-based Reading and Writing was
more equitable with males scoring on average 596 points and females scoring 594 points
on average.

Next Steps

 Continue the partnership established to permit students the option to receive face-to-face
SAT preparation instruction, now in its third year
o Key Personnel: District Administrators, School counselors, Building
administrators
o Timeline: December 2019 – June 2020
o Major Action Steps: (1) Identify number of students participating in each course;
(2) Review pre- and post-assessment results to monitor benefit; and (3) Ensure
communication of preparatory options available to students based upon their
preferences.

 Inform students and families of the SAT preparation instructional opportunities that are
available online through Naviance and other web-based programs.
o Key Personnel: Building Administrators; School Counselors; Director of
Communications, Director of College and Career Counseling
o Timeline: Annually & Ongoing
o Major Action Steps: (1) Initiate electronic communications to families once
students have access to Naviance, both targeted and static on the website; (2)
Hold information sessions for students during counselor classroom visits; and (3)
Monitor the use of the available tools and corresponding performance of students
on the assessments.

 Implement test-taking strategies involving differentiating between good/best answers and
tailored critical reading strategies for SAT/ACT passages into the curriculum at each
grade level in order to improve the subscore of the ERW and Math on the SAT

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