NewsUpper SchoolAcademics
SAT Scores Rise 27 Points
Aug 1, 1999 8:00 AM
By Stefan Eady - Faculty
Darlington’s SAT scores for the class of 1999 were among the school’s highest in recent years. The middle 50 percent of Darlington’s seniors’ scores ranged from 1010 to 1240, with the class average jumping 27 points over the class of 1998’s average.
“We are delighted with the strong record the class of ’99 has achieved in their standardized testing, as well as with the number of scholarships they were awarded,” said College Dean Sam Moss ’63.
Darlington does not actually publish the average score, as some schools do, since the school follows the code of ethics of the National Association for College Admission Counseling. That code of ethics requires schools and colleges “to refrain from the public reporting of mean and median admission test scores,” and instead to report by middle 50 percent or other appropriate score bands.
“This method of reporting, preferred by the colleges, actually gives a clearer picture of where most students in a school or college fall—rather than somehow suggesting that there is one magic number that students must achieve in order to be ‘average’—whatever that means,” Moss said.
“In addition, it reminds us all that what is important is how most students in an institution score, not whether the school or college’s average goes up or down a few points in a given year.”
“We are delighted with the strong record the class of ’99 has achieved in their standardized testing, as well as with the number of scholarships they were awarded,” said College Dean Sam Moss ’63.
Darlington does not actually publish the average score, as some schools do, since the school follows the code of ethics of the National Association for College Admission Counseling. That code of ethics requires schools and colleges “to refrain from the public reporting of mean and median admission test scores,” and instead to report by middle 50 percent or other appropriate score bands.
“This method of reporting, preferred by the colleges, actually gives a clearer picture of where most students in a school or college fall—rather than somehow suggesting that there is one magic number that students must achieve in order to be ‘average’—whatever that means,” Moss said.
“In addition, it reminds us all that what is important is how most students in an institution score, not whether the school or college’s average goes up or down a few points in a given year.”
