Editorial
SAT Scores Show Need For Solid Prep This Year

According to stories that appeared in almost every daily newspaper last week, the students who took the Scholastic Aptitude Tests (SATs) last spring and graduated from high school as the Class of 2007, most of whom are supposedly starting their freshman year in college this fall, displayed the lowest scores in at least the last five years. The Class of 2006, who would have been the first group to take the new three-part SAT that includes a writing section and would have completed their freshman year in college this past June, supposedly did even worse. Their scores showed the largest decline in 31 years: five points in critical reading and two in math.

There are several reasons for the decline in SAT scores. One lies in the greater number of students taking the SAT. In the state of Maine, for example, all high school seniors are required to take the SAT, even those whose plans do not include enrolling in college. Officials at the College Board, the nonprofit organization administering the SAT, pointed out that a larger number of students taking the test bring about a decline in overall test scores. The population taking the SAT is also more diverse and includes students who heretofore have not considered themselves college material. The average scores among New York state students in the Class of 2007 were moderately lower than in 2006- 491 in critical reading and 505 in math. Richard Mills, New York state education commissioner, said the number of Hispanic students taking the SAT in the state had increased by 15 percent and the number of black students by almost 10 percent from 2006 to 2007

While some people, especially headline writers in some of the daily papers, seemed to think the lower SAT scores of the Class of 2007 means American students are losing ground- "getting dumber" was the way some tabloid headlines ran- we beg to differ. More significant than the scores, according to Mills, is "the rapid increase of participation of children who in the past did not think they were going to college, did not aspire to it and did not take the SATs so they could get in line". We agree. At the start of the 2007-08 academic year as children across Queens and New York City head back to school we find the SAT scores present a brighter picture than first appeared.

More students are making college part of their future. This bodes well for the American workforce. A century ago, many students left school after eighth grade. Most went into trades or agriculture and served apprenticeships or got other forms of on-the-job training. (This was true even of some of the professions: many doctors and lawyers trained with older people who had established practices in medicine and law, rather than attending law or medical school.) A few decades later, a high school diploma served as a solid foundation for entering the working world. Now, the increasing complexity of the world in which we live and the work that must be performed precisely and correctly in order to keep that world functioning demand at the very least an associate degree. That more students are making college part of their aspirations indicates a brighter, better future with a workforce ready to meet the challenges of a complex, complicated world.

The picture is not completely rosy. The decline in test scores indicates that many of the students taking the test are not adequately prepared for it. Rather than wring our hands in despair, though, we choose to believe that students, their parents and teachers and school administrators across the borough and the city are taking note of the situation and doing something about it.

In the next few years we confidently expect that all students across the borough and city will be exposed to coursework and teaching methods that will better equip them to take the SATs. Preparation will begin with universal Pre-Kindergarten, which according to studies gives children a sound foundation for academic success and permeate all grade levels. Children are already receiving solid preparation for statewide achievement tests. With only a little added effort such preparation can encompass the material presented on SATs as well. Parents, school districts and the Department of Education should unite in formulating a curriculum that will offer at least adequate preparation for the SATs and should encourage students to make the SATs and college part of their academic career plans. Let the 2007-08 academic year be the starting point for all students to aspire- and achieve- academic success in preparation for college and life.