2006

Who takes the PSAT/NMSQT?

Approximately half of the over three million students who take the test are high school juniors (eleventh graders); the remainder are students in the tenth grade (sophomores) or younger. Nearly all students who take the test indicate they plan to attend college. The over 22,000 high schools that test-takers attend vary greatly in size, curricula, standards, grading systems, population served, and source of support. For students who take the PSAT/NMSQT, the score report provides a standardized view of their scholastic skills, regardless of the school attended, and helps them compare their performance to other college-bound students nationwide.

Do PSAT/NMSQT scores fairly reect students skills?

Concern for fairness is an integral part of the development of the PSAT/NMSQT. Comprehensive reviews and analyses ensure that questions and tests are fair for different groups of students. Although differences in test performance may be the result of many factors, long-term educational preparation is the primary cause. The test itself reects such differences but does not cause them. N Individual student scores. Score reports show a numerical score for each area measured, as well as a range that extends from a few points below the score to a few points above. This range shows the extent to which a students score might differ with repeated testing, assuming that the students skill level remains constant. N Differences between students. When comparing scores between students for the same measure (critical reading, mathematics, writing skills), you can determine true differences in scores by using the standard error of the difference (SED). Differences of fewer than 8 points (or 1.5 SED) are not signicant, while differences of 8 points or more are likely to reect true differences in scores.

What does the PSAT/NMSQT measure?

The PSAT/NMSQT measures skills in three basic academic areas important for success in college. N Critical reading questions assess students ability to draw inferences, synthesize information, distinguish between main and supporting ideas, and understand vocabulary as it is used in context. N Mathematics problem-solving questions deal with number and operations, algebra and functions, geometry and measurement, and data analysis, statistics, and probability. N Writing skills questions measure the ability to identify appropriate expressions in standard English, detect faults in usage and structure, choose effective revisions to sentences and paragraphs, and recognize appropriate writing strategies.

What is reported in the Improve Your Skills section of the score report?
The Improve Your Skills section of Score Report Plus gives students a personalized analysis of their areas of weakness as well as specic suggestions for how to improve. This information is derived from analyzing individual performance across test questions. Each test question contains a different combination of skills. Based on a students individual performance across the questions, the score report notes up to three skills each in critical reading and mathematics and up to two writing skills in which the student needs to improve. Also referenced are test questions that contain the skills and that the student answered incorrectly. See the complete list of skills on pages 67.

How is the PSAT/NMSQT scored?

First, a raw score is computed. Students receive one point for each correct answer (regardless of difculty). For incorrect answers to multiple-choice questions, a quarter (1/4) of a point is deducted. Nothing is deducted for unanswered questions or for incorrect answers to student-produced response (grid-in) questions. Next, the raw score is converted to a score on the PSAT/ NMSQT scale of 20 to 80. This statistical procedure, called equating, adjusts for differences in difculty between various forms, or editions, of the test. Equating makes it possible to compare the scores of students who have taken different editions of the test; it also makes the scores from last years test comparable to those from this years PSAT/NMSQT.

Are the reported skills the students weakest areas?

Not necessarily. Score Report Plus gives highest priority to those skills that appear most attainable. This approach gives students a better opportunity to improve, rather than overwhelming them with their shortcomings. For students who are weak in more than three critical reading skills, for example, the three in which they have the best chance to improve with extra work are reported. The educational importance of the skills, determined with the advice of panels of expert educators, also plays a role in the selection. continued on back cover
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PSAT/NMSQT Percentiles and Mean Scores

can be used to compare students performance with that of juniors and sophomores.
JUNIORS
Percentiles Score 80 79 78 77 76 75 74 73 72 71 70 69 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 Mean score Standard deviation Number of juniors in sample Critical Reading 99+ 99+ 99 99 99 99 99 99 98 97 97 96 96 95 94 92 91 90 88 86 85 83 81 79 76 73 70 68 65 62 58 53 50 49 45 41 37 35 29 28 25 22 20 17 14 12 10 8 8 6 5 5 3 3 2 2 2 2 2 1 1 47.5 11.4 Math 99 99 99 99 98 98 98 97 97 97 96 96 95 94 92 91 89 87 87 84 82 80 77 74 73 70 66 63 59 56 55 51 48 45 41 38 34 31 28 25 22 19 19 16 14 12 9 9 7 5 5 3 3 3 3 1 1 1 1 1 1 48.5 11.6 Writing Skills 99+ 99+ 99+ 99+ 99+ 99 99 99 99 98 98 97 97 97 95 93 93 93 91 89 89 86 83 83 82 79 75 71 70 67 65 61 57 52 49 47 43 40 36 32 31 27 24 23 20 17 14 13 10 8 8 7 5 5 3 3 3 2 2 2 1 45.7 11.5 Score 80 79 78 77 76 75 74 73 72 71 70 69 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 Mean score Standard deviation Number of sophomores in sample Critical Reading 99+ 99+ 99+ 99+ 99+ 99+ 99+ 99+ 99 99 99 99 98 98 98 97 96 96 95 94 93 92 91 89 88 86 84 82 80 78 75 71 68 67 64 60 57 55 47 47 43 39 37 32 28 24 20 18 18 14 11 11 8 7 5 5 4 4 4 3 1 42.3 11.1

SOPHOMORES
Percentiles Math 99+ 99+ 99+ 99+ 99+ 99+ 99+ 99 99 99 99 99 98 98 97 97 96 95 94 93 91 90 88 86 86 84 81 78 76 73 72 69 66 63 60 56 53 50 46 42 39 35 35 31 27 24 20 20 15 11 11 8 8 6 6 3 3 3 2 2 1 43.2 11.3 Writing Skills 99+ 99+ 99+ 99+ 99+ 99+ 99+ 99+ 99+ 99+ 99+ 99 99 99 99 98 98 98 97 96 96 94 92 92 92 90 87 85 84 82 80 77 74 70 67 65 62 59 55 51 49 45 41 41 36 32 26 26 21 16 16 16 12 10 7 7 7 4 4 4 1 40.4 10.9

Points to Note
N Percentiles indicate the percentage of students whose scores fall below each specied score. N On the score report, percentiles for juniors compare their performance with that of other juniors who took the test. For sophomores or younger students, percentiles compare their performance with that of sophomores. N Percentiles are based on the critical reading, mathematics, and writing skills scores earned by a sample of college-bound juniors or sophomores who took the PSAT/NMSQT in 2006. N The mean score is the statistic that describes the average performance of a group. N The standard deviation is a measure of the variability of a set of scores around their mean. If the test scores cluster tightly around the mean score, as they do when the group tested is relatively homogeneous, the standard deviation is smaller than it would be for a more diverse group.

Reliability
shows how consistently students would earn similar scores in repeated testings.
Reliability Coefcient Critical Reading Mathematics Writing Skills 0.88 0.89 0.88 Average SEM 3.7 3.7 3.6

Points to Note
Data are based on a sample of sophomores and juniors who took the PSAT/NMSQT in the previous year (2005 Wednesday and Saturday forms). N A reliability coefcient helps to show expected uctuation in scores if a student takes a test more than once. The higher the reliability coefcient, the smaller the uctuation of scores across repeated testings. A reliability coefcient of 1.00 would indicate perfect reliability, or no expected uctuation. N PSAT/NMSQT scores should be interpreted as ranges rather than points. The standard error of measurement (SEM) in the table above indicates that a student who took different forms of the test under identical conditions would be likely to earn scores within 4 points of one another.

898,455

898,455

898,455

955,956

955,956

955,956

Selection Index Percentiles and Mean Score

can be used to compare students performance with that of juniors.
JUNIORS
Selection Index
240-223 222 221 220 219 218 217 216 215 214 213 212 211 210 209 208 207 206 205 204 203 202 201 200 199 198 197 196 195 194 193 192 191 190 189 188 187 186 185 184 183 182 181 180 179 178 177 176 175 174 173 172 171 170 169 168 167 166 165 164

Points to Note
Selection Index
103 102 101 100 99 98 97 96 95 94 93 92 91 90 89 88 87 86 85 84 83 82 81 80 79 & below

Percentile
99+ 99 99 99 99 99 99 99 99 99 99 99 98 98 98 98 98 98 97 97 97 97 97 96 96 96 95 95 95 95 94 94 93 93 93 92 92 91 91 90 89 89 88 88 87 86 86 85 84 84 83 82 81 80 80 79 78 77 76 75

Selection Index
163 162 161 160 159 158 157 156 155 154 153 152 151 150 149 148 147 146 145 144 143 142 141 140 139 138 137 136 135 134 133 132 131 130 129 128 127 126 125 124 123 122 121 120 119 118 117 116 115 114 113 112 111 110 109 108 107 106 105 104

Percentile
74 73 72 71 70 69 68 67 66 64 63 62 61 60 59 57 56 55 54 53 51 50 49 48 47 45 44 43 42 41 39 38 37 36 35 34 33 32 31 29 28 27 26 25 24 24 23 22 21 20 19 18 17 17 16 15 14 14 13 12

Percentile
12 11 10 10 9 9 8 8 7 7 6 6 5 5 4 4 4 3 3 3 2 2 2 2 1

N Reported on a scale ranging from 60 to 240, the Selection Index is the sum of the critical reading, mathematics, and writing skills scores. For example, a critical reading score of 56, a mathematics score of 62, and a writing skills score of 59 would result in a Selection Index of 177 (56 + 62 + 59). N Percentiles are based on the Selection Index earned by a sample of college-bound juniors who took the PSAT/NMSQT in 2006.

How NMSC Uses the Selection Index

National Merit Scholarship Corporation (NMSC) uses the Selection Index score to designate groups of students to receive recognition in the programs it conducts. Entry to NMSCs competitions for scholarships to be offered in 2008 is determined by students responses to the four program entry questions on the 2006 PSAT/NMSQT answer sheet. Both the PSAT/NMSQT Score Report Plus and the Roster of Student Scores and Plans show the students Selection Index, the students responses to the entry items, and whether the student meets participation requirements. Currently, more than 1.4 million test-takers meet requirements to enter NMSC competitions each year. Of the more than one million NMSC program entrants, about 55,000 will earn 2006 PSAT/NMSQT scores high enough to qualify them for recognition. These students will be notied of their standing through their high schools in September 2007. Students who qualify to continue in the competitions for scholarships to be offered in 2008 must then meet academic and other requirements specied by NMSC to be considered for awards. Detailed descriptions of NMSC programs are published in the Guide to the National Merit Scholarship Program and the National Achievement Scholarship Program Information Booklet, mailed to high school principals each fall. For students and parents, information about the competitions is given in the PSAT/NMSQT Ofcial Student Guide and at www.nationalmerit.org. Inquiries about any aspect of the National Merit Program or National Achievement Program including entry requirements, the selection process, and awards to be offeredshould be sent to National Merit Scholarship Corporation, 1560 Sherman Avenue, Suite 200, Evanston, IL 60201-4897; telephone 847 866-5100.

Mean score Standard deviation Number of juniors in sample

141.7 31.6 898,455

2006 PSAT/NMSQT Answer Keys

show the correct answers for Form W and Form S of the 2006 test.
FORM W
CRITICAL READING Section 1
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. D B C A E A C B C A E C E C D C B E A E A D D B 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

FORM S
WRITING SKILLS Section 5
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. B D C A C D A C B C C A B B D E D E E C B D B B B E C B D A B C A B A E A A D

MATH Section 2
D A A B C C E A C E C E D B E E D D B B

CRITICAL READING Section 1

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. D E A B A D A B E D E D E D C C E E E C A B D E

MATH Section 2
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. E A C E A D B C A D E D B D A C A A E C

WRITING SKILLS Section 5

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. C A C B B D B C C D A E C E A D E B C B C D C C D E B C D C C B B C C E A D C

Section 3
25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. B E E A D B A D D C E D C A A B E B D D D C C C 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38.

Section 4
B A D A D E C A 2.50 6007 9 120 18 2.73 < x < 3.45 280 0 125 7.5 or 15/2

Section 3
25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. B D E B E B A D E B A C D D D E D C A C C B A B

Section 4
21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. B B E D C D C D 11 or 12 7 2400 19 < x < 23 52.5 0.25 or 1/4 141 4 80 1/2 or 0.5

2006 PSAT/NMSQT Score Conversion Tables

show how points obtained on the test are converted to scores on the 2080 PSAT/NMSQT scale.
PSAT/NMSQT FORM W Wednesday, October 18, 2006
Scores Critical Points Reading 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 80 80 78 76 74 72 71 69 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51 50 49 49 48 46 45 44 80 78 75 72 71 69 66 65 64 62 61 59 58 56 55 54 53 51 50 49 48 47 46 45 Math Writing Critical Skills Points Reading 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 -1 -2 -3 -4 -5 -6 -7 -8 -9 -10 -11 -12 43 42 42 40 39 38 37 36 35 34 33 31 30 28 26 24 21 20 20 20 20 20 20 20 20 20 20 20 Scores Math 46 45 44 43 42 41 40 39 37 36 35 34 32 31 29 27 25 22 20 20 20 20 20 Writing Skills 44 43 42 41 40 39 38 36 35 34 34 32 31 28 27 26 23 20 20 20 20 20 20 20 20 20 Critical Points Reading 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 80 80 80 79 77 75 72 71 69 68 67 65 64 63 62 61 59 58 57 56 55 54 53 52 51 50 49 48 47 46 46 45 44 80 77 74 72 70 68 66 65 63 62 60 59 58 56 55 54 53 52 51 50 49 48 47 46

PSAT/NMSQT FORM S Saturday, October 21, 2006

Scores Math Writing Critical Skills Points Reading 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 -1 -2 -3 -4 -5 -6 -7 -8 -9 -10 -11 -12 43 42 41 40 39 38 37 36 34 33 32 31 29 27 25 23 20 20 20 20 20 20 20 20 20 20 20 20 Scores Math 46 45 44 43 42 41 39 38 37 35 34 32 31 29 26 24 21 20 20 20 20 20 20 Writing Skills 45 44 42 41 40 39 38 37 36 35 33 32 31 29 27 25 23 20 20 20 20 20 20 20 20 20

80 76 73 70 68 67 66 65 64 63 61 60 59 58 57 55 54 53 52 51 49 48 47

80 76 73 70 68 67 66 64 63 62 61 60 58 57 56 55 54 53 52 51 50 49 48

Important to Note
N Points represent the total number of correct answers minus a quarter (1/4) of a point for each incorrect answer to a multiple-choice question. N Nothing is deducted for incorrect answers to student-produced response questions or for omitted answers of any type. N Points are totaled, then converted to scores on the 2080 PSAT/NMSQT scale. N Converting points to scores adjusts for slight differences in difculty between various forms. A statistical process called equating adjusts for these small differences. This ensures that a score of, say, 65 on one form of the test reects a similar level of performance as does a 65 on another form of the test. N There is no advantage or disadvantage in taking either the Wednesday or the Saturday test form.

PSAT/ NMSQT

Score Report Plus Skills List

CR11 Understanding difcult vocabulary How to improve: Broaden your reading to include newspapers and magazines, as well as ction and nonction from before the 1900s. Include reading material that is a bit outside your comfort zone. Improve your knowledge of word roots to help determine the meaning of unfamiliar words. CR12 Understanding how negative words, sufxes, and prexes affect sentences How to improve: When reading, pay attention to the ways in which negative words (like not and never), prexes (like un and im), and sufxes (like less) affect the meaning of words and sentences. CR13 Understanding complex sentences How to improve: Ask your English teacher to recommend books that are a bit more challenging than those youre used to reading. Practice breaking down the sentences into their component parts to improve your comprehension. Learn how dependent clauses and verb phrases function in sentences. CR14 Recognizing connections between ideas in a sentence How to improve: Learn how connecting words (such as relative pronouns and conjunctions) establish the relationship between different parts of a sentence. CR15 Recognizing words that signal contrasting ideas in a sentence How to improve: Learn how certain words (such as although, but, however, and while) are used to signal a contrast between one part of a sentence and another. CR16 Recognizing a denition when it is presented in a sentence How to improve: Learn how such elements as appositives, subordination, and punctuation are used to dene words in a sentence. CR17 Understanding sentences that deal with abstract ideas How to improve: Broaden your reading to include newspaper editorials, political essays, and philosophical writings. CR18 Understanding and using a word in an unusual context How to improve: Work on using word denitions when choosing an answer. Try not to be confused by an unusual meaning of a term. CR19 Comprehending long sentences How to improve: Practice reducing long sentences into small, understandable parts. CR20 Choosing a correct answer based on the meaning of the entire sentence How to improve: Make sure your answer choice ts the logic of the sentence as a whole. Dont choose an answer just because it sounds good when inserted in the blank. CR21 Understanding sentences that deal with scientic ideas How to improve: Read magazine articles about scientic subjects to improve your comfort level in this area.

Critical Reading Skills

CR1 Understanding main ideas in a reading passage How to improve: Read the passage carefully and try to determine the authors overall message. Practice making distinctions between the main idea and supporting details. CR2 Understanding tone How to improve: When reading, consider how an authors choice of words helps dene his or her attitudes. Pay attention to the way in which tone conveys meaning in conversation and in the media. CR3 Comparing and contrasting ideas presented in two passages How to improve: Read editorials that take opposing views on an issue. Look for differences and similarities in tone, point of view, and main idea. CR4 Understanding the use of examples How to improve: Authors often include examples in their writing to communicate and support their ideas. Read different kinds of argumentative writing (editorials, criticism, personal essays) and pay attention to the way examples are used. State the point of the examples in your own words. Use examples in your own writing. CR5 Recognizing the purpose of various writing strategies How to improve: Writers use a variety of tools to achieve their effects. While you read, look for such things as specic examples, quotations, striking images, and emotionally loaded words. Think about the connotations of specic words and why the author might have decided to use them. CR6 Applying ideas presented in a reading passage How to improve: When you read, try to determine the authors ideas and assumptions and then think about how they might apply to new situations. CR7 Determining an authors purpose or perspective How to improve: Authors write for a variety of purposes, such as to inform, to explain, or to convince. When you read, try to determine why the author wrote what he or she wrote. CR8 Making connections between information in different parts of a passage How to improve: Work on guring out the relationship between the material presented in one part of a reading passage and material presented in another part. Ask yourself, for example, how facts presented in the beginning of a magazine article relate to the conclusion. CR9 Distinguishing conicting viewpoints How to improve: When reading, practice summarizing main ideas and noting sentences that mark transition points. Learn to understand methods of persuasion and argumentation. Expand your reading to include argumentative writing, such as political commentary, philosophy, and criticism. CR10 Being thorough How to improve: Dont just pick the rst answer choice you see that looks tempting. Be sure to evaluate all the choices before you select your answer, just as you would read an entire paragraph rather than assume its meaning based only on the rst sentence.

Mathematics Skills
M1 Using basic concepts and operations in arithmetic problem solving How to improve: Practice solving problems involving positive and negative integers, fractions, decimals, ratio, percent, exponents, square roots, place value, and digits. Also practice solving problems involving odd and even integers, prime numbers, multiples, divisibility, and remainders. M2 Understanding geometry and coordinate geometry How to improve: Review geometry units in your textbook involving perimeter, area, volume, circumference, angles, lines, and slope. Familiarize yourself with the formulas given at the beginning of math sections of the test. M3 Dealing with probability, basic statistics, charts, and graphs How to improve: Practice solving problems that involve basic probability, basic counting, and nding the average (arithmetic mean), median, and mode. Look for charts and graphs in newspapers and magazines, and practice interpreting the data in them. M4 Creating either gures or algebraic equations, inequalities, or expressions to help solve problems How to improve: Practice solving problems by drawing or visualizing gures to help you understand the problem. Practice developing equations, inequalities, or expressions from verbal descriptions, gures, or numerical data. M5 Using basic algebraic concepts and operations to solve problems How to improve: Review algebraic concepts and rules, such as those involving substitution, exponents, solving equations and inequalities, and combining algebraic expressions. M6 Making connections among mathematical topics How to improve: Practice problems that require combining skills acquired in different math courses, such as problems that use combinations of arithmetic, algebra, and geometry. M7 Organizing and managing information to solve multistep problems How to improve: Write down your steps in solving the problem. Monitor the steps as you go along, keeping in mind what the question is asking. M8 Using logical reasoning How to improve: Practice solving problems in which you must consider different possible cases. Make adjustments in your solution strategy when things arent going as well as they should. It may help to look at the problem from different perspectives. Solving problems that require you to justify your answers may help you develop this skill. M9 Recognizing patterns and equivalent forms How to improve: Try recognizing a pattern by considering a simpler case. Try rewriting or rearranging the given expressions in a different form. M10 Recognizing logical key words How to improve: Pay attention to key words, such as not, at least, at most, must be, could be, possible, and different. These words determine the meaning of the question and therefore must be understood to correctly solve the problem. M11 Using answer choices to help solve the problem How to improve: Looking at the answer choices may help you understand the problem. Sometimes the choices can help identify a strategy for solving the problem.

Writing Skills
W1 Being precise and clear How to improve: Learn to recognize sentence elements that are ambiguous and confusing. In your writing, choose words carefully and connect them for clear meaning. W2 Following conventions in writing How to improve: Review the chapters in a grammar book that cover grammatical conventions, such as word choice, use of noun and prepositional phrases, and sentence construction. Work with your teacher to become more familiar with the conventions of standard written English. W3 Recognizing logical connections within sentences and passages How to improve: Use the writing process to help you revise your draft essays. Work with classmates and teachers to clarify meaning in your writing. W4 Using verbs correctly How to improve: Make sure that you can identify the subject and verb of a sentence. Make sure you understand subject and verb agreement. W5 Recognizing improper pronoun use How to improve: Learn to understand the distinction between informal, spoken pronoun usage and standard written pronoun usage. Review the way you use pronouns in your own writing. Ask your teacher to help you identify and correct pronoun errors in your own writing. W6 Understanding the structure of sentences with unfamiliar vocabulary How to improve: Read material that contains unfamiliar vocabulary. Look for context clues to help you guess at the meaning of unfamiliar words as you read. W7 Understanding complicated sentence structures How to improve: Refer to a grammar book to identify various sentence patterns and their effective use. Vary the sentence patterns in your own writing. W8 Understanding the structure of long sentences How to improve: As you read, break long sentences into smaller units of meaning. W9 Understanding the structure of sentences with abstract ideas How to improve: Read newspapers, magazines, and books that deal with subjects such as politics, economics, history, or philosophy. W10 Understanding the structure of sentences that relate to science or math How to improve: Focus on how something is said as well as on what is said. Write about the things you are learning in math and science classes. Read articles in the science section of newspapers and magazines so that you will feel more comfortable with scientic or math content. W11 Understanding the structure of sentences that relate to the arts How to improve: Focus on how something is said as well as on what is said. Read articles in newspapers and magazines about the arts so that you will feel more comfortable with these subjects.

Can PSAT/NMSQT scores be used to estimate SAT scores?

PSAT/NMSQT critical reading, mathematics, and writing skills questions are designed to be the same as those on the SAT Reasoning Test. This is deliberate, as the PSAT/NMSQT questions are intended to be reliable preparation for the same types of questions on the SAT. The PSAT/NMSQT scale of 20 to 80 is equivalent to the SAT scale of 200 to 800. Estimated SAT score ranges are included on students supplemental, online score reports in My College QuickStart. Two times out of three, students earn SAT scores within these ranges, but actual scores may be higher (or lower) than these estimates. (As SAT writing scores also include an essay, there will be more variability in the estimates of those scores.) Higher-than-estimated SAT scores may result from intervening activities, such as N developing skills through rigorous academic courses; N participating in problem-solving activities; N extensive, quality outside reading and/or writing; N following the personalized advice in My SAT Study Plan in the online resource, My College QuickStart; and N becoming more familiar with test directions, types of questions, and pacing. Juniors frequently take the SAT six or seven months after taking the PSAT/NMSQT. Estimated SAT scores assume the SAT is taken within a year of the PSAT/NMSQT. Sophomores might not take the SAT for 18 months, providing a greater opportunity for intervening activities to inuence their SAT scores.

N PSAT/NMSQT Summary Report: National, Regional, and State Data, providing score statistics and student-reported information for juniors and sophomores, including nal mean scores. Reports for 2006 will be available in the spring of 2007. Several optional reports are available for a fee. To order, visit www.collegeboard.com/school. N Special Summary Report, summarizing score data for schools that test fewer than 50 juniors/50 sophomores, or for schools that have some juniors or sophomores who tested elsewhere N System Summary Report, combining score data from all schools within a system N Electronic Data Reports, including all student-provided data as well as scores, skills, and students My College QuickStart access codes (in CD-ROM format).

My College QuickStart and MyRoad

All high school students who take the PSAT/NMSQT receive free access to My College QuickStart. It includes their online, supplemental score report, My SAT Study Plan, a suggested college list, and free access to MyRoad. Additionally, all high schools that administer the PSAT/NMSQT receive free educator access to MyRoad. For more information, visit www.collegeboard.com/counselors/psat.

How should schools use PSAT/

NMSQT score reports?

The PSAT/NMSQT is intended to help students evaluate skill levels in three critical academic areas; prepare for the SAT; compare their readiness for college-level work with that of their peers; and enter scholarship competitions. Score reports should be used for counseling students about educational plans. PSAT/NMSQT scores are not for use by colleges as part of their admission criteria. Scores should not be included on student transcripts that will be reproduced and sent to colleges unless the student (age 18 or older) or parent/guardian has granted permission. Inform students of their right to withhold these scores from admission or athletic ofces, even when requested.

What PSAT/NMSQT reports do schools receive?

The following basic reports are provided to all schools: N PSAT/NMSQT Score Report Plus for each student tested (one for the student and one for the school) N Score Labels, summarizing the basic score information (one set of labels) N Roster of Student Scores and Plans, listing studentreported information and scores for each student, as well as educator access codes for several online tools N School Summary Report (provided if at least 50 of a schools eleventh graders or tenth graders tested at the school), summarizing score statistics and student-reported information. Schools that test fewer than 50 eleventh graders/tenth graders, but at least 25 of their own students of the same sex and grade level, receive only Summary Statistics. The following tools and reports are available online at www.collegeboard.com/reports. N AP Potential, a Web-based tool identifying more students with the potential for success in Advanced Placement Program (AP) courses N Summary of Answers and Skills, aggregating student responses to each test question and providing information on skills that need improvement

Questions?
Visit www.collegeboard.com/counselors/psat for additional data relevant to the test. Or contact the PSAT/ NMSQT program at: Mail: P.O. Box 6720, Princeton, NJ 08541-6720 Phone: 888 477-PSAT (7728) (for educators only) 609 771-7070 8 a.m. to 4 p.m. eastern time Fax: 609 530-0482 E-mail: PSAT@info.collegeboard.org

Plan Ahead for 2007 PSAT/NMSQT Dates

Wednesday, October 17, 2007 Saturday, October 20, 2007

2006 The College Board. All rights reserved. College Board, AP, Advanced Placement Program, SAT, and the acorn logo are registered trademarks of the College Board. AP Potential, MyRoad, and SAT Reasoning Test are trademarks owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. Permission is hereby granted to any nonprot school to reproduce this publication in whole or in part in limited quantities for distribution to students, parents, and staff, but not for sale, provided that the copyright notice appears on all reproduced materials. 00274-02079 RR116E37.5 Printed in U.S.A.

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