Appendices.pdf - NAACP Legal Defense and Educational Fund, Inc.

Index of Appendices 

A Specialized High Schools Admissions Offers 2009-2012 

1. Specialized High Schools Admissions Offers to Eighth-Graders for Fall 

2012 Freshman Class, Based on Fall 2011 SHSAT Results 







5. Cut-Off Scores for 2011-2012 Admissions Offers Based on the Fall 2010 

SHSAT 

B 

C 

D 

E 

F 

G 

H 

List and Descriptions of Complainants 

New York State Law Governing New York City Specialized High Schools 

New York City Department of Education, Specialized High Schools Student 

Handbook (2011-2012), available at 

http://schools.nyc.gov/NR/rdonlyres/734BB461-5872-44A6-8A3E- 

4899164E5F4F/0/SHSAT_2011_HandbookFinal.pdf (last visited Sept. 19, 2011). 

Selected Articles 

NYCDOE Contracts with SHSAT Developer 

1. Redacted Extension Agreement with NCS Pearson, Inc. for the Provision 

of a Specialized High School Assessment, May 1, 2009. 

2. Requirements Contract between the Board of Education of the City of 

New York and American Guidance Service, Inc., March 14, 1989. 

New York City Department of Education, Test Information: Specialized High 

School Admissions, available at 

http://schools.nyc.gov/Accountability/resources/testing/SHSAT.htm (last visited 

Sept. 19, 2011). 

Joshua Feinman, High Stakes but Low Validity? A Case Study of Standardized 

Tests and Admissions into New York City Specialized High Schools (2008), 

available at http://epicpolicy.org/publication/high-stakes-but-low-validity (last 

visited Sept. 19, 2011).

I 

J 

Selected Documents pertaining to New York Freedom of Information Law 

(FOIL) Request filed by the NAACP Legal Defense and Educational Fund, Inc. 

(LDF) and Advocates for Children of New York 

1. Letter from LDF and Advocates for Children to Joseph A. Baranello, 

NYCDOE, November 8, 2010. 

2. Letter from Joseph A. Baranello, NYCDOE to LDF and Advocates for 

Children, Mach 17, 2011. 

3. Letter from LDF and Advocates for Children to Michael Best, General 

Counsel, NYCDOE, April 15, 2011. 

4. Letter from Michael Best, General Counsel, NYCDOE, to LDF and 

Advocates for Children, April 29, 2011. 


Children, May 20, 2011. 


NYCDOE, June 2, 2011. 


NYCDOE, July 7, 2011. 


Children, July 22, 2011. 

a. Pearson Review of Tryout Items for Statistical Bias. 

9. Letter from LDF and Advocates for Children to Michael Best, General 

Counsel, NYCDOE, November 15, 2011. 

10. Letter from Michael Best, General Counsel, NYCDOE, to LDF and 

Advocates for Children, December 1, 2011. 

Office of the Bronx Borough President Ruben Diaz Jr., An Action Plan for Fixing 

the Specialized High School Admissions Process at 4 (May 2012), 

http://bronxboropres.nyc.gov/pdf/bxbp-action-plan-shsat.pdf.

Appendix A 

Specialized High School Admissions Offers 2009-2012 

A.1 Specialized High Schools Admissions Offers to Eighth-Graders for 

Fall 2012 Freshman Class, Based on 2011 SHSAT Results 

American 

Indian or 

Alaska 

Native Unknown * TOTAL 

Specialized High School 

Black or 

African 

American 

Hispanic or 

Latino 

Asian or 

Pacific 

Islander White 

Bronx High School of Science 32 (3.1%) 57 (5.6%) 552 (54.1%) 211 (20.7%) 1 (0.1%) 167 (16.4%) 1,020 

Brooklyn Latin 75 (15.6%) 62 (12.9%) 157 (32.7%) 86 (17.9%) 1 (0.2%) 99 (20.6%) 480 

Brooklyn Technical High 149 (7.7%) 163 (8.4%) 923 (47.5%) 457 (23.5%) 11 (0.6%) 242 (12.4%) 1,945 

School 

21 (8.4%) 52 (20.8%) 57 (22.8%) 70 (28.0%) 2 (0.8%) 48 (19.2%) 250 

High School for Mathematics, 

Science and Engineering at City 

College 

High School of American 5 (2.7%) 21 (11.5%) 29 (15.9%) 85 (46.7%) 0 (0%) 42 (23.1%) 182 

Studies at Lehman College 

Queens High School for the 10 (6.7%) 17 (11.4%) 88 (59.1%) 10 (6.7%) 1 (0.7%) 23 (15.4%) 149 

Sciences at York College 

Staten Island Technical High 8 (2.2%) 10 (2.7%) 108 (29.4%) 150 (40.9%) 1 (0.3%) 90 (24.5%) 367 

School 

Stuyvesant High School 19 (2.0%) 32 (3.3%) 576 (59.6%) 184 (19.0%) 2 (0.2%) 154 (15.9%) 967 

TOTAL OFFERS 319 (6.0%) 414 (7.7%) 2,490 (46.5%) 1,253 (23.4%) 19 (0.4%) 865 (16.1%) 5360 

TOTAL TEST-TAKERS 6,382 (23.1%) 6,143 (22.2%) 7,119 (25.8%) 4,101 (14.9%) 121 (0.4%) 3,746 (13.6%) 27,612 

ACCEPTANCE RATE 

(percentage of test-takers who 

received offers) 

5.0% 6.7% 35.0% 30.6% 15.7% 23.1% 19.4% 

* NYCDOE categorizes as “unknown” the racial background of private/parochial school students, multi-racial students, and public 

school students whose parents did not sign ethnic identification forms. 

Source: Complainants obtained this data outside of FOIL process.

A.2 Specialized High Schools Admissions Offers to Eighth-Graders for 

Fall 2011 Freshman Class, Based on 2010 SHSAT Results 

Black or 

African 

American 

Asian or 

Pacific 

Islander 

American 

Indian or 

Alaska 


Hispanic or 


Latino 

White 



Brooklyn Technical High School 141 (7.2%) 151 (7.7%) 902 (46.2%) 471 (24.1%) 5 (0.3%) 281 (14.4%) 1,951 


Science and Engineering at City 

College 

14 (6.1%) 31 (13.6%) 73 (32.0%) 49 (21.5%) 0 (0%) 61 (26.7%) 228 

High School of American 6 (3.4%) 16 (9.0%) 19 (10.7%) 83 (46.9%) 1 (0.6%) 52 (29.4%) 177 


Queens High School for the 11 (7.7%) 7 (4.9%) 92 (64.3%) 11 (7.7%) 0 (0%) 22 (15.4%) 143 



School 

Stuyvesant High School 12 (1.3%) 13 (1.4%) 569 (60.7%) 179 (19.1%) 0 (0%) 164 (17.5%) 937 

TOTAL OFFERS 293 (5.4%) 349 (6.5%) 2,514 (46.5%) 1,259 (23.3%) 10 (0.2%) 979 (18.1%) 5,404 





4.5% 5.7% 34.6% 29.5% 12.5% 24.0% 19.1% 



Source: New York City Department of Education data as reported in Sharon Otterman, New York’s Top Public High Schools Admit 

Fewer Blacks and Hispanics, N.Y. Times, City Room, Feb. 11, 2011, available at http://cityroom.blogs.nytimes.com/2011/02/11/toppublic-high-schools-admit-fewer-blacks-and-hispanics/.

A.3 Specialized High Schools Admissions Offers to Eighth-Graders 

for Fall 2010 Freshman Class, Based on 2009 SHSAT Results 

American 

Indian or 

Alaska 



Black or 

African 

American 

Hispanic or 

Latino 

Asian or 

Pacific 





School 

20 (11.2%) 27 (15.1%) 49 (27.4%) 43 (24.0%) 0 (0%) 40 (22.3%) 179 


Science and Engineering at 

City College 






School 


TOTAL OFFERS 296 (5.6%) 357 (6.8%) 2,433 (46.2%) 1,201 (22.8%) 10 (0.2%) 964 (18.3%) 5,261 





4.7% 6.6% 34.4% 29.8% 14.3% 22.7% 19.4% 





A.4 Specialized High Schools Admissions Offers to Eighth-Graders for Fall 2009 Freshman Class, 

Based on 2008 SHSAT Results 

American 

Indian or 

Alaska 



Black or 

African 

American 

Hispanic or 

Latino 

Asian or 

Pacific 





School 

18 (10.3%) 28 (16.0%) 38 (21.7%) 45 (25.7%) 0 (0%) 46 (26.3%) 175 


Science and Engineering at 

City College 





Staten Island Technical High 2 (0.6%) 15 (4.5%) 77 (23.2%) 155 (46.7%) 0 (0%) 83 (25.0%) 332 

School 


TOTAL OFFERS 334 (6.4%) 410 (7.8%) 2,319 (44.2%) 1,262 (24.1%) 8 (0.1%) 913 (17.4%) 5,246 





5.7% 7.9% 36.2% 36.9% 12.3% 13.5% 19.0% 





A.5 Cut-Off Scores for 2011-2012 Admissions Offers Based on the Fall 2010 SHSAT 

High School (Ordered by Minimum 

Score Received by a Student Offered 

Admission) 

Minimum 

Composite Scale 

Score Received by 

a Student Offered 

Admission 

Maximum 

Composite Scale 

Score Obtained 

Number of 

Students Offered 

Admission 

Stuyvesant High School 566 717 937 

Bronx High School of Science 515 696 1,045 

High School of American Studies at 

508 651 177 

Lehman College 

Queens High School for the Sciences at 

508 626 143 

York College 

High School for Math, Science, and 

498 605 228 

Engineering at City College 

Staten Island Technical High School 498 698 352 

Brooklyn Technical High School 486 651 1,952 

Brooklyn Latin School 472 557 572 

Total Accepted 5,406 

NOTE: The Maximum Composite Scale Score Obtained is the highest score achieved by a student who both was offered admission 

and chose to attend the school listed 

Source: Material obtained in complainants’ FOIL request from the NYCDOE.

Appendix B 

List and Descriptions of Complainants 

1. NYC Coalition for Educational Justice (CEJ) 

The NYC Coalition for Educational Justice (CEJ) is a parent-led movement for 

educational equity and excellence in the city’s public schools. CEJ aims to 

distribute the opportunity to receive an excellent education equally across 

neighborhoods so that every school in New York City prepares students for 

college and the world of work. A citywide collaborative of community-based 

organizations and unions whose members are parents, community residents and 

teachers, CEJ fights to ensure that every child in NYC receives a quality and wellrounded 

education. 

2. La Fuente 

La Fuente is an umbrella organization that brings together labor and community 

partners who are engaged in neighborhood-based grassroots organizing efforts 

around immigrant and worker rights issues. By helping members develop 

leadership skills, identify issues of importance to their neighborhoods, and 

develop campaigns to improve their communities, La Fuente seeks to promote the 

human rights and dignity of new immigrants in our society. 

3. The Alliance for Quality Education (AQE) 

A statewide non-profit, the Alliance for Quality Education (AQE) unites a 

coalition of parents, children’s advocates, schools, teachers, clergy, and others to 

advocate for high quality public education. Working with all stakeholders, but 

emphasizing the involvement of parents and youth, AQE combines leadership 

development, community organizing, electronic activism, extensive media 

relations, policy work, and lobbying within a cohesive campaign for fundamental 

education reform. 

4. New York Communities for Change (NYCC) 

New York Communities for Change (NYCC) is a coalition of working families in 

low and moderate income communities fighting for social and economic justice 

throughout New York State. Through neighborhood chapters and issue-based 

committees, NYCC works to ensure that every family throughout New York has 

access to quality schools, affordable housing, and good jobs. Based on a belief 

that every child in New York deserves a quality public education and a safe place 

to go to school, NYCC’s education work includes campaigns aimed to improve 

transparency and accountability in the New York charter schools and to eliminate 

the presence of toxic chemicals in New York City Schools. 

5. Black New Yorkers for Educational Excellence (BNYEE) 

Black New Yorkers for Educational Excellence (BNYEE) is a progressive 

organization dedicated to building a black education movement. BNYEE works to 

empower parents and youth, recruit and retain Black and Latino teachers, and 

develop literacy and numeracy campaigns for children.

6. Community Service Society of New York (CSS) 

Community Service Society of New York (CSS) draws on a 169-year history of 

excellence in addressing the root causes of economic disparity. CSS responds to 

urgent, contemporary challenges through applied research, advocacy, litigation, 

and innovative program models that strengthen and benefit all New Yorkers. 

7. Garifuna Coalition USA, Inc. (GCU) 

The Garifuna Coalition USA, Inc. (GCU) serves as a resource, forum, advocate, 

and united voice for the Garifuna immigrant community. The Garifuna are an 

ethnic group of mixed ancestry-descendants of Carib, Arawak, and African people 

living along the Caribbean Coast in Belize, Guatemala, Nicaragua, Honduras, and 

St. Vincent and the Grenadines. Today, New York City is home to the largest 

Garifuna population outside of Central America with an estimated 200,000 living 

in the South Bronx, Brownsville and East New York in Brooklyn, and 

Manhattan's Upper West Side. GCU works to improve economic, civic, and 

cultural conditions and promotes civic and political involvement of Garifuna 

Americans. GCU also operates the Garifuna Advocacy Center in the South Bronx 

to provide information, educational services, networking opportunities, and 

cultural events for the Garifuna community. 

8. Make the Road NY (MRNY) 

Make the Road New York (MRNY) builds the power of Latino and working class 

communities to achieve dignity and justice through organizing, policy innovation, 

transformative education, and survival services. MRNY is active in improving the 

lives of young people in New York by supporting a new generation of leaders 

through youth organizing, providing community-based afterschool and summer 

programs, and encouraging academic success and promoting higher education 

through its Student Success Center. 

9. The Brooklyn Movement Center (the MC) 

The Brooklyn Movement Center (the MC) is a membership-led, direct-action, 

community organizing body based in Central Brooklyn. The MC focuses on 

parent and education organizing, street action, leadership development, and 

communication organizing. The MC is staffed by local organizers, supported by 

volunteers, governed by a community-based board of directors, and guided by an 

advisory group made up of activists and organizers from across the city. The MC 

brings together residents to identify important issues in their lives, win concrete 

improvements in their community, and build power. 

10. United Puerto Rican Organization of Sunset Park (UPROSE) 

United Puerto Rican Organization of Sunset Park (UPROSE) is an environmental 

and social justice organization dedicated to the empowerment of Southwest 

Brooklyn residents primarily through broad and converging environmental, 

sustainable development, and youth justice campaigns. Founded in 1966, 

UPROSE is Brooklyn’s oldest Latino community-based organization. UPROSE is 

a multiracial, multicultural, and intergenerational organization that aims to ensure

and heighten community awareness and involvement, develop participatory 

community planning practices, empower youth, and promote sustainable 

development with justice and governmental accountability. 

11. Desis Rising Up and Moving (DRUM) 

Desis Rising Up and Moving (DRUM), founded in 2000, builds the power of 

South Asian low wage immigrant workers, youth, and families in New York City 

to win economic and educational justice, and civil and immigrant rights. DRUM 

unites its membership base to foster leadership of immigrants, provide critical 

community services, develop wage campaigns for policy change, and build 

alliances for social movements.

Appendix C 

New York State Law Governing New York City Specialized High Schools 

The pertinent, operative provision of New York state law is N.Y. Educ. Law § 2590-h(1)(b), 

which states: 

The chancellor shall have the following powers and duties as the superintendent of 

schools and chief executive officer for the city district, which the chancellor shall 

exercise to promote an equal educational opportunity for all students in the schools of the 

city district, promote fiscal and educational equity, increase student achievement and 

school performance and encourage local school-based innovation, including the power 

and duty to . . . 

(1) Control and operate . . . 

(b) all specialized senior high schools. The special high schools shall include the 

present schools known as: The Bronx High School of Science, Stuyvesant High 

School, Brooklyn Technical High School, Fiorello H. LaGuardia High School of 

Music and the Arts in the borough of Manhattan, and such further schools which 

the city board may designate from time to time. The special schools shall be 

permitted to maintain a discovery program in accordance with the law in effect on 

the date preceding the effective date of this section; admissions to the special 

schools shall be conducted in accordance with the law in effect on the date 

preceding the effective date of this section. 

The prior provision to which the current law refers is N.Y. Educ. Law § 2590-g(12) (1996), 

which stated: 

[T]he [New York] city board [of education] shall have power and duty to . . . 

12. (a) Establish and maintain special high schools which shall include the present 

high schools known as: The Bronx High School of Science, Stuyvesant High 

School, Brooklyn Technical High School and Fiorello H. LaGuardia High School 

of Music and the Arts and such further high schools which the city board may 

designate from time to time. 

(b) Admissions to the Bronx High School of Science, Stuyvesant High School and 

Brooklyn Technical High School and such similar further special high schools 

which may be established shall be solely and exclusively by taking a competitive, 

objective and scholastic achievement examination, which shall be open to each 

and every child in the city of New York in either the eighth or ninth year of study, 

without regard to any school district wherein the child may reside. No candidate 

may be admitted to a special high school unless he has successfully achieved a 

score above the cut-off score for the openings in the school for which he has taken 

the examination. The cut-off score shall be determined by arranging the scores of 

all candidates who took the examination and who then commit themselves to

attend the school in descending order from the highest score and counting down 

to the score of the first candidate beyond the number of openings available. 

(c) Candidates for admission to the Fiorello H. LaGuardia High School of Music 

and the Arts, and other schools which may be established with similar programs 

in the arts, shall be required to pass competitive examinations in music and/or the 

arts in addition to presenting evidence of satisfactory achievement. 

(d) The special schools shall be permitted to maintain a discovery program to give 

disadvantaged students of demonstrated high potential an opportunity to try the 

special high school program without in any manner interfering with the academic 

level of these schools. A student may be considered for the discovery program 

provided the student: (1) be one of those who takes the regular entrance 

examination but scores below the cut-off score, (2) is certified by his local school 

as disadvantaged, (3) is recommended by his local school as having high potential 

for the special high school program, and (4) attends and then passes a summer 

preparatory program administered by the special high school, demonstrating 

thereby his ability to successfully cope with the special high school program. All 

students recommended by their local school for such a discovery program are to 

be arranged on a list according to their entrance examination scores, in 

descending order, from the highest to the lowest. Each special high school will 

then consider candidates in turn, starting at the top of the list for that school. A 

candidate reached for consideration on the basis of his examination score will be 

accepted for admission to the discovery program only if his previous school 

record is satisfactory.

Appendix D 

New York City Department of Education, Specialized High Schools 

Student Handbook (2011-2012)

The Bronx High 

School of Science 

The Brooklyn 

Latin School 

Brooklyn Technical 

High School 

High School for 

Mathematics, Science 

and Engineering at 

the City College 

High School of 

American Studies 

at Lehman College 

Queens High School 

for the Sciences at 

York College 

Staten Island 

Technical High School 

Stuyvesant 

High School 

Fiorello H. LaGuardia 

High School of 

Music & Art and 

Performing Arts 

specialized 

high schools 

student 

handbook 

2011 – 2012

FOR TRANSLATED VERSIONS OF THIS HANDBOOK, PLEASE SEE YOUR GUIDANCE COUNSELOR. 

للحصول على نسخ مُترجمة من هذا الدليل،‏ 

المرجو التحدث إلى استشاري التوجيه 

بمدرستكم.‏ 

POUR OBTENIR DES VERSIONS 

TRADUITES DE CE GUIDE, VEUILLEZ 

CONTACTER VOTRE CONSEILLER 

D'ÉDUCATION (GUIDANCE 

COUNSELOR). 

ЗА ПЕРЕВОДОМ ОБРАЩАЙТЕСЬ 

К ШКОЛЬНОМУ КОНСУЛЬТАНТУ. 

GB n¨vÛey‡Ki Ab~w`Z ms¯‹i‡Yi Rb¨ 

AbyMÖnc~e©K Avcbvi MvB‡WÝ 

KvDwÝj‡ii mv‡_ †`Lv Kiæb| 

如果您需要翻譯成中文的手冊 , 

請向您的輔導員詢問。 

POU JWENN MANYÈL SA A NAN YON 

LÒT LANG, TANPRI, WÈ AVÈK 

KONSEYE PEDAGOJIK OU. 

이 핸드북의 번역본을 원하시면, 

가이던스 카운슬러에게 

문의하십시오. 

SI NECESITA VERSIONES 

TRADUCIDAS DE ESTE MANUAL, 

POR FAVOR COMUNÍQUESE CON 

SU CONSEJERO(A) VOCACIONAL. 

ЭĲ ĴİĻ ¸ďė ЙĹćđā ŁĲ ЭŷýûĂĲ ;/ 

đņĘĸ ûĹļК9 ЭļŞ/ ŁĻûýđЛĸ Эù/đý Эņĵ 

ËЎŅđĲ Йġý/9 ЭĔ 

It is the policy of the Department of Education of the City of New York not to discriminate on the basis of race, color, religion, national 

origin, citizenship/immigration status, age, disability, marital status, sex, sexual orientation or gender identity/expression in its educational 

programs and activities, and to maintain an environment free of sexual harassment, as required by law. Inquiries regarding compliance 

with appropriate laws may be directed to: Director, Office of Equal Opportunity, 65 Court Street, Room 923, Brooklyn, New York 11201, 

Telephone 718-935-3320. 

Cover artwork by Leo Mancini, student at Townsend Harris High School. Sample test items are taken from materials copyright © 1983- 

2011, NCS Pearson, Inc., 5601 Green Valley Drive, Bloomington, MN 55437. 

2

u u uContents 

Message to Students and Parents/Guardians ........................4 

u Section 1: The Specialized High Schools 

The Bronx High School of Science ..................................................5 

The Brooklyn Latin School .........................................................5 

Brooklyn Technical High School. ....................................................6 

High School for Mathematics, Science and Engineering at the City College ..................6 

High School of American Studies at Lehman College ....................................6 

Queens High School for the Sciences at York College ...................................7 

Staten Island Technical High School .................................................7 

Stuyvesant High School ...........................................................8 

Fiorello H. LaGuardia High School of Music & Art and Performing Arts ......................8 

u Section 2: Dates and Locations 

Specialized High Schools Admissions Test (SHSAT) Dates and Locations ....................9 

Fiorello H. LaGuardia High School of Music & Art and Performing Arts Admissions Process. ....10 

Fiorello H. LaGuardia High School of Music & Art and Performing Arts Audition Information. ....10 

Fiorello H. LaGuardia High School of Music & Art and Performing Arts Audition Dates .........11 

u Section 3: Specialized High Schools Application Process 

Steps in the Application Process ...................................................12 

SHSAT Testing Procedures .......................................................12 

Auditioning for Fiorello H. LaGuardia High School of Music & Art and Performing Arts .........13 

Notification Information ..........................................................13 

Admissions Process, Specialized High Schools Admissions Test. .........................13 

Additional SHSAT Information .....................................................13 

Alternate Test Dates .............................................................13 

Special Needs Students. .........................................................13 

u Section 4: Test Description & Materials 

Test Materials ..................................................................14 

Filling in the Answer Sheet ........................................................14 

SHSAT Scoring, Reporting, and Review Procedures. ...................................16 

Discovery Program. .............................................................17 

u Section 5: SHSAT Useful Tips for Testing 

Before Test Day ................................................................18 

Day of the Test .................................................................19 

Specific Strategies: Verbal ........................................................20 

Specific Strategies: Mathematics. ..................................................26 

Sample SHSAT Tests 

General Directions ..............................................................28 

Sample Answer Sheet, Form A ....................................................30 

Sample Test, Form A ............................................................32 

Sample Test, Form A, Explanations of Correct Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 

Sample Answer Sheet, Form B ....................................................69 

Sample Test, Form B ............................................................70 

Sample Test, Form B, Explanations of Correct Answers .................................94 

Sample Math Problems for Grade 9 Students ........................................109 

3

u Message to Students and Parents/Guardians 

About Specialized High Schools Admissions 

The Specialized High Schools Student Handbook 2011-2012 describes the 

programs and admissions procedures for the Specialized High Schools in 

New York City, which are: Fiorello H. LaGuardia High School of Music & Art and 

Performing Arts, The Bronx High School of Science, The Brooklyn Latin School, Brooklyn 

Technical High School, High School for Mathematics, Science and Engineering at the City 

College, High School of American Studies at Lehman College, Queens High School for the 

Sciences at York College, Staten Island Technical High School, and Stuyvesant High 

School. These schools were established under New York State Law 2590 – Section G. 

Each school provides students with a unique opportunity to pursue special interests and to 

develop their talents. Entrance into these schools is by examination except for Fiorello H. 

LaGuardia High School of Music & Art and Performing Arts (LaGuardia High School) which 

is based on a competitive audition and review of academic records. Students must be 

residents of New York City in order to apply, register, and sit for the Specialized 

High Schools Admissions Test (SHSAT) and to audition for LaGuardia High School. 

You should meet with your guidance counselor to discuss registration for the SHSAT or 

audition requirements. 

In this handbook, you will find useful information about the Specialized High Schools, 

including programs in the schools, admission procedures, sample tests with test-taking 

tips, and a calendar of important dates. This handbook can be used by students and 

parents/guardians. Included in this handbook are two complete sample tests of the SHSAT, 

along with answers and explanations to help you prepare for the actual test. It is important 

to familiarize yourself with the information contained in this handbook. 

The Specialized High Schools Student Handbook is a project of the New York City 

Department of Education, the Office of Assessment and the Division of Portfolio Planning. 

For more information on other New York City Public High Schools, please see a copy of 

the Directory of the New York City Public High Schools or you may find it online at 

www.nyc.gov/schools/ChoicesEnrollment/High. 

4

The Specialized High Schools 

Section1 

There are nine Specialized High Schools in New York City. For eight of these schools, admission is based 

solely on the score attained on the Specialized High Schools Admissions Test (SHSAT). For Fiorello H. 

LaGuardia High School of Music & Art and Performing Arts (LaGuardia High School), acceptance is based 

on an audition and a review of a student’s academic records. Approximately 30,000 students took the 

SHSAT and almost 11,000 students applied to LaGuardia High School for September 2011 admission. 

General descriptions of the Specialized High Schools can be found in the Directory of the New York City 

Public High Schools (online at www.nyc.gov/schools/ChoicesEnrollment/High). More information about 

each Specialized High School can be found below: 

The Bronx High School of Science 

75 West 205th Street, Bronx, New York 10468 

Telephone: (718) 817-7700 • Website: www.bxscience.edu 

The Bronx High School of Science is a world-renowned college 

preparatory school for students gifted in science and 

mathematics. The school provides an enriched and diverse 

program to prepare students to enter the country’s top colleges 

and universities, and to become leaders in all academic fields 

including science, business, medicine, and technology. The 

school offers a large variety of elective courses allowing 

students to explore areas of interest. All graduates attend 

college, and our goal from day one is to prepare students to 

attend the school of their dreams. The school boasts seven 

Nobel Laureates, more than any other high school and more 

than most countries. The school is the nation’s all-time leader 

in the Westinghouse/Intel Science Talent Search, the leading 

science competition in the country. 

The Bronx High School of Science offers every possible 

Advanced Placement course, except for German. The school 

offers nine foreign languages, numerous electives in biology, 

chemistry, physics, mathematics, technology, and the 

humanities. Bronx Science has an orchestra, band, chorus, 

jazz ensembles, and computerized music for students 

interested in music. 

Extracurricular activities include over 60 after-school clubs, 30 

athletic teams, an internationally acclaimed Speech and 

Debate Team, Mock Trial, a world-class Robotics Team, two 

theatrical productions each year, an award-winning yearbook, 

and scholarly journals. As our alumni uniformly agree: “Bronx 

Science—The Effect is Transformational.” 

For September 2011 admission, 19,587 students listed Bronx 

Science as a choice on their application and 1,044 offers were 

made. 

The Brooklyn Latin School 

325 Bushwick Avenue, Brooklyn, New York 11206 

Telephone: (718) 366-0154 • Website: www.brooklynlatin.org 

The Brooklyn Latin School (TBLS) offers a classical liberal arts 

curriculum with an emphasis on the classics and Latin 

language instruction. Instruction emphasizes a core 

knowledge of the liberal arts that students will use as the basis 

for further, more detailed exploration. All students are required 

to complete four years of Latin, history, mathematics, English, 

science, and at least two years of a world language. In 

humanities classes, students participate in Socratic Seminars 

and declamation (public speaking exercises). Non-humanities 

classes feature labs, math interviews, and other inquiry-based 

methods. In all classes, students can expect a strong and 

continuing emphasis on structured writing and public speaking, 

as well as the overarching practice of analytical thinking that 

will ensure that all TBLS students are prepared for the rigors of 

college work. 

The Brooklyn Latin School offers the prestigious International 

Baccalaureate (IB) Diploma Programme. Widely regarded 

around the world as the most rigorous and comprehensive 

course of study at the high school level, the IB Programme is a 

crucial aspect of the TBLS experience. Its emphasis on 

student-led inquiry, global perspectives and personal integrity 

conform perfectly with the ideals on which The Brooklyn Latin 

School was founded. In addition to rigorous class work, IB 

stresses independent thinking and community engagement. 

All students are expected to complete an extended essay, a 

lengthy independent essay on a subject of their choosing, the 

completion of which correlates closely to college-level research 

writing. In addition, students are required to engage in a total 

of 150 hours of creativity, action, and service (CAS), which may 

include volunteering or engaging meaningfully with the 

community outside TBLS. We believe that both of these 

requirements will help our students become well-rounded 

citizens of the world. 

For September 2011 admission, 14,529 students listed 

The Brooklyn Latin School as a choice on their application and 

572 offers were made. 

5

Brooklyn Technical High School 

29 Fort Greene Place, Brooklyn, New York 11217 

Telephone: (718) 804-6400 • Website: www.bths.edu 

Brooklyn Technical High School (Brooklyn Tech) is committed 

to providing an outstanding educational experience in the 

areas of engineering, the sciences, and computer science for 

its student body. 

During the ninth and tenth grades, all students take an 

academic core and begin to explore the fields of engineering, 

science, and computers through hands-on experience in fully 

equipped laboratories, computer centers, shops, and theory 

classes. A select group of applicants may also choose to 

enroll in our Gateway to Medicine pre-medical program. 

Gateway is a four-year small learning community focused on 

careers in the medical professions. 

For the eleventh and twelfth grades, Brooklyn Tech students 

choose one of the following major areas of concentration: 

Aerospace Engineering, Architecture, Bio-Medical Engineering, 

Biological Science, Chemistry, Civil Engineering, College Prep, 

Computer Science, Electro-Mechanical Engineering, 

Environmental Science, Industrial Design, Law & Society, 

Mathematics, Media & Graphic Arts, and Social Science. 

While specializing in these areas, students continue their 

academic core. It is important to note that Brooklyn Tech 

students meet the requirements to enter any field of study on 

the college level, regardless of their major. However, they are 

particularly well prepared in their major area of concentration. 


Brooklyn Tech as a choice on their application and 1,951 offers 

were made. 

High School for Mathematics, Science 

and Engineering at the City College 

240 Convent Avenue, New York, New York 10031 

Telephone: (212) 281-6490 • Website: www.hsmse.org 

The High School for Mathematics, Science and Engineering at 

the City College provides an educational experience in which 

students are challenged to expand their intellect and to 

develop habits of inquiry, expression, critical thinking, and 

problem seeking, as well as problem solving, research, and 

presentation. The high school’s challenging instructional 

program focuses on mathematics, science, and engineering. 

The curriculum encompasses core courses and advanced 

studies including writing and composition, history, literature, 

language, mathematics, science, engineering, and the arts. 

The courses are integrated with collegiate experiences 

throughout the core and elective courses, including a variety of 

summer institutes related to individualized student interests. 

Additional enrichment opportunities include school 

publications and academic competitions, such as Math Team 

and Robotics. 


High School for Mathematics, Science and Engineering at the 

City College as a choice on their application and 228 offers 

were made. 

High School of American Studies 

at Lehman College 

2925 Goulden Avenue, Bronx, New York 10468 

Telephone: (718) 329-2144 • Website: www.hsas-lehman.org 

The High School of American Studies at Lehman College 

emphasizes the study of American History and offers students 

an academic program that is both well-rounded and 

challenging. Our goal is to prepare students for admission to 

highly competitive colleges and for a wide range of careers in 

politics, law, journalism, business, science, mathematics, and 

the arts. 

All students engage in a three-year chronological study of 

American History. Our goal is to make history come alive 

through the use of primary source documents, films, 

biographies, literature, and creative teaching techniques. 

Supported by the Gilder-Lehrman Institute, students gain 

firsthand knowledge of the key events in American History 

through trips to sites and cities of historic importance and 

through participation in special seminars with guest speakers. 

We also offer honors-level, Advanced Placement, and elective 

courses in mathematics, science, constitutional and criminal 

law, literature, foreign languages, history, and the arts. 

A special component of our program focuses on the 

development of college-level research skills and methodologies; 

therefore, students are supported by school and 

college faculty in the process of pursuing individualized 

research projects. Through our collaboration with Lehman 

College, students have access to its campus library and 

athletic facilities and may take credit-bearing college classes 

and seminars in their junior and senior years. After school, 

students may participate in a wide variety of extracurricular 

activities and PSAL sports. In all of our endeavors, we seek 

to encourage in our students a love for learning and an 

inquisitive spirit. 


High School of American Studies at Lehman College as a 

choice on their application and 177 offers were made. 

6

Queens High School for 

the Sciences at York College 

94-50 159th Street, Jamaica, New York 11433 

Telephone: (718) 657-3181 • Website: www.qhss.org 

Queens High School for the Sciences at York College is 

dedicated to providing a rigorous curriculum emphasizing the 

sciences and mathematics in collaboration with York College. 

The philosophy of the school is that students are more 

successful in life when nurtured in a small learning community. 

The mission of the school is to nurture and develop a 

community of diligent learners and independent thinkers, to 

inspire students to attain academic excellence, and to prepare 

them to contend with the competitive environment and the 

challenges of higher education. 

In addition to the New York State standard high school 

curriculum, the school offers a wide range of elective courses in 

all subjects. A number of Advanced Placement courses, 

including English Language and Composition, English 

Literature, U.S. History, World History, Spanish Language, 

French Language, Music Theory, Calculus AB, Calculus BC, 

Biology, Chemistry, Physics B, and Environmental Science, are 

available to those who qualify. Students also have the 

opportunity to enroll in College Now courses, such as Political 

Science, Sociology, Computer Music, Computer Programming, 

Chinese, and Latin. Course offerings may vary from year to year. 

Since the school is located on the campus of York College, 

students enjoy the state-of-the-art facilities such as the library, 

gymnasium, pool, theater, and cafeteria/food court throughout 

their high school career. 

For September 2011 admission, 16,597 students listed Queens 

High School for the Sciences at York College as a choice on 

their application and 143 offers were made. 

Staten Island Technical High School 

485 Clawson Street, Staten Island, New York 10306 

Telephone: (718) 667-5725 • Website: www.siths.org 

E-Mail: gpo@SITHS.org 

Staten Island Technical High School offers a challenging 

curriculum that emphasizes high-level achievement in a variety 

of disciplines: mathematics, science, computers, engineering, 

humanities, and the performing arts. 

Facilities include state-of-the-art science, engineering, performing 

arts, and computer laboratories. Along with a highly 

engaging and demanding core curriculum, all students are 

scheduled for technical courses in Computer Software 

Applications, Introduction to Robotics/Engineering Survey, 

Electronics, AutoCAD, Forensic Science, and Television Studio 

Production. Students may participate in the school’s Science 

Engineering Research Program (SERP), FIRST Robotics STEM 

programs, as well as selected internships. 

The students at Staten Island Tech have the opportunity to 

take Advanced Placement courses in Physics, Chemistry, 

Biology, Psychology, Calculus, English, Social Studies, and 

Russian. In addition, elective courses are offered in Advanced 

AutoCAD, Forensics Science, Law, Robotics, Research, 

Television Studio Production, and FIRST Robotics. Students 

interested in the performing arts may participate in band, 

ensembles, dance, drama, SING, and musicals. 

As part of the school’s co-curricular and extended day programs, 

students have the opportunity to participate in a variety 

of activities, such as student government, National Honor 

Society, publications, performing arts programs, PSAL teams 

that foster the development of a well-rounded scholar athlete, 

and various accredited college courses offered on site. 


Staten Island Tech as a choice on their application and 352 

offers were made. 

7

Stuyvesant High School 

345 Chambers Street, New York, New York 10282-1099 

Telephone: (212) 312-4800 • Website: www.stuy.edu 

Stuyvesant High School, founded in 1904, has been and 

continues to be committed to excellence in education. The 

school’s enriched curriculum includes required courses for 

graduation and affords its students the opportunity to take 

advanced courses in mathematics and science, calculus, 

qualitative analysis, organic chemistry, and astronomy. In 

addition, a wide range of electives in other disciplines is 

available. The Technology Department course offerings include 

technology computer drafting, computer science, and robotics. 

Students interested in music may participate in symphonic 

band, symphony orchestra, jazz band, and various choral 

groups and ensembles. 

Students have the opportunity to participate in independent 

research and to take college courses at New York University, 

Hunter College, and The City College of New York. Stuyvesant 

High School prides itself on the number of National Merit, 

National Achievement, National Hispanic Scholars, and Intel 

Science Talent Research recipients and finalists it has garnered 

every year. Stuyvesant High School is also proud of its 

extensive extracurricular program. There are 31 athletic teams, 

20 major publications, and an active and elaborate system of 

student government, making it one of the most unique high 

schools in America. 


Stuyvesant High School as a choice on their application and 

937 offers were made. 

Fiorello H. LaGuardia High School 

of Music & Art and Performing Arts 

100 Amsterdam Avenue, New York, New York 10023 

Telephone: (212) 496-0700 • Website: www.laguardiahs.org 

E-Mail: laguardiaadmissions@yahoo.com 

The Fiorello H. LaGuardia High School of Music & Art and 

Performing Arts enjoys an international reputation as the first 

and foremost high school dedicated to nurturing students 

gifted in the arts. LaGuardia High School continues to be the 

model for schools for the arts throughout the world because 

the school provides a uniquely balanced educational 

experience that includes both demanding conservatory-style 

training and a challenging, comprehensive academic program. 

The conservatory programs include Dance, Drama, 

Instrumental and Vocal Music, Fine Arts, and Technical Theatre. 

Students in the Dance program will study ballet and modern 

dance; supplementary courses include: dance history, 

choreography, theatre dance (tap and jazz), career 

management, and survival skills. In Drama, the focus is on 

theatre preparation through courses in acting, voice and 

diction, physical techniques, theatre history, and script analysis. 

Instrumental Music and Vocal Music courses include: sight 

singing, diction, music theory, and music history. The Vocal 

Music Studio also includes performing opportunities in musical 

theatre, opera, choir, chamber music, and solo voice, and 

training in Italian, German, and French vocal literature. The 

Instrumental Music Studio courses include four symphonic 

orchestras, three concert bands, and two jazz bands, as well as 

electives in chamber music, conducting, and electronic music. 

In the Fine Arts program, drawing, watercolor, 3-D design, oil/ 

acrylic painting, ceramics, photography, sculpture, illustration, 

advanced painting, and drawing are offered. In Technical 

Theatre, the focus is on practical theatre training in scenic 

carpentry, costume construction, drafting, electronics, sound 

properties, stage management, and design. Each year’s 

program culminates in performances and exhibitions. 

Each studio requires a substantial time commitment after 

school, including rehearsals and performances, as well as the 

practical application of technical theatre and gallery 

management techniques. Longer school days are expected 

during performance times, and students are required to be 

present and participatory during these extra hours. 

Auditions will be held at the school. See pages 10-11 for 

audition information regarding LaGuardia High School. 

For September 2011 admission, 962 students received one or 

more offers to the programs at LaGuardia High School from a 

pool of almost 11,000 applicants. 

8

Dates and Locations for the 

Specialized High Schools Application Process 

Section2 

September 14, 2011 – October 12, 2011 u Meet with your school guidance counselor 

October 12, 2011 u Last day to register for the Specialized High Schools Admissions Test (SHSAT) 

October 21, 2011 u Admission Ticket available for distribution 

December 2, 2011 u Deadline for submission of the High School Admissions Application 

Specialized High Schools Admissions Test (SHSAT) Dates and Locations 

All current 8th and 9th grade students in 

public, private, and parochial schools 

applying to one or more of the Specialized 

High Schools in New York City must take the 

SHSAT. Testing sites are specified below, and 

students are assigned to a testing site based 

on the geographic district in which the student’s 

school is located. Students applying 

only to Fiorello H. LaGuardia High School of 

Music & Art and Performing Arts do not 

have to take the SHSAT; entrance is based 

on audition results and a review of their 

academic record. 

Test Dates (For location, see chart below) 

(Students MUST test on the date specified on their Admission Ticket.) 

u All current 8th grade students 

u All current 9th grade students 

u 8th and 9th grade students with special 

needs and approved 504 

Accommodations 

u 9th grade Sabbath observers 

u Sabbath observers with special needs 

and approved 504 Accommodations 

u Make-up test with permission only 

u Students new to NYC 

(Records must show that you arrived in 

NYC after the November make-up test) 

Saturday, October 29, 2011 

Sunday, October 30, 2011 

Saturday, November 5, 2011 

Sunday, November 20, 2011 

Test location is Brooklyn Technical 

High School only 

End of summer 2012 

Testing locations 

8th and 9th Grade Students 

attending schools in: Testing Site Address 

Manhattan 

Stuyvesant 

High School 

345 Chambers Street, New York, NY 10282-1099 Tel: (212) 312-4800 

Subways: 1, 2, 3, 9, A, C, E to Chambers Street; 4, 5, J, Z to Fulton Street-Broadway- 

Nassau; 6 to Brooklyn Bridge; N, Q to Canal Street; R to City Hall 

Buses: BM1, BM2, BM3, BM4, BXM18, M05, M20, M22, QM11, QM25, QM7, QM8, X1, 

X10, X11, X12, X15, X17, X19, X27, X28, X3, X4, X7, X8, X9 

Bronx 

The Bronx 

High School 

of Science 

75 West 205 th Street, Bronx, NY 10468 Tel: (718) 817-7700 

Subways: 1 to 238th Street; 4, B, D to Bedford Park Boulevard 

Buses: BX1, BX2, BX22, BX39 to West 205 th Street & Paul Avenue; X32 to West 205 th Street 

Brooklyn Districts 

13, 14, 15, 16, 17, 

18, 20, 21, 22, 23, 32 

Brooklyn 

Technical 

High School 

29 Fort Greene Place, Brooklyn, NY 11217 Tel: (718) 804-6400 

Subways: 2, 3, 4, 5 to Nevins Street; A to Hoyt & Schermerhorn; B, Q, R to DeKalb Avenue; 

C to Lafayette Avenue; D, N to Atlantic Avenue; F to Jay Street-Borough Hall; G to Fulton 

Street; M to Lawrence Street 

Buses: B103, B25, B26, B38, B41, B45, B52, B54, B57, B62, B63, B65, B67, B69 

Brooklyn District 19 

Queens Districts 27, 29 

Queens Districts 

24, 25, 26, 28, 30 


John Adams 

High School 

Long Island 

City High School 


Technical High 

School 

101-01 Rockaway Boulevard, Ozone Park, NY 11417 Tel: (718) 322-0500 

Subway: A to 104 th Street 

Buses: Q11, Q21, Q37, Q41, Q53, Q7, Q8, QM15 

14-30 Broadway, Long Island City, NY 11106-3402 Tel: (718) 545-7095 

Subways: F to 21st Street; M, R to Steinway Street; N, Q to Broadway 

Buses: Q18 

485 Clawson Street, Staten Island, NY 10306 Tel: (718) 667-5725 

Subways: Staten Island Railway (SIR) to New Dorp 

Buses: S57, S74, S76, S78, S79, X1, X15, X2, X3, X4, X5, X7, X8, X9 

9

Fiorello H. LaGuardia High School of 

Music & Art and Performing Arts 

u u u Admissions Process 

Fiorello H. LaGuardia High School of Music & Art and Performing Arts 

u Admission is based on a competitive audition and review 

of a student’s record to ensure success in both the demanding 

studio work and the challenging academic programs. 

u Successful candidates will exhibit an intermediate to 

advanced level of proficiency in all art forms. Students are 

evaluated based on preparation for the audition and level 

of commitment to their art form, technical proficiency, and 

artistic expression. Most students receiving an offer for 

one or more of the studios at LaGuardia High School will 

score a 3-5 out of a possible 5 points on the studio rubric. 

u All applicants must submit a copy of their previous academic 

year’s report card and/or transcript at the time of 

the audition. Students are evaluated solely on the official 

marks awarded during the previous academic school year. 

No reevaluation will be done based on any subsequent 

improved academic performance. 

u u u Audition Information 

Only students who are residents of New York City are eligible to apply and audition. 

Students may audition for the following studios: 

Dance n Drama n FINE Art n Instrumental Music n Technical Theatre n Vocal Music 

Students should bring a copy of their June 2011 report card for each audition. Students may also wish to bring a light snack. 

Individual auditions may be delayed and students may be kept for a full day. It is the responsibility of candidates to be aware 

of all audition procedures as described in this handbook and in the Directory of the New York City Public High Schools. 

Dance students will participate in two classes, one ballet 

and one modern, in which an evaluation is made as to 

the student’s potential to succeed in the specific training 

offered. All candidates are expected to bring dance clothes 

for the audition, including footless tights and a leotard. 

Drama students should be prepared to perform two 

contrasting one-minute monologues. The applicant will be 

asked to do an impromptu reading and participate in an 

interview. Attire should allow free movement since applicants 

may be asked to demonstrate how well they move physically. 

Fine Art students will need a portfolio of 10-20 pieces 

of original artwork done in a variety of media. The artwork 

should be from observation, imagination, and memory, and 

labeled appropriately. Photographs—not originals—of threedimensional 

works may be included. For their audition, 

students will be given three drawing assignments, including 

drawing the human figure from observation, drawing a still life 

from memory, and creating a drawing in color, based on imagination. 

All drawing materials for the audition will be supplied 

by the school at the time of the audition. 

Instrumental Music students should come to their 

audition with their instruments, except for those students 

who will audition on piano, percussion, tuba, double bass, 

and harp. These instruments will be provided by the school 

at the audition. In addition, amplifiers will be provided by 

the school at the audition for electric guitarists. Students 

are expected to perform prepared selections without 

accompaniment. Applicants will be tested for rhythm and 

tonal memory and will be asked to complete a sight-reading 

of a given selection. 

Technical Theatre students should prepare a typed 350- 

word essay that describes their experience in any aspect of 

technical theatre, for example, lights, scenery design, sound 

design, or special effects. Applicants will be asked to participate 

in a small-group, hands-on practical in one or more 

aspects of technical theatre, as well as in an interview. 

Vocal Music students should prepare a song to sing 

without accompaniment for their audition from a song list 

provided at www.laguardiahs.org. The musical selection can 

be classical or popular in style. Students will be asked to 

sing back melodic patterns and tap back rhythmic patterns. 

10

Fiorello H. LaGuardia High School of 

Music & Art and Performing Arts 

2011–2012 Audition Dates 

All auditions are held at LaGuardia High School. Dates are scheduled according to the borough in which your 

school is located, not where you live, and by the first letter of the student’s last name. 

Audition Group Date Start Time 

Brooklyn A – L (Students auditioning for a single studio other 

than Technical Theatre) Saturday, November 05, 2011 8:00 AM 

Brooklyn M – Z 

Brooklyn A – Z 

Manhattan A – F 

Queens/Staten Island A – L 

Manhattan G – L 

Manhattan A – Z 

Bronx A – L 

Bronx M – Z 

Bronx A – Z 

(Students auditioning for a single studio other 

than Technical Theatre) Saturday, November 05, 2011 12:00 Noon 

(Students auditioning for two or more studios 

or Technical Theatre) Sunday, November 06, 2011 8:00 AM 


than Technical Theatre) 

(Students auditioning for a single studio in 

Dance or Drama only) 

Saturday, November 19, 2011 

8:00 AM 


than Technical Theatre) Saturday, November 19, 2011 12:00 Noon 


or Technical Theatre) Sunday, November 20, 2011 8:00 AM 


than Technical Theatre) Saturday, December 03, 2011 8:00 AM 


than Technical Theatre) Saturday, December 03, 2011 12:00 Noon 


or Technical Theatre) Saturday, December 03, 2011 8:00 AM 

Manhattan M – R 

Queens/Staten Island M – Z 


than Technical Theatre) 


Dance or Drama only) 

Sunday, December 04, 2011 

8:00 AM 

Manhattan S – Z 

Queens/Staten Island A – Z 


than Technical Theatre) Sunday, December 04, 2011 12:00 Noon 


or Technical Theatre) Saturday, December 17, 2011 8:00 AM 

Queens/Staten Island A – L 


Instrumental or Vocal Music or Fine Art only . 

For Dance or Drama auditions, see November 19.) 


8:00 AM 

Queens/Staten Island M – Z 


Instrumental or Vocal Music or Fine Art only . 

For Dance or Drama auditions, see December 4.) 


12:00 Noon 

You must arrive on time with your Admission Ticket and prepared as outlined in the audition guidelines listed on page 

10. All audition ending times vary according to studio. There is no guarantee that you will be able to audition for more 

than 2 studios on a given day. 

u u u Audition exceptions 

If your audition date conflicts with a religious observance, 

you may audition on either the Saturday or Sunday of your 

school’s scheduled weekend. 

Students taking the SHSAT who have a conflict with the 

audition schedule are to report for their audition(s) on the 

weekend assigned to their borough on the Saturday or 

Sunday for which there is not a conflict with the SHSAT. 

u u uAuditions for Students 

New to NYC 

End of summer 2012 (official records must indicate that 

you arrived in NYC after the last audition date). 

11

Specialized High Schools Application Process 

Applying to the Specialized High Schools 

Section3 

u u u steps in the Application Process 

1Step One: Contact Your Guidance 

Counselor. You should contact your school guidance 

counselor to indicate your intention to take the SHSAT and/or 

audition for LaGuardia High School. 

Step Two: Obtain a Test or Audition Ticket. 

2 Prior to the testing/audition date, your school guidance 

counselor will provide you with a SHSAT Admission Ticket 

and/or a ticket for admission to the LaGuardia High 

School auditions. This ticket will indicate the location of the 

test/audition site, the date and time of the SHSAT/audition, your 

student ID number, and the school code number of your current 

school. If you have a conflict with the test date to which you 

have been assigned, inform your counselor immediately to 

arrange an alternate test date. Once Admission Tickets have 

been issued, students are expected to test on the date 

and time indicated on their ticket. Your test site is based on 

the location of your current school, not where you live. Students 

with special needs or approved 504 accommodations should 

check their Admission Ticket and make sure they are scheduled 

for the appropriate date (see page 9) with the appropriate 

accommodations. Inform your counselor immediately if there are 

any concerns. 

Step Three: Rank Your Choices (SHSAT 

3 only). On the back of the Admission Ticket you will need 

to rank, in priority order, your choices for the Specialized High 

Schools to which you want to apply. You will need to submit 

your ranking of the Specialized High School(s) on the day of 

the test, and the ticket must be signed by your parent/guardian. 

You and your parent/guardian will need to determine the 

Specialized High School(s) for which you wish to be considered 

and the ranking order in which you will list them on your answer 

sheet. Students will be considered for admission to a 

Specialized High School based on choices made on the answer 

sheet and the score attained on the SHSAT. Please note the 

choices of schools made on the SHSAT answer sheet will only 

include the Specialized High Schools. Choices of other high 

school programs should be made on the High School 

Admissions Application. Consider the focus of the academic 

program, the size of the school, travel arrangements, as well as 

travel time. You may choose to apply to only one school, or you 

can choose to apply to as many as eight schools. To increase 

your chances of being offered a seat in one of the Specialized 

High Schools, you are encouraged to choose as many schools 

as possible that interest you; however, you should only list 

schools that you wish to attend if you are offered a seat. Once 

choices have been submitted on the day of the test, they 

may not be changed. 

Step Four: Complete and Submit Your 

4 High School Admissions Application. 

In order for you to receive the result of your SHSAT or the result 

of your audition(s) at LaGuardia High School and to be considered 

for admission to a Specialized High School, you must 

complete and submit to your guidance counselor a New 

York City Public High School Admissions Application 

prior to the deadline of December 2, 2011. Please 

remember to fill in the appropriate bubbles on the application 

to indicate that you will take or have taken the SHSAT and/or 

are applying to one or more programs at LaGuardia High 

School. Additional information about the High School 

Admissions Process is online at www.nyc.gov/schools/ 

ChoicesEnrollment/High. 

u u u shsat testing procedures 

u Remember to bring your Admission Ticket with you to your 

assigned test site on the day of the test. It is important to arrive 

at the test site at the time indicated on your SHSAT Admission 

Ticket even though the test may not begin immediately after 

arrival. Students arriving without an Admission Ticket are not 

guaranteed admittance. Please be advised that your picture will 

be taken at the test site prior to the start of the test. 

u Before you begin the test, you will be asked to read and 

sign a statement indicating that you are a resident of New York 

City, are well enough to take the test, and are taking it at the 

appropriate grade level. Students who sign this statement but 

do not meet the requirements specified will be disqualified from 

acceptance to any of the Specialized High Schools. If you do 

not feel well, advise the test proctor immediately; do 

not begin the test, and do not sign the statement. Once 

you have begun the test, you may not —either then or at a later 

date—request a make-up test because of illness. 

SHSAT Students Please Note: If you believe there is 

interference or testing irregularity during any part of this test, 

you must bring the matter to the attention of the proctor immediately. 

This may include a misprinted test booklet, undue 

noise, or improper student behavior. The proctor will attempt to 

remedy the situation and take a written statement from you at 

the end of the test. 

If you suspect any proctoring or testing irregularities during the 

test administration, you must submit a letter about the situation 

to the Office of Student Enrollment, 52 Chambers Street, 

Room 415, New York, NY, 10007. This letter must be sent by 

certified mail with proof of delivery and postmarked no later 

than one week after the test administration. Letters postmarked 

after this will not be considered. 

12

u u u Auditioning for LaGuardia 

High School 

u If you are interested in applying to one or more of the six 

programs at LaGuardia High School, review the audition 

requirements listed on page 10 of this handbook and also in 

the Directory of the New York City Public High Schools and 

prepare for your auditions. 

u To audition for one or more of the programs at LaGuardia 

High School, inform your guidance counselor of your intention 

to audition and indicate for which studio(s) you wish to audition. 

Your guidance counselor will provide you with an 

Audition Ticket prior to the audition date. 

u You must also complete the New York City Public High 

School Admissions Application. On your High School 

Admissions Application you will be required to indicate the 

LaGuardia High School studio(s) for which you wish to be 

considered based on your audition. 

u u u Notification Information 

u In February 2012, you will be notified as to whether or not 

you received an offer(s) to the Specialized High Schools. If 

you qualify for an offer to one of the Specialized High Schools 

based on your test score and/or audition, then your score and 

your ranking of schools will be used to determine your offer. 

u If you audition for one or more of the programs at LaGuardia 

High School and take the SHSAT, it is possible for you to 

receive an offer to one of the Specialized High Schools and 

one or more of the programs at LaGuardia High School. 

u If you receive an offer to a Specialized High School you 

may, at the same time, receive a match to one of the other 

high school choices that you submitted on your New York City 

High School Admissions Application. At this time you may 

accept either your Specialized High School offer or your other 

high school offer. 

u u u Admissions Process 

Specialized High Schools Admissions Test 

(SHSAT) 

The process is designed to match students based on 

their SHSAT scores and how they ranked the Specialized 

High Schools.* 

u Acceptance to a Specialized High School is based first on 

the student’s test score, then on the priority order in which the 

student placed the Specialized High Schools and on seat 

availability. 

u All scores of the students taking the test are ranked from 

highest score to lowest score. 

u The student with the highest score is placed in his/her first 

choice (highest prioritized school). 

u Starting from the highest score on down, each student, in 

turn, is placed in his/her highest prioritized school in which seats 

are still available. Therefore, if all the seats in the student’s firstchoice 

school have been offered to students who scored higher, 

he/she is placed in his/her second-choice school if seats are 

available. If all the seats in his/her second-choice school have 

been given to students who scored higher, the student is offered 

a seat in his/her third-choice school if there are still seats available, 

and so on. This process continues until there are no seats 

available in any of the eight Specialized High Schools. 

From year to year, the number of offers and projected seats for 

each Specialized High School may be subject to an increase 

or decrease based on school enrollment. 

*This process was implemented beginning with the entering class of 

September 2003. 

u u u Additional SHSAT Information 

Alternate Test Dates 

u If your test date conflicts with a religious observance, please 

notify your school counselor immediately after receiving your 

test date, and an alternate test date will be arranged. 

u If you are ill and unable to take the test on your scheduled 

date, when you return to school immediately notify your counselor, 

present medical documentation, and request to take the 

SHSAT on the Make-Up Test Day. Only valid make-up requests 

submitted to counselors with the required documentation by 

Wednesday, November 9, 2011 will be considered. Students 

will NOT be admitted to the make-up test without a valid 

Admission Ticket for the Make-Up Test Day. 

u Before you begin the test, you will be asked to read and 

sign a statement indicating that you are well enough to take 

the test and are taking it at the appropriate grade level. If you 

do not feel well, advise the test proctor immediately; 

do not begin the test, and do not sign the statement. 

Once you have begun the test, you may not—either then or at 

a later date—request a make-up test because of illness. Any 

requests for a make-up test made after you have begun 

the test will not be honored. 

Special Needs Students 

Students classified by the Committee on Special Education as 

having a disability or students with approved 504 Plans may 

be eligible for test accommodation(s) if prescribed in their 

Individualized Education Programs (IEPs) or approved 504 

Plans. The student’s current school, including private and 

parochial schools, is responsible for submitting the IEP and/or 

approved 504 Plan documentation in the fall during the SHSAT 

registration process. Please note that the use of a calculator or 

mathematics tables is not allowed for the Mathematics section 

because the test measures students’ proficiencies involving calculations. 

Similarly, because the Verbal section of the test measures 

reading comprehension, passages may not be read aloud 

in the Verbal section. 

Students with special needs or approved 504 Accommodations 

should check their Admission Ticket immediately and make 

sure they are scheduled to test on the appropriate date (see 

page 9) with the appropriate accommodations. Inform your 

counselor immediately if there are any concerns. 

13

Test Description & Materials 

Section4 

The Specialized High Schools Admissions Test 

has two sections, Verbal and Mathematics. 

Verbal Section (45 questions) 

Verbal reasoning is measured by 5 questions on ordering 

sentences to form a paragraph and 10 questions on 

logical reasoning. Reading comprehension is measured 

by 5 reading selections, each of which is followed by 6 

questions tapping your ability to understand, analyze, and 

interpret what you have read. You should not spend more 

than 75 minutes on this section. You may go back to this 

section after completing the Mathematics section. 

Mathematics Section (50 questions) 

This section consists of word problems and computation 

questions. It is recommended that you allow yourself 

75 minutes on this section. If you finish early, you may go 

back to questions in either section. 

u u u Test Materials 

You must bring to the testing session: 

u an Admission Ticket signed by your parent/guardian 

with your Specialized High School choices 

u sharpened Number 2 pencils (a ballpoint pen or other 

ink cannot be used for machine scoring) 

u an eraser 

u a non-calculator watch to keep track of your working time 

Do not bring a calculator or any other computation 

aids. Do not bring electronic devices of any type, 

including cell phones, beepers, pagers, mp3 players, 

cameras, or devices that have image-capturing 

capabilities, to the test site. Such devices will not 

be permitted. 

For each student, the testing site will provide: 

u a test booklet 

u a separate answer sheet 

u scrap paper for use in solving logical reasoning and 

mathematics problems, which will be collected at the 

end of the test 

14 

u u u Filling In the Answer Sheet 

Before taking the test, you will need to provide information 

such as your name, student 

2011 

ID number, school number, and 

school choices on your answer sheet. 

SPECIALIZED 

It is important to fill in the bubbles completely, so that your GRADE 8 

score will not be 1. delayed. STUDENT STATEMENT: I am well enough to take 

In Grid 5 bubble in 

will 

your 

not 

name 

be eligible 

as it appears 

for a make-up 

in your 

test. 

school 

I am a New York 

who is not a New York City resident, who takes the tes 

records and on your 

will 

high school application. Do not use your 

2011 

be disqualified from acceptance to any of the speci 

nickname or your “American” name. For example, if your 

Signature (full name, 

name on school records is Robert, bubble in that name, SPECIALIZED 

first name first) 

even 

if most people call you “Robbie.” Or if your name on school GRADE 8 

2. 

records is Mei-Ling, 1. 

SCHOOL 

STUDENT 

WHERE YOU ARE NOW ENROLLED 

bubble in that STATEMENT: name, even if most I am well people enough to take 

will not be eligible for a make-up test. I am a New York 

call you “Melanie.” See examples below. 


3. TODAY'S will be disqualified DATE: from acceptance to any of the speci 

NEW YORK 

Signature Month (full name, first Day name first) 

CAREFULLY RECORD YOUR NAME, SCHOOL CHOICE, SEX, TEST BOOKLET 

STUDENT ID NUMBER, AND DATE OF BIRTH IN THE GRIDS BELOW. USE A P 

5. 

FIRST NAME (please print) 

2011 

SPECIALIZED 

GRADE 8 

1. STUDENT STATEMENT: I am well enough to take 

NEW YORK 

CAREFULLY - - - RECORD - - -YOUR - NAME, - - SCHOOL - - CHOICE, - SEX, -TEST - BOOKLET - - 


STUDENT A A AID NUMBER, A A AAND A DATE A OF A BIRTH A A IN THE AGRIDS BELOW. A A AUSE A P 


5. B FIRST B will B be NAME 

2011 

B disqualified B B(please B Bfrom print) B acceptance B B MI Bto any LAST B of Bthe NAME Bspeci 

B 

C C C C C C CSignature C C C(full C name, C first Cname C Cfirst) 

C 

R 0 B B l E 

SPECIALIZED 

D D D D D D D D D D D D D D D D 

GRADE 8 

E 2. E SCHOOL E E E EWHERE E E EYOU E ARE E NOW E ENROLLED 

E E E E 

- 1. - STUDENT - - - - STATEMENT: - - - - - I am well - enough - - to - take - 

F F will F not F be F eligible F F Ffor Fa make-up F F test. F I am F a New F F York F 

A A A A A A A A A A A A A A A A 


G G G G G G G G G G G G G G G G 

B 3. B TODAY'S will B be B disqualified B BDATE: 

B Bfrom B acceptance B B Bto any B of Bthe Bspeci 

B 

H 

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H H H H H H H H H H 

CSignature C C Month C(full C name, C first CDay 

name C Cfirst) 

C 

I I I I I I I I I I I 

I I I I I 

D D D D D D D D D D D D D D D D 

CAREFULLY RECORD YOUR NAME, SCHOOL CHOICE, SEX, TEST BOOKLET 

J J JGrid J 

5 

J 

Example 

J J J J2 

J J J J J J J 

STUDENT E 2. E SCHOOL EID NUMBER, E E EWHERE AND E DATE E OF EYOU BIRTH E ARE E IN THE NOW EGRIDS ENROLLED 

BELOW. E E EUSE EA P 

K 

5. F 

K K K K K K K K K 

FIRST F F NAME F F F(please F F print) F F 

K 

F 

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LAST F F NAME F F 

L L L L 

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TODAY'S 

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H H H H H H H H H H H H H H H H 

N N N N N N N N N Month N N N NDay 

N N N 


I I I I I 

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- O- 

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STUDENT AP 

AP 

AP 

ID NUMBER, AP 

AP 

AP 

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DATE AP 

OF AP 

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GRIDS BELOW. AP 

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9. GV 

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M 8. M TEST M M BOOKLET 

M M M M M M M M M M M M 

WH 

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N N NLETTER N N NAND 

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XI XI XI NUMBER 

XI XI XI XI XI XI XI XI 

X 

I XI XI XI XI 

O O O O O O O O O O O O O O O O 

MI 

NEW YORK 

Grid 5 Example 1 

2. SCHOOL WHERE YOU ARE NOW ENROLLED 

R 0 B E R T 

3. TODAY'S DATE: 

Month 

NEW YORK 

NAME OF SCHOOL 

LAST NAME 

Day

15 

Examples of Correct Grid 6 

Grid 6 is for your choice of Specialized High 

Schools only. If Grid 6 is not marked correctly, 

your admission to a Specialized 

High School will be affected because your 

admission is based on the score you 

attain and the order in which you rank 

your school preferences. Therefore, it is 

very important that you make your decisions 

about ranking schools before the day of the 

test. Discuss the schools in which you are 

interested with your parents/guardians and then 

together determine the order in which you will 

list them on the answer sheet. Enter these 

rankings on your Admission Ticket so that you 

will be able to carefully copy them onto Grid 6 

on your answer sheet at the test site. 

Fill in ONE and only ONE circle for each 

school for which you wish to be considered. 

You may make as few as one or as many 

as eight choices. To increase your chances 

of receiving an offer to one of the Specialized 

High Schools, you are encouraged to make 

more than one choice. You must fill in a 

first choice school. Fill in only one school 

for each choice. Fill in only one circle in a row 

and only one circle in a column. Do not fill in a 

school more than once. Do not fill in the same 

school for each choice. 

DO NOT fill in more than one 

circle in a column. 

DO NOT fill in more than one 

circle in a row. 

DO NOT fill in the same school 

for each choice. 

Examples of INCorrect Grid 6 

You MUST fill in a first choice school. 

Bronx Science 

Brooklyn Latin 

Brooklyn Tech 

HS Math, Sci., & Engineering 

HS American Studies/Lehman 

Queens Sci./York College 

Staten Island Tech 

Stuyvesant 

REFULLY RECORD YOUR NAME, SCHOOL CHOICE, SEX, TEST BOOKLET LETTER AND NUMBER, INFORMATION ABOUT THE SCHOOL WHERE YOU ARE NOW ENROLLED, 

DENT ID NUMBER, AND DATE OF BIRTH IN THE GRIDS BELOW. USE A PENCIL ONLY. INCORRECT MARKS MAY DELAY THE SCORING OF YOUR ANSWER SHEET. 

7. SEX 1 2 Male 

Female 

who is not a New York City resident, who takes the test more than once in a given school year, or who takes the test at the wrong grade level 

will be disqualified from acceptance to any of the specialized high schools. 



K 

M 

Q 

X 

R 

W 

Brooklyn (K) 

Manhattan (M) 

Queens (Q) 

Bronx (X) 

Staten Island (R) 

Out of NYC (W) 

BOROUGH OF SCHOOL 

School Code 

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Private or Parochial 

1 

2 

TYPE OF SCHOOL 

Fill in for private or 

parochial schools 

only 

P 

Indicate your school choice in order of preference. 

Fill in only one school for each choice. 

You must fill in a first choice school. 

Fill in only one circle in a row and only one circle in a 

column. 

2. SCHOOL WHERE YOU ARE NOW ENROLLED: 

Borough 

Name of School 

Signature (full name, first name first): 

4. DATE OF BIRTH: 

Month Day Year 



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6. CHOICES OF SPECIALIZED HIGH SCHOOLS 

SCHOOLS 

CHOICES 

7th choice 

4th choice 

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1st choice 

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LETTER AND 

NUMBER 

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STUDENT ID NUMBER 

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11. DATE OF BIRTH 

OLS ADMISSIONS TEST 

Bronx Science 


Brooklyn Tech 





Stuyvesant 

UBLIC SCHOOLS 

8 

SIDE 1 

MBER, INFORMATION ABOUT THE SCHOOL WHERE YOU ARE NOW ENROLLED, 

ORRECT MARKS MAY DELAY THE SCORING OF YOUR ANSWER SHEET. 


Female 

omplete it. I understand that once I break the seal of the test booklet, I 

and a Grade 8 student taking a Grade 8 test. I understand that a student 

ce in a given school year, or who takes the test at the wrong grade level 

ools. 

OLLED 

L 

ivate or 

hools 





column. 

Borough 

of School 



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I I I I I I 


SCHOOLS 

CHOICES 

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SPECIALIZED HIGH SCHOOLS ADMISSIONS TEST 

Bronx Science 


Brooklyn Tech 





Stuyvesant 

NEW YORK CITY PUBLIC SCHOOLS 

011 8 

SIDE 1 

RECORD YOUR NAME, SCHOOL CHOICE, SEX, TEST BOOKLET LETTER AND NUMBER, INFORMATION ABOUT THE SCHOOL WHERE YOU ARE NOW ENROLLED, 

NUMBER, AND DATE OF BIRTH IN THE GRIDS BELOW. USE A PENCIL ONLY. INCORRECT MARKS MAY DELAY THE SCORING OF YOUR ANSWER SHEET. 


Female 

UDENT STATEMENT: I am well enough to take this test and complete it. I understand that once I break the seal of the test booklet, I 

l not be eligible for a make-up test. I am a New York City resident and a Grade 8 student taking a Grade 8 test. I understand that a student 

o is not a New York City resident, who takes the test more than once in a given school year, or who takes the test at the wrong grade level 

l be disqualified from acceptance to any of the specialized high schools. 



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CHOICES 

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Bronx Science 


Brooklyn Tech 





Stuyvesant 


2011 8 

SIDE 1 

CAREFULLY RECORD YOUR NAME, SCHOOL CHOICE, SEX, TEST BOOKLET LETTER AND NUMBER, INFORMATION ABOUT THE SCHOOL WHERE YOU ARE NOW ENROLLED, 

STUDENT ID NUMBER, AND DATE OF BIRTH IN THE GRIDS BELOW. USE A PENCIL ONLY. INCORRECT MARKS MAY DELAY THE SCORING OF YOUR ANSWER SHEET. 


Female 

1. STUDENT STATEMENT: I am well enough to take this test and complete it. I understand that once I break the seal of the test booklet, I 

will not be eligible for a make-up test. I am a New York City resident and a Grade 8 student taking a Grade 8 test. I understand that a student 





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Manhattan (M) 

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Brooklyn Tech 





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SCHOOLS 

CHOICES 

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TEST BOOKLET 

LETTER AND 

NUMBER 

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11. DATE OF BIRTH

8 

omplete U U it. U I Uunderstand U U that U once U I break U U the U seal U Uof Uthe Utest U booklet, U U UI 

U U Staten Island Tech 

R R R R R R R R 

and a Grade 8 student taking a Grade 8 test. I understand that a student 

V V V V V V V V V V V V V V V V V V V V V 

ce in a given school year, or who takes the test at the wrong grade level 

hools. W W W W W W W W W W W W W W W W W W W W W Stuyvesant 

S S S S S S S S 

X X X X X X X X X X X X X X X X X X X X X 

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 

Grid 9 

Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Answers 7. SEX must 1 Female be recorded 2 Male on the answer 

of School 

Borough 


sheet to be counted. Answers left in the test 

OKLET 

R AND 4. DATE OF BIRTH: 

booklet or on scrap 11. DATE paper OF will BIRTHnot be counted. 

Abraham Lincoln IS 171 

10. STUDENT ID NUMBER 

BER 




When you are told 

MBER, INFORMATION ABOUT THE SCHOOL WHERE Fill in for private or 

SAMPLE ANSWER MARKS 

PYOU ARE NOW ENROLLED, 

– 

School Code 


to begin 

– 

the test, 

ORRECT MARKS MAY DELAY THE SCORING OF YOUR ANSWER SHEET. 

0 0 0 

only 

0 0 0 0 mark 0 0 your 0answers 

0 0 JAN 1 A 1 11 B 21 C 94 D E RIGHT 

lease print) 


1 1 1 1 9 K 1 7 1 BOROUGH OF SCHOOL 

1 1 1 1 on 1 the 1 answer 1 1 sheet 1 FEB 2 F 2 12 G 22 H 95 J K WRONG 


2 2 2 0 0 K 0 0 0 K Brooklyn (K) 

2 2 2 2 2 2 2 2 2 MAR 3 13 23 96 


by completely filling 

3 A B C D E WRONG 

3 3 3 1 1 M 1 You 1 1must Mfill Manhattan in a first choice (M) school. 3 3 3 3 in 3 the 3 appropriate 3 3 3 APR 4 14 24 97 

4 F G H J K WRONG 

- 4 - 4 - 4 - - 2 - 2 Q 2 Fill 2 2in only Qone Queens circle in (Q) a row and only one circle 4 4 in 4a 

4 bubble 4 4 (see 4 example 

4 4 MAY 5 15 25 98 

column. 

A 5A 

5A 

5A 

A 3A 

3 X 3 3 3 X Bronx (X) 

5 5 5 5 to 5 the 5 right). 5 5Make 

5 JUN 5 A 6 16 B 26 C 99D E WRONG 

B 6B 

6B 

6B 

B 4B 

4 R 4 4 4 R Staten Island (R) 

6 6 6 6 sure 6 6your marks 6 6 6are 

JUL 7 17 27 00 

C 7C 

7C 

7C 

C 5C 

5 W 5 5 5 W Out of NYC (W) CHOICES7 

7 7 7 heavy 7 7 and 7dark. 7 7Be careful AUG not 8to 18 make 28 any 01stray marks on the 

D 8D 

8D 

8D 

D 6D 

6 6 6 6 

8 8 8 8 answer 8 8 sheet. 8 8 If 8you change SEP an 9answer, 19 29 completely erase your 

E 9E 

9E 

9E 

E 7E 

7 7 7 7 TYPE OF SCHOOL 

9 9 9 9 first 9 9answer. 9 9Do 9not fold OCT or tear 10the 20answer 30 sheet. 

F F F F F 8F 

8 8 8 8 1 NYC Public 

NOV 

31 

There is only one correct answer to each question. If your 

G G G G G 9G 

9 9 9 9 2 

SCHOOLS 


DEC 

answer sheet shows more than one mark in response to a 

H H H H H H 

question, that question will be scored as incorrect. 

I I I I I I 

Bronx Science 

A A A A A A A A 

J J 

In Grid 9, print the name of the school where you are now You may write in your test booklet or on the scrap paper 

J J J J 

K K K 

enrolled. Then Brooklyn print your Latinschool code exactly as it appears on provided to solve verbal or mathematics problems, but your 

K K K 

B B B B B B B B 

L L L 

your 

L 

Admission Ticket or in the Feeder School List available answers must be recorded on the answer sheet in order 

L L 

M M M 

from 

M M 

your test Brooklyn proctor. Tech Bubble in the corresponding number or to be counted. Information in the test booklet or on 

M 

L L L L L L L L 

N N N 

letter 

N N 

for 

N 

each digit of your school code. 

scrap paper will not be counted. 

O O O Next, O O bubble O in HS the Math, letter Sci., “P” & Engineering if you attend Ta private T T Tor Tparochial 

T T T 

P P P school. P P P Under “BOROUGH OF SCHOOL,” fill in the circle next 

u u u SHSAT Scoring, Reporting, 

Q Q Q to Q the Q Qname of HS the American borough Studies/Lehman 

in which your school M M Mis Mlocated. 

M M M M 

R R R Under R R R“TYPE OF SCHOOL,” fill in the appropriate circle to indicate 

& Review Procedures 

S S if Sit is a public Queens or Sci./York private/parochial College school. Q Q Q Q Q Q Q Q 

S S S 

Your SHSAT score is based on the number of correct answers 

T T T T T T 

For example, a student who attends Abraham Lincoln IS 171 marked. There is no penalty for wrong answers. If you are 

U U U U U U Staten Island Tech 

R R R R R R R R 

in Brooklyn should complete Grid 9 as shown in the example not sure of an answer, mark your best guess. Do not spend 

V V V V V V 

above. Fill in Grid 9 carefully: a bubbling error in Grid 9 may too much time on any one question. Answer each question as 

W W W W W W Stuyvesant 

S S S S S S S S 

delay the reporting of your score. 

best you can or skip it and keep going. If you have time at 

X X X X X X 

the end of the test, you may go back. 

Y Y Y Y Y Y 

Z Z Z Z Z Z 

Grid 

7. 

10 

SEX 1 Female 2 Male 

OLLED 

ivate or 

chools 

L 

ial 

10. 


3 2 1 – 4 5 6 – 7 7 8 

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1st choice 

2nd choice 

3rd choice 

4th choice 

5th choice 

6th choice 

7th choice 

8th choice 

Grid 10 is labeled 

“STUDENT ID NUMBER.” 

11. All SHSAT DATE OF test-takers BIRTH 

should write their student 


ID number in Grid 10. You 

will find this number on 

your JAN Admission 1 11 21Ticket 94 for 

the FEBtest. 2In 12 the 22boxes 95in 

Grid MAR10, write 3 13 your 23 ninedigit 

APRstudent 4 14ID 24number. 

97 

96 

Below MAY each 5 15box, 25 fill in 98 

the JUNcircle 6containing 16 26 99 the 

same JUL numeral 7 17 27 as the 00box. 

(See AUGthe 8example 18 28 to 01 

the SEPleft.) 

9 19 29 

OCT 

NOV 

DEC 

10 

20 

30 

31 

Each answer sheet is scanned and scored electronically, 

and the number of correct answers, called a raw score, is 

determined for each test taker. Because there are several 

forms of the SHSAT, raw scores from different test forms cannot 

be compared directly. The test forms were developed to 

be as similar as possible, but they are not identical. 

To make valid score comparisons, a raw score must be 

converted into another type of score that takes into account 

the differences between test forms. In a process called 

calibration, verbal and mathematics raw scores are converted 

into scaled scores. The raw scores and scaled scores are not 

proportional. In the middle of the range of scores, an increase 

of one raw score point may correspond to an increase of three 

or four scaled score points. At the top or bottom of the range 

of scores, an increase of one raw score point may correspond 

to 10-20 scaled score points. The reason for this difference is 

that the scaled scores have been adjusted to fit the normal 

16

curve. Scaled scores are on a scale that is common to all test 

forms, making it possible to compare these scores directly. 

The composite score is the sum of the verbal and mathematics 

scaled scores. The composite score is used to determine 

admission to a Specialized High School. 

u u u Student Notification 

Schools will receive information indicating student test 

results for those students who filed a New York City High 

School Admissions Application. You must have a High School 

Admissions Application on file to obtain your SHSAT score. This 

includes any private or parochial school students who may only 

be applying to the Specialized High Schools. Students who 

did not file a High School Admissions Application will not 

be notified. Students offered seats must indicate acceptance 

of the school to which they were selected by returning the 

signed letter to their guidance counselor. 

Once students accept an offer to a school, they must remain 

in that school for a minimum of one year. The Specialized High 

Schools are prepared to provide whatever assistance students 

need to succeed. Parents/guardians of students who want to 

transfer must make a transfer request in writing and participate 

in a guidance conference before a transfer can be approved. 

Students whose transfer is approved will be transferred 

to another high school, but not to another Specialized 

High School. (If a student feels that the Specialized High 

School is not a comfortable “fit,” that student is encouraged 

to apply for a tenth grade seat through the High 

School Admissions Process.) 

u u u Review Procedures 

After the schools, students, and parents/guardians are 

informed of the results, parents/guardians accompanied by 

their child may review the student’s answer sheet by requesting 

an appointment with a representative from the Office of 

Assessment. Appointments may be arranged by writing to the 

Office of Assessment, SHSAT Review, 52 Chambers Street, 

Room 309, New York, New York 10007. The request must 

be sent by certified mail with proof of delivery and postmarked 

no later than April 1, 2012. An appointment date 

will be arranged within approximately four weeks of receipt of 

the letter. Copies of answer sheets are not available for distribution 

but will be reviewed at the scheduled appointment. 

Discovery Program 

As stated in the State law, the Specialized High 

Schools may sponsor a Discovery Program to give 

disadvantaged students of demonstrated high 

potential an opportunity to participate in the 

Specialized High School program. The Office of 

Student Enrollment will determine the Specialized 

High Schools sponsoring a Discovery Program. 

Students will be notified if they are eligible to apply 

no earlier than May 2012. 

To be eligible, the student must: 

1. have scored below and close to the lowest qualifying 

score on the SHSAT. Eligible scores will vary from 

year to year and will be based on seat availability; and 

2. be certified as disadvantaged by his/her middle 

school according to the following criteria: 

 

a. attend a Title 1 school and be from a family 

whose total income is documented as meeting 

federal income eligibility guidelines established 

for school food services by the NYS 

Department of Agriculture, effective July 1, 

2011; or 

b. be receiving assistance from the Human 

Resources Administration; or 

c. be a member of a family whose income is 

documented as being equivalent to or below 

Department of Social Services standards; or 

d. be a foster child or ward of the state; or 

e. initially have entered the United States within 

the last four years and live in a home in which the 

language customarily spoken is not English; and 

3. be recommended by his/her local school as 

having high potential for the Specialized High 

School program. 

Once notified of eligibility, families should 

meet with the school counselor to discuss the 

Discovery Program application. Documentation 

supporting student eligibility must be attached 

to the recommendation form submitted on 

behalf of the student by the middle school. Not 

all students recommended can be accepted into the 

Discovery Program. Those students who are successful 

in meeting the demands of the summer program 

will be granted an offer to the school sponsoring the 

Discovery Program. Those students who are not successful 

will attend the school to which they had previously 

been assigned. If you have questions, speak to 

your counselor. 

17

SHSAT Useful Tips for Testing 

Section5 

The Specialized High Schools Admissions Test (SHSAT) assesses knowledge and skills. These skills 

consist of the ability to comprehend English prose, to think through a verbal problem in order to reach 

a reasoned conclusion based on given information, and the ability to use problem-solving skills in 

mathematics. The test measures knowledge and skills you have gained over the years. Keeping up 

with your schoolwork throughout the year is the best possible preparation. 

u u u Before Test Day 

u The best way to improve your verbal skills 

is to read many books and articles. This helps 

you expand your vocabulary and improve your comprehension. 

While reading, ask yourself: What is the main point? 

What can be deduced? Why does the author use certain 

words? Is this article well written? 

u Knowing what to expect on the test 

and having some practice in test taking is 

beneficial. This handbook describes each part of the 

test and contains two sample tests to use as practice. Each 

sample test contains questions from previous tests and 

has been updated to match the 2011 tests as closely as 

possible. A list of correct answers is provided for each 

test, along with explanations. 

u It is helpful to simulate the actual testing 

situation. You will have two and a half hours to complete 

the test. During your practice test, how you allot the time 

between the verbal and mathematics sections is up to you. 

You may start on either section. It is recommended that you 

do not spend more than 75 minutes on either section. You 

may return to one section if you have time remaining after 

finishing the other section. Mark your answers on the answer 

sheet provided in this handbook. 

u After you complete the practice test, 

check your answers against the list of 

correct answers. Read the explanations of the 

correct answers to see the kinds of mistakes you may have 

made. Did you read too quickly and misunderstand the 

question? Did you make careless errors in computation? 

Did you choose answers that were partially correct, 

but were not the best answers? Were many of your 

wrong answers guesses? You also should check to see 

whether there is a pattern to your errors. For example, 

did you get all the main idea questions wrong? 

u Put this handbook away for a few days, 

and then take the second sample test, 

following the same procedure. Be aware that 

how well you do on these sample tests is not a predictor of 

your score on the actual test. However, these tests will give 

you an idea of what to expect when taking the SHSAT. 

18

SHSAT Useful Tips for Testing 

u u u day of the test 

u The night before the test, remember to 

get a good night’s sleep. Remember to bring 

your signed Admission Ticket with you to your assigned test 

site, including your ranked choices of Specialized High 

Schools indicated on the back of the Ticket. Arrive 

at your assigned test site on time. Wear comfortable 

clothes and bring a watch to keep track of the time. 

Make sure that you have several sharpened Number 2 

pencils and an eraser that erases cleanly. Do not bring 

calculators, other computation aids, or electronic devices 

including cell phones, beepers, pagers, mp3 players, cameras, 

or devices that have image-capturing capabilities. 

u Plan your time. Be aware of the total number of 

questions and the amount of time you have to complete 

the test. Work carefully, but keep moving at a comfortable 

pace and keep track of the time. Listen carefully to your 

test proctor and all instructions regarding time. 

u Read the instructions carefully. Be sure you 

understand the task before marking your answer sheet. 

For each question, read all the choices before choosing 

one. Many questions ask for the best answer; it is 

important to compare all the choices to determine the 

choice that best answers the question. 

u Make an educated guess when you do 

not know the answer to a question. Do this 

by eliminating the answer choice(s) that are definitely 

wrong, and then choose one of the remaining answers. 

u If you finish before time is up, go back 

over your work to make sure that you followed 

instructions, did not skip any questions, and did not make 

careless mistakes. 

u There is no penalty for a wrong answer. 

Your score is based on the number of correct answers 

marked on the answer sheet. Therefore, omitting a question 

will not give you an advantage, and wrong answers 

will not be deducted from your right answers. Fill in any 

blanks when the time limit is almost up. 

u Be considerate of other students during 

the test. Do not chew gum or make noises or movements 

that would be distracting to others. 

u Mark your answers carefully. This is a 

machine-scored test, and you can lose credit by marking 

the wrong answer bubble or marking the answers to two 

questions on the same line. Make sure the number on 

the answer sheet matches the number of the question 

in your test booklet. To change an answer, erase the 

original mark completely. If two bubbles are filled in for 

a question, that question will be scored as incorrect. 

You may write in your test booklet to solve verbal or 

mathematics problems, but remember that only answers 

recorded on the answer sheet will be counted. Avoid making 

stray pencil marks on your answer sheet. 

19

Specific Strategies u u u 

Verbal 

u u u scrambled paragraphs 

The scrambled paragraph portion of the test measures your 

ability to organize written material according to the 

sequence of ideas and/or cues provided by transitional 

words and phrases. There are five paragraphs, each consisting 

of six sentences. The first sentence is provided, with the remaining 

five presented in random order. You are to arrange the sentences 

in the author’s original order using cues contained in the 

sentences. Only one arrangement of each set of sentences will 

form a well-organized, cohesive, grammatically correct paragraph. 

Each correctly ordered paragraph is worth double 

the value of a question in any other section of the test. 

The sentences contain words and phrases that help to 

identify the flow of ideas from one sentence to the next, 

perhaps describing a procedure or tracing a historical 

event. The sentences may also provide grammatical cues 

as to how to construct the paragraph. For example, the 

pronoun “she” may refer to someone mentioned in a previous 

sentence. Transitional words such as “although” and 

“however” also provide cues about how the sentences 

relate to one another. 

As you put the sentences in order, it may help to write the 

correct position of each sentence in the blank to the left. 

For example, write “2” next to the sentence that you think 

follows the first sentence, “3” next to the sentence you 

think follows “2,” and so on. 

Read Example 1. After reading all the sentences, you should 

have an idea of what the paragraph is about. Now go back to 

the given sentence and determine which sentence should come 

next. The given sentence states that scientists have “long 

known” that chimpanzees use tools. Sentence Q, with its opening 

phrase “more recently” creates a contrast with the given 

sentence. Q also makes a transition from the given sentence, 

from chimps’ use of tools for one purpose (food gathering and 

preparation) to their use of tools for “other purposes.” 

U follows Q because U names the individual chimp (Kalunde) 

and adds the information that Kalunde had the flu. R continues 

the reference to Kalunde’s illness by describing his symptoms—cough 

and congestion. S presents the result of this 

congestion: Kalunde had to breathe through his mouth, which 

made eating difficult. T shows how Kalunde used a tool—a 

twig or plant stem—to clear his congestion, which concludes 

the paragraph. QURST has made a paragraph that is logically 

and grammatically correct. 

QRUST might look appealing, but its transition from Q to R is 

poor. Q does not say anything about an illness, nor does it 

name the chimp, yet R refers to “the afflicted Kalunde,” as 

though Kalunde had already been mentioned, and describes 

Example 1 

Scientists have long known that chimpanzees have the ability to invent and use tools for 

the purpose of gathering and preparing food. 

_______Q. However, more recently, researchers have observed a Tanzanian mountain 

chimpanzee demonstrate that chimps are also capable of inventing tools for 

other purposes. 

_______R. The afflicted Kalunde suffered from a hacking cough and severely congested 

nasal passages. 

_______S. This congestion forced Kalunde to breathe through his mouth, so he needed to 

clear his nasal passages in order to eat. 

_______T. On four separate occasions, researchers observed Kalunde accomplish this goal by 

inserting a twig or plant stem into his nose, thus stimulating his reflex to sneeze. 

_______U. These researchers were studying Kalunde, who, like many other chimps in his group, 

had a case of the dry-season flu. 

Example 1 

The second sentence is Q R S T U 

The third sentence is Q R S T U 

The fourth sentence is Q R S T U 

The fifth sentence is Q R S T U 

The sixth sentence is Q R S T U 

20

Specific Strategies u u u 

Verbal 

his symptoms. The chimp’s illness is not introduced until 

the following sentence (U). The resulting paragraph is poorly 

organized. 

1st 

2nd 

Cleveland 

Denver 

QUSTR is also incorrect. When R, which describes Kalunde’s 

flu symptoms, is placed last, the paragraph becomes disjointed. 

The previous sentence (T) has said that Kalunde 

accomplished his goal of clearing his nasal passages after 

using a tool. R describes Kalunde’s condition before he used 

his tool, so it should appear earlier in the paragraph, as it does 

in the correct order (QURST). 

u u u logical reasoning 

This section consists of 10 questions that assess your 

ability to reason logically, using the facts, concepts, and 

information presented. You must guard against 

jumping to conclusions that are not warranted from the 

information given. There are different types of questions: 

figuring out codes, determining the relative positions of things 

or people, identifying correct assumptions, and drawing valid 

conclusions. 

The most important strategy is to read the information carefully 

and make no assumptions that are not sup ported by the given 

information. Certain words must be read carefully. For example, 

between cannot be assumed to mean between and 

right next to; other things may be between these two objects 

as well. The same may be true of words such as above, 

below, before, and after. 

Another good strategy is to look for information that is definitely 

stated, such as, “The red box is the largest,” or “Jane is not 

standing next to Erik.” This information makes it easier to 

determine the relative relationships. 

For Example 2, draw a diagram to help you determine the 

order in which the planes departed. Statement 2 contains definite 

information about the Washington plane, so add that to the 

diagram: 

1st 

2nd 

3rd 

4th 

5th 

Washington 

The remaining planes fly to Boston, Philadelphia, Cleveland, 

and Denver. Statement 3 says that the Denver plane left immediately 

after the Cleveland plane. (That means no planes 

departed between the Cleveland and Denver planes.) There 

are two possible orders, shown below: 

3rd Washington OR Washington 

4th 

5th 


Denver 

The information in Statement 1 helps you determine which possible 

order is correct. It says that the Boston plane departed 

earlier than the Cleveland plane. That could not happen in the 

first possible order, so the second possible order must be correct. 

Because statement 1 also says that the Boston plane 

departed later than the Philadelphia plane, the complete order 

of departure must be: 

1st 

2nd 

3rd 

4th 

5th 

Philadelphia 

Boston 

Washington 


Denver 

The question asks how many planes left between the departures 

of the Boston and Denver planes. The answer is two 

(the planes departing for Washington and Cleveland). 

Example 2 

Exactly five planes departed from an airport, one 

at a time. 

1) The Boston plane departed later than the 

Philadelphia plane, but earlier than the 

Cleveland plane. 

2) The Washington plane departed third. 

3) The Denver plane left immediately after the 

Cleveland plane. 

How many planes left between the departures of 

the Boston plane and the Denver plane? 

A. 0 

B. 1 

C. 2 

D. 3 

E. Cannot be determined from the 

information given. 

21


Verbal 

To answer Example 3 correctly, it is important to understand 

the relationships among the members of the three musical 

groups. According to the question, every member of the jazz 

band is also a member of the orchestra. Draw a diagram to 

illustrate this relationship: 

Some members of the choir are also members of the orchestra. 

The question says that Patrick is a member of exactly two of 

these groups, but it does not specify which groups. He could 

be in the jazz band and the orchestra, or he could be in the 

orchestra and the choir. He cannot be in the jazz band and the 

choir because membership in the jazz band implies membership 

in the orchestra, which adds up to memberships in three 

musical groups, not two. 

Read each option and evaluate whether it must be true, based 

on the information given. Option F must be true; if Patrick is in 

the jazz band, then his second group is the orchestra, not the 

choir. The other options may or may not be true, but we cannot 

conclude that any of them must be true. Option H looks 

appealing, but it has changed the information given in the question. 

“Every member of the school jazz band is also a member 

of the school orchestra” does not mean “Every member of the 

school orchestra is also a member of the school jazz band.” 

When the question involves a code, as in Example 4, do not 

solve for all parts of the code. Solve only those parts that relate 

Example 3 

School 

jazz band 

School 

orchestra 

Every member of the school jazz band is also a 

member of the school orchestra. Some members 

of the school choir are also members of the school 

orchestra. Patrick is a member of exactly two of 

these musical groups. 

Based only on the information above, which of 

the following must be true? 

F. If Patrick is in the school jazz band, he is not 

in the school choir. 

G. If Patrick is in the school orchestra, he is not 

in the school choir. 

H. If Patrick is in the school orchestra, he must 

be in the jazz band. 

J. All members of the school orchestra are in at 

least two of these musical groups. 

K. All members of the school choir are in at least 

two of these musical groups. 

to the question. Read the directions carefully. The letters in a 

sentence may or may not appear in the same order as the 

words they represent in that sentence. For example, in the first 

sentence, the first letter (L) may or may not represent the first 

word (Michelle). 

In Question 1, the word “ships” appears only in the fourth 

sentence, so its corresponding letter must appear only in the 

fourth sentence. Letters Y and X (Options A and C) appear 

only in the fourth sentence. Is it possible to determine which 

letter represents the word “ships”? No, because the fourth 

sentence also contains another word, “Ivan,” that does not 

appear in any other sentence. It is impossible to determine 

which letter represents “ships” and which letter represents 

“Ivan.” Thus the correct answer is Option E, “Cannot be determined 

from the information given.” The letters N and W 

(Options B and D) appear in the fourth sentence, but they can 

Example 4 

Questions 1 and 2 refer to the following 

information. 

In the code below, (1) each letter always 

represents the same word, (2) each word is 

represented by only one letter, and (3) in any 

given sentence, the letters may or may not be 

presented in the same order as the words. 

L W Q P R means 

“Michelle paints planes and birds.” 

Z V R U N means 

“Stuart draws cars and dogs.” 

L V P T R means 

“Jesús paints cars and planes.” 

Y X R N W means 

“Ivan draws birds and ships.” 

1. Which letter represents the word “ships”? 

A. Y 

B. N 

C. X 

D. W 



2. Which word is represented by the letter V? 

F. draws 

G. paints 

H. cars 

J. and 

K. planes 

22


Verbal 

be ruled out because N also appears in the second sentence, 

and W also appears in the first sentence. 

In Question 2, the letter V appears in the second and third 

sentences, but not in the first and fourth sentences. Find a 

word that also appears only in the second and third sentences. 

The word is “cars,” which is Option H. The other options cannot 

be correct. The letter V appears in the same position as 

“draws” in the second sentence and “paints” in the third sentence, 

but that does not mean it represents either word. In 

fact, the word “draws” also appears in the fourth sentence, and 

“paints” also appears in the first sentence, so neither word can 

be represented by the letter V. The word “and” (Option J) 

appears in all four sentences, so it can be ruled out. The word 

“planes” appears in the first and third sentences, so the letter V 

cannot represent that word. 

u u u reading 

This section measures your ability to read and comprehend 

English prose. There are five passages with six 

questions each. Each passage is 400 to 500 words long. 

The subjects include short biographies, discussions of historical 

events, descriptions of scientific phenomena, brief essays on art 

or music, discussions with a point of view, and human interest 

stories. There are no fictional passages. 

For each passage, one question will always assess your 

understanding of the main idea of the passage. Other 

questions will ask about factual details and inferences that 

can be drawn. 

You may read the questions first, but do not attempt to answer 

the questions without reading the passage. It is also unwise to 

Example 5 

5 

10 

15 

20 

25 

30 

Mary Cassatt defied tradition, family, and 

public opinion to become one of the most 

celebrated artists of the United States. 

Born in 1845, the daughter of a wealthy 

Pittsburgh banker, Cassatt spent several 

years of her childhood with her family in 

Europe. As she grew older, she gave up a 

life of ease to choose a path that at the time 

was almost impossible for a woman to 

follow. In 1861, while many of her friends 

were entering the social world of the upper 

classes, Cassatt was beginning her studies 

at the Pennsylvania Academy of Fine Arts. 

After four years, however, she felt stifled by 

the rigid curriculum. Against her father’s 

wishes, she decided to return to Europe to 

study painting. 

Cassatt spent several years, mainly in 

France and Italy, immersing herself in the 

works of great European painters of the 

past. Finally, in 1872, she settled in Paris 

permanently. There, Cassatt came to admire 

the work of the French Impression ists, a 

group of “outsiders” that included Degas, 

Monet, and Renoir. Unlike mainstream 

artists who produced the dark, polished, 

and detailed paintings favored by traditionalists 

and critics, these artistic revolutionaries 

applied pigment to the canvas in small dabs 

of pure color to achieve an illusion of light. 

Works painted in this manner presented not 

5 

10 

15 

20 

25 

30 

35 

40 

45 

50 

55 

60 

photograph-like detail but a softer focus that 

conveyed a highly personalized impression. 

This new movement inspired Cassatt. 

Discarding the traditional European style, 

she adopted the luminous tones of the 

impressionists. Particularly interested in 

the human figure, Cassatt began creating 

pastels of groups of women—on outings in 

the park, having tea, and so forth. In 1879, 

Edgar Degas invited her to exhibit with the 

impressionists, and her paintings were 

included in four of their next five shows. 

Cassatt and Degas admired each other’s 

work and a loyal friendship developed. It 

was Degas who first suggested the motherchild 

theme that became the hallmark of 

Cassatt’s later work. 

Throughout her years in Europe, Cassatt 

kept in touch with her wealthy friends in 

the United States, introducing them to 

impressionist art. Many of the excellent 

collections of impressionist paintings in this 

country are to a great extent the result of 

her influence. As a woman and as an 

American, Cassatt stood virtually alone 

among the impressionist painters. Since 

her death in 1926, the work of the 

“Impressionist from Pennsylvania” has 

been avidly sought by collectors. 

35 

40 

45 

50 

55 

60 

23


Verbal 

skim the passage instead of reading it carefully; you are likely to 

make inaccurate assumptions if you base them on only a few 

words or a short phrase. Often, the correct answer requires 

combining information from different parts of the passage. 

Since there will always be a question asking what the passage 

is about, try to formulate the answer by the time you have finished 

reading the passage. Likewise, try to answer each question 

before reading the choices. Then look at the choices to 

see which is closest to your answer. If none seems to be your 

answer, read the question again. You may reread the passage 

before you choose your answer. 

Be wary of choices that are too broad or too narrow. Ask yourself 

whether the question requires you to draw a conclusion or 

inference from statements in the passage or simply to identify a 

restatement of the facts. 

Base your answers only on the information presented in the 

passage. Do not depend solely on your prior knowledge of 

the topic. Enough information will be given for you to arrive at 

the correct answer. 

Example 5 continued... 

1. Which of the following best tells what this 

passage is about? 

A. the barriers faced by women artists 

B. the mother-child theme in Cassatt’s work 

C. why Cassatt is considered an early 

feminist 

D. Cassatt’s development as an artist 

E. a brief history of impressionism 

2. Why did Cassatt leave the Pennsylvania 

Academy of Fine Arts? 

F. Her father wanted her to study in Europe. 

G. She felt the program there limited her 

creativity. 

H. She did not want to enter Pittsburgh 

society. 

J. She wanted to study with the French 

Impressionists. 

K. She wished to rejoin her family. 

3. What prompted Cassatt to begin using the 

mother-child theme in her work? 

A. It was an appropriate subject for a beginning 

artist. 

B. It was a favorite theme of great European 

painters of past centuries. 

C. It was suggested to her by another artist. 

D. It was a common theme in the late nineteenth 

century. 

E. It was favored by the critics. 

4. Which of the following best describes Cassatt 

as a young woman, before 1865? 

F. interested in fashion and social standing 

G. an independent thinker 

H. friend to many French Impressionists 

J. a painter in the impressionist style 

K. a successful artist in her own right 

5. How was Cassatt unusual among impressionist 

painters? 

A. Her painting style created the illusion of 

light. 

B. She was befriended by Degas. 

C. She managed to remain in the artistic 

mainstream of her day. 

D. Her paintings have gained in value and 

popularity. 

E. She was an American woman. 

6. In what way does the writer suggest that 

Cassatt influenced art collections in the 

United States? 

F. She was an avid art collector in her own 

right. 

G. She preferred to paint pastels of women 

and children. 

H. She showed impressionist art to her 

wealthy American friends. 

J. She settled in Paris permanently. 

K. She exhibited regularly with the 

impressionists. 

24


Verbal 

uQuestion 1 

In Reading, the first question will always ask for the general 

theme of the passage. The correct answer must encompass 

the main points without being overly broad. Options A and B 

are details, not the main theme. Option E, “a brief history of 

impressionism,” is too broad. The passage focuses on only 

one impressionist painter, Mary Cassatt. Option C looks 

attractive, and while Cassatt is depicted as an independent 

and confident woman, which might be considered traits of a 

feminist, that term is not used in the passage and requires an 

inference that is not supported by the passage. Option D is 

best. The phrase “development as an artist” includes 

Cassatt’s background, education, artistic style, subject 

matter, and influence on the art world. 

u Question 2 

The answer to this question is found directly in the reading 

passage (lines 14-15): “she felt stifled by the rigid curriculum.” 

“Stifled” in this sense means repressed or held back. Option G 

restates this idea. Option F is not true (Cassatt’s father did not 

want her to study in Europe), and Option H, while a true statement, 

does not explain why she left her studies. Cassatt had 

not yet decided to study with French Impressionists (Option J), 

so that cannot be the reason. Option K is not mentioned. 

u Question 5 

This question requires you to read all of the options and 

choose the best one. Option A was true of all impressionists, 

not just Cassatt. The passage provides no evidence that her 

friendship with Degas made her unusual among impressionist 

painters (Option B). Option C is not true; by joining the 

impressionists (called “outsiders” in line 24), she left, not 

remained in, the artistic mainstream of her day. Option D is 

true of many artists, so it is not what made Cassatt unusual. 

Option E is the best answer. Lines 55-57 state, “As a woman 

and as an American, Cassatt stood virtually alone among the 

impressionist painters.” In other words, she was unusual as a 

successful female American impressionist painter. 

u Question 6 

Art collections in the United States are mentioned in the last 

paragraph. Cassatt introduced impressionist art from Europe 

to her wealthy American friends, thus influencing many of 

them to buy it. Option H best summarizes this idea. None 

of the other options explain how Cassatt influenced art 

collections in the United States. 

u Question 3 

The mother-child theme in Cassatt’s work is discussed in lines 

45-48. It was first suggested by Edgar Degas, a fellow artist, 

which is Option C. The other options are not mentioned in the 

passage. 

u Question 4 

The question asks for a description of Cassatt before 1865. 

Cassatt began her studies at the Pennsylvania Academy of 

Fine Arts in 1861. Four years later, in 1865, she left the academy 

to study in Europe. Option F cannot be correct; she was 

never interested in fashion and social standing. Options H, J, 

and K are descriptive of dates much later than 1865. Option 

G, “an independent thinker,” best describes the young woman 

who left the social world of the upper classes and returned to 

Europe against her father’s wishes. 

25


Mathematics 

This section includes arithmetic, algebra, probability, statistics, and geometry problems. The technical 

terms and general concepts in these test questions can be found in the New York State Education 

Department Mathematics Resource Guide with Core Curriculum. Most problems involve application 

of topics covered in the Core Curriculum; however, since the Core Curriculum is just an outline, 

not all details of a topic are provided. Consequently, some aspects of a question may not be mentioned. 

As one of the purposes of this test is to identify students who will benefit from an education at a 

Specialized High School, the SHSAT contains many questions that require using mathematical ability to 

respond creatively to novel situations. The NYSED Mathematics Resource Guide with Core Curriculum 

can be downloaded from the New York State Education Department website: www.nysed.gov. 

Tips for Taking the Mathematics Section of the SHSAT 

To improve your mathematics skills, choose a mathematics 

textbook and solve five to ten problems 

every day. Do both routine and difficult problems. 

Routine problems reinforce basic mathematical facts. More 

challenging problems help you understand mathematics 

concepts better. Do not give up if you cannot complete 

some of the problems. Skip them and move on. You may 

be able to solve them after you have learned more. Also, 

do not limit yourself to problems that test what you have 

learned in your mathematics class only. Go beyond what 

you have been taught and try new types of problems. 

u You must know the meanings of technical terms 

such as “parallel” and “perpendicular” that are appropriate 

to your grade level, as well as the customary symbols that 

represent those terms. You also need to know various 

formulas such as those for the perimeter and area of 

different figures. You can find these technical terms, symbols, 

and formulas in your mathematics textbook. These 

terms, symbols, and formulas will NOT be given in the 

test booklet. Practice using them until you know them by 

heart. 

u Read each problem carefully and work out the answer 

on scrap paper or in your test booklet. Do not calculate 

on your answer sheet. 

u Most problems should be done by working out the 

answer. This is more efficient than trying out the options 

to see which one fits the question. The only exception is 

when you are explicitly asked to look at the options, as in, 

“Which of the following is an odd number?” 

u If the question is a word problem, it often is helpful 

to express it as an equation. When you obtain an 

answer, look at the choices listed. If your answer is 

included among the choices, mark it. If it is not, reread 

the question and solve it again. 

u The incorrect choices are often answers that people get 

if they misread the question or make common 

computational errors. For this reason, it is unwise to 

solve a problem in your head while looking at the possible 

choices. It is too easy to be attracted to a wrong choice. 

u If your answer is not among the answer choices, write 

your answer in a different form. For example, 10(x 2) 

is equivalent to 10x 20. 

u You may draw figures or diagrams for questions that do 

not have them. 

u Some questions ask you to combine a series of simple 

steps. Take one step at a time, using what you know 

and what the question tells you to do. 

u The sample tests in this handbook are Grade 8 forms. 

If you are taking the Grade 9 test, work the problems on 

pages 109-111 as well. These problems cover topics 

that are introduced in the Core Curriculum for Grade 8. 

26

M83-025B 


Mathematics 

Example 6 Example 8 

R 

3 cm 

The length of the border between the 

S 

United States and Canada is approximately 

Thus: A __ 

1 2 (4)(3 6) __ 1 2 (4)(9) 18 sq cm G. 8 

H. 12 

2.5 10 6 meters. What is this length in 

4 cm 5 cm 

kilometers? 

A. 250 km 

B. 2,500 km 

Q 

T 

C. 25,000 km 

6 cm 

D. 2,500,000 km 

What is the area of trapezoid QRST? 

E. 2,500,000,000 km 

A. 2 sq cm 

In Example 8, start by converting 2.5 10 6 from 

B. 18 sq cm 

scientific notation to standard form: 

C. 24 sq cm 

D. 72 sq cm 

2.5 10 6 2,500,000 meters 

E. 360 sq cm 

To change from meters to kilometers, divide by 1,000: 

2,500,000 1,000 2,500 km 

In Example 6, use the formula for the area of a 

trapezoid: 

Area __ 1 2 • height • (sum of the bases) 

Example 9 

From the figure, we know that the height of QRST If the mean of 6, 8, 10, and x is 8, what is x? 

is 4 cm and that one base is 6 cm, while the other 

base is 3 cm. 

F. 4 

J. 16 16 

Example 7 

K. 32 

Kendra traveled on a train for 8 hours 

and 12 minutes at an average speed of 

110 kilometers per hour. How far did she travel? 

F. 120 km 

G. 170 km 

H. 891 km 

J. 892 km 

K. 902 km 

In Example 9, set up an equation to calculate the 

mean and solve for x: 

_______________ 

6 8 10 x 8 

4 

24 x 32 

x 8 

In Example 7, first convert 12 minutes into a 

fraction of an hour and add that to the 8 hours: 

___ 12 

60 1 __ hour 8 hours 

5 

So Kendra’s total travel time was 8 __ 1 hours. Multiply 

5 

her travel time by 110 kilometers per hour to 

calculate the distance she traveled: 

8 __ 1 5 • 110 ___ 41 

5 • 110 902 km 

Taking the Sample Tests 

Now you are ready to try sample test Form A. Begin 

by carefully reading the Directions on pages 28 and 

29 and filling out side 1 of the Answer Sheet on page 

30. For Form A, use side 2 of the Answer Sheet (page 

31). When you are ready for Form B, use the Answer 

Sheet on page 69. You may tear out pages 31 and 69 

to make it easier to mark your answers. 

27

Gr a d e 8 

A 

Ne w Yo r k Ci t y Pu b l i c Sc h o o l s 

2011 Specialized High Schools 

Ad m i s s i o n s Te s t 

Ge n e r a l Di r e c t i o n s 

Identifying Information 

Turn to Side 1 of the answer sheet. Line 1 says, “I am 

well enough to take this test and complete it. I understand 

that once I break the seal of the test booklet, I 


City resident and a Grade 8 student taking a Grade 8 

test. I understand that a student who is not a New 

York City resident, who takes the test more than once 

in a given school year, or who takes the test at the 

wrong grade level will be disqualified from acceptance 

to any of the specialized high schools.” Sign your name 

in the space following the word “signature.” Do not 

print your name. Notify the proctor immediately 

if you are ill or should not be taking this test. Do 

not sign the statement or begin the test. Return 

your answer sheet to the proctor. 

On Line 2, print the name and borough of the school 

where you are now enrolled. On Line 3, print today’s 

date, using the numbers of the month, the day, and 

the year. On Line 4, print your birth date with the 

number of the month first, then the number of the 

day, then the last two digits of the year. For example, 

a birth date of March 1, 1997, would be 3-1-97. 

In Grid 5, print the letters of your first name, or 

as many as will fit, in the boxes. Write your name 

exactly as you did on the application. If you have a 

middle initial, print it in the box labeled “MI.” Then 

print your last name, or as much as will fit, in the 

boxes provided. Below each box, fill in the circle that 

contains the same letter as the box. If there is a space 

in your name, or a hyphen, fill in the circle under the 

appropriate blank or hyphen. 

Make dark marks that completely fill the circles. 

If you change a mark, be sure to erase the first mark 

completely. 

Grid 6 is for your choice of specialized high schools. 

If Grid 6 is not marked correctly, your admission 

to a specialized high school will be affected because 

your admission is based on the score you attain and 

the order in which you rank your school preferences. 

Therefore, carefully copy the order in which you ranked 

the schools on your admission ticket onto Grid 6. 

Fill in one and only one circle for each school 

for which you wish to be considered. You may 

make as few as one or as many as eight choices. To 

increase your chances of being assigned to one of the 

specialized high schools, you are encouraged to make 

more than one choice. You must fill in a first choice 

school. Do not fill in a school more than once. Do not 

fill in the same school for each choice. Fill in only one 

circle in a row and only one circle in a column. 

In Grid 7, fill in the circle that identifies your sex. 

Grid 8 is labeled “TEST BOOKLET LETTER AND 

NUMBER.” In the boxes, copy the letter and numbers 

shown in the upper-right corner of your test booklet. 

Below each box, fill in the circle containing the same 

letter or number as the box. 

For Grid 9: 

1. Print the name of the school where you are now 

enrolled in the space at the top of the grid. 

2. In the boxes marked “SCHOOL CODE,” print the 

six-digit code that identifies your school and fill in 

the circle under the corresponding number or letter 

for each digit of the school code. (You can find your 

school code on your admission ticket. If it is not 

there, you or the proctor should look in the Feeder 

School List under the borough in which your school 

is located to find the code for your school.) 

3. If you attend a private or parochial school, fill in 

the circle marked “P”. 

4. Under “BOROUGH OF SCHOOL,” fill in the circle 

for the borough in which your school is located. 

5. Under “TYPE OF SCHOOL,” fill in the circle next 

to “NYC Public” if you attend a public school; fill in 

the circle next to “Private or Parochial” if you attend 

a private or parochial school. 

DO NOT OPEN THIS BOOKLET 

UNTIL YOU ARE TOLD TO DO SO 

TURN YOUR BOOKLET OVER TO THE BACK COVER 

28

Ge n e r a l Di r e c t i o n s, continued 

Grid 10 is labeled “STUDENT ID NUMBER.” All 

SHSAT test-takers should write their student ID 

number in Grid 10. The student ID number is found 

on your admission ticket. In the boxes, print your 

nine-digit student ID number. Below each box, fill in 

the circle containing the same number as in the box. 

Grid 11 asks for your date of birth. Print the first 

three letters of the month in the first box, the number 

of the day in the next box, and the last two digits of 

the year in the last box. Then fill in the corresponding 

circles. 

Now review this page to make sure you have 

completed all lines and grids correctly. Review each 

column to see that the filled-in circles correspond to 

the letters or numbers in the boxes above them. 

Turn your answer sheet to Side 2. Print your test 

booklet letter and numbers; your name, first name 

first; and your home address and phone number in 

the spaces provided. 

Marking Your Answers 

Be sure to mark all your answers in the row of answer 

circles corresponding to the question number printed 

in the test booklet. Use a Number 2 pencil. If you 

change an answer, be sure to erase it completely. You 

may write in your test booklet to solve verbal or 

mathematics problems, but your answers must 

be recorded on the answer sheet in order to be 

counted. Be careful to avoid making any stray pencil 

marks on your answer sheet. 

Each question has only one correct answer. If you 

mark more than one circle in any answer 

row, that question will be scored as 

incorrect. Select the best answer for 

each question. Your score is determined 

by the number of questions you answered 

correctly. It is to your advantage to 

answer every question, even though 

you may not be certain which choice 

is correct. See the example of correct 

and incorrect answer marks at the top of 

the next column. 

AA 

SAMPLE ANSWER MARKS 

1 A B C D E RIGHT 





Planning Your Time 

You have 150 minutes to complete the entire test. 

How you allot the time between the Verbal and 

Mathematics sections is up to you. If you begin 

with the Verbal section, you may go on to the 

Mathematics section as soon as you are ready. 

Likewise, if you begin with the Mathematics 

section, you may go on to the Verbal section as 

soon as you are ready. It is recommended that you 

do not spend more than 75 minutes on either section. 

If you complete the test before the allotted time (150 

minutes) is over, you may go back to review questions 

in either section. 

Work as rapidly as you can without making mistakes. 

Don’t spend too much time on a difficult question. 

Return to it later if you have time. 

Students must remain for the entire test session. 

Example 1 

DIRECTIONS: Solve the problem. Find the best 

answer among the answer choices given. 

E1. If four ice cream cones cost $2.00, 

how much will three ice cream 

cones cost? 

A. $0.50 

B. $1.00 

C. $1.25 

D. $1.50 

E. $1.75 

EXAMPLE ANSWER 

E1. A B C D E 

DO NOT OPEN THIS BOOKLET UNTIL 

YOU ARE TOLD TO DO SO 

Copyright © 2011 NCS Pearson, Inc. All rights reserved. Printed in the U.S.A. 

29



2011 SIDE 8 

1 

GRADE 8 

1. STUDENT STATEMENT: I am well enough to take this test and complete it. I understand that once I break the seal of the test booklet, I 

will not be eligible for a make-up test. I am a New York City resident and a Grade 8 student taking a Grade 8 test. I understand that a student 






Borough 







5. FIRST NAME (please print) MI LAST NAME (surname) (please print) 


- 

A 

B 

C 

D 

E 

F 

G 

H 

I - 

A 

B 

C 

D 

E 

F 

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column. 

Bronx Science 


Brooklyn Tech 





Stuyvesant 

SCHOOLS 

1st choice 

2nd choice 

3rd choice 

7. SEX 1 Female 2 Male 

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CHOICES 

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8. 

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TEST BOOKLET 

LETTER AND 

NUMBER 

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1 

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School Code 

P 



only 


10. STUDENT ID NUMBER 

– – 

0 0 0 

1 1 1 

0 0 0 0 

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JAN 

FEB 

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11 

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21 

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94 

95 

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Bronx (X) 

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NYC Public 


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2011 SPECIALIZED HIGH SCHOOLS ADMISSIONS TEST 

GRADE 8 

Test Booklet Letter 

SIDE 2 

Test Booklet Number 

Student's First Name (please print) 

Student's Last Name (please print) 

( ) – 

Student's Home Address Apartment Borough ZIP Code 

Home Telephone Number 

PART 1 

SCRAMBLED PARAGRAPHS 

Paragraph 1 




The fifth sentence is 

Q R S T U 


Paragraph 2 





Q R S T U 


Paragraph 3 





Q R S T U 


Paragraph 4 





Q R S T U 


Paragraph 5 





Q R S T U 


VERBAL 

LOGICAL REASONING 

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A B C D E 

F G H J K 

A B C D E 

F G H J K 

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A B C D E 

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A B C D E 

F G H J K 

READING 

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A B C D E 

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A B C D E 

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F G H J K 

A B C D E 

F G H J K 

MATHEMATICS PROBLEMS 

51 A B C D E 

52 F G H J K 

53 A B C D E 

54 F G H J K 

55 A B C D E 

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70 

PART 2 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

MATHEMATICS 

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A B C D E 

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A B C D E 

F G H J K 

A B C D E 

Copyright © 2011 NCS Pearson, Inc. All Rights Reserved. 

Reprinted by Permission—Restricted Edition—Not for Distribution 

31

Sa m p l e Te s t, Fo r m A 

Pa r t 1 — Ve r b a l 

Suggested Time — 75 Minutes 

45 QUESTIONS 

Sc r a m b l e d Pa r a g r a p h s 

PARAGRAPHS 1-5 

DIRECTIONS: In this section, arrange each group of sentences to create the best paragraph. The first 

sentence for each paragraph is given; the remaining five sentences are listed in random order. Choose 

the order for these five sentences that will create the best paragraph, one that is well-organized, logical, 

and grammatically correct. Each correctly ordered paragraph is worth double the value of a question 

in any other section of the test. No credit will be given for responses that are only partially correct. 

To keep track of your sentence order, use the blanks to the left of the sentences. For example, write “2” 

next to the sentence you think follows the first sentence, write “3” next to the sentence you think follows 

“2,” and so on. You may change these numbers if you decide on a different order. When you are satisfied 

with your sentence order, mark your choices on your answer sheet. 

Paragraph 1 

What song is sung more often than any other song in the United States, with the exception 

of the national anthem? 

______ Q. Surprisingly, neither the composer nor the lyricist had ever even been to a 

baseball park at the time the song was written in 1910. 

______ R. The answer is “Take Me Out to the Ballgame,” probably the best-known song ever 

written about the sport traditionally called “America’s national pastime.” 

______ S. Albert von Tilzer, the lyricist, eventually went to a ballgame in the 1920s. 

______ T. Twenty years after Tilzer went, composer Jack Norworth saw the Brooklyn 

Dodgers defeat the Chicago Cubs in his first Major League game. 

______ U. It is usually sung during the seventh-inning stretch of a baseball game. 

CONTINUE ON TO THE NEXT PAGE u 

FORM A 

32

Paragraph 2 

For centuries, the Indigenous people of Australia have used musical rituals to map out a network 

of invisible pathways covering much of Australia. 

______ Q. Researchers believe that the singers communicate these features to their listeners 

through the use of commonly understood patterns of notes and rhythms. 

______ R. Songlines are so detailed and specific that a listener can identify geographic features: 

rivers, mountains, deserts, and sand dunes. 

______ S. It is thought that such patterns enable members of different clans, who speak 

different languages, to decode each other’s songlines. 

______ T. These rituals, called “songlines,” describe the terrain and landmarks along a 

traveler’s route. 

______ U. However, the opportunities to study songlines are disappearing rapidly, as the 

Indigenous way of life is changed by Western civilization. 

Paragraph 3 

The now- abandoned settlement of Nan Madol, located on a coral reef off the shore of the 

Micronesian island of Pohnpei, was built over a thousand years, beginning around a.d. 500. 

______ Q. The new building materials—some pieces were twenty feet long and weighed 

nearly six tons—were transported to Pohnpei on rafts. 

______ R. The ancestors would build a great fire around a column, then pour cool seawater 

on it, causing it to split along natural fracture lines. 

______ S. Then they were placed in their present positions by means of hibiscus fiber ropes 

and the inclined trunks of coconut palm trees. 

______ T. The islanders say that their ancestors obtained the stone from quarries on a 

nearby island, where large basalt columns were formed naturally by the cooling of 

molten lava. 

______ U. The structures of Nan Madol are remarkable for the sheer size of the stone “logs” 

or columns used to create the retaining walls of the offshore community, and 

anthropologists must rely on information provided by local people to learn how 

Nan Madol was built. 


FORM A 

33

Paragraph 4 

Macaws, a type of parrot found in South America, are among the largest and most beautiful birds 

in the world. 

______ Q. Scientists believe that the birds may eat the clay in order to counteract poisons 

contained in some of these fruit seeds. 

______ R. The birds do not appear to eat clay to satisfy hunger; they ingest it even when fruit 

seeds, their favorite foods, are available. 

______ S. Like many other parrot species, they are very intelligent as well, yet some of their 

behaviors have baffled scientists. 

______ T. This theory is supported by the fact that the birds eat more clay in the dry season, 

when less-poisonous food is scarce. 

______ U. For example, macaws regularly flock to riverbanks to eat the clay found in river mud. 

Paragraph 5 

To the earliest European traders, Africa seemed to be loosely organized into tribal societies, 

without any great centers of wealth or learning. 

______ Q. He described a thriving metropolis with great universities and dozens of private 

libraries. 

______ R. Unfortunately, by the nineteenth century raids by neighboring tribes had made 

Timbuktu a shadow of its former self. 

______ S. This impression began to change in the fifteenth century, as Europeans traveled 

inland into western Africa. 

______ T. In 1470, an Italian merchant named Benedetto Dei traveled to Timbuktu and 

confirmed these stories. 

______ U. The travelers told tales of an enormous city, known as Timbuktu, on the southern 

edge of the Sahara Desert, where the markets were crowded with goods and gold was 

bought and sold. 


FORM A 

34

Lo g i c a l Re a s o n i ng 

QUESTIONS 11-20 

DIRECTIONS: Read the information given and choose the best answer to each question. Base your 

answer only on the information given. 

In a logical reasoning test, certain words must be read with caution. For example, “The red house is 

between the yellow and blue houses” does not necessarily mean “The red house is between and next 

to the yellow and blue houses”; one or more other houses may separate the red house from the yellow 

house or from the blue house. This precaution also applies to words such as above, below, before, after, 

ahead of, and behind. 

11. Any student who receives a grade lower than 

B- on the February report card is not permitted 

to play on a sports team in the spring. 



A. Every student who received all A’s on the 

February report card plays on a sports 

team in the spring. 

B. No student who plays on a sports team in 

the spring received a grade of C+ or lower 

on the February report card. 

C. The best athletes also get the highest 

grades. 

D. Students who do not play on sports teams 

in the spring received higher grades in 

February than those who do. 

E. Students who play on sports teams spend 

a lot of time studying. 

13. Five dolls are arranged according to size, with 

the largest doll first and the smallest doll last. 

Each doll is a different color. 

1) The red doll is next to and smaller than 

the blue doll. 

2) The purple doll is not next to the yellow 

doll. 

3) The green doll is larger than the blue doll. 

4) The purple doll is smaller than the red 

doll. 

What is the position of the red doll? 

A. first 

B. second 

C. third 

D. fourth 



12. Five students used the telephone in the gym 

office at separate times on Wednesday. 

1) Steve used it earlier than Raymond. 

2) Elise used it earlier than Raymond, 

but later than Ahmed. 

3) Tiffany used it last. 

Who used the telephone first? 

F. Steve 

G. Elise 

H. Ahmed 

J. Either Elise or Ahmed, but it is not 

possible to determine which one. 

K. Either Ahmed or Steve, but it is not 

possible to determine which one. 


FORM A 

35

14. Some teachers went to the lecture on how not 

to be boring. None of the teachers left the 

lecture early. 


the following statements must be true? 

F. If Miriam left the lecture early, then she is 

not a teacher. 

G. If François is not a teacher, he was not at 

the lecture. 

H. Lu-San went to the lecture, so she is a 

teacher. 

J. If Peter was not a teacher, then he left the 

lecture early. 

K. Tom did not go to the lecture, so he is not 

a teacher. 

15. Four bikes are parked in a bike rack. 

1) The blue bike is parked on the extreme 

left. 

2) The yellow bike is next to the red bike. 

3) The green bike is between the yellow bike 

and the blue bike. 

4) Paul’s bike is between the blue bike and 

the red bike. 



A. Paul’s bike is green. 

B. The yellow bike is between the red bike 

and the green bike. 

C. Paul’s bike is yellow. 

D. The red bike is next to the green bike. 

E. The color of Paul’s bike cannot be 

determined. 


information. 




given sentence, the letters may or may not be 

presented in the same order as the words. 

L S Q M T means 

“Sherbet is cold and sweet.” 

T Q V N R means 

“Chili is spicy and hot.” 

Q X W T L means 

“Lemonade is cold and tart.” 

P T M V means 

“Hot chocolate is sweet.” 

16. Which letter represents the word “and”? 

F. T 

G. L 

H. M 

J. Q 

K. Cannot be determined from the 


17. Which word is represented by the letter V? 

A. chili 

B. spicy 

C. hot 

D. sweet 




FORM A 

36

18. When Tomas wears his white shirt, he also 

wears a tie. When he wears a tie, he also 

wears his black shoes. 


the following statements is a valid conclusion? 

F. When Tomas wears his black shoes, then 

he is wearing his white shirt. 

G. Tomas wears his black shoes only when he 

is wearing a tie. 

H. When Tomas wears his white shirt, then 

he is also wearing his black shoes. 

J. If Tomas is not wearing his white shirt, 

then he is not wearing a tie. 

K. If Tomas is not wearing a tie, then he is 

not wearing his black shoes. 

19. Six houses are next to one another on one side 

of Park Street. The houses are lettered 

L, M, N, P, Q, and R, consecutively. 

1) The two houses that have fenced yards are 

immediately next to one another. 

2) Three houses have porches. 

3) None of the houses with a porch is next to 

one another. 

4) No house has both a fenced yard and a 

porch. 

20. Most people in the Skydiving Club are not 

afraid of heights. Everyone in the Skydiving 

Club makes three parachute jumps a month. 


the following statements must be true? 

F. Skydivers are less afraid of heights than 

are non-skydivers. 

G. A person must make three parachute 

jumps a month in order to join the 

Skydiving Club. 

H. Some people who are afraid of heights 

make three parachute jumps a month. 

J. Most people who are not afraid of heights 

are in the Skydiving Club. 

K. Every skydiver makes at least one 

parachute jump a month. 




A. Houses L and R have porches. 

B. House N has a porch. 

C. House P has a porch. 

D. Houses P and Q have fenced yards. 

E. Either House M or House N has a fenced 

yard, but it is not possible to determine 

which one. 

FORM A 

37

Re a d i ng 


DIRECTIONS: Read each passage below and answer the questions following it. Base your answers 

only on information contained in the passage. You may reread a passage if you need to. Mark the 

best answer for each question. 

5 

10 

15 

20 

25 

30 

Wolves communicate with one another in a 

variety of ways, including scent marking, 

posture, and body movements. For 

centuries, however, it has been the howling 

of wolves that has stirred the emotions and 

imaginations of people. Researchers have 

spent years trying to understand why 

wolves howl, occasionally simulating wolf 

howls themselves to determine how the 

wolves will respond. 

Howling apparently serves several purposes. 

Wolves howl to keep track of one another’s 

location or to reestablish contact, especially 

when roaming in unfamiliar territory. 

Howling also serves to reinforce the cohesion 

of the pack. Wolves howl to assemble the 

members before a hunt and to celebrate success 

after a hunt. In addition, howling may 

be a way to mark the boundaries of a pack’s 

territory, in the same way that some birds 

use birdsong to warn other birds away. 

A group howling session may continue for 

as long as an hour, and an individual howl 

may last up to 20 seconds, followed by a 

pause. Each wolf, like each human being, 

has a distinctive voice, and each wolf in a 

pack recognizes the howls of the other 

members. Like people, young wolves have 

higher-pitched voices than their elders. 

They are less likely to initiate a howling 

session, but they join in quickly when 

another wolf begins to howl. When wolves 

howl in chorus, they do not howl in unison; 

rather, each wolf joins in on another note. 

5 

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wolves to begin a new pack, but howling is 

predominantly a social activity. Much 

howling, therefore, may be an expression of 

celebration, fellowship, or sheer good spirits. 

The evidence suggests that wolves 

howl, at least in part, because they enjoy it. 

However, theories about the motivations for 

animal behavior must carefully consider 

the evidence. For example, some observers 

have claimed that wolves fake their howling 

in order to fool other wolves. They 

maintain that a young wolf can bluff its 

way out of trouble by lowering the pitch of 

its voice to sound like an older animal. Or, 

a chorus of four wolves can sound like 

nearly a dozen and thus intimidate potential 

enemies. But no independent evidence 

has been found to support these notions. 

Such behaviors, if they occurred, might 

indeed fool people, but wolf hearing is so 

discriminating that it is unlikely that 

wolves themselves would be fooled. 

Besides, wolves learn early that silence is 

often the best defense in times of danger. 



A. people’s reactions to wolf howls 

B. how wolves fake their howls 

C. animal behavior in the wild 

D. how young wolves learn to howl 

E. purposes of wolf howling 

40 

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55 

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35 

The image of the lone wolf howling at the 

moon may fascinate, but it is the exception, 

not the rule. A lone wolf will sometimes 

howl, perhaps looking for a mate or other 

35 


FORM A 

38

22. Which of the following statements is not 

supported by the passage? 

F. Howling communicates territorial 

boundaries. 

G. Wolves communicate only within their own 

pack. 

H. Howling sessions sometimes last up to 

an hour. 

J. Wolves sometimes celebrate by howling. 

K. Wolves howl both before and after a hunt. 

23. According to the passage, how is birdsong 

similar to howling? 

A. It can be used to track another animal’s 

location. 

B. It may be used to find a mate. 

C. It may be used to indicate the boundaries 

of a territory. 

D. It can be used to advertise the location of 

food. 

E. It is often an expression of communal good 

feelings. 

26. Why do some researchers doubt that wolves 

can fake their howling in order to fool other 

wolves in time of danger? 

F. A chorus of four wolves can sound like 

many more. 

G. Wolves can fool people, so they can also 

fool other wolves. 

H. A young wolf can lower its voice to sound 

like an older animal. 

J. Wolves always howl when they are in 

danger. 

K. Wolf hearing is too keen to confuse the 

voices of other wolves. 


24. According to the passage, which of the following 

is the most likely reason that wolves howl 

in chorus? 

F. to celebrate a successful hunt 

G. to begin a new pack 

H. to obscure their specific location 

J. to attract members of the opposite sex 

K. to keep other wolves away from their food 

25. The examples in the last paragraph are given 

by some observers to suggest that wolves can 

deceive their enemies about their 

A. vulnerability. 

B. territorial boundaries. 

C. specific location. 

D. lack of a mate. 

E. search for a new pack. 

FORM A 

39

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Imagine living in a society where ordinary 

people could be punished for what they 

choose to read and write. For much of the 

twentieth century, such a closed society 

existed in Russia and the rest of the Soviet 

Union. The Soviet government tried to 

dominate its citizens’ activities and ideas by 

controlling the information that they 

received. Government censors examined 

books, films, and newscasts and banned 

anything they considered objectionable. 

They censored criticism of the Soviet government, 

news from the outside world, and 

anything that complimented Soviet 

enemies. 

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60 

was smuggled out of the Soviet Union for 

publication in Western countries in 1956; in 

Russia, it appeared only as samizdat. 

Pasternak won the Nobel Prize in 

Literature in 1958, but the government 

forced him to refuse the prize. Soviet 

authorities also blocked publication of the 

work of Anna Akhmatova, one of Russia’s 

greatest poets. Her work was banned until 

1952 because censors felt she did not sufficiently 

praise the Soviet government. 

Akhmatova was kept out of public life and 

the official Writers’ Union. She composed 

her poetry in private, and her works were 

available only as samizdat. 

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60 

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25 

30 

35 

40 

The Soviet government’s strict censorship 

made life tremendously difficult for writers. 

Most worried that they were being watched 

by the government’s secret police. Despite 

the harsh laws, small groups of writers 

dodged state censorship through an underground, 

or secret, publishing network that 

produced works called samizdat. The name 

samizdat came from the Russian words for 

“self” and “publish.” For many writers, 

samizdat offered the only outlet for their 

intellectual and creative expression. To 

produce samizdat, an author passed a typed 

or handwritten text to a second person, who 

made a handwritten or typed copy. The 

original was returned to the author, while 

the copies were passed to other members of 

the network. The works were unsigned or 

signed with false names. 

At first, samizdat focused mainly on literature, 

such as poetry and novels. By the late 

1950s, samizdat circles were distributing 

political material, such as letters to the 

government, political essays, and trial transcripts. 

By the mid-1960s, the samizdat 

network produced sophisticated political 

news, debate, and analysis. 

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40 

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75 

Through the 1960s and ’70s, Russian writers 

used samizdat networks to circulate 

banned or politically risky material. By the 

late 1980s, computers became available in 

scientific research facilities, and 

underground writers began using the 

computers to store and circulate texts. 

Censorship was officially abolished in 1989, 

shortly before the breakup of the Soviet 

Union, leading to a publishing boom. 

Works by previously banned authors were 

published, and the samizdat networks 

quickly faded into history. 


passage is about? 

A. two Russian authors, Boris Pasternak and 

Anna Akhmatova 

B. the poetry published in the Soviet Union 

during the twentieth century 

C. the role of a free press in a free society 

D. censorship in the Soviet Union and the 

underground system that arose in 

response 

E. the reasons for banning authors who criticized 

the Soviet government 

65 

70 

75 

45 

The great Russian novelist Boris Pasternak 

had his work published as samizdat. Like 

other writers, he feared that an appearance 

of disloyalty to the Soviet state would bring 

a knock at his door in the middle of the 

night. His classic novel, Doctor Zhivago, 

45 


FORM A 

40

28. Which of the following is most likely an example 

of material circulated in the earliest phase 

of samizdat? 

F. a letter protesting a writer’s imprisonment 

G. a true account of life in the secret police 

H. a short story 

J. a list of political prisoners 

K. an article from a foreign newspaper 

29. The phrase “a knock at his door in the middle 

of the night” (lines 47-48) most likely refers to 

a visit by 

A. Boris Pasternak. 

B. the secret police. 

C. a member of the Nobel Prize committee. 

D. a participant in the samizdat network. 

E. a political exile. 

30. According to the passage, how did the use of 

computers influence samizdat publishing? 

F. The content of samizdat materials became 

exclusively technical. 

G. Scientific research was published through 

samizdat networks. 

H. Computers gave underground writers 

access to Russian stores. 

J. Computers made the distribution of samizdat 

material more efficient. 

K. Computers made identification of samizdat 

authors easier for the secret police. 

32. After 1989, “samizdat networks quickly faded” 

(lines 75-76) for which of the following 

reasons? 

F. The networks were no longer necessary 

after censorship was abolished. 

G. The works produced by the networks could 

not compete with works published in 

Western countries. 

H. Samizdat was successfully banned by 

government censors. 

J. The networks were replaced by the use of 

computers. 

K. Opposition to the government went deeper 

underground than before. 


31. What is the most likely reason that samizdat 

materials were unsigned or signed with false 

names? 

A. to allow the materials to be smuggled outside 

the Soviet Union 

B. to protect the writer from punishment 

C. to shield the identities of members of the 

secret police 

D. to undermine the trustworthiness of the 

materials 

E. to prevent the materials from being copied 

FORM A 

41

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If you have ever watched someone fall on 

the ice, you’ve seen slipperiness at work. 

But have you wondered what makes ice 

slippery, or why skates or skis glide across 

ice so easily? The answer might seem 

obvious: ice is smooth. Yet smoothness in 

itself does not explain slipperiness. Imagine, 

for example, skating on a smooth surface of 

glass or sheet metal. 

Surprisingly, scientists do not fully understand 

why ice is slippery. Past explanations 

of slipperiness have focused on friction and 

pressure. According to the friction theory, 

a skate blade rubs across the ice, causing 

friction. The friction produces heat, 

melting the ice and creating a slippery, 

microscopically thin layer of water for the 

skate to glide on. The friction theory, 

however, cannot explain why ice is slippery 

even when someone stands completely 

motionless, creating no friction. 

The pressure theory claims that pressure 

from a skate blade melts the ice surface, 

creating a slippery layer of water. The 

water refreezes when the pressure is lifted. 

Science textbooks typically cite this 

explanation, but many scientists disagree, 

claiming that the pressure effect is not 

great enough to melt the ice. Nor can the 

pressure theory explain why someone wearing 

flat-bottomed shoes—which have a 

greater surface area than skate blades and 

thus exert less pressure per square inch— 

can glide across the ice or even go 

sprawling. 

During the 1990s, another theory found 

acceptance: the thin top layer of ice is 

liquid, or “liquid-like,” regardless of friction 

or pressure. This notion was first proposed 

more than 150 years ago by physicist 

Michael Faraday. Faraday’s simple experiment 

illustrates this property: two ice cubes 

held against each other will fuse together. 

This happens, Faraday explained, because 

liquid on the cubes’ surfaces froze solid 

when the surfaces made contact. 

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60 

65 

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75 

Faraday’s hypothesis was overlooked, in 

part because scientists did not have the 

means to detect molecular structures. 

However, technological advances during 

recent decades allow scientists to measure 

the thin layer on the surface of the ice. For 

example, in 1996, a chemist at Lawrence 

Berkeley Laboratory shot electrons at an 

ice surface and recorded how they 

rebounded. The data suggested that the ice 

surface remained “liquid-like,” even at temperatures 

far below freezing. Scientists 

speculate that water molecules on the ice 

surface are always in motion because there 

is nothing above them to hold them in 

place. The vibration creates a slippery 

layer of molecules. According to this interpretation 

of the Lawrence Berkeley 

Laboratory experiments, the molecules 

move only up and down; if they also moved 

side to side, they would constitute a true 

liquid. Thus it could be said that people are 

skating on wildly vibrating molecules! 

The phenomenon of a slippery liquid-like 

surface is not limited to ice, although ice is 

the most common example. Lead crystals 

and even diamond crystals, made of carbon, 

also show this property under certain temperature 

and pressure conditions. 



A. theories about how people learn to skate 

B. how ice changes from a solid to a liquid 

C. answers to the question of what makes ice 

slippery 

D. the discoveries of Michael Faraday 

E. the processes of freezing and melting 


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60 

65 

70 

75 

FORM A 

42

34. What is the most likely reason that the author 

mentioned lead and diamond crystals in the 

last paragraph? 

F. to point out that solids other than ice have 

slippery surfaces 

G. to suggest that ice, lead, and diamonds are 

composed of the same materials 

H. to cast doubt on Faraday’s theory of 

slipperiness 

J. to suggest that scientists shoot electrons 

at lead and diamond surfaces 

K. to suggest new uses for slippery 

substances 

35. According to Faraday, why do two ice cubes 

fuse when held together? 

A. Friction causes the ice to melt and 

refreeze. 

B. The warmer ice cube melts the colder ice 

cube. 

C. The liquid layers on their surfaces freeze. 

D. The vibrations of the molecules on their 

surfaces increase. 

E. Their surface areas are perfectly smooth. 

38. According to the passage, which of the 

following undermines the friction theory 

of slipperiness? 

F. a person wearing flat-bottomed shoes 

gliding across the ice 

G. two ice cubes fused together 

H. electrons bouncing off an ice surface 

J. a person trying to skate on a sheet of glass 

or sheet metal 

K. a person slipping while standing immobile 

on ice 



mentioned the 1996 experiment at Lawrence 

Berkeley Laboratory? 

F. to provide evidence about the surface 

of ice 

G. to illustrate the weaknesses of scientific 

technology 

H. to show how Faraday tested his theory 

J. to suggest that the ice surface was solid, 

not liquid 

K. to explain why ice cubes freeze together 

37. According to researchers at the Lawrence 

Berkeley Laboratory, why is the surface of 

ice “liquid-like” rather than “liquid”? 

A. because electrons rebound from the ice 

surface 

B. because the molecules vibrate only up 

and down 

C. because the ice surface is wet 

D. because the ice surface is slipperier than 

a liquid surface 

E. because the ice surface is frozen solid 

FORM A 

43

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45 

The African country of Zimbabwe took its 

name from the Shona word meaning “stone 

enclosures” or “venerated houses.” In fact, 

dozens of stone ruins are today scattered 

throughout Zimbabwe and other areas in 

southeastern Africa. One of these ruins, 

known as “Great Zimbabwe,” was once a 

fabled city that inspired tales that 

circulated throughout Europe. Where was 

this remarkable city, and who had built it? 

For centuries the mystery occupied the 

minds of explorers and treasure-seekers. 

The first reports to Europeans of Great 

Zimbabwe were spread a thousand years 

ago by Arab traders sailing between the 

Middle East and the east coast of Africa. 

They told of the fabulous wealth of a 

mysterious stone city in the African interior. 

In their tales, that city became associated 

with their understanding of Middle Eastern 

history—with the Queen of Sheba, King 

Solomon, and his legendary gold mines, 

long since lost to the world. By the 

sixteenth century, Portuguese explorers 

regularly visited East Africa, searching for 

“King Solomon’s gold,” but they never found 

Great Zimbabwe. In 1552, a Portuguese 

historian, João de Barros, recorded a story 

told by the Arabs about a city with a 

“square fortress of masonry within and 

without, built of stones of marvelous size, 

and there appears to be no mortar joining 

them.” 

In fact, Great Zimbabwe was a marvel. In 

one area, a massive wall, over thirty feet 

high and twenty feet thick, created a great 

enclosure. Another area contained a 

fortress-like series of walls, corridors, and 

steps built into the bluff above. Throughout 

the city, each stone was precisely fitted to 

the others without the use of mortar. 

In the 1870s, a German geologist, Karl 

Mauch, was the first European to see Great 

Zimbabwe, by then in ruins. Mauch 

realized that he had “rediscovered” the 

fabled city from de Barros’s story. He 

jumped to the conclusion that Great 

Zimbabwe had been built by the Queen of 

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75 

80 

Sheba. British authorities sent a British 

journalist, Richard Hall, to Great Zimbabwe 

to investigate Mauch’s report. Archaeology 

was still in its infancy, and Hall, convinced 

that the structures had been built by 

ancient people from the Middle East, dug up 

and discarded archaeological deposits that 

would have revealed much about the true 

history of Great Zimbabwe. Later European 

excavations destroyed even more valuable 

evidence. 

In the twentieth century, after excavating 

areas that had not been disturbed, David 

Randall-MacIver, a Scottish Egyptologist, 

and Gertrude Caton-Thompson, an English 

archaeologist, concluded that the ruins were 

unmistakably African in origin. Great 

Zimbabwe was most likely built during the 

fourteenth or fifteenth century by the 

ancestors of the present-day Shona people. 

Recent carbon-14 dating supports their 

conclusion. Great Zimbabwe was once home 

to an estimated 20,000 people, the center of 

a great Shona kingdom. Wealthy Shona 

kings traded their ivory and gold in coastal 

towns for other goods, thus accounting for 

the discovery of beads and other foreign 

wares in the ruins. 

One mystery of Great Zimbabwe had been 

solved. Another mystery remains: why was 

the settlement at Great Zimbabwe 

abandoned, leaving the magnificent stone 

architecture to fall into ruins? 



A. a brief history of the nation of Zimbabwe 

B. inaccuracies in the recording of African 

history 

C. a comparison of Great Zimbabwe with 

other African archaeological sites 

D. the true story of the Great Zimbabwe ruins 

E. how Karl Mauch discovered Great 

Zimbabwe 

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55 

60 

65 

70 

75 

80 

FORM A 

44 

CONTINUE ON TO THE NEXT PAGE u

40. With which of the following statements 

about Richard Hall’s opinion regarding Great 

Zimbabwe would the author most likely agree? 

F. First impressions are generally accurate. 

G. Preconceptions can cloud a person’s 

judgment. 

H. The history of a people can best be judged 

by looking at its present culture. 

J. Advanced cultures developed first in the 

Middle East, then spread to the rest of the 

world. 

K. Much of Middle Eastern culture was 

derived from the culture of the Shona 

people. 

41. What was “one mystery of Great Zimbabwe” 

(line 77) that had been solved? 

A. why foreign wares were found in the ruins 

B. why the settlement was abandoned 

C. the source of the ivory and gold 

D. why it was not discovered by Europeans 

until the 1870s 

E. who had built it and when 

44. Which of the following best describes the 

relationship of Portuguese explorers to Great 

Zimbabwe? 

F. They searched for it but never found it. 

G. They told Arab traders where to find it. 

H. They found King Solomon’s mines but 

didn’t realize it. 

J. They destroyed archaeological evidence 

about its history. 

K. They were responsible for its 

abandonment. 

 

 

 


42. Which of the following statements about the 

Shona people is best supported by the 

passage? 

F. They no longer exist as a distinct group. 

G. They live along Africa’s East Coast. 

H. They are descendents of the people who 

built Great Zimbabwe. 

J. They lived in the Middle East before 

settling in Africa. 

K. They were once ruled by King Solomon 

and the Queen of Sheba. 

43. Which of the following best illustrates the 

statement that “Archaeology was still in its 

infancy” (lines 51-52)? 

A. the stone buildings built without mortar 

B. the abandonment of Great Zimbabwe 

C. the conclusions of David Randall-MacIver 

and Gertrude Caton-Thompson 

D. the discovery of beads and other foreign 

materials at Great Zimbabwe 

E. the excavations conducted by Richard Hall 

FORM A 

45

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35 

40 

45 

In 1903, Dr. H. Nelson Jackson, a Vermont 

doctor, was enjoying a vacation in California 

when he made a historic bet with a few 

friends. Jackson claimed that, though he 

was not a professional driver, he could cross 

the country by automobile. While driving 

cross-country is commonplace today, at the 

turn of the last century such a trip was 

unprecedented. Automobile routes in the 

northeastern United States were well maintained, 

and the number of highway miles 

was increasing rapidly. Most roads in the 

western states, however, were little more 

than rough wagon tracks. 

Refusing any assistance from automobile 

manufacturers, Jackson and his driving 

partner, Sewell Crockett, left San Francisco 

and headed east, somewhat ironically 

reversing the earlier routes of the pioneers. 

Like those rugged settlers, the two men 

spent much of their time traveling on 

muddy trails over hazardous and rough 

terrain. Though their automobile, a 1903 

Winston, performed well, they often encountered 

unexpected delays. No one had ever 

attempted a cross-country automobile trip 

before, and maps were quite unreliable. 

Often their trip was held up by an unanticipated 

canyon or a surging river that they 

had thought would be miles away. 

Residents of some small towns had never 

seen an automobile, and when the Winston 

approached, many of them trembled in fear. 

The modern machine attracted so much 

attention that Jackson’s bulldog Bud was 

given the responsibility of guarding the car 

from people who, enchanted by its novelty, 

were tempted to steal a shiny piece as a 

souvenir. In Idaho, after sinking 

embarrassingly into a shallow quicksand 

pit, Dr. Jackson had to ask for help from a 

farmer who pulled the “state-of-the-art” 

automobile out of the muck, using the team 

of horses from his wagon. 

On July 26, Jackson and Crockett reached 

their destination, New York City, and drove 

down Fifth Avenue in Manhattan. They 

had completed their trip in sixty-three days, 

5 

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15 

20 

25 

30 

35 

40 

45 

50 

55 

traveling between 4,200 and 4,500 miles. 

Their cross-continental record was shortlived, 

however. By 1910, other drivers, 

benefitting from better driving conditions, 

had shortened the transcontinental crossing 

time to ten days. It may be that Jackson 

and Crockett played as much of a role in 

“opening up” the continent as did their 

predecessors who traveled in covered 

wagons. 



A. the reactions of people when they saw an 

automobile for the first time 

B. a comparison of highways in the eastern 

and western United States 

C. the hazards of travel in the early 

twentieth century 

D. a history of automobile travel in the 

United States 

E. a historic automobile trip by twentiethcentury 

pioneers 

46. Why did Jackson’s automobile attract so much 

attention (lines 34-35)? 

F. An automobile was an uncommon sight in 

many areas. 

G. It was the first automobile custom-built for 

long-distance travel. 

H. People had never seen a pet dog traveling 

in an automobile. 

J. Jackson was the first person to drive an 

automobile in the United States. 

K. People had heard about the automobile 

sinking into the quicksand. 

47. In line 37, the phrase “its novelty” refers to 

the novelty of the 

A. bulldog. 

B. car. 

C. small town. 

D. residents. 

E. journey. 

50 

55 

FORM A 

46 


48. What does the incident with the farmer and 

his horses show? 

F. The automobile would soon be the best 

method of transportation. 

G. Jackson and Crockett occasionally needed 

help from others. 

H. The theft of auto parts had caused the 

automobile to become stuck in the quicksand. 

J. There were many quicksand pits in the 

West. 

K. Older methods of transportation had many 

dangers. 

49. What is the most likely reason that a crosscountry 

automobile trip was shortened so 

dramatically by 1910? 

A. Jackson’s hand-drawn maps showed how 

to make the journey. 

B. The drivers in 1910 did not get stuck in 

quicksand. 

C. The intervening seven years were a time of 

rapid progress in highway development. 

D. Travelers in 1910 were more adventurous 

than Jackson. 

E. Unlike Jackson, the drivers in 1910 were 

sponsored by automobile companies. 

50. In the last sentence, the phrase “their 

predecessors” refers to 

F. the early settlers. 

G. the first auto makers. 

H. cross-country drivers in 1910. 

J. the curious townspeople. 

K. the friends of Jackson and Crockett. CONTINUE ON TO THE NEXT PAGE u 

FORM A 

47

Pa r t 2 — Ma t h e m a t i c s 


50 QUESTIONS 

Ge n e r a l In s t r u c t i o n s 

Solve each problem. Select the best answer from the choices given. Mark the letter of your answer on the 

answer sheet. You can do your figuring in the test booklet or on paper provided by the proctor. DO NOT 

MAKE ANY MARKS ON YOUR ANSWER SHEET OTHER THAN FILLING IN YOUR ANSWER 

CHOICES. 

Important Notes: 

(1) Formulas and definitions of mathematical terms and symbols are not provided. 

(2) Diagrams other than graphs are not necessarily drawn to scale. Do not assume any relationship 

in a diagram unless it is specifically stated or can be figured out from the information given. 

(3) Assume that a diagram is in one plane unless the problem specifically states that it is not. 

(4) Graphs are drawn to scale. Unless stated otherwise, you can assume relationships according to 

appearance. For example, (on a graph) lines that appear to be parallel can be assumed to be 

parallel; likewise for concurrent lines, straight lines, collinear points, right angles, etc. 

(5) Reduce all fractions to lowest terms. 

M04-016 

51. 

52. Ms. Garcia determines math grades on the 

A B 

E. 2 __ one of the longer chains? 

__ 1 

3 3 A. 29 ft 

– 1 

0 1 

basis of 5 tests, each worth 100 points. 

An average of at least 80 points is needed 

for a grade of B. On the first 4 tests, Hilary 

On the number line above, intervals are 

equally spaced, and point x lies in the interval 

AB. What are the lower and upper limits of 

all possible values of x? 

scored 91, 72, 69, and 83. What is the lowest 

score she may receive on the final test and 

still earn a B? 

F. 80 

G. 82 

A. __ 1 6 , 1 __ 

2 

H. 84 

J. 85 

B. __ 1 2 , 5 __ 

6 

K. 86 

C. __ 1 6 , 5 __ 

6 

53. Three chains, each 14 feet in length, are 

linked end to end. Two longer chains of 

D. 5 __ __ 1 equal length are added to make a total 

6 2 length of 100 feet. What is the length of 

B. 36 ft 

C. 42 ft 

D. 58 ft 

E. 72 ft 

FORM A 

48 


54. Suppose that the age of the earth is 5.2 3 10 9 

55. 

years, and the age of a particular artifact is 

1.3 3 10 7 years. How many times older than 

the artifact is the earth? 

F. 4.0 3 10 12 

G. 4.0 3 10 6 

H. 2.5 3 10 6 

J. 2.5 3 10 3 

K. 4.0 3 10 2 

7 n ________ 

43 n 1 __ 

3 

What is the value of n in the equation above? 

A. 9 

B. 11 

C. 12 

D. 16 

E. 25 

56. What is the prime factorization of 1,200? 

F. 2 2 3 5 2 

G. 2 3 3 5 2 

H. 2 4 3 5 2 

J. 2 4 3 2 5 2 

K. 2 4 3 2 5 

57. If x 5 y 2 7, what is the value of 

3x 2 3 in terms of y? 

A. 3y 2 18 

B. 3y 2 24 

C. 2y 2 4 

D. 2y 2 10 

E. y 2 10 

58. Laura rode her bicycle at 15 miles per hour 

for 2 hours, and then at 12 miles per hour for 

1 hour. What was her average speed for the 

entire ride? 

F. 12 mph 

G. 13.5 mph 

H. 14 mph 

J. 15 mph 

K. 42 mph 

59. Four friends are going to sit in a row on a 

bench to have their picture taken. In how 

many different orders can the four friends sit? 

A. 4 

B. 6 

C. 8 

D. 12 

E. 24 

60. For what value of m is ________ 5m 3 

2 m 4? 

(Note: m – 2.) 

F. 14 

G. 11 

H. 8 

J. 7 

K. 5 

61. What is the value of 4x 2 + 5x 2 8, if x 5 2 3? 

A. 2 59 

B. 2 35 

C. 1 

D. 13 

E. 43 


FORM A 

49

62. If a rectangular room is 3 times as long 

as it is wide, and if the width is 8 feet, 

how many square feet of carpet are needed 

to cover the floor? 

F. 24 sq ft 

G. 32 sq ft 

H. 72 sq ft 

J. 88 sq ft 

K. 192 sq ft 

63. Jodi’s class has between 30 and 41 students. 

Exactly 75% of the students in her class have 

red book bags, and exactly __ 1 of the students in 

6 

her class do not have a book bag at all. How 

many students are in Jodi’s class? 

64. 

A. 32 

B. 34 

C. 36 

D. 38 

E. 40 

x° 

53° 

The figure above shows two intersecting 

lines. What is the sum of x and y? 

F. 53 

G. 74 

H. 106 

J. 127 

K. 254 

y° 

65. N, M, and T are integers. 

N 1 M is an odd number. 

M 1 T is an odd number. 

66. 

Which of the following must be true? 

A. N 3 T is even. 

B. N 3 T is odd. 

C. N 1 T is odd. 

D. N 1 T is even. 

E. N 2 T is odd. 

___ 4.5 

0.1 0.22 

F. 0.99 

G. 1.99 

H. 9.9 

J. 99 

K. 990 

67. (8 16) (8 6) 

If the parentheses are removed from the above 

expression, how will the value of the expression 

change? 

A. no change 

B. increase of 3 

C. increase of 7 

D. increase of 12 

E. increase of 16 

68. If 2x 1 2y 2 6 5 14, what is the value 

of x in terms of y? 

F. 10 2 y 

G. 10 2 2y 

H. 8 2 y 

J. 8 2 2y 

K. 4 2 y 


FORM A 

50

69. A merry-go-round has 25 horses. Each horse 

is labeled consecutively with a letter from A to 

Y—the first horse is labeled A, the second 

horse is labeled B, and so on. A child walks 

around the merry-go-round, starting at horse 

A and continuing in alphabetical order, 

counting as she goes. She stops at the 337 th 

horse. What is the letter of that horse? 

A. A 

B. J 

C. K 

D. L 

E. M 

70. A 5-ounce bag of candies sells for $1.50. 

At this rate, what would be the price of 

a 1-pound bag of candies? (Note: 1 lb 16 oz.) 

F. $0.30 

G. $3.00 

H. $3.60 

J. $4.50 

K. $4.80 

73. For what value of x is ________ 2(x 1 1) 

5 1? 

3 

A. 0 

B. 1 __ 

2 

C. 1 

D. 2 

E. 5 __ 

2 

74. A taxi company charges $2.00 per ride plus 

$0.30 for each __ 1 of a mile ridden. If a taxi 

5 

ride costs $20.00, how many miles long was 

the ride? 

F. 6 2 __ 

3 mi 

G. 12 mi 

H. 13 1 __ 

3 mi 

J. 20 mi 

K. 60 mi 

M11-088B 

71. In a salsa dance class, the ratio of women to 

men is 3:2. What percent of the students are 

women? 

A. 40% 

B. 60% 

C. 66 __ 2 3 % 

D. 75% 

E. 150% 

72. How many integers between 75 and 105 have 

a remainder of 2 when divided by 15? 

F. 0 

G. 1 

H. 2 

J. 3 

K. 5 

75. 

J K L M 

On the number line above, JK 3 __ 1 2 , JM 9 __ 3 4 , 

and LM 1 __ 1 . What is the position of point L? 

8 

A. 5 __ 1 8 

B. 5 1 __ 

2 

C. 6 1 __ 

4 

D. 6 5 __ 

8 

E. 8 1 __ 

4 


FORM A 

51

76. Shelby’s rent is $800 per month. Since she 

could not pay this month’s rent when due, her 

landlord agreed to accept 40% of the rent on 

the first day of the month, another 25% of the 

original rent on the tenth, and the rest on the 

twentieth. How much rent must Shelby pay 

on the twentieth day? 

F. $80 

G. $280 

H. $300 

J. $360 

K. $520 

77. If x 2 and y 3, what is the value of 

5x 2xy? 

78. 

A. 22 

B. 2 

C. 0 

D. 2 

E. 22 

M04-067 

0.8 cm 1.0 cm 

4 cm x 

In the figure above, what is the value of x? 

F. 1 cm 

G. 1.2 cm 

H. 3.2 cm 

J. 4 cm 

K. 5 cm 

79. A nation has five types of coins: sinds, dalts, 

lorgs, harps, and plunks. A sind is worth 

four lorgs. Two plunks equal five dalts. 

Three harps are worth one plunk. Five sinds 

are worth two harps. Which coin is most 

valuable? 

A. sind 

B. dalt 

C. lorg 

D. harp 

E. plunk 

80. Raoul is x years old now, and Phil is 8 years 

older than Raoul. In 2 years, Phil will be 

exactly twice as old as Raoul is then. How old 

is Raoul now? 

F. 3 

G. 5 

H. 6 

J. 8 

K. 10 

81. If 1 quart of paint covers 100 square feet of 

wall, what is the least number of 1-quart cans 

of paint needed to completely cover two 

rectangular walls measuring 12 feet by 9 feet 

plus two additional rectangular walls 

measuring 10 feet by 9 feet? 

A. 1 

B. 2 

C. 3 

D. 4 

E. 5 

82. If 60 4 n 5 24m, what is the value of nm? 

F. 0.4 

G. 2.5 

H. 5.2 

J. 36 

K. 1,440 

83. When positive integer p is divided by 7, the 

remainder is 3. When p is divided by 5, the 

remainder is 2. What is the least possible 

value of p? 

A. 10 

B. 12 

C. 17 

D. 38 

E. 52 


FORM A 

52

84. The mean of twenty numbers is 42. If four of 

the twenty numbers have a mean of 50, what 

is the mean of the other sixteen numbers? 

F. 32 

G. 36 

H. 40 

J. 46 

K. 65 

85. 50 , x 2 , 65 

17 , y 2 , 32 

If x and y are positive integers, what is the 

value of xy? 

86. 

A. 13 

B. 28 

C. 35 

D. 40 

E. 45 

Number of 

Homes in 

Sample 

with DVRs 

700 

600 

500 

400 

300 

200 

100 

0 

A-82/B-86 

NUMBER OF DVRs IN A 

SAMPLE OF 2,000 HOMES 

2000 2001 2002 2003 2004 2005 2006 2007 2008 

Year 

Based on the graph above, what was the 

first year in which at least 25 percent of the 

homes in the sample of 2,000 had DVRs? 

F. 2000 

G. 2001 

H. 2004 

J. 2006 

K. 2008 

87. At a hotel, Jahmir exchanged 300 dollars 

and received 192 nobles. Based on that 

information, how many nobles are equal to 

1 dollar? (Assume that there are no exchange 

fees.) 

A. 

B. 

C. 

D. 

E. 

3__ 

5 

16 ___ 

25 

4__ 

5 

16 ___ 

15 

25 ___ 

16 

88. How many positive integers are between 

___ 28 

and ___ 83 

3 5 ? 

F. 6 

G. 7 

H. 16 

J. 54 

K. 55 

89. On a number line, points K and T are 12 units 

apart. Point M is the midpoint of ___ 

KT. Point W 

is the midpoint of ____ 

MTand is located at 5 on 

the number line. Which number below is a 

possible midpoint of ____ 

KW? 

A. 2 1 

B. 2 0.5 

C. 0.5 

D. 1 

E. 4.5 


FORM A 

53

M07-172C 

90. 

DISTANCE AND ALTITUDE OF TWO PLANES 

Distance of Plane 

from Airport at Time t 

Plane M (310 – 2t) miles 

Plane N (3t + 235) miles 

Altitude of Plane 

at Time t 

(32,800 – 20t ) feet 

(31,600 + 40t ) feet 

For the mid-flight time (t) in minutes between 

0 and 100, the altitudes of two planes and 

their distances from the airport are indicated 

in the table above. At the minute the planes 

are at the same distance from the airport, 

what is the difference between their altitudes? 

F. 25 ft 

G. 180 ft 

H. 300 ft 

J. 420 ft 

K. 3,300 ft 

93. V 5 1 __ 

3 p r2 h 

In the volume formula shown above, if r is 

divided by 2 and h is doubled, what is the ratio 

of the new volume to the original volume? 

A. 1:4 

B. 1:2 

C. 1:1 

D. 2:1 

E. 4:1 

94. If w , 0 and if z . 0, which expression must 

be positive? 

F. w 2 z 2 

G. z 1 w 2 

H. z 2 4 w 

J. z 2 w 2 

K. w 1 z 2 

91. A 1 

A 2 

1 A 2 

A 3 

1 A 3 

A 4 

1 A 4 

A 5 

1 A 5 

A 6 

If A k 5 } 1 k } for any positive value of k, and k 

is a positive integer, what is the value of the 

expression above? 

A. 

1 

} 7 0 } 

B. 

1 

} 1 4 } 

C. } 5 6 } 

D. 1 

E. } 2 9 

20 } 

92. In a certain city there are 50,000 licensed 

drivers. If 40,000 of the licensed drivers 

wear glasses and 30,000 of the licensed 

drivers are over 30 years old, what is the 

smallest possible number of licensed drivers 

who both wear glasses and are over 30? 

F. 10,000 

G. 20,000 

H. 24,000 

J. 30,000 

K. 35,000 

95. 2x 5 _______ 

x 2 

If 0 x 5, how many integer values of x will 

make the above expression an integer? 

A. 0 

B. 1 

C. 2 

D. 3 

E. 4 

96. On a coordinate system, the line segment 

joining the points (6, 8) and (12, 10) has the 

same midpoint as the line segment joining 

the points (8, 11) and (x, 7). What is the value 

of x? 

F. 4 

G. 5 

H. 6 

J. 9 

K. 10 


FORM A 

54

97. Let GCF (x, y) represent the greatest common 

factor of x and y. If p is a positive even 

integer less than 11, for what value of p does 

GCF (p 2 , 81) have the greatest value? 

A. 2 

B. 4 

C. 6 

D. 8 

E. 10 

98. A regular dodecagon has 12 equal sides and 

12 equal angles. How many degrees are in 

each interior angle of a regular dodecagon? 

F. 30° 

G. 150° 

H. 154° 

J. 168° 

K. 216° 

99. If the mean of w, x, y, and z is 60, and the 

mean of v, x, y, and z is 62, what is the value 

of v w? 

A. 2 

B. 4 

C. 6 

D. 8 

E. 10 

100. A goat is tied by a 6 meter rope to the 

outside corner of a square shed measuring 

8 meters by 8 meters. What is the area of 

the surrounding grass on which the goat 

can graze? 

F. 6p sq m 

G. 8p sq m 

H. 27p sq m 

J. 36p sq m 

K. 48p sq m 

THIS IS THE END OF THE TEST. IF TIME 

REMAINS, YOU MAY CHECK YOUR ANSWERS TO 

PART 2 AND PART 1. BE SURE THAT THERE ARE 

NO STRAY MARKS, PARTIALLY FILLED ANSWER 

CIRCLES, OR INCOMPLETE ERASURES ON YOUR 

ANSWER SHEET. n 

FORM A 

55

Sample Test—Verbal 

Explanations of Correct Answers 

Form A 

u u u Scrambled Paragraphs 

Paragraph 1 (RUQST) 

The first sentence in each paragraph is called the given 

sentence. In this paragraph, the given sentence is a 

question, and R contains the answer—the song “Take Me 

Out to the Ballgame.” The choice of the next sentence is 

more difficult. At first glance, it appears to be Q, which 

refers to the composer and lyricist of the song. S continues 

the train of thought by stating when the lyricist first 

attended a ballgame, and T logically follows by referring 

to the composer, who attended a ballgame some time 

after the lyricist. The resulting four-sentence paragraph 

(RQST) is logically correct, but the remaining sentence, 

U, does not logically follow T, nor does the subject of U 

(“it”) have a referent in T. Thus, U must appear earlier 

in the paragraph. U says that “it” is sung during the 

seventh-inning stretch of a ballgame, so the pronoun 

must refer to a song. The only song title is in R. U must 

follow R to form paragraph RUQST, because that is the 

only order that has a logical place for U. The logical 

connection from R to U is not strong, but neither is it 

incorrect. This is an example of a paragraph that is 

solved by viewing it as a coherent whole, more than the 

connections between individual sentences. 

Paragraph 2 (TRQSU) 

According to the given sentence, the Indigenous people 

of Australia use a musical ritual to map pathways across 

their country. T follows the given sentence; it calls 

these rituals “songlines” and explains their purpose, to 

describe a traveler’s route. R follows T with a further 

description of the songlines; they are so detailed that a 

listener can identify specific geographic features. At this 

point, most readers will wonder how songlines work. Q 

offers an explanation: the singers communicate through 

patterns of notes and rhythms. These patterns can be 

understood by members of different clans (S). U must be 

last because the “opportunities to study songlines” refer 

to the research in Q and S. 

Paragraph 3 (UTRQS) 

The given sentence introduces the topic, the building of 

an abandoned settlement called Nan Madol. Sentence U 

logically follows because it refers to the “structures” of 

Nan Madol and comments on the size of its stone columns. 

U also mentions that the local people provided 

information to anthropologists about the construction of 

Nan Madol. The rest of the paragraph describes how the 

columns were quarried and transported to the building 

site. The “local people” in U connects to “the islanders” 

in T, which also explains how the stone columns were 

formed. Next, R describes how the ancestors of the local 

people split the columns from the surrounding rock. Q 

explains how the columns were transported to the site, 

and S concludes the paragraph by describing the placement 

of the columns in their present positions. 

Paragraph 4 (SURQT) 

The given sentence introduces macaws as large, beautiful 

birds. S is next, referring to an additional attribute 

of macaws, their intelligence, and claiming that some 

macaw behaviors are not well understood. U is next 

with an example of such behavior, eating clay in river 

mud. Why do they eat mud? Not to satisfy their hunger, 

according to R. Q follows with a theory to explain the 

behavior: macaws ingest the clay to counteract toxins 

found in the fruit seeds they have eaten. T concludes the 

paragraph by explaining that macaws will eat more clay 

in the dry season, when safer food is scarce and the birds 

are presumably eating more poisonous fruit seeds. 

Paragraph 5 (SUTQR) 

The given sentence states what early European traders 

thought about Africa, setting the reader up for a contrasting 

statement. S fills that role, stating that European 

travelers to Africa began to change their impressions. 

The reason for their change in perception is given in 

U—their visits to the thriving city of Timbuktu. Among 

the remaining sentences, the best sentence to follow U 

is T. Both take place in the fifteenth century, and “these 

stories” in T refers to the travelers’ tales about Timbuktu 

in U. T also names a specific explorer, Benedetto Dei. Q 

begins with the pronoun “he,” referring to Dei. Only R is 

left, and it provides a good conclusion, both chronologically 

(ending with the nineteenth century) and in terms of 

content (the rise and fall of Timbuktu). 

SUQTR might seem correct, but it contains a grammatical 

problem. The “he” in Q has no referent in U. 

(Benedetto Dei isn’t mentioned until T.) Another popular 

choice, SUTRQ, is incorrect because the sequence 

RQ does not make sense. R describes the decline of 

Timbuktu, while Q describes it as a thriving metropolis. 

u u u Logical Reasoning 

11. (B) Evaluate each option to determine the option that 

must be true. Options A, C, D, and E might be true, but 

there is not enough information given to conclude that 

any of them must be true. We cannot conclude that every 

student who received all A’s plays on a team (Option A), 

or determine whether the best athletes always get the 

highest grades (Option C). Option D can be ruled out 

because no information is given that compares grades 

received by students who do or do not play on sports 

teams. Nor is there any information about how much 

time students spend studying, ruling out Option E. Only 

Option B must be true. A student who receives a grade 

of C+, which is lower than a B-, is not permitted to play. 

56



Form 

A 

12. (K) Draw a diagram to help solve this question. Use 

initials to represent the names of the five students—S, R, 

E, A, T. Write “first” on the left side of your scrap paper 

and the numbers 1 through 5 after it. Then look for specific 

locations for each person. Statement 3 says that Tiffany 

used the phone last, so write “T” in the fifth position. 

First _____ _____ _____ _____ __T__ 

1 2 3 4 5 

Raymond must be in the fourth position because he used 

the phone after Steve (Statement 1) and after Elise and 

Ahmed (Statement 2). 

From Statement 2, we know that Ahmed used the phone 

before Elise. So there are three possible orders: 

SAERT AESRT ASERT 

The first person to use the telephone could be either 

Steve or Ahmed, but we don’t have enough information to 

identify which one. Thus, Option K is the correct answer. 

13. (D) This question requires you to order the dolls by 

size, from largest to smallest. Draw a diagram with a 

space for each doll and use the initials R, B, P, Y, and G to 

represent the colors. 

Largest _____ _____ _____ _____ _____ 

1 2 3 4 5 

Combining the information in Statements 1, 3, and 4, the 

relative positions of the green, blue, red, and purple dolls 

(without knowing their exact locations) can be represented 

as: 

GBRP 

Now consider the location of the yellow doll. The yellow 

doll is not next to the purple doll, according to Statement 

2, and is not between the blue and red dolls, according to 

Statement 1. Thus, the possible orders are: 

YGBRP GYBRP 

The red doll is fourth, regardless of which order is correct. 

Notice that you do not have to determine the location of 

every doll in order to answer the question correctly. 

14. (F) Draw a diagram to illustrate the relationship 

among the groups mentioned in the question: all teachers, 

people who went to the lecture, and people who went 

to the lecture and left early. 

Options G, H, J, and K might be true, but not necessarily. 

Only Option F must be true, because none of the 

teachers left the lecture early. 

15. (E) Draw a diagram to help solve this problem. Write 

“left” on the left-hand side of your scrap paper, followed 

by four spaces, one for each bike. Let an initial stand for 

each bike color—B, Y, G, and R. Then look for specific 

information about the location of a bike. The blue bike 

is on the extreme left (Statement 1). Fill in the left-most 

blank with a “B.” 

Left _____ B _____ _____ _____ 

Based on Statement 3, there are three possible orders. 

(Remember that “between” does not necessarily mean 

“between and next to.” Another bike could also be 

between the blue and yellow bikes.) 

BGYR BGRY BRGY 

Based on Statement 2, we can eliminate the third possible 

order because the red bike must be next to the yellow 

bike. There are now two possible orders: 

BGYR BGRY 

Paul’s bike is between the blue bike and the red bike. 

However, we can’t determine which of the two orders is 

correct, so his bike could be either green or yellow. 

Options A, B, C, and D might be true, but we cannot 

conclude that they must be true. Only Option E must 

be true. 

16. and 17. Read the directions carefully. The letters 

in a sentence may or may not appear in the same order 

as the words in that sentence. For example, in the first 

sentence, the first letter (L) may or may not represent the 

first word (sherbet). Remember that you need not find out 

what every letter represents in the code. 

16. (J) The word “and” appears in the first, second, and 

third sentences of the code, but not in the fourth sentence. 

The letter that represents “and” must also appear 

in the first three sentences, but not in the fourth. The 

letter T (Option F) appears in all four sentences, so it cannot 

be correct. The letters L and M (Options G and H) 

each appear in only two sentences, not three, so they are 

also incorrect. The letter Q meets the requirements. It 

appears in the first three sentences but not the fourth. No 

other letters meet this requirement, so Option J is correct. 

Went to lecture 

Left early 

Teachers 

Not at lecture 

57



Form 

A 

17. (C) The letter V appears in the second and fourth 

sentences. Find the word that also appears only in those 

two sentences. Options A and B are incorrect because 

the words “chili” and “spicy” appear in the second sentence, 

but not in the fourth. Option D, “sweet,” appears 

in the first and fourth sentences, but not in the second 

sentence, so it can be ruled out. The word “hot” is the 

only word that appears in both the second and fourth 

sentences, and it is the correct answer. 

House L M N P Q R 

Porch? Yes No Yes No No Yes 

Fenced yard? No No No Yes Yes No 

Options B, C, D, and E are true for one of the possibilities, 

but not the other. None of them must be true for 

both possibilities. Option A is true for both possibilities, 

and it is the correct answer. 

18. (H) This question contains two conditional statements. 

You can put the two sentences together: When 

Tomas is wearing a white shirt, he is also wearing a tie 

and black shoes. Thus, Option H must be true. 

W T B 

The first sentence only tells us what will happen when 

Tomas wears his white shirt. It says nothing about what 

will happen when Tomas does not wear his white shirt. 

Therefore, it is incorrect to conclude that when Tomas 

wears a tie he is also wearing a white shirt. Likewise, 

the second sentence tells us only what will happen when 

Tomas wears a tie. It doesn’t tell us what will happen 

when Tomas does not wear a tie. We cannot conclude 

that whenever Tomas wears his black shoes he is also 

wearing a tie. 

19. (A) This question asks you to determine which of the 

six houses have fenced yards and which have porches. 

Start with the most definite information—that three 

houses have porches (Statement 2), and they are not next 

to one another (Statement 3). This creates four possible 

arrangements of houses with porches: 

L M N P Q R 

Yes No No Yes No Yes 

Yes No Yes No No Yes 

Yes No Yes No Yes No 

No Yes No Yes No Yes 

Statement 1 says that the two houses with fenced yards 

are immediately next to one another. The third and 

fourth arrangements above do not allow this condition, 

because a house with a porch cannot have a fenced yard 

(Statement 4). Two possibilities remain, as shown below, 

and we cannot determine which is correct. 

20. (H) Read each option to determine whether it must 

be true. Option F is ruled out because the question 

refers to only two conditions, afraid or not afraid of 

heights. There are no comparisons of degrees of fear. 

The question does not state the requirements for joining 

the Skydiving Club (Option G), only for maintaining 

one’s membership. Option H is correct; some people who 

are afraid of heights belong to the Skydiving Club, and 

these people make three jumps a month. There is no 

support for Option J, and Option K applies to skydivers 

in general, not to members of the Skydiving Club. 

u u u Reading 

u Wolves 

21. (E) You are asked to identify the main theme of the 

passage. Every paragraph discusses the reasons that 

wolves howl, and the best answer is Option E, “purposes 

of wolf howling.” Option A and B are details, not the main 

theme. Option C is too broad for a passage that describes 

only wolf behavior. Option D is not mentioned at all. 

22. (G) Read each option to find the statement that is 

not supported by the passage. Option F is supported by 

lines 18-20, so it cannot be the correct answer. In evaluating 

Option G, notice that the passage gives two examples 

of wolves communicating outside their own pack: 

lines 18-20, which describe howling to mark the boundaries 

of a pack, and lines 37-39, which describe a lone 

wolf looking for other wolves to begin a new pack. These 

examples indicate that wolves sometimes communicate 

outside of their own pack, contradicting Option G, and 

thus making it the correct answer. Option H is clearly 

stated in lines 22-23, Option J is supported in lines 16-18 

and 40-42, and lines 16-18 rule out Option K. 

House L M N P Q R 

Porch? Yes No No Yes No Yes 

Fenced yard? No Yes Yes No No No 

or 

58



Form 

A 

23. (C) The comparison of birdsong to howling is found in 

lines 18-21: “howling may be a way to mark the boundaries 

of a pack’s territory, in the same way that some birds 

use birdsong to warn other birds away.” Only one option 

(C) restates this idea. Options A, B, and E are specific to 

wolves, not to birds, and Option D is not mentioned at all. 

28. (H) The earliest phase of samizdat is described in 

lines 35-36: “At first, samizdat focused mainly on literature, 

such as poetry and novels.” Only Option H, a short 

story, fits into this category. None of the other options 

are representative of the earliest phase of samizdat, 

though they might be examples of later stages. 

24. (F) Option F, “to celebrate a successful hunt,” is 

mentioned in lines 17-18. Is it the best answer? The 

question asks about wolves howling in chorus, ruling out 

the reasons that a lone wolf might howl (Options G and 

J). Options H and K are not mentioned in the passage. 

Option F is the best answer. 

25. (A) The question refers you to the last paragraph. 

Some observers have claimed that wolves fake their 

howling in order to fool other wolves, followed by examples: 

deceptions about maturity (a young wolf sounding 

like an older wolf) or numbers (a few wolves sounding 

like nearly a dozen). In other words, they deceive their 

enemies about their lack of protection, which is Option 

A, “vulnerability.” Options B, D, and E are mentioned in 

the passage, but not in the context of deceiving enemies. 

Option C is not mentioned. 

26. (K) The possibility that wolves are capable of fooling 

other wolves in times of danger, to disguise their youth or 

small numbers, is discussed in the last paragraph. Some 

researchers doubted this claim, as described in lines 

57-60. Their doubt is based on the fact that wolf hearing 

is too keen to be deceived, which is Option K. Options 

F and H support the claim that wolves can fake their 

howling, so they cannot be correct. Options G and J are 

not supported by the passage. 

u Samizdat 

27. (D) The correct answer must incorporate all of the 

important elements of the reading passage, yet it must 

not be overly broad. Option A mentions two important 

samizdat writers, but they are mentioned only in the 

fourth paragraph and are not the main topic. Option B 

refers to all poetry published in the Soviet Union, not 

limited to samizdat poetry, so it is too broad. Option 

C is incorrect because the passage is about the Soviet 

Union, which had neither a free press nor a free society 

(lines 6-9). Option D is a good summary of the passage, 

describing Soviet censorship and the samizdat response. 

Option E is mentioned only briefly in the first paragraph 

and does not summarize the theme of the passage. 

29. (B) To answer this question, you must read more 

than the sentence containing the phrase “a knock at his 

door in the middle of the night” (lines 47-48). Reread the 

fourth paragraph. It says that Pasternak feared that he 

would appear disloyal to the Soviet state. What did he 

fear? Lines 18-19 state, “Most worried that they were 

being watched by the government’s secret police.” The 

correct answer is most likely that Pasternak feared a 

visit by the secret police, which is Option B. The other 

options are mentioned in the passage but are not objects 

of fear, as the secret police were. 

30. (J) The correct answer must be in the last paragraph, 

the only paragraph to mention computers (lines 66-70). 

The passage does not specify the content of the texts 

stored on computers, so Options F and G can be ruled 

out. Nor did the computers give access to Russian stores, 

which eliminates Option H. Option J is the best answer, 

since storing and circulating texts via computers is more 

efficient than typing or hand-copying samizdat texts. 

Option K is not mentioned in the passage. 

31. (B) Because a samizdat document was unsigned or 

signed with a false name (lines 33-34), the identity of 

the original writer or copyist was not part of the document. 

The answer to this question is not stated directly 

in the passage but can be inferred from lines 16-19. The 

best answer is that the unsigned documents protected 

samizdat writers from capture and punishment, which is 

Option B. Options A and E are not likely reasons—the 

materials were in fact smuggled outside the Soviet Union 

and copied over and over. Option C might look attractive, 

but the samizdat documents were unsigned to protect 

the identities of the writers, not of the secret police. 

Since all samizdat documents were unsigned, that was 

not a factor in judging their trustworthiness (Option D). 

32. (F) The answer is found in lines 71-75. The correct 

answer, Option F, makes the connection between the 

abolishment of censorship and subsequent freedom of the 

press, which eliminated the need for samizdat. The passage 

does not support Options G or K, and it contradicts 

Option H. Option J is a true statement, but is not the 

reason that samizdat networks ended. 

59



Form 

A 

u Ice 

33. (C) The structure of the passage is straightforward. 

It begins by asking why ice is slippery (lines 3-5) and 

reviews several theories of slipperiness: smoothness, friction, 

pressure, and Faraday’s theory. Option C, “answers 

to the question of what makes ice slippery,” summarizes 

the theme of the passage. Option A is not mentioned, 

and Options B, D, and E are details, not the main idea. 

34. (F) Read the entire last paragraph. The writer says, 

“The phenomenon of a slippery liquid-like surface is not 

limited to ice,” then goes on to mention lead and diamond 

crystals. The most likely reason that the author mentions 

these crystals is to illustrate that solids other than 

ice have slippery surfaces, which is Option F. Option 

G cannot be correct because these crystals are made of 

lead and carbon, not water. The properties of lead and 

diamond crystals do not cast doubt on Faraday’s theory, 

ruling out Option H. While it is possible that scientists 

might shoot electrons at lead and diamond surfaces 

(Option J) or find new uses for slippery substances 

(Option K), these are not mentioned in the passage. 

35. (C) Faraday’s experiment is described in the fourth 

paragraph, which states that the liquid on the ice cubes’ 

surfaces froze solid when the surfaces made contact (lines 

45-46). This information is restated in the correct answer, 

Option C. Option A is incorrect because Faraday’s explanation 

does not include the concept of friction. Options 

B and D are not supported by the passage. While the 

surfaces of the ice cubes might be smooth (Option E), the 

“smoothness” explanation of slipperiness was ruled out in 

the first paragraph. 

36. (F) The 1996 experiment at Lawrence Berkeley 

Laboratory is mentioned in lines 52-58. The data from 

this experiment suggested that the ice surface remained 

“liquid-like,” creating a slippery layer of molecules on 

the ice surface. This conclusion is best summarized by 

Option F. Option G is wrong because the experiment 

illustrated the power, not the weaknesses, of scientific 

technology. Option H is impossible: the experiment was 

conducted long after Faraday’s lifetime (150 years ago, 

see line 40). Option J contradicts the scientists’ conclusion, 

and Option K refers to Faraday’s experiment, not 

the Lawrence Berkeley Lab experiment. 

37. (B) This question asks you to distinguish between 

“liquid-like” and “liquid.” The distinction between the 

two terms is made in lines 65-68: on the ice surface, “the 

molecules move only up and down; if they also moved 

side to side, they would constitute a true liquid.” Thus, 

the surface of ice is liquid-like because the surface molecules 

move only up and down, which is Option B. Option 

A describes the result of the experiment, not the ice surface 

itself. Option C can be ruled out because “wet” and 

“liquid” are synonyms. Option D cannot be evaluated— 

we do not know from the passage whether the ice surface 

is slipperier than a liquid surface. Option E contradicts 

the passage, which says that the molecules on the ice 

surface are in motion. 

38. (K) The friction theory of slipperiness is explained in 

the second paragraph, which concluded that the theory 

cannot explain why ice is slippery for someone who 

stands motionless, creating no friction. A phenomenon 

that a theory cannot explain can be said to weaken, or 

undermine, the theory. Option K, “a person slipping 

while standing immobile on ice,” is the best answer. 

Option F undermines the pressure theory of slipperiness, 

not the friction theory, while Option J undermines the 

“smoothness” explanation. Options G and H neither support 

nor undermine the friction theory. 

u Great Zimbabwe 

39. (D) You are asked to identify the general topic of the 

passage. Options B and E refer to only parts of the passage. 

Option C is not mentioned at all. Option A is too 

broad; most of the passage is about Great Zimbabwe, not 

the nation of Zimbabwe. Option D, “the true story of the 

Great Zimbabwe ruins,” is best. 

40. (G) This is a synthesis question, in which the basis 

for the correct answer is found in several places in the 

passage. First, find the section that mentions Richard 

Hall’s opinion. Lines 52-54 state that Hall was “convinced 

that the structures had been built by ancient 

people from the Middle East.” Later, Hall’s opinion was 

discredited by archaeologists who demonstrated that 

Great Zimbabwe was African, not Middle Eastern, in 

origin (lines 64-65). In other words, Hall’s opinion was 

inaccurate. All five options must be evaluated to find the 

option with which the passage’s author would most likely 

agree. Option F is not correct: Hall’s first impression 

(that the structures were built by people from the Middle 

East) was inaccurate. The author would not agree with 

Option H: the present culture of the Shona people is not 

illustrative of their past. The author does not take any 

stand on whether advanced cultures developed first in 

the Middle East, ruling out Option J, nor does the author 

claim that Middle Eastern culture was derived from 

Shona culture (Option K). The best answer is Option 

G. A preconception is an opinion formed in advance of 

actual knowledge, which perfectly describes Hall’s belief. 

60



Form 

A 

Hall’s preconception that Great Zimbabwe was built by 

people from the Middle East clouded his judgment. 

41. (E) Read the entire last paragraph, which implies 

that discussion of “one mystery of Great Zimbabwe” has 

just been concluded, and the author is making a transition 

to another mystery. The previous paragraph showed 

that Great Zimbabwe was built by ancestors of the Shona 

people during the fourteenth or fifteenth century, not by 

ancient people from the Middle East. Thus, the mystery, 

now solved, was who had built Great Zimbabwe and when 

(Option E). Option A is a detail of the correct answer, but 

incorrect because the mystery comprised much more than 

the foreign wares discovered in the ruins. Option B, “why 

the settlement was abandoned,” is the remaining mystery, 

not the mystery that had been solved. The source of the 

gold and ivory (Option C) and the reason that Europeans 

did not discover Great Zimbabwe until the 1870s (Option 

D) are not presented as mysteries. 

42. (H) The Shona people are discussed in the fifth paragraph. 

Since the question is open-ended, we must evaluate 

each option to find the best answer. The Shona people 

still exist as a distinct group (line 68), ruling out Option 

F. Shona kings traded their goods in coastal towns (lines 

72-74), implying that they lived in the African interior, 

not the coast, eliminating Option G. (This conclusion is 

also supported by line 18: “a mysterious stone city in the 

African interior.”) Lines 65-68 state that Great Zimbabwe 

was most likely built by ancestors of the present-day 

Shona people, which supports Option H. Options J and 

K confuse the histories of the Shona people and ancient 

Middle Eastern people. Option H is the best answer. 

43. (E) The statement “Archaeology was still in its infancy” 

(lines 51-52) implies that the field of archaeology was 

young and immature in the 1870s. The statement is followed 

by descriptions of how early explorers, including 

Richard Hall, discarded valuable archaeological material 

that would have revealed the true history of Great 

Zimbabwe. Thus, the “infancy” of archaeology is illustrated 

by Option E, “the excavations conducted by Richard Hall.” 

Options A and B are events in Shona history, not the history 

of archaeology, and Options C and D are references to 

more advanced stages of archaeology, not to its infancy. 

44. (F) The phrase “relationship of Portuguese explorers 

to Great Zimbabwe” is open-ended, and thus each 

option should be evaluated in turn. Option F is correct; 

the Portuguese searched for Great Zimbabwe but never 

found it (lines 26-27). It is a good idea to read the remaining 

options to be sure that none of them is better than 

Option F. Options G, H, and K are incorrect because 

the Portuguese never found Great Zimbabwe or King 

Solomon’s mines. The destruction of archaeological evidence 

was committed by subsequent explorers, not the 

Portuguese, which rules out Option J. Option F is the 

best answer. 

u Cross Country 

45. (E) Options A and B are details, not the main theme. 

Options C and D are too broad—the passage is about one 

automobile journey, not travel in general. Option E, “a 

historic automobile trip by twentieth-century pioneers,” 

correctly sums up the main idea of the passage. 

46. (F) The correct answer (Option F) is stated directly in 

the preceding sentence (lines 31-32): “Residents of some 

small towns had never seen an automobile.” 

47. (B) Read the entire sentence to understand the context 

of the phrase. “The modern machine attracted so 

much attention that Jackson’s bulldog Bud was given 

the responsibility of guarding the car from people who, 

enchanted by its novelty, were tempted to steal a shiny 

piece as a souvenir.” A novelty is something new or 

unusual. In this sentence, the novelty is the car, Option 

B. Option E, “journey,” might look attractive because the 

journey could also be considered a novelty, but “journey” 

does not fit the sentence—it does not have shiny pieces 

that people were tempted to steal. 

48. (G) The incident with the farmer and his horses is 

described in lines 39-44. The car sank into quicksand 

and had to be pulled out by a farmer’s team of horses. 

Options F and K are contradicted, not supported, by this 

incident. Option H refers to another incident. Option 

J might or might not be true, but the incident is about 

only one quicksand pit, not many. Option G is the correct 

inference. Despite their modern machine, Jackson 

and Crockett occasionally needed help from other people, 

such as the farmer. 

49. (C) A cross-country automobile trip in 1910 is mentioned 

in lines 51-54: “By 1910, other drivers, benefitting 

from better driving conditions, had shortened the transcontinental 

crossing time to ten days.” Better driving 

conditions imply better highways, which is Option C. 

50. (F) The complete phrase is “their predecessors who 

traveled in covered wagons” (lines 56-58). The only 

option that fits that description is “the early settlers” 

(Option F). 

61

Sample Test—Mathematics 


Form A 

51. (A) AB lies between 0 and 1 on the number line. 

A is the lower limit of x and B is the upper limit. 

The area between 0 and 1 is divided into 6 equal 

segments, so A 5 __ 1 6 and B 5 __ 3 6 5 __ 1 2 . 

52. (J) Let x represent the lowest score that Hilary can 

receive and earn a B, which requires an average 

score of 80 points. Set up the equation for the 

calculation of a mean of 80: 

______________________ 

91 1 72 1 69 1 83 1 x 

5 80 

5 

91 1 72 1 69 1 83 1 x 5 400 

315 1 x 5 400 

x 5 85 

53. (A) When the three 14-foot chains are linked end to 

end, their length is 3 3 14 ft 5 42 ft. Let x 

represent the length of one of the longer chains 

and set up an equation: 

42 1 2x 5 100 

2x 5 58 

x 5 29 

54. (K) To find “how many times older,” divide the age of 

the earth by the age of the artifact: 

__________ 5.2 3 109 

1.3 3 10 7 5 5.2 ____ 

1.3 3 109 ____ 

10 7 

5 4.0 3 10 2 

55. (B) The first step is to cross-multiply. Then, use the 

distributive property. Next, combine like terms 

and solve the equation: 

3(7 1 n) 5 1(43 1 n) 

21 1 3n 5 43 1 n 

3n 2 n 5 43 2 21 

2n 5 22 

n 5 11 

56. (H) To get the prime factorization, divide out prime 

numbers until all that is left are prime numbers. 

One way is shown below: 

1,200 5 2 3 600 

5 2 3 2 3 300 

5 2 3 2 3 2 3 150 

5 2 3 2 3 2 3 2 3 75 

5 2 3 2 3 2 3 2 3 5 3 15 

5 2 3 2 3 2 3 2 3 5 3 3 3 5 

5 2 4 3 3 3 5 2 

57. (B) Substitute y 2 7 for x and simplify the 

expression: 

3(y 2 7) 2 3 

3y 2 21 2 3 

3y 2 24 

58. (H) First, calculate the total distance Laura traveled: 

(15 mph) 3 (2 hr) 5 30 miles 

(12 mph) 3 (1 hr) 5 12 miles 

Total distance traveled 5 30 1 12 5 42 miles. 

Total time traveled 5 2 1 1 5 3 hours. 

To calculate her average speed for the entire 

ride, divide total distance traveled by total time 

traveled: 

42 4 3 5 14 miles per hour 

59. (E) Using the counting principle: 

4 people can be chosen for the first position 

3 people can be chosen for the second position 

2 people can be chosen for the third position 

1 person can be chosen for the fourth position 

So, 4 3 3 3 2 3 1 5 24. 

Another way to solve this problem is by writing 

out all the possible permutations (using the 

letters L, M, P, and R to represent the four 

people) and then count them: 

LMPR MLPR PLMR RLMP 

LMRP MLRP PLRM RLPM 

LPMR MPLR PMLR RMLP 

LPRM MPRL PMRL RMPL 

LRMP MRLP PRLM RPLM 

LRPM MRPL PRML RPML 

62



Form 

A 

60. (G) Begin by cross-multiplying to eliminate the 

fraction, then combine like terms and solve 

for m: 

5m 2 3 5 4(2 1 m) 

5m 2 3 5 8 1 4m 

m 5 11 

61. (D) Substitute 2 3 into the expression wherever you 

see an x, and then simplify: 

4x 2 1 5x 2 8 

4( 2 3) 2 1 5( 2 3) 2 8 

4(9) 2 15 2 8 

13 

62. (K) The formula for the area (A) of a rectangle is 

length (l) times width (w): A 5 l • w. The 

question defines the length in terms of the 

width: l 5 3w. Substituting 3w for l, we get: 

A 5 3w • w 5 3w 2 

Since the question states that w 5 8: 

3(8 2 ) 5 3(64) 5 192 sq ft 

63. (C) Since 75% is the same as __ 3 , we know the 

4 

number of students in the class must be divisible 

by 4. The number of students in the class also 

needs to be divisible by 6, since exactly __ 1 of the 

6 

students do not have a book bag. 

The numbers between 30 and 41 that are 

divisible by 4 are 32, 36, and 40. Of those three 

numbers, only 36 is also divisible by 6. So the 

answer is C, 36. 

64. (K) The angles are formed by the intersection of two 

lines. The angle labeled 53 is opposite to the 

unlabeled angle, which by definition is also 53. 

The sum of the four angles is 360. Neither x nor 

y is being solved for, only their sum (x 1 y). 

x 1 y 1 2(53) 5 360 

x 1 y 5 360 2 106 

x 1 y 5 254 

65. (D) When the sum of two integers is odd, one integer 

must be odd and the other must be even. The 

sums N 1 M and M 1 T are both odd. If M is 

odd, then both N and T are even. If M is even, 

then both N and T are odd. 

Evaluate each answer option. Options A and B 

may be true, but neither must be true. If N and 

T are both even, their product will be even; if 

both are odd, their product will be odd. Thus, 

neither option must be true. 

Regardless of whether N and T are both odd or 

both even, Options C and E cannot be true. In 

both cases, N 2 T and N 1 T would be even. 

Option D will always be true, because the sum of 

two odd numbers is always even and the sum of 

two even numbers is always even. 

66. (H) ____ 4.5 3 0.22 5 45 3 0.22 5 9.9 

0.1 

67. (D) Begin by evaluating the problem as it is written. 

Following the order of operations, we first calculate 

the expression in the parentheses, and then 

perform the division: 

(8 2 16) 4 ( 2 8 1 6) 

5 ( 2 8) 4 ( 2 2) 

5 4 

Now, remove the parentheses and evaluate the 

resulting expression. Following the order of 

operations, we first perform the division and 

then the addition: 

8 2 16 4 2 8 1 6 

5 8 1 _____ 2 16 

2 1 6 8 

5 8 1 2 1 6 

5 16 

To calculate how the value of the expression 

changes by removing the parentheses, subtract 

the first answer from the second answer: 

16 2 4 5 12 

The expression will change by an increase of 12. 

63



Form 

A 

68. (F) To find the value of x in terms of y, solve for x: 

2x 1 2y 2 6 5 14 

2x 1 2y 5 20 

x 1 y 5 10 

x 5 10 2 y 

69. (D) First, calculate the number of complete trips 

around the merry-go-round the child will make. 

Then, determine how many horses remain in the 

final trip. 337 (the number she stops at) divided 

by 25 (the number of horses on the merry-goround) 

equals 13, with a remainder of 12. Thus, 

the child will walk around the merry-go-round 

13 complete times and stop at the 12 th horse on 

her next trip. The 12 th letter of the alphabet is 

L, so the answer is D. 

73. (B) Solve the equation: 

________ 2(x 1 1) 

5 1 

3 

2x 1 2 5 3 

x 5 1 __ 

2 

74. (G) After the initial $2.00 charge, the cost per mile 

is $0.30 3 5 5 $1.50. Let x equal the number of 

miles ridden for a $20 fare, and set up an 

equation for the total cost of the taxi ride: 

$2.00 1 $1.50x 5 $20.00 

$1.50x 5 $18.00 

x 5 12 miles 

70. (K) Since there are 16 ounces in 1 pound, the 

question asks how much we would pay for 

16 ounces of this candy. Set up a proportion 

based on what is given in the problem: 

______ 5 oz 

$1.50 5 16 ______ 

x 

oz 

Now, solve for x, which would be the price of 

16 ounces of candy: 

5x 5 16($1.50) 

5x 5 $24 

x 5 $4.80 

71. (B) A ratio of 3:2 means that in any group of 

5 people, 3 are women and 2 are men. 

Thus, ______ 

3 

3 1 2 or 3 __ 

5 are women. 3 __ 

5 5 ___ 6 

10 5 60%. 

72. (H) 75 is evenly divisible by 15, so 77 (i.e., 75 1 2) 

is the first integer that has a remainder of 2 

when divided by 15. Add 15 to 77 (5 92) to get 

the next integer. Add 15 to 92 (5 107) to get the 

next integer. However, 107 is larger than 105, so 

only 2 integers (77 and 92) satisfy the conditions, 

and the correct answer is H. 

75. (B) First, calculate the location of point J using the 

location of point K and the given length of JK: 

3__ 

8 3 __ 1 2 5 3 __ 1 8 

Now, use the location of point J to calculate the 

location of point M using the length of JM: 

3 

1__ 

8 9 __ 3 4 5 6 __ 5 8 

Finally, use the location of point M to calculate 

the location of point L using the length of LM: 

6 5 __ 

8 1 1 __ 

8 5 5 1 __ 

2 

76. (G) Shelby paid 40% on the first day of the month 

and 25% on the tenth day. That means she 

owes a total of 35% on the twentieth day 

(100% 2 40% 2 25% 5 35%). 

$800 3 0.35 5 $280 

Another way to solve this problem is to calculate 

what Shelby paid on each day and subtract that 

from the total amount due: 

First day: $800 3 0.40 5 $320 

Tenth day: $800 3 0.25 5 $200 

Twentieth day: $800 2 $320 2 $200 5 $280 

77. (D) Substitute 2 2 for x and 3 for y, and simplify the 

expression: 

5x 2 2xy 

5( 2 2) 2 2( 2 2)(3) 

2 10 2 ( 2 12) 

2 10 1 12 

2 

64



Form 

A 

78. (F) Because both triangles are right triangles that 

share a vertex, they are similar. To find x, set up 

a proportion using the two known sides of each 

triangle: 

_______ (4 1 x) 

1.0 5 ____ 4 

0.8 

0.8 (4 x) 5 1.0 (4) 

4 1 x 5 5 

x 5 1 

79. (E) Start by setting up an equation for each 

comparison mentioned in the problem: 

Equation 1: s 5 4l 

Equation 2: 2p 5 5d 

Equation 3: 3h 5 p 

Equation 4: 5s 5 2h 

Now, assign a value to one variable and solve for 

the others: 

Let l 5 1 

So, using Equation 1: s 5 4 • 1 5 4 

Then, use Equation 4: 5 • 4 5 2h 

10 5 h 

Then, use Equation 3: 3 • 10 5 p 

30 5 p 

Finally, use Equation 2: 2 • 30 5 5d 

12 5 d 

Now that the values of all 5 coins are known, 

the coin with the greatest value is plunk (30). 

80. (H) Raoul is now R years old, and Phil is 8 years 

older: 

P 5 R 1 8 

Two years from now, Phil will be twice as old 

as Raoul: 

(P 1 2) 5 2(R 1 2) 

By substitution, 

[(R 1 8) 1 2] 5 2 (R 1 2) 

R 1 10 5 2R 1 4 

6 5 R 

Raoul is currently 6 years old. 

81. (D) First, calculate the area we need to paint: 

2 walls each measuring 12 ft by 9 ft 

5 2 3 12 3 9 5 216 sq ft 

2 walls each measuring 10 ft by 9 ft 

5 2 3 10 3 9 5 180 sq ft 

Total area 5 216 1 180 5 396 sq ft 

1 qt covers 100 sq ft, so divide the total square 

feet by 100 to find the number of quarts needed: 

____ 396 5 3.96 qt 

100 

Since we cannot buy a partial can of paint, we 

need to round up. The answer is 4 quarts. 

82. (G) Rearrange the equation so that nm is on one side: 

60 5 24nm 

2.5 5 nm 

83. (C) Find the multiples of 7 and multiples of 5, add 

the remainders to each multiple, and look for the 

first number to appear in both lists: 

Multiples of 7: 7 14 21 28 35 … 

Add 3 to each: 10 17 24 31 38 … 

Multiples of 5: 5 10 15 20 25 … 

Add 2 to each: 7 12 17 22 27 … 

17 is the first number to appear in both 

sequences, so it is the least possible value to 

meet the conditions. 

An alternative way to solve this problem is to 

test each answer option to see which one fits 

the criteria. 

84. (H) The question states that the mean of 4 of the 

numbers is 50. To solve this problem, we can 

assume that the value of each of those 4 

numbers is 50. 

Now, let x equal the mean of the other 16 

numbers. Set up an equation using the mean of 

all 20 numbers to find the value of x: 

____________ 

4(50) 1 16x 

5 42 

20 

200 1 16x 5 840 

16x 5 640 

x 5 40 

65



Form 

A 

85. (D) For x, determine the perfect square that lies 

between 50 and 65. 8 2 5 64, so x 5 8. For y, find 

the perfect square that lies between 17 and 32. 

5 2 5 25, so y 5 5. Then multiply x and y: 

8 3 5 5 40 

To quickly solve problems like this, it is 

important to know the perfect squares at least 

through 12 2 5 144. 

86. (J) Twenty-five percent of the sample of 2,000 homes 

is 500 homes. The first year in which at least 500 

homes had DVRs was 2006, which is Option J. 

87. (B) We know that 300 dollars 5 192 nobles. To 

figure out how many nobles are equal to 1 dollar, 

divide each side of the equation by 300: 

300 dollars 4 300 5 192 nobles 4 300 

1 dollar 5 ____ 192 nobles 5 ___ 16 

300 25 nobles 

88. (G) First, change both fractions into mixed numbers: 

28 ___ 

3 5 9 1 __ 

3 

83 ___ 

5 5 16 3 __ 

5 

The positive integers between these mixed 

numbers are 10, 11, 12, 13, 14, 15, and 16. 

So the answer is 7. 

89. (C) We know that KT 5 12 units and M is the 

midpoint of ___ 

KT, so MT 5 6 units. We know 

that W is the midpoint of ____ 

MT, so WT 5 3 units. 

K 

12 units 

M 

• • • • 

W 

5 

6 units 

3 units 

If we assume that K is smaller than T, then K 

must be to the left on the number line and T 

must be to the right. Since we know that W is at 

5 on the number line, T must be at 8 because WT 

5 3 units, and M must be at 2, since 

MW 5 3 units. 

T 

Finally, we need to find the midpoint of ____ 

K W: 

_______ 2 4 1 5 

5 __ 1 

2 2 5 0.5 

Note: The question asks for “a possible midpoint” 

of ____ 

KWbecause there is no information about 

whether K is smaller than T, or T is smaller than 

K. In the explanation above, we assumed that 

K is smaller than T. If we assume T is smaller 

than K, we would get a different answer for the 

midpoint of ____ 

KW(9.5), which is not among the 

answer options. 

90. (H) First, calculate what t is when the two planes 

are equal distances from the airport. Set the two 

distances equal to each other and solve for t: 

310 2 2t 5 3t 1 235 

2 5t 5 2 75 

t 5 15 

The question asks “what is the difference 

between their altitudes?” To answer this, 

we need to subtract the two altitudes: 

(32,800 2 20t) 2 (31,600 1 40t) 

5 32,800 2 20t 2 31,600 2 40t 

5 1,200 2 60t 

Now, substitute the value of t into the 

expression: 

5 1,200 2 60(15) 

5 1,200 2 900 

5 300 ft 

91. (C) Since A k 

5 __ 1 k , then A 1 5 __ 1 1 , A 2 5 1 __ , and so on. 

2 

A 1 

A 2 

1 A 2 

A 3 

1 A 3 

A 4 

1 A 4 

A 5 

1 A 5 

A 6 

5 1 __ 

1 3 1 __ 

2 1 1 __ 

2 3 1 __ 

3 1 1 __ 

3 3 1 __ 

4 1 1 __ 

4 3 1 __ 

5 1 1 __ 

5 3 1 __ 

6 

5 __ 1 2 1 1 __ 

6 1 ___ 1 

12 1 ___ 1 

20 1 ___ 1 

30 

5 ____________________ 

 

30 1 10 1 5 1 3 1 2 

 

60 

5 ___ 50 

60 

5 5 __ 

6 

Given that KT 5 12, and T is at 8 on the number 

line, then K must be at 2 4. 

66



Form 

A 

92. (G) There are two extreme values for the number of 

drivers who both wear glasses and are over age 

30. (There are many more values between the 

extremes, but this explanation focuses on the 

largest and smallest.) 

Value 1: If the 10,000 who do not wear glasses 

(50,000 2 40,000) are all 30 years old or less, 

that means that all 30,000 of the drivers over 

30 must wear glasses. 

Value 2: If the 10,000 who do not wear glasses 

are all over 30, that means that 20,000 of the 

drivers over 30 (30,000 2 10,000) must wear 

glasses. 

Of those two values, 20,000 is smaller than 

30,000, so the answer is 20,000. 

93. (B) First, find the new volume (V 2 

) associated with 

the changes described in the question (dividing r 

by 2 and doubling h): 

V 2 

5 1 __ 

3 p 1 r __ 

2 2 2 (2h) 5 1 __ 

3 p ___ 

1 r2 

4 2 (2h) 5 __ 1 6 p r2 h 

Now, calculate the ratio between V 2 

and the 

original V: 

V 2 

: V 

__ 1 6 p r2 h : __ 1 3 p r2 h 

Cancel out the like terms: 

__ 1 6 : 1 __ 

3 

Finally, multiply both sides by 6 to get rid of the 

fractions: 

1:2 

94. (G) Evaluate each option to determine which 

expression must be positive. Options F and H 

must be negative, and Options J and K could be 

either positive or negative. Only Option G must 

be positive, because the addition of a positive 

number (z) and the square of any number (w 2 ) 

will always be positive. 

An alternate way to solve this problem is to 

assign values to each variable (e.g., w 1 and 

z 1), and test each answer option. 

95. (D) The integer values of x we need to consider are 

0, 1, 2, 3, 4, and 5. Plug each of these values into 

the expression to see whether the result is an 

integer: 

x 5 0 _______ 2x 1 5 

x 2 2 5 2 __ 5 , which is not an integer. 

2 

x 5 1 _______ 2x 1 5 

x 2 2 5 ____ 2 7 

1 5 2 7, which is an integer. 

x 5 2 _______ 2x 1 5 

x 2 2 5 9 __ , which is not an integer. 

0 

x 5 3 _______ 

2x 1 5 

x 2 2 5 11 ___ 5 11, which is an integer. 

1 

x 5 4 _______ 

2x 1 5 

x 2 2 5 13 ___ , which is not an integer. 

2 

x 5 5 _______ 

2x 1 5 

x 2 2 5 15 ___ 5 5, which is an integer. 

3 

Thus, there are 3 integer values of x (1, 3, and 5) 

that make the expression an integer. 

96. (K) First, calculate the midpoint of the first line 

segment whose points are given: 

Midpoint of x-value: _______ 

6 1 12 5 ___ 18 

2 2 5 9 

Midpoint of y-value: _______ 

8 1 10 5 ___ 18 

2 2 5 9 

So, the midpoint of the first line segment is (9, 9). 

Now, use that information to find x. Set up the 

midpoint formula for the x-value of the second 

line segment using the two given points: 

______ 8 1 x 

2 5 9 

8 1 x 5 18 

x 5 10 

97. (C) We know that p is a positive even integer less 

than 11, so the options for p are 2, 4, 6, 8, or 10. 

The options for p 2 are then 4, 16, 36, 64, or 100. 

You could check the GCF for each pair (p 2 , 81), 

but there is a quicker way to solve this. 

We know that 81 5 3 3 3 3 3 3 3; therefore, 

the correct p 2 option must be divisible by 3. 

Only p 2 5 36 is divisible by 3, so p 5 6 must be 

the solution. 

67



Form 

A 

98. (G) The formula to calculate the measure of an 

180(n 2 2) 

interior angle of a polygon is ___________ 

n 

, where 

n 5 the number of sides of the polygon. To solve 

this problem, substitute n 5 12 (the number of 

sides given): 

____________ 

180(12 2 2) 

5 ________ 180(10) 5 150 

12 12 

8 

99. (D) Use the mean of w, x, y, and z to solve for w: 

______________ 

w 1 x 1 y 1 z 5 60 

4 

w 1 x 1 y 1 z 5 240 

w 5 240 2 x 2 y 2 z 

Similarly, use the mean of v, x, y, and z to solve 

for v: 

______________ 

v 1 x 1 y 1 z 5 62 

4 

v 1 x 1 y 1 z 5 248 

v 5 248 2 x 2 y 2 z 

Now, you can solve v 2 w: 

v 2 w 5 (248 2 x 2 y 2 z) 2 (240 2 x 2 y 2 z) 

5 248 2 240 

5 8 

100. (H) It may be helpful to draw a diagram of the shed 

and the grazing area. 

8 m 

8 m 

6 m 

(Notice that the lengths of the sides of the shed 

are not important to the solution of the problem, 

except to prevent the goat from walking around 

a corner.) The resulting grazing area is a circle 

with radius 6 meters, minus the area of the circle 

taken by the shed. The shed is square so all 

of its corners are right angles. Thus the grazing 

area is __ 3 of the area of the circle. The area of a 

4 

circle is p r 2 . 

Grazing area 5 __ 3 p 62 

4 

5 __ 3 p (36) 

4 

5 27p sq m 

Answer Key for Sample Form A 

Paragraph 1 

R U Q S T 

Paragraph 2 

T R Q S U 

Paragraph 3 

U T R Q S 

11. B 

12. K 

13. D 

14. F 

15. E 

21. E 

22. G 

23. C 

24. F 

25. A 

31. B 

32. F 

33. C 

34. F 

35. C 

41. E 

42. H 

43. E 

44. F 

45. E 

51. A 

52. J 

53. A 

54. K 

55. B 

61. D 

62. K 

63. C 

64. K 

65. D 

71. B 

72. H 

73. B 

74. G 

75. B 

81. D 

82. G 

83. C 

84. H 

85. D 

91. C 

92. G 

93. B 

94. G 

95. D 

Paragraph 4 

S U R Q T 

Paragraph 5 

S U T Q R 

16. J 

17. C 

18. H 

26. K 

27. D 

28. H 

36. F 

37. B 

38. K 

46. F 

47. B 

48. G 

56. H 

57. B 

58. H 

66. H 

67. D 

68. F 

76. G 

77. D 

78. F 

86. J 

87. B 

88. G 

96. K 

97. C 

98. G 

19. A 

29. B 

39. D 

49. C 

59. E 

69. D 

79. E 

89. C 

99. D 

20. H 

30. J 

40. G 

50. F 

60. G 

70. K 

80. H 

90. H 

100. H 

68


2011 SPECIALIZED HIGH SCHOOLS ADMISSIONS TEST 

GRADE 8 

Test Booklet Letter 

SIDE 2 

Test Booklet Number 

Student's First Name (please print) 

Student's Last Name (please print) 

( ) – 

Student's Home Address Apartment Borough ZIP Code 

Home Telephone Number 

PART 1 

SCRAMBLED PARAGRAPHS 

Paragraph 1 





Q R S T U 


Paragraph 2 





Q R S T U 


Paragraph 3 





Q R S T U 


Paragraph 4 





Q R S T U 


Paragraph 5 





Q R S T U 


VERBAL 

LOGICAL REASONING 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

READING 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

31 

32 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

33 

34 

35 

36 

37 

38 

39 

40 

41 

42 

43 

44 

45 

46 

47 

48 

49 

50 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

MATHEMATICS PROBLEMS 

51 A B C D E 

52 F G H J K 

53 A B C D E 

54 F G H J K 

55 A B C D E 

66 

67 

68 

69 

70 

PART 2 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

MATHEMATICS 

81 A B C D E 

82 F G H J K 

83 A B C D E 

84 F G H J K 

85 A B C D E 

96 

97 

98 

99 

100 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

56 

57 

58 

59 

60 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

71 

72 

73 

74 

75 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

86 

87 

88 

89 

90 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

61 

62 

63 

64 

65 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

76 

77 

78 

79 

80 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

91 

92 

93 

94 

95 

A B C D E 

F G H J K 

A B C D E 

F G H J K 

A B C D E 

Copyright © 2011 NCS Pearson, Inc. All Rights Reserved. 

Reprinted by Permission—Restricted Edition—Not for Distribution 

69

Sa m p l e Te s t, Fo r m B 

Pa r t 1 — Ve r b a l 


45 QUESTIONS 

Sc r a m b l e d Pa r a g r a p h s 

PARAGRAPHS 1-5 

DIRECTIONS: In this section, arrange each group of sentences to create the best paragraph. The first 

sentence for each paragraph is given; the remaining five sentences are listed in random order. Choose 

the order for these five sentences that will create the best paragraph, one that is well-organized, logical, 

and grammatically correct. Each correctly ordered paragraph is worth double the value of a question 

in any other section of the test. No credit will be given for responses that are only partially correct. 

To keep track of your sentence order, use the blanks to the left of the sentences. For example, write “2” 

next to the sentence you think follows the first sentence, write “3” next to the sentence you think follows 

“2,” and so on. You may change these numbers if you decide on a different order. When you are satisfied 

with your sentence order, mark your choices on your answer sheet. 

Paragraph 1 

The Codex Mendoza is a fascinating document describing the culture and traditions of the Aztec 

Indians before the Spanish conquest. 

______ Q. A boy was often named for the date of his birth or for an animal or ancestor, or even 

for some event at the time of his birth. 

______ R. The parents would also place in the child’s hands the implements that he or she would 

use in adult life, gently guiding them in the motions of use. 

______ S. Instruments used to weave and spin were given to the girls, while tools and weapons 

were given to the boys. 

______ T. One tradition it describes is the feast hosted by the parents of a newborn child to give 

that child a name. 

______ U. Girls’ names, on the other hand, were frequently created to include the Aztec word for 

flower, xóchitl. 


FORM B 

70

Paragraph 2 

Stephen Crane was 24 years old when his classic Civil War novel The Red Badge of Courage 

was published in 1895. 

______ Q. Unfortunately, his first novel, Maggie: A Girl of the Streets, which chronicled life 

among the poor in New York City’s Bowery slums, was not as successful. 

______ R. That novel, his second, brought him almost overnight international celebrity status. 

______ S. One story says that, in an attempt to recoup his losses, Crane paid people to ride 

the Manhattan El train carrying copies of the book. 

______ T. Maggie was self-published by Crane when he was only 21, using money borrowed 

from his brother. 

______ U. The loan became a loss—the gritty social realism of Maggie earned Crane praise 

from critics, but he probably gave away more copies than he sold. 

Paragraph 3 

It might be assumed that a nature preserve would be located in a pristine wilderness, far from 

the noise and pollution of the city. 

______ Q. A pair of bird watchers had followed one of them heading toward the island and found 

a thriving colony with nearly 100 nests. 

______ R. During World War I, the 45-acre island was home to a petroleum refinery and two 

shipbuilding companies, but later Shooter’s Island became a dumping ground. 

______ S. But Shooter’s Island, a nature preserve just north of Staten Island, is an exception to 

the rule. 

______ T. Nowadays, although there is no public access to the bird colonies on Shooter’s 

Island, its winged inhabitants daily bring enjoyment to city dwellers who see them 

“commuting” into city parks. 

______ U. In 1974, however, it was discovered that the abandoned dry docks there had become 

home to many water birds. 


FORM B 

71

Paragraph 4 

Ancient people of the Mediterranean thought that volcanoes were caused by Vulcan, the 

Roman blacksmith god. 

______ Q. In the same park, Mauna Loa, at 28,000 feet above the ocean’s floor, is the largest 

active volcano in the world. 

______ R. There are dozens of active and potentially active volcanoes within the United 

States, including Kilauea, the most active volcano in the world. 

______ S. Both of these are shield volcanoes, which means that they were formed as lava 

flowed in all directions from a central vent to form low, gently sloping mountains. 

______ T. Volcanoes, which were named for Vulcan, are vents in the crust of the earth from 

which molten lava and ash erupt. 

______ U. That volcano, located in Hawaii Volcanoes National Park, has been spewing lava 

since 1983. 

Paragraph 5 

A Canadian astronomer, Dr. Philip Stooke, is known for his detailed maps of the earth’s moon. 

______ Q. Certain that people must have observed and drawn images of the moon before that 

date, Stooke examined old manuscripts, history books, and records of archaeological 

excavations. 

______ R. When a drawing of the tomb carving was placed over a picture of the full moon, 

the markings lined up. 

______ S. He found a photograph of a carving of dots and lines from a prehistoric tomb in 

County Meath, Ireland, estimated to be 5,000 years old. 

______ T. “It is without doubt a map of the moon, the most ancient one ever found,” Stooke 

concluded. 

______ U. He had long been puzzled by the lack of moon maps older than the one created in 

1505 by Leonardo da Vinci. 


FORM B 

72

Lo g i c a l Re a s o n i ng 


DIRECTIONS: Read the information given and choose the best answer to each question. Base your 

answer only on the information given. 

In a logical reasoning test, certain words must be read with caution. For example, “The red house is 

between the yellow and blue houses” does not necessarily mean “The red house is between and next 

to the yellow and blue houses”; one or more other houses may separate the red house from the yellow 

house or from the blue house. This precaution also applies to words such as above, below, before, after, 

ahead of, and behind. 

11. A star named Quil is the center of four orbiting 

planets, which are named Dorb, Needer, 

Sly, and Tyne. Each planet travels in a separate 

orbit, and each orbit is a circle. All four 

orbits lie in one plane. The farther a planet is 

from Quil, the faster it travels. 

1) Planet Needer is closest to Quil. 

2) The orbit of planet Dorb is next to the orbit 

of Sly. 

3) The orbit of Sly is farthest from the orbit of 

Needer. 

Which planet travels fastest? 

A. Needer 

B. Dorb 

C. Sly 

D. Tyne 



12. Sidney was in a contest with Alice, Huang, 

and Mariah to see whose airplane could fly 

highest. 

1) Alice’s airplane flew higher than Huang’s 

airplane. 

2) Mariah’s airplane did not fly as high as 

Alice’s airplane. 


the following is a valid conclusion? 

F. Alice won the contest. 

G. Sidney’s airplane flew higher than Mariah’s. 

H. Mariah’s airplane flew higher than Huang’s. 

J. If Sidney finished second, Alice won. 

K. If Sidney finished second, Huang finished 

third. 

13. In high school and college, Sequina played 

volleyball for 2 years, soccer for 3 years, and 

basketball for 2 years. She never played more 

than 2 sports during the same year. 

What is the least number of years Sequina 

could have played high school and college 

sports? 

A. 2 

B. 3 

C. 4 

D. 5 

E. 6 


FORM B 

73

14. There are four towns in Jefferson County: 

Elmont, Richland, Lendle, and Mopley. 

Highway 14 is closed from Elmont to Richland 

because of flooding. 

1) Lendle is between Elmont and Richland 

on Highway 14. 

2) Mopley can be reached from Lendle, without 

going through Elmont or Richland. 

Which of the following statements is a valid 

conclusion from the statements above? 

F. Mopley is not flooded. 

G. Either Elmont or Richland is flooded. 

H. Both Elmont and Richland are flooded. 

J. No one can drive to Lendle on Highway 14. 

K. Mopley cannot be reached directly from 

Elmont. 

15. One prize was awarded each week in a threeweek 

contest. The prizes were a trip to Disney 

World, a big-screen television, and a computer. 

1) Luis, Michael, and Nadia each won a prize. 

2) Michael did not win the computer. 

Which of the following pieces of additional 

information makes it possible to determine 

who won each prize? 

A. Michael won the free trip. 

B. Luis won the television. 

C. Luis won the computer. 

D. Nadia won the computer. 

E. Michael won the television. 

16. In the town of Hoxie, the millworkers are all 

over six feet tall. Every Hoxie millworker is 

good at math. 



F. At least some people in Hoxie who are 

over six feet tall are good at math. 

G. At least some people in Hoxie who are 

good at math are not millworkers. 

H. Anyone in Hoxie who is over six feet tall 

works at the mill. 

J. Anyone in Hoxie who is good at math is 

over six feet tall. 

K. Anyone in Hoxie who is good at math 

works at the mill. 


information. 




given sentence, the position of a letter is never 

the same as that of the word it represents. 

L W Q P R means 

“Marie eats pizza and chocolate.” 

U Z R V N means 

“Sean likes wings and soda.” 

L V P T R means 

“Jackson eats wings and pizza.” 

N Y R X W means 

“Irena likes chocolate and juice.” 

17. Which letter represents the word “juice”? 

A. N 

B. Y 

C. X 

D. W 



18. Which word is represented by the letter U? 

F. Sean 

G. likes 

H. wings 

J. and 

K. soda 


FORM B 

74

19. If a snobble is heavy and slow, then it is silver. 


the following is a valid conclusion? 

A. All snobbles are silver. 

B. All snobbles are heavy and slow. 

C. All slow snobbles are silver. 

D. No silver snobble is both heavy and fast. 

E. No gold snobble is both heavy and slow. 

20. In a cartoon, four trolls stood in a line. Their 

names were Banto, Gretchen, Snowflake, and 

Holly. One had green eyes, another had 

purple ears, another had red teeth, and 

another had white hair. 

1) The troll with red teeth was directly in 

front of Snowflake, who had white hair. 

2) Banto, who did not have green eyes, was 

behind Gretchen. 

3) Gretchen had purple ears. 

4) Snowflake was behind Holly. 

If the troll with green eyes stood behind 

Gretchen, then what was Gretchen’s position? 

F. first 

G. second 

H. third 

J. fourth 

K. Cannot be determined from the 



FORM B 

75

Re a d i ng 


DIRECTIONS: Read each passage below and answer the questions following it. Base your answers 

only on information contained in the passage. You may reread a passage if you need to. Mark the 

best answer for each question. 

5 

10 

15 

20 

25 

30 

35 

The beaver, the state animal of New York, 

has long played a role in the history of the 

state. Before European colonists arrived, 

Native Americans hunted this large rodent 

for fur pelts and meat. The colonists nearly 

exterminated beavers through overtrapping 

and destruction of forest habitat. During 

the twentieth century, however, careful 

management increased the beaver population 

of upstate New York from only about 

a dozen in 1895 to tens of thousands a 

century later. 

This remarkable comeback has had significant 

effects on the environment. Most 

people know that beavers build dams, but 

few realize that these industrious rodents 

actually shape the character of the streams 

and forests in which they live. An average 

adult beaver cuts down more than a ton 

of wood per year. Beavers cut down only 

mature trees, and several beavers at work 

can soon open up the forest area around a 

pond to sunlight. 

Once a dam is built across a stream, the 

water behind the dam forms a pond, which 

is warmer and more slow-moving than the 

stream it replaced. The pond tends to 

retain sediments and organic material, 

causing a shift in its mix of nutrients. In 

response, the plant and insect species that 

live in the pond change as well. These 

changes provide more food and habitat for 

fish and birds, which in turn attract larger 

animals. Thus, the beaver helps to determine 

the plant and animal population of its 

neighborhood. 

5 

10 

15 

20 

25 

30 

35 

40 

45 

50 

55 

60 

As the beavers selectively cut deciduous 

trees such as aspen and birch from the 

stream banks, conifers such as spruce gradually 

take over the area. Eventually, when 

the area no longer has trees desirable for 

food or building supplies, the beaver colony 

moves on. However, the effects of beavers 

on their environment are noticeable to the 

knowledgeable observer long after the 

beavers have left. Their dams eventually 

fall apart, and the beds of their former 

ponds, rich in nutrients, may become 

farmland, grassy meadows, or lush new 

forests. New streambeds may develop in 

these former pond areas, and the meadows 

and farmlands that occupied them may 

begin to erode, continuing the cycle of 

stream–beaver pond–meadow–stream. 

In Wyoming, wildlife scientists at the 

Bureau of Land Management have 

captured beavers and moved them to 

rapidly flowing streams in an attempt to 

halt soil erosion. The reported success of 

this effort suggests that beavers can be 

valuable allies in protecting natural 

resources for future generations. 



A. Beavers have a significant effect on the 

environment. 

B. Beaver activity encourages wildlife in New 

York forests. 

C. Beavers can help prevent soil erosion. 

D. Beavers are large, industrious rodents. 

E. Beavers have long been important to 

farmers. 

40 

45 

50 

55 

60 

FORM B 

76 


22. The changes in insect and plant life in a 

beaver pond result from changes in the 

F. size of the trees used to build dams. 

G. temperature and flow of water in the pond. 

H. kinds of larger animals attracted to the 

area. 

J. number of beavers living in the pond. 

K. grassy meadows created by the abandoned 

dam. 

23. What is the purpose of the beaver trapping 

that was carried on in Wyoming? 

A. to save beavers from becoming extinct 

B. to stop beavers from eroding stream banks 

C. to allow new forests to develop 

D. to study their industrious habits 

E. to encourage beavers to build dams in 

certain streams 


mentioned the amount of wood that a beaver 

can cut down in a year? 

F. to explain how pond areas become 

forest land 

G. to suggest why beavers selectively cut 

down deciduous trees 

H. to emphasize that beavers have a major 

effect on their environment 

J. to argue that only large beaver colonies 

can change the environment 

K. to contrast beavers with other animals in 

their impact on the environment 


24. Near a recently abandoned beaver pond, 

which of the following would most likely be 

seen? 

F. the effects of years of severe erosion 

G. untouched stands of evergreen trees 

H. mature birch and other deciduous trees 

J. dark, dimly lit forest land 

K. a new beaver dam being built 

25. The term “remarkable comeback” (line 13) 

refers to 

A. the ways in which beaver dams change 

their environment. 

B. the changes that occur after a beaver 

colony has left an area. 

C. the choice of the beaver as the state 

animal of New York. 

D. the industrious work habits of the beaver. 

E. the increase in the beaver population 

during the twentieth century. 

FORM B 

77

5 

10 

15 

20 

25 

30 

35 

40 

For centuries, a stone-faced old man looked 

across the White Mountains of northern 

New Hampshire. The Old Man of the 

Mountain was not a person, but rather a 

distinctive natural rock formation. From 

most viewpoints, it looked like a random 

heap of stones. Seen from the north, 

however, it resembled the profile of a stern, 

elderly man looking east. Until its collapse 

in 2003, it was one of the most 

photographed sights in New England. 

According to geologists, the Old Man was 

formed during the last Ice Age some 

10,000 years ago. Perched near the top of 

Cannon Mountain, 365 meters above 

Profile Lake, the face was about 12 meters 

tall and 8 meters across. When European- 

Americans settled in the area in the early 

1600s, they heard Native American legends 

of a mountain with a great stone face. In 

1805, two surveyors were the first 

European-Americans known to have seen 

the Old Man. 

In 1905, a local climber discovered that the 

face’s forehead had begun to slip from the 

cliffside. The slide was stopped when 

turnbuckles were installed. This system of 

screws and cables pulled the cracks tightly 

together, stabilizing the rock formation. 

Over the years, more turnbuckles were 

added to close other cracks. The Old Man 

received several “face-lifts” as well, using 

glue, wire, and fiberglass. 

The Old Man’s profile became the symbol of 

New Hampshire, which is known as the 

“Granite State.” Its people have always 

taken pride in their state’s rocky geography 

and their own strength and independence. 

Images of the Old Man appeared on license 

plates, the shoulder patches on police 

uniforms, and the New Hampshire quarter 

issued in 2000. 

5 

10 

15 

20 

25 

30 

35 

40 

50 

55 

60 

65 

70 

75 

Only about two feet of the chin was 

anchored to the cliff. Surprisingly, the Old 

Man had balanced on its chin for many 

years. 

During the night of May 3, 2003, the Old 

Man slid from its rocky perch into the 

valley below, the result of centuries of 

weathering and temperature extremes. 

The harsh New Hampshire winters had 

driven rain and snow into cracks in the 

granite. Water that freezes in a crack will 

expand, enlarging the crack and eventually 

splitting the rock. All that remained was a 

nondescript rocky slope and a few broken 

turnbuckles. The collapse prompted an 

outpouring of articles, poems, and 

statements from people all over the country. 

Some laid flowers at the viewpoint on 

Profile Lake, as though for a funeral. 

After the collapse, a task force began working 

to memorialize the Old Man. It received 

thousands of suggestions, including construction 

of a plastic replica of the face on 

the mountainside. While that particular 

idea was not implemented, a museum was 

built at the base of Cannon Mountain, and 

plans have been made for a memorial. All 

over the state, schoolchildren still study 

the history and symbolism of the Old Man. 

He may be gone, but he is not forgotten. 



A. how the Old Man of the Mountain was 

formed 

B. the history of the state of New Hampshire 

C. attempts to halt the deterioration of the 

Old Man of the Mountain 

D. the future of the Old Man of the Mountain 

E. the history and significance of the Old Man 

of the Mountain 

50 

55 

60 

65 

70 

75 

45 

During the 1970s, an engineering company 

determined that the Old Man consisted of 

five granite layers, balanced atop one 

another. Behind the lowest slab, the Old 

Man’s “chin,” was a cave, hidden from view. 

45 


FORM B 

78

28. What is the most likely reason that European- 

Americans did not see the Old Man until 

1805? 

F. They did not live in the area until then. 

G. They had not yet stood at the correct 

viewpoint. 

H. The Old Man did not exist before that 

time. 

J. The turnbuckles had not yet been 

installed. 

K. Native Americans had invented the story. 

29. What caused the collapse of the Old Man? 

A. the weight of ice and snow 

B. the incorrect installation of the turnbuckles 

C. water freezing and thawing in the cracks 

over centuries 

D. too many tourists hiking on the formation 

E. the slippage of the “forehead” from the 

cliffside 

30. What is the most likely reason that the writer 

mentioned the cave behind one of the five 

granite layers? 

F. to suggest that the formation was not as 

stable as it appeared 

G. to demonstrate how ice enlarges cracks in 

rocks 

H. to explain why the turnbuckles were 

installed 

J. to account for the formation’s endurance 

for over 10,000 years 

K. to explain how the profile was formed 

31. The passage suggests that the Old Man was a 

fitting symbol for the state of New Hampshire 

because it 

A. illustrated the ruggedness of the land and 

people. 

B. resembled many residents of New 

Hampshire. 

C. was created by the first residents of New 

Hampshire. 

D. was well-balanced for many years. 

E. suggested that the people of New 

Hampshire were not as sturdy as they 

appeared. 

32. Which of the following best describes the 

appearance of the top of Cannon Mountain 

today? 

F. A few features of the Old Man remain 

when seen from a particular angle. 

G. The site looks as it did during the last 

Ice Age. 

H. A museum is on the site where the 

Old Man once was. 

J. Only random-looking rock formations 

remain. 

K. A replica of the Old Man is being built on 

the site. 


FORM B 

79

5 

10 

15 

20 

25 

30 

35 

If Han van Meegeren had kept to his career 

as an artist, he would have been forgotten 

years ago. In his native Holland, he was 

considered a mediocre painter and the 

critics’ reviews of his work were uncomplimentary. 

Angered by their rejection, van 

Meegeren set out in the 1920s to fool these 

critics into accepting his work as the work 

of one of the great master painters. The 

hoax was carefully planned. Van Meegeren 

decided to create a series of religious paintings, 

then claim to have “discovered” the 

lost paintings of Jan Vermeer, the great seventeenth-century 

Dutch painter. 

Other forgers have succeeded in their 

deception by borrowing elements of style 

and imagery from several similar works by 

a painter. Instead of copying any one particular 

painting, they combine slightly 

altered details from these related works, 

such as a pose, face, or piece of furniture, to 

create a new work. Van Meegeren outdid 

these forgers. He created not just one, but 

an entire series of paintings that mimicked 

Vermeer’s style without duplicating specific 

details. He also collected works by littleknown 

seventeenth-century painters and 

stripped the paint from these paintings so 

that he could use the canvas. When working 

on his forgeries, he applied paints made 

in the old ways from old materials. He also 

used clever techniques to lend the works 

authenticity. For example, he gave his 

paintings an aged appearance by exposing 

them to heat until the surface cracked in 

the manner of old oil paint. 

5 

10 

15 

20 

25 

30 

35 

50 

55 

60 

65 

70 

before World War II, one of the fake 

Vermeers had been sold to Hermann 

Göring, a high-ranking German official. 

Van Meegeren was arrested after the war 

as a Nazi collaborator for selling a national 

treasure to the enemy, a far more serious 

crime than art forgery. When critics were 

asked to testify to the authenticity of the 

painting, they insisted it was a genuine 

Vermeer. Finally, to prove his innocence 

by demonstrating that he could forge a 

Vermeer, van Meegeren painted yet another 

fake Vermeer while under guard. Chemical 

tests and x-rays of other “Vermeers” 

confirmed van Meegeren’s guilt. He was 

acquitted of collaboration—only to be 

convicted of fraud. 

Sentenced to one year in prison, van 

Meegeren died in 1947, before the sentence 

could be carried out. Recently, during a 

new period of intense interest in Vermeer, 

there were two major exhibits of the faker’s 

handiwork. Perhaps van Meegeren would 

feel he was having the last laugh. 



A. how to produce art forgeries 

B. how art forgers differ from other criminals 

C. how a skilled art forger nearly got away 

with fraud 

D. forgeries of Dutch paintings 

E. the difficulties of detecting art forgeries 

50 

55 

60 

65 

70 

40 

45 

Next, van Meegeren pretended to have 

discovered and purchased these “Vermeer” 

paintings. The art world rejoiced and 

Vermeer scholars accepted the works without 

question. Van Meegeren became a 

wealthy man, selling the pictures to museums 

and private collectors. He felt that he 

had been avenged in his bitter quarrels 

with art critics. It almost worked. 

In the end, however, van Meegeren was 

forced to unmask his own forgeries. Shortly 

40 

45 

34. Which of the following best describes van 

Meegeren’s beliefs about art critics? 

F. They exaggerated the artistic merit of 

Vermeer’s paintings. 

G. They were overly worried about art 

forgery. 

H. They did not recognize true talent when 

they saw it. 

J. They believed his fakes were better than 

real Vermeers. 

K. They did not appreciate Dutch art. 

FORM B 

80 


35. Which of the following statements about Jan 

Vermeer is supported by the passage? 

A. He did not become well-known until van 

Meegeren forged his paintings. 

B. He was van Meegeren’s invention and had 

never existed. 

C. He became wealthy by selling his works to 

museums and private collectors. 

D. He was considered a mediocre artist by art 

critics. 

E. Some of his paintings may have been lost. 

36. Van Meegeren differed from other art forgers 

in his ability to 

F. copy Vermeer paintings. 

G. combine features from similar paintings by 

different artists. 

H. avoid prosecution for forgery. 

J. profit from his forgeries. 

K. paint forgeries without copying particular 

features. 

38. In line 12, why did the author put the word 

“discovered” in quotation marks? 

F. Van Meegeren had created the paintings 

and only pretended to discover them. 

G. Van Meegeren was the first to realize that 

Vermeer was a great artist. 

H. Van Meegeren pretended that he had 

purchased the paintings from Vermeer 

himself. 

J. Van Meegeren had invented the painter 

Vermeer, so there were no real Vermeer 

paintings to discover. 

K. Van Meegeren deceived the critics into 

believing that the paints and canvases 

were from the seventeenth century. 


37. Why did van Meegeren admit that he was a 

forger? 

A. The Germans had conducted chemical 

tests and x-rays that unmasked his 

forgeries. 

B. He wanted critics to appreciate his talents. 

C. Art critics had long suspected the 

forgeries. 

D. Forgery was a lesser crime than 

collaboration with the enemy. 

E. Vermeer himself was a forger, so van 

Meegeren had committed no crime. 

FORM B 

81

5 

10 

15 

20 

25 

30 

35 

40 

45 

Archaeologists first succeeded in using 

tree-ring dating while excavating ancient 

Pueblo Indian villages in the southwestern 

United States during the 1920s. At that 

time, no one knew when the villages had 

been occupied, or for how long, but the logs 

used in the buildings provided a clue. Scientists 

had long known that trees add a new 

growth ring to their circumferences during 

each growing season. Drought or early frost 

results in little growth and narrow rings. 

Good growing years result in wide rings. 

Archaeologists knew that by matching 

identical patterns of wide and narrow rings 

in sections of two different logs, they could 

determine which log was older. For example, 

a log with a certain pattern of rings 

near its outside edge would indicate a 

specific series of good and bad growing 

seasons. This log would have been cut down 

before a log of comparable size that shows 

the identical pattern near its center. 

But how could these ring patterns help 

determine the actual dates for the abandoned 

Pueblo villages? Archaeologists had 

already used the ring patterns of trees with 

overlapping lifetimes to establish a tree-ring 

chronology for the southwestern United 

States that went back to a.d. 1260. That 

work had been done in a Hopi village called 

Oraibi. Oraibi had been continuously 

inhabited since before the arrival of the first 

Spanish explorers in 1540. 

That same team of archaeologists also 

developed a relative, or “floating,” chronology 

for the abandoned Pueblo villages by 

matching up the ring patterns of the various 

logs used in the buildings. With this “floating” 

chronology, the archaeologists could tell 

which logs were older and which were more 

recent. None could be precisely dated, since 

no log had a pattern of tree rings that 

matched any part of the established chronology. 

It was clear from this evidence, 

however, that the buildings must have been 

constructed before a.d. 1260. 

5 

10 

15 

20 

25 

30 

35 

40 

45 

50 

55 

60 

65 

key beam overlapped the earliest rings in 

the established chronology. Furthermore, 

its inner ring pattern matched the pattern 

formed by the most recent rings of the 

“floating” chronology. Thus, the chronology 

for the abandoned Pueblo villages could be 

known with certainty. Counting backward 

from the present, the archaeologists estimated 

that the villages had been occupied 

between a.d. 900 and a.d. 1300. 

The tree rings also suggested why the 

villages had been abandoned. The rings for 

the years a.d. 1276 to 1299 were very thin, 

indicating a severe drought that lasted for 

23 years. Most likely the villagers had left 

their homes to search for a more hospitable 

climate. 



A. how variations in weather conditions affect 

tree growth 

B. recent breakthroughs in understanding 

Indian cultures 

C. why the Pueblo villages were abandoned 

D. how tree-ring dating can establish the age 

of archaeological findings 

E. why tree-ring dating is the best method for 

determining dates 

40. What was the importance of the “key” beam 

described in the fourth paragraph? 

F. It proved that trees of the same age would 

have identical tree-ring patterns. 

G. It helped to disprove earlier theories 

regarding the abandonment of the villages. 

H. It helped archaeologists to determine why 

the villages had been built at that time. 

J. It explained why the Pueblo buildings had 

been constructed at that location. 

K. It connected the “floating” chronology to 

the established chronology. 

50 

55 

60 

65 

Finally, continued excavations turned up a 

“key” beam. The outer ring pattern of the 

FORM B 

82 


41. 

Log 1 Log 2 

In the diagrams above, an identical ring 

pattern on logs from two trees has been 

shaded. Which of the following conclusions 

about these logs is best supported by the 

information in the passage? 

A. Log 1 was cut before log 2. 

B. Log 2 was cut before log 1. 

C. The two trees responded differently to the 

same growing seasons. 

D. The tree from which Log 1 was cut was the 

faster-growing tree. 

E. The tree from which Log 2 was cut was the 

faster-growing tree. 

42. For which of the following would tree-ring 

dating be most useful? 

F. identifying the kinds of trees used to build 

the ancient Pueblo buildings 

G. tracking the historical sequence of weather 

cycles in a region 

H. investigating the reasons that Indians 

lived in specific areas 

J. determining the length of the growing season 

in different areas of the world 

K. determining how people built their villages 

43. Why did the archaeologists conclude that the 

buildings in the abandoned Pueblo villages 

“must have been constructed before a.d. 1260” 

(lines 45-46)? 

A. The logs in those buildings did not share 

any ring patterns with the established 

chronology, which went back to that year. 

B. The logs in those buildings had ring patterns 

in common with the logs used in 

Oraibi. 

C. The villages were still inhabited when the 

Spanish explorers found them. 

D. The villages were already abandoned when 

the Spanish explorers found them. 

E. The people in those villages had moved to 

Oraibi. 

44. According to the passage, what is the most 

likely reason that the Pueblo villages had been 

abandoned? 

F. The villages were destroyed by warfare 

between the Pueblo and Hopi people. 

G. There were no more trees to build with. 

H. A long drought prompted people to leave 

the area. 

J. The villages had grown too large for their 

locations. 

K. The villagers fled to escape the Spanish 

explorers. 


FORM B 

83

5 

10 

15 

20 

25 

30 

35 

40 

45 

Most people—if they think about bubbles, 

suds, and lather at all—consider them to be 

fairly ordinary physical occurrences. But 

scientists have been studying foams, particularly 

aqueous (watery) foams, for more 

than 300 years. The phenomenon of foam 

creation is quite complex, and only recently 

have scientists begun to understand how 

foams are formed. 

Aqueous foam is produced when a gas—air, 

for example—is dispersed within a liquid, 

such as water. However, a pure liquid 

produces an unstable froth, so a third 

ingredient must be added to stabilize the 

froth into foam. The most common stabilizers, 

or foaming agents, are soaps and proteins. 

These stabilizers are also called 

surfactants, or surface-active agents. 

Surfactant molecules chemically disturb the 

surface of the liquid, lowering its surface 

tension and creating a foam of bubbles, each 

encased in a watery film. The dispersing 

gas continues to build bubbles until the 

liquid is partially or completely converted to 

foam, with a surface area far greater than 

that of the original volume of liquid. 

Foams have a characteristic life cycle. 

During the first stage, the liquid content is 

high and the foam is characterized by 

spherical bubbles of nearly uniform size, 

each with a relatively thick outer film of 

liquid. As the foam ages, the liquid drains 

away, and the foam “dries.” The bubbles are 

no longer spherical; they have become 

polyhedrons with multiple flat surfaces. 

Eventually, outside forces—usually evaporation 

or vibration—cause the film walls of the 

bubbles to collapse, and the foam disappears. 

The soap foams of shampoo, bubble bath, 

and dishpan suds were developed largely to 

satisfy consumer expectations. Protein 

foaming agents create whipped cream and 

marshmallows. Still other foams have 

important practical applications. Perhaps 

best known of these is the foam used in fire 

extinguishers. It puts out oil or gasoline 

5 

10 

15 

20 

25 

30 

35 

40 

45 

50 

55 

60 

fires by smothering them in a blanket of 

foam made of carbon dioxide bubbles 

stabilized by a protein-based surfactant. In 

general, these extinguishers have the 

advantage of minimizing the extensive 

water damage caused by more traditional 

fire-fighting methods. 

Less well-known are the applications of 

foam technology to the recovery of oil from 

deep wells. Water is often present along 

with this energy-producing resource, and 

the water must be removed before the well 

can become productive. Drillers introduce a 

gas, along with an appropriate surfactant, 

into the well, and then pump out the resulting 

foam. Thus the water is removed, 

leaving a more productive oil well. 



A. the life cycle of an aqueous foam 

B. how foam was discovered 

C. industrial uses of aqueous foams 

D. differences between surfactants and 

foaming agents 

E. how aqueous foams are formed, and some 

of their uses 

46. In which of the following locations would an 

aqueous foam be expected to disappear most 

rapidly? 

F. on the shelf of a working refrigerator with 

its door closed 

G. aboard an airtight satellite filled with 

humid air 

H. on a moving railroad train on a hot day 

J. on a table in a research laboratory 

K. in the darkened vault of a bank 


50 

55 

60 

FORM B 

84

47. How does a surfactant contribute to the 

formation of an aqueous foam? 

A. It dissolves the gas in the liquid. 

B. It changes the surface tension of the liquid. 

C. It delays the formation of polyhedron 

bubbles. 

D. It causes the bubbles to disappear. 

E. It converts soap into foam. 

48. Which of the following is characteristic of a 

“young” aqueous foam? 

F. spherical bubbles 

G. polyhedral bubbles 

H. bubbles with thin walls 

J. “dry” foam, with liquid draining away 

K. increased surface tension of the liquid 

49. Why is foam better than plain water in 

fighting oil fires? 

A. It results in less water damage. 

B. It is not flammable. 

C. It does not evaporate. 

D. Its bubbles form a film. 

E. It promotes oil recovery. 

50. Which of the following is not mentioned in the 

passage as an ingredient of dishpan suds? 

F. protein 

G. water 

H. soap 

J. air 

K. a surfactant CONTINUE ON TO THE NEXT PAGE u 

FORM B 

85

Pa r t 2 — Ma t h e m a t i c s 


50 QUESTIONS 

Ge n e r a l In s t r u c t i o n s 

Solve each problem. Select the best answer from the choices given. Mark the letter of your answer on the 

answer sheet. You can do your figuring in the test booklet or on paper provided by the proctor. DO NOT 

MAKE ANY MARKS ON YOUR ANSWER SHEET OTHER THAN FILLING IN YOUR ANSWER 

CHOICES. 

Important Notes: 

(1) Formulas and definitions of mathematical terms and symbols are not provided. 

(2) Diagrams other than graphs are not necessarily drawn to scale. Do not assume any relationship 

in a diagram unless it is specifically stated or can be figured out from the information given. 

(3) Assume that a diagram is in one plane unless the problem specifically states that it is not. 

(4) Graphs are drawn to scale. Unless stated otherwise, you can assume relationships according to 

appearance. For example, (on a graph) lines that appear to be parallel can be assumed to be 

parallel; likewise for concurrent lines, straight lines, collinear points, right angles, etc. 

(5) Reduce all fractions to lowest terms. 

51. 3.6 4 2 __ 

3 5 

A. 2.4 

B. 5.4 

C. 6 

D. 9 

E. 54 

53. Maria is now 16 years old. In 6 years, 

she will be twice as old as her brother 

is then. How old is her brother now? 

A. 5 

B. 6 

C. 8 

D. 11 

E. 12 

52. 2 2x(3y 2 4z) 5 

F. 2 6xy 2 8xz 

G. 2 6xy 1 8xz 

H. 2 6xy 2 4z 

J. 2xyz 

K. 24xyz 


FORM B 

86

54. 6.44 1 6.46 

Consider the following two methods to 

estimate the sum above: 

Method I: Round each number to the 

nearest tenth, then add. 

Method II: Round each number to the 

nearest whole number, then add. 

By how much would the result of Method I be 

greater than the result of Method II? 

F. 0 

G. 0.1 

H. 0.9 

J. 1 

K. 12.9 

55. If M and T are odd numbers, and M is a 

multiple of T, which of the following must 

be true? 

A. M T is odd. 

B. MT is even. 

C. M T is odd. 

D. M T is even. 

E. M T is odd. 

56. The scale on a map is 1 inch 10 miles. 

What is the distance, in inches, on the map 

between two towns that are m miles apart? 

F. ___ m 

10 

G. m ___ 

5 

H. 5m 

J. 10m 

K. m 10 

57. There are 1,650 registered voters in 

Centerville. Of these, __ 1 were born between 

3 

1950 and 1979, inclusive. How many of the 

registered voters were born either before 

1950 or after 1979? 

A. 550 

B. 660 

C. 825 

D. 990 

E. 1,100 

58. Tien is making 5-letter security codes using 

only the letters M, N, P, Q, and R. She 

arranges the letters in a different order for 

each code, using every letter exactly once 

within each code. How many different codes 

can she make? 

59. 

F. 1 

G. 5 

H. 15 

M86-139D 

J. 120 

K. 3,125 

P 

x cm 

Q 

2 

3 

x cm 

Point Q is on line segment ___ 

PR. If 

PQ 9 centimeters, how long is ___ 

PR? 

A. 6 cm 

B. 12 cm 

C. 13 1 __ 

2 cm 

D. 15 cm 

R 

E. 18 cm 


FORM B 

87

M89-0684D 

60. 

Alaska 

Colorado 

Dist. of Columbia 

Hawaii 

Indiana 

Montana 

2004 SCHOOL DATA 

Average Number 

of Students 

per Teacher 

17.2 

16.9 

13.8 

16.5 

16.9 

14.4 

Number of 

Classroom 

Teachers 

7,800 

45,000 

5,500 

11,000 

60,000 

10,300 

Spending 

per Student 

$10,000 

$7,600 

$11,200 

$8,400 

$8,000 

$7,600 

63. A 24-foot-long pole is cut in half. One of 

these pieces is cut in half again. Finally, 

one of the shorter pieces is cut into thirds. 

Of these 5 cut pieces, what is the difference 

in length between the longest piece and 

one of the 3 shortest pieces? 

A. 22 ft 

B. 26 ft 

C. 10 ft 

D. 12 ft 

E. 22 ft 

Of the six locations listed above, what is the 

median spending per student? 

64. 12, 10, 2, 8, 2 6, 14, ____, ... 

F. $7,600 

G. $8,000 

H. $8,200 

J. $8,800 

K. $9,800 

61. How much greater than 1.095 is the value 

obtained by rounding 1.095 to the nearest 

tenth? 

A. 0.005 

B. 0.5 

C. 1.005 

D. 1.1 

E. 5 

In the sequence above, each number (except 

the first two) is the difference between the 

two previous numbers. What is the seventh 

number in this sequence? 

F. 2 20 

G. 2 8 

H. 4 

J. 8 

K. 20 

65. What is the value of 

⏐ 1 ___ 

16 ⏐ • ⏐ 16⏐ ⏐ 16 ⏐ ⏐16⏐? 

A. 1 

62. 

MEAN ELEVATION OF CONTINENTS 

Continent 

North America 

South America 

Europe 

Asia 

Africa 

Oceania 

Antarctica 

Mean 

Elevation 

2,000 ft 

1,800 ft 

980 ft 

3,000 ft 

1,900 ft 

1,000 ft 

6,000 ft 

After each elevation above is rounded to the 

nearest thousand feet, what is the mode 

elevation? 

F. 1,000 ft 

G. 2,000 ft 

H. 3,000 ft 

J. 6,000 ft 

K. 17,000 ft 

B. 3 

C. 16 ___ 1 16 

D. 33 

E. 768 

66. The ratio of Bettina’s height to her sister’s 

height is 7:6. If Bettina is 140 centimeters 

tall, how much taller is Bettina than her 

sister? 

F. 6 cm 

G. 10 cm 

H. 13 cm 

J. 20 cm 

K. 120 cm 


FORM B 

88

67. What is the greatest prime factor of 210? 

68. 

A. 5 

B. 7 

C. 10 

D. 21 

E. 105 

U 

M89-709D 

12 cm 

V 

71. The sales of hot drinks are roughly a linear 

function of outdoor temperature. If a vendor 

sells 200 cups when the outdoor temperature 

is 70°, and 440 cups when the outdoor 

temperature is 50°, how many cups can 

the vendor expect to sell if the outdoor 

temperature is 55°? 

A. 260 

B. 380 

C. 435 

D. 500 

E. 520 

T 

In the diagram above, T is the center of the 

circle, the circumference of which is 8 

centimeters. Point U is on the circle. What 

is the area of rectangle TUVW? 

F. 24 sq cm24 

G. 36 sq cm 

H. 40 sq cm 

J. 48 sq cm 

K. 96 sq cm 

69. What is the greatest common factor of 

459 and 567? 

A. 3 

B. 9 

C. 17 

D. 27 

E. 51 

70. Which statement is true? 

F. All equilateral triangles are congruent. 

G. All equilateral triangles are similar. 

H. All rectangles are congruent. 

J. All rectangles are similar. 

K. All squares are congruent. 

W 

72. A certain type of bamboo blooms for 1 week 

once every 17 years. This type of bamboo 

bloomed in 1807. How many times did it 

bloom between 1820 and 2011, inclusive? 

F. 5 

G. 6 

H. 10 

J. 11 

K. 12 

73. ____________________ 

( 1) 2 ( 2) 3 ( 3) 4 

( 1) 4 ( 2) 3 ( 3) 2 

A. 0 

B. 1 

C. 5 

D. 9 

E. 37 

74. Survey results indicate that between 70% and 

80% of high school students have their own 

cell phones. If these results apply to a high 

school of 900 students, what is the maximum 

number of students who do not own cell 

phones? 

F. 180 

G. 270 

H. 370 

J. 720 

K. 828 


FORM B 

89

79. A used car is sold for $5,000. The buyer pays 

75. If Seung is now y years old and Jackson is 

K. __ 

4 3 years older than Seung, what was Jackson’s 

age 8 years ago? 

$400 for the down payment. What fraction of 

the sale price is the down payment? 

A. y 11 

A. 0.0125 

B. y 3 

B. 0.08 

C. y 5 

C. 0.125 

D. y 11 

D. 0.4 

E. 3y 8 

E. 0.8 

76. On a number line, what is the midpoint of 

a line segment beginning at 2 2 and ending 

80. A particular type of plastic weighs 

0.035 ounces per cubic inch. What is the 

at __ 2 5 ? 

weight of a stack of 50 rectangular sheets of 

this plastic if the stack measures 5 inches by 

F. 2 ___ 7 

10 

10 inches by 20 inches? 

F. 0.000035 oz 

G. 2 __ 4 5 

G. 0.7 oz 

H. 3.5 oz 

H. 2 __ 1 5 

J. 35 oz 

K. 1,750 oz 

J. 0 

81. A painter needs to paint a circular region 

K. 1 __ 

1 with a radius of 3 feet. The painter has only 

5 

enough paint to cover 25 square feet. About 

77. 

how many square feet of the region cannot 

Yan has 48 coins, consisting of a mix of nickels 

be painted? 

and dimes. The total value of these 48 coins 

is $3.90. How many more dimes than nickels 

A. 2.7 sq ft 

does Yan have? 

B. 3.3 sq ft 

C. 6.2 sq ft 

A. 10 

D. 18.8 sq ft 

B. 12 

E. 28.3 sq ft 

C. 18 

D. 22 

E. 30 

82. Gloria receives a 15% commission on her 

sales. For the last three-month period, 

Gloria received a commission of $12,000. 

78. If the side of a square and the diameter 

What were her sales for this period? 

of a circle are equal in length, what is the 

ratio of the perimeter of the square to the 

F. $13,800 

circumference of the circle? 

G. $68,000 

H. $80,000 

F. __ 1 1 

J. $92,000 

K. $800,000 

G. __ 2 

H. __ 

 

2 

J. __ 4 


FORM B 

90

83. 

x 

y 

_ b 

1 a 2 

_ b 

2 

3 

b 

3 a 4 

4 2a b 5 

Based on the table above, which of the 

following best represents the value of 

y when x 0? 

A. 2a b 

B. b 

C. __ a 2 

D. 2a 

E. a __ 

2 b 

84. Daquan sold x hot dogs. Caitlyn and Daquan 

together sold 5x 2 2 hot dogs. In terms 

of x, how many hot dogs did Caitlyn sell? 

F. __ x 5 2 2 

G. 5x 2 1 

H. 6x 2 2 

J. 4x 1 2 

K. 4x 2 2 

85. For house sales, a certain real estate agent 

charges a commission of 3% of the house 

price for prices less than $200,000, and 2.5% 

of the house price for prices of $200,000 or 

more. How many more dollars does the 

agent earn on a price of $199,000 than on a 

price of $201,000? 

A. $94.50 

B. $945 

C. $1,000 

D. $1,055 

E. $2,000 

86. r 5 3m 5 4n 5 10p 

If m, n, and p are positive integers, what is 

the least possible value of r? 

F. 1 

G. 10 

H. 17 

J. 60 

K. 120 

87. In the set of all integers from 4 to 81, inclusive, 

how many are multiples of 2 or 7 or both? 

A. 34 

B. 39 

C. 45 

D. 50 

E. 55 

88. If _______ 3t 2 s 5 8s, what is the value of s 

4 

in terms of t? 

F. t __ 

2 

G. t __ 

3 

H. t __ 

4 

J. t __ 

7 

K. t ___ 

11 

89. Simplify the expression 

r 3 

s 1 ______ r 1 s 

r 2 s2 ______ r 2 s 

1 

r s and r 2 s. 

A. rs 

B. s 

C. rs(r 1 s)(r 2 s) 

D. (r 1 s)(r 2 s) 

E. 1 

r 1 s 24 , where 


FORM B 

91

M90-238D 

M88-2303B 

90. Between which ________ two consecutive positive 

integers is 6 2 1 7 2 ? 

91. 

A 

F. 6 and 8 

G. 8 and 9 

H. 9 and 10 

J. 12 and 14 

K. 36 and 49 

5 cm 

B 

E 

A-114/B-111 

50 cm 

What is the area of parallelogram ABCD 

if the area of triangle ABE is 25 square 

centimeters? 

A. 140 sq cm 

B. 150 sq cm 

C. 250 sq cm 

D. 500 sq cm 

E. 550 sq cm 

D 

C 

94. 

95. 

M 

N 

R 

Q 

For the pyramid above, each triangular face 

has the same area, and the base, MNPQ, 

is a square that is 8 centimeters on a side. 

If RS is 6 centimeters, what is the surface 

area of the pyramid, excluding the base? 

F. 048 sq cm 

G. 096 sq cm 

H. 128 sq cm 

J. 160 sq cm 

K. 192 sq cm 

F 

A-118/B-120 

A 

S 

B 

P 

92. How many minutes are in 2.35 hours? 

F. 133 min. 

G. 138 min. 

H. 140 min. 

J. 141 min. 

K. 155 min. 

E 

D 

C 

93. A group of potential voters was asked whether 

or not they were in favor of Proposition A and 

Proposition B on the ballot. Of this group, 

65% were in favor of Proposition A, and 

72% were in favor of Proposition B. If 3% 

of the total group were not in favor of either 

proposition, what percent were in favor of 

both propositions? (Assume that 100% of the 

group responded and there were no undecided 

voters.) 

A. 25% 

B. 28% 

C. 32% 

D. 35% 

E. 40% 

ABCDEF is a regular hexagon. The 

arrow in it rotates at a constant rate 

of 5 revolutions per minute. If the 

arrow points to A for the first time at 

0 seconds as shown, how many seconds 

will elapse before the arrow points to B 

for the eleventh time? 

A. 12 sec 

B. 110 sec 

C. 120 sec 

D. 122 sec 

E. 134 sec 


FORM B 

92

96. (3m 2n) (2m 3n) k 0 

For any value of m and n, what is the value 

of k in the equation above? 

F. m 5n 

G. m n 

H. 0 

J. 1 

K. m 5n 

100. 

SCORES ON BIOLOGY TEST 

Section 

I 

II 

III 

Lowest Score 

65 

62 

67 

Range 

28 

25 

22 

97. 

Position 

… 

Even integer 

1 0 

2 2 

3 4 

4 6 

… 

500 x 

The beginning of a list of even integers is 

shown in the table above. What will the 

500th number on the list be? 

A. 500 

B. 994 

C. 996 

D. 998 

E. 1,000 

98. Firefighters sprayed a 9-inch-thick 

layer of foam over a burning rectangular 

region 10 yards wide and 50 yards long. 

What volume of foam was used on the fire? 

F. 55 cu yd 

G. 125 cu yd 

H. 250 cu yd 

J. 450 cu yd 

K. 4,500 cu yd 

Mr. Blake’s biology class is divided into three 

sections. The same test was given to each 

section. The table above shows both the 

lowest score and the range of scores on this 

test for each section. What is the overall 

range of all scores in all three sections? 

F. 25 

G. 27 

H. 28 

J. 31 

K. 34 

THIS IS THE END OF THE TEST. IF TIME 

REMAINS, YOU MAY CHECK YOUR ANSWERS TO 

PART 2 AND PART 1. BE SURE THAT THERE ARE 

NO STRAY MARKS, PARTIALLY FILLED ANSWER 

CIRCLES, OR INCOMPLETE ERASURES ON YOUR 

ANSWER SHEET. n 

99. 5, 6, 7, 8, 9 

If ______ x 7 is a whole number, how many of the 

x 7 

numbers listed above cannot be a value of x? 

A. 0 

B. 1 

C. 2 

D. 3 

E. 4 

FORM B 

93



Form 

B 

u u u Scrambled Paragraphs 

Paragraph 1 (TQURS) 

The given sentence says that Aztec culture and traditions 

are described in a document called the Codex Mendoza. 

T is next; it is an example of one of the Aztec traditions, 

naming a newborn child. The pronoun “it” in T refers to 

the Codex in the given sentence. Either of two sentences, 

Q or U, could logically follow, explaining how baby boys 

and girls were given names. Q, which describes how boys 

were named, logically follows T. U, describing how girls 

were named, contains the phrase “on the other hand,” 

implying that it follows a sentence with contrasting information. 

The contrasting information is naming boys (vs. 

naming girls), so U must follow Q. R is next, using the 

word “also” to introduce another Aztec tradition, the placement 

of implements in an infant’s hands. S follows R by 

giving examples of the implements given to girls and boys. 

Paragraph 2 (RQTUS) 

The given sentence names Crane’s novel The Red Badge 

of Courage. Either Q or R could grammatically follow. 

Create one paragraph starting with Q and another starting 

with R, and compare them. Q gives the full name of 

Crane’s first novel, Maggie: A Girl of the Streets, and comments 

that it was not successful. Sentence T gives further 

background information about Maggie (a shortened 

title must be preceded by the full title)—that Crane borrowed 

money to publish it. The loan is mentioned again 

in sentence U, plus a comment that Crane gave away copies 

of the book. S concludes the paragraph with another 

of Crane’s unsuccessful strategies to sell the book. QTUS 

is now a logical and grammatical four-sentence paragraph 

about Crane’s first novel. R remains, but it cannot 

follow QTUS, because the unnamed successful second 

novel in R cannot be Maggie. That order did not work, 

so create a new paragraph with R following the given 

sentence. R logically and grammatically leads to Q; the 

success of Crane’s second novel in R is contrasted with 

the failure of his first novel in Q. Sentences TUS logically 

follow Q, as already explained, to create a coherent and 

well-organized paragraph. 

Paragraph 3 (SRUQT) 

The given sentence is a plausible statement about nature 

preserves, but its opening phrase (“It might be assumed 

that”) suggests that there might be exceptions. S begins 

with the word “But,” implying opposition to the previous 

sentence, and it provides an exception to the rule, 

a nature preserve called Shooter’s Island located near 

New York City. The next sentence is more difficult to 

place and can be selected by the process of elimination. 

Sentences Q, T, and U do not follow S grammatically 

or logically. Only R can follow S—although it does not 

have a close relationship with S, it does provide a further 

definition of Shooter’s Island (a “45-acre island”). This is 

another example of a paragraph that is solved by viewing 

it as a coherent whole, more than the connections 

between individual sentences. The next three sentences 

follow more logically. R mentions that Shooter’s Island 

became a dumping ground, and U follows with the discovery 

that the abandoned docks there now sheltered 

water birds. The discovery was made by a pair of birdwatchers 

who had followed a water bird to a thriving 

bird colony on the island (Q). T concludes the paragraph 

by describing how those birds “commute” between the 

island and the city. 

Paragraph 4 (TRUQS) 

Either sentence R or T could follow the given sentence. 

Try both possibilities and compare the results. When R 

follows the opening sentence, it continues the discussion 

of volcanoes, including Kilauea, the most active volcano 

in the world. U follows R with its reference to “that 

volcano,” referring to Kilauea, and further describes 

Kilauea’s activity. U also names Hawaii Volcanoes 

National Park. “In the same park” (in Q) logically follows 

that reference. Q mentions a second volcano by 

name, Mauna Loa. S must follow Q because it refers to 

two volcanoes (“Both of these are shield volcanoes . . . ”). 

But the remaining sentence, T, ends the paragraph on an 

awkward note. Placing T at the end means that the definition 

of the paragraph’s topic (volcanoes) appears after, 

not before, further discussion of the topic. RUQST is not 

well-organized and cohesive. 

For comparison, place T immediately after the given sentence 

instead of R. Now, the given sentence is followed 

with another reference to Vulcan, and the definition of a 

volcano appears early in the paragraph. The logic and 

flow of thought that formed RUQS remains the same. 

TRUQS has created a well-organized, cohesive paragraph, 

and it is the only correct answer. 

Paragraph 5 (UQSRT) 

Astronomer Dr. Philip Stooke is introduced in the given 

sentence as a mapmaker of the moon. Q and U both 

seem to follow the given sentence, but “before that date” 

in Q has no referent in the given sentence. U contains a 

date (1505), so Q must logically and grammatically follow 

U. Stooke’s examination of historical records in Q led to 

his discovery of a photograph of a carving from a prehistoric 

tomb (S). So far the order is UQS. R links the 

drawing of the tomb carving to a picture of the moon, and 

it logically follows S. The paragraph ends with Stooke’s 

conclusion in T that the carving is an ancient map of 

the moon. Some test-takers might order the sentences 

UQSTR, but in that order, Stooke’s conclusion (that the 

94



Form 

B 

carving is a map of the moon) precedes the evidence for 

his statement (the fact that the carving matches a map 

of the full moon). The correct order places Stooke’s conclusion 

after the evidence is presented. 

u u u Logical Reasoning 

11. (C) Draw a diagram with four spaces beside Quil, 

using the initials D, N, S, and T to represent the names 

of the planets. Needer is closest to Quil (Statement 1), 

so write “N” in the first space. The orbit of planet Sly is 

farthest from the orbit of Needer (Statement 3), so write 

“S” in the last space. 

Quil 

____ N ____ ____ ____ S 

We can stop here. The question asks for the planet that 

travels fastest, which is also the planet farthest away 

from Quil. That planet is Sly (Option C). 

12. (J) On your scratch paper, draw a diagram with the 

word “highest” at the top. Write the numbers 1 through 

4 to represent the positions of the four people in the flying 

contest. 

Highest 

1 

2 

3 

4 

Neither statement places a contestant in a definite position. 

Rather, they give information about contestants 

relative to each other: Alice’s airplane flew higher than 

Huang’s, and Mariah’s did not fly as high as Alice’s. 

From this information you can infer the following: 

Highest 

Statement 1 Statement 2 

??? ??? 

Alice 

Alice 

??? ??? 

Huang 

Mariah 

??? ??? 

them must be true. Only Option J must be true. If 

Sidney finished second, then Sidney finished ahead of 

Huang and Mariah, and Alice won. The diagram makes 

this clear. Even though Huang and Mariah’s exact positions 

are unknown, the question can still be answered 

correctly. 

13. (C) Draw the following diagram on your scratch paper. 

(Six years are shown because six is the largest option.) 

Year 1 2 3 4 5 6 

Volleyball 

Soccer 

Basketball 

The question does not specify the order in which Sequina 

played each sport. Since she played soccer longer than the 

other sports, start with soccer. Put an X under years 1, 2, 

and 3, to represent Sequina’s three years in that sport. 

Year 1 2 3 4 5 6 

Volleyball 

Soccer X X X 

Basketball 

Sequina also played volleyball and basketball for two 

years each, and she never played more than two sports 

during the same year. One possibility is that she played 

volleyball during her first and second years. After “volleyball,” 

put an X under years 1 and 2. Since Sequina 

never played more than two sports at a time, she could 

not have started basketball until year 3. After “basketball,” 

put an X under years 3 and 4. 

Year 1 2 3 4 5 6 

Volleyball X X 

Soccer X X X 

Basketball X X 

This is one possible arrangement, and it requires four 

years. All other possibilities require at least four years. 

Option C is correct. 

The question marks are placeholders for other contestants. 

(The diagram shows placeholders for 5 contestants 

because there is no information to determine anyone’s 

exact position. However, there are only 4 contestants: 

Alice, Sidney, Huang, and Mariah.) Notice that no 

information is given about Sidney’s airplane. For a question 

like this, in which all of the information is relative, 

it is best to evaluate each option and determine which 

must be true. Options F, G, H, and K might be true, but 

not enough information is given to conclude that any of 

95



Form 

B 

14. (J) According to statement 1, the towns of Elmont, 

Lendle, and Richland are connected by Highway 14. 

Draw a diagram to show this relationship. 

Elmont Lendle Richland 

Highway 14 

From the question, we know that Highway 14 is closed 

from Elmont to Richland. This stretch of highway 

includes the town of Lendle. 

Statement 2 says that the town of Mopley is connected 

to Lendle, but does not specify how it is connected. 

Mopley could be connected to Lendle by another road 

(not named), or it could be on Highway 14 between either 

Elmont and Lendle or Richland and Lendle. 

Options F and K might or might not be true. Not 

enough information is provided to determine whether 

the town of Mopley is flooded, or whether Mopley can be 

reached directly from Elmont. Nor can we determine 

whether Options G or H are valid. Highway 14 connecting 

Elmont and Richland is flooded, but we cannot 

determine whether the towns are flooded. Only Option 

J is valid. Highway 14 between Elmont and Richland is 

closed because of flooding, so no one can drive to Lendle 

on Highway 14. 

15. (B) Draw a grid to illustrate who won each prize. An 

X indicates who did not receive a prize. According to 

Statement 2, Michael did not win the computer. 

Luis 

Michael 

Nadia 

Trip Television Computer 

The question asks which option makes it possible to 

determine who won each prize, that is, to fill in the rest 

of the grid. For each option, mark the information on the 

grid. Are you able to determine who won each prize? If 

not, erase the marks and evaluate the next option. For 

example, mark the information for Option A, writing 

“yes” to indicate who won a prize, and filling in X’s wherever 

you can. 

Luis 


X 

Michael Yes X X 

Nadia 

X 

Option A does not allow us to figure out who won the television 

set and the computer, so it cannot be correct. Only 

Option B allows us to determine who won each prize. 

X 


Luis X Yes X 

Michael Yes X X 

Nadia X X Yes 

16. (F) According to the question, every millworker in 

Hoxie is over six feet tall and good at math. There must 

be other people in Hoxie besides millworkers, but we do 

not know how tall they are, or whether they are good at 

math. Option F must be true. At least some people in 

Hoxie (the millworkers) are over six feet tall and good at 

math. Options G, H, J, and K might be true, but we cannot 

conclude that they must be true. 

17. and 18. These directions differ from the directions for 

the code in Sample Form A. They state that the position 

of a letter is never the same as that of the word it represents. 

For example, in the first sentence, L cannot represent 

“Marie.” To answer these questions, you need not find 

out what every letter represents. 

17. (E) The word “juice” appears only once in the code, 

in the fourth sentence, so the letter representing “juice” 

must appear only in the fourth sentence. W can be ruled 

out because it appears in two of the statements and is in 

the same position as “juice.” N cannot be correct because 

it also appears in the second sentence, which does not 

contain the word “juice.” The letters Y and X appear only 

in the fourth sentence, but neither letter can be ruled 

out. Thus, the correct answer is E, “Cannot be determined 

from the information given.” 

18. (K) The letter U appears only in the second sentence. 

Thus, the word it represents must appear only in the second 

sentence. Option F (“Sean”) is incorrect because it 

appears in the same position (first) as the letter U, and the 

directions state that the position of a letter can never be 

the same as the word it represents. Options G, H, and J 

can be ruled out because they appear in other sentences as 

wwell as the second sentence. Option K (“soda”) appears 

only in the second sentence and it does not appear in the 

same position as the letter U, so it is correct. 

19. (E) A snobble is not defined, but it is not necessary 

to know what it is in order to answer the question. We 

know only that it can be described in terms of speed, 

weight, and color. Draw a diagram to illustrate the relationship 

among those qualities described in the question. 

96



Form 

B 

Options A, B, C, and D are not supported by the diagram. 

For example, Option A, “All snobbles are silver,” is not 

correct. The diagram shows that some snobbles are silver, 

but does not show that they are all silver. Option 

E is correct. A gold snobble cannot be heavy and slow, 

because every snobble that is heavy and slow is silver. 

20. (F) This question requires you to solve two relationships: 

matching each troll with a colorful characteristic, 

and putting the trolls in order. Start by matching the 

trolls and their characteristics. According to Statement 

1, Snowflake has white hair. According to Statement 3, 

Gretchen has purple ears. Statement 2 states that Banto 

did not have green eyes, so Holly must have the green 

eyes. This leaves Banto with the red teeth. 

Green Purple Red 

Troll 

Eyes Ears Teeth 

Banto no yes 

Gretchen 

Snowflake 

Holly 

yes 

yes 

White 

Hair 

yes 

Now, put the trolls in order. From Statements 1 and 2, 

we can conclude that Banto was in front of Snowflake 

and behind Gretchen. The question says that Holly 

(“green eyes”) was behind Gretchen. Thus, every troll is 

behind Gretchen, which is Option F. 

u u u Reading 

u Beavers 

Heavy 

Silver 

Slow 

All Snobbles 

21. (A) The passage gives examples of how beavers affect 

their environment by cutting down trees and building 

dams, which in turn changes the landscape and the 

plants and animals that live there. Option A summarizes 

this point. Options B, C, D, and E are true statements, 

but they are details, not the theme of the passage. 

22. (G) This complex question asks how changes in insect 

and plant life in a beaver pond result from something 

else, or, in other words, what causes the changes in insect 

and plant life in a beaver pond. Lines 24-31 explain 

that the changes in insect and plant life are the result of 

changes in the water temperature (warmer) and flow of 

water (slower) in the pond. Thus, the correct answer is 

Option G. Options F and J might sound logical but are 

not mentioned in the passage. Option H is related to the 

question, but it incorrectly attributes the changes in the 

kinds of animals as the cause, not the result, of changes 

in insect and plant life. Option K refers to an abandoned 

dam, not an intact dam in a pond, so it cannot be correct. 

23. (E) The beaver trapping in Wyoming is mentioned 

only in the final paragraph. The purpose for trapping 

and moving beavers is to encourage beavers to build 

dams that will halt soil erosion (lines 58-59), which is 

Option E. Options A and D are not mentioned in the 

passage. Option B might seem correct at first, but it 

refers to beavers causing soil erosion, not halting it. 

Option C is mentioned (lines 48-50) but not as the 

purpose of beaver trapping in Wyoming. 

24. (G) This is an inference question. The correct answer 

is supported by the passage but is not directly stated. 

The question asks about the appearance of a recently 

abandoned beaver pond. Abandoned ponds are mentioned 

in lines 40-43, which say that beavers abandon 

a pond when the supply of desirable trees has run out. 

Notice that the description of these abandoned ponds 

(collapse of dams, transformation of landscape) is “long 

after the beavers have left” (lines 45-46), not recently 

abandoned. Option F, “the effects of severe erosion,” 

is incorrect because a recently abandoned pond would 

still have a dam, which would slow erosion, not cause it. 

Option K can be ruled out because the passage says 

nothing about the building of new beaver dams near 

abandoned beaver ponds. Regarding Option J, lines 

21-23 state that several beavers at work can soon open 

up the forest area around a pond to sunlight. This fact 

rules out the possibility of dark, dimly lit forest land 

around a recently abandoned dam. The first sentence 

of the fourth paragraph says that beavers selectively 

cut the deciduous trees on stream banks, allowing evergreens 

to take over the area. Thus, Option H is ruled 

out; the mature deciduous trees must all be gone, or the 

beavers would not have left. Option G is correct. The 

evergreen trees around the pond are left undisturbed, 

and they gradually take over the area (lines 39-40). 

25. (E) A comeback is a recovery or a return to a former 

condition. “This remarkable comeback” in line 13 must 

refer to a previously mentioned recovery of some kind. 

The first paragraph describes the beaver’s near-extermination, 

followed by a greatly increased population. The 

“comeback” must refer to a recovery in the beaver population, 

which is Option E. Options A, B, C, and D are mentioned 

in the passage, but not in reference to a comeback. 

97



Form 

B 

26. (H) The amount of wood that a beaver can cut down 

in a year is mentioned in lines 18-20. This sentence is 

followed by examples of how beavers change their environment 

(the formation of a pond, shift in water nutrients, 

and so on), including the amount of wood they cut 

down. The correct answer is Option H. None of the other 

options relates to the amount of wood cut down. 

u Old Man of the Mountain 

27. (E) Look at the theme of each paragraph. The first 

paragraph describes what the Old Man of the Mountain 

looked like. The second paragraph discusses its history. 

The third, fourth, and fifth paragraphs describe attempts 

to stabilize the monument, and the sixth paragraph 

discusses its collapse in 2003. The final paragraph 

describes memorials to the Old Man. Now look at the 

answer choices. Options A and B can be ruled out 

because each refers to only one of the seven paragraphs 

in the passage. Option C is mentioned in only three of 

the seven paragraphs, and Option D is impossible 

because the Old Man no longer exists. Option E is 

correct. It summarizes the main points of the passage— 

the history of the monument, attempts to stabilize it, its 

eventual collapse, and how it is remembered. 

28. (G) The correct answer is found in lines 5-9, which 

explain that the Old Man looked like a random heap of 

stones from most viewpoints. The most likely reason 

that European-Americans had not seen the Old Man 

was that they had not yet stood at the correct viewpoint 

(Option G). Option F is ruled out because Europeans 

had lived in the area since the early 1600s (lines 17-19). 

Option H is incorrect; the Old Man was formed about 

10,000 years ago (lines 12-14) and was the subject of 

Native American legends since the early 1600s (lines 

17-20). Option J has nothing to do with the question, 

and Option K cannot be correct because the existence of 

the rock formation was never in doubt. 

29. (C) The cause of the collapse is given in lines 56-60, 

and the correct answer is Option C, “water freezing and 

thawing in the cracks over centuries.” Option A might 

seem true, given the harshness of New Hampshire winters, 

but the passage is clear that “centuries of weathering 

and temperature extremes” (lines 54-55), were the 

cause, not the weight of ice and snow. Options B, D, and 

E are not mentioned in the passage. 

30. (F) The hidden cave is mentioned in the fifth paragraph. 

An engineering study had shown that the rock 

formation consisted of five granite layers balanced atop 

one another. The paragraph concludes, “Surprisingly, 

the Old Man had balanced on its chin for many years.” 

One would not expect a rock formation balancing on its 

“chin” to remain in place for centuries, suggesting that 

the formation was not as stable as it appeared, which is 

Option F. The writer did not mention the cave to demonstrate 

how ice enlarges cracks (which is the subject of the 

next paragraph). Nor is the cave mentioned to explain 

why turnbuckles were installed (to close the cracks) or 

explain how the profile was formed (mentioned in the 

second paragraph). Option J contradicts information in 

the fifth paragraph. 

31. (A) The importance of the Old Man as a symbol 

of New Hampshire, the Granite State, is discussed in 

the fourth paragraph. Lines 36-38 state, “Its [New 

Hampshire’s] people have always taken pride in their 

state’s rocky geography and their own strength and independence.” 

Option A, referring to the ruggedness of the 

land and people, restates that idea. None of the other 

options is supported by the passage. Option D might be 

attractive since the rock formation existed for centuries, 

but the passage is clear that it was not “well-balanced,” 

nor does it describe the state in those terms. 

32. (J) The Old Man used to be at the top of Cannon 

Mountain (lines 14-15). The mountaintop is now a nondescript 

rock slope (lines 60-61), the word “nondescript” 

implying that no hint of the Old Man formation remains. 

The best answer is Option J, “Only random-looking rock 

formations remain.” There is no evidence in the passage 

to support Options F or G. Option H is incorrect because 

the museum was built at the base, not the top, of the 

mountain (lines 72-73). The proposed replica of the face 

was not implemented (lines 69-72), ruling out Option K. 

u Van Meegeren 

33. (C) The main theme of the passage is the career of 

Han van Meegeren. Options A and E are important 

details, but not main ideas. Option B is not mentioned at 

all. Option D is too broad; the passage is about Vermeer 

forgeries, not forgeries of Dutch paintings in general. 

Option C is best: “how a skilled art forger nearly got 

away with fraud.” It neatly sums up van Meegeren’s 

career, including his success and his downfall. 

98



Form 

B 

34. (H) This is an inference question. The correct answer 

is based on information in the passage but not directly 

stated. Van Meegeren’s beliefs about art critics are discussed 

in lines 3-9. Option F might sound promising, but 

it does not answer the question. The question asks about 

van Meegeren’s beliefs about art critics, not art critics’ 

opinions of the artistic merit of Vermeer’s paintings. 

Option G is incorrect; the critics did not seem worried 

about art forgery. Option H is best supported by the passage. 

Van Meegeren was angered by the critics’ rejection 

of his work, believing that they did not appreciate his 

talent. Option J is appealing at first, but the passage 

never compared the quality of van Meegeren’s fakes with 

real Vermeers. Option K cannot be true because the art 

critics considered Vermeer, a Dutch artist, to be a great 

master painter. 

35. (E) Read each option before deciding which is best 

supported by the passage. Options A and B are false, 

since Vermeer was considered a master painter before 

van Meegeren’s hoax, and there was never any doubt of 

Vermeer’s existence. Options C and D are true about 

van Meegeren, not Vermeer. The passage suggests that 

Vermeer may have created paintings that have since 

been lost (line 13), which is Option E. 

36. (K) The question asks you to compare van Meegeren 

with other art forgers. Option F was not discussed in 

the passage. Option G misstates the information in lines 

18-20. Van Meegeren was eventually prosecuted for forgery, 

ruling out Option H. He profited from his forgeries 

(Option J), but that did not distinguish him from other 

art forgers. Option K is best. According to the passage, 

van Meegeren created a series of paintings that mimicked 

Vermeer’s style without duplicating specific details (lines 

24-26). 

37. (D) Option A is ruled out because the chemical tests 

and x-rays were conducted after his admission, and 

they were conducted by Dutch, not German, investigators. 

Option B is a true statement but it does not answer 

the question. Art critics insisted that the fake Vermeer 

was authentic, ruling out Option C. Option D is correct 

because lines 52-54 say, “selling a national treasure to the 

enemy [was] a far more serious crime than art forgery.” 

Finally, Option E cannot be correct because the passage 

never states or hints that Vermeer himself was a forger. 

38. (F) Carefully read the sentences surrounding the 

quoted word (lines 9-14). “Discovered” is in quotation 

marks because the discovery was part of the hoax. 

Option F best restates that idea. Vermeer was already 

considered a great artist, ruling out Options G and J, and 

Vermeer lived in the seventeenth century, long before 

van Meegeren’s lifetime, eliminating Option H. Option K 

doesn’t answer the question. 

u Pueblo 

39. (D) Option A cannot be the theme of the reading passage 

because only the first paragraph discusses how 

weather conditions affect tree growth. Option B, Indian 

cultures, is too broad to be the theme of the passage, 

which focuses on Pueblo and Hopi villages. The reason for 

the abandonment of the Pueblo villages (Option C) is mentioned 

only in the last paragraph, so it is not the theme of 

the entire passage. Option D, “how tree-ring dating can 

establish the age of archaeological findings,” offers a good 

summary of the entire passage, which explains the science 

of tree-ring dating, followed by several examples. Option 

E cannot be correct. The passage does not mention any 

other dating methods, nor does it claim that tree-ring dating 

is the best method for determining dates. 

40. (K) The “key” beam is discussed in lines 47-55. This 

question requires you to understand the established 

chronology (line 50) and “floating” chronology (line 53) 

and to draw an inference about the “key” beam, based 

on information in the passage. Option F is a true statement, 

but it does not explain the importance of the “key” 

beam. The passage does not mention earlier theories 

about the abandonment of the villages, or why they had 

been built at certain times or at particular locations, ruling 

out Options G, H, and J. Option K is correct. The 

“key” beam, with its overlapping ring patterns of the 

established and “floating” chronologies, allowed archaeologists 

to connect the two chronologies. 

41. (B) The two trees in the question share an identical 

pattern of a very wide band followed by two narrow 

bands, showing that both trees were alive during that 

three-year period, although they were planted and cut 

at different times. Options A and B can be evaluated by 

assigning arbitrary years to the three shaded rings—for 

example, 10, 11, and 12. (It does not matter what numbers 

you choose, as long as they are used consistently.) 

Counting out from the shaded rings, Log 1 was cut in the 

year 16, while Log 2 was cut in the year 13. Thus, Log 2 

was cut before Log 1 (Option B). Option C contradicts the 

reasoning behind tree-ring dating and cannot be correct. 

There is no way to determine which log came from the 

faster-growing tree, since the trees were different ages 

and cut at different times, ruling out Options D and E. 

99



Form 

B 

42. (G) This inference question requires you to choose the 

correct answer based on information that is not directly 

stated. Evaluate each option to determine whether treering 

dating would be useful for that purpose. The passage 

gives no information whether types of trees can be identified 

using tree-ring dating, so Option F is not correct. 

Lines 10-12 indicate that “tracking the historical sequence 

of weather cycles in a region” (Option G) is both possible 

and useful using tree-ring dating. Lines 62-65 also 

support Option G. Read the remaining options to make 

sure that Option G is the best answer. The reasons why 

Indians lived in specific areas, or why they built their villages, 

cannot be answered by tree-ring dating, ruling out 

Options H and K. Comparing growing seasons around the 

world is not possible (Option J), since only one part of the 

world, the southwestern United States, is discussed with 

relation to tree-ring dating. 

43. (A) The quotation is from lines 45-46, but we must 

refer to several parts of the passage to answer the question. 

The second paragraph states that archaeologists 

had established a continuous tree-ring chronology going 

back to a.d. 1260, based on ring patterns of trees with 

overlapping lifetimes (the “established” chronology). The 

third paragraph, where the quotation appears, describes 

the development of a “floating” chronology that indicated 

which logs were older and which were more recent, but 

did not overlap the established chronology. The fact that 

they did not overlap implies that the floating chronology 

preceded the established chronology, which is Option A. 

Option B cannot be true because the logs used in Oraibi 

went as far back as a.d. 1260, but no further. The remaining 

options do not explain the archaeologists’ conclusion. 

44. (H) The abandonment of the Pueblo villages is mentioned 

in lines 24-25 and line 36, but only in the context of 

determining when the villages were occupied. The reason 

for their abandonment is not brought up until the last 

paragraph, which suggests that the villagers left their 

homes to find a more hospitable climate (lines 63-65). 

This is restated in Option H, the correct answer. Options 

F, G, J, and K might sound reasonable, but there is no evidence 

in the passage that suggests they are true. 

u Foams 

45. (E) Options A and C are important details, but they 

are not the main themes of the passage. Option B is not 

discussed, and Option D does not make sense—the terms 

“surfactants” and “foaming agents” are synonymous. 

Option E is the best answer. “How aqueous foams are 

formed, and some of their uses” provides a good summary 

of the passage from beginning to end. 

46. (H) The characteristic life cycle of an aqueous foam is 

outlined in the third paragraph. The foam disappears 

when “outside forces—usually evaporation or vibration” 

cause the bubbles to collapse (lines 36-39). Check the 

options to see which one best describes such a situation. 

The only option that involves movement, which causes 

vibration, is Option H. The other options describe stationary 

situations. 

47. (B) The role of the surfactant in the formation of 

aqueous foam is discussed in the second paragraph. 

Surfactants are necessary to stabilize an aqueous foam. 

They work by lowering the surface tension of a liquid 

(lines 19-21), which is Option B. Option A is not mentioned 

in the passage (although dispersal of a gas in the 

liquid is an important point). Options C and D are 

stages in the life cycle of a foam, not the results of a 

surfactant. Option E might look appealing because it 

refers to the formation of foam, but it incorrectly states 

that soap, a surfactant, is converted into foam. 

48. (F) The “life cycle” of aqueous foam is outlined in the 

third paragraph. A “young” foam occurs early in the life 

cycle, in which foam is characterized by “spherical bubbles 

of nearly uniform size, each with a relatively thick 

outer film of liquid” (lines 30-32). Only Option F, “spherical 

bubbles,” is characteristic of a “young” foam. Options 

G, H, and J are characteristics of later stages. Option K 

is not part of the foam life cycle. 

49. (A) The use of foam-based extinguishers to put out 

oil or gasoline fires is described in the fourth paragraph. 

The paragraph concludes, “these extinguishers have 

the advantage of minimizing the extensive water damage 

caused by more traditional fire-fighting methods.” 

Option A restates this information. 

50. (F) Read all five options to choose the one that is not 

an ingredient of dishpan suds. Dishpan suds are mentioned 

as one of several examples of soap foams in lines 

40-41. The second paragraph explains that soap foams 

consist of soap (Option H), which is a surfactant (Option 

K), added to an aqueous foam formed of water (Option G) 

and air (Option J). Option F, “protein,” is an ingredient 

of whipped cream and marshmallows (lines 42-44), but 

not of dishpan suds. 

100



Form 

B 

51. (B) Convert the mixed number 3.6 to its fractional 

equivalent, 3 ___ 6 . Then change it to an improper 

10 

fraction, which is ___ 36 . When dividing by a 

10 

fraction, multiply the dividend by the reciprocal of 

the divisor. 

1 36 ___ 

10 2 1 3 __ 

2 2 5 _______ (36)(3) 5 54 ___ 

(10)(2) 10 5 5 ___ 4 5 5.4 

10 

52. (G) 2 2x(3y – 4z) 5 ( 2 2x)(3y) – ( 2 2x)(4z) 

5 2 6xy 1 8xz 

53. (A) If Maria is 16 now, in 6 years she will be 22. 

Since she will then (in 6 years) be twice as old as 

her brother, he will be 11 (in 6 years). To find his 

present age, subtract 6 from 11. Thus, he is now 

5 years old. 

54. (H) Method I: 6.44 rounds to 6.4 because the digit 

in the hundredths place (4) is less than 5. 

6.46 rounds to 6.5 because the digit in the 

hundredths place (6) is 5 or greater. 

6.4 1 6.5 5 12.9 

Method II: Both 6.44 and 6.46 round to 6 

because the number in the tenths place (4) is 

less than 5 for each of them. 

6 1 6 5 12 

To calculate by how much the results from 

Method I are greater than the results for 

Method II, you subtract: 

12.9 – 12 5 0.9 

55. (E) In these types of questions, it is sometimes 

easiest to assign values to the variables to test 

each possibility. We know that M and T are 

both odd, and M is a multiple of T. So, let’s 

assign T 5 3 and M 5 5 • T 5 15. 

Option A says “M 1 T is odd.” 15 1 3 5 18, 

which is even, so A is not true. 

Option B says “MT is even.” 15 3 3 5 45, which 

is odd, so B is not true. 

Option C says “M – T is odd.” 15 2 3 5 12, which 

is even, so C is not true. 

Option D says “M 4 T is even,” and Option E 

says “M 4 T is odd.” Because these statements 

are opposites, one of them must be true. 

15 4 3 5 5, which is odd, so E is the correct 

answer. 

As a shortcut, because options D and E are both 

division with opposite results, and only one can 

be true, you could test only these two options to 

determine which is correct. 

56. (F) To solve this, let x 5 the number of inches 

between the towns on the map. 

First, set up a proportion, and then solve for x: 

________ x inches 

m miles 5 _________ 1 inch 

10 miles 

___ 

m x 5 ___ 1 

10 

x 5 m • ___ 1 

10 5 ___ m 10 

57. (E) We know that __ 

1 of the 1,650 voters were born 

3 

between 1950 and 1979, inclusive; therefore, __ 2 3 of 

the voters were born either before 1950 or after 

1979. 

2__ 3 1,650 5 1,100 

3 

Alternatively, you could calculate the number of 

voters who were born between 1950 and 1979, 

inclusive, and then subtract that number from 

the total: 

__ 1 3 1,650 5 550 

3 

1,650 – 550 5 1,100 

101



Form 

B 

58. (J) The first letter in the code could be any of the 

5 letter choices. Then the second letter in the 

code could be any of the 4 remaining choices. 

The third letter of the code could be any of the 

3 remaining choices, and so on. The number of 

different codes Tien can make is: 

5 • 4 • 3 • 2 • 1 5 120 

59. (D) The question states that PQ 5 9 cm, so we know 

x 5 9. We can use that information to calculate 

the length of QR. 

QR 5 __ 2 3 x 5 __ 2 3 • 9 5 6 centimeters 

Add PQ and QR to get the length of PR. 

PQ 1 QR 5 9 1 6 5 15 centimeters 

60. (H) First, read the column headings to find the 

relevant one, “Spending per Student.” To 

calculate the median spending per student, 

put the values in this column in order from 

least to greatest: 

$7,600, $7,600, $8,000, $8,400, $10,000, 

$11,200 

The median is the number at the exact center of 

a set of values. Since there are an even number 

of values in the above set, find the middle two 

values and calculate the mean of those to get the 

median of the set: 

($8,000 1 $8,400) 4 2 5 $8,200 

61. (A) First, round 1.095 to the nearest tenth, resulting 

in a value of 1.1. The question asks how much 

greater this rounded number is than 1.095, so 

you need to subtract: 

1.1 – 1.095 5 0.005 

62. (G) First, round the elevation of each continent to 

the nearest thousand feet, and then, because the 

mode is the most frequently occurring value, 

look for the elevation that appears most often. 

After rounding: 

North America 5 2,000 

South America 5 2,000 

Europe 5 1,000 

Asia 5 3,000 

Africa 5 2,000 

Oceania 5 1,000 

Antarctica 5 6,000 

The elevation 2,000 is listed most frequently 

(3 times), so the mode is 2,000 feet. 

63. (C) The original 24-ft board is cut in half, resulting 

in two 12-ft pieces. 

One of those 12-ft pieces is cut in half again, 

resulting in two 6-ft pieces. 

One of the 6-ft pieces is cut into thirds, resulting 

in three 2-ft pieces. 

The length of the longest piece is 12 feet, and the 

length of one of the shortest pieces is 2 feet. The 

difference is 12 – 2 5 10 feet. 

64. (F) Each number in the sequence is the difference 

between the two previous numbers. For 

example, 12 – 10 5 2, so 2 is the third term. 

To find the seventh term, subtract the sixth term 

from the fifth term: 

2 6 – 14 5 2 20 

65. (D) | 1 ___ 

16 | • |16| 1 | 2 16 | 1 |16| 

5 ___ 

1 1 

16 • 16 1 16 1 16 

2 

5 1 1 16 1 16 

5 33 

102



Form 

B 

66. (J) Bettina’s height is given as 140 cm. Let her 

sister’s height be x. Set up a proportion to 

calculate the sister’s height, and solve for x: 

7__ 

6 5 ____ 140 x 

7x 5 140(6) 

7x 5 840 

x 5 120 cm 

The question asks “how much taller is Bettina 

than her sister?” Subtract to find the answer: 

140 – 120 5 20 cm 

67. (B) Factorize 210 into its prime factors: 

210 

21 10 

3 7 2 5 

The greatest prime factor is 7. 

68. (J) Because point T is at the center of the circle and 

point U is on the circle, TU must be a radius (r) 

of the circle. We know the circumference of the 

circle is 8p cm. Therefore, we can use the 

formula for the circumference of a circle to 

calculate the length of TU. 

Circumference 5 2pr 

8p cm 5 2pr cm 

4 cm 5 r 

Thus, TU 5 4 cm. 

The formula for the area of a rectangle is length 

times width. The length of the rectangle (12 cm) 

is given in the diagram, and the width of the 

rectangle is TU (4 cm). 

Area 5 (12 cm) 3 (4 cm) 5 48 sq cm 

69. (D) To find the greatest common factor, determine 

the prime factorization of each number first: 

459 5 9 3 51 

3 3 3 3 3 3 17 

567 5 9 3 63 

9 3 9 3 7 

3 3 3 3 3 3 3 3 7 

Because 3 3 3 3 3, or 27, is the largest number 

that divides evenly into both 459 and 567, 27 is 

their greatest common factor. 

70. (G) Answer this question by evaluating each 

statement: 

In order for two shapes to be congruent, they 

need to have the same angle measures and the 

same side lengths. Option F says “all equilateral 

triangles are congruent.” All equilateral 

triangles have the same angle measures (608 

for each angle), but the side lengths could be 

different (e.g., triangle A could have side lengths 

of 3 cm and triangle B could have side lengths of 

7 cm). Thus, Option F is false. 

By applying the same logic, Option H (“all 

rectangles are congruent”) and Option K (“all 

squares are congruent”) are also false. All 

rectangles and squares have the same angle 

measures (908 for each angle), but the side 

lengths could be different from one shape to the 

other. 

Two shapes are similar when they have the 

same angle measures and the lengths of the 

corresponding sides of the two shapes are 

proportional. Option J is false because it is 

possible to have two rectangles whose side 

lengths are not proportional. 

Option G (“all equilateral triangles are similar”) 

is the only true statement. All sides of an 

equilateral triangle are the same length. So, 

the sides of two equilateral triangles would be 

proportional. 

71. (B) A linear relationship (or function) means that 

a change in temperature is proportional to a 

change in the number of cups sold. So, we can 

start with the proportion showing the relationship 

between the change in the number of cups 

sold (440 – 200) and the change in the 

corresponding temperatures (50 – 70): 

__________ 440 – 200 

50 – 70 5 240 _____ 

2 5 2 12 20 

Thus, for every degree the temperature rises, the 

vendor can plan to sell 12 fewer hot drinks. 

When the temperature was 508, the vendor sold 

440 hot drinks. When the temperature rises by 

58 to 558, he can expect to sell 5 3 12 5 60 fewer 

drinks than when the temperature was 508. 

Subtract to find the total number of cups he can 

expect to sell at 558: 440 – 60 5 380 cups. 

103



Form 

B 

72. (K) The first time the bamboo blooms after 1820 

is 1824 (1807 1 17). Keep adding 17 to your 

answer until you get to the year 2011: 

1824, 1841, 1858, 1875, 1892, 1909, 1926, 1943, 

1960, 1977, 1994, 2011 

The answer is 12. 

A quicker way to solve this is to find the first 

year the bamboo blooms within the given range 

of years (1824). Subtract that year from the 

final year (2011), and divide by 17 (the number 

of years between blooms): 

____________ 

2011 – 1824 

5 11 and 11 1 1 5 12 

17 

Remember to add 1 to get 12 because both end 

points (1824 and 2011) need to be counted. 

73. (E) In this kind of problem, first simplify the 

numerator and the denominator separately, 

and then reduce the fraction to lowest terms. 

Numerator: 

( 2 1) 2 1 ( 2 2) 3 1 ( 2 3) 4 5 (1) 1 ( 2 8) 1 (81) 5 74 

Denominator: 

(2 1) 4 1 ( 2 2) 3 1 ( 2 3) 2 5 (1) 1 ( 2 8) 1 (9) 5 2 

Now you can reduce the fraction: 

___ 74 

2 5 37 

74. (G) If 70% to 80% of students own a cell phone, 

then 20% to 30% do not own a cell phone. 

Since we are looking for the maximum number 

of students who do not own a cell phone, calculate 

30% of 900: 

900 3 30% 5 270 students 

75. (C) Now: 

Seung’s age 5 y 

Jackson’s age 5 3 years older than Seung 5 3 1 y 

Eight years ago: 

Jackson’s age 5 (3 1 y) – 8 5 y – 5 

76. (G) To find the midpoint of a line segment, add the 

two endpoints together and then divide the sum 

by two: 

__ 2 5 1 2 2 __ 2 – ___ 10 

________ 5 5 2 __ 8 

5 _______ 5 ____ 5 

 

2 2 2 5 2 __ 4 5 

77. (B) We are given the total number of coins (48). If 

the number of dimes is x, then the number of 

nickels is 48 – x. A dime is represented as $0.10, 

and a nickel as $0.05. Now we can set up the 

problem: 

$0.10x 1 $0.05(48 – x) 5 $3.90 

$0.10x 1 $2.40 – $0.05x 5 $3.90 

$0.05x 5 $1.50 

x 5 30 

Thus, there are 30 dimes and 18 nickels 

(48 – 30). 

The question asks “how many more dimes than 

nickels?” Subtract to find the answer: 

30 – 18 5 12 

78. (K) Because we know that the side of the square is 

equal in length to the diameter of the circle, we 

can set the value for both the side of the square 

and diameter of the circle to x. 

Perimeter of the square 5 4 3 side length 5 4x 

Circumference of the circle 5 diameter 3 p 5 xp 

Use these values to determine the ratio of the 

perimeter of the square to the circumference of 

the circle: 

___ 

xp 4x 5 4 __ 

p 

79. (B) To calculate the fraction, divide the down 

payment by the sale price: 

_______ $400 

$5,000 5 ___ 4 

50 5 ____ 8 

100 5 0.08 

104



Form 

B 

80. (J) First, calculate the volume of the stack using the 

formula length 3 width 3 height: 

5 in. 3 10 in. 3 20 in. 5 1,000 cubic inches 

To determine the weight of the stack, multiply 

the number of cubic inches by the weight per 

cubic inch: 

1,000 3 0.035 5 35 ounces 

Notice that the number of sheets of plastic is 

given (50), but is not relevant to the solution. 

81. (B) First, calculate the area of the circular region 

using the given radius of 3 feet: 

Area 5 pr 2 5 (3) 2 p 5 9p 5 9(3.14) 

5 28.26 square feet 

Notice that p was rounded to 3.14 because the 

question asks for an approximation. 

Subtract the area that the paint can cover 

(25 sq ft) from the area of the region to get the 

answer: 

28.26 – 25 5 3.26 5 3.3 sq ft 

82. (H) Let x 5 Gloria’s sales for this period. Set up an 

equation using her commission for this period 

($12,000) and the commission rate (15%): 

$12,000 5 0.15x 

$12,000 ________ 

0.15 5 x 

$80,000 5 x 

83. (A) The solution to this problem requires finding the 

pattern. The pattern for x is easy: the numbers 

in x always change by 1. The pattern for y is 

tougher to see. Since y is a sum of two terms (an 

a term and a negative b term), we can determine 

the pattern for each of these terms individually, 

as follows: 

term term 

2 a 2 b __ 

2 

0 2 b __ 

3 

a 

2a 

The a term changes 

by adding a to the 

previous value. 

2 b __ 

4 

2 b __ 

5 

The b term changes 

by increasing the 

denominator by 1. 

We want to know the value of y when x = 0, so 

we need to find the value of y that comes before 

the first y (2 a – __ 

b 

) in the table. To do this, we 

2 

subtract a from the a term and subtract 1 from 

the denominator of the b term in the first y. 

Thus, when x 5 0, y 5 (2 a – a) – _____ b 

2 – 1 5 2 2a 2 b 

84. (K) Daquan sold x hot dogs. Let c represent the 

number of hot dogs that Caitlyn sold: 

c 1 x 5 5x 2 2 

c 5 4x 2 2 

85. (B) For a house that sells for $199,000, the real 

estate agent charges a commission of 3%. 

$199,000(0.03) 5 $5,970 

For a house that sells for $201,000, the real 

estate agent charges a commission of 2.5%. 

$201,000(0.025) 5 $5,025 

Subtract to find how much more the agent 

makes on the $199,000 sale: 

$5,970 2 $5,025 5 $945 

105



Form 

B 

86. (J) From the given equation, r must be a multiple of 

3, 4, and 10. To find the least possible value of r, 

find the least common multiple of 3, 4, and 10. 

All multiples of 10 must end in zero (10, 20, …), 

so we just need to look at the multiples of 3 and 

4 that also end in zero: 

Multiples of 3: 30, 60, 90, … 

Mulitples of 4: 20, 40, 60, 80, … 

Since 60 is the first multiple that appears in 

both lists above, 60 is the least common multiple 

of 3, 4, and 10. Thus, the least possible value of 

r is 60. 

87. (C) To solve this problem, find the number of 

multiples of 2 between 4 and 81. Then, find the 

number of multiples of 7 between 4 and 81: 

Multiples of 2 (4, 6, 8, …, 80): 

_______ 80 – 4 5 38, but we need to add 1 because 

2 

both ends are counted, so 38 1 39 

Multiples of 7 (7, 14, 21, 28, …, 77): 

_______ 81 – 4 5 11 

7 

Next, we need to determine how many of the 

multiples of 7 are even, because they will 

have been counted twice (once in the list of 

the multiples of 2 and again in the list of the 

multiples of 7). The multiples of 7 alternate odd 

and even, which means approximately half of 

them are odd and half are even. (Because there 

are 11 values, 6 must be either even or odd, and 

5 must be the other.) The first and last multiple 

of 7 in this case are both odd, so that means 6 

are odd and 5 are even (i.e., multiples of 2). 

To find the total number of integers that are 

multiples of 2, multiples of 7, or both, add the 

count of the multiples of 2 and the multiples of 7, 

and subtract the number of integers that appear 

in both lists: 

(multiples of 2) 1 (multiples of 7) – (both) 

5 39 1 11 – 5 

5 45 

88. (K) Solve for s: 

______ 3t 2 s 5 8s 

4 

3t 2 s 5 32s 

3t 5 33s 

___ t 

11 5 s 

89. (A) The values of r and s are not known, but the 

information given (r s and r 2 s) rules out the 

possibility that the denominator of either fraction 

could be zero, which would result in an undefined 

expression. Simplify the expression by canceling 

out r 1 s and r 2 s. Only rs remains. 

90. (H) Complete the calculations for the quantity under 

the square root sign: 

6 2 1 7 2 

36 1 49 

85 

85 falls between the squares of 9 and 10, which 

are 81 and 100, respectively. 

81 , 85 , 100 

9 2 , 85 , 10 2 

91. (D) Use the formula for the area of a triangle to 

solve for BE: 

Area 5 __ 1 (base) (height) 

2 

25 5 __ 1 (5) (BE) 

2 

25 5 2.5 (BE) 

10 5 BE 

The area of a parallelogram is base 3 height. The 

base of ABCD is 50 cm. BE is perpendicular to 

AED, so the height of the parallelogram is 10 cm. 

Area 5 (50 cm)(10 cm) 

Area 5 500 sq cm 

106



Form 

B 

92. (J) Since there are 60 minutes in 1 hour, multiply 

2.35 by 60 to convert it to minutes: 

2.35 3 60 5 141 minutes 

93. (E) Because we know that 100% of the group 

indicated whether or not they were in favor of 

Proposition A, Proposition B, or both, we can add 

the percentages given in the question: 

65% (in favor of Proposition A) 1 72% (in favor of 

Proposition B) 1 3% (in favor of neither) 

5 140% total 

The amount over 100% is the percentage of 

people who indicated they were in favor of 

both Proposition A and Proposition B and were 

therefore counted twice. So, the answer is 

140% 2 100% 5 40%. 

94. (G) For any one triangular face of the pyramid, we 

know the base (8 cm) and height (6 cm). 

Area of one triangle 5 __ 1 3 base 3 height 

2 

5 __ 1 3 (8 cm) 3 (6 cm) 

2 

5 24 sq cm 

All four of the triangular faces have the same 

area, so the total surface area of the pyramid is: 

4 3 24 5 96 sq cm 

95. (D) The distance from A to B is __ 

1 of a revolution. 

6 

The arrow will point to B for the eleventh time 

after 10__ 

1 revolutions. The rate of the arrow is: 

6 

5 _____ rev 

min 5 5 rev _____ 3 1 _______ min 

min 60 sec 5 _______ 1 rev 

12 sec 

Use the formula for rate 3 time 5 distance. 

Let x represent the number of seconds. 

96. (F) First, combine like terms, and then solve for k: 

(3m 1 2n) – (2m – 3n) 1 k 5 0 

3m 1 2n – 2m 1 3n 1 k 5 0 

m 1 5n 1 k 5 0 

k 5 2 m – 5n 

97. (D) Each even digit in the right column is twice the 

position (left column) minus 2. 

For example, in position 1: 2(1) – 2 5 0 

In position 2: 2(2) – 2 5 2 

In position 3: 2(3) – 2 5 4 

So, for position 500: 2(500) – 2 5 1,000 – 2 5 998 

98. (G) The answers are given in cubic yards, so the 

dimensions of the foam must be calculated in 

yards. The width and length of the rectangular 

region are 10 yards and 50 yards, respectively. 

The depth (height) of the foam over the 

rectangular region is 9 inches, which is __ 

1 4 yard 

(1 yard 5 36 inches). 

Volume 5 (length)(width)(height) 

5 (50)(10) __ 1 4 

5 ____ 500 cu yd 

4 

5 125 cu yd 

x sec 1 1 rev _______ 

12 sec 2 5 101 __ 

6 revolutions 

___ x 

12 5 61 ___ 

6 

x 5 ________ (61)(12) 5 (61)(2) 

6 

5 122 sec 

107



Form 

B 

99. (D) Whole numbers are the “counting” numbers: 

1, 2, 3, 4, etc. Test each value of x in the given 

expression: 

x 5 5 ______ 

5 1 7 

5 2 7 5 12 ____ 

2 5 2 6 2 

This cannot be a value of x because 2 6 is not a 

whole number. 

x 5 6 ______ 

6 1 7 

6 2 7 5 13 ____ 

2 5 2 13 1 

This cannot be a value of x because 2 13 is not a 

whole number. 

x 5 7 ______ 

7 1 7 

7 2 7 5 14 ___ 

0 5 undefined 

100. (J) The range is the difference between the highest 

score and the lowest score. 

First, calculate the highest score for each section. 

Use the sum of the lowest score and the range to 

get the highest score. 

Section I: 65 1 28 5 93 

Section II: 62 1 25 5 87 

Section III: 67 1 22 5 89 

To find the overall range of all the scores, take 

the highest of all the scores (93) and subtract the 

lowest of all the scores (62). The answer is 31. 

This cannot be a value of x because the 

expression is undefined. 

x 5 8 ______ 

8 1 7 

8 2 7 5 15 ___ 

1 5 15 

This can be a value of x because 15 is a whole 

number. 

x 5 9 ______ 

9 1 7 

9 2 7 5 16 ___ 

2 5 8 

This can be a value of x because 8 is a whole 

number. 

The question asks how many of the listed 

numbers cannot be a value of x, so the answer 

is 3. 

Answer Key for Sample Form B 

Paragraph 1 

T Q U R S 

Paragraph 2 

R Q T U S 

11. C 

12. J 

13. C 

21. A 

22. G 

23. E 

31. A 

32. J 

33. C 

41. B 

42. G 

43. A 

51. B 

52. G 

53. A 

61. A 

62. G 

63. C 

71. B 

72. K 

73. E 

81. B 

82. H 

83. A 

91. D 

92. J 

93. E 

Paragraph 3 

S R U Q T 

Paragraph 4 

T R U Q S 

14. J 

15. B 

16. F 

24. G 

25. E 

26. H 

34. H 

35. E 

36. K 

44. H 

45. E 

46. H 

54. H 

55. E 

56. F 

64. F 

65. D 

66. J 

74. G 

75. C 

76. G 

84. K 

85. B 

86. J 

94. G 

95. D 

96. F 

Paragraph 5 

U Q S R T 

17. E 

18. K 

27. E 

28. G 

37. D 

38. F 

47. B 

48. F 

57. E 

58. J 

67. B 

68. J 

77. B 

78. K 

87. C 

88. K 

97. D 

98. G 

19. E 

29. C 

39. D 

49. A 

59. D 

69. D 

79. B 

89. A 

99. D 

20. F 

30. F 

40. K 

50. F 

60. H 

70. G 

80. J 

90. H 

100. J 

108

Sample Problems 

For Grade 9 Mathematics 

Grade 

9 

DIRECTIONS: This section provides sample mathematics problems for the Grade 9 test forms. These 

problems are based on material included in the New York City curriculum for Grade 8. (The Grade 8 

problems on sample forms A and B cover mathematics material through Grade 7.) General directions 

for how to answer math questions are located on pages 48 and 86. There is no sample answer sheet for this 

section; mark your answers directly on this page or on a separate piece of paper. 

1. If __ x 3 ________ 3x 15 , what is the value of x? 

4 

A. 9 

B. 

C. 

D. 3 

___ 15 

2 

___ 45 

13 

E. 9 

M06-063B 

3. How many different ways can a team of 2 men 

and 2 women be formed if there are 4 men and 

5 women from which to select? 

4. 

A. 4 

B. 6 

C. 16 

D. 60 

E. 240 

M04-157E 

R 

2. 

y 

Q 

S 

y 15x 45 

T 

P 

U 

O 

P 

x 

In the figure above, QTS is congruent to 

QRS. Point T lies at the intersection of line 

segments ___ 

QUand ___ 

PS. Which of the following 

angles must also be congruent to QRS? 

The line defined by the equation y 15x 45 

intercepts the x-axis at point P as shown 

above. What are the coordinates of point P? 

F. (45, 0) 

G. (3, 0) 

H. ( 3, 0) 

J. (0, 3) 

K. (0, 45) 

F. RST 

G. PTQ 

H. TUP 

J. TPU 

K. PTU 

5. If (4 3 )(8 2 ) 2 x , what is the value of x? 

A. 12 

B. 10 

C. 7 

D. 6 

E. 5 

109

6. If N 1. ___ 

25, what is the value of N expressed 

9. What is the simplified form of ___________ 

6(2x2 4x) 

 

as a fraction? 

3x 

K. y 2 __ 1 2 x if x 0? 

F. __ 

5 4 

A. 4x 4 

G. ____ 124 

99 

H. ____ 113 

90 

J. ____ 125 

99 

B. 4x 2 __ 8 3 

C. 4x 8 

D. 4x 2 8 

E. 4x 2 8x 

K. ___ 

14 

11 

10. The translation of point P (3, 5) to P9 (5, 2 3) is 

equivalent to rotating point P by which of the 

7. If 1 liter is approximately equal to 1.06 quarts 

following clockwise rotations about the origin? 

and 32 ounces equals 1 quart, how many 

F. 45° 

20-ounce containers of soda can be completely 

G. 90° 

filled by a 2-liter container of soda? 

H. 135° 

A. 2 

M05-072 

J. 180° 

K. 225° 

B. 3 

C. 4 

D. 5 

E. 6 

11. What is the greatest integer n that satisfies 

the inequality 5 n 3n 4? 

A. 1 

8. 

y 

B. 2 

4 

( – 2, 1) 2 

C. 2 __ 1 4 

D. 3 

– 4 – 2 2 4 

x 

E. 4 

– 2 

l 

12. The volume of a cube is 729 cubic feet. What 

– 4 

is the length, in inches, of one side of this 

cube? 

In the figure above, line l passes through the 

F. 

3__ 

4 in. 

origin. Which equation below describes line l? 

G. 9 in. 

F. y 2x 

H. 108 in. 

G. y 2x 

J. 243 in. 

H. y x 

K. 2,916 in. 

J. y __ 1 2 x 

110

M05-090 

M 04-387 

13. 

16. 

N 

O 

R 

xº 

III 

M 

N 

47º 

In the ‹_____ figure above, point N lies on straight 

› 

line MNP, and RNS is a right angle. What is 

the value of y in terms of x? 

A. 43 x 

B. x 43 

C. 133 x 

D. x 133 

E. x 

14. A property is valued at $300,000 today. If this 

represents a 150% increase in value over its 

value 10 years ago, what was the value of this 

property 10 years ago? 

F. $120,000 

G. $150,000 

H. $200,000 

J. $275,000 

K. $450,000 

M03-066 

yº 

S 

P 

17. 

M 

I 

II 

In the figure above, MNOP is a square with 

sides of length 20. Each arc inside MNOP is 

1__ of the circumference of a circle with either 

4 

M or O as its center. What is the area of the 

region labeled II? Express your answer in 

terms of . 

F. 50 

G. 100 

H. 200 100 

J. 200 400 

K. 800 400 

M00-103 

M 3 cm N 

4 cm 

5 cm 

Z 

6 cm 

P 

15. 

y 

R (7, 8) 

R 

x cm 

P 

( – 3, 2) 

Q 

O 

T(0, 2) 

x 

In 

____ 

the figure above, all lines are straight. 

MPand ____ 

RNintersect at point Z. What is the 

value of x? 

S 

The dashed line is the line of symmetry for 

triangle QRS. What are the coordinates 

of point S? 

A. ( 7, 8) 

B. (7, 8) 

C. (7, 4) 

D. ( 7, 4) 

E. (7, 8) 

A. 3 

B. 3 __ 3 5 

C. 4 

D. 4 __ 4 5 

E. 5 

111

Grade 9 Mathematics 

9 


Grade 

1. (A) First, cross-multiply to eliminate the 

denominators, and then solve for x: 

4x 5 3(3x – 15) 

4x 5 9x – 45 

2 5x 5 2 45 

x 5 9 

2. (G) Since P is on the x-axis, we know its y-value 

must equal 0. Use that in the equation to solve 

for x: 

y 5 15x – 45 

0 5 15x – 45 

45 5 15x 

3 5 x 

So, the coordinates for P are (3, 0). 

3. (D) In this case, the order in which you select the 

people is not important, so you cannot simply 

use the counting principle. 

To solve this problem, first calculate the number 

of possible combinations for each gender. 

Select 2 men from 4 men (a, b, c, d): 

ab, ac, ad, bc, bd, cd 

So, there are 6 ways to select 2 men from a group 

of 4 men. 

Select 2 women from 5 women (v, w, x, y, z): 

vw, vx, vy, vz, wx, wy, wz, xy, xz, yz 

So, there are 10 ways to select 2 women from a 

group of 5 women. 

The selection of one gender is independent of the 

selection of the other. Multiply the number of 

possible combinations for each gender: 

6 3 10 5 60 different combinations. 

4. (K) QTS and PTU are vertical angles, so they are 

congruent. Since QRS is congruent to QTS, 

then QRS is also congruent to PTU. 

5. (A) Begin by finding a common base for each term. 

In this case, the common base is 2. 

4 5 2 2 

8 5 2 3 

(4 3 )(8 2 ) 5 (2 2 ) 3 (2 3 ) 2 

5 (2 6 )(2 6 ) 

5 2 12 

So, x 5 12. 

Alternatively, you could multiply the left side of 

the equation and then factor it: 

(4 3 )(8 2 ) 5 (4 3 4 3 4)(8 3 8) 

5 (2 3 2 3 2 3 2 3 2 3 2) (2 3 2 3 2 3 2 3 2 3 2) 

5 2 12 

6. (G) Start with the original equation: N 5 1. ___ 

25 

Set up a second equation in which you multiply 

both sides of the original equation by a multiple 

of 10. You multiply by 10 for each digit in the 

repeating sequence. In this case, there are two 

digits, so you multiply by 10 twice, i.e., 100. 

100N 5 100(1. ___ 

25) 

100N 5 125. ___ 

25 

Now, subtract the two equations, then solve for N: 

100N 5 125. ___ 

25 

2N 5 21. ___ 

25 

——————— 

99N 5 124 

N 5 ____ 124 

99 

A shortcut is to recall that single-digit fractions 

with 9 as the denominator repeat, for example: 

__ 1 9 5 0.__ 1, __ 

2 9 5 0.__ 2 

This can be extended to two-digit fractions 

with 99 as the denominator, for example: 

___ 10 

99 5 0.___ 10, ___ 

20 

99 5 0.___ 20 

In this case, 1. ___ 

255 1 ___ 25 

99 5 ____ 124 99 

112


9 


Grade 

7. (B) Begin by converting from liters to quarts, and 

then from quarts to ounces. We know that 

1 liter 5 1.06 quarts, and 1 quart 5 32 ounces, 

so: 

1 liter 5 1.06 3 32 5 33.92 ounces 

We want to divide a 2-liter container of soda into 

20-ounce containers. 

2 liters 5 2 3 33.92 5 67.84 ounces 

67.84 4 20 5 3.392 containers 

The number 3.392 is greater than 3 but less than 

4, so the answer is 3 full containers. 

8. (K) The equation of a line is y 5 mx 1 b, where m is 

the slope and b is the y-intercept. Since the line 

passes through the origin, b 5 0, so we only need 

to find the slope. Because we are given the point 

( 2 2, 1) and the origin (0, 0), we can use the slope 

formula: 

m 5 ________ 

2 1 2 0 5 2 __ 1 

2 2 0 2 

Now, substitute the values for m and b in the 

equation: 

y 5 mx 1 b 

y 5 2 1 __ 

2 x 1 0 

y 5 2 1 __ 

2 x 

9. (C) There are many ways to simplify this expression, 

but one way to begin is by simplifying the 

polynomial in the numerator: 

___________ 

6(2x2 2 4x) 

 

3x 

5 ___________ 

12x2 2 24x 

 

3x 

10. (G) If the coordinates of a point labeled R are (a, b), 

then a 908 counterclockwise rotation about 

the origin would make the coordinates of point 

R9 ( 2 b, a). A 908 clockwise rotation about the 

origin would make the coordinates of R9 (b, 2 a). 

In the question, P is (3, 5) and P9 is (5, 2 3). 

Using the rule stated above, P9 is the image after 

point P is rotated 908 clockwise. 

Alternatively, it may help to make a sketch 

of this problem. Place the two points on the 

coordinate grid: Point P is in the first quadrant, 

and point P9 is in the fourth quadrant. Draw 

a line from each point to the origin. The angle 

formed at the origin should resemble a right 

angle, which is option G (908). 

y 

P (3, 5) 

x 

P9(5, – 3) 

11. (B) First, simplify the inequality to get n on one side: 

5 2 n 3n 2 4 

9 4n 

9__ 

4 n 

2 1 __ 

4 n 

Since n is less than or equal to 2__ 

1 , the greatest 

4 

integer value of n is 2. 

Divide the numerator and denominator by 3x: 

5 4x – 8 

113


9 


Grade 

12. (H) The volume of the cube is 729 cubic feet, so one 

side of that cube is ____ 3 7295 9 feet. The question 

asks for the length of an edge in inches. 

9 feet 12 108 inches 

13. (A) Angle RNS is a right angle (908). From the 

figure, we see that three smaller angles (x8, y8, 

and 478) combine to make RNS: 

x 1 y 1 47 5 90 

x 1 y 5 43 

y 5 43 2 x 

14. (F) A common mistake on this type of problem is to 

treat a 150% increase as 1.5 times the original 

value. However, a 150% increase means adding 

150% to the original value. If the original value 

is x, then x 1 150% of x 5 x 1 1.5x 5 2.5x. 

The present value is 2.5 times greater than the 

original value: 

$300,000 5 2.5x 

$120,000 5 x 

15. (C) Because QRS is a triangle, and the dashed line 

is a line of symmetry, the dashed line divides the 

triangle exactly in half and crosses side RS at its 

midpoint (7, 2). 

To find the y-coordinate of S, note that the 

y-coordinate for R is 8 and the dashed line is at 

y 5 2. The vertical distance between R and the 

line of symmetry is 8 – 2 5 6. Subtract 6 from 

the y-value for the line of symmetry to find the 

y-coordinate of S: 2 – 6 5 2 4. 

16. (J) First, recognize that O and M represent the 

centers of the two circles. ___ 

OPand MPare ____ 

each 

a radius for one of the circles, and are given as 

length 20. Use the formula for the area of a 

circle to find the area of one-fourth of each circle: 

1 __ 

4 (202 p) 5 100p 

The areas II 1 III and I 1 II each represent 1 __ 

4 

of a circle. So, II 1 III 5 100p and I 1 II 5 100p. 

The area of square MNOP (20 3 20 5 400) is 

equivalent to I 1 II 1 III. Use the following 

formula to determine the area of region II: 

Area of the square 5 (area of quarter circle M) 1 

(area of quarter circle O) – (overlapping area) 

I 1 II 1 III 5 (I 1 II) 1 (II 1 III) – II 

400 5 (100p) 1 (100p) – II 

400 5 200p – II 

II 5 200p – 400 

17. (B) Each triangle is a right triangle, and the angles 

formed at point Z are congruent because they 

are vertical angles. Thus, the two triangles are 

similar by definition. Set up the following 

proportion between similar sides to find x: 

5__ 

3 5 6 __ 

x 

5x 5 18 

x 5 ___ 18 

5 5 33 __ 

5 

To find the x-coordinate of S, remember that 

RS must be a vertical line segment. Thus, 

the x-coordinate of S must be the same as the 

x-coordinate of R, which is 7. 

So, the coordinates for S are (7, 2 4). 

Answer Key for Grade 9 Mathematics 

1. A 

2. G 

3. D 

4. K 

5. A 

6. G 

7. B 

8. K 

9. C 

10. G 

11. B 

12. H 

13. A 

14. F 

15. C 

16. J 

17. B 

114

For more information, call 311 or visit www.nyc.gov/schools 

MICHAEL R. BLOOMBERG, MAYOR Dennis M. Walcott, CHANCELLOR

Appendix E 

Selected Articles in the order they are first cited in the complaint. 

1. Elissa Gootman, In Elite N.Y. Schools, a Dip in Blacks and 

Hispanics, N.Y. Times, Aug. 18, 2006. 

2. Javier C. Hernandez, Holder, High Achiever Poised to Scale New 

Heights, N.Y. Times, Nov. 30, 2008. 

3. David Herszenhorn, Admission Test’s Scoring Quirk Throws 

Balance into Question, N.Y. Times, Nov. 12, 2005. 

4. Sharon Otterman, New York’s Top Public High Schools Admit 

Fewer Blacks and Hispanics, N.Y. Times, City Room Blog (Feb. 

11, 2011). 

5. Jennifer Medina, A Demographic Breakdown of Who Took, and 

Passed, the Test, N.Y. Times, City Room Blog (Feb. 16, 2010). 

6. Jennifer Medina, At Top City Schools, Lack of Diversity Persists, 

N.Y. Times, City Room Blog (Feb. 5, 2010). 

7. Helen Zelon, What Will It Take to Alter the Makeup of Top 

Schools? City Limits, Apr. 6, 2009. 

8. Javier Hernandez, Gap Persists in Test for Specialized High 

Schools, N.Y. Times, City Room Blog (Feb. 6, 2009). 

9. Javier Hernandez, Racial Imbalance Persists at Elite Public 

Schools, N.Y. Times, Nov. 8, 2008. 

10. Fernanda Santos, To Be Black at Stuyvesant High, N.Y. Times, 

Feb. 25, 2012. 

11. Tom Allon, The Blackout at Stuyvesant and Bronx Science: 

Students of Color Have Disappeared, N.Y. Daily News, May 25, 

2011. 

12. Anemona Hartocollis, Date of Exam for Elite Schools Is Moved 

Up, Disturbing Parents, N.Y. Times, Apr. 27, 2002. 

13. Farah Akbar, Test Fuels Anxiety—and an Industry, City Limits, 

Apr. 20, 2010. 

14. Anna Phillips, Alumni Tutoring Effort Strives to Raise Diversity at 

Elite Public Schools, N.Y. Times, Oct. 11, 2011. 

15. Meredith Kolodner, Prep Course Aimed at Diversifying Elite City 

Schools Fails to Reach Black and Latino Students, N.Y. Daily 

News, March 25, 2011. 

16. Sharon Otterman, Diversity Debate Convulses Elite High School, 

N.Y. Times, Aug. 4, 2010. 

17. Megan Finnegan & Stephon Johnson, Benign Neglect?: Who 

Killed the Discovery Program, Our Town, May 12, 2011.

18. Richard Buery, The Case of the Disappearing Black and Latino 

Student: Race and the Achievement Gap at Smith College and 

Stuyvesant High School, Huffington Post, March 2, 2012. 

19. N.R. Kleinfeld, “Why Don’t We Have Any White Kids?” N.Y. 

Times, May 11, 2011. 

20. Jeremy Slayton & Holly Prestidge, Henrico School Officials Plan 

Meeting on Maggie Walker Selection Process, Richmond Times 

Dispatch, Jan. 23, 2010. 

21. Noreen S. Ahmed-Ullah, High School Cutoff Scores Reveal Impact 

of Diversity Policy, Chicago Tribune, Feb. 28, 2011. 

22. Megan Finnegan & Stephon Johnson, Stuyvesant’s Minority 

Admissions Under Attack, Our Town, May 18, 2011. 

23. Ari L. Goldman, Grouping by Ability of Students Upheld for New 

York City, N.Y. Times, June 16, 1978.

6/18/12 In Elite N.Y. Schools, a Dip in Blacks and Hispanics - New York Times 

  

August 18, 2006 

In Elite N.Y. Schools, a Dip in Blacks and Hispanics 

By ELISSA GOOTMAN 

More than a decade after the city created a special institute to prepare black and Hispanic students for the 

mindbendingly difficult test that determines who gets into New York’s three most elite specialized high 

schools, the percentage of such students has not only failed to rise, it has declined. 

The drop at Stuyvesant High School, the Bronx High School of Science and Brooklyn Technical High 

School mirrors a trend recently reported at three of the City University of New York’s five most 

prestigious colleges, where the proportion of black students has dropped significantly in the six years 

since rigorous admissions policies were adopted. 

The changes indicate that even as New York City has started to bridge the racial achievement gap in the 

earlier grades, it has not been able to make similar headway at top public high schools and colleges. Asian 

enrollment at all three high schools has soared over the decade, while white enrollment has declined at 

two of the three schools. 

City education officials said they were at a loss to explain the changes at the three high schools despite 

years of efforts to broaden the applicant pools. 

Andres Alonso, the city’s deputy chancellor for teaching and learning, described the figures as 

“extraordinarily surprising,” even though they are the Department of Education’s numbers. Deputy Mayor 

Dennis M. Walcott called the schools “true gems of our system,” saying, “We have to make sure they’re 

open to all of our students.” 

Robert Jackson, the chairman of the City Council education committee, who is from Washington Heights, 

was more pointed in his criticism. 

“The statistics clearly show that black New Yorkers are being shut out,” he said. “If we’re looking to be 

inclusive in the greatest city in the world, I would think that the chancellor and every educator has to ask 

themselves why is this, and what do we need to do to reverse that. Is it institutional racism or is it 

something else?” 

Debate over the racial composition of the city’s specialized schools, and the schools’ reliance not on 

interviews or grades but rather on a test alone to determine admissions, has captivated New York for 

decades. 

Supporters of the specialized exam, which tests verbal and math skills, say it ensures that admissions are 

www.nytimes.com/2006/08/18/education/18schools.html?pagewanted=print 

1/4


based on merit, while critics argue that elite colleges would never judge applicants on test results alone. 

Schools Chancellor Joel I. Klein has not challenged the testing system, but he has expanded the 

preparatory program, known as the Specialized High School Institute, and created dozens of new small 

high schools to broaden opportunity. Mayor Michael R. Bloomberg has also promised to create more elite 

high schools. 

Still, during 20056, blacks made up 4.8 percent of the Bronx Science student body, according to city 

figures, down from 11.8 percent in 199495, when the institute was created. At Brooklyn Technical High 

School, the proportion of black students has declined to 14.9 percent from 37.3 percent 11 years ago, and 

at Stuyvesant, blacks now make up 2.2 percent of the student body, down from 4.4 percent. 

Hispanic enrollment has also declined at the three schools, as has white enrollment at two of the three 

although it has risen at Brooklyn Tech. At the same time, the Asian population has reached as high as 60.6 

percent at Bronx Science, up from 40.8 percent 11 years ago. Dr. Alonso said he could not explain the 

numbers without more information about how many black and Hispanic eighth graders take the 

specialized high school exam, and how many may favor other top city schools that are smaller or closer to 

home. He said he would insist that the department start collecting such information. 

“My immediate question is, this is a far greater variance than the data shows in terms of our test scores, 

so what is going on here?” he said. 

Over all, Hispanic students are the largest group in the city’s schools at 36.7 percent, and black students 

are next at 34.7 percent. The 1.1 millionstudent system is 14.3 percent Asian and 14.2 percent white. 

In the 1960’s, civil rights groups and some education officials charged that admissions tests were racially 

biased and that they screened out black and Puerto Rican children. The tests had strong defenders, 

though, and in 1971, the State Legislature passed a law requiring that entrance to the specialized schools 

be determined by competitive examination alone. 

Now parents, educators and academics explain the racial makeup of the schools by pointing to a variety of 

factors, including increasing competition from an influx of immigrants, paltry guidance counseling at 

many middle schools with predominantly lowincome students, the hiring of private tutors by the middle 

class and continued use of the admissions test alone. 

Gary Orfield, director of the Civil Rights Project at Harvard University, called the schools’ racial 

compositions “absurd,” saying, “I don’t think someone would want to hire somebody just on the basis of a 

test score, and we don’t admit them to a great college on the basis of a test score, and we shouldn’t admit 

them to a great high school on that basis.” 

Heather Mac Donald, a fellow at the conservative Manhattan Institute, however, said the enrollment 

figures showed “that we’re not yet managing to close the achievement gap and that this remains a serious 

problem for our schools, for our families and for our culture.” 


2/4


“But we shouldn’t be blaming the messenger,” she said. “It’s not the specialized schools’ fault for 

maintaining legitimately high standards.” 

Angela M. Howard, who graduated from Stuyvesant in 1982 and founded the Stuyvesant High School 

Black Alumni Association two years ago, after noticing fewer and fewer black faces at Stuyvesant events, 

said she opposed changing the admissions system but was trying to start a mentoring program. 

“Let’s face it — the playing field isn’t level,” she said. “People are paying tons of money to get their kids 

tutored to go to Stuyvesant.” 

For years, exclusive public schools throughout the country have been places where advocates of strict, 

colorblind standards have clashed with proponents of racial diversity. 

Courts imposed a racebased admissions system on the Boston Latin School, but a federal appeals court 

struck the system down. In the 1990’s, ChineseAmerican families whose children were rejected from San 

Francisco’s selective Lowell High School sued; the resulting settlement reversed a citywide admissions 

system that took race into account. 

New York’s Specialized High School Institute was designed to enlarge the pool of black and Hispanic 

candidates eligible for admission to the selective schools by giving them extra lessons and testtaking tips, 

without resorting to the kinds of preferences that had drawn lawsuits elsewhere. 

Chancellor Klein has expanded the institute, which started with one location and 419 students. It has 

grown to 17 locations and 3,781 students, who spend 16 months preparing for the test, starting in the 

summer after sixth grade. 

The chancellor is also trying to increase the proportion of black and Hispanic students participating in the 

institute, which officials said dwindled in the earlier years of the program as large numbers of white and 

Asian students signed on. 

“The intended goal going back to 1995 was not realized,” said JeanClaude Brizard, the Department of 

Education’s executive director of secondary schools. “If a kid is a nonminority, they’re supposed to be 

excluded, but there are a couple of places where we’ve seen quite a bit of pushback.” 

In the hallowed, sunlit classrooms of Stuyvesant itself, students from Manhattan and the Bronx spent the 

summer sweating over scientific concepts, math formulas and new vocabulary words. 

Melanie Tirado, 12, said the very act of striding through Stuyvesant’s gleaming hallways made her feel 

smart. 

“You can be like, ‘I could be here, I could be in these desks in a year or two,’ ” she said during her lunch 

break one day. 

For Yusrullah AbdulMalikDunn, 12, who got an “overall excellence” medal at his sixthgrade graduation, 

the experience has been humbling. 


3/4


Yusrullah’s teacher at Public School 108 had called him a “walking dictionary,” but in the first seven pages 

of “To Kill a Mockingbird,” a book he read for the institute, he found 71 new vocabulary words. 

“My science teacher told me we are all big fishes in our own pond, but now we’re inside a bigger pond,” he 

said. 

Since 2002, students like Yusrullah can also pick from three new, small specialized schools: the Queens 

High School for the Sciences at York College; the High School for Mathematics, Science and Engineering 

at City College; and the High School of American Studies at Lehman College. These schools have larger 

proportions of black and Hispanic students, but even in their short lives, the schools’ black enrollment 

has declined. Hispanic enrollment has climbed at two of the three. 

The Queens school opened with a student body that was 30.1 percent black and 13.6 percent Hispanic. In 

the most recent school year, those numbers were down to 19.7 percent and 10.1 percent, respectively. 

Copyright 2006 The New York Times Company 

  

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4/4

Holder, High Achiever Poised to Scale New Heights - NYTimes.com 

of 3 

http://www.nytimes.com/2008/12/01/nyregion/01holder.html?pagewanted... 

9/24/2012 1:11 PM 

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December 1, 2008 

By JAVIER C. HERNANDEZ 

Nine-year-old Eric Holder sat in the basement of his family’s house in Queens, enraptured by the inaugural 

words of the fresh-faced president from Massachusetts. The broadcast on the tiny television set faded in 

and out, muffled by the steady roar of jetliners at nearby La Guardia Airport, but John F. Kennedy’s call for 

hope and change was enough to stir the boy’s desire to serve. 

By ninth grade, Ricky, as he was known to his friends, was standing before his peers in the auditorium 

making his case for student body president. In high school, towering above his classmates and teachers at 6 

feet 3 inches tall, he passionately debated how to rid African-Americans of their second-class status. 

Now, four decades later, Eric Himpton Holder Jr., 57, the Bronx-born son of Miriam, an Episcopal church 

secretary from New Jersey, and Eric Sr., a real estate broker from Barbados, is expected to be nominated on 

Monday by President-elect Barack Obama to become the attorney general of the United States. He would 

be the first black person to do so. 

“I didn’t have any idea what I would be when I grew up,” Mr. Holder said in an interview last week, his first 

public comments since reports of his selection emerged in November. Attorney general, he added, was “not 

on the radar.” 

Growing up in East Elmhurst, Queens, Mr. Holder lived in two worlds. There was the neighborhood kid, a 

basketball addict who drew smiles from girls and once cut class to watch the Mets. Then there was the 

overachiever, a history scholar who buried himself in books and newspapers and was plucked from his local 

public elementary school to attend a program for gifted students at another school. 

“I had this dual existence,” he said. “I wanted to hang. I was still one of the guys. I tried to convince them 

that I was still cool.” 

In his classes, he was one of only a few black students, but even as sit-ins and freedom rides in the South 

roiled the debate on civil rights, school life remained mostly free of racial tension. His classmates were 

more concerned with who was free to play softball after school than the color of anyone’s skin, he said. 

It was not until he started middle school in 1963, when clashes over integration at the University of 

Alabama captured the national spotlight and President Kennedy was assassinated, that he grew conscious 

of the racial complexities of American society, he said. 

“That clicked the switch in me,” Mr. Holder said. He began to read book after book on World War II and 

biographies of public servants, drawing inspiration from the story of redemption he saw in “The 

Autobiography of Malcolm X.”


of 3 


9/24/2012 1:11 PM 

He soon sought leadership roles himself. As a ninth grader running for student body president on the 

Patriot Party ticket, he cut up and rearranged magazine ads into “Vote for Holder” insignia. 

His victory showed him that his intellectual gifts and witty, down-to-earth demeanor could propel him to 

high places, his classmates said. 

That same year, his high score on a grueling city test earned him a seat at Stuyvesant High School, where 

the prom was sometimes canceled because of a lack of interest and students had a penchant for reciting 

class rankings (Mr. Holder graduated 363rd in a class of 721 boys). 

“We didn’t know if a black student was going to get admitted,” recalled his younger brother, William 

Holder, a retired Port Authority police lieutenant. “When he got in, it was huge.” 

At Stuyvesant, whose students were primarily white and Jewish, Mr. Holder said his first year was one of 

the most difficult periods of his life, as he adjusted to a hefty workload and an hour-and-a-half commute. 

When the stress of taking biology and chemistry at the same time grew overwhelming, he turned to his 

mother for advice. She told him to stick it out, he said. 

It was a refrain Mr. Holder had heard before. His parents made clear the importance of education and told 

their children they could achieve anything. “We weren’t taught limits,” his brother said. 

Eric Sr., who is no longer alive, and Miriam Holder kept a close watch on their two children. They knew at 

whose house they could be found on any given night. On Sundays, if the children tried to feign illness to get 

out of going to church, it took only the rumble of their father marching down the hallway to rouse them, 

William Holder said. 

At Stuyvesant, Eric joined the Afro-American Society and became co-captain of the basketball team, the 

Peglegs, helping to lead his peers to 2 wins and 12 losses. “When you’re on a team that doesn’t win very 

much, you can either get angry at teammates or bond,” said Paul Grayson, a former Pegleg who is now a 

Manhattan accountant. “He bonded.” 

Mr. Holder’s years at Stuyvesant progressed as opposition to the Vietnam War escalated, but though he 

opposed the war, he did not actively protest it. 

When he arrived at Columbia in 1969 as a boyish-looking freshman, he was recruited by upperclassmen to 

help take over the R.O.T.C. office. Armed with pillowcases and sheets, he joined several dozen students and 

christened the office as a student center named for Malcolm X. 

Steven Sims, a close college friend, said, “It was very galvanizing because, for many of us, it allowed us to 

further develop and embrace our black consciousness.” 

In school, Mr. Holder said, he chose to major in American history as a means to explore his own heritage 

and to use as a prism through which to examine current events. 

Longing to escape the elite world at Columbia, he spent Saturdays taking underprivileged teenagers around 

New York City. He tried to expose the poor and predominantly black children living near campus to the 

cosmopolitan richness that had informed his own worldview.


of 3 


9/24/2012 1:11 PM 

“It just seemed incumbent on me, and many of us, that as students of color, we had to be engaged in this 

community of color that surrounded our campus,” he said. 

Some weekends, a group of friends would pile into his 1971 blue Plymouth Duster and head to East 

Elmhurst for home-cooked meals — macaroni, fish cakes, pepper pot soup. At night, they went to parties or 

to women’s colleges in search of dates. 

Still, Mr. Holder’s behavior hewed to his parents’ principles. “Even in our wildest moments,” Mr. Sims said, 

“you didn’t want to embarrass Mother Holder.” 

Mr. Holder’s attraction to public service pleased his parents. “He was always interested in being able to 

maybe change things, help those folks that needed it,” said Ms. Holder, 84. 

As history unfolded around him — the shootings of students at Kent State and Jackson State — Mr. Holder 

saw the law as an instrument of change. “The law inevitably is wound up with some great political 

movements, social movements,” he said. “I wanted to be a part of that.” 

He attended law school at Columbia, becoming a role model to black students pursuing public service, his 

classmates said. He clerked for the NAACP Legal Defense and Educational Fund and joined the Justice 

Department after graduation, working his way up to deputy attorney general under Bill Clinton. 

But he always made time for basketball, the game that had grounded him since his days on the cracked 

courts in East Elmhurst, where, his friends said, he received jealous glances for his good aim and easy 

dunk. 

“When I was on that court, that was it,” he said. “I loved the competition.” 

Mr. Holder said he took with him many of the lessons he learned on the court — the art of preparation, 

discipline and hard work. But as he is about to ascend to the top of the American legal system, there is one 

opponent he has yet to take on: his future boss, Mr. Obama, himself a devotee of pickup basketball. 

Mr. Holder said the soon-to-be president had an advantage in age (Mr. Obama is 10 years younger). And 

Mr. Holder’s knees are not what they used to be. Still, he said, he is skeptical of Mr. Obama’s chances: “I’m 

not sure he’s ready for my New York game.” 


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Admission Test's Scoring Quirk Throws Balance Into Question - New Yor... 

http://www.nytimes.com/2005/11/12/nyregion/12exam.html?pagewanted=... 

1 of 2 9/24/2012 10:55 AM 

November 12, 2005 

By DAVID M. HERSZENHORN 

For weeks, Joshua N. Feinman had graded practice tests to help his daughter prepare for New York City's specialized high school exam. Then 

one day, he took a hard look at the scoring chart from her private test-prep class and was stunned by how the verbal and math scores added up. 

"I took a look and said, 'Wow, this thing is really nonlinear,' " said Mr. Feinman, the chief economist of Deutsche Asset Management. " 'Wow, it's 

much better to score high in one and low in the other than to score good in both.' " 

Mr. Feinman had stumbled on a little-known facet of the test: because of the complex way it is graded, a student scoring extremely high on one 

part of the exam has a sharp advantage over a student with high but more balanced scores in each subject. 

For Mr. Feinman's daughter, Amanda, and more than 26,000 other eighth graders who will get their results in February, the implications loom 

large. Last year, for instance, a student with a 99 percentile score in math and 49 percentile in verbal would have been admitted to Stuyvesant 

High School - the most coveted specialized school - but a student with a 97 in math and 92 in verbal would not. 

As a result, test-prep tutors who understand how the test is scored advise their students to spend as much time as possible not where they are 

weakest, but on their stronger subject. Students are allotted two and a half hours for the exam and can divide the time as they wish. 

City education officials and the company that has prepared the test since 1983, American Guidance Service, said that they were aware of the 

potential outcomes and that scoring for the exam had to be designed this way to identify the best test takers. They also said their hands were tied 

by state law, which they said required that admission to the specialized schools be based on a single combined score in math and verbal. 

Officials also said that the test, which had not changed in at least 30 years, had served its purpose well, even as the number of children taking the 

test has soared. About 4,200 students were admitted to specialized testing high schools for ninth grade in September 2005. 

"Parents should be really confident, and I am confident, that this is a scientifically valid and reliable test," said Lori Mei, the director of testing 

for the city schools. 

But in an age of $325-an-hour test-prep tutors, and cutthroat competition for the best schools, some parents and testing experts said that even the 

slightest quirks in scoring should be publicized to ensure fairness. 

"As taxpayers and parents, we should know how the test is graded - not necessarily with an eye to changing it - but certainly as a matter of public 

knowledge," said Mr. Feinman, who lives on the Upper East Side. "It shouldn't be hidden or disclosed only to the select few who have the 

advantage of test prep." 

Even some veteran test-prep tutors were surprised. 

Barry Feldman, an owner of GRF Test Preparation, which tutored Mr. Feinman's daughter, said that in 24 years in the business, he has never 

focused on the scoring method. 

"I just really never thought about it before," said Mr. Feldman, a retired junior high school math teacher and a 1964 graduate of Stuyvesant. 

"What are the reasons? Why do they do it how they do it? I don't know. I really don't know, and I never really thought about questioning it." 

Officials of American Guidance Service, a private company in Minnesota, said the test had been designed to the city's specifications. Principals 

of the six specialized schools are not involved in developing or grading the test, much as colleges are not involved in administering the SAT. 

In essence, the scoring system rewards students with more points per question as they get closer to a perfect score on either math or verbal. 

The impact of the scoring is potentially so great that a student with a perfect score in math last year could have answered fewer than half of the 

verbal questions correctly and still been admitted to Stuyvesant. But students who got 41 of 50 points on one part and 42 of 50 on the other 

would have fallen short of Stuyvesant's cutoff. 

"Stuyvesant loves lopsided geniuses," said Naomi Bushman, a mathematics education consultant who runs a test-prep course for the exam. 

The reverse was similarly true. A student with a perfect verbal score needed only 18 of 50 math questions for admission to Stuyvesant. The same 

student needed only 11 of 50 math questions correct for admission to the Bronx High School of Science and 9 correct to get into Brooklyn 

Technical High School. 

Principals said they were aware that a super-high score on one part could substantially lift an applicant's chances, because many recent 

immigrants with extremely limited English skills had earned admission by posting exceptional math scores. But even principals said they were

Admission Test's Scoring Quirk Throws Balance Into Question - New Yor... 

http://www.nytimes.com/2005/11/12/nyregion/12exam.html?pagewanted=... 

2 of 2 9/24/2012 10:55 AM 

surprised to learn just how low a student could score on one part and still be admitted. The principals said they were typically not shown copies 

of the test or the score charts and were not asked their opinion of the results. 

City officials acknowledged that they had not discussed the test with principals in recent years and that they had never conducted studies to 

gauge the validity of the test. But they insisted it was valid, as evidenced by the high graduation rates of the specialized schools. 

But Regan Kenyon, the president of the Secondary School Admission Test Board, which publishes the admissions exam for 700 private schools 

and boarding schools, said validity studies, comparing students' test scores to their freshman year grades, were needed regularly. 

"We don't know if the way they are selecting kids is the right way or not," he said of New York City. "If you haven't done the study, then you 

don't have a transparent admission process." 

Stanley Teitel, the principal of Stuyvesant, said that educators there had long wondered about establishing minimum cutoff scores, so no student 

could be admitted without scoring well on both verbal and math. But he said there should also be a place at Stuyvesant for students who are 

exceptional in one area. 

Mr. Teitel said the school and its alumni would strongly resist using any criteria but the test for admissions. "One of the things they love about the 

school is that it remains a true meritocracy," he said. "You only get into Stuyvesant because you proved it on an exam." 

But virtually all testing experts warned against using an exam as the sole basis for admissions decisions. The Boston Latin School judges 

applicants on test scores and grades. The Thomas Jefferson High School for Science and Technology, a specialized school in Fairfax, Va., uses 

test scores, grades, essays and teacher recommendations. 

According to American Guidance Service, 52 students - or one-fifth of 1 percent of the more than 25,000 eighth graders who took the test last 

year - scored perfectly on one part. Of these students, one scored in the 50 percentile on the other part of the test; some scored in the 60's, 70's 

or 80's, but most were in the 90's. 

The test, known by its acronym SHSAT (pronounced Sh-ZAT), consists of 45 verbal questions and 50 math questions, with each part worth 50 

points (five verbal reasoning questions are worth 2 points each). 

The total for each part is scaled and curved, based on the difficulty level of individual questions and the relative performance of all test-takers, to 

a score from 20 to 400. Then, these two numbers are added to get a final score. 

To differentiate among high achievers, there are wider gaps between scores at the top of the curve. On one form of last year's test, a verbal score 

of 49 converted to a 345, while a perfect math score of 50 converted to a 365, a 20-point gap. But from 39 to 40 correct, the gap was only 5 

points. 

The city's official guide to the test describes the scaling of scores. But the guide never specifically explains that a high score in one subject can 

lift a low score in the other, or that students might benefit from focusing on their stronger subject. 

Several test-prep instructors said they learned how the test is scaled by accompanying students to review their results. Any parent can request to 

see his or her child's test paper and results, but not the scoring chart. 

Ms. Bushman, the math education consultant, said that she explained the scoring to her students but that the concept was hard to grasp. 

"My advice to a student is that catching an error on his stronger side is worth more to his total score than catching an error on his weaker side," 

she said. 

The lower a school's cutoff score, the bigger the problem, said Mr. Feinman, the economist. For example, a student in the 95 percentile in math 

and the 79 percentile in verbal could have made Bronx Science last year, beating out a student in the 94 percentile in math and the 81 percentile 

in verbal. 

Mr. Feinman said these results seemed arbitrary. 

"There is a notion that the kids who didn't get in are clearly inferior to those who did," he said. "But I think what the grading suggests is there 

may be a significant number of cases where that is really, really hard to say." 

Mr. Feinman added, "If you don't have to spend your time equally you should spend it more on the area in which you are stronger, which would 

be counterintuitive, I think, to most people." 

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New York's Top Public High Schools Admit Fewer Blacks and Hispanics... 

of 2 

http://cityroom.blogs.nytimes.com/2011/02/11/top-public-high-schools-ad... 

9/24/2012 10:58 AM 

FEBRUARY 11, 2011, 6:22 PM 

Top Public High Schools Admit Fewer Blacks and Hispanics 

By SHARON OTTERMAN 

The percentage of black and Hispanic students offered admission to the city's elite public high 

schools inched lower this year, continuing a decade-long slide, according to the results of the 

city's admissions process released Friday. 

Just 4 percent of the students offered admission to the seven specialized high schools were 

black. Notifications were made on Friday. Six percent were Hispanic, 35 percent Asian, and 30 

percent white. 

At the Bronx High School of Science, Brooklyn Technical High School and Stuyvesant High 

School, considered the gems of the public system, the percentage of black and Hispanic 

students enrolled has been falling since the mid-1990s. 

Admission to the specialized schools is based on a single test, the Specialized High School 

Admissions Test, administered to eighth graders in the fall. Advocates for increased diversity at 

the schools have argued that other factors, like portfolios of student work, interviews or 

geographic distribution across the city's districts, should factor into admissions. 

While the city has not changed its process, arguing that the test ensures fairness, it has made 

some efforts to arrest the decline, including a city-sponsored preparation program for the 

admissions test for low-income students and special outreach about the test in poor 

neighborhoods. 

At Stuyvesant, the most selective of the schools, just 12 black students gained admission to the 

freshman class of 2011, up from 7 last year. Both numbers represent roughly 1 percent of the 

student body. The school, located in Lower Manhattan, was 4 percent black in 1999, a 

percentage that has been falling since. 

Over all, 5 percent of students admitted to the specialized high schools for 2010 were black and 

7 percent were Hispanic. In 2009, 6 percent were black and 8 percent were Hispanic. 

The ethnicity of nearly one-quarter of admitted students was not known, because they were 

multiracial, coming from private school or were not identified, the city said. 

City officials acknowledged Friday that outreach to minorities to inform parents and students 

about the test had not been enough to change the portrait. About 45 percent of the students who 

took the test were black or Hispanic, a figure that has been gradually rising since 2009. 

"We have worked to improve outreach to communities and schools where participation has 

historically been low, including hosting parent workshops about the specialized high school

New York's Top Public High Schools Admit Fewer Blacks and Hispanics... 

of 2 

http://cityroom.blogs.nytimes.com/2011/02/11/top-public-high-schools-ad... 

9/24/2012 10:58 AM 

admissions process," said Jack Zarin-Rosenfeld, a schools spokesman. "But outreach alone is 

not the answer -- we also must ensure students taking the exam are receiving a high-quality 

education in elementary and middle school, so more of them can access our specialized high 

schools." 

2011 Specialized High Schools -- 8th Grade Students, by Ethnicity, Receiving Offer 2009-2011 

Copyright 2012 The New York Times Company Privacy Policy NYTimes.com 620 Eighth Avenue New York, NY 10018

A Demographic Breakdown of Who Took, and Passed, the Test - NYTime... 

http://cityroom.blogs.nytimes.com/2010/02/16/a-demographic-breakdown... 

1 of 3 9/24/2012 11:00 AM 

FEBRUARY 16, 2010, 2:41 PM 

A Demographic Breakdown of Who Took, and Passed, the Test 

By JENNIFER MEDINA 

When you hear the tales of eighth grade parents going though the city's high school admissions 

process, it is easy to think the endeavor is more dizzying than applying to college. There are 

hours of open house visits, essays and interviews - and if your child is a would-be performer, 

perhaps dozens of auditions. But none of that seems to generate as much anxiety and passion as 

the Specialized High School Admissions Test, known as the SHSAT. 

Among many eighth graders, it is simply "The Test." 

So when the results were released last week, we were curious to know the demographic 

breakdown of who made the cut and who did not. The number of black and Latino students 

admitted to Stuyvesant, Bronx Science and Brooklyn Tech, considered the top three specialized 

schools, has stagnated for years, as we've reported in the past. 

This year, the results showed that blacks made up just 7 percent of the more than 5,200 

students admitted to specialized schools, but it was impossible to tell by those numbers alone 

whether the low number stemmed from recruitment or test results. Perhaps there were simply 

fewer black students taking the test. 

But now, numbers we've received from the Education Department show that black students 

made up 23 percent of the more than 27,000 students who took the test last fall. That's second 

only to Asian students, who accounted for 26 percent. Hispanics made up 20 percent, while 

white students were the smallest demographic, making up just 15 percent of test takers. The 

ethnicity for another 16 percent of students is unknown, either because they are enrolled in 

private school, they have not signed the ethnic identification form given by city schools, or 

because they are multi-racial. 

Over all, the school system is 40 percent Hispanic, 31 percent black, 15 percent white and 14 

percent Asian. Asians are not only taking the test in disproportionate numbers, but passing it 

more frequently as well. Five percent of black students who took the test were offered 

admissions to one of the eight schools that use the exam. By comparison, 34 percent of Asian 

students who took the test were admitted, and 30 percent of white students did so. 

Hispanic students had an acceptance rate of nearly 7 percent, according to the department's 

statistics. 

Asians are the only group with a notable change in admissions in the last few years, according to 

education officials. More than 2,400 Asian students were offered a spot in the specialized high 

schools this year, up from 1,945 in 2006.

A Demographic Breakdown of Who Took, and Passed, the Test - NYTime... 

http://cityroom.blogs.nytimes.com/2010/02/16/a-demographic-breakdown... 

2 of 3 9/24/2012 11:00 AM 

Joel I. Klein, the schools chancellor, has made closing the racial achievement gap one of his 

paramount goals, and the numbers put him in a bind. He has offered free test prep courses, 

which are open to everyone but were created with the intent to help black and Hispanic 

students. But they are not the only ones getting extra help for the test; getting into one of the 

schools has become such a prize that a private test prep industry has flourished, particularly in 

Asian neighborhoods of Queens. 

"There's long been an achievement gap," Mr. Klein said Tuesday. "I would like to have more of 

every group." 

"I think we have done outreach, we have increased the number of test takers," he said. But in 

his view, the admissions rates are not so much a function of the quality of schooling. 

"The story is the number of Asian students who are coming to the city, taking this test and 

passing it at a very high rate," he continued. "I think it reflects a real commitment and a real 

ethic in terms of preparing." 

The Envelope, Please (Fingers Crossed, Options Weighed) 

While many of her friends were waiting to find out if they were heading to Stuyvesant, Talia 

Bornstein was waiting to hear from the one specialized school that did not require a test. But 

getting into LaGuardia did take hours of audition, which we followed her through earlier this 

year. 

As she walked home from school earlier this month, she was weighed the options in her head. If 

she didn't make it into any of the three programs she applied for at the school - dance, drama or 

voice - she'd still have a chance to go to Eleanor Roosevelt, a prestigious high school on the 

Upper East Side, where she lives. 

"I got more freaked out the closer I got to home," she said, recalling that day. 

When her mom told her the mail had yet to arrive, Talia ran downstairs, knowing her 

admissions letter was likely to be there, since several of her friends had received their news that 

day. She opened the envelope as she stood in the elevator and gasped with delight - she made it 

into the vocal and dance programs. The drama department turned her down, but it hardly 

seemed to matter. Within moments, she had updated her Facebook page and text messaged her 

friends with a simple message: LaG dance and vocal. Everyone knew what that meant. 

For the last 10 days, Talia has been going about her work and dance rehearsals as usual. But in 

the back of her mind, she's weighing her options carefully. On the one hand, vocal would give 

her a chance to perfect her previously untrained voice. On the other, dance would allow her 

train in a way she may never have an opportunity to again. And yet, she has no aspirations to be 

a professional ballerina, so perhaps Eleanor Roosevelt was the best option. 

"At this point I am leaning to dance, but I could really go either way," she said. 

She has until next week to decide. 

A weekly feature, to run Tuesdays at midday on City Room, that tells you what's going on in New York City's 

schools, written by our education beat reporters. Have a tip? Send them to IntheSchools@nytimes.com.

At Top City Schools, Lack of Diversity Persists - NYTimes.com 

http://cityroom.blogs.nytimes.com/2010/02/05/at-top-city-schools-lack-of... 

1 of 2 9/24/2012 11:02 AM 

FEBRUARY 5, 2010, 4:25 PM 

At Top City Schools, Lack of Diversity Persists 

By JENNIFER MEDINA 

Just seven black students were admitted to Stuyvesant High School's incoming freshman class, 

down from a dozen last year, according to numbers released Friday by the city's Education 

Department. The number of Hispanics also dropped incrementally, with 17 being admitted this 

year, compared with 24 last year. A total of 958 students were admitted last week for next year's 

freshman class at Stuyvesant, long regarded as the crown jewel of the city's schools. 

For the last several years, education officials have struggled to explain the lack of racial 

diversity in the city's elite public high schools. Admissions to the schools, including Stuyvesant, 

Brooklyn Tech and Bronx Science, are based entirely on the Specialized High Schools 

Admissions Test, offered each fall. Over the years, several critics have charged that the test is 

inadequate, and that it is unfair to make it the sole criteria for admission. 

Among the 5,261 eighth-grade students who learned this week that they had been admitted to 

the city's top eight schools, 7 percent are black, among those whose race was known to the 

department. Hispanic students make up 8 percent of the students admitted, while 57 percent 

are Asian and 28 percent are white. Of the nearly 23,000 students who took the test, 23 percent 

were admitted to one of the schools. 

When The New York Times reported the admissions gaps in 2006, one deputy chancellor called 

the numbers "extraordinarily shocking." Two years later, Deputy Mayor Dennis M. Wolcott said 

he was not happy with the low percentage of minorities at the so-called specialized schools. 

"It's important for the halls of Stuyvesant, the halls of the Bronx High School of Science, to be 

reflective of the city itself," he said at the time. 

The department has tried to increase the number of black and Latino students admitted to the 

top schools by hosting an intensive test preparation institute, but even the students who 

participated have shown lackluster results -- only 21 percent of Hispanic graduates of the 

programs and 19 percent of blacks were offered admission at the schools. 

In 2006, the Education Department promised to study whether demographic gaps were the 

result of some ethnic groups performing poorly on the two-and-half hour test or because they 

were not taking the test at all. It has since abandoned that effort. 

Last year, 6 percent of blacks and 7 percent of Hispanics who took the test were offered 

admission at one of the schools, compared with 35 percent of Asians and 31 percent of white 

students. The disparities were the most striking at Stuyvesant, where 2 percent of blacks, 3 

percent of Hispanics, 24 percent of whites and 72 percent of Asians were accepted.

At Top City Schools, Lack of Diversity Persists - NYTimes.com 

http://cityroom.blogs.nytimes.com/2010/02/05/at-top-city-schools-lack-of... 

2 of 2 9/24/2012 11:02 AM 

In the last few years, five additional schools have begun relying on the test -- Brooklyn Latin, 

the High School for Mathematics, Science and Engineering at City College, the High School for 

American Studies at Lehman College, Queens High School for the Sciences at York College and 

Staten Island Technical High School. 

Those schools, which are often referred to as "second tier," are typically more diverse, but not 

extraordinarily more so. Of the 178 students offered admission to the school at City College, for 

example, 20 -- or 11 percent -- were black and 15 percent Hispanic. 

The department released the demographic numbers just minutes after it put out a 

congratulatory news release in which Chancellor Joel I. Klein praised the students who were 

admitted. "It is a major accomplishment to be admitted to one of our city's specialized high 

schools," Mr. Klein said. "I congratulate all of the students who received an offer and those who 

took on the challenge of applying." 

Danny Kanner, a spokesman for the department, said in statement that officials "reach out to all 

communities across the city to make students aware of the outstanding opportunities presented 

by our specialized high schools." 

The statement continued: "Enrollment outreach efforts supplement but don't substitute for the 

instructional prerequisites students need to do well on this test. Students need a strong 

background in math, verbal and critical thinking to succeed on the exam, and we continue to 

work to ensure every student receives the instruction required to develop those skills." 

Copyright 2012 The New York Times Company Privacy Policy NYTimes.com 620 Eighth Avenue New York, NY 10018

What Will It Take To Alter Makeup of Top Schools? (April 6, 2009) - Cit... 

http://www.citylimits.org/news/article_print.cfm?article_id=3723 

1 of 5 9/24/2012 11:09 AM 

Helen Zelon 

The largest specialized schools are far less diverse than the younger, smaller specialized high 

schools. The numbers on the right side show school enrollment. All data from 

www.schools.nyc.gov, from Annual Accountability Reports and School Register information. No 

data posted prior to 2008-09 for CCNY-MSE, or prior to 2006 for Brooklyn Latin, the year it 

opened. Click here for larger chart and table. Charts by Ahmad Dowla 

When 80,000 eighth-graders recently learned about their high school placement for next fall, the 

news took a familiar shape. Despite the high priority the Department of Education has placed on 

closing the achievement gap between the races, the city's specialized, most competitive high school 

programs remain disproportionately Asian and white in a public school system that's 70 percent 

black and Hispanic. 

The citywide high school choice process requires eighth-graders to rank the schools they desire on 

an application submitted in December. The DOE informed them of the results in late March. Most 

students won seats at one of their top five school choices (although nearly 7,500 did not match 

with any high school and must participate in a second, supplemental admissions round). But about 

5,400 students have known since early February where they’re headed next year – those who sat 

for the Specialized High School Admissions Test (SHSAT), and scored high enough to be offered 

entry into one of the city’s eight specialized high schools, or who auditioned and won seats in the 

arts courses at LaGuardia High School.



2 of 5 9/24/2012 11:09 AM 

The score on the SHSAT alone determines whether a student gains admission to one of the city’s 

specialized high schools. DOE ranks the test scores, compares the scores to applicants’ ranking of 

the schools they most wish to attend, and makes offers to eligible students. According to the 

department, just over half of the students who sat for the SHSAT in October are black or Hispanic 

– yet black and Hispanic students together count for only 14 percent of those admitted. 

That's despite steady, incremental gains on some standardized achievement tests, and ongoing 

DOE initiatives to prepare promising middle-school students for the specialized high-school exam. 

Of the eight specialized high schools, only one, Brooklyn Latin, enrolls black and Hispanic students 

in proportions that reflect or exceed their presence in the overall population. One other school, the 

City College High School for Math, Science and Engineering (CCNY-MSE), comes close for 

Hispanic students, who are 30 percent of their students (compared to 40 percent of the citywide 

student population) but less so for black students, at 17 percent (32 percent citywide). 

But Brooklyn Latin and CCNY-MSE, with a combined enrollment of about 630 students, are 

miniscule islands of racial diversity. At the three oldest and biggest specialized schools – 

Stuyvesant High School, Bronx School of Science and Brooklyn Tech – black students count for 2 

percent, 4 percent and 13 percent, respectively, of all students. Hispanic kids represent 3 percent 

of Stuyvesant’s students overall, and 8 percent each at Bronx Science and Brooklyn Tech. These 

three schools together serve 10,627 students – almost five times as many students as the other five 

specialized high schools combined. It’s also important to note that at the same three schools, Asian 

students comprise the majority, although Asians represent about 15 percent of the city’s students 

overall. 

Deputy Mayor for Education Dennis M. Walcott, who has long advanced initiatives to increase 

minority representation, pronounced himself "not satisfied" with the situation. "While I think 

we’re trying to improve the numbers of students into these schools, I don’t think we as an 

administration are satisfied," Walcott told City Limits. 

~ 

Quantifying progress 

Chancellor Joel Klein's top deputies say the achievement gap is closing between the races – and in 

some places, especially in elementary school, it is narrowing, even as overall scores rise. 

Deputy Chancellor for Teaching and Learning Marcia Lyles points to gains in fourth-grade math 

and reading scores as “success in beginning to close the shameful racial achievement gap.” But 

grade-school gains don’t carry over into eighth-grade scores on New York state standardized tests. 

And the progress students show on state tests is not mirrored on benchmark national assessments, 

which continue to document large race-linked achievement gaps. Testifying before the State 

Assembly Education Committee last month in Brooklyn, Lyles acknowledged far smaller gains in 

eighth-grade scores on the biannual National Assessment of Educational Progress (NAEP) – only a 

three-point math gain since 2002, and “no progress in reading.” 

Officials maintain it's better than the past, however. “Historically, the gap had not been closing 

before,” said Deputy Mayor Walcott. “We’ve made tremendous strides – not that we can’t make 

better strides.” But “we have to accept the data” that shows flat NAEP scores, he says, “and hope 

with this coming NAEP, we’ll see middle school scores going up.” 

Since 2002, the city's NAEP scores in fourth grade math have been rising, even approaching the 

national average, ahead of many other large cities. Fourth-grade reading falls short of the national



3 of 5 9/24/2012 11:09 AM 

average, but well ahead of scores in Los Angeles, Chicago and Washington, DC. By eighth grade, 

however, math scores for New York City compare less well to the national average – only 57 

percent of eighth graders have skills that are described as basic or higher, compared with 70 

percent nationally. Reading scores show a similar gap: In New York City, scores for all students 

dropped 3 percent from 2003 to 2007, with 6 percent drops for black and Hispanic students – and 

7 and 1 percent gains, respectively, for Asian and white eighth-graders. 

Part of the problem of measuring progress lies in how it’s defined. Both the federal No Child Left 

Behind legislation and the local DOE aim to increase basic proficiency, according to Aaron Pallas, a 

professor of sociology and education at Teachers College. 

“The progress that has been made is not at the top,” says Pallas, “but in the lower and middle parts 

of the [student] distribution. There has been more success in getting black and Hispanic kids above 

the proficiency bar than in closing the overall gap.” 

The overall gap, he said, "hasn’t really shrunk. One would hope to see rising numbers of black and 

Hispanic students in the exam schools,” but specialized-school enrollment is not “commensurate 

with changes in proficiency levels.” 

Is incremental progress enough? Students in eighth grade now have been students in Mayor 

Bloomberg’s DOE for seven years, since first grade. Why aren’t more students of color part of the 

city’s most competitive schools? Over and above the rigor or the academic prestige conferred by 

the specialized schools, the comparative graduation rates also signal the difference: The 97 percent 

graduation rate at these schools far outstrips the others – as well as outpacing citywide graduation 

averages for all racial groups, especially black and Hispanic students. 

To Walcott, one way to get more minority students into the elite programs is to make them seem 

within reach to more families. "Some parents may think they’re beyond the reach of their kids. We 

need to destigmatize those schools in the eyes of the parents, penetrate their consciousness.” 

“People like the idea of a school that’s comfortable in their minds – not a zoned school, but a 

comfortable school, something that’s close by, not a lot of subways," he said. "Whether parents 

have experience outside the local neighborhood, whether they ride public transportation, all that 

plays into the decision.” 

“We’re trying to go to where the parents are, outside Manhattan,” Walcott said, via citywide and 

neighborhood-based school fairs. But getting the information to families doesn’t guarantee that 

students are equally ready, citywide, to ace the test. 

~ 

Is the test fair? 

Long debate over the fairness of the SHSAT splits along two lines. Purists point to an objective 

meritocracy – you pass the test, you’re in – while others say the test’s content and format favors 

some students over others, particularly families who can afford pricey test-prep tutors and practice 

classes. 

This past fall, Joshua N. Feinman, Ph.D – a public school parent, Stuyvesant graduate, and chief 

economist of Deutsche Asset Management – published an analysis of the SHSAT – apparently the 

first to ask about its potential “predictive bias,” which occurs when test scores predict different 

outcomes for different groups of students, challenging the “one size fits all” testing paradigm. He 

was inspired to undertake the analysis by the experience of helping his daughter prepare for the



4 of 5 9/24/2012 11:09 AM 

exam. 

“DOE has never studied, internally or by peer review, the predictive validity of the test,” said 

Feinman. His research documented gaps between the races and between boys and girls. But he 

also says “there are problems that transcend race and gender” – problems that have to do with the 

essential integrity of the test. In addition, Feinman showed that students with extremely high 

scores on either verbal or math sections can "outrank" students with solid scores in both sections, 

effectively limiting access to talented, well-rounded students. “The whole process violates 

generally accepted testing standards and practices,” including guidelines established by the 

American Psychological Association, Feinman said. 

Neither Walcott nor DOE officials dispute the assertion that no study has evaluated the SHSAT’s 

objectivity – but they stand by it. “The test has been the test and should continue to be the test,” 

says Walcott. 

“We don’t currently have any plans to do that kind of study,” said DOE spokesman Andrew Jacob, 

“although our examination of every standardized measure of student achievement shows that the 

SHSAT correctly measures how well students will do in the specialized high schools.” Shifting the 

focus from potential bias to performance, DOE says that test consistently predicts academic 

success. “The test is scientifically designed to do its job, which is to identify the highest-ability 

students among high-ability students. Its validity is demonstrated every year in the academic 

performance of students who are admitted to the specialized high schools.” 

But, Jacob says, what’s currently true in the specialized schools isn’t the DOE’s long-term aim. “We 

absolutely want to see increases in the number of black and Hispanic students at the specialized 

high schools. But we don’t think the test is responsible for those groups being underrepresented. … 

Too many of our students attend middle schools that don’t give them the skills they need," he said. 

That’s what prompted the implementation of the DOE’s recent Middle School Success initiatives 

(which grew out of the middle school task force). The aim, say both Jacob and Walcott, is to 

improve the quality of instruction so more students take and pass the test. The question of how 

quickly gains can be made to meaningfully benefit students is left unaddressed. 

Qualifying for test prep 

For the last 15 years, the city’s Specialized High School Institute has identified promising students 

and offered intensive summer and after-school test preparation, over the two years prior to the 

specialized high school exam. 

Originally administered by individual districts, the program is now entirely managed by the DOE. 

Eligibility is determined by a student’s fifth-grade standardized test scores and attendance – which 

both must be high, and family income level – low enough to qualify for free lunch, long interpreted 

as a marker for poverty. 

The program is intense and demanding: Students meet for five weeks in the summers following 

sixth and seventh grade, and have two sessions a week, on Wednesdays and Saturdays, during the 

school year. Participation is by invitation only and restricted to high-achieving, high-need students. 

Even so, it’s a commitment many children and families can’t make: Of 6,200 students eligible for 

the program in 2008, fewer than 3,000 applied, of whom 2,100 were invited to participate. (When 

demand exceeds supply, DOE chooses students at random from the applicant pool.) Of those 

2,100, 1,450 participated in the summer program before seventh grade. Only 1,300 of this group



5 of 5 9/24/2012 11:09 AM 

will return for their second summer, according to Jacob from DOE. 

Not all of the students who complete the 16-month program end up taking the SHSAT – and of 

those who do, not all pass. But the patterns visible in elite-school hallways are echoed even among 

those involved in the Institute. According to the DOE, in 2008, 85 percent of white and 90 percent 

of Asian students who participated in the Institute actually took the test; about half earned 

admissions offers (compared with 19 percent of the eighth-graders citywide who sat for the test). 

Fewer black and Hispanic participants in the prep program (65 and 70 percent, respectively) took 

the same exam; about one in five scored high enough to merit offers. Data from 2009 show similar 

trends: Of the 647 black and Hispanic students from the Institute who completed the program (of 

976 total), 533 took the test – and 22 percent of black students and 16 percent of Hispanic students 

were offered seats. 

A new DOE effort to develop talented middle schoolers is set to launch in a pilot program in Upper 

Manhattan this April, although officials have not yet offered details on content, location, number of 

students to participate or what the program will entail. Unlike the existing program, the new one, 

“Express to Success,” is targeted at less-able kids – students who show promise but have scored 

below grade level on standardized exams. Funding, community partnerships, location, leadership 

and content have not been announced. 

Beyond the elite eight 

Deputy Mayor Walcott says that DOE has developed strong new options that add to the specialized 

high schools. “I want more students of color to be part of the specialized high schools – also, of the 

small schools, and the single-sex schools. Schools where they are motivated to apply, because that 

motivation means they’ll stay and graduate.” Speaking as a father of four, Walcott says, “I want 

your child to be in a position to turn down Townsend Harris or Stuy because you have other 

options that excite you just as much – not to have to default to schools where they don’t want to 

go.” 

DOE spokesman Andy Jacob agrees. “Specialized high schools are no longer the only schools with 

high academic screens. …Many high schools admit students based on a very high academic screen, 

and some of these schools have higher percentages of black and Hispanic students than the 

specialized schools do.” 

On the surface, Jacob's statement is true. Yet these intimate, selective schools, like the Bedford 

Academy High School and Bronx Aerospace High School, serve far fewer students overall; higher 

numbers of black and Hispanic at small schools doesn’t mitigate the imbalance at larger schools. 

Again, whether small signs of progress translate into truly meaningful citywide gains remains 

uncertain. And, given the test-score gains since 2002, the issue is unlikely to be resolved before the 

end of Mayor Bloomberg’s two- or three-term tenure in office. 

- Helen Zelon 

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Gap Persists in Test for Specialized High Schools - NYTimes.com 

of 2 

http://cityroom.blogs.nytimes.com/2009/02/06/gap-persists-in-test-for-spe... 

9/24/2012 11:10 AM 

FEBRUARY 6, 2009, 3:20 PM 

Gap Persists in Test for Specialized High Schools 


The letters of acceptance for New York City's crème de la crème of high schools are out, and 

there are few signs of progress in the city's efforts to bring more black and Hispanic students to 

schools like Stuyvesant, Bronx Science and Brooklyn Tech. 

Asian and white students from public middle schools again did far better on the grueling 

admissions test than students of other races, earning a combined 69 percent of the offers to 

attend one of the so-called specialized high schools. Hispanics earned 8 percent, and blacks 6 

percent; racial data is not available for private school students. 

At a test-prep institute created by the city to improve the performance of underrepresented 

minorities, the gap was still striking: 16 percent of Hispanics and 23 percent of blacks who had 

intensive tutoring earned admissions offers this year, compared with 63 percent of Asians and 

41 percent of whites. 

Still, there were gains in the percentages of black and Hispanic students from the institute who 

actually took the exam. 

Enrollment at the 16-month test-prep program fell this year to 976 from 1,771 in 2008, a 

decrease education officials attributed to attrition. Vacated seats went unfilled as the city 

brought its admissions policies in line with a 2007 Supreme Court decision ordering districts to 

remain neutral in trying to diversify schools. (The city had previously given underrepresented 

minorities a leg up.) 

The two-and-a-half-hour admissions exam, given in the fall, sets off a frenzy each year, with 

wealthier families often signing their children up for private tutoring and cram schools. Of the 

29,000 students who took the exam this year, 5,404, about 19 percent, were offered a spot. 

Stark racial and ethnic imbalances show up in the populations of the eight high schools 

requiring the exam. Over all, the city school system is about 40 percent Hispanic, 32 percent 

black, 14 percent Asian and 14 percent white. But at Stuyvesant High School, for instance, more 

than two-thirds of its 3,247 students are Asian (up from 48 percent in 1999). Three percent are 

Hispanic, and 2 percent are black. 

Some of the city's newer specialized high schools are more diverse, including Brooklyn Latin 

School, which is 23 percent Hispanic and 32 percent black. 

The city has called the disparities unacceptable, and it has focused its efforts on informing more 

families about the test and, more broadly, improving middle school instruction.

Racial Imbalance Persists at Elite Public High Schools - NYTimes.com 

of 3 

http://www.nytimes.com/2008/11/08/nyregion/08specialized.html?pagew... 

9/24/2012 11:12 AM 

November 8, 2008 


Recent efforts to get more black and Hispanic students into New York City’s elite public high schools have 

fallen short, with proportionately fewer of them taking the admissions exam and even lower percentages 

passing it. The performance gap persists even among students involved in the city’s intensive 16-month test 

prep institute, designed to diversify the so-called specialized high schools, including the storied triumvirate 

of Stuyvesant, Bronx Science and Brooklyn Tech. 

Among the 21,490 public school students who last year took the exam, the single gateway to eight high 

schools, 6 percent of blacks and 7 percent of Hispanics were offered admission, compared with 35 percent 

of Asians and 31 percent of white students. The disparities were the worst at Stuyvesant, where 2 percent of 

blacks, 3 percent of Hispanics, 24 percent of whites and 72 percent of Asians were accepted. (Over all, 1 in 5 

test-takers is offered a spot; racial data is not available on private school students.) 

Parents of black and Hispanic students have long complained about the lack of diversity in the elite schools’ 

enrollment, and the Department of Education promised two years ago to study whether the demographic 

lopsidedness was the result of certain groups’ doing poorly on the grueling two-and-a-half-hour test, not 

taking the exam in high numbers, or simply choosing not to attend the schools. The city abandoned that 

effort, but an analysis by The New York Times shows that not only do blacks and Hispanics lag behind 

whites and Asians in succeeding on the exam, they are far less likely to take it. 

Perhaps most surprising is a close look at the students enrolled in the city’s Specialized High Schools 

Institute, created 14 years ago to prepare students for high school and recently expanded by Schools 

Chancellor Joel I. Klein. Black and Hispanic students who attend the institute are more likely to succeed on 

the test. While 90 percent of Asians and 85 percent of white students at the institute take the test, 65 

percent of blacks and 70 percent of Hispanics do; last year, of the institute graduates taking the test, 58 

percent of the Asians, 49 percent of whites, 21 percent of Hispanics and 19 percent of blacks were offered 

admission. 

Deputy Mayor Dennis M. Walcott said the data showed there was work to be done both to get black and 

Hispanic students to take the test and to help them pass it. 

“I’m not ever happy when I see a low percentage of those students participating in schools that are high 

rigor,” he said. “It’s important for the halls of Stuyvesant, the halls of the Bronx High School of Science, to 

be reflective of the city itself.” 

Instead, the schools that make up the upper crust of the public education universe belie the system they are 

part of and the city where they reside, and the disparity between the races has grown even more 

pronounced over the past decade.


of 3 


9/24/2012 11:12 AM 

In this city of 1.1 million public school students, about 40 percent are Hispanic, 32 percent are black, 14 

percent are Asian and 14 percent white. More than two-thirds of Stuyvesant High School’s 3,247 students 

are Asian (up from 48 percent in 1999). At Brooklyn Technical High School, 365 of the 4,669 students, or 8 

percent, are Hispanic; at the Bronx High School of Science, there are 114 blacks, 4 percent of the 2,809- 

student body. 

The other schools in the elite group, considered a second tier, are more diverse: Brooklyn Latin School, for 

example, which became a specialized high school in 2007, is 23 percent Hispanic and 32 percent black 

(though it has 183 students, a fraction of the top three). 

The portrait of test-takers from public schools is closer to the overall enrollment, but hardly a mirror: 28 

percent of last year’s were black, 23 percent Hispanic, 30 percent Asian and 19 percent white. 

Marcia V. Lyles, deputy chancellor for teaching and learning, acknowledged that racial diversity at the 

schools “is not where we would want it to be.” 

Elizabeth Sciabarra, who oversees student enrollment planning, said the city had increased its efforts to 

inform families about the test, with the hope that interested students of all backgrounds might start 

preparing earlier. But, she noted: “It is a choice. There are kids who might be wonderful candidates for this 

who will just not sit for the test. That transcends ethnicity; that’s across the board.” 

The test-prep institute, which includes a full-time five-week summer session and twice-a-week workshops 

during the school year, was a core part of the city’s strategy to diversify the ranks of the elite schools. But 

the intensive program has been hampered by a Supreme Court decision last year that ordered districts to 

remain race-neutral in efforts to diversify schools. Now the program gives preference to students based 

only on family income, not race. 

And enrollment in the institute has fallen to 2,800 students at 10 sites this year, from 3,800 students at 17 

sites in 2006. Education officials said that they reduced the number of sites to standardize the curriculum 

and that despite the drop in enrollment, more students were currently receiving the full test-prep regimen. 

The test itself, consisting of 45 verbal questions and 50 math questions, measuring students’ ability, for 

instance, to put sentences in order and discern geometrical angles, has also become a subject of criticism. 

Joshua N. Feinman, an economist who graduated from Stuyvesant and is the parent of a Bronx Science 

junior, recently released a study challenging the validity of the test, saying it had not undergone normal 

predictive bias studies to see if it was skewed toward any gender or racial groups. The study revives 

complaints from the 1960s, when civil rights groups charged that the tests were unfair to black and Puerto 

Rican children and should not be the only criterion determining access to the schools. 

Department of Education officials said they were confident that the test, which is manufactured by Pearson 

and has been used since the 1970s, was reliable. 

On a recent Saturday morning, as hundreds of anxious students lined up for the test outside the stately 

stone-gray facade of Brooklyn Tech, parents and students attributed the racial disparities to a lack of 

private tutoring, subpar middle schools that do not expose students to test material, transportation


of 3 


9/24/2012 11:12 AM 

problems, cultural differences and a simple lack of motivation on the part of some students. 

Tiffany Gomillion, a single parent, said families like hers were at a disadvantage. Her 15-year-old son, 

Dalon, attends Our Lady of Miracles, a Catholic school in Canarsie, Brooklyn, but is hoping to go to a 

specialized school. 

“He didn’t really get the preparation that he needed because it was so expensive,” said Ms. Gomillion, a 

nurse. “Even at home, a lot of times children’s parents are working, so they don’t really have somebody 

there to supervise to make sure they are doing the work and they are studying.” 

Dalon, who is black, began studying for the test days before it was given. He was the last to arrive at 

Brooklyn Tech, a few minutes before its scheduled start, because he and his mother had trouble finding the 

school, which is near Fort Greene Park. 

Terrence Busby Jr., 13, who is also black, said many of his friends did not take the test because they did not 

know how to get to the school or have a parent available to take them. “They can’t get there or they don’t 

feel like they’re smart enough,” he said, suggesting that the city make the test mandatory for all eighth 

graders. 

Ashley Wright, a black 13-year-old who has her eyes on Brooklyn Tech and Stuyvesant, said many of her 

black and Hispanic friends were simply not motivated to do well on the test. “I see a lot of people who have 

an opportunity at a good life, but they mess it up,” she said, her legs shaking in anticipation of the exam. 

Robert Gebeloff contributed reporting. 


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Black at Stuyvesant High — One Girl’s Experience - NYTimes.com 

http://www.nytimes.com/2012/02/26/education/black-at-stuyvesant-high-... 

1 of 7 9/24/2012 11:13 AM 

Reprints 




February 25, 2012 

By FERNANDA SANTOS 

LIKE a city unto itself, Stuyvesant High School, in Lower Manhattan, is broken into 

neighborhoods, official and otherwise. The math department is on the 4th of its 10 floors; biology 

is on the 7th. Seniors congregate by the curved mint wall off the second-floor atrium, next to 

lockers that are such prime real estate that students trade them for $100 or more. Sophomores are 

relegated to the sixth floor. 

In Stuyvesant slang, the hangouts are known as “bars.” Some years ago, the black students took 

over the radiators outside the fifth-floor cafeteria, and the place soon came to be known as the 

“chocolate bar,” lending it an air of legitimacy in the school’s labyrinth of cliques and turfs. 

It did not last long. This year, Asian freshmen displaced the black students in a strengthin-numbers 

coup in which whispers of indignation were the sole expression of resistance. There 

was no point arguing, said Rudi-Ann Miller, a 17-year-old senior who came to New York from 

Jamaica and likes to style her hair in a bun, slick and straight, like the ballerina she once dreamed 

of becoming. 

“The Asian kids, they’re just everywhere,” she said. 

When the bell rings and the school’s 3,295 students spill out of classrooms into the maze of 

hallways, escalators and stairs like ants in a farm, blacks stand out because they are so rare. Rudi 

was one of 64 black students four years ago when she entered Stuyvesant, long considered New 

York City’s flagship public school. She is now one of 40. 

Asians, on the other hand, make up 72.5 percent of Stuyvesant’s student body (they are 13.7 

percent of the city’s overall public school population), a staggering increase from 1970, when they 

were 6 percent of Stuyvesant students, according to state enrollment statistics. Back then, white 

students made up 79 percent of Stuyvesant’s enrollment; this year, they are 24 percent, and 14.9 

percent systemwide. 

Hispanic students are 40.3 percent of the system. Currently, they make up 2.4 percent of 

Stuyvesant’s enrollment, while blacks, who make up 32 percent of the city’s public school students, 

are 1.2 percent. 

New York City has eight specialized high schools whose admission is based entirely on the results



2 of 7 9/24/2012 11:13 AM 

of an entrance exam, a meritocratic system that does not consider race or ethnicity. The top score 

on the exam is 800. In recent years, the cutoff for Stuyvesant has been around 560; Rudi scored 

594. 

Earning a spot at Stuyvesant is unquestionably a badge of honor, sort of a secret knock to an 

exclusive club. As high school admissions decisions are revealed across the city in the coming 

week, many people are concerned that it is a club that black students — and, to a similar extent, 

Latinos — have an increasingly hard time cracking. 

No one claims that the disparity is caused by overt discrimination. But in a school that is devised to 

attract the best of the best, parents and educators alike find the demographics troubling. It has 

become a question of perception as to who belongs. 

The school’s parent coordinator, Harvey Blumm, said that when he visited middle schools whose 

enrollments were overwhelmingly black and Latino, it was not uncommon to find students who 

had never heard about the specialized high school exam; or to meet students who had signed up 

for the exam, but had never thought of taking a practice test or prep course — something common 

among white and Asian students; or to have guidance counselors tell him that Stuyvesant “isn’t for 

our kids.” 

RUDI, who lives in the Wakefield section of the Bronx, attended sixth and seventh grades in 

Jamaica, and eighth grade in Mount Vernon, a Westchester County suburb. Her father, Donovan 

Miller, a director of accounting at Bronx Community College, recalled asking a colleague for advice 

about enrolling Rudi, the youngest of his three children, in “the best New York City high school.” 

The colleague advised Mr. Miller that he had to sign her up for the specialized high school exam 

and, if he wanted to improve her odds, to have her take some kind of test preparation program. 

Many Stuyvesant students start preparing for the exam months, even years, in advance. There are 

after-school, weekend and summer classes run by large companies like Kaplan and Princeton 

Review, as well as by neighborhood outfits like Aim Academy, in the predominantly Chinese 

enclave of Flushing, Queens, and the Khan’s Tutorial branch in nearby Jackson Heights, home to 

thousands of families from India, Pakistan and Bangladesh. 

Rudi took Kaplan’s 12-week program, which met on Saturdays at Fordham University, at a cost of 

$750, the summer after seventh grade. (Students take the exam in October of their eighth-grade 

year.) Her tutor, a Stuyvesant graduate, persuaded her to make the school her first choice. 

Her mother, Annmarie Miller, a nursing assistant at a hospital in the Bronx, recalled a cousin’s 

reaction when she mentioned Rudi’s pick: “You have to be Chinese or Indian to get in there.” A 

co-worker, also black, “said the exam is built to exclude blacks because it’s heavy on math, and 

black people can’t do math,” Mrs. Miller said.



3 of 7 9/24/2012 11:13 AM 

Rudi said she has never felt uncomfortable at Stuyvesant, but she has felt puzzled. She has been 

the only black person in most of her classes, and often goes hours without seeing another. The 

school’s attendance sheets have names and pictures of the students, and she said teachers were 

quick to learn who she is; there are few others like her, she said. 

For Rudi, being black at Stuyvesant has been a journey of self-discovery. In Jamaica, as in parts of 

the Bronx, it is not skin color that distinguishes people, she said, but the car they drive, the 

neighborhood they live in or the job they have. 

At school, she embraced her racial identity, becoming president last May of the Black Students 

League, the smallest of the school’s four diversity clubs, which usually draws fewer than 10 

regulars to its weekly meetings. She had run unopposed. 

Rudi said the league wasn’t “about black power or anything like that,” but to “make Stuy aware of 

our community and our culture.” 

It has been a frustrating task. 

As part of Black History Month, the league screened an hourlong documentary, “Slavery and the 

Law,” which chronicles the status of blacks from colonial times through the civil rights era. There 

were 100 chairs in front of the pull-down screen at Stuyvesant’s sixth-floor library; 15 students 

showed up. 

“We’ve just never had the numbers to make it work,” Rudi lamented. 

Rudi’s paternal grandfather arrived in America in 1968 and ultimately became a citizen. He paved 

the way for her parents, who arrived in 2006 to build their future — in a house in the suburbs at 

first, then just over the city line in a suburban-seeming slice of the Bronx, on a street of childrenat-play 

signs and matching brick homes. Rudi stayed behind in Jamaica to finish seventh grade, on 

a government scholarship at Campion College, a school her father described as the best in Jamaica, 

with her sister, Nadia, who was finishing college. (They have an older brother, who still lives 

there.) 

Rudi landed at Kennedy International Airport on July 4, 2007, to live her parents’ American 

dream. Nadia, who arrived a year later, gave modeling a try, and graduated from flight school 

before she discovered she was afraid of heights. Now she works at a bank and is considering 

medical school. 

“Have you ever seen a doctor who’s unemployed?” Nadia, 25, asked their mother one night before 

dinner. 

Rudi said, “My sister is definitely smarter than me.” Nadia said Rudi worked harder.



4 of 7 9/24/2012 11:13 AM 

In January, a week before her midyear exams, Rudi e-mailed a friend, “I’m STRESSED and SLEEP 

DEPRIVED! In fact, I won’t be going to sleep tonight (second night in a row. ... Oh, well!)” 

By then, she had already been accepted via early admission to Yale, her first choice. Nadia could 

not understand why Rudi did not just coast until graduation. 

“I don’t want to be an embarrassment to my teachers,” Rudi said. 

She has also had enough of the grumbling at Stuyvesant that black students do better in the 

college-admissions game because of their skin color. 

YEAR after year, certain middle schools in New York — Mark Twain Gifted and Talented in Coney 

Island, Brooklyn, and the Christa McAuliffe Middle School in nearby Bensonhurst — send dozens 

of students to Stuyvesant, according to Mr. Blumm, the parent coordinator. (Last year, 112 students 

from Mark Twain and 85 from Christa McAuliffe enrolled at Stuyvesant, he said.) But years can go 

by without a single student from District 7, in a poor and heavily immigrant section of the South 

Bronx, earning admission. 

Sometimes, Mr. Blumm said, blacks and Latinos who do well enough on the entrance exam to get 

into Stuyvesant are lured away by prestigious private high schools, which offer them full 

scholarships and none of the issues that even elite public schools have to contend with, like tight 

budgets and overcrowding. Last year, 11 black students enrolled. Eleanor Archie, an assistant 

principal who is black, said it was the fewest she can recall in her more than 20 years at 

Stuyvesant. 

“That’s what we keep worrying about,” Ms. Archie said. “It keeps getting smaller and smaller.” 

Opraha Miles, who was president of the Black Students League before her graduation from 

Stuyvesant in 2010, said she feared the club would disappear for lack of members and interest. She 

said she used to have to “hunt people down,” dragging them from the chocolate bar to the league’s 

meetings to ensure a quorum. 

Ms. Miles, now 19 and a sophomore at Wesleyan University, remembered a discussion the league 

hosted when she was at Stuyvesant on the school’s demographics, during which an Asian boy said, 

she recalled, “Something to the effect that it wasn’t our fault, but that blacks aren’t smart enough; 

they don’t work hard enough” to get in. 

“It still stings,” she said. 

In a separate discussion about their dwindling ranks, Ms. Miles said, a black student suggested, 

“Why not go to the middle schools people like us attend and tell the kids about Stuyvesant?” 

Stanley Teitel, the school principal, excused Ms. Miles and several others from class for a few



5 of 7 9/24/2012 11:13 AM 

hours so they could visit a school in Canarsie, Brooklyn, where the group spoke to an auditorium 

packed with sixth and seventh graders, fielding questions about what it was like to go to a school 

that was the stuff of legend, and if it was really that hard to get in. 

The city does not track the race and ethnicity of students who take the specialized high school 

exam, only of those who receive offers from one of the schools, said a spokesman for the city’s 

Education Department. In 2010, 28,280 students took the test; 5,404 scored high enough to earn a 

slot. The department did not have race or ethnicity information for 979 of those with sufficiently 

high scores because they came from private schools or from outside the city, and questions of race 

and ethnicity are not part of the exam application. But of the remainder, 47 percent were Asian, 23 

percent were white, 6 percent were Hispanic, and 5 percent were black, according to city records. 

Over the years, there have been a host of efforts to increase the number of black and Latino 

students at Stuyvesant and the other large specialized high schools in the city, Bronx High School 

of Science and Brooklyn Technical High School, like making interviews and grade-point averages 

part of the admissions process. At Brooklyn Tech, 10 percent of the 5,332 students today are black 

— sizable in the realm of specialized high schools, but also a big drop from 1999-2000, when 24 

percent were black. At Bronx Science, 3.5 percent of the 3,013 students are black, down from 9 

percent in 1999-2000. 

The number of blacks at Stuyvesant peaked in 1975, when they made up 12 percent of the school’s 

enrollment, or 303 of the school’s 2,536 students. In 1980, there were 212 black students; in 1990, 

147; in 2000, 109; and in 2005, 66, state records show. 

Lisa Mullins, who graduated from Stuyvesant in 1977 and is among the core members of its Black 

Alumni Association, suggested in an interview that the schools should automatically accept the 

valedictorian and salutatorian of every city middle school, an echo of the Texas program that 

grants admission to the state’s flagship public university to the top 10 percent of graduates of every 

high school. Last week, the United States Supreme Court agreed to hear a challenge to the Texas 

program from a white student who said she had been rejected because of her race. 

Ms. Miles, for her part, said the city needed do a better job disseminating information about the 

test and the free preparatory programs available. 

The city’s Education Department has been offering such a program, with weekend and summer 

coaching sessions to promising but disadvantaged sixth graders — and, this year only, seventh 

graders — for more than 20 years. Its original mission was to increase the number of blacks and 

Latinos, but after a legal challenge in 2007, income became its main eligibility criteria. Since then, 

however, the program has shrunk — 2,800 students attended in 2008, down from 3,800 two years 

before — and even among those who participated, black and Latino students were far less likely to 

take the entrance exam than Asians and whites. This year, Stuyvesant’s Black Alumni Association



6 of 7 9/24/2012 11:13 AM 

started offering a more modest version of the tutoring program, benefiting about 100 students. 

(How they fared will not be known until this week’s admissions letters are sent out.) The middle 

school visits by the Black Students League and others from Stuyvesant’s diversity clubs have 

become an annual tradition. 

About 10 years ago, Stuyvesant opted out of a program established in the 1970s to give 

disadvantaged students with exam scores just below the cutoff level a chance to study over the 

summer and earn a slot at the school. 

Mr. Teitel, the principal, declined to comment for this article, but explained his decision last year, 

at a forum that was held after a video by a group of white students rapping racist and otherwise 

offensive lyrics made its way to YouTube. He said that a change in Education Department policies 

meant he could take into the program only students who scored too low for admission to any of the 

city’s specialized schools, but not those who missed Stuyvesant’s cutoff and got in somewhere else. 

That would have most likely meant that students in the target group would have tested 80 or 90 

points below the lowest-scoring student Stuyvesant had admitted — a gap, he said, too wide for 

most of them to overcome. 

“They would find it incredibly difficult to succeed,” Mr. Blumm, the parent coordinator, said in an 

interview. 

ABOUT three-quarters of Stuyvesant’s students are immigrants or children of immigrants. Yet 

Ángel Colón, a portly Puerto Rican who serves as adviser to the schools’ diversity and communityservice 

student groups, said he realized one day that there was a problem with the colorful 

brochures the black students brought to the middle schools they visited: “There wasn’t a black or 

brown face in the crowd,” he said. 

Mr. Colón, 44, whose formal education ended upon graduation from high school in the Bronx, has 

turned his office, on the seventh floor at Stuyvesant, into a kind of refuge for the school’s gay, 

Latino and black students, drawing them partly with a generous supply of cookies and Rice Krispie 

Treats. The students seek him out for his simple wisdom — “You’ve got to be happy with who you 

are,” he might tell them — and his nonjudgmental ear. 

A lot of black students, he said, have confided, “If I could do it all over again, I don’t know if I 

would have come here.” 

“There’s something very isolating,” Mr. Colón said, “about being one of the very few.” 

Rudi has never harbored regrets. There have been disappointing and enraging moments, she said, 

like when a good friend, the only black senior in Stuyvesant’s esteemed speech-and-debate team, 

was given a book on rap lyrics as a holiday gift from a white boy she had been mentoring.



7 of 7 9/24/2012 11:13 AM 

Like many of her white and Asian classmates who make lengthy treks from the outer reaches of 

Brooklyn and Queens to Stuyvesant’s campus near the site of ground zero, Rudi begins each day 

before dawn. She sets the alarm on her cellphone for 5:30 a.m., and puts it at the edge of her bed 

so she has to get up to turn it off. At 6:15, she rouses her father, who drives her to the 

Wakefield/241st Street stop on the No. 2 train to Manhattan. 

One recent morning on the train, she rested her head on an environmental science book as thick 

and heavy as an encyclopedia volume, squeezed on each side by strangers drinking coffee and 

nodding off. Blue earphones piped in Bob Marley and U2 tunes, her antidote against the rattle of 

the hourlong ride. 

After exiting at Chambers Street, she quick-stepped west, then across a pedestrian bridge and into 

the exclusive club, book pressed against her chest like armor as she lost herself in a sea of arriving 

students. Hers was the only black face in sight. 

Robert Gebeloff and Hiten Samtani contributed reporting.

The blackout at Stuyvesant and Bronx 

Science: Students of color have 

disappeared 

BY TOM ALLON 

DAILY NEWS STAFF WRITER 

Wednesday, May 25, 2011 

Sometimes in life a simple solution is right in front of your nose and you still can't see it. 

That appears to be the case with the declining minority-group enrollment at New York 

City's two best public high schools - widely agreed to be Stuyvesant and Bronx Science - 

and the Education Department. 

In the last four decades, the African-American population at these two schools has 

declined precipitously, from 10% in 1971 to about 2% today. Each year, the declining 

minority acceptance rate rolls in, there are a few stories in the media highlighting this 

trend, a few local leaders or education advocates bemoan this result and then we move 

on, silently depriving another generation of minority-group teens the opportunity to take 

advantage of some of the very best classrooms our city has to offer. 

Are there other specialized high schools with a higher percentage of African-American 

kids? Yes. But to acknowledge that is of little help to these two crown jewels of the 

system, which remain painfully homogeneous. 

Ironically, four decades ago, the mayor of New York, a progressive Republican named 

John Lindsay, was troubled by the 10% African-American enrollment at these two 

specialized high schools and led a movement to challenge the requisite entrance exam as 

being racially biased. 

A heated debate ensued, with lawsuits threatened on both sides, until two Bronx state 

legislators, John Calandra and Burton Hecht, passed a bill that affirmed the entrance 

exam to these schools as the sole criterion for admission but recognized that a continued 

racial imbalance at the schools was not healthy for their future. 

Their bill thus created the "Discovery Program," which was essentially an affirmative 

action program that allowed the schools chancellor and the principals at Stuyvesant and 

Bronx Science to offer admission to up to 14% of the entering class to "disadvantaged" 

students who scored below the entrance cutoff score but showed high academic potential 

and would complete a summer academic program. Media coverage of the 1971 debate

over the legislation described a split between New York City Democrats - some eager to 

protect the schools as bastions of excellence, others deeply concerned about their 

diversity. 

The Discovery Program didn't solve the problem of the small population of minority 

students at these schools, but it helped keep their numbers from plummeting. 

It allowed students like journalist Stephon Johnson to gain entry to Bronx Science in 

1996, even though he missed the cutoff score. As he wrote recently in the Amsterdam 

News, "The Summer Discovery Program was a godsend. My four-year experience at 

Bronx Science was unlike any other. The work ethic that I solidified there has helped me 

in my adult life." 

At a recent alumni gathering, a number of middle-aged attendees also sang the praises of 

the Discovery Program; they wouldn't have been able to go to Stuyvesant without it. That 

led them to successful college and professional careers. Without it, all bets would likely 

have been off.

Date of Exam for Elite Schools Is Moved Up, Disturbing Parents - New Y... 

http://www.nytimes.com/2002/04/27/nyregion/date-of-exam-for-elite-sch... 

1 of 2 9/24/2012 11:28 AM 

Date of Exam for Elite Schools Is Moved Up, Disturbing Parents 

By ANEMONA HARTOCOLLIS 

Published: April 27, 2002 

Correction Appended 

The Board of Education has quietly changed the date when about 20,000 New York City schoolchildren will take the highly competitive test 

for the selective science high schools, moving it forward by six weeks and throwing the summer plans of families into turmoil as they grapple 

with how to find time to prepare their children for the exam. 

The test, normally given to eighth graders in early December, is being moved to the weekend of Oct. 26, officials said yesterday. The test -- 

required for admission to Stuyvesant High School, the Bronx High School of Science and Brooklyn High School of Technology -- is a 

nail-biting rite of passage for children in both public and private schools. The three schools have a reputation as being among the most 

demanding in the country, and last year they admitted only about 12 percent, or 2,500, of the 21,000 students who applied. 

Many public school parents urge their children to take the test because they have little confidence in the majority of city high schools and feel 

these three schools are among a handful of acceptable options. Even many parents of private school students try to transfer their children to 

the science schools in ninth grade, hoping for a good education while saving $15,000 or more in annual tuition. 

Parents said yesterday that they had already arranged their schedules around this year's test, assuming that it would be in December, as it 

has been for as long as anyone could remember. They have postponed or rearranged vacations and socked away money to pay for tutors or 

courses offered by Kaplan Test Prep and Princeton Review. ''Our summer is already booked,'' said Melanie Arwin, the mother of twin 

daughters in seventh grade at the Lab School in the Chelsea section of Manhattan. ''The plane, the camp, the house, whatever you've got, it's 

a done deal. You'd think they'd ask us how rational this is.'' 

Even next year, children will have to take the test with only a few weeks of preparation time after the summer vacations or give up those 

vacations. 

Chancellor Harold O. Levy confirmed the change yesterday and said it was made for two reasons: to better coordinate admissions among the 

science schools, other public high schools with specialized or magnet programs, and private high schools; and also to reduce the focus on test 

preparation. 

Every year, he said, thousands of children do not know which public high school they will go to until June, because they are wait-listed while 

children who later get into Stuyvesant, Bronx Science or Brooklyn Tech hold spaces in those schools. The same is true for private schools, 

which now hold seats for children who later leave for the science schools. Under the October testing schedule, students will know whether 

they were accepted to a specialized school in January instead of months later, Mr. Levy said. 

As for the shortened preparation time, he said: ''It is not at all clear to me that prep courses are a good thing. Maybe some people feel they 

are necessary in order to be competitive, but then they ought to think whether these are the right schools for their children.'' 

He added, ''Children who get in by the skin of their teeth are not doing themselves any favors.'' 

Mr. Levy graduated from Bronx Science and said he did not take a preparation course for the admissions test. 

The cut in the preparation time was not officially announced by the Board of Education but whispered by guidance counselors and principals 

who had learned of it informally in the last two weeks. 

Many parents said they were trying to decide whether to cancel summer plans. 

''I had this sinking feeling when I heard this,'' said Angela Fremont-Appel, the mother of Dixie, a seventh grader at Intermediate School 89 

in Manhattan, which was evacuated during the Sept. 11 terrorist attack on the World Trade Center. ''The whole idea of vacation is to take the 

pressure off. These kids are already living in a pressure cooker.'' 

Another mother, Bethany Kandel, whose son Ryan attends Middle School 54 on the Upper West Side, said she had looked up the dates and 

discovered to her horror that daylight saving time ends the weekend of Oct. 26. While most children take the test on Saturday, it is 

traditionally offered on Sunday as well, which is when the clocks will fall back an hour. ' ''I can just see those kids whose test is on Sunday 

showing up at the wrong time,'' Ms. Kandel said. 

Ellen Foote, the principal of I.S. 89, said she sympathized with parents and was puzzled by the lack of an announcement. But Ms. Foote said 

that in the long term the earlier date might restore some needed calm to the eighth-grade experience. 

The overwhelming focus on preparing for the science test, she said, leads children to neglect their schoolwork, and when teachers complain, 

parents support the children, saying that admission to the science schools is more important than doing well in eighth grade. 

Ms. Foote also raised what she called an ''equity'' argument, saying that children who could afford to pay for test preparation had an 

advantage over those who could not. If the test came earlier in the school year, she said, it might level the playing field by reducing

Date of Exam for Elite Schools Is Moved Up, Disturbing Parents - New Y... 

http://www.nytimes.com/2002/04/27/nyregion/date-of-exam-for-elite-sch... 

2 of 2 9/24/2012 11:28 AM 

test-preparation time. 

But Chad Schaedler, executive director of precollege programs at Kaplan, discounted the equity argument. ''The reality is these kids are just 

going to prep over the summer instead of prepping over the fall, and Kaplan's going to be there for them,'' he said. 

Ronald Meyer, a concert pianist who lives in Manhattan and also tutors children preparing for the science test, said yesterday that one of the 

best guides to the exam is a pamphlet put out by the Board of Education. The pamphlet, he said, includes two simulated tests, with answers 

and explanations, strategies and tips. 

There are several free preparation courses for impoverished children, school officials said, including one that begins in the sixth grade and 

requires children to attend classes on Saturdays and in the summer. There are also many private tutoring companies in Chinatown in 

Manhattan and Flushing in Queens that cater primarily to Asian students. These courses focus less on test-taking strategies than on content, 

such as math and vocabulary. 

Correction: May 9, 2002, Thursday An article on April 27 about complaints on a change of date for the entrance test for New York City's 

science high schools misstated the name of one school. It is Brooklyn Technical High School, not Brooklyn High School of Technology. 

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Test Fuels Anxiety—And An Industry (April 20, 2010) - CityLimits.org 


1 of 3 9/24/2012 11:30 AM 

Farah Akbar 

Jarrett Murphy/City Limits 

The annual Sci-Hi exam, which governs entrance into Bronx Science (above) and two other elite 

high schools, is a focal point in the academic life of many immigrant students. 

Jackson Heights - > In six months Moontasin Rahman, a seventh-grader at I.S. 230, will take a test 

required for admission to one of New York City's elite public high schools. It's offered to the city's 

eighth- and ninth-graders once a year in October. In addition to studying seven hours a week on 

her own for the test, she also attends a four-hour class once a week at a test-prep school in Jackson 

Heights, her Queens neighborhood. 

Moontasin's parents have taught her to believe that graduating from one of the city's elite high 

schools will determine her fate as an adult. “If you get into one of these schools, you’re set for 

college, you’re set for life,” Moontasin says. She's used to declining friends' invitations to hang out, 

preferring instead her books and practice exams. “Forget your social life and just study for the 

test!” Moontasin’s parents say to her. 

The Specialized High School Admissions Test, given free of charge by the New York City 

Department of Education, is the key to getting into the city's top three public high schools



2 of 3 9/24/2012 11:30 AM 

—Stuyvesant High School, Bronx High School of Science, Brooklyn Technical High School—and 

five other selective high schools. 

So common is the exam for Bangladeshi adolescents that it's become a rite of passage. And parents' 

desire to see their children score well on the exam has helped an industry to sprout in the city's 

Bangladeshi enclaves. Moontasin is among the many Bangladeshi children who are present or 

former students enrolled in test prep classes run by fellow Bangladeshis. 

The challenging test, known as the “Sci-Hi” exam for short, consists of a math and verbal sections. 

More than 27,000 kids took the test last fall. Only about one in five students wins admission to the 

specialized high schools. Asians and South Asians were 57 percent of the students who learned in 

February that they've been admitted to one of the eight competitive specialized high schools. 

New York City Bangladeshis, numbering over 28,000, were the fastest growing Asian-American 

subgroup in the United States during the 1990s—the population grew 471 percent over those years, 

and New York City is home to the largest group of Bangladeshis in the United States. Ninety-four 

percent of Bangladeshi school-age kids attend public schools versus 79 percent of all city children. 

The city's Department of Education offers free prep classes for economically disadvantaged 

students. But many immigrant families pay for private test prep classes despite having incomes 

that in many cases are low: In the case of Bangladeshis, their per capita income in New York City 

was reported in the last census as $10,479—less than half of the citywide figure of $22,402. Mostly 

by word of mouth over the years, the Bangladeshi community of New York City picked up on the 

importance of these schools, valued by previous generations of working class immigrants as a 

stepping stone to American mainstream. 

Moontasin's parents pay $75 for each weekend session to help her prepare for the rigorous exam. 

Nahian Jahangir went through the arduous process of preparing for the test three years ago, and 

says it was all worth it. He was accepted at Bronx Science after studying at tutoring centers to 

prepare. "I had to get in no matter what," says Nahian. "It would be like an escalator to get into a 

good college," he says. Nahian would like to attend NYU so he can stay close to home after 

graduating and is thinking about becoming a doctor. 

According to Community Board 3, which covers Jackson Heights, Bangladeshis are about one 

quarter of the neighborhood’s population. Stepping into the bustling enclave of 73rd and 74th 

Streets between 35th and 37th Avenues in Jackson Heights, one enters a universe of South Asian 

culture: exotic spicy foods, intricate gold jewelry and Bollywood music. Something else of note is 

the slew of test-prep businesses that have sprouted. There are at least six such businesses on one 

block of 73rd Street. 

“Bangladeshis like the prestige of these schools,” says Santanu Barua. He is the owner of a school 

nestled in the basement of a shopping complex called “Bangladesh Plaza.” Barua, 36, established 

Core Tutoring Center in 2004. He employs college students to tutor youngsters in all grades, and 

he teaches Sci-Hi classes. Barua immigrated to the United States in 1994 from Bangladesh and 

finished his degree in computer science and accounting. He has no background as an 

educator—he works in a bank in the day—but considers himself qualified enough to teach some 

classes. 

His students are mostly Bangladeshis but he has a few Pakistani, Indian, Filipino and Latino 

students. On one weekday, seven youngsters fill a tiny classroom and dutifully listen to their



3 of 3 9/24/2012 11:30 AM 

instructor, a young woman who will soon take her MCAT exam for medical school. 

Iqbal Zaman says that test prep centers are part of Bangladeshi culture. A math lecturer at 

LaGuardia Community College, Zaman started his tutoring business, Tutorial One, in 2005. The 

sole instructor at his school, Zaman started the center to help his community but also 

acknowledges that he intends to benefit financially as business increases. “It’s good enough, it 

could be better,” he says of his profits. He has about 10 students in his Sci-Hi prep classes, and 

charges less than large commercial franchises—$35 for a 2.5 hour group session with him. 

The most well known test-prep business in the area is Khan’s Tutorial. It was started in 1997 by 

Mansurul Khan, a former New York City public school teacher and assistant principal who 

immigrated with his family to the United States in 1985. According to Khan’s son, Ivan Khan, 

himself a graduate of the Bronx High School of Science who also takes part in running Khan’s 

Tutorial, the business has helped over 800 students gain admission into the elite high schools over 

the years. Khan’s Tutorial is more expensive than the competition. 

Zulkarium Rahman, 15, Moontasin's brother, is a student at Stuyvesant High School. He 

remembers giving up video games and having two "boring summers" between 6th and 8th grade 

because he was studying so much for the exam. "I felt bad, but I knew the end result would be 

better for me," he says. 

In addition to the three top tier schools, the test is crucial to admission at other specialized high 

schools: Brooklyn Latin School; High School for Mathematics, Science and Engineering at City 

College; High School of American Studies at Lehman College; Queens High School for the Sciences 

at York College; and Staten Island Technical High School. One specialized high school not subject 

to the Sci-Hi exam is Fiorello H. LaGuardia High School of Music & Art and Performing Arts, 

where getting in is based auditions and the student's academic record. 

Stuyvesant has the highest cut off score of the eight schools. For the Fall 2007 exam, students 

scoring at 561 out of a score that ranged from 200 to 800 made it into the school. 

Zaman argues that there is too much emphasis on the top three specialized high schools. He wants 

Bangladeshi parents not to panic if their children do not get into one these schools. “Is their life 

spoiled because they did not get in?” he asks. 

Barua agrees that it's not the end of the world if an industrious student fails to gain admission. One 

of his former students didn’t leave her house for days because of bad Sci-Hi test results. He says 

that the failure “destroyed her self-esteem.” Though he concedes that he benefits from the Sci-Hi 

test prep craze financially, he does not support the excessive pressure put upon these kids to pass 

the test. 

Moontasin remembers kids at her school receiving envelopes with Sci-Hi test results. “They were 

crying. I couldn’t tell if they were happy or sad,” she says. What would happen if her own 

Stuyvesant dreams were dashed? “It would be so horrible,” she says. 

Copyright © 2011 - City Limits Contact Us | Privacy Policy

Graduates of Elite New York City Public Schools Tutor Students Seeking... 

http://www.nytimes.com/2011/10/12/nyregion/graduates-of-elite-new-yor... 

1 of 3 9/24/2012 11:31 AM 

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October 11, 2011 

By ANNA M. PHILLIPS 

On a Saturday morning in August, Philip Cleary stood in a white, fluorescent-lit classroom in 

Washington Heights, facing a dozen sleepy seventh graders he and others are training to pass an 

entrance exam for the city’s seven specialized high schools. 

“The inequality question,” he said. “Who was struggling with that?” He was asking about a problem 

on a math practice sheet, but it might as easily have been a question directed to the city’s elite 

public schools. 

For more than a decade, the number of black and Hispanic students scoring high enough to be 

offered a seat at the city’s specialized high schools has been on the decline. 

Last February, just 12 black and 13 Hispanic students were admitted to Stuyvesant High School, 

which had 3,287 students. At Brooklyn Technical High School, which is the largest of the elites and 

offered seats last school year to more black and Hispanic students than any other specialized high 

school, the percentages are dropping. During the 2010-11 school year, black students were about 11 

percent of the school’s 5,140 students, a drop from 21 percent in 2002. 

Admission to those schools hinges on a single exam, given every October to thousands of eighth 

graders (this year’s test is on Oct. 29 and 30). Now a handful of graduates from the elite schools 

have started tutoring programs with a singular focus, meant to prepare low-income, minority 

students to pass it. 

In Washington Heights, graduates of Stuyvesant High School and the Bronx High School of 

Science run the Science Schools Initiative, a yearlong free tutoring program held for three hours 

every Saturday morning. To qualify, students must show promise on a diagnostic exam and meet 

the city’s benchmark for poverty. 

“The whole point of this thing is basically to get economically disadvantaged kids into these 

schools,” said Mr. Cleary, who until recently was the program’s executive director. “I’m not looking 

to hit a certain number; I’m looking for some equilibrium.” 

Of the 53 students in the program who took the exam in 2010, 31 were Hispanic, 12 were Asian, 7



2 of 3 9/24/2012 11:31 AM 

were black and 3 were white. Although they came from schools like Mott Hall II and Junior High 

School 54 Booker T. Washington, where many students are high-achieving, most of them lived in 

poorer neighborhoods and commuted long distances to school. Of that group, nearly 45 percent 

received offers to one of the seven specialized high schools. Others were given scholarships to 

private schools. 

Darren Guez and Michael Mascetti, both 27-year-old Stuyvesant graduates, founded the Science 

Schools Initiative in 2007 with one class of 11 students. Mr. Guez, who is a lawyer, said the idea 

occurred to him while he was a student. “I was always alone on the A train going uptown” from his 

school, Mr. Guez said. “And I thought that was very strange.” He knew at age 17 that he wanted to 

help more students like him pass the entrance exam, he said. 

As the program grew, he gradually brought in Mr. Cleary, a graduate of Bronx Science, as well as 

other young graduates. From the beginning, the program’s founders were aware that the city’s 

Department of Education had its own preparatory program, known as the Specialized High 

Schools Institute. But they were critical of its results. So, Mr. Guez recalls deciding, “I might as well 

make one that works.” 

Another specialized high school boot camp begun this year has a similar focus. That program, the 

Stuyvesant High School Black Alumni Diversity Initiative, was created by Renee Eubanks, a 1981 

Stuyvesant graduate who was frustrated by the school’s decreasing racial diversity. For five weeks 

this fall, 120 students will study for the exam at the Stuyvesant High School building. 

According to Pamela Davis-Clarke, another Stuyvesant graduate who is part of the preparatory 

program, a majority of its students are black and Hispanic, and there is no bar for entry. 

The city’s preparatory program was designed by Ramon C. Cortines and expanded under Joel I. 

Klein, both former schools chancellors, and was intended to generate more black and Hispanic 

candidates for the specialized high schools. But after a 2007 lawsuit, the city stopped giving 

preference to black and Hispanic students. In 2009, a majority of the students in the program 

were Hispanic; by last year, most were Asian. Of the 864 city-prepared students who took the 

admission test last year, 41 percent received an offer from a specialized high school. 

Unlike the programs run by graduates, which are highly focused on test preparation, the city’s 

offering is more like an enrichment program. Students study science and read novels, and while 

they do prepare for the exam, there is also an emphasis on preparing for more demanding class 

work. 

For the Science Schools Initiative, getting students to pass the test is the sole objective. 

Classes are quick-paced, informal and devoted to running through multiple-choice questions and 

reminding students how many points shy they are of a spot at a top school. The classes are small,



3 of 3 9/24/2012 11:31 AM 

often no more than a dozen students. Tutors know their students well enough to tell which ones 

benefit from cheerleading and which ones respond to admonishments. 

This year, about 60 students in the Science Schools Initiative program plan to take the exam. For 

many of them, racial diversity is not something they want to talk about; others describe the 

statistics as startling. 

“For me and friends, we were looking at Stuyvesant’s Web site and the population, and it was like 1 

percent black,” Moyosola Oshin, a student at Mott Hall III, said. “It’s like a challenge.” 

Though the initiative has relied on some financing from City Council members — mainly Robert 

Jackson, chairman of the Education Committee — it is now moving into new territory. J.H.S. 80 

the Mosholu Parkway, a struggling school in the Bronx, has contracted with the program to run 

test preparation classes for sixth and seventh graders this school year. One result of the tutoring 

program is that its students’ scores on the state’s standardized exams have gone up, something that 

appeals to school administrators. If the initiative can succeed with J.H.S. 80’s students, the tutors 

hope to expand it to other schools. 

“There are kids who can do it, but there are not that many,” Mr. Guez said. “It’s almost as if the 

greatest challenge for the initiative is finding those kids.”

Prep course aimed at diversifying elite 

city schools fails to reach black and 

Latino students 

BY MEREDITH KOLODNER 

DAILY NEWS STAFF WRITER 

Friday, March 25, 2011 

A city program aimed at diversifying the city's specialized high schools is not making a 

lot of progress with black and Latino students, stats show. 

Just 19% of black students who went through a city-funded prep course aimed at 

recruiting lower-income students to elite high schools were accepted, down from 21% 

last year. About 21% of Latino students were successful, down from 24% last year. 

The overall number of black and Latino students accepted after attending the Specialized 

High School Institute grew - 38 black students compared with 31 last year and 39 Latino 

students, up from 31 last year. 

Still, the pass rates for students who went through the program are better than those who 

didn't. Only 5% of black students and 6% of Hispanic students who took the exam were 

accepted to one of the eight schools. 

About 62% of Asian students from the Institute got offers, compared with 47% of Asian 

students overall. The same was true of 39% of white students who went through the 

program, compared with 23% citywide. 

But while the number of Asian students enrolled in the prep program has almost tripled 

since 2009, to 421 this year, the number of Latino students has been cut in half, to 209 

from 414. 

Black student enrollment has dropped by about 13%, while white students have risen by 

16%.

Diversity Debate Engulfs Hunter High in Manhattan - NYTimes.com 

of 4 

http://www.nytimes.com/2010/08/05/nyregion/05hunter.html?pagewanted... 

9/24/2012 11:35 AM 

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August 4, 2010 

By SHARON OTTERMAN 

With one of its alumnae, Elena Kagan, poised for confirmation as a justice on the United States 

Supreme Court, it should be a triumphant season for Hunter College High School, a New York City 

public school for the intellectually gifted. 

But instead, the school is in turmoil, with much of the faculty in an uproar over the resignation of a 

popular principal, the third in five years. In her departure speech to teachers in late June, the 

principal cited several reasons for her decision, including tensions over a lack of diversity at the 

school, which had been the subject of a controversial graduation address the day before by one of 

the school’s few African-American students. 

Hours after the principal’s address, a committee of Hunter High teachers that included Ms. 

Kagan’s brother, Irving, read aloud a notice of no confidence to the president of Hunter College, 

who ultimately oversees the high school, one of the most prestigious public schools in the nation. 

The events fanned a long-standing disagreement between much of the high school faculty and the 

administration of Hunter College over the use of a single, teacher-written test for admission to the 

school, which has grades 7 through 12. Faculty committees have recommended broadening the 

admissions process to include criteria like interviews, observations or portfolios of student work, in 

part to increase minority enrollment and blunt the impact of the professional test preparation 

undertaken by many prospective students. 

Eliminating the test, which has remained essentially unchanged for decades, is not on the table, 

said John Rose, the dean for diversity at Hunter College. The test, he said, is an integral part of the 

success of the school, which has a stellar college admissions profile — about 25 percent of 

graduates are admitted to Ivy League schools — and outstanding alumni like Ms. Kagan and Ruby 

Dee. 

“Parents, faculty members and alumni feel very strongly that the test is very valuable in terms of 

preserving the kind of specialness and uniqueness that the school has,” Mr. Rose said. 

As has happened at other prestigious city high schools that use only a test for admission, the black 

and Hispanic population at Hunter has fallen in recent years. In 1995, the entering seventh-grade


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9/24/2012 11:35 AM 

class was 12 percent black and 6 percent Hispanic, according to state data. This past year, it was 3 

percent black and 1 percent Hispanic; the balance was 47 percent Asian and 41 percent white, with 

the other 8 percent of students identifying themselves as multiracial. The public school system as a 

whole is 70 percent black and Hispanic. 

When Justin Hudson, 18, stood up in his purple robes to address his classmates in the auditorium 

of Hunter College, those numbers were on his mind. He opened his remarks by praising the school 

and explaining how appreciative he was to have made it to that moment. 

Then he shocked his audience. “More than anything else, I feel guilty,” Mr. Hudson, who is black 

and Hispanic, told his 183 fellow graduates. “I don’t deserve any of this. And neither do you.” 

They had been labeled “gifted,” he told them, based on a test they passed “due to luck and 

circumstance.” Beneficiaries of advantages, they were disproportionately from middle-class Asian 

and white neighborhoods known for good schools and the prevalence of tutoring. 

“If you truly believe that the demographics of Hunter represent the distribution of intelligence in 

this city,” he said, “then you must believe that the Upper West Side, Bayside and Flushing are 

intrinsically more intelligent than the South Bronx, Bedford-Stuyvesant and Washington Heights. 

And I refuse to accept that.” 

The entire faculty gave him a standing ovation, as did about half the students. The principal, Eileen 

Coppola, who had quietly submitted her formal resignation in mid-June but had not yet informed 

the faculty, praised him, saying, “That was a very good and a very brave speech to make,” Mr. 

Hudson recalled. But Jennifer J. Raab, Hunter College’s president and herself a Hunter High 

alumna, looked uncomfortable on the stage and did not join in the ovation, faculty members and 

students said. 

In a sense, Mr. Hudson’s message came from the faculty. To relieve some of the pressure on its 

students, the school does not name a valedictorian; instead, it invites seniors to submit proposed 

graduation speeches and a faculty committee selects one to be read. This year, it chose Mr. 

Hudson’s, to his surprise. 

The day after the speech, Dr. Coppola, a Harvard-trained urban education expert in her first job as 

a principal, informed the staff at an emergency meeting on June 25 that she was stepping down, 

making it clear that she did not want to go. She cited a “culture of fear” from above and “untenable 

working conditions,” several faculty members present said. 

Reading from a statement, Dr. Coppola, who was the principal for two years, said Ms. Raab told 

her in late May that she seemed to resent the senior staff at the college. She was told to consider 

whether the job was a good fit.


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9/24/2012 11:35 AM 

Randy Collins, director of the Hunter College Campus Schools and Dr. Coppola’s supervisor, said 

that the admissions issue was not behind Ms. Raab’s criticism of Dr. Coppola, and that it had more 

to do with her failure to communicate with and listen to senior college staff members. But Dr. 

Coppola told the faculty she thought Ms. Raab had been upset, in part, because she did not mute 

faculty voices calling for changes in admissions, as well as other aspects of the relationship with the 

college, including hiring procedures and budgeting. 

After Dr. Coppola left the room to a standing ovation, the teachers there, roughly three-quarters of 

the 100-member faculty, decided to use the blackboard to draft a letter to Ms. Raab, a number of 

teachers who were present said. 

They were facing the reality of a fifth person serving as principal in little over five years, including 

one past acting principal and one coming in; in 2005, another popular principal left under 

pressure. “The faculty was furious,” said Rembert Herbert, a longtime English teacher. “It is a 

wonderful school, and it goes on in spite of this. But Dr. Coppola was doing a great job, and there 

was no reason for her to leave.” 

The teachers agreed on three points: a vote of no confidence in Ms. Raab’s leadership, a vote of 

support for Dr. Coppola and a statement of intent that after the summer recess, in September, to 

take the matter to Matthew Goldstein, the chancellor of the City University of New York, of which 

Hunter College is part. 

Later that afternoon, a faculty committee delivered the letter to Ms. Raab and read it to her, said 

Carolyn Mayadas, the head of the committee, who has since retired. 

Mr. Kagan, a social studies teacher, declined to comment. 

Citing advice from her lawyer, Dr. Coppola also declined to comment. Ms. Raab would not speak 

directly about the reasons behind the resignation. 

“Although changes in leadership always bring challenges, we have a stable, accomplished team in 

place at Hunter College High School to ensure a smooth transition,” Ms. Raab said in a statement. 

Mr. Collins acknowledged that the notoriously difficult test, which has math, English and essay 

sections and is given in the sixth grade, “isn’t a good indicator of giftedness.” 

“It is a good indicator of whether you will be successful at Hunter,” he added. 

Efforts are under way to increase diversity, focusing on outreach. For the first time, the school this 

year sent mailings directly to all city fifth graders who scored in the top 10 percent on both the 

state English and math tests, the criteria to take the Hunter test, rather than relying on schools to 

pass the word. Hunter High also started a mentoring program for promising third graders.


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9/24/2012 11:35 AM 

One-quarter of the city students qualifying for the test this year were black or Hispanic, according 

to an analysis by The New York Times. Hunter could not provide data for how many black or 

Hispanic children took the test in 2010. 

Ms. Raab was not the only one who did not applaud Mr. Hudson’s speech. Irene Kwok, a graduate 

who was a co-president of the Asian Cultural Society, said she had heard more negative than 

positive comments from her friends afterward. “Some of my friends felt the reference to their 

neighborhoods was insulting,” she said. “They felt like their admission was an individual 

achievement, not because of some racial community they belong to.” 

On the other hand, she added, “it really made us think about who we are and where we came 

from.”

Benign Neglect?: Who Killed the 

Discovery Program? 

Written by admin on May 12, 2011. Posted in Uncategorized 

In the Past Decade, the Minority Population at the City’s Top Two Specialized High 

Schools--Stuyvesant and Bronx Science's has dwindled. But a State Law Passed in 1971 

was supposed to prevent this. Who Killed The Discovery Program at these Schools? 

Part 1 of a joint investigation with Amsterdam News 

By Megan Finnegan and Stephon Johnson 

Among New York’s specialized high schools, it’s no secret that Stuyvesant and Bronx 

Science are considered the best. It’s also not a secret that both of these schools admit 

disproportionately low numbers of black and Latino students less than 2 percent of 

students in 2009-2010 at Stuyvesant were black, and less than 3 percent were Hispanic. 

At Bronx Science, just over 3 percent of students were black and just under 8 percent 

were Hispanic. This is a precipitous drop from the 10 percent of black students enrolled 

at Stuyvesant in 1971 and 10 percent at Bronx Science. 

The numbers have consistently declined since at least 1999. 

What is largely kept secret, however, is the fact that through the Discovery Program, 

disadvantaged students who scored just below the cutoff on the admissions test may go 

through a summer course that enables them to gain entrance to a specialized high school's 

but neither Stuyvesant nor Bronx Science utilize this program. 

The decision to run the Discovery Program is at the discretion of the Department of 

Education, but it’s not entirely clear why these schools stopped using it. West Side Spirit 

made repeated requests to interview any person at DOE with knowledge of the Discovery 

Program; DOE denied these requests and responded only with a prepared statement. 

When reached by telephone after several attempts to arrange an interview, Head of 

Middle School Enrollment Sandy Ferguson, whom a DOE spokesperson named as the 

person with the most knowledge about the Discovery Program, refused to comment on 

the record. Stuyvesant Principal Stanley Teitel twice referred questions back to DOE, 

despite being given permission to speak to the press. Valerie Reidy, principal at Bronx 

Science, did not respond to several email and phone requests for an interview.

Stuyvesant high school. 

According to a DOE statement, Stuyvesant and Bronx Science terminated their Discovery 

Programs sometime in the early 2000s's the department wouldn’t confirm the exact date 

or year's because they consistently fill their seats from the traditional admissions method 

alone. But that doesn’t preclude schools from running a Discovery Program's it’s possible 

that a school can set aside a certain number of seats for the students coming through the 

program. 

The Discovery Program was born of a 1971 law written by State Senator John Calandra 

and Assembly Member Burton Hecht, both of the Bronx, which enshrined the criteria for 

admission to the city’s specialized high schools to be based solely on the admissions test. 

At the time, Mayor Lindsay and some education advocates called for a broadening of the 

schools" standards in order to admit more minority students, citing the claim that 

standardized tests are inherently biased against minorities. In order to preserve the 

admissions process as based on the test alone, the legislature passed the Calandra-Hecht 

bill, but it also included provisions for the creation of the Discovery Program. (See text of 

the bill on the right.) 

Today, the law’s intent seems to have varying interpretations. 

The Discovery Program has a very specific purpose, which is to make sure disadvantaged 

students who have shown the potential to compete in specialized high schools are able to 

secure open spots in those schools, should they become available, said DOE 

spokesperson Jack Zarin-Rosenfeld in a statement. This has never been a race-based 

program; rather it is a program targeted for students who come from low-income or non- 

English speaking families, as well as children in foster care.

While the language of the law leaves race out of the equation, then-Assembly Member G. 

Oliver Koppell was quoted in a New York Times article from May 20, 1971, referring to 

the Discovery Program as a protection for minority-group students. 

To be eligible for the program when it’s offered, a student must score below, but close to, 

the lowest qualifying score for that school on the Specialized High School Admissions 

Test. They must also be certified as disadvantaged, which can be determined by 

household income, whether a family receives government aid, if a child is in foster care, 

or for recent immigrants where English is not the primary language spoken at home. 

Finally, a student has to be recommended by his middle school. None of the factors 

include consideration of a student’s race. 

No one at DOE will say why the Discovery Program was axed at Stuyvesant and Bronx 

Science, beyond the explanation that there wasn’t space for it's which principals and 

DOE could create if inclined. A former principal at one of the specialized high schools, 

speaking on the condition of anonymity, said the Discovery Program was too problematic 

and that the students who came through it were not adequately prepared. 

Jason Griffiths, the principal of Brooklyn Latin, has a different take on the Discovery 

Program; he says it’s a wonderful asset. 

It’s been a huge success for our school, said Griffiths. He said that he gets a list of 

students from DOE who qualify for the program, and they are invited to participate in a 

five- to six-week summer program, with courses in English, math and Latin. Over 90 

percent of the students receive offers to attend Brooklyn Latin in the fall, according to 

Griffiths, and these students are often more motivated and prepared than those admitted 

through the regular process. 

Griffiths said Discovery students fare similarly to those admitted through the test alone; 

some excel, some are average and some don’t do as well, just as with the non-Discovery 

students. 

Basically we have a conversation with the Department of Education around how many 

spots we’d like to add to our class, Griffiths said. It really depends on what enrollment 

coming off of the test looks like. 

We’ve had a great experience from the Discovery Program, said Griffiths. We’ve 

probably been able to offer close to 75 students the opportunity to come to our school 

who wouldn’t have had the opportunity. I think that’s important, especially for students 

who may have some hurdles in terms of being new to the country and not being able to 

speak the language, or financial hurdles. 

Brooklyn Latin is the most diverse, though also the smallest (at about 330 students) and 

newest, of the eight specialized high schools. Griffiths could not say why he thought 

other schools would not choose to utilize this program, but did point out that there are

huge differences among specialized schools, so what works for one may not work for 

another. 

One former education official said that the Discovery Program was clearly understood as 

an affirmative action measure intended to help disadvantaged black and Latino students 

to get into the predominantly white and Asian schools of Stuyvesant and Bronx Science. 

Former schools chancellor Harold Levy asserts that Discovery was working, and he said 

it clearly was helping minority students. 

I believe in that kind of high school affirmative action because it promotes racial justice 

and ensures an exceptional education for the next generation of minority leaders, Levy 

said. Education in New York’s specialized high schools is diminished if it becomes 

racially exclusionary and, at the same time, New York misses an opportunity to develop 

gifted minority children in those schools. 

Stephon Johnson, now a reporter with the Amsterdam News, says the Discovery Program 

was a godsend, enabling him to enroll in Bronx Science in 1996 [see sidebar on page 9]. 

DOE is quick to point out that Discovery does not take race or ethnicity into account 

when allowing kids into the program, but the program did provide more opportunities for 

minority students to get into these schools. 

The Specialized High 

School Institute, a program for 6th- through 8th-grade students designed to prep them for 

the Specialized High School Admissions Test, was geared toward minority students until 

a 2007 Supreme Court ruling found it was unconstitutional for white and Asian students 

to be denied entry to public schools solely based on their race. Until as late as 2007, 

however, according to a memo from Richard D'Anria, a superintendent under thenchancellor 

Joel Klein, the SHSI was open only to students who met the criteria for an 

underrepresented minority. (Klein did not respond to several requests to be interviewed 

for this story.) Now the DOE only requires these students to be disadvantaged, and race 

does not play a factor in admission to the SHSI or Discovery Program, but the uneven 

numbers of minority students in some of the specialized high schools is still viewed as a 

public problem. 

When showed statistics of the minority populations at Stuyvesant and Bronx Science in 

2006, then-Deputy Mayor Dennis Walcott was quoted in the New York Times referring 

to the specialized high schools: We have to make sure they’re open to all of our students.

Now the chancellor, Walcott did not respond to several requests to comment for this 

story. 

A December 2008 article, Racial Disparity at Stuyvesant, in the student newspaper The 

Spectator, addresses the same issue, with teachers at the school calling it quite jarring to 

see the low numbers of black and Latino students. 

Next week, the Stuyvesant High School Black Alumni Diversity Initiative is hosting a 

Gathering in Support of a Diverse Stuyvesant, featuring a discussion with prominent 

alumni (including Manhattan Media’s president, Tom Allon) on why the numbers of 

black and Latino students continue to decline at the prestigious school. 

DOE is certainly following the letter of the law's Discovery Programs are not mandated 

and no single program could address the complex issues surrounding minority access to 

some of the specialized schools. It’s clear, however, that DOE is not interested in 

reinstating the Discovery Program at Stuyvesant and Bronx Science. 

With the introduction of five new specialized high schools, students who miss out on 

Stuyvesant and Bronx Science by one or two points now receive offers to other 

specialized high schools whereas before they would have been prevented from attending 

a specialized high school, said Zarin-Rosenfeld in the DOE statement. 

I don’t understand how such an important program as Discovery was cut back; in my 

view doing so was a serious error, said Levy. If it happened intentionally, that’s 

scandalous. If by inadvertence, it speaks to callousness of administration. It should be 

reinstated. 

TEXT OF CALANDRA-HECHT BILL AMENDING SEC. 2590G, 

SUBDIVISION 12 OF THE EDUCATION LAW 

(a) Establish and maintain special high schools which shall at least include the â€“ The 

Bronx High School of Science, Stuyvesant High School, Brooklyn Technical, High 

School, Fiorello H. LaGuardia High School of Music and the Arts — and such further 

high schools which the Board of 

Education may designate from time to time. 

(b) Admissions to The Bronx High School of Science, Stuyvesant High School and 

Brooklyn Technical High School and such similar further special high schools which may 

be established shall be solely and exclusively by taking a competitive, objective and 

scholastic achievement examination, which shall be open to each and every child in the 

City of New York in the eighth or ninth year of study, in accordance with the rules 

promulgated by the N.Y.C. Board of Education, without regard to any school district 

wherein the child may reside. No candidate may be admitted to a special high school 

unless he has successfully achieved a score above the cut-off score for the openings in the

school for which he has taken the examination. The cut-off score shall be determined by 

arranging the scores of all candidates who took the examination and who then commit 

themselves to attend the school in descending order from the highest score and counting 

down to the score of the first candidate beyond the number of openings available. 

(c) Candidates for admission to the Fiorello H. LaGuardia High School of Music and the 

Arts and other schools which may be established with similar programs in the arts, 

shall be required to pass competitive examinations in music and/or the arts in addition 

to presenting evidence of satisfactory achievement. 

(d) The special schools shall be permitted to maintain a Discovery Program to give 

disadvantaged students of demonstrated high potential an opportunity to try the special 

high school program without in any manner interfering with the academic level of those 

schools. A student may be considered for the Discovery Program provided the student: 

(1) be one of those who takes the regular entrance examination but scores below the cutof 

score (2) is certified by his local school as disadvantaged (3) is recommended by his 

local school as having high potential for the special high school program and (4) attends 

and then passes a summer preparatory program administered by the special high school. 

All students recommended for such a Discovery Program are to be arranged on a list 

according to their entrance examination scores, in descending order, from the highest to 

the lowest. Each special high school will then consider candidates in turn, starting at the 

top of the list for that school. A candidate reached for consideration on the basis of this 

examination score will be accepted for admission to the Discovery Program only if his 

previous school record is satisfactory. Any discovery program admissions to a special 

high school shall not exceed fourteen (14) per cent of the number of students scoring 

above the cut-off score and admitted under the regular examination procedure of (b) and 

(c) above. 

This act shall take effect on the First day of January, 1972. 

Apr-21, 1971

Richard Buery: The Case of the Disappearing Black and Latino Student: ... 

http://www.huffingtonpost.com/richard-buery/stuyvesant-student-diversit... 

1 of 2 9/24/2012 11:41 AM 

September 24, 2012 

Posted: 03/ 2/2012 3:28 pm 

Over the past several days, I have spent too much time on Facebook and Twitter discussing two widely posted articles. In the 

first, a blog entry titled "Alum Tells Smith College to Quit Admitting Poors," Jezebel posted a letter from Anne Spurzem '84, 

president of the Smith College Westchester alumni club, bemoaning the current makeup of Smith's campus. Her letter 

complains: 

The people who are attending Smith these days are A) lesbians or B) international students who get financial aid or C) 

low-income women of color who are the first generation in their family to go to college and will go to any school that gives 

them enough money... 

And concludes: 

I can tell you that the days of white, wealthy, upper-class students from prep schools in cashmere coats and pearls who marry 

Amherst men are over. This is unfortunate because it is this demographic that puts their name on buildings, donates great art 

and subsidizes scholarships. 

Wow. 

Then, Fernanda Santos published a compelling story in the New York Times describing the travails of Rudi-Ann Miller, one of 

40 black students at my alma matter, Stuyvesant High School. Stuyvesant is one of New York City's prestigious specialized 

high schools; admission to the school of 3,295 students is based entirely on a standardized test. Those 40 black students (1.2 

percent of the student body, compared to 32 percent of students system wide) represent a significant decline: according to 

the article, Stuyvesant was 12 percent black (303 of the school's 2,536 students) in 1975. By 1980, there were 212 black 

students; in 1990, 147; in 2000, 109; and in 2005, 66. Latino students make up 2.4 percent of the student body, and 40.3 of 

the school system. A follow up article by Ms. Santos shows a small overall uptick in black and Latino admissions at the eight 

NYC high schools that use the test for admissions, but the overall trend remains disturbing. 

For students in New York City, especially those who can't afford private school, getting into Stuyvesant is like winning the 

lottery. In my senior year, six kids from my homeroom went to Harvard, which I think beats several states. It certainly made a 

tremendous difference in my life. 

My reaction to the first article was to make fun of the author, and even to feel sorry for her. Clearly, she had no idea what 

havoc she had unleashed. My wife (Smith '93) was one of those low-income women of color and first generation college 

students whose presence so offends Ms. Spurzem. I know from my wife's experiences there that those views were not 

uncommon then, although the woman who slipped the note under my wife's door calling her a nigger at least had enough 

sense not to sign it. (I'm not saying that that note and Ms. Spurzem's letter are equivalent by any means -- but they are both 

animated by racial exclusiveness designed to make women of color feel unwelcome.) 

Over the past several days, I've been involved in several online discussions with other Stuyvesant alums about Ms. Santos' 

original article. We've talked about the elusive concept of merit, the perception in so many inner-city middle schools that 

Stuyvesant is for "other kids," the loss of test-preparation programs that helped earlier generations pass the test, and the 

successful strategies of Asian-American immigrant parents (72.5 percent of Stuyvesant students are Asian American, 

compared to 13.7 percent of the total New York City public school population). It's been a robust and interesting debate and 

demonstrates how much we love our school and care about education in New York City. 

Where you stand on the declining numbers of African Americans at Stuyvesant depends on your answers to two questions. 

First, do you think the small number of black and Latino students at Stuyvesant is a problem? Second, what should we do 

about it? 

I expected lots of disagreement about the second question. What I did not expect was the level of disagreement about the 

first. For many Facebook posters, the lack of black and Latino students at Stuyvesant is not even a problem: the racial 

makeup of the student body is irrelevant. 

I disagree. The American dream demands that where a child ends up in life should not be determined by where he started. 

Race, class and zip code should not determine destiny. Yet, after civil wars and civil rights, this elusive dream remains 

unrealized, and it will stay that way until children from every party of our city and our nation have an equal chance to attend 

and succeed at the best schools and achieve their best futures. The dearth of black and Latino students at Stuyvesant is but 

one example of this fact. These racial disparities are not a coincidence; they are a cancer on our democracy, and we must 

continue to drive toward solutions.

Richard Buery: The Case of the Disappearing Black and Latino Student: ... 

http://www.huffingtonpost.com/richard-buery/stuyvesant-student-diversit... 

2 of 2 9/24/2012 11:41 AM 

There is a lot we can do to improve diversity at Stuyvesant, beginning with improving the admissions process. Basing 

admissions on a single high-stakes test is a mistake. Students do not take the same roads to that test. Some went to excellent 

early childhood programs; some had no early childhood programs at all. Some went to excellent public or private schools; 

others attended the failure factories that plague so many New York City neighborhoods. Health care, housing, air quality, 

nutrition, parental engagement -- all of these factors affect where a child starts in life, and they all are impacted by class and 

race. As a result, a single test cannot determine a young person's merit. It cannot tell you how hard they have worked and 

what they have had to overcome. It certainly cannot tell you -- at least not by itself -- whether a young person has what it 

takes to succeed in a competitive environment like Stuyvesant. That's why so many colleges have stopped relying so heavily 

on the SATs. We should guarantee admissions to the top students at each of the city's middle schools (some schools send 

dozens of students to Stuyvesant each year, while entire high-poverty school districts send none) and provide test-prep 

courses in low-income neighborhoods. We should promote diversity by giving preferential admissions to under-represented 

minorities, and add supports at Stuyvesant to make sure those children succeed. 

We can also build a better and more equitable school system in New York City that benefits children of all classes and races. 

Expanding access to early childhood programs in low-income neighborhoods will make sure children arrive at kindergarten 

ready to learn. We should make every school a community school, with school-based health clinics, after-school and summer 

programs, and parent engagement strategies that can remove the barriers that stand in the way of learning. We should 

continue the Bloomberg administration's policy of closing failing schools and opening better ones. 

These are difficult choices. It is reasonable to oppose racial preferences on principle or to want to explore whether 

race-neutral strategies alone can have an impact. We can debate whether we should expand early childhood and after-school 

programs, or continue the drastic cuts the Bloomberg administration has imposed in recent years. But we'll never even get to 

this debate unless we can agree there is a problem to fix. My wife, now a professor at New York Law School, often speaks 

about how many of the students in her civil rights courses no longer view race as a challenge for our society. This is 

encouraging in a way. But if you understand that race still matters, what will the "post-racial" views of her students mean for 

the future of civil rights? 

The head of the Smithies of Westchester is disturbed by the rising diversity at Smith's College. My wife's former tormentor was 

willing to do vile things to express a similar dismay. 

The same isn't true of my debaters on Facebook: these are good people who want the best for everyone. None of them 

objects to having more black and Latino students at Stuyvesant. But if we cannot even acknowledge the pernicious affect that 

the achievement gap has on perpetuating racial castes in America, how can we expect to do anything about it? 

Follow Richard Buery on Twitter: www.twitter.com/RichardBueryCAS

At Explore Charter School, a Portrait of Segregated Education - NYTimes.com http://www.nytimes.com/2012/05/13/education/at-explore-charter-school... 

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May 11, 2012 

By N. R. KLEINFIELD 

IN seventh-grade English class, sun leaked in through the windows. Horns bleated outside. The 

assignment was for the arrayed students to identify a turning point in their lives. Was it positive or 

negative? They hunched over and wrote fervidly. 

Floriande Augustin, a first-year teacher at the school, invited students to share their choices. 

Hands waved for attention. One girl said it was when she got a cat, though she was unsure why. 

Another selected a car crash. A third brought up the time when her cousin got shot and “it was 

positive because he felt his life was crazy and he went to college so he couldn’t get shot anymore.” 

The lesson detoured into Martin Luther King Jr. and his turning points. Ms. Augustin listed things 

like how his father took him shopping for shoes and they were made to wait in the back. How a bus 

driver told him to relinquish his seat to a white passenger and stand in the rear. How he wasn’t 

allowed to play with his white friends once he started school, because he went to a black school 

and his white friends went to a white school. 

The students scribbled notes. Unmentioned was a ticklish incongruity that hung glaringly obvious 

in the air. This classroom at Explore Charter School in Flatbush, Brooklyn, was full of black 

students in a school almost entirely full of black students. As Ms. Augustin, who is also black, later 

reflected, “There was something about, ‘Huh, here we are talking about that and look at us — we’re 

all the same.’ ” 

In the broad resegregation of the nation’s schools that has transpired over recent decades, New 

York’s public-school system looms as one of the most segregated. While the city’s public-school 

population looks diverse — 40.3 percent Hispanic, 32 percent black, 14.9 percent white and 13.7 

percent Asian — many of its schools are nothing of the sort. 

About 650 of the nearly 1,700 schools in the system have populations that are 70 percent a single 

race, a New York Times analysis of schools data for the 2009-10 school year found; more than half 

the city’s schools are at least 90 percent black and Hispanic. Explore Charter is one of them: of the 

school’s 502 students from kindergarten through eighth grade this school year, 92.7 percent are 

black, 5.7 percent are Hispanic, and a scattering are of mixed race. None are white or Asian. There 

is a good deal of cultural diversity, with students, for instance, of Haitian, Guyanese and Nigerian 

heritage. But not of class. Nearly 80 percent of the students qualify for subsidized lunch, a mark of 

poverty. The school’s makeup is in line with charter schools nationally, which are over all less


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integrated than traditional public schools. 

At Explore, as at many schools in New York City, children trundle from segregated neighborhoods 

to segregated schools, living a hermetic reality. 

The school’s enrollment is even more racially lopsided than its catchment area. Students are 

chosen by lottery, with preference given to District 17, its community school district, which 

encompasses neighborhoods like Flatbush, East Flatbush, Crown Heights and Farragut. Census 

data for District 17 put the kindergarten-through-eighth-grade population at 75 percent black, 13 

percent Hispanic, 12 percent white and 1 percent Asian. But the white students go elsewhere — 

many to yeshivas or other private schools. 

Tim Thomas, a fund-raiser who is white and lives in Flatbush, writes a blog called The Q at 

Parkside, about the neighborhood. He has spoken to white parents trying to comprehend why the 

local schools aren’t more integrated, even as white people move in. “They say things like they don’t 

want to be guinea pigs,” he said. “The other day, one said, ‘I don’t want to be the only drop of 

cream in the coffee.’ ” 

Decades of academic studies point to the corroding effects of segregation on students, especially 

minorities, both in diminished academic performance and in the failure to equip them for the 

interracial world that awaits them. 

“The preponderance of evidence shows that attending schools that are diverse has positive effects 

on children throughout the grades, and it grows over time,” said Roslyn Mickelson, a professor of 

sociology and public policy at the University of North Carolina at Charlotte, who has reviewed 

hundreds of studies of integrated schooling. “To put it another way, the problems of segregation 

are accentuated over time,” she said. 

Even if a segregated school provides a solid education, studies suggest, students are at a 

disadvantage. “What is a good education?” Dr. Mickelson said. “That you scored well on a test?” 

One way race presents itself at Explore is in the makeup of the teaching staff. It is 61 percent white 

and 35 percent black, a sensitive subject among many students and parents who would prefer 

more black teachers. Most of the administration and central staff members — including the 

school’s founder, the current principal, the upper-school’s academic head and the lower-school’s 

academic head, as well as the high school counselor and social worker — are white. 

As Ms. Augustin said: “When I came here and started to talk about myself, the students were 

shocked that I was here. I started to wonder, did they really have role models?” 

AFTER school one Tuesday, 10 students assembled in a classroom to talk about the school and 

race. The school paid for snacks: Doritos and Oreo cookies, Coke and 7Up.


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What did they think of the absence of racial diversity? 

“It doesn’t really prepare us for the real world,” said Tori Williams, an eighth grader. “You see one 

race, and you’re going to be accustomed to one race.” 

Jahmir Duran-Abreu, another eight grader, said: “It seems it’s black kids and white teachers. Like 

one time we were talking and I said I like listening to Eminem and my teacher said this was ghetto. 

She was white. I was pretty upset. I was wondering why she would say something like that. She 

apologized, but it sticks with me.” 

Jahmir, one of Explore’s few Hispanic students, is its first student to get into Stuyvesant High 

School, one of the city’s premier schools. He was also admitted to Dalton, an elite private school, 

where he intends to go. He wants someday to become an actor. 

Shakeare Cobham, in sixth grade, offered a different view: “It’s more comfortable to be with people 

of your own race than to be with a lot of different races.” 

Tori came back: “I disagree. It doesn’t prepare us.” 

Yata Pierre, in eighth grade, said, “It doesn’t really matter as long as your teachers are good 

teachers.” 

Trevon Roberts-Walker, a sixth grader, responded, “When we are in high school and college, it’s 

not going to be all one race.” 

Jahmir: “Yeah, in my high school there will be predominantly white kids, and I think this school 

will be so much better if it were more diverse.” 

Kenny Wright, in eighth grade, piped in, “You could have more discussion instead of all the same 

thoughts.” 

Ashira Mayers, in seventh grade, said: “We’d like to hear from other races. How do they feel? 

What’s happening with them?” 

Later on, Ashira elaborated: “We will sometimes talk about why don’t we have any white kids? We 

wonder what their schools are like. We see them on TV, with the soccer fields and the biology labs 

and all that cool stuff. Sometimes I feel I have to work harder because I don’t have all that they 

have. A lot of us think that way.” 

EXPLORE’S founder, Morty Ballen, 42, grew up in the Philadelphia suburbs, where his father ran 

several delis. A product of Teach for America, he taught English in a high school in Baton Rouge, 

La., that went from being all white to half-black. The white teachers would tell racist jokes in the 

faculty lounge, he said. He taught at an all-black school in South Africa started by a white woman,


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then at a largely black-and-Hispanic middle school on the Lower East Side. The experiences 

soaked in. 

“I’m very cognizant of my whiteness, and that I have power,” he said. “I need to incorporate this 

reality in my leadership.” 

He is also gay and knows about feeling different in school. “The only people who were like me 

were two kids who went to drugs,” he said. “One died in high school, and the other died recently.” 

Mr. Ballen founded Explore in 2002, resolute that a public school could deliver a good education 

to disadvantaged students. He now leads a Brooklyn charter network. (His fourth school is 

scheduled to open in September.) The school began in Downtown Brooklyn. In 2004, it relocated 

to a former bakery factory in Flatbush, where most classrooms were windowless. In August, the 

Education Department moved it to 655 Parkside Avenue, squeezing it into the fourth floor and 

portions of the third in a building occupied by Middle School 2 and Public School K141, a specialeducation 

school. 

The shared building is relatively new and in good shape, but the library is half the size of a 

classroom, the space so tight that a few thousand books must be kept in storage. The cafeteria, 

auditorium, gym and playground are shared. Instead of a computer lab, the school has a rolling 

computer cart of laptops, used mostly for math classes. There is no playground equipment for the 

younger grades. There are a limited number of musical instruments, so the school has no band, or 

much in the way of after-school athletics. There are no accelerated classes for high-performing 

students. 

Explore students wear uniforms and have a longer school day and year than the students in the 

other schools in the building, schools with which they have a difficult relationship. A great deal of 

teaching is done to the state tests, the all-important metric by which schools are largely judged. In 

the hallway this spring, before the tests, a calendar counted down the days remaining until the next 

round. 

Explore’s academic performance has been inconsistent. Last year, the school got its charter 

renewed for another five years, and this year, for the first time, three students, including Jahmir, 

got into specialized high schools. Yet, on Explore’s progress report for the 2010-11 school year, the 

Education Department gave it a C (after a B the previous year). In student progress, it rated a D. 

“We weren’t doing right by our students,” Mr. Ballen said. 

In response, a new literacy curriculum was introduced and greater emphasis was put on 

applauding academic achievement. School walls are emblazoned with motivational signs: “Getting 

the knowledge to go to college”; “When we graduate ... we are going to be doctors.” Teachers are 

encouraged to refer to students as “scholars.”


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Convinced that student unruliness was impeding learning, the school installed a rigid discipline 

system. Infractions — for transgressions like calling out without permission, frowning after being 

given a demerit, being off task — lead to detention for upper-school students. On some days, 50 

students land in detention, a quarter of the upper school. 

Positive behavior does bring rewards, like making the Respect Corps, which allows a student to 

wear an honorary T-shirt. Winning an attendance contest can lead to treats for the class or the 

freedom to wear jeans. 

Still, some students have taken to referring to Explore as “the prison school.” 

OUT of uniform and barefoot, Amiyah Young was getting her books in order for homework. She 

was at home, two blocks from school, in an apartment she shares with her grandparents, mother 

and 2-year-old brother. She is in sixth grade, willowy, with watchful eyes, a dexterous thinker, one 

of the school’s top students. She hopes to go to a university like Princeton and become a 

veterinarian, because she has noticed lots of people own animals. 

She blithely showed her snug room, a converted dining nook containing her bed, her books, her 

stuffed animals, her cluster of snow globes. She said that some of her friends slept with their 

mothers or siblings, or on the couch. 

Her mother, Shonette Kingston, 36, calm with an outreaching smile, works as an operating-room 

technician and attends nursing school. She separated from Amiyah’s father when the girl was born. 

He is unemployed, and lives elsewhere in Brooklyn, but remains involved in her life. 

“It’s a bit weird,” Amiyah said of the school’s racial composition. “All my friends are predominantly 

black, and all the teachers are predominantly white. I think white kids go to different schools. I 

don’t know. I haven’t seen many white people in a big space before.” 

Would it be better if it were integrated? 

“I think they would stop calling me white girl if there were white kids,” she said. “Because my skin 

is a little lighter and I can’t dance, they call me that. Some of them can’t dance, either.” 

What else? 

“I could talk the way I talk.” 

Other students speak street slang that she repudiates: “They will say to me, ‘You are so white.’ I tell 

them, I have two black parents. Do I look white?” 

She had been having trouble making friends. This year, her mother noticed a speech change. “She’s 

slacking off more to fit in,” Ms. Kingston said. “She’s saying: ‘I been there.’ ‘I done that.’ ”


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Amiyah confirmed this: “I speak a bit more freelance with my friends. Not full sentences. I don’t 

use big words. They hate it when I do that.” 

She said she had become more popular. 

Other students also relate the use of parlance linked to skin color. Shakeare Cobham, one of 

Amiyah’s friends, said: “If you’re darker, they’ll call them burnt. Light-skinned ones get called 

white.” 

Zierra Page, who is in eighth grade, said: “The lighter-skinned girls think they’re prettier. They’ll 

say: ‘She’s mad dark. Look at me, I’m much prettier.’ ” 

Amiyah’s parents are bothered by the abundance of white teachers. Her mother said: “What do 

they know of our lives? They may be good teachers, but what do they know? You’re coming from 

Milwaukee. You went to Harvard. Her dad complains about this all the time — what can they bring 

to these African-American kids? I’m trying to keep an open mind. I’m happy with the education.” 

Amiyah said, “The white teachers can’t relate as much to us no matter how hard they try — and 

they really try.” 

To extract her from the synthetic isolation of her environment, Amiyah’s parents have enrolled her 

in programs with more racial diversity like an acting class in Manhattan. 

She is curious about better-off white children. “I’d like to see how they would react in the 

classroom when we have dance parties,” she said. “I’d like to see how they would react to a 

birthday party. And to being around so many of us. I’d like to see what they would think of some of 

the girls in our school who have big hair and those big earrings.” 

Anything else? 

She mulled that a moment, and said, “I wonder if it’s fun.” 

EXPLORE’S administration neither encourages nor discourages discussion of race. Rarely is it 

openly examined. 

A diversity task force was patched together over a year ago to look into things like how to bridge 

the divide among staff and students and their parents, and what the makeup of the staff should be. 

The group is preparing some recommendations. 

Race, and its attendant baggage, of course, is a tricky subject. Teachers are of different minds about 

what to do with it. 

Marc Engel, a former investment banker turned librarian and media coordinator at Explore, is 53 

and white. He frets about power differentials and how to transcend race, how to steer the students’


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inner compass. “I worry so much about their role models,” he said. “The rap stars. The fashion 

models. The basketball players.” 

He has his way of trying to fit in. “I call every kid brother and sister,” he said. “I say, hey, brother; 

hey, sister. One kid once asked me, ‘Are you my uncle?’ ” 

OTHER staff members also wonder about the isolation of the students. Adunni Clarke, 34, who is 

black and is the lead intervention teacher who helps students and teachers who need extra 

support, said: “I don’t know that our kids get their placement in the world. I don’t know that they 

realize that they’re competing against all these other cultures.” 

Talking about race “could be a Pandora’s box to some extent,” said Corey Gray, 27, who is white 

and in his first year at Explore as an eighth-grade language-arts teacher. “Is there a proper 

effective way to bring it in? There probably is. Do I know the way? No, I don’t.” 

Many of the teachers are young, from different backgrounds, and there is steady turnover — from 

25 percent to 35 percent in each of the past three years, a persistent issue at charter and 

high-poverty schools. 

Tracy Rebe, the principal, is leaving this year. Her replacement, the fourth in the school’s short 

history, will be the first black principal, though not by design. 

Early in the year, Mauricia Gardiner, 30, who teaches fifth-grade math and is of mixed race, was 

listening as students read a story about a black teenager who tried to rob a woman. Instead of 

reporting him, the woman took him home and tried to set him straight. The woman’s race wasn’t 

mentioned. 

Ms. Gardiner asked the class what race they imagined the woman to be. They said black, that no 

white woman would do that. Why? she asked. 

“They would be scared of us,” a student said. 

“It’s frustrating,” Ms. Gardiner said. “We don’t have a forum to address this. You can get all the 

education in the world. But you have to function in the world.” 

Darren Nielsen, 25, white, from Salt Lake City, is in his second year teaching, assigned to third 

grade. Last year, when he taught fourth grade, a student got miffed at him and said, “Oh, this white 

guy.” He later spoke to the student about singling out someone in a negative way because of his or 

her race. He overheard students call one another “light-skinned crackers” and “dark-skinned 

crackers.” 

“We had discussions about that being inappropriate,” Mr. Nielsen said. “I even said:I’m the 

lightest-skinned one of all. What does that make me?”


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The discussion was quick. “I probably should have done more,” he said. “It was hard on me as a 

first-year teacher and not knowing what to do.” 

He added: “I realize most of these kids are going to go to segregated schools until college. I 

wonder, am I preparing these kids for what goes on in college?” 

Karen Hicks, 41, a former businesswoman who is now in her first year teaching fifth-grade math 

and science and is black, used to have a son in the school. “I would have put him in an integrated 

school if I had that option,” she said. 

Ms. Hicks recalled her first conference as a parent, with a white teacher, now gone: “The teacher 

said, ‘Oh, you’re so involved.’ It felt patronizing. That should have been the expectation.” 

IF anyone can relate to the students, it is James McDonald. Mr. McDonald, 41, black, the beloved 

gym teacher, has been with Explore since it opened. He grew up on the Lower East Side, where his 

father ran a liquor store and left home when Mr. McDonald was 9. He went to predominantly 

black and Latino schools, and says he didn’t learn what he needed to learn. 

In high school, he showed a college application essay to a scholarship committee member, who 

told him, “If you want to go to college, you better learn how to spell it.” He had written “colledge.” 

He realized the holes in his education. “It deflated me,” he said. 

He thinks Explore students are getting a much better education than he did. Still, he is concerned. 

“Outside the school the kids are being reminded of what their race is,” he said. “When they come 

to school, it’s as if they are asked to ignore who they are.” 

“I don’t see that a lot of them have aspirations to do great things,” he added. “Some of them say, 

yeah, I want to be a doctor. But some, you ask them and they don’t have an answer. I’d like to know 

how many actually believe they can do whatever they can.” 

THE sixth-grade social studies students swept into Alexis Rubin’s classroom. She slapped them 

five, bid them good afternoon. To settle them down, Ms. Rubin said, “Students are earning 

demerits in one ... two ...” 

She handed out a test on Colonial Williamsburg. She said, “Every scholar in this room will get a 

sheet of loose-leaf paper for your short response.” 

Of Explore’s teachers, Ms. Rubin, 31, is perhaps the keenest about openly addressing race. She is in 

her third year at the school, is white and grew up on the Upper West Side. 

Outside school, she is the co-chairperson of Border Crossers, an 11-year-old organization troubled 

by New York’s segregated system that instructs elementary-school teachers how to talk about race


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in the classrooms. 

As Jaime-Jin Lewis, the organization’s executive director, puts it: “You don’t want kids learning 

about sex on the playground. You don’t want them to learn about race and class and power on the 

playground.” 

Ms. Rubin does Border Crossers exercises with her students like MeMaps, in which both students 

and teachers list characteristics about themselves, then create a “diversity flower,” with petals 

listing each participant’s unique traits. 

During Ms. Rubin’s first year at Explore, a parent called her up, screaming that she ignored her 

son and called only on the white students. Ms. Rubin pointed out that there actually weren’t any 

white students to call on. 

She said schools needed to “unpack” the issue of race and dismantle stereotypes. 

“The beginning is naming it,” she said. 

A GAUZY night in early spring, and the PTA meeting in the auditorium drew about three dozen 

parents. Details were given about picture day, about students needing to show up for preparation 

for the state tests, about neighborhood ne’er-do-wells who tried to rob some students, MetroCards 

and hats their targets. 

Lakisha Adams, 35, who has three children in the school, spoke brightly of a Harlem mentoring 

program: “It teaches about how to shake someone’s hand, how to walk without your pants 

dragging down. This is all black. We put our kids in a lot of programs with kids that don’t look like 

us. Our kids don’t relate to Great Neck.” 

Parents say they like Explore over all and the education it offers. To many, that is enough. 

Sheryl Davis, 57, the PTA president, grew up in Brooklyn, and when she was in sixth grade, was 

bused out of her mostly black East New York school to a “lily-white school.” 

“I do remember the hate from the white students,” she said. The next year, she was back in her 

former school. 

“As I got older, I didn’t really see that I gained from that experience,” she said. 

“I don’t know that segregation is this horrible thing,” Ms. Adams said. “The problem with 

segregation is the assumption that black is bad and white is good. Black can be great. That’s what I 

instill my kids with.” 

Would she prefer an integrated school? “I can’t say that I would.”


0 of 11 9/24/2012 11:45 AM 

Families often disagree among themselves. Calandra Maijeh, 38, and her husband, Ife Maijeh, 43, 

were at the school one evening with their four children, all Explore students. 

“Color for me is not an issue,” Ms. Maijeh said. “As long as the learning is up to par.” 

Mr. Maijeh said: “My thoughts are very different from my wife. I agree that everybody deserves an 

education. But I want white and black to be together as one.” 

Jean McCauley, 47, is a single mother with two sons by different fathers, both gone from her life. 

When her older son, now 26, began school, his father had a friend in TriBeCa, and they used his 

address to get him into Public School 234, a well-regarded, largely white school. “I feel so grateful 

for my son being in that environment,” she said. “Expectations were so high. That school had 

everything. It was a world apart.” 

He graduated from college and works at a real estate agency. 

For her younger son, Brandon Worrell, she didn’t have that option. He is in sixth grade at Explore. 

She considers it a good school, but fears he doesn’t learn racial tolerance. “At Explore he can’t 

compare to anything,” she said. “He won’t know how to communicate with other races. He won’t 

know there is a difference. I think color will always be the first thing he sees.” 

She added, “I speak to Brandon about race. But he doesn’t get it. It’s abstract.” 

A WEEK wound up. Education was occurring. In kindergarten, they were reading “Sheep Take a 

Hike,” while in first grade, students wrote about a small moment that happened to them. A girl 

wrote: “This morning my mom pulled out my tooth. Ow. Ow. Ow.” 

In sixth-grade math, they were reviewing order of operations, and in fifth-grade science they were 

learning about chyme. In third grade, they were writing a response to: How does Jimmy feel about 

raising goats? Use at least two details in your answer. 

A student was told: “You have the right to be mad. You don’t have the right to kick things.” 

Mr. Engel, teaching library, went around the room with the first graders and had them fill in the 

blank of “America is...” 

The answers shot back: “America is ... my mommy.” 

“Pie.” 

“Whipped cream.” 

“Burger King”


1 of 11 9/24/2012 11:45 AM 

“Our life.”

of 3 

http://www2.timesdispatch.com/member-center/share-this/print/?content=... 

9/24/2012 11:48 AM 

http://www2.timesdispatch.com/news/2010/jan/23/henr23_20100122-223207-ar-15328/ 

Published: January 23, 2010 

Home / news / local / education / 

By JEREMY SLAYTON AND HOLLY PRESTIDGE TIMES-DISPATCH STAFF 

WRITERS 

Henrico County school officials will meet Monday night to talk with parents about recent changes to the 

freshmen-selection process for the Maggie L. Walker Governor's School for Government and International 

Studies. 

Starting with the 2010-2011 school year, the eighth-grader with the highest composite score within each of 

the county's 11 comprehensive middle schools will automatically be offered a seat at Maggie Walker. The 

remaining positions will be granted through the traditional application process, which is open to all students. 

Composite scores are based on a student's grades, teacher recommendations and performance on standardized 

tests. 

That means for the coming school year, 11 of the 33 open freshman seats will be guaranteed to certain 

students. 

Eric Jones, Henrico's director of high school education, said school officials had been studying ways to 

increase diversity at the governor's school for two years. 

Maggie Walker officials hired the University of Virginia's Curry School of Education in 2008 to look into its 

recruitment and retention policies because of its disproportionate number of minority students. The study was 

presented last summer and points to ways that local divisions -- which feed Maggie Walker -- can improve 

their identification processes.

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9/24/2012 11:48 AM 

This year, the school's student population is nearly 75 percent white and 6 percent African-American. Asian- 

American students make up 13 percent, while Hispanic students are just more than 1 percent. 

Jones said the county turned to a system that the division uses to choose students for its middle school 

International Baccalaureate program, as well as the Maggie Walker summer school programs. 

"We had a precedent for this system," Jones said, adding that it guarantees that students from every part of 

the county would be represented at Maggie Walker. If the highest-scoring student does not want the seat, it 

goes back into the general pool rather than to the student with the second-highest score. 

Some parents, however, say their input should have been sought before a decision was made. 

"I'm really disappointed that Henrico County did this without any public notification or discussion," said 

parent Britta Wolfe, whose daughter is applying for Maggie Walker. "I don't think that is the way our school 

district should be run." 

Wolfe contends that her daughter might be hurt by the change because she attends Orchard House School, an 

all-girls private school in Richmond. 

Instead of competing for all 33 slots available in Henrico, Wolfe's daughter is only eligible for 22. 

"There could be somebody who does get a seat that has a lower composite score than she does," Wolfe said. 

She said many parents found out about the change in a letter informing them that the governor's school 

received their child's application. 

"It is not fair to the kids. . . . The kids are really frustrated; they've worked so hard," said parent Vasudha 

Tekriwal, whose son is an eighth-grader at Moody Middle School and is applying to Maggie Walker. 

"Everything has become so competitive, you have to watch out for your children." 

School officials in Richmond and the counties of Hanover and Chesterfield said they've made no changes to 

their selection processes.

High School cutoff scores reveal impact of 

diversity policy 

Data show bar raised for students from wealthier areas, 

lowered for poorer neighborhoods 

February 28, 2011|By Noreen S. Ahmed-Ullah, Tribune reporter 

Scores needed for admission to selective enrollment high schools last fall increased for 

students in Chicago's wealthier neighborhoods while falling — in some cases 

dramatically — for those living in poorer parts of town, data released by Chicago Public 

Schools show. 

A student's address has become increasingly important since CPS adopted policies two 

years ago to maintain diversity in its most competitive high schools after a federal order 

banned using race as a key admissions factor. 

The first year, 40 percent of the selective high schools' seats went to the students with the 

highest admissions scores citywide, while the remaining seats were divided among top 

scorers in each of four socioeconomic tiers in the city. This time, CPS tried to tweak the 

demographics even further by reserving only 30 percent of the openings for students with 

top scores citywide. 

Admissions scores are computed on a 900-point scale, with one-third of the points 

coming from seventh-grade academic scores, one-third from seventh-grade standardized 

test scores and the rest from a selective enrollment high school admissions test. 

But students admitted by rank citywide on average had to achieve a near-perfect 899 to 

be admitted to Payton and Northside College Prep for 2011-12. Students in the higherincome 

neighborhoods needed at least 891 for admission to Northside, compared with 

882 last year. Whitney Young's cutoff score went up a point, to 865. 

Yet at Northside, some of the Tier 1 students, from poorer areas, were admitted with a 

792 admissions score, 58 points lower than last year. Similarly, at Whitney Young, the 

cutoff dropped from 818 in 2010 to 784 this year. 

"A student in Tier 4 (the wealthiest areas) who got 889, an almost perfect score, and 

didn't get into Northside College Prep isn't going to be very happy," said Matthew 

Greenberg, a partner at SelectivePrep, a Chicago test prep company that helps sixth-

through eighth-graders improve scores for selective enrollment admissions. "We had 

students that fit that profile. But if you're in Tier 1 and don't have as good a score, well, 

now you have a chance of getting in." 

The socioeconomic tiers are determined by CPS officials based on an evaluation of the 

city's 874 census tracts on five criteria: median income, adult education, percentages of 

single-family homes and homeowners, and the percentage of children living in non- 

English-speaking homes. 

CPS officials hope the changes will increase the chances of students living in 134 of the 

census tracts, promoting socioeconomic and racial diversity in competitive schools. 

Cynthia O'Donnell, of Lakeview, which is in Tier 4, said the new policy didn't help her 

son, who scored high enough to be admitted to a selective enrollment school, but not high 

enough for his top choice. 

"I understand CPS striving to develop a fair method of allowing all students access to 

these schools, but I'm unhappy my son didn't benefit from the system," O'Donnell said. 

"On the other hand, I grew up in a Tier 1 neighborhood. I would've been delighted if this 

could have benefited me." 

Scores are available at chicagotribune.com/cutoffs. 

nahmed@tribune.com

Stuyvesant’s Minority Admissions Under 

Attack 

Written by admin on May 18, 2011. Posted in Uncategorized 

To read Part 1 of this story, please go to Benign Neglect?: Who Killed the Discovery 

Program? 

Elected officials and education experts question dropping minority enrollments and the 

Department of Education"s decision to eliminate Discovery Program at Bronx Science 

and Stuyvesant 

By Megan Finnegan and Stephon Johnson 

Last week, Our Town, West Side Spirit and The Amsterdam News reported on the lack 

of diversity at two of the city"s top specialized high schools, Stuyvesant and Bronx 

Science, and a program called Discovery, designed to help increase minority enrollment 

but which has fallen into disuse over the past decade at these schools. While he did not 

respond to repeated requests for comment before press time, Schools Chancellor Dennis 

Walcott responded to the article when questioned by NY1, stating the program is â€œnot 

race-based and that its reinstatement would do nothing to help increase the extremely low 

numbers of minority students at these schools. 

We asked elected officials and education experts to weigh in. Here"s what they had to say 

about the role of the Discovery Program in specialized high schools. 

Bronx City Council Member Oliver Koppell, member of the State Assembly when 

the Hecht-Calandra bill, establishing the Discovery Program, passed in 1971: 

Certainly there was a sense that in these schools, the minority population was relatively 

low and that the Discovery Program would benefit the minority students who didn"t on 

average do as well. It was worded as “culturally deprived” and “educationally less 

experienced.” 

I was very surprised to learn that the Discovery Program was terminated. We have to do a 

better job in the lower grades to get all kids up to snuff. Given these numbers, we should 

be doing more to encourage minority enrollment.

East Side City Council Member Jessica Lappin (Stuyvesant Alumnus): 

While the huge range of racial disparity at the schools is pretty shocking, the underlying 

situation is sadly unsurprising. There is a racial achievement gap in this country and in 

our city. In New York, we see it among young kids when 4-year-olds take the gifted and 

talented test and we’re seeing it at the high school level, as well. Unfortunately, there are 

no easy answers. The Discovery Program is one proven way to start tackling the issue 

and it’s a tool that absolutely should be used. But we also need to look deeper than that. 

We need to improve early childhood education, health care and nutrition in our city if we 

want to really get at the root of this problem. 

East Side City Council Member Dan Garodnick: 

The makeup of our specialized high schools does not match the overall population of 

public school students or the talent that we know is out there, and that’s a problem. But 

this problem doesn’t just start during the high school admissions season. The Department 

of Education needs to be more aggressive in preparing students of diverse backgrounds 

for our most rigorous curricula, starting when they first enter the school system. 

West Side City Council Member Gale Brewer: 

The problem at Stuyvesant runs deep; I know African-American students who have been 

accepted to Stuy but turned it down to go elsewhere because the culture is uncomfortable 

with so few black and Latino students. The DOE must respond to the need to restart the 

Discovery Program. 

State Senator Adriano Espaillat, excerpt from a letter sent to Chancellor Walcott 

and the DOE: 

While I understand that specialized high schools are not mandated by law to participate in 

the Discovery Program, the alarming decrease in black and Latino student enrollment at 

these schools is reason enough to reconsider our approach to this issue. 

In fact, the severe drop in minority enrollment at specialized schools isn’t simply an 

affront to communities of color; it deprives all students the opportunity to be educated in 

a diverse environment. Furthermore, the disproportionately weak enrollment of minority 

students is only 5 percent of students at Stuyvesant and only 11 percent of students at 

Bronx Science are either black or Hispanic's represents a missed opportunity to expand 

access to quality education to as many students as possible. 

West Side State Senator Tom Duane: 

It’s sadly not surprising, but that doesn’t negate how truly disappointing it is, that these 

elite schools have opted out of a program that has a track record of increasing the 

diversity of the student population and at the same time maintains the high intellectual 

quality.

I believe it is accurate that there is a socioeconomic bias inherent in standardized tests, 

and so disadvantaged students who come close to achieving the lowest qualifying score 

may actually be more intelligent and motivated than students who have profited from 

more advantages to get higher scores. 

Queens State Senator Malcolm Smith: 

I think [Discovery] is a program that has merit for someone who is one or two points 

below [the cutoff score]. To go for six weeks to beef up their skills is fine. I think there’s 

nothing wrong with enhancing a person’s talents. 

The real challenge for me is to figure out why they stopped the program at those two 

schools. I find that somewhat discriminatory. Maybe it’s not based on race or intellect, 

but I’m going probably to talk to Dennis [Walcott] about it and find out why the 

Discovery Program is not being utilized by those two schools. 

East Side State Senator Liz Krueger: 

While I cannot say that just one program will serve as a silver bullet solution to our city’s 

educational shortfalls, particularly for minority students, I am led to wonder if the success 

that Brooklyn Latin has had with the Discovery Program cannot be duplicated elsewhere. 

However, the root of this problem, which we must address, is that there simply are not 

enough “good” schools in communities throughout our city. 

City Council Speaker Christine Quinn: 

We find it troubling that disadvantaged youth, including black and Latino students, are 

underrepresented at specialized high schools. In 2007, we created the Middle Schools 

Task Force, which convened a panel of experts who developed recommendations to 

improve academic achievement in our city’s middle schools. In the past four years, the 

Council has worked with DOE to commit over $20 million to the Middle Schools 

Initiative, which seeks to level the playing field in the grade levels where students take 

the Specialized High School Admissions Test. It’s crucial that we give students a strong 

foundation, so that they have the skills necessary to succeed at these schools, not just the 

skills to pass the test. 

West Side State Assembly Member Daniel O’Donnell: 

You have a very elite test that is given where people with resources probably pay some 

Columbia University undergrad a lot of money to tutor their kid to get them into those 

schools. So what happens if you come from a family without the resources to hire a 

private tutor? 

However they [score the test] has such a racially divisive impact that I think we ought to 

figure out a way to not have it be so. This is a failure on the part of DOE to realize the 

impact of what they do. I’m not going to say that they do it for racial reasons. When you

look at this impact, you have to sit down and say, “Hey, wait a minute. How do we do 

something different?” It’s just wrong that only certain kinds of kids go into the elite high 

schools. 

West Side Assembly Member Richard Gottfried, a graduate of Stuyvesant High 

School: 

The student who falls only a few points short of the cut-off score required for admission 

to the specialized high schools likely would not have fallen short had she/he been 

fortunate enough to attend a challenging middle school. To make sure the student has the 

skill set necessary to make the transition, the Discovery Program requires the 

“disadvantaged” student attend and pass a summer preparatory program administered by 

the special high school. I think this is fair and appropriate given the value of diversity in 

the classroom to receiving a high-quality education. 

Former City Comptroller and Mayoral Candidate Bill Thompson: 

I think the attempt to create additional class time in earlier grades to start getting them up 

to speed in math and science has also fallen by the wayside. I think it’s a combination of 

attempts by [former NYC Schools Chancellor Rudy] Crew and Levy to provide 

additional time for certain subjects in earlier grades to give underserved kids an 

opportunity that has fallen off. Both efforts have appeared to have gone by the boards in 

the past seven years. I think it’s a lack of commitment at the top because that’s the only 

way anything is going to get done. 

Diane Ravitch, research professor of education at NYU and education historian: 

I was aware of the pathetically small numbers of black and Hispanic students in the city’s 

selective schools, but did not realize that someone made a decision to cancel a program 

that helped students who just missed the mark become qualified for admission. I hope 

you find out why that decision was taken. It was a mistake. 

Former NYC Schools Chancellor Rudy Crew: 

I do remember the Discovery Program. There had been an issue raised by the NAACP 

and by the Urban League at that time having to do with access of poor and minority 

students to the high-prestige high schools in NYC. The missing link was their ability to 

compete on the entrance exams, and when you look at that further, it was math and 

science. 

I think that it’s as much as Bronx Science and Stuyvesant having an obligation, it"s that 

the system has an obligation. 

It starts at the top and my guess would be that this is no longer a priority to the higher 

ups. This seems like a case of “We already fixed that problem” or “It isn’t a big issue for 

us to address.”

Published: June 16, 1978 

Copyright © The New York Times

Published: June 16, 1978 

Copyright © The New York Times

Appendix F 

NYCDOE Contracts with SHSAT Developer

F.1 Redacted Extension Agreement with NCS Pearson, Inc. for the Provision of a 

Specialized High School Assessment, May 1, 2009.

F.2 Requirements Contract between the Board of Education of the City of New 

York and American Guidance Service, Inc., March 14, 1989.

Appendix G 

New York City Department of Education, Test Information: Specialized High 

School Admissions

Specialized High School Admissions Test (SHSAT) - Yearly Testing - N... 

1 of 1 

http://schools.nyc.gov/Accountability/resources/testing/SHSAT.htm 

search: 

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About Us 

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Activities 

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ARIS and ARIS Parent Link 

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NYC Data 

DOE Home Page > Performance & Accountability > Yearly Testing 

Yearly Testing 

Specialized High School Admissions Test (SHSAT) 

Who takes this test? 

Students in grades 8 or 9 who wish to apply to New York City’s Specialized high 

schools must take the Specialized High School Admissions Test (SHSAT) and submit 

an application listing their choices of schools in order of preference. Learn more about 

the high school admissions process. 

What is on the test? 

The SHSAT is a timed multiple-choice test with two sections, verbal and math, that 

must be completed in a total of 2 hours and 30 minutes. In the first section, students 

demonstrate their verbal reasoning and reading comprehension by ordering sentences 

to form a coherent paragraph, answering questions of logical reasoning, and analyzing 

and interpreting texts. In the second section, students demonstrate their math skills by 

answering computational and word questions that require arithmetic, algebra, 

probability, statistics, geometry, and trigonometry (on the Grade 9 test only). 

How are the results reported? 

The results are reported as scale scores. Scale scores are based on the number of 

questions that the student answered correctly, combined with the difficulty level of the 

questions. Students receive scale scores for the verbal and mathematics sections of 

the test, which are added together to make their composite score. After scores are 

released to the schools in March, students and their parents may review the results of 

their examination by requesting an appointment with a Department of Education 

assessment specialist. 

How are the results used? 

Students are ranked according to their scores on the test, and assigned to a school 

depending on their rank on the list, the priority in which they placed schools, and the 

seats available at each school. 

The Specialized high schools that require the SHSAT are: Bronx High School of 

Science; Brooklyn Technical High School; High School for Math, Science and 

Engineering at City College; High School for American Studies at Lehman College; 

Queens High School for Sciences at York College; and Stuyvesant High School). 

Read the Specialized High School handbook to learn more about applying to one of 

these schools. 

Contacts 

Service Desk 

212-374-5162 

contact vendors feedback about this site DOE login site map 

© 2012 The New York City Department of Education 

residents 

visitors 

business 

government

Appendix H 

Joshua Feinman, High Stakes but Low Validity? A Case Study of Standardized Tests 

and Admissions into New York City Specialized High Schools (2008)

High Stakes, but Low Validity? 

A Case Study of Standardized Tests 

and Admissions into New York City 

Specialized High Schools 

Joshua Feinman, Ph.D. 

October 2008 

EPRU | 

EDUCATION POLICY RESEARCH UNIT 

Education Policy Research Unit 

Division of Educational Leadership and Policy Studies 

College of Education, Arizona State University 

P.O. Box 872411, Tempe, AZ 85287-2411 

Telephone: (480) 965-1886 

Fax: (480) 965-0303 

E-mail: epsl@asu.edu 

http://edpolicylab.org 

Education and the Public Interest Center 

School of Education, 

University of Colorado 

Boulder, CO 80309-0249 

Telephone: (303) 447-EPIC 

Fax: (303) 492-7090 

Email: epic@colorado.edu 

http://epicpolicy.org 

● Suggested Citation: 

Feinman, J. (2008). High Stakes, but Low Validity? A Case Study of Standardized Tests and 

Admissions into New York City Specialized High Schools. Boulder and Tempe: Education 

and the Public Interest Center & Education Policy Research Unit. Retrieved [date] from 

http://epicpolicy.org/publication/high-stakes-but-low-validity

EPIC/EPRU policy briefs are peer reviewed by members of the 

Editorial Review Board. For information on the board and its 

members, visit: http://epicpolicy.org/editorial-board


A Case Study of Standardized Tests and Admissions 

into New York City Specialized High Schools 1 

Joshua Feinman 

Executive Summary 

This is a study of the admissions process at a select group of New York 

City public high schools. It offers the first detailed look at the admissions 

practices of this highly regarded and competitive group of schools, and 

also provides a window into the broader national debate about the use of 

standardized tests in school admissions. According to New York State 

law, admission to these schools must be based solely on an exam. The 

exam used is called the Specialized High Schools Admissions Test 

(SHSAT). This study makes use of the individual test results from 2005 

and 2006. 

Several key findings emerge: 

• The SHSAT has an unusual scoring feature that is not widely known, 

and may give an edge to those who have access to expensive test-prep 

tutors. Other reasonable scoring systems could be constructed that 

would yield different results for many students, and there is no 

evidence offered to support the validity of the current system. 

• Thousands of students who are not being accepted have scores that are 

statistically indistinguishable from thousands who are granted 

admission. And these estimates are derived using the less precise, 

classical-test-theory-based measures of statistical uncertainty, which 

may understate the problem. The New York City Department of 

Education (NYCDOE) fails to provide the more accurate, itemresponse-theory-based 

estimates of the SHSAT’s standard error of 

measurement (SEM) near the admission cutoff scores, which would 

offer a clearer picture of how well the test is able to differentiate among 

students who score close to the admission/rejection line. This omission 

violates generally-accepted testing standards and practices. 

• Students who receive certain versions of the test may be more likely to 

gain admission than students who receive other versions. No evidence 

is offered on how accurate the statistical equating of different test 

versions is. The mean scaled scores vary across versions much more 

than would be expected given the chance distribution of ability across 

large random samples of students, suggesting that the scoring system 

may not be completely eliminating differences among test versions.

High Stakes, but Low Validity? New York City Specialized High Schools 

• No studies have ever been done to see if the SHSAT is subject to 

prediction bias across gender and ethnic groups (i.e., if SHSAT scores 

predict things for different groups). 

Of course, no test is “perfect.” All face difficulties distinguishing among 

close candidates. The same is true of other potential admissions criteria, 

such as grades, which is a key reason why it is contrary to professional 

testing standards and practice to use any single metric as the sole criterion 

for admission. Since uncertainty and imprecision are inherent in all 

potential admissions criteria, standard psychometric practice is to choose 

the criteria that minimize this uncertainty. This is generally done by 

conducting predictive validity studies—studies designed to measure how 

well potential admissions criteria correlate with specific, quantifiable 

objectives (like future student performance). Predictive validity studies are 

regularly carried out for tests like the SAT and for high school grades, to 

help test-makers refine the test, and to help colleges decide how much 

weight to put on SAT scores, grades, and other factors in the admissions 

process. Overwhelmingly, these studies have found that multiple imperfect 

criteria, used in tandem, provide better insight into future student 

performance than a single imperfect criterion. Indeed, it’s partly because 

of results from these validity studies that virtually all educational 

institutions use multiple admissions criteria. 

The admissions procedures at the New York City specialized high schools 

violate this standard and run counter to these practices. Worse, in all the 

years the SHSAT has been the lone determinant of admission to these 

schools, the NYCDOE has never conducted a predictive validity study to 

see how the test was performing. In addition, it has never been made clear 

what the objectives of the SHSAT are. Absent predictive validity studies, 

there’s no way to know if any test is providing useful information; and 

without well-specified objectives, it’s not even clear what the test is 

supposed to do or predict. The whole process flies in the face of accepted 

psychometric standards and practice, and reminds us why those standards 

and practices were established and should be maintained. The thousands 

of students who apply to these select high schools deserve a properly 

tested system of determining who gets access to these prestigious and 

potentially life-changing educational experiences. 

The foregoing findings give rise to the following recommendations: 

• Formal predictive validity studies of the SHSAT need to be carried out. 

At a minimum, these studies should look at the ability of SHSAT 

scores (separate verbal and math) and middle school grades to predict 

high school performance. They should also test for prediction bias 

across gender and ethnic groups. The NYCDOE should release details 

on how the scaled scores are derived from item response theory— 

http://epicpolicy.org/publication/high-stakes-but-low-validity 2 of 36


particularly IRT-based estimates of the uncertainty surrounding scores 

near the admission cutoffs—and on the accuracy of the equating of 

different test versions. Any inadequacies in equating across test 

versions need to be corrected. 

• Based on the results of these studies and in keeping with generally 

accepted psychometric standards and practices, a determination should 

be made as to what admissions process—including such areas as the 

scoring system, other criteria considered, and weights of these 

criteria—is most likely to achieve a specific, quantifiable admissions 

goal in a transparent, equitable way. 

• If this study concludes that it is best to use additional admissions 

criteria besides a standardized test, the New York State law—which 

says that admissions to these schools must be based solely on a test— 

would need to be changed. 

• Findings such as those presented in this study, and the particular 

choices of admissions procedures for these schools, should be 

discussed and deliberated in New York, and an informed decision 

should be made about future practices. Whatever admissions 

procedures are established, all applicants should know their 

implications. 

• These findings should also be disseminated so that they can contribute 

to the broader national debate on standardized tests, school admissions, 

and high-stakes testing such as exit exams. 



A Case Study of Standardized Tests and Admissions 

into New York City Specialized High Schools 

Joshua Feinman 

Introduction 

Every year, the New York City Department of Education 

(NYCDOE) offers a competitive exam to determine admission to a select 

group of “specialized” public high schools. According to a state law 

passed in 1971, admission to these schools must be based solely on the 

results of an exam. 2 The test is called the SHSAT (Specialized High 

Schools Admissions Test), and is constructed and scored by a private firm, 

American Guidance Service. It is given each fall to students seeking 

admission for the school year beginning the following September. 

The pool of applicants is large, and the competition keen. In 2005 

and 2006, between 25,000 and 27,000 eighth graders (including 4,500 to 

5,000 private school students), took the SHSAT for admission to the ninth 

grade at the specialized public high schools. Only 18% to 20% of all test 

takers were offered a seat at one of these schools; fewer than half of those 

were admitted to their first choice school. 3 

Although this process has been going on for decades, there has 

never been a published study of the admissions procedure, of how it 

compares with generally accepted psychometric standards and practice, or 

of the test itself: how it is scaled, the statistical properties of the 

distribution of scores, measures of test reliability, confidence intervals 

around scores, and so on. This paper seeks to remedy these deficiencies, 

using the individual test results from the 2005 and 2006 SHSAT test 

administrations. 

The national debate on the use of standardized tests for student 

evaluation and school admissions has a rich history in the education 

literature. Proponents stress that standardized tests provide a common 

yardstick for comparing students, reduce the influence of personal biases 

in admissions decisions, and have the effect of promoting meritocracy. 

Critics contend that these tests are imperfect and narrow measures of 

students’ abilities or knowledge, have difficulty distinguishing among 

candidates with similar abilities or knowledge, and are biased along racial, 

gender, and class lines. 4 

There is some common ground among proponents and critics 

though. Most agree that a necessary condition for standardized tests to be 

considered valid guides for student evaluation and school admissions is 

that they be shown to improve predictions of how students will perform in


the future. To that end, batteries of predictive validity studies have been 

conducted over the years to see whether standardized tests really do help 

predict future student performance. 5 Although results vary and 

disagreements persist, a rough consensus has emerged that forms a core 

tenet of educational standards and practice. Standardized tests are 

generally viewed as imperfect but valid supplementary aids for evaluating 

students and making admissions decisions provided that (1) the tests are 

properly constructed for their intended use as predictors, (2) students are 

familiar with the content and format of the tests, (3) evaluators understand 

the limitations of the tests, (4) the tests are used in conjunction with other 

factors, and (5) their efficacy is supported by predictive validity studies. 6 

These widely accepted psychometric standards and practices 

provide a benchmark for this study of the admissions process at the New 

York City specialized high schools. This study’s findings will remind us 

why these standards were established, and why most other selective 

educational institutions—including other prominent test-admission high 

schools like Thomas Jefferson in Virginia and Boston Latin—adhere to 

these standards by using multiple admissions criteria and by relying on 

predictive validity studies to inform those criteria. Even a well-designed 

test like the SHSAT is subject to a lack of precision and uncertainties. For 

example: 

• The SHSAT exhibits an unusual scoring feature that is not widely 

known, and may give an edge to those who have access to expensive 

test-prep tutors. Someone with a very high score in one section of the 

test and a relatively poor one in the other will have a better chance of 

admission than someone with relatively strong performances in both. 

Reasonable alternative scoring systems would yield different results for 

many students, and there is no evidence offered to support the validity 

of the current system. 

• Thousands of students who are not being accepted have scores that are 

statistically indistinguishable from thousands who are granted 

admission. And these estimates are derived using the less precise, 

classical-test-theory-based measures of statistical uncertainty, which 

may understate the problem. The NYCDOE fails to provide the more 

accurate, item-response-theory-based estimates of the SHSAT’s 

standard error of measurement (SEM) near the admission cutoff scores, 

which would offer a clearer picture of how well the test is able to 

differentiate among students who score close to the admission/rejection 

line. This omission violates generally-accepted testing standards and 

practices. 

• Different test versions are used. Details about how these versions are 

statistically equated and how accurate that equating is are not provided. 

The mean scaled scores vary across versions more than the chance 

distribution of ability levels across large random samples of students 

would suggest is plausible, suggesting that the scaling system may not 



completely eliminate differences among test versions when estimating 

student ability. Thus, students who receive certain versions of the test 

may be more likely to gain admission than students who receive other 

versions. 

• No studies have ever been done to see if SHSAT scores predict 

different things for different genders and ethnic groups. 

• No predictive validity studies have ever been done linking SHSAT 

scores to any outcomes. In fact, the NYCDOE has never published 

what specific, measurable objectives the SHSAT is supposed to predict 

(high school performance, SAT scores, etc.). Without well-specified 

objectives and carefully constructed validity studies, there’s no way to 

know if admissions criteria are serving their purpose, what that purpose 

is, or if an alternative admissions system would be more appropriate. 

By failing to provide detailed information about many aspects of 

the SHSAT, by not making all the implications of the scoring system 

known to all test takers, and especially by relying on a single imperfect 

criterion whose predictive validity has never been established, the 

admissions practices at the New York City specialized high schools run 

counter to educational standards and practices advocated by the American 

Educational Research Association, the American Psychological 

Association, and the National Council on Measurement in Education. 7 By 

pointing out some of the flaws of the New York policy, this case study 

illustrates why relying on multiple imperfect criteria guided by predictive 

validity studies is the preferred standard and practice. 

The Process 

There are eight specialized high schools in New York City that use 

the SHSAT. They are Stuyvesant, Bronx Science, Staten Island Tech, 

Queens College High School, Lehman College High School, Brooklyn 

Tech, City College High School, and Brooklyn Latin (a school that just 

began using the SHSAT for ninth graders entering in September 2007). 

These schools have excellent reputations, as suggested by recent results of 

a national ranking system that placed four of them—Stuyvesant, Bronx 

Science, Staten Island Tech, and Brooklyn Tech—among the top 40 public 

high schools in the country. 8 Students taking the SHSAT must list which 

of the specialized schools they would like to attend, in order of their 

preferences (their first-choice school, their second choice, etc.). They can 

rank as few as one or as many as eight, but they can only be offered a seat 

at one of these schools. 

After the students make their choices, the testing company ranks 

the students, based solely on their scores on the SHSAT. The highestscoring 

students are offered seats to their first-choice school, until all the 

seats at one school have been offered. That school will have the highest 

“cutoff” score (the score obtained by the students who are offered the 



school’s last seats). Students who just miss the cutoff for that school will 

be offered a seat at their second-choice school (or at their first choice, if it 

is a different school than the one with the highest cutoff), until all the seats 

at a second school have been offered. 9 This process continues until all 

seats at all the schools have been offered. 

Since not all students offered seats will enroll, the number of seats 

offered exceeds the capacity of these schools. A school’s capacity and its 

expected yield (how many of those offered seats are likely to enroll), 

determine how many seats the school can offer. How many test takers will 

qualify for those seats depends on how many want them—i.e., on how the 

students rank the schools. If many of the best scorers on the SHSAT select 

the same school as a top preference, that school will not have to go very far 

down the list before its limit of seat offerings will be reached. That school 

will have the highest cutoff score; equivalently, a smaller fraction of test 

takers will qualify for a seat at that school than at the other schools. 

Though preferences vary somewhat from year to year, Stuyvesant and 

Bronx Science have historically had the highest and second-highest cutoffs, 

respectively, because more students who do well on the SHSAT tend to select 

Stuyvesant and then Bronx Science as their top choices. For example, in 2005 

and 2006, only the top 4.5% to 5% of scorers qualified for a seat at 

Stuyvesant, the top 11% to 12% qualified for a seat at Bronx Science, and the 

top 18% to 20% qualified for a seat at the school with the lowest cutoff. 

The Test 

The SHSAT consists of 95 multiple-choice questions, divided into 

two sections: verbal and math. The math segment contains 50 questions on 

topics including elementary number theory, algebra, and geometry. The 

verbal is subdivided into three parts: 30 reading comprehension questions, 

10 logical reasoning questions, and five scrambled paragraphs (each of 

which counts as the equivalent of two questions). So the maximum number 

of correct answers (“raw score”) is 50 on math and 50 on verbal. Four main 

versions of the test—A/B, C/D, E/F, and G/H—are given, in part to reduce 

the potential for cheating. The versions are designed to be similar, and 

students are randomly assigned a test version. 10 

Summary Statistics for the Raw Scores 

Verbal raw scores had a mean ranging from 25 to 29, while the 

mean on the math was 20 to 22 (Table 1). The verbal/math gap was a bit 

wider in 2005 than 2006, though in both years there were some statistically 

significant differences in mean raw scores across test versions. 11 Other 

aspects of the distributions varied somewhat as well. The distribution of 

verbal raw scores was flatter, without as clear of a peak as the math raw 

scores (especially in 2005). More students scored above the mode—the 



most frequent score—on math than below it, while the verbal raw scores 

were somewhat more symmetric on all versions (Figures 1 and 2). 

Table 1: Summary Statistics for Raw Scores 

2006 Test Verbal 

Math 

A/B C/D E/F G/H A/B C/D E/F G/H 

Mean 25.1 26.5 26.5 24.8 22.3 20.8 22.1 20.4 

Stand. Dev. 10.5 11.4 11.0 10.7 10.7 10.3 11.9 10.7 

Skewness 0.21 0.07 0.14 0.24 0.57 0.72 0.59 0.69 

Kurtosis -0.91 -1.01 -0.94 -0.88 -0.61 -0.28 -0.77 -0.45 

Number of 6704 8130 6029 3597 6704 8130 6029 3597 

test 

takers 

2005 Test Verbal 

Math 


Mean 28.0 27.3 29.4 25.7 21.9 19.6 20.6 21.3 

Stand. Dev. 10.8 11.0 11.3 10.6 10.7 10.1 10.4 11.1 

Skewness -0.09 0.05 -0.20 0.22 0.67 0.85 0.75 0.69 

Kurtosis -0.92 -0.95 -0.95 -0.83 -0.44 0.00 -0.25 -0.47 

Number of 

test takers 

8552 5803 5929 5780 8552 5803 5929 5780 

Figure 1: Frequency Distribution, Verbal Raw Scores (2006) 

Test A/B Test C/D Test E/F Test G/H 

4 

percent of test takers 

3 

2 

1 

0 

0 5 10 15 20 25 30 35 40 45 50 

2006 Test 

number of correct answers 



Figure 2: Frequency Distribution, Math Raw Scores (2006) 

6 

Test A/B Test C/D Test E/F Test G/H 

percent of test takers 

5 

4 

3 

2 

1 

0 

0 5 10 15 20 25 30 35 40 45 50 

2006 Test 

number of correct answers 

Grading the Test: Converting Raw Scores to Scaled Scores 

On each test version, students are scaled relative to others who 

took that version. The scaling is done separately for the verbal and the 

math because the two sections aim to measure somewhat independent 

skills, and because the distributions of math and verbal raw scores have 

different statistical properties. According to the NYCDOE, the scaled 

scores in each section are derived from item-response-theory calibrations, 

and are estimates of a student’s “ability” in the skill that each section aims 

to measure. In item response theory (IRT), a relationship is estimated 

between the level of ability (or knowledge, or whatever a given test is 

intended to measure) and the likelihood of a correct response to each 

question on the test. These estimates are summed across all questions to 

produce an estimate of the relationship between the total number of 

correct responses (raw score) and the ability level (the scaled score). IRT 

also generates estimates of the overall goodness-of-fit of the relationship 

between raw scores and scaled scores, as well estimates of the variance of 

each scaled score (i.e., how precisely each ability level is measured). 12 

Despite several requests, the NYCDOE did not make the details of 

the item-response-theory estimates available for this study. 13 For example, 

no information was provided on the overall goodness-of-fit of the 

relationships between raw scores and ability levels nor on how precise the 

estimates of individual ability levels are and how that precision varies 

across ability levels. Without those estimates, it’s hard to know how good 

of a job the scaling system is doing in linking raw scores to the underlying 



ability that is intended to be measured or how confident one can be that 

the test is able to distinguish among students who score close to the 

cutoffs. That’s why failing to provide IRT-based estimates is contrary to 

Standard 3.9 of the Standards for Educational and Psychological Testing: 

When IRT is used to estimate item parameters in test 

development, the item response model, estimation procedures, 

and evidence of model fit should be 

14 

documented. 

For this study, the NYCDOE provided only the raw scores and the 

corresponding scaled scores—but not the details of how the latter were 

derived. In 2005 and 2006, the scaled scores ranged from 20 to about 370 

on both math and verbal, varying slightly by test version. The relationship 

between raw scores and scaled scores is nonlinear; so too is the 

relationship between the percentile rank based on the raw scores and 

scaled scores. That is, a change in raw score (and percentile) alters the 

scaled score by more near the upper and lower ends of the range of scores 

than near the middle. For example, on the verbal section of test G/H in 

2006, an increase in raw score from 25 to 30 (an increase in percentile 

from 55.0 to 68.5) boosted the scaled score 19 points. In contrast, a rise in 

raw score from 40 to 45 (a rise in percentile from 90.2 to 97.7) added 28 

points to the scaled score, and an increase in raw score from 45 to 50 

(percentile increase of 97.7 to 100.0) caused the scaled score to leap 80 

points (Figures 3 and 4, following). Similar relationships hold for the other 

test versions, for the math section, and for the 2005 test as well. 

If the scaled score is taken to be the “true” barometer of the latent 

trait being measured—in this case, something akin to math or verbal 

“ability”—this scaling system implies that an increase in raw score (or 

percentile) reflects a bigger increase in ability if it occurs near one of the 

tails of the distribution, rather than near the middle. For example, on the 

math section of test G/H in 2006, the three-point difference in raw score 

between 45 and 48 (percentile 98.4 vs. 99.7) and the seven-point 

difference in raw score between 21 and 28 (percentile 62.0 vs. 76.5) 

correspond to the same difference in scaled score (25 points), and hence 

are interpreted by the SHSAT as reflecting a similar differential in 

underlying ability. 

Of course, no scale that is designed to measure a latent trait such as 

verbal or math ability can ever be a perfect interval scale, with each 

increment representing exactly the same difference in the underlying trait 

throughout the scale. This is an issue confronting all such scales. In fact, 

scaled scores are generally considered to be only approximations to interval 

scales, though closer approximations than are raw scores or percentiles, 

whose increments are assumed to overstate changes in ability near the 

middle of the distribution, where many students are clustered, and 



understate it near the tails, where there are few students. The scaling system 

used for the SHSAT is not unlike that used on many standardized tests. 

Figure 3: Raw Scores & Scaled Scores 

Verbal 

Math 

400 

350 

300 

Scaled Score 

250 

200 

150 

100 

50 

0 

0 10 20 30 40 50 

2006 Test G/H 

Raw Score (# of correct answers) 

Figure 4: Percentiles & Scaled Scores 

Verbal 

Math 

400 

350 

300 

Scaled Score 

250 

200 

150 

100 

50 

0 

0 10 20 30 40 50 60 70 80 90 100 

2006 Test G/H 

Percentile 

But where the SHSAT differs greatly from other standardized tests 

is that the verbal and math scaled scores on the SHSAT are added together 

to form a single, composite scaled score for each test taker, and this is the 

only number used to rank the students and to create cutoffs for the 



specialized high schools. This approach of adding the math and verbal 

scaled scores together and putting equal weight on each, creating a single 

scaled score, is apparently intended to measure some combined trait. That 

collective trait is then used as the sole determinant of admission. Doing so 

implicitly assumes a perfectly compensating, one-for-one relationship 

between the two scores; it assumes that a one-point increase in math 

scaled score exactly compensates for a one-point decline in verbal scaled 

score, leaving the combined ability construct unchanged. Thus, a scaled 

score of 300 verbal, 200 math is treated as an equivalent measure of some 

putative combined ability as a 250 verbal, 250 math because the 50-point 

rise in verbal scaled score is assumed to compensate exactly for the 50- 

point decline in math scaled score. 

But the math and verbal sections are designed to measure different 

skills, are scaled separately, and each scale is only an approximation to an 

interval scale. The NYCDOE has no reason to assume the existence of a 

perfectly compensating, one-for-one relationship between the two 

different scales. Yet that is exactly what the SHSAT scoring system 

implies. In fact, given that the NYCDOE provides no support for this 

assumption, their system runs counter to the Standards for Educational 

and Psychological Testing, which states: 

Where composite scores are developed, the basis and 

rationale for weighting subscores should be given. 15 

Other standardized tests, such as the SAT and ACT for college 

admissions, and the Independent Schools Entrance Exam (ISEE) and the 

Secondary Schools Admissions Test (SSAT) used for admission to private 

secondary schools, report separate scaled scores for each section, which 

avoids the assumption that NYCDOE makes. This allows schools to look 

at the scores individually and to place different weights on them if they 

choose, using the results of validity studies to inform their decisions. 16 

The NYCDOE has conducted no validity studies to support their approach 

of ranking students for admission solely on the equally weighted sum of 

their math and verbal scaled scores on the SHSAT. 

The unorthodox system used to derive these combined SHSAT 

scaled scores results in an advantage for a subset of students. Those 

students who score toward the upper end of the distribution of raw scores 

in one section and much lower in the other will be deemed to have more 

combined ability (will get higher total scaled scores) than those who score 

moderately high in both sections. For example, as shown in Figure 5 

(following), a student scoring in the 97.2 percentile in math (scaled score 

of 300) on test A/B in 2005 needed to score only in the 57.1 percentile in 

verbal (scaled score of 208) to be considered by this scoring system to 

have greater combined ability (higher total scaled score) than a student 

scoring in the 85.0 percentile in verbal (scaled score of 248) , and 86.0 in 



math (scaled score of 259). Similar results hold for other test versions in 

both years and for those whose stronger area was the verbal. 

Figure 5: Balanced vs. Unbalanced Scores 

400 

v m v m total 

Balanced : 85.0, 86.0 248, 259 507 

Unbalanced : 57.1, 97.2 208, 300 508 

Scaled Score 

350 

300 

250 

200 

150 

100 

50 

Verbal 

-27.9 

Math 

+41 

+11.2 

-40 

0 

0 10 20 30 40 50 60 70 80 

2005 Test A/B 

Percentile 

90 100 

This can matter a lot for test takers near the cutoff for admission to a 

specialized school. A student with a perfect score in one dimension of, say, 

test A/B of the 2006 SHSAT, needed to score only in the 45 th to 50 th 

percentile in the other dimension to push his or her total scaled score high 

enough to meet the cutoff for Stuyvesant (Figure 6, following). A near-perfect 

score in one dimension (99 th percentile), needed to be accompanied by only a 

mid- to high-80s percentile score in the other to meet the Stuyvesant cutoff, 

while someone scoring in the mid-90s in both would have been considered to 

have less combined ability and would have fallen just short. 

The effects of this scoring system become greater at schools with 

lower cutoffs. To meet the cutoff for Bronx Science in 2006, a student with a 

perfect score in one section had to score only in the 11 th to 18 th percentile in 

the other—about 10 to 14 correct answers out of 50, or not much better than 

pure guessing. Some might argue there is merit in giving students who obtain 

perfect scores in one area an edge in admissions because they may be the 

future “geniuses” who will go on to great things. No predictive validity 

studies have ever substantiated this claim for the SHSAT, but even if we 

accept the argument, the benefits of the nonlinear scoring system are not 

confined solely to students with perfect or near-perfect scores in one 

dimension. Scoring in the 96 th to 97 th percentile 

in one area—very strong, but 

not nearly the perfect “genius”—was enough to compensate for about a 70 th 



in the other to meet the Bronx Science cutoff, while a student scoring in the 

th th 

87 to 89 in both would have been rejected. 

Figure 6: Cutoff Lines for Admission 

math percentile 

100 

90 

80 

70 

60 

50 

40 

30 

20 

10 

0 

All combinations of math & verbal percentiles on or above the 

school's cutoff line qualify for a seat at that school 

Stuyvesant 

Brooklyn Tech 

0 10 20 30 40 50 60 70 80 90 100 

2006 Test A/B 

verbal percentile 

Bronx Science 

To meet the Brooklyn Tech cutoff (second-lowest cutoff in 2006), a 

perfect score in one section required only the 3 rd to 5 th percentile in the 

other, or 7 to 9 correct answers (a below-average guesser), while scoring in 

the 90 th to 94 th percentile in one dimension—far from a perfect score— 

required just the 50s or 60s in the other section. By contrast, a student 

scoring at the 80 th percentile in both would have just missed. Similar results 

hold for the other schools, the other test versions, and for the 2005 test. 

Is it “better” to admit students with scores in the upper end of the 

distribution in one area and low in the other rather than students with 

moderately high scores in both? Do the former really have more “ability”? 

The NYCDOE implicitly assumes that it is, and that they do. But 

ultimately this is an empirical question. To answer it, the NYCDOE first 

needs to define what “better” means by setting clear objectives for the 

admissions process. Specifically, what performance criterion variables are 

SHSAT scores supposed to predict? Then, validity studies need to be 

carried out to see how accurately the test scores predict the chosen 

criterion performance. This is recommended procedure according to the 

Standards for Educational and Psychological Testing. 17 

For the SHSAT, a key aim of predictive validity studies should be 

to examine what type of scoring system maximizes the probability of 

meeting the chosen criterion performance. Is it the current system, or one 

that puts different weights on the math and verbal scaled scores, or sets a 

minimum cutoff for each section? Absent clearly specified 

objectives and 



carefully constructed validity studies, the NYCDOE has little basis on 

which to determine which scoring system is optimal. 

This is not just a hypothetical issue. There were many instances in 

2005 and 2006 where the scoring system made the difference between 

admission and rejection. For example, of all the students who met the 

cutoff for Stuyvesant in 2006, 72 (nearly 6%) did so with “unbalanced 

scores” (Table 2, Figure 7). 18 

Table 2: Balanced vs. Unbalanced Scorers Near the Cutoffs 

Number of Students 

School Stuyvesant Bronx Science B’klyn Tech 

Year 2006 2005 2006 2005 2006 2005 

Met cut w/ unbalanced 72 74 107 111 102 82 

scores 

Offered seats 53 49 54 53 97 65 

Just missed w/ balanced 

scores, wanted to go 

90 80 63 93 89 171 

Figure 7: Stuyvesant 

Balanced vs. Unbalanced Scores Close to the Cutoff 

100 

95 

90 


85 

80 

75 

70 

65 

60 

Accepted 

Rejected 

Met cutoff but chose other school 

55 

55 60 65 70 75 80 85 90 95 100 

2006, All Test Versions 


One made the cut with a 59 th percentile verbal because of a perfect 

math score. That student happened to choose another school, but would 

have been offered a seat at Stuyvesant had he or she wanted one. All told, 

53 of these unbalanced scorers did choose Stuyvesant first, and hence were 

offered seats, taking up more than 5% of the seats at this school. Of those, 



nine scored in the 70 th to 79 th percentile in their lower dimension, but made 

the cut because of 99 th percentile scores in the other section. By contrast, 

there were 90 students in 2006 who just missed the cut and wanted to go to 

Stuyvesant, and who had balanced percentile scores of mid-90s in both 

At Bronx Science, 107 students met the cut in 2006 with unbalanced 

scores (Table 2, Figure 8). Of those, 54 were offered seats (about 5% of all 

those offered seats), and more than half had scores below the 70 th percentile 

in one section, including one with a 49 th percentile verbal. Nearly all the 

unbalanced who met the cut with scores in the low- to mid-70s in one 

section had only low- to mid-90s in their stronger area, belying the notion 

that the scoring system benefits only those at the very top in one dimension. 

On the other side of the ledger, there were 63 students in 2006 (93 in 2005) 

who just missed the cut and had balanced percentile scores of mid- to upper- 

80s in both sections. At Brooklyn Tech, 102 students met the cut in 2006 

with unbalanced scores (Table 2, Figure 9, following). Of those, 97 were 

offered seats (more than 5% of all seats), and more than half scored below 

the 60 th percentile in one dimension, including one with a 25 th percentile 

verbal. And the unbalanced that got in with scores of low- to mid-60s in one 

section had only high-80s to low-90s in their stronger area, while 89 

students were rejected with scores near the 80 th percentile in both. 

Figure 8: Bronx Science 


100 

95 

90 

85 

80 

75 

70 

65 

60 

55 

50 

45 


45 50 55 60 65 70 75 80 85 90 95 100 


Accepted 

Rejected 





Figure 9: Brooklyn Tech 


100 

95 

90 

85 

80 

75 

70 

65 

60 

55 

50 

45 

40 

35 

30 

25 


Accepted 

Rejected 


25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 



Reasonable alternative scoring systems—such as ones that used a 

more linear relationship between raw scores and scaled scores, or put 

different weights on math and verbal scaled scores, or reported separate 

math and verbal scores and allowed each school to decide, or set a 

minimum cutoff for each section—would yield different results for many 

students. On the SAT, and on the ISEE and SSAT used for admissions to 

private secondary schools, schools see the separate math and verbal scores 

(together with grades and other information), and can weight them 

differently, based on the results of predictive validity studies. Admission 

to the specialized high schools is based only on the composite score on the 

SHSAT, and the NYCDOE has never conducted a predictive validity 

study to see whether the current system is superior to some alternative. 

The NYCDOE also fails to make students fully aware of the 

implications of the current scoring system. The Specialized High Schools 

Student Handbook published by the NYCDOE does mention that the 

relationship between raw scores and scaled scores is not proportional, and 

that the sum of the scaled scores in math and verbal is the sole determinant 

of admission. 19 But it does not point out that since a student will get a 

higher total score by concentrating more of his or her correct answers in 

one section, he or she might consider spending more time (both in 

preparation and on the test) on his or her stronger area. Many people might 

find this advice counterintuitive. Yet that is exactly what some expensive 

test-prep tutors advise their pupils—those fortunate enough to be able to 

afford test-prep services. 20 They also emphasize to their pupils that 

catching an error on the test in their stronger area is worth more to their 



total score than catching an error in their weaker area. That should be 

pointed out by the NYCDOE, too. Whatever scoring system is used, 

everyone should know all of its implications. Indeed, if some test-taking 

strategies are shown to affect test performance, the Standards for 

Educational and Psychological Testing states that, “…these strategies and 

their implications should be explained to all test takers before the test is 

administered.” 21 

Uncertainty of Test Scores 

No test, no matter how it is scored or how well it is designed, is a 

perfect measure of a student’s ability in whatever dimension being tested. 

All scores are merely estimates of the underlying trait that is being 

measured. There is uncertainty or imprecision around those estimates. In 

classical test theory, the degree of uncertainty, reflected in the standard 

error of measurement (SEM) of the test, is derived from two elements: the 

standard deviation of the scores across all the students who took the test, 

and a measure of the “reliability” of the test—how much the variation of 

scores across different students reflects true differences in their skills in 

whatever the test is supposed to measure and not just random errors (due, 

for example, to the questions being imperfect samples of the skill being 

tested). 

Reliability metrics generally fall into two broad categories: testretest 

reliability measures, and internal-consistency measures. The former 

are obtained by administering alternate forms of the same test to the same 

examinees twice. The correlation between the scores on the two tests 

provides a good measure of the reliability of the test. In practice, however, 

this method is difficult to implement because it is hard to give the same 

test twice. Instead, most tests that are given just once (like the SHSAT) 

use internal-consistency measures to gauge reliability. These focus on the 

correlation between the answers to individual questions on the test. The 

higher that correlation—i.e., the more likely it is that a student who gets 

one question correct will get other questions correct as well—the more 

reliable the test is as a measure of a particular uniform skill. 

The advantage of internal-consistency measures is that they don’t 

require multiple administrations of the test. The disadvantages are several: 

since they estimate how reliable a test is at measuring a single skill, they 

are best used for tests that are designed to measure a single skill. For the 

SHSAT, that means generating separate math and verbal reliability 

measures is more appropriate using this method than generating a 

combined reliability measure. Second, internal-consistency estimates of 

test reliability tend to be higher than test-retest reliability estimates. Most 

research has found that the correlation of scores across repeat tests is 

lower than the correlation of items on the same test. 22 So the measure of 

test reliability calculated for the SHSAT—.91 for the verbal, .92 for the 

math, and .95 for the total in both 2005 and 2006, on a scale of 0 to 1— 



should probably be thought of as upper-bound estimates of the test’s 

actual reliability. 23 And the estimates of the SEM derived from these 

reliability measures—15.0, 14.0, and 20.4 points, for the verbal scaled 

score, math scaled score, and total scaled score, respectively, in both 2005 

and 2006—should be considered lower bounds. 24 The final problem with 

an SEM calculated under classical test theory is that it is a “one-size-fitsall” 

measure; all ability levels are assumed to be measured with the same 

degree of precision, reflected in the single SEM. In fact, average ability 

levels might be measured with more precision than very high or very low 

ability levels. 

With item response theory (IRT), estimates of a test’s precision 

can vary across ability levels. For each estimated ability level, IRT 

generates a corresponding variance of that estimate. 25 A key advantage of 

such finely calibrated estimates of uncertainty is that they would better 

enable us to hone in on the precision with which the SHSAT measures 

ability levels near the cutoff scores for admission to the specialized high 

schools. IRT estimates offer a potentially clearer window than classical 

test theory into how confident we can be that the SHSAT is able to 

differentiate between students whose ability levels are close to the cutoffs. 

That’s why Standard 2.14 of the Standards for Educational and 

Psychological Testing states: 

Where cut scores are specified for selection or classification, 

the standard errors of measurement should be reported 

in the vicinity of each cut score. 26 

This is especially important for a test whose cutoff scores are the 

sole arbiter of the admissions decision. But the NYCDOE has not released 

any data on the IRT estimates for the SHSAT’s standard error of 

measurement near the cutoff scores. Despite several requests, the 

department provided nothing about the test’s information function—the 

relationship between estimated ability and the precision of those 

estimates. 27 That’s a crucial omission, because such estimates would offer 

a more precise measure of the uncertainty of scaled scores near the 

admission cutoffs. 

Instead, we have to rely on the SEM estimates derived from 

classical test theory—the only ones the NYCDOE provided. These suggest 

that thousands of students may have fallen well within the range of 

statistical uncertainty of the cutoff scores for the specialized schools in 

both 2005 and 2006. For example, about 2,200 students in 2005 and 2,400 

in 2006—about half of all those offered seats at the specialized schools 

each year—exceeded the cutoff for a school they wanted to attend by 20 

points or less (Tables 3 and 4). At no school was the figure less than 35%; 

at several it was more than 60%. And 2,600 to 2,700 students each year 

fell short of the cut for a school they wanted to attend by 20 points or less. 



That means that there were 4,800 to 5,100 students in 2005 and in 2006 

(18% to 20% of all test takers), who fell well within the bounds of 

statistical uncertainty (as defined by classical test theory).We simply can’t 

be that confident statistically that the “correct” decision was made for 

many of these students. This may understate the problem, because these 

figures are derived using what is probably a lower-bound estimate of the 

SEM under classical test theory. The IRT-based measures of uncertainty 

near the admissions cutoffs might be even larger because it’s often harder 

to measure high ability levels as precisely as average ability levels. But we 

can’t know that for sure in this case because the NYCDOE does not make 

the IRT estimates available, at odds with the Standards for Educational 

and Psychological Testing. 

Table 3: Students Scoring Within One SEM of the Cutoff 

School Exceeded Cut by


at those within one or two SEMs of some threshold (with the estimates of 

uncertainty around the threshold derived from item response theory). 

These institutions would typically also use the results of predictive validity 

studies to inform their selection criteria. New York does none of these. 

Different Test Versions 

Students are randomly assigned one of four major SHSAT versions 

to take. The test versions are designed to be similar, but they are not 

identical in terms of difficulty, content, and so on. In principle, any 

differences between the test versions are expected to be corrected for by 

the scoring system. Specifically, the item-response-theory calibration that 

converts raw scores to scaled scores and statistically equates different test 

forms to a common scoring scale is structured so that a student at an 

estimated ability level is expected to receive the same scaled score 

regardless of which test version he or she is assigned. 28 But there is 

sampling variation around that expectation (the estimates of ability levels 

are approximate, the questions may not all reflect the skill the test seeks to 

measure, there can be errors in equating across forms, etc.). As a result, 

the expectation that a student’s estimated ability will be invariant to the 

test version used to measure that ability may not always be realized in 

practice. 

The current SHSAT scoring system implicitly assumes that any 

differences in average scaled scores across test versions reflect differences 

in average student ability across test versions—not differences in the 

versions themselves, which the equating process is expected to have 

rendered immaterial in estimating student ability. But no empirical 

evidence is provided to support this assumption. The NYCDOE offered no 

information on the degree of uncertainty that surrounds the equating of 

different test forms. This is not compliant with Standard 4.11 of the 

Standards for Educational and Psychological Testing, which states: 

When claims of form-to-form score equivalence are based 

on equating procedures, detailed technical information 

should be provided on the method by which equating 

functions or other linkages were established and on the 

accuracy of the equating functions. 29 

Without that information, it’s hard to know how confident one can 

be in the SHSAT’s assumption that a given scaled score corresponds to the 

same ability level on all test versions. If the average scaled score on, say, 

version A/B is lower than on C/D, the current scoring system does not 

assume that A/B was a tougher test, because even if it was, this was 

expected to have been corrected for by the equating across test forms. 

Instead, it assumes that students who took A/B had lower average ability. 



How likely is it that groups of 4,000 to 8,000 randomly chosen 

students have statistically significant differences in average ability levels? 

Not very. There is no reason to expect the average ability of one large 

random sample of students to differ from that of another, much as there’s 

no reason to expect average height to differ across large random samples 

of people taken from the general population. So if the equating system is 

really eliminating differences between test versions, we shouldn’t expect 

to find many statistically significant differences in average scaled scores 

across test versions. 

But we do. Table 5 shows the mean scaled scores for verbal, math, 

and composite for the four major versions of the 2006 and 2005 SHSAT. 

In 30 of the 36 comparison pairs (all but A/B vs. E/F math, C/D vs. E/F 

verbal and total in 2006, and A/B vs. G/H verbal, E/F vs. G/H math, and 

A/B vs. E/F total in 2005), we can reject the null hypothesis of no 

difference in mean scaled score across test versions at the 95% confidence 

level. 30 That is, there’s less than a 5% probability that these differences in 

mean scaled scores owe to chance. If the samples were smaller—say, only 

100 students assigned each test version—we couldn’t reject the hypothesis 

that these differences were due to chance. But with such large samples of 

students, we can. So if the equating system really does render differences 

in test versions irrelevant for estimating student ability, why are there so 

many statistically significant differences in average scaled scores across 

versions—much more than the chance distribution of ability levels across 

such large random samples of students would suggest is plausible? 

Table 5: Scaled Scores 

2006 Test 

Mean 

Standard Deviation 


Verbal 197.6 203.3 202.3 193.9 46.9 51.5 50.1 50.0 

Math 202.3 200.5 202.3 193.0 47.4 45.6 54.2 50.3 

Total 399.9 403.8 404.6 386.9 85.9 89.1 96.4 92.1 

2005 Test 

Mean 

Standard Deviation 


Verbal 200.0 195.3 203.9 201.0 48.7 51.4 52.7 46.7 

Math 206.5 191.6 200.8 199.1 49.5 48.2 47.0 51.4 

Total 406.5 386.8 404.8 400.2 90.3 91.5 91.4 90.1 

The SHSAT implicitly drew the conclusion that students who took 

certain versions (G/H math and verbal in 2006, for example), had lower 

ability, on average. As a result, a given percentile rank translated into a 

lower scaled score if it was achieved on, say, test G/H rather than test E/F 

in 2006, because the former was presumed to have come against “weaker 

competition.” For example, a 90.7 percentile on G/H math mapped into a 

scaled score of 260; on E/F math it translated into a scaled score of 277 



(Figure 10). To achieve a comparable scaled score on G/H required 

scoring in the 95.4 percentile. 

Figure 10: Differences between Test Versions 

400 

350 

Math (2006) 

Test E/F 

Test G/H 

Scaled Score 

300 

250 

200 

150 

100 

50 

0 

0 10 20 30 40 50 60 70 80 90 100 

Percentile 

Although the magnitudes of the differences in mean scaled scores 

across test versions were not terribly large—even the biggest differences, 

when scaled by their standard deviations yield estimated effect sizes 

(Cohen’s “d”) of only around 0.2, which are considered small (Table 6, 

following) 31 —they affected the admissions decisions for many students 

who scored near the cutoffs for the specialized high schools. Indeed, 

acceptance rates varied considerably across test versions. For example, a 

smaller percentage of those who took version G/H in 2006 met the cutoffs 

(3.7% for Stuyvesant, 10.3% for Bronx Science, and 17.4% for any 

specialized school), vs. 7.3%, 15.2%, and 23.2%, respectively, for version 

E/F (Table 7, following). This would be appropriate if any differences 

between test versions were, in fact, being fully corrected for by the 

equating system, so that any differences in average scaled scores across 

test versions reflected differences in average ability across the versions 

(i.e., if those taking G/H in 2006 really were weaker, on average). But if 

the equating system did not fully adjust for differences between test 

versions, and G/H in 2006 was really a bit harder, then the students who 

were assigned that version were put at a disadvantage. 

The issue boils down to this: differences in average scaled scores 

across test versions could be due to one, or both, of two sources— 

differences in the difficulty of the test versions that are not fully adjusted 

for by the equating system, or differences in the average ability of groups 

of 4,000 to 8,000 randomly selected students. The current system makes 

the strong assumption that it’s all due to the latter. If even some is due to 



the former—which seems likely given how many statistically significant 

differences there were in mean scaled scores across test versions—this 

would inject another element of arbitrariness into the admissions process, 

and provide another reason why the decision should not be based solely on 

one test score. Again, this is not a problem specific to the SHSAT; it 

potentially affects any test that uses multiple versions and is another 

reason to exercise caution in interpreting test results and not to use a single 

test as the sole criterion for admission. 

Table 6: Effect of Different Test Versions on Total Scaled Score 

2006 Test 

Test Versions Absolute Value 

of Difference 

in Means 

Effect Size: 

Cohen’s “d” 

95% confidence 

band around 

“d” 

A/B vs. C/D 3.9 0.04 0.01 to 0.08 

A/B vs. E/F 4.7 0.05 0.02 to 0.09 

A/B vs. G/H 13.0 0.15 0.10 to 0.19 

C/D vs. E/F 0.8 0.01 -0.03 to 0.04 

C/D vs. G/H 16.9 0.19 0.15 to 0.23 

E/F vs. G/H 17.7 0.19 0.15 to 0.23 

2005 Test 

Test Versions 

Absolute Value 

of Difference 

in Means 

Effect Size: 

Cohen’s “d” 

95% confidence 

band around 

“d” 

A/B vs. C/D 19.7 0.22 0.18 to 0.25 

A/B vs. E/F 1.7 0.02 -0.01 to 0.05 

A/B vs. G/H 6.3 0.07 0.04 to 0.10 

C/D vs. E/F 17.9 0.20 0.16 to 0.23 

C/D vs. G/H 13.4 0.15 0.11 to 0.18 

E/F vs. G/H 4.6 0.05 0.01 to 0.09 

Table 7: Percent of Students Meeting the Cutoffs, by Version 

2006 Test 

Version Stuyvesant Bronx 

Science 

Lowest Cutoff 

School 

A/B 4.1 11.4 19.3 

C/D 4.9 13.0 21.0 

E/F 7.3 15.2 23.2 

G/H 3.7 10.3 17.4 

2005 Test 

Version Stuyvesant Bronx Lowest Cutoff School 

Science 

A/B 4.9 12.3 20.0 

C/D 4.0 9.6 15.2 

E/F 5.1 12.0 19.5 

G/H 5.3 11.3 17.9 



Gender & Ethnicity 

Scores on standardized tests tend to vary systematically across 

gender and ethnic groups. For example, on average men score higher than 

women on the SAT, while African Americans and Hispanics tend to score 

lower than Whites and Asian Americans, for reasons that are vigorously 

debated. 32 On the SHSAT, females made up an average of 50.5% of all 

test takers in 2005 and 2006, but only 41.6% of those who met the cut for 

Stuyvesant, 44.0% of those who met the cut for Bronx Science, and 45.4% 

of those who met the cut for any specialized school (Figure 11). A 

complete breakdown of SHSAT scores by gender was not available for 

this study, so we don’t know if males scored higher on average (their 

greater representation in the upper end of the distribution of scores could 

have been offset by greater representation in the lower end too, as is the 

case on the SAT), whether any difference in mean scores was statistically 

significant, and whether it was evident in the math section, the verbal 

section, or both. 

SHSAT scores were not broken out by ethnicity either, but school 

enrollment data show that while African Americans and Hispanics 

together made up 72% of the NYC public school system in the 2005-2006 

school year, they were only 5.5% of the student body at Stuyvesant, 11.2% 

at Bronx Science, and 16.5% at all specialized high schools—strongly 

suggesting that these students either did not take the SHSAT in great 

numbers, did not do well on the test, or both (Figure 12). 

Figure 11: SHSAT Results by Gender 

Females 

Males 

percent 

65 

60 

55 

50 

45 

40 

35 

30 

25 

20 

15 

10 

5 

0 

All Test Takers 

2005 & 2006 Tests 

Met Cut for 

Stuyvesant 

Met Cut for Bronx 

Science 

Met Cut for Any 

Specialized High 

School 



Figure 12: School Enrollment by Ethnicity 

percent of total enrollment 

80 

70 

60 

50 

40 

30 

20 

10 

0 

Combined African American & Hispanic Enrollment 

Stuyvesant Bronx Science All Specialized 

High Schools 

All NYC Public 

Schools 

2005-2006 School Year Source: NYCDOE 

Just because test scores differ across gender and ethnic groups 

doesn’t necessarily mean that a test is biased or of limited utility. From a 

psychometric perspective, the key is whether the predictive validity of a 

test varies across groups. If a given test score predicts different things for 

different groups, the test is said to exhibit “prediction bias,” which 

diminishes its usefulness. 33 Studies have found several persistent cases of 

prediction bias in standardized tests like the SAT. For example, the 

correlation between SAT scores and college performance tends to be 

greater for women than for men and for Whites and Asians than for 

African Americans and Hispanics, while SAT scores tend to under-predict 

female performance in college and over-predict how well African 

Americans and Hispanics will do, for reasons that are also not completely 

understood. 34 These findings don’t invalidate the SAT, but they do offer 

yet another reason to interpret SAT results with caution, and to use this 

test only in conjunction with other criteria. 

Is the SHSAT also subject to prediction biases? No one knows, 

because no one has ever done a predictive validity study of the SHSAT. 

This offers another reason why this is a serious omission, and one that is 

not compliant with Standard 7.1 of the Standards for Educational and 

Psychological Testing, which states: 

When credible research reports that test scores differ in 

meaning across examinee subgroups for the type of test in 

question, then to the extent feasible, the same forms of 

validity evidence collected for the examinee population as a 

whole should also be collected for each relevant 

subgroup. 35 



Since there’s considerable research suggesting that scores on other 

standardized tests do differ in meaning across gender and ethnic groups, 

this standard implies that the same kind of validity studies warranted for 

all SHSAT examinees should also be conducted separately for these 

groups. If these studies find that the SHSAT does exhibit prediction bias 

across groups—i.e., that the same SHSAT score produces systematically 

different inferences about future performance for members of different 

groups—this would be still another argument against using this test as the 

sole criterion for admission. 

Conclusion 

The SHSAT is widely assumed to produce clear-cut, valid, 

equitable results. But for many students, this may not be true. Thousands 

of rejected students have scores that are, for all practical purposes, 

indistinguishable from those of students who were accepted; the equating 

system may not fully adjust for differences in the test versions; and the 

peculiar scoring system benefits some at the expense of others, many of 

whom don’t even know about the system or how to adjust for it because 

they don’t have access to expensive test-prep tutors. All told, on a 

different day, many students might have flipped to the other side of the 

admission/rejection line by pure chance—if they’d been assigned a 

different test version, if the winds of random variation in test scores had 

blown a bit differently, if slightly different but equally logical scoring 

had been used, or if they’d been told how the actual scoring system 

works. 

Sometimes, all of the test’s idiosyncrasies combine to help one 

student and harm another. One student might benefit from the nonlinear 

scaling, a friendly test version, and a score that barely meets a school’s 

cutoff, while another may be disadvantaged by the nonlinear scaling, a 

less-friendly test version, and a score that misses the cutoff by a hair— 

well within a standard error of measurement. There were many cases in 

2005 and 2006 where this happened; a few examples are shown in Table 

8 (following). The decisions here seem arbitrary, especially since there is 

no validity evidence to support them. 

To be sure, no test is “perfect.” All face difficulties distinguishing 

among close candidates. A line must be drawn, and the differences among 

candidates close to the line are usually tiny, beyond the ability of any test 

to differentiate. The same is true of other potential admissions criteria, 

such as grades. That’s a big part of why it is contrary to professional 

testing standards and practice to use any single metric as the sole criterion 

for admission. According to Standard 13.7 of the Standards for 

Educational and Psychological Testing: 



Table 8: Examples 

2006 Test 

Version Percentile Scaled Score 

Verbal Math Verbal Math Total Outcome 

E/F 99.0 75.7 317 241 558 Offered seat at 

Stuyvesant 

G/H 97.7 94.2 286 271 557 Missed cut for 

Stuyvesant 

E/F 48.9 98.4 198 312 510 Offered seat at Bronx 

Sci 

G/H 86.5 90.7 249 260 509 Missed cut for Bronx 

Sci 

E/F 25.0 99.3 164 323 487 Offered seat at 

B’klyn Tech 

G/H 80.7 83.5 237 243 480 Missed Cut for 

B’klyn Tech 

2005 Test 

Version Percentile Scaled Score 

Verbal Math Verbal Math Total Outcome 

A/B 85.0 98.9 248 314 562 Offered seat at 

Stuyvesant 

C/D 93.4 98.0 270 291 561 Missed cut for 

Stuyvesant 

A/B 95.9 74.0 279 236 515 Offered seat at Bronx 

Sci 

C/D 91.3 88.1 264 248 512 Missed cut for Bronx 

Sci 

E/F 93.3 61.2 276 210 486 Offered seat at B’klyn 

Tech 

C/D 85.2 82.4 248 235 483 Missed Cut for 

B’klyn Tech 

In educational settings, a decision or characterization that 

will have a major impact on a student should not be made 

on the basis of a single test score. Other relevant 

information should be taken into account if it will enhance 

the overall validity of the decision. 36 

Of course, this raises the question of what constitutes “other 

relevant information,” and how to determine if it will “enhance the overall 

validity of the decision,” or even how to define that term. Uncertainty and 

imprecision are inherent in all potential admissions criteria (test scores, 

grades, portfolios, etc.). Standard psychometric practice is to choose the 

criteria that minimize this uncertainty and that allow for the possibility 

that some students may demonstrate the skills needed to succeed in ways 

other than captured on a single standardized test. The only systematic, 

objective way to do this is by conducting predictive validity studies. Such 



studies are regularly carried out for tests like the SAT and for high school 

grades, to help test-makers refine the test, and to help colleges decide how 

much weight to put on SAT scores, grades, and other factors in making the 

admission decision. 37 Overwhelmingly, studies like these have found that 

multiple imperfect criteria, used in tandem, are a better guide to future 

student performance than a single imperfect criterion. 38 Indeed, it’s partly 

because of batteries of results from predictive validity studies like these 

that Standard 13.7 was adopted, and that virtually all educational 

institutions (including high schools in other parts of the country that use 

the SHSAT or a similar test) do not use a single test as the sole arbiter of 

the admissions decision. 

The admissions procedures at the New York City specialized high 

schools violate this standard and run counter to these practices. The 

NYCDOE also ignores the standards by failing to provide detailed 

information about many aspects of the SHSAT. No evidence is offered to 

support the equal weighting of verbal and math scaled scores, no IRTbased 

estimates of the standard error of measurement near cutoff scores 

are provided, the accuracy of the equating of different test versions is not 

established, and test takers are not made aware of all the implications of 

the scoring system. Worse, in all the years the SHSAT has been the lone 

determinant of admission to these schools, the NYCDOE has never 

conducted a predictive validity study to see how the test was performing. 

In fact, the department has never published what specific, measurable 

objectives the SHSAT is supposed to predict (high school performance, 

SAT scores, etc.). Absent predictive validity studies, there’s no way to 

know if any test is doing its job; and without well-specified objectives, it’s 

not even clear what that job is—or whether it could be better 

accomplished by some alternative admissions system. The whole process 

flies in the face of accepted psychometric standards and practice and 

reminds us why those standards and practices were established and should 

be maintained. 

Recommendations 

• Formal predictive validity studies need to be carried out. At a 

minimum, these studies should look at the ability of SHSAT scores 

(separate verbal and math) and middle school grades to predict high 

school performance. They should also test for prediction bias across 

gender and ethnic groups. The NYCDOE should release details on how 

the scaled scores are derived from item response theory—particularly 

IRT-based estimates of the uncertainty surrounding scores near the 

admission cutoffs—and on the accuracy of the equating of different test 

versions. Any inadequacies in equating across test versions need to be 

corrected. 

• Based on the results of these studies and in keeping with generally 

accepted psychometric standards and practices, a determination should 



be made as to what admissions process—including such areas as 

scoring system, other criteria considered, and weights of these 

criteria—is most likely to achieve a specific, quantifiable admissions 

goal in a transparent, equitable way. 

• If this study concludes that it is best to use additional admissions 

criteria besides a standardized test, the New York State law—which 

says that admissions to these schools must be based solely on a test— 

would need to be changed. 

• Findings such as those presented in this study, and the particular 

choices of admissions procedures for these schools, should be 

discussed and deliberated in New York, and an informed decision 

should be made about future practices. Whatever admissions 

procedures are established, all applicants should know all of their 

implications. 

• These findings should also contribute to the broader national debate on 

standardized tests, school admissions, and high-stakes testing such as 

exit exams. 



Notes and References 

1 I would like to thank Keith Gayler, Walt Haney, Kevin Welner, and two anonymous reviewers for helpful 

comments, and officials at the New York City Department of Education, especially Jennifer Bell- 

Ellwanger and Susan Waddington, for helpful comments and for their aid in securing the data 

needed for this study. 

2 The “Hecht-Calandra Act” of 1971 requires that admissions to the specialized high schools be based 

solely on an exam. 

3 Limited seats for 10 th grade (fewer than 200 in total) were offered to the roughly 2,000 ninth graders who 

took the 9 th grade version of the SHSAT in 2005 and 2006. 

4 Zwick, R. (2007, February). College Admission Testing. Alexandria: National Association for College 

Admission Counseling. 

5 Many predictive validity studies have been conducted. A few examples are: 

Bridgeman, B., Pollack, J., & Burton, N. (2004). Understanding what SAT Reasoning Test scores add to 

high school grades: A straightforward approach . College Board Research Report 2000-1). New 

York: College Entrance Exam Board. 

Camara, W.J., & Echternacht, G. (2000, July). The SAT and high school grades: Utility in predicting 

success in college. College Board Research Notes RN-10. New York: College Entrance Exam 

Board. 

Geiser, S. & Studley, R. (2001). UC and the SAT: Predictive Validity and Differential Impact of the SAT I 

and SAT II at the University of California. University of California Office of the President. 

Haney, W., Lee, T., & Center, L. (1984, September). The Predictive Validity of the Secondary School 

Admissions Test at Selective Independent Secondary Schools. Princeton: Secondary School 

Admissions Test Board. 

Rothstein, J. M. (2004, July-Aug). College performance predictions and the SAT. Journal of Econometrics. 

Vol. 121, pp. 297-317. 

6 The “bible” of psychometric standards is: 

American Educational Research Association, American Psychological Association, & National Council on 

Measurement in Education (1999). Standards for educational and psychological testing. 

Washington, DC: American Educational Research Association. 

Other valuable references for the use of tests in college admissions include: 

Commission on the Role of Standardized Testing in College Admission (1995, June). Recommendations of 

the Commission. Alexandria: National Association for College Admission Counseling. 

Zwick, R. (2007, February). College Admission Testing. Alexandria: National Association for College 


7 American Educational Research Association, American Psychological Association, & National Council 

on Measurement in Education (1999). Standards for educational and psychological testing. 

Washington, DC: American Educational Research Association. 

8 Morse, R. (2007). Gold Medal Schools. US News & World Report. 

http://www.usnews.com/articles/education/high-schools/2007/11/29/gold-medal- schools.html 

9 Technically, this is not a cutoff score in the traditional sense that it is not set in advance. The admissions 

process works more like a ranking system with replacement, in which students with the highest 

score may opt to attend the school, but if they decline, their option passes to students with the next 

highest score. 



10 About 2.5% of test takers who missed one of the official exam dates for medical or religious reasons took 

one of two other versions. 

11 Standard t-tests can be used to test for differences in means across test versions. See Mendenhall, W., & 

Scheaffer, R. L., & Wackerly, D. D. (1981), Mathematical Statistics with Applications. (2 nd ed.). 

Boston: Duxbury press. pp. 393-395. Using these tests, we can reject the hypothesis of no 

difference in mean raw scores between test versions in 8 of 12 comparison pairs in 2006 (all but 

A/B vs. G/H verbal, C/D vs. E/F verbal, A/B vs. E/H math, and C/D vs. G/H math), and in all 12 

comparison pairs in 2005 at the 99% confidence level. 

12 For a primer on item response theory, see Baker, F. (2001). The Basics of Item Response Theory (1 st ed.) 

ERIC Clearinghouse on Assessment and Evaluation, College Park, MD: University of Maryland. 

13 On November 11, 2007 I sent an e-mail to officials at the NYCDOE requesting details on the IRT 

estimates (the test characteristic curves, estimates of their goodness- of-fit, and the test 

information function). I got no response. I made follow-up requests for that information on 

December 10 and on February 8, 2008 and have still not received a response. 



Washington, DC: American Educational Research Association, p. 45. 



Washington, DC: American Educational Research Association, pp. 14. 

16 See http://www.erbtest.org/parents/admissions/isee for information on how scores on the ISEE are 

reported. 



Washington, DC: American Educational Research Association, pp. 14-17. 

18 Unbalanced scores are defined for illustrative purposes in these examples as follows: for Stuyvesant, a 

difference of at least 11 percentiles between the verbal and math scores, and no higher than 87 th 

percentile in the weaker area; for Bronx Science, a difference of at least 17 percentiles between the 

verbal and math scores and no higher than the 75 th percentile in the weaker area; for Brooklyn 

Tech, a difference of at least 23 percentiles between the verbal and math scores and no higher than 

66 th percentile in the weaker area. 

19 New York City Department of Education (2007-2008). Specialized High Schools Student Handbook. p. 

15. http://schools.nyc.gov/OurSchools/HSDirectory/SpecializedHighSchoolsStudent 

Handbook.htm 

20 Herszenhorn, D. M. (2005, November 12). Admission Test’s Scoring Quirk Throws Balance into 

Question. New York Times. 



Washington, DC: American Educational Research Association, Standard 11.13, pp. 116. 

22 Haney, W. (2000, August). The Myth of the Texas Miracle in Education. Education Policy Analysis 

Archives, Vol. 8 (Issue 4), pp. 10-11. 

23 The SHSAT uses a common type of internal-consistency measure called the coefficient alpha reliability, 

which is given by: 

R = k 

2 2 2 

• {1 – (S 1 + S 2 + … S k )} 

k-1 S 2 



where k is the number of questions, S 1 

2 

+ S 2 

2 

+ … S k 

2 

, is the sum of the variances of the scores on each 

question, and S 2 is the variance of the total scores. The variance of the total scores will be greater 

than the sum of the variances of the scores on the individual questions to the extent that there is 

some positive covariance across the individual questions (i.e., to the extent that if a student gets 

the right answers on some questions, he or she is more likely to get the right answers on other 

questions too). The greater that covariance, the more likely it is that the questions are measuring 

the same thing – the “true” variability across students in a single dimension – thus the more 

reliable the test is as a gauge of that dimension (the greater is S 2 relative to S 1 

2 

+ S 2 

2 

+ … S k 

2 

, and 

hence the higher is R). R can vary from 0 (there is no covariance across questions, so the questions 

are not measuring any common skill), to 1 (all the questions are measuring the same thing, so the 

test is perfectly internally consistent as a measure of the true variability across students in that 

single dimension). The internal consistency of the test also rises as the number of questions goes 

up; the larger the sample of questions, for a given correlation between those questions, the more 

likely it is that the questions are a representative sample of the uniform skill that the test is 

designed to measure. That’s why longer tests are generally considered more reliable, albeit with 

diminishing returns. As the number of questions rises, for a given correlation between those 

questions, the internal consistency of the test increases, but at a decreasing rate. 

24 The SEM is calculated as follows: 

SEM = S • (1-R) .5 

where S is the standard deviation of the test scores, and R is the test’s reliability. The SEM – which is an 

estimate of what the standard deviation of the same student’s scores would be on repeated tests -- 

will be less than the standard deviation of scores across all the students on the actual test, S, to the 

extent the test is reliable (i.e., R is close to 1). 

2006 2005 

Verbal Math Total Verbal Math Total 

Standard 49.8 49.1 90.7 49.9 49.4 91.1 

deviation 

Reliability 0.91 0.92 0.95 0.91 0.92 0.95 

SEM 15.0 14.0 20.4 15.0 14.0 20.4 

25 Baker, F. (2001). The Basics of Item Response Theory (1 st ed.) ERIC Clearinghouse on Assessment and 

Evaluation, College Park, MD: University of Maryland. 



Washington, DC: American Educational Research Association, p.35. 

27 The author made several e-mail requests for IRT-based details and received no response: no data and no 

explanation for why the data were not forthcoming. 

28 Baker, F. (2001). The Basics of Item Response Theory (1 st ed.) ERIC Clearinghouse on Assessment and 

Evaluation, College Park, MD: University of Maryland. pp. 89-91. 




30 Standard t-tests can be used to test for differences in means across test versions. See Mendenhall, W., & 

Scheaffer, R. L., & Wackerly, D. D. (1981), Mathematical Statistics with Applications. (2 nd ed.). 

Boston: Duxbury press. 



31 Cohen’s “d” is the difference between the mean scaled scores across two versions, divided by the root 

mean square of the standard deviations of the scaled scores on those two versions. See Cohen, J. 

(1988). Statistical power analysis for the behavioral sciences (2 nd ed.) Hillsdale, NJ: Lawrence 

Earlbaum Associates. See Hedges, L. and Olkin, I. (1985). Statistical Methods for Meta-Analysis. 

New York: Academic Press., for how to construct confidence intervals around effect sizes. 

32 Jencks, C., Phillips, M. (Eds.) The black-white test score gap. Washington, DC: Brookings Institution 

Press 

Ramist, L., Lewis, C., & McCamley-Jenkins, L. (1994). Student group differences in predicting college 

grades: Sex, language, and ethnic groups (College Board Report 93-1). New York: College 

Entrance Examination Board. 

Young, J.W. (2004). Differential validity and prediction: Race and sex differences in college admissions 

testing. In Zwick, R. (Ed.), Rethinking the SAT: The Future of Standardized Testing in University 

Admissions. New York: RoutledgeFalmer 



33 Cole, N.S., & Moss, P.A. (1989). Bias in Test Use. In Linn, R.L. (ed.) Educational Measurement (3rd 

ed.). New York: American Council on Education/Macmillan. pp. 201-219. 

34 Bridgeman, B., McCamley-Jenkins, L., & Ervin, N. (2000). Prediction of freshman grade-point average 

from the revised and recentered SAT I: Reasoning Test (College Board Report 2000-1). New 

York: College Entrance Examination Board. 

Ramist, L., Lewis, C. & McCamley-Jenkins, L. (1994). Student group differences in predicting college 

grades: Sex, language, and ethnic groups (College Board Report 93-1). New York: College 

Entrance Examination Board. 

Young, J.W. (2004). Differential validity and prediction: Race and sex differences in college admissions 

testing. In Zwick, R. (Ed.), Rethinking the SAT: The Future of Standardized Testing in University 

Admissions. New York: RoutledgeFalmer 








Washington, DC: American Educational Research Association, p.146. 

37 Commission on the Role of Standardized Testing in College Admission (1995, June). Recommendations 

of the Commission. Alexandria: National Association for College Admission Counseling, 

recommends that colleges use a variety of admissions criteria, guided by predictive validity 

studies. 

38 Bridgeman, B., Pollack, J., & Burton, N. (2004). Understanding what SAT Reasoning Test scores add to 

high school grades: A straightforward approach. . College Board Research Report 2000-1). New 

York: College Entrance Exam Board. 

Camara, W.J., & Echternacht, G. (2000, July). The SAT and high school grades: Utility in predicting 

success in college. College Board Research Notes RN-10. New York: College Entrance Exam 

Board. 

Geiser, S. & Studley, R. (2001). UC and the SAT: Predictive Validity and Differential Impact of the SAT I 

and SAT II at the University of California. University of California Office of the President. 



Haney, W., Lee, T. & Center, L. (1984, September). The Predictive Validity of the Secondary School 

Admissions Test at Selective Independent Secondary Schools. Princeton: Secondary School 

Admissions Test Board. 

Rothstein, J. M. (2004, July-Aug). College performance predictions and the SAT. Journal of Econometrics. 

Vol. 121, pp. 297-317. 


Appendix I 

Selected Documents pertaining to New York Freedom of Information Law (FOIL) 

Request filed by the NAACP Legal Defense and Educational Fund, Inc. (LDF) and 

Advocates for Children of New York

I.1 Letter from LDF and Advocates for Children to Joseph A. Baranello, 

NYCDOE, November 8, 2010.

I.2 Letter from Joseph A. Baranello, NYCDOE to LDF and Advocates for 

Children, March 17, 2011.

I.3 Letter from LDF and Advocates for Children to Michael Best, General Counsel, 

NYCDOE, April 15, 2011.

I.4 Letter from Michael Best, General Counsel, NYCDOE, to LDF and Advocates 

for Children, April 29, 2011.


Children, May 20, 2011.


NYCDOE, June 2, 2011.


NYCDOE, July 7, 2011.


Children, July 22, 2011. 

a. Pearson Review of Tryout Items for Statistical Bias.

Pearson Review of Tryout Items for Statistical Bias 

Pearson reviews all tryout items for bias before preparing the final SHSAT forms. First, 

expert reviewers evaluate the verbal and math items for bias related to gender, ethnicity, 

or social class. The reviewers’ comments are used to rewrite and re-tryout, or in some 

cases, discard test items. 

Pearson also computes statistical item bias indices for each tryout item: gender bias 

analyses for mathematics items, and gender and ethnic (whites compared to others) 

analyses for verbal items. A more accurate term for these analyses is differential item 

functioning, or DIF. 

Pearson psychologists consider at least two item statistics when interpreting DIF data. 

The calibration software estimates the item difficulty for each subgroup (boys and girls, 

or whites and non-whites). An item that is harder for one subgroup than the other may 

indicate that something other than knowledge or ability is influencing the subgroup’s 

performance. The difficulties for each subgroup are compared in a t-test, which indicates 

the likelihood that the difference is real and not due to statistical or sampling errors. 

Pearson psychologists also look at the actual difference in logit difficulty estimates for 

the two subgroups. Looking at the difference is important because the t statistic is 

strongly influenced by sample size. For example, large sample sizes may produce a large 

t statistic, even when the difference in difficulty is small. 

These statistics, t values and differences in logit difficulty, are considered jointly when 

interpreting DIF data. Pearson uses the following guidelines when evaluating item DIF: 

t < 1.96 1.96 < t < 2.35 t > 2.35 

d < 0.5 A B B 

0.5 < d < 1.0 B B B 

d > 1.0 C C C 

When the absolute value of the t statistic is greater than 1.96, the probability that the 

difference between two subgroups is real, rather than error, is 0.95. When the absolute 

value of t exceeds 2.35, the probability is 0.99. 

A difference (d) of less than 0.50 logits in subgroup difficulties is considered “negligible” 

when test length is greater than 20 items (Linacre, 2003, citing Wright and Douglas, 1975 

and 1976).

Using these criteria, the table above creates three DIF categories, labeled A, B, and C. 

 

 

 

Category A consists of items that display no DIF. 

Category B consists of items that suggest DIF may be present. They should be 

reviewed closely, along with other information, such as item difficulty, item 

content, the expert reviewer’s comments, sample size, and psychologists’ 

judgment and experience. 

Category C contains items that strongly suggest the presence of DIF. They should 

be reviewed closely, with the other information listed above. 

Sometimes an expert reviewer identifies items that are not identified by DIF analyses, or 

vice versa. In such cases, Pearson psychologists use their judgment and experience to 

make a recommendation to the New York City DOE. 

Reference: 

Linacre, John (2003). A user’s guide to Winsteps ministep Rasch-model computer 

programs. Chicago.

I.9 Letter from LDF and Advocates for Children to Michael Best, General Counsel, 

NYCDOE, November 15, 2011.

I.10 Letter from Michael Best, General Counsel, NYCDOE, to LDF and Advocates 

for Children, December 1, 2011.

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