A recent study from Johns Hopkins University suggests that the SAT reading section has undergone substantial modifications over the past four decades, potentially making it less demanding for students. The research, commissioned by Thomas Aquinas College, indicates a de-emphasis on vocabulary and a shift away from complex reading analyses.
According to the study, SAT reading passages have become less than a third of their original length compared to tests from the 1980s. The number of vocabulary questions requiring independent word knowledge has dropped from 60 per test to just 10. Furthermore, questions testing argumentative and persuasive reading skills have largely been replaced by expository ones. The passages now tend to rely on contextual clues within the text to convey meaning, rather than assuming prior knowledge from the reader.
John Goyette, Vice President of Thomas Aquinas College, stated that the SAT's creators appear to believe that the ability to engage with lengthy and complex literary works is no longer a crucial skill for college students. He expressed concern that this aligns with trends in modern higher education.
While the study focused specifically on the reading section, other research has also indicated a potential decline in the rigor of standardized tests. A separate study from the University of Cincinnati, using AI to analyze SAT math questions, found that the perceived difficulty of math problems has decreased relative to earlier years. Another AI-driven analysis of tests since 2011 suggested a downward trend in question difficulty beginning around 2017.
These findings follow a long-standing observation of score trends. Researchers noted upward score drifts on the SAT as early as the 1970s, and subsequent comparisons have also revealed score increases on certain sections over time.
The College Board, in response to the study, emphasized that the researchers could not definitively conclude that the SAT has become easier. They provided data suggesting that shorter passages do not necessarily equate to simpler content and pointed out that changes in score distributions and the proportion of top-scoring students have not been observed, which they argue would be expected if the test were significantly easier.
The study's authors acknowledged they could not conclusively determine if the overall test difficulty has decreased. However, they concluded that the observed changes are significant, particularly because reading, vocabulary, and comprehension are interconnected skills.
The findings have sparked debate about academic standards in an era characterized by shorter attention spans and increased reliance on digital media. Critics suggest that if the SAT is not reflecting a decline in students' preparedness, it may be part of the problem, arguing that maintaining consistent academic standards is essential for fostering excellence.