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Reading Test
6 5 M I NU TES, 5 2 QUESTIONS
Turn to Section 1 of your answer sheet to answer the questions in this section.
Each passage or pair of passages below is followed by a number of questions. After reading
each passage or pair, choose the best answer to each question based on what is stated or
implied in the passage or passages and in any accompanying graphics (such as a table or
graph).
Questions 1-10 are based on the following Near East and Africa with a friend of her
.......................................................................................................................................................................................................
passage. grandmother’s, one Janet Miller, who was a medical

This passage is adapted from Mary Helen Stefaniak, The
30 doctor from Nashville, Tennessee. After her travels
Cailiffs of Baghdad, Georgia: A Novel. ©2010 by Mary Helen with Dr. Miller, Miss Spivey continued her education
Stefaniak. by attending Barnard College in New York City. She
told us all that at school the first day. When my little
Miss Grace Spivey arrived in Threestep, Georgia, brother Ralphord asked what did she study at
in August 1938. She stepped off the train wearing a 35 Barnyard College, Miss Spivey explained that
pair of thick-soled boots suitable for hiking, a navy Barnard, which she wrote on the blackboard, was the
Line blue dress, and a little white tam that rode the waves sister school of Columbia University, of which, she
5 of her red hair at a gravity-defying angle. August was expected, we all had heard.
a hellish month to step off the train in Georgia, It was there, she told us, in the midst of trying to
although it was nothing, she said, compared to the 40 find her true mission in life, that she wandered one
119 degrees that greeted her when she arrived one afternoon into a lecture by the famous John Dewey,
time in Timbuktu, which, she assured us, was a real who was talking about his famous book, Democracy
10 place in Africa. I believe her remark irritated some of and Education. Professor Dewey was in his seventies
the people gathered to welcome her on the burned by then, Miss Spivey said, but he still liked to chat
grass alongside the tracks. When folks are sweating 45 with students after a lecture—especially female
through their shorts, they don’t like to hear that this students, she added—sometimes over coffee, and see
is nothing compared to someplace else. Irritated or in their eyes the fire his words could kindle. It was
15 not, the majority of those present were inclined to see after this lecture and subsequent coffee that Miss
the arrival of the new schoolteacher in a positive Spivey had marched to the Teacher’s College and
light. Hard times were still upon us in 1938, but, like 50 signed up, all aflame. Two years later, she told a
my momma said, “We weren’t no poorer than we’d cheery blue-suited woman from the WPA1 that she
ever been,” and the citizens of Threestep were in the wanted to bring democracy and education to the
20 mood for a little excitement. poorest, darkest, most remote and forgotten corner
Miss Spivey looked like just the right person to of America.
give it to them. She was, by almost anyone’s 55 They sent her to Threestep, Georgia.
standards, a woman of the world. She’d gone to Miss Spivey paused there for questions, avoiding
boarding schools since she was six years old; she’d my brother Ralphord’s eye.
25 studied French in Paris and drama in London; and What we really wanted to know about—all
during what she called a “fruitful intermission” in her twenty-six of us across seven grade levels in the one
formal education, she had traveled extensively in the 60 room—was the pearly white button hanging on a
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string in front of the blackboard behind the teacher’s 2
...............................................................................................................................................................................................................................................................................................................
desk up front. That button on a string was something
new. When Mavis Davis (the only bona fide seventh In the passage, Threestep is mainly presented as a
grader, at age thirteen) asked what it was for, Miss A) summer retreat for vacationers.
65 Spivey gave the string a tug, and to our astonishment,
the whole world—or at least a wrinkled map of B) small rural town.
it—unfolded before our eyes. Her predecessor, Miss C) town that is home to a prominent university.
Chandler, had never once made use of that map, D) comfortable suburb.
which was older than our fathers, and until that
70 moment, not a one of us knew it was there.
Miss Spivey showed us on the map how she and 3
Dr. Janet Miller had sailed across the Atlantic Ocean
and past the Rock of Gibraltar into the It can reasonably be inferred from the passage that
Mediterranean Sea. Using the end of a ruler, she some of the people at the train station regard Miss
75 gently tapped such places as Morocco and Tunis and Spivey’s comment about the Georgia heat with
Algiers to mark their route along the top of Africa. A) sympathy, because they assume that she is
They spent twenty hours on the train to Baghdad, she experiencing intense heat for the first time.
said, swathed in veils against the sand that crept in
every crack and crevice. B) disappointment, because they doubt that she will
80 “And can you guess what we saw from the train?” stay in Threestep for very long.
Miss Spivey asked. We could not. “Camels!” she said. C) embarrassment, because they imagine that she is
“We saw a whole caravan of camels.” She looked superior to them.
around the room, waiting for us to be amazed and D) resentment, because they feel that she is
delighted at the thought. minimizing their discomfort.
85 We all hung there for a minute, thinking hard,
until Mavis Davis spoke up.
“She means like the three kings rode to 4
Bethlehem,” Mavis said, and she folded her hands
smugly on her seventh-grade desk in the back of the Which choice provides the best evidence for the
90 room. answer to the previous question?
Miss Spivey made a mistake right then. Instead of
A) Lines 2-5 (“She stepped . . . angle”)
beaming upon Mavis the kind of congratulatory
smile that old Miss Chandler would have bestowed B) Lines 10-14 (“I believe . . . else”)
on her for having enlightened the rest of us, Miss C) Lines 14-20 (“Irritated . . . excitement”)
95 Spivey simply said, “That’s right.”
D) Lines 23-25 (“She’d gone . . . London”)
1 The Works Progress Administration (WPA) was a government
agency that hired people for public and cultural development
projects and services.
5
Miss Spivey most likely uses the phrase “fruitful
1 intermission” (line 26) to indicate that
The narrator of the passage can best be described as A) she benefited from taking time off from her
A) one of Miss Spivey’s former students. studies in order to travel.
B) Miss Spivey’s predecessor. B) her travels with Janet Miller encouraged her to
start medical school.
C) an anonymous member of the community.
C) her early years at boarding school resulted in
D) Miss Spivey herself. unanticipated rewards.
D) what she thought would be a short break from
school lasted several years.

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6 8
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The interaction between Miss Spivey and Ralphord According to the passage, Miss Spivey ended up in
serves mainly to Threestep as a direct result of
A) suggest that Miss Spivey has an exaggerated view A) her friendship with Janet Miller.
of what information should be considered B) attending college in New York City.
common knowledge.
C) talking with a woman at the WPA.
B) establish a friendly dynamic between the
charming schoolchildren and their indulgent D) Miss Chandler’s retirement from teaching.
and doting new instructor.
C) introduce Ralphord as a precocious young 9
student and Miss Spivey as a dismissive and
disinterested teacher. In the passage, when Miss Spivey announces that she
had seen camels, the students’ reaction suggests that
D) demonstrate that the children want to amuse
they are
Miss Spivey with their questions.
A) delighted.
B) fascinated.
7
C) baffled.
In the third paragraph, what is the narrator most
likely suggesting by describing Miss Spivey as having D) worried.
“wandered” (line 40) in one situation and “marched”
(line 49) in another situation?
10
A) Dewey, knowing Miss Spivey wasn’t very
Which choice provides the best evidence for the
confident in her ability to teach, instilled in her a
answer to the previous question?
sense of determination.
B) Talking with Dewey over coffee made Miss A) Lines 82-84 (“She looked . . . thought”)
Spivey realize how excited she was to teach in the B) Lines 85-86 (“We all . . . up”)
poorest, most remote corner of America.
C) Lines 87-90 (“She means . . . room”)
C) After two years spent studying, Miss Spivey was
D) Lines 91-95 (“Instead . . . right”)
anxious to start teaching and be in charge of her
own classroom.
D) Miss Spivey’s initial encounter with Dewey’s
ideas was somewhat accidental but ultimately
motivated her to decisive action.

300
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Questions 11-21 are based on the following measures that make it possible for existing roads to
.......................................................................................................................................................................................................................................................
passage and supplementary material. accommodate more cars with fewer delays, replacing
This passage is adapted from David Owen, The Conundrum:
tollbooths with radio-based systems that don’t
How Scientific Innovation, Increased Efficiency, and Good require drivers even to slow down—we actually make
Intentions Can Make Our Energy and Climate Problems Worse. 40 the sprawl problem worse, by indirectly encouraging
©2011 by David Owen. people to live still farther from their jobs, stores,
schools, and doctors’ offices, and by forcing
Building good transit isn’t a bad idea, but it can municipalities to further extend road networks,
actually backfire if the new trains and buses merely power grids, water lines, and other civic
clear space on highway lanes for those who would 45 infrastructure. If you cut commuting time by
Line prefer to drive—a group that, historically, has 10 percent, people who now drive fifty miles each
5 included almost everyone with access to a car. To way to work can justify moving five miles farther out,
have environmental value, new transit has to replace because their travel time won’t change. This is how
and eliminate driving on a scale sufficient to cut metropolitan areas metastasize. It’s the history of
energy consumption overall. That means that a new 50 suburban expansion.
transit system has to be backed up by something that Traffic congestion isn’t an environmental
10 impels complementary reductions in car use—say, problem; traffic is. Relieving congestion without
the physical elimination of traffic lanes or the doing anything to reduce the total volume of cars can
conversion of existing roadways into bike or bus only make the real problem worse. Highway
lanes, ideally in combination with higher fuel taxes, 55 engineers have known for a long time that building
parking fees, and tolls. Needless to say, those ideas new car lanes reduces congestion only temporarily,
15 are not popular. But they’re necessary, because you because the new lanes foster additional driving—a
can’t make people drive less, in the long run, by phenomenon called induced traffic. Widening roads
taking steps that make driving more pleasant, makes traffic move faster in the short term, but the
economical, and productive. 60 improved conditions eventually attract additional
One of the few forces with a proven ability to slow drivers and entice current drivers to drive more, and
20 the growth of suburban sprawl has been the congestion reappears, but with more cars—and that
ultimately finite tolerance of commuters for long, gets people thinking about widening roads again.
annoying commutes. That tolerance has grown in Moving drivers out of cars and into other forms of
recent decades, and not just in the United States, but 65 transportation can have the same effect, if existing
it isn’t unlimited, and even people who don’t seem to traffic lanes are kept in service: road space begets
25 mind spending half their day in a car eventually road use.
reach a point where, finally, enough is enough. That One of the arguments that cities inevitably make
means that traffic congestion can have in promoting transit plans is that the new system, by
environmental value, since it lengthens commuting 70 relieving automobile congestion, will improve the
times and, by doing so, discourages the proliferation lives of those who continue to drive. No one ever
30 of still more energy-hungry subdivisions—unless we promotes a transit scheme by arguing that it would
made the congestion go away. If, in a misguided make traveling less convenient—even though, from
effort to do something of environmental value, an environmental perspective, inconvenient travel is
municipalities take steps that make long-distance car 75 a worthy goal.
commuting faster or more convenient—by adding
35 lanes, building bypasses, employing traffic-control

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Figure 1
Effect of Route Capacity Reduction in Selected Regions
Vehicles per day Vehicles per day on

on altered road surrounding roads Change
Region
Before After Before After in traffic*
alteration alteration alteration alteration
Rathausplatz,
24,584 0 67,284 55,824 –146.6%
Nürnberg
Southampton
5,316 3,081 26,522 24,101 –87.5%
city center
Tower Bridge,
44,242 0 103,262 111,999 –80.3%
London
New York
110,000 50,000 540,000 560,000 –36.4%
highway
Kinnaird Bridge,
1,300 0 2,130 2,885 –41.9%
Edmonton
*Change in regional traffic in proportion to traffic previously using the altered road

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Figure 2
Survey of Transportation Engineers’ Predictions of Driver Behavior

Could a significant road space reallocation
the route of a journey

result in some people changing . . .
when they travel
their means of traveling
how often they make a journey
what is done in one trip
a journey destination
their driving style
whether they car-share
0% 20% 40% 60% 80% 100%

Percent of total responses for given behavior
Prediction
yes yes (in exceptional circumstances) no don’t know
Figures adapted from S. Cairns et al., “Disappearing Traffic? The Story So Far.” ©2002 by UCL.
11 12
...................................................................................................................
The main purpose of the passage is to Which choice best supports the idea that the author
assumes that, all things being equal, people would
A) provide support for the claim that efforts to rather drive than take mass transit?
reduce traffic actually increase traffic.
B) dispute the widely held belief that building and A) Lines 1-5 (“Building . . . car”)
improving mass transit systems is good for the B) Lines 5-8 (“To have . . . overall”)
environment. C) Lines 15-18 (“But they’re . . . productive”)
C) discuss the negative environmental D) Lines 19-22 (“One . . . commutes”)
consequences of car-focused development and
suburban sprawl.
D) argue that one way to reduce the negative
environmental effects of traffic is to make
driving less agreeable.

303
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13 17
...............................................................................................................................................................................................................................................................................................................
As used in line 9, “backed up” most nearly means According to the passage, reducing commuting time
for drivers can have which of the following effects?
A) supported.
B) copied. A) Drivers become more productive employees
than they previously were.
C) substituted.
B) Mass transit gets extended farther into suburban
D) jammed. areas than it previously was.
C) Mass transit carries fewer passengers and
14 receives less government funding than it
previously did.
In the first paragraph, the author concedes that his
D) Drivers become more willing to live farther from
recommendations are
their places of employment than they previously
A) costly to implement. were.
B) not widely supported.
C) strongly opposed by experts. 18
D) environmentally harmful in the short term. As used in line 72, “promotes” most nearly means
A) upgrades.
15 B) serves.
Based on the passage, how would the author most C) advocates.
likely characterize many attempts to improve traffic?
D) develops.
A) They are doomed to fail because most people like
driving too much to change their habits.
B) They overestimate how tolerant people are of 19
long commutes. According to figure 1, how many vehicles traveled on
C) They are well intentioned but ultimately lead to the altered road through the Southampton city center
environmental harm. per day before the route was altered?
D) They will only work if they make driving more A) 3,081
economical and productive. B) 5,316
C) 24,101
16 D) 26,522
A) Lines 8-14 (“That . . . tolls”)
B) Lines 22-26 (“That . . . enough”)
C) Lines 31-40 (“If, in . . . worse”)
D) Lines 64-67 (“Moving . . . use”)

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20 21
...............................................................................................................................................................................................................................................................................................................
Do the data in figure 1 support or weaken the Based on figure 2, the engineers surveyed were most
argument of the author of the passage, and why? skeptical of the idea that in the event of a reallocation
of road space, drivers would change
A) Support, because the data show that merely
moving drivers out of cars can induce traffic. A) when they travel.
B) Support, because the data show that reducing B) their means of traveling.
road capacity can lead to a net reduction in C) how often they make a journey.
traffic.
D) their driving style.
C) Weaken, because the data show that in some
cases road alterations lead to greater traffic on
surrounding roads.
D) Weaken, because the data show that traffic
reductions due to road alterations tend to be
brief.

305
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Questions 22-32 are based on the following only in hairy human skin—such as the forearm and
...............................................................................................................................................................................................................................................................................................................
passage. thigh. No amount of gentle stroking of hairless skin,
This passage is adapted from Sabrina Richards, “Pleasant to
such as the palms and soles of the feet, prompted
the Touch.” ©2012 by The Scientist. 50 similar activity signatures. Olausson and his
colleagues decided that these fibers must be
In the early 1990s, textbooks acknowledged that conveying a different dimension of sensory
humans had slow-conducting nerves, but asserted information than fast-conducting fibers.
that those nerves only responded to two types of Although microneurography can give
Line stimuli: pain and temperature. Sensations of pressure 55 information about how a single nerve responds to
5 and vibration were believed to travel only along gentle brushing and pressure, it cannot tease out
myelinated, fast-signaling nerve fibers, which also what aspect of sensation that fiber relays, says
give information about location. Experiments Olausson. He wanted to know if that same slow
blocking nerve fibers supported this notion. nerve can distinguish where the brush touches the
Preventing fast fibers from firing (either by clamping 60 arm, and whether it can discern the difference
10 the relevant nerve or by injecting the local anesthetic between a goat-hair brush and a feather. Most
lidocaine) seemed to eliminate the sensation of importantly, could that same fiber convey a pleasant
pressure altogether, but blocking slow fibers only sensation?
seemed to reduce sensitivity to warmth or a small To address the question, Olausson’s group sought
painful shock. 65 out a patient known as G.L. who had an unusual
15 Håkan Olausson and his Gothenburg University nerve defect. More than 2 decades earlier, she had
colleagues Åke Vallbo and Johan Wessberg developed numbness across many parts of her body
wondered if slow fibers responsive to gentle pressure after taking penicillin to treat a cough and fever.
might be active in humans as well as in other Testing showed that she had lost responsiveness to
mammals. In 1993, they corralled 28 young 70 pressure, and a nerve biopsy confirmed that G.L.’s
20 volunteers and recorded nerve signals while gently quick-conducting fibers were gone, resulting in an
brushing the subjects’ arms with their fingertips. inability to sense any pokes, prods, or pinpricks
Using a technique called microneurography, in below her nose. But she could still sense warmth,
which a fine filament is inserted into a single nerve to suggesting that her slow-conducting unmyelinated
capture its electrical impulses, the scientists were able 75 fibers were intact.
25 to measure how quickly—or slowly—the nerves Upon recruiting G.L., Olausson tested her by
fired. They showed that soft stroking prompted brushing her arm gently at the speed of between
two different signals, one immediate and one 2–10 centimeters per second. She had more trouble
delayed. The delay, Olausson explains, means that distinguishing the direction or pressure of the brush
the signal from a gentle touch on the forearm will 80 strokes than most subjects, but reported feeling a
30 reach the brain about a half second later. This delay pleasant sensation. When the researchers tried
identified nerve impulses traveling at speeds brushing her palm, where CT fibers are not found,
characteristic of slow, unmyelinated fibers—about she felt nothing.
1 meter/second—confirming the presence of these Olausson used functional MRI studies to examine
fibers in human hairy skin. (In contrast, fast- 85 which areas of the brain lit up when G.L.’s arm was
35 conducting fibers, already known to respond to gently brushed to activate CT fibers. In normal
touch, signal at a rate between 35 and 75 m/s.) subjects, both the somatosensory and insular cortices
Then, in 1999, the group looked more closely at were activated, but only the insular cortex [which
the characteristics of the slow fibers. They named processes emotion] was active when researchers
these “low-threshold” nerves “C-tactile,” or CT, 90 brushed G.L.’s arm. This solidified the notion that
40 fibers, said Olausson, because of their “exquisite CT fibers convey a more emotional quality of touch,
sensitivity” to slow, gentle tactile stimulation, but rather than the conscious aspect that helps us
unresponsiveness to noxious stimuli like pinpricks. describe what we are sensing. CT fibers, it seemed,
But why exactly humans might have such fibers, specifically provide pleasurable sensations.
which respond only to a narrow range of rather
45 subtle stimuli, was initially mystifying. Unlike other
types of sensory nerves, CT fibers could be found

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22 26
...............................................................................................................................................................................................................................................................................................................
Based on the passage, textbook authors in the early Which conclusion is best supported by the findings
1990s would most likely have expected which of Olausson’s 1993 experiment?
condition to result from the blocking of fast fibers?
A) Stimulation at bodily extremities can be sensed
A) The rate at which other nerve fibers fired would as rapidly as stimulation closer to the brain.
increase. B) The presence of hairs in human skin lessens the
B) The test subject would perceive gentle stimuli as speed with which nerves conduct signals.
painful. C) Gentle pressure is sensed not only by fast fibers
C) The body would compensate by using slow fibers but also by slow fibers.
to sense pressure. D) The speed at which a nerve fires is dependent on
D) The ability to perceive vibrations would be the strength of pressure applied to the nerve.
impaired.
27
23
Which choice provides the best evidence for the answer to the previous question?
A) Lines 22-26 (“Using . . . fired”)
A) Lines 1-4 (“In the . . . temperature”) B) Lines 26-28 (“They . . . delayed”)
B) Lines 4-7 (“Sensations . . . location”) C) Lines 28-30 (“The delay . . . later”)
C) Lines 12-14 (“blocking . . . shock”) D) Lines 37-38 (“Then . . . fibers”)
D) Lines 34-36 (“In contrast . . . 75 m/s”)
28
24
The sentence in lines 43-45 (“But . . . mystifying”)
As used in line 18, “active” most nearly means serves mainly to
A) present. A) identify factors that Olausson had previously
B) attentive. failed to consider.
C) movable. B) propose a solution to a dilemma encountered by
Olausson.
D) restless.
C) anticipate a potential criticism of Olausson by
the reader.
25 D) show a problem from the perspective of
Olausson’s team.
As used in line 24, “capture” most nearly means
A) occupy.
B) seize.
C) record.
D) influence.

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29 31
...............................................................................................................................................................................................................................................................................................................
It can reasonably be inferred that one of the intended According to the passage, G.L. differed from
goals of the 1999 experiment was to determine the Olausson’s other test subjects in terms of the
A) precise nature of sensations that CT fibers can A) number of cortices activated in the brain during
convey. gentle brushing.
B) relationship between body hair and CT fiber B) physical dimensions of the somatosensory
function. cortex.
C) role played by CT fibers in the perception of C) intensity of nerve signals required to activate the
pain. insular cortex.
D) effect of microneurography on CT fiber D) effect of MRI scanning on the basic function of
signaling. brain cortices.
30 32
The main purpose of the sixth paragraph According to the passage, humans experience an
(lines 64-75) is to emotional aspect of touch when
A) identify those of G.L.’s neurological conditions A) brain cortices are shielded from nerve signals.
that might be relieved by the experiment. B) CT fibers are exposed to a stimulus.
B) contextualize the nerve function of G.L. by C) nerve fibers that sense pain are suppressed.
comparing it with that of other adults.
D) conscious aspects of sensation are ignored.
C) detail procedures that G.L. had experienced
during previous experiments.
D) indicate why G.L.’s medical condition was of
value to Olausson’s experiment.

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Questions 33-42 are based on the following Passage 2
...............................................................................................................................................................................................................................................................................................................
passages. If it is right for the United States to hold the
Passage 1 is adapted from a speech delivered in 1898 by
Philippine Islands permanently and imitate
Albert J. Beveridge, “March of the Flag.” Passage 2 is European empires in the government of colonies, the
adapted from a speech delivered in 1900 by William 45 Republican party ought to state its position and
Jennings Bryan, “Imperialism.” defend it, but it must expect the subject races to
protest against such a policy and to resist to the
Passage 1
extent of their ability.
Fellow-Citizens: It is a noble land that God has
The Filipinos do not need any encouragement
given us; a land that can feed and clothe the world; a
50 from Americans now living. Our whole history has
land whose coast lines would enclose half the
been an encouragement not only to the Filipinos, but
Line countries of Europe; a land set like a sentinel between
to all who are denied a voice in their own
5 the two imperial oceans of the globe; a greater
government. If the Republicans are prepared to
England with a nobler destiny. It is a mighty people
censure all who have used language calculated to
that He has planted on this soil; a people sprung
55 make the Filipinos hate foreign domination, let them
from the most masterful blood of history; a people
condemn the speech of Patrick Henry. When he
perpetually revitalized by the virile . . . working-folk
uttered that passionate appeal, “Give me liberty or
10 of all the earth; a people imperial by virtue of their
give me death,” he exprest a sentiment which still
power, by right of their institutions, by authority of
echoes in the hearts of men.
their heaven-directed purposes—the propagandists
60 Let them censure Jefferson; of all the statesmen of
and not the misers of liberty. It is a glorious history
history none have used words so offensive to those
our God has bestowed upon His chosen people; a
who would hold their fellows in political bondage.
15 history whose keynote was struck by Liberty Bell; a
Let them censure Washington, who declared that the
history heroic with faith in our mission and our
colonists must choose between liberty and slavery.
future; a history of statesmen, who flung the
65 Or, if the statute of limitations has run against
boundaries of the Republic out into unexplored
the sins of Henry and Jefferson and Washington, let
lands . . . a history of soldiers, who carried the flag
them censure Lincoln, whose Gettysburg speech will
20 across blazing deserts and through the ranks of
be quoted in defense of popular government when
hostile mountains, even to the gates of sunset; a
the present advocates of force and conquest are
history of a multiplying people, who overran a
70 forgotten.
continent in half a century . . . a history divinely
Some one has said that a truth once spoken can
logical, in the process of whose tremendous
never be recalled. It goes on and on, and no one can
25 reasoning we find ourselves to-day. . . .
set a limit to its ever-widening influence. But if it
Think of the thousands of Americans who will
were possible to obliterate every word written or
pour into Hawaii and Porto Rico when the
75 spoken in defense of the principles set forth in the
Republic’s laws cover those islands with justice and
Declaration of Independence, a war of conquest
safety! Think of the tens of thousands of Americans
would still leave its legacy of perpetual hatred, for it
30 who will invade . . . the Philippines when a liberal
was God himself who placed in every human heart
government . . . shall establish order and equity
the love of liberty. He never made a race of people so
there! Think of the hundreds of thousands of
80 low in the scale of civilization or intelligence that it
Americans who will build a . . . civilization of energy
would welcome a foreign master.
and industry in Cuba, when a government of law
Those who would have this Nation enter upon a
35 replaces the double reign of anarchy and tyranny!—
career of empire must consider, not only the effect of
think of the prosperous millions that Empress of
imperialism on the Filipinos, but they must also
Islands will support when, obedient to the law of
85 calculate its effects upon our own nation. We cannot
political gravitation, her people ask for the highest
repudiate the principle of self-government in the
honor liberty can bestow, the sacred Order of the
Philippines without weakening that principle here.
40 Stars and Stripes, the citizenship of the Great
Republic!

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33 37
...............................................................................................................................................................................................................................................................................................................
In Passage 1, Beveridge asserts that the resources and Which choice provides the best evidence for the
immensity of the United States constitute a answer to the previous question?
A) safeguard against foreign invasion. A) Lines 53-56 (“If the . . . Henry”)
B) replication of conditions in Europe. B) Lines 72-73 (“It goes . . . influence”)
C) divine gift to the American people. C) Lines 79-81 (“He never . . . master”)
D) source of envy for people in other countries. D) Lines 82-85 (“Those . . . nation”)
34 38
In the second paragraph of Passage 1 (lines 26-41), As used in line 85, “calculate” most nearly means
the commands given by Beveridge mainly serve to
A) evaluate.
A) remind the audience of its civic responsibilities. B) design.
B) anticipate the benefits of a proposed policy. C) assume.
C) emphasize the urgency of a national problem. D) multiply.
D) refute arguments that opponents have advanced.
39
35
In developing their respective arguments, Beveridge
As used in line 72, “recalled” most nearly means (Passage 1) and Bryan (Passage 2) both express
admiration for the
A) repeated.
B) retracted. A) founding and history of the United States.
C) rejected. B) vibrancy and diversity of American culture.
D) remembered. C) worldwide history of struggles for independence.
D) idealism that permeates many aspects of
American society.
36
It can reasonably be inferred from Passage 2 that
Bryan considers the preference for national
sovereignty over foreign rule to be a
A) reaction to the excesses of imperial governments
in the modern era.
B) sign that the belief in human equality is
widespread.
C) testament to the effects of the foreign policy of
the United States.
D) manifestation of an innate drive in humans
toward self-rule.

310
1 1
40 42
...............................................................................................................................................................................................................................................................................................................
Which choice best describes a central difference Which choice from Passage 2 provides the best
between how Beveridge (Passage 1) and Bryan evidence for the answer to the previous question?
(Passage 2) view the concept of liberty as it is realized
in the United States? A) Lines 42-48 (“If it . . . ability”)
B) Lines 49-50 (“The Filipinos . . . living”)
A) Beveridge presents it as the direct inheritance of
European colonization, whereas Bryan presents C) Lines 50-53 (“Our . . . government”)
it as a sharp break from earlier governments in D) Lines 56-59 (“When . . . men”)
Europe.
B) Beveridge considers it so exemplary as to justify
conquest of other regions, whereas Bryan warns
that its exemplary quality would be undermined
by imperial expansion.
C) Beveridge argues that it arose organically as the
United States matured, whereas Bryan argues
that it was present from the country’s
beginnings.
D) Beveridge regards it as a model that should be
shared with other countries, whereas Bryan
believes that it is unique to the United States and
could not work elsewhere.
41
It can most reasonably be inferred from Passage 2
that Bryan would criticize the vision of American
governance of island territories that Beveridge
presents in Passage 1 for being
A) unrealistic, since most Americans would be
unwilling to relocate to distant islands.
B) deceptive, since economic domination would be
the true goal of the American government.
C) impractical, since the islanders would insist
upon an equal distribution of resources.
D) naive, since the islanders would object to being
governed by Americans.

311
1 1
Questions 43-52 are based on the following conditions hundreds of millions of photons strike
...............................................................................................................................................................................................................................................................................................................
passage and supplementary material. 45 each square millimeter of ground each second, this
This passage is adapted from Peter A. Ensminger, Life Under
illumination is below the threshold needed to
the Sun. ©2001 by Peter A. Ensminger. stimulate the germination of most seeds.
Hartmann says that he was very skeptical when
Many millennia before the invention of he first came up with this idea because he assumed
herbicides, farmers simply plowed their fields to 50 that such a simple method of weed control as
control weeds. Even today, plowing can constitute a plowing at nighttime must be ineffective or it would
Line valuable part of an integrated weed-management have been discovered long ago. But the subsequent
5 program. Although plowing kills standing weeds, experiments, first presented at a 1989 scientific
farmers have long known that it often leads to the meeting in Freiburg, Germany, clearly demonstrated
emergence of new weed seedlings in a few weeks. 55 that the method can be effective.
Ecologists have shown that a farmer’s field can Hartmann tested his idea by plowing two
have 50,000 or more weed seeds per square meter agricultural strips near Altershausen, Germany.
10 buried beneath the soil surface. Plant physiologists The farmer Karl Seydel cultivated one strip, repeated
have shown that seeds buried more than about one threefold, at around midday and the other strip
centimeter below the soil surface do not receive 60 at night. No crops were planted in these pilot
enough light to germinate. Do the blades of a plow, experiments, to avoid possible competition with
which can reach more than a foot beneath the soil the emerging weeds. The results were dramatic.
15 surface, bring some of these buried seeds to the More than 80 percent of the surface of the field
surface where their germination is induced by plowed in daylight was covered by weeds, whereas
exposure to sunlight? 65 only about 2 percent of the field plowed at night was
Two ecologists, Jonathan Sauer and Gwendolyn covered by weeds.
Struik, began to study this question in the 1960s. In a This method of weed control is currently being
20 relatively simple experiment, they went to ten used by several farmers in Germany. Because many
different habitats in Wisconsin during the night and of the same weed species that invade farmers’ fields
collected pairs of soil samples. They stirred up the 70 in Germany also invade fields elsewhere in the world,
soil in one sample of each pair in the light and stirred this method should be successful elsewhere. In fact,
up the other sample of each pair in the dark. They then recent studies at universities in Nebraska, Oregon,
25 exposed all ten pairs to natural sunlight in a Minnesota, Denmark, Sweden, and Argentina
greenhouse. For nine of the ten pairs of soil samples, support this idea.
weed growth was greater in the samples stirred up in
light. They concluded that soil disturbance gives
weed seeds a “light break,” and this stimulates their
30 germination.
More recently, Karl Hartmann of Erlangen
University in Germany reasoned that when farmers
plowed their fields during the day, the buried weed
seeds are briefly exposed to sunlight as the soil is
35 turned over, and that this stimulates their
germination. Although the light exposures from
plowing may be less than one millisecond, that can
be enough to induce seed germination. Thus the
germination of weed seeds would be minimized if
40 farmers simply plowed their fields during the night,
when the photon fluence rate [the rate at which
photons hit the surface] is below 1015 photons per
square meter per second. Although even under these

312
1 1
Number of Emerged Seedlings in Soil Samples 45
...............................................................................................................................................................................................................................................................................................................
One Month after Soil Was Disturbed
As used in line 16, “induced” most nearly means
Number of emerged
seedlings in soil A) lured.
Sample Source of soil
disturbed in B) established.
light darkness C) convinced.
A deciduous woods 4 0
D) stimulated.
B deciduous woods 2 1
C deciduous woods 6 2
D conifer plantation 8 3 46
E conifer plantation 2 1
F tall-grass prairie 5 1 Which choice best supports the idea that seeds
G old pasture 0 2 present in fields plowed at night are exposed to some
H old pasture 2 1 amount of light?
I muck field 14 2 A) Lines 31-36 (“More . . . germination”)
J muck field 5 3 B) Lines 36-38 (“Although . . . germination”)
Adapted from Jonathan Sauer and Gwendolyn Struik, “A Possible C) Lines 43-47 (“Although . . . seeds”)
Ecological Relation between Soil Disturbance, Light-Flash, and Seed
Germination.” ©1964 by Jonathan Sauer and Gwendolyn Struik.
D) Lines 48-52 (“Hartmann . . . ago”)
47
43 The passage suggests that if Seydel had planted wheat
According to the passage, exposure to light allows or corn on the two agricultural strips in Hartmann’s
seeds to experiment, the percentage of the surface of each
strip covered with weeds would likely have been
A) begin to develop.
A) lower than the percentage that Hartmann found.
B) absorb necessary nutrients.
B) higher than the percentage that Hartmann had
C) withstand extreme temperatures. predicted.
D) achieve maximum growth. C) nearly impossible for Hartmann to determine.
D) comparable to Hartmann’s original projection.
44
The question in the second paragraph (lines 13-17) 48
primarily serves to
A) emphasize the provisional nature of the findings answer to the previous question?
discussed in the passage.
A) Lines 56-60 (“Hartmann . . . night”)
B) introduce the specific research topic addressed in
the passage. B) Lines 60-62 (“No crops . . . weeds”)
C) suggest the hypothetical impact of the studies C) Line 62 (“The results . . . dramatic”)
analyzed in the passage. D) Lines 63-66 (“More . . . weeds”)
D) indicate the level of disagreement about the
methods explored in the passage.

313
1 1
49 51
.....................................................................................................................................................................................................................................................
As used in line 62, “dramatic” most nearly means As presented in the table, which sample produced the
most seedlings when the soil was disturbed in light?
A) theatrical.
B) sudden. A) Sample G
C) impressive. B) Sample H
D) emotional. C) Sample I
D) Sample J
50
52
According to the table, in which soil sample
disturbed in darkness did the fewest number of The data presented in the table most directly support
seedlings emerge? which claim from the passage?
A) Sample A A) Lines 1-3 (“Many . . . weeds”)
B) Sample B B) Lines 8-10 (“Ecologists . . . surface”)
C) Sample C C) Lines 10-13 (“Plant . . . germinate”)
D) Sample D D) Lines 38-43 (“Thus . . . second”)
STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section.

Unauthorized copying or reuse of any part of this page is illegal. 18
314
No Test Material On This Page
2 2
Writing and Language Test
35 M I NU TES, 4 4 QUESTIONS
Each passage below is accompanied by a number of questions. For some questions, you
will consider how the passage might be revised to improve the expression of ideas. For
other questions, you will consider how the passage might be edited to correct errors in
sentence structure, usage, or punctuation. A passage or a question may be accompanied by
one or more graphics (such as a table or graph) that you will consider as you make revising
and editing decisions.
Some questions will direct you to an underlined portion of a passage. Other questions will
direct you to a location in a passage or ask you to think about the passage as a whole.
After reading each passage, choose the answer to each question that most effectively
improves the quality of writing in the passage or that makes the passage conform to the
conventions of standard written English. Many questions include a “NO CHANGE” option.
Choose that option if you think the best choice is to leave the relevant portion of the
passage as it is.
Questions 1-11 are based on the following passage. 1

...................................................................................................................................
A) NO CHANGE
How a Cat in a Hat Changed Children’s Education B) and with
In a 1954 Life magazine article, author John Hersey C) and also
D) and competing with
expressed concern that children in the United States were
disengaged from learning how to read. Among other
problems, Hersey noted, the reading material available to
grade-schoolers had a hard time competing with
television, radio, 1 and other media for children’s
attention. One solution he proposed was to make

316
2 2
children’s books more 2 interesting, since “an 2
...............................................................................................................................................................................................................................................................................................................
individual’s sense of wholeness . . . follows, and cannot The writer wants to include a quotation by Hersey
that supports the topic of the passage. Which choice
precede, a sense of accomplishment.” best accomplishes this goal?
The story of The Cat in the Hat’s publication began A) NO CHANGE
when William 3 Spaulding, the director of the B) interesting, since “learning starts with failure; the
first failure is the beginning of education.”
education division at the publishing company
C) interesting because “journalism allows its readers
Houghton Mifflin, read Hersey’s article and had an idea. to witness history; fiction gives its readers an
opportunity to live it.”
Spaulding agreed that there was a need for appealing
D) interesting with “drawings like those of the
books for beginning 4 readers. He thought he knew wonderfully imaginative geniuses among
children’s illustrators.”
who should write one. He arranged to have dinner with
Theodor Geisel, who wrote and illustrated children’s
3
books under the name “Dr. Seuss,” and issued him a
A) NO CHANGE
challenge: “Write me a story that first graders can’t put B) Spaulding the director
down!” C) Spaulding, the director,
D) Spaulding—the director
4
Which choice most effectively combines the
sentences at the underlined portion?
A) readers, and he
B) readers—namely, he
C) readers; and Spaulding
D) readers, and meanwhile he

317
2 2
Having 5 known Spaulding for many years and 5
...............................................................................................................................................................................................................................................................................................................
having maintained a professional relationship with him, Which choice best supports the information that
follows in the sentence?
Geisel was an experienced writer and illustrator.
A) NO CHANGE
6 However, this new project presented him with an
B) acquired a reputation for perfectionism and for
obstacle. Spaulding told Geisel to write his entire book setting high standards for his work,
using a restricted vocabulary from an elementary school C) been interested in politics before breaking into
the genre of children’s literature,
list of 348 words. Geisel started two stories, only to D) published nine children’s books and having
abandon them when he found that he needed to use received three nominations for the prestigious
Caldecott Medal,
words that were not on the list. On the verge of giving up,
7 Geisel’s story finally hit upon an image that became 6
its basis: a cat wearing a battered stovepipe hat. His main A) NO CHANGE
character established, Geisel commenced the difficult task B) For example,
of writing a book with a limited vocabulary. 8 At the C) Furthermore,
D) At any rate,
end of a duration nine months long, The Cat in the Hat
was complete.
7
A) NO CHANGE
B) an image that Geisel finally hit upon became the
basis of his story:
C) Geisel finally hit upon the image that became the
basis for his story:
D) the story was finally based on an image that
Geisel hit upon:
8
A) NO CHANGE
B) After thirty-six weeks—or nine months—had
passed,
C) After a length of nine months had elapsed,
D) Nine months later,

318
2 2
The book was a hit. Children were entertained by its 9
...............................................................................................................................................................................................................................................................................................................
plot about the antics of a mischievous cat and 9 is A) NO CHANGE
captivated by its eye-catching illustrations and B) was
C) has been
memorable rhythms and rhymes. Its sales inspired
D) DELETE the underlined portion.
another publishing company, Random House, to
establish a series for early readers called Beginner Books,
10
which featured works by Geisel and other writers, and
A) NO CHANGE
other publishers quickly followed suit. In the years that B) followed; many
10 followed. Many talented writers and illustrators of C) followed, many
D) followed—many
children’s books imitated Geisel’s formula of restricted
vocabulary and whimsical artwork. But perhaps the best
11
proof of The Cat in the Hat’s success is not its influence
The writer wants a conclusion that restates the
on other books but its 11 limited vocabulary and main themes of the passage. Which choice best
accomplishes this goal?
appealing word choices.
A) NO CHANGE
B) impressive worldwide sales that continue to
remain high to this day.
C) enduring ability to delight children and engage
them in learning how to read.
D) important role in the history of illustration in
the twentieth century.

319
2 2
...............................................................................................................................................................................................................................................................................................................
A) NO CHANGE
Keep Student Volunteering Voluntary B) to pick up litter,
A growing number of public schools in the C) litter collection,
D) picking up litter,
United States require students to complete community
service hours to graduate. Such volunteering, be it
13
helping at a local animal shelter, 12 when they pick up
The writer wants a transition from the previous
litter, or working at a health-care facility, has obvious paragraph that highlights the criticism of compulsory
volunteering mentioned in the previous paragraph.
benefits for the community it serves and teaches students
Which choice best accomplishes this goal?
important life skills. But critics say that making A) NO CHANGE
volunteerism compulsory misses the point of the act. B) Whatever the work may be,
13 By its very definition, volunteer work is done C) For many students,
D) Fortunately for communities in need,
willingly. By requiring students to do community service
in order to graduate, school 14 officials’ are taking away
14
students’ choice to give up their time for nonprofit
A) NO CHANGE
activities, making volunteerism less meaningful and
B) officials are taking away students
pleasurable. According to a psychological concept called C) officials are taking away student’s
the reactance theory, the loss of freedom in choosing an D) officials are taking away students’
activity can cause a negative reaction. For instance,

instead of focusing on the good they are doing, students
may become resentful of the demands that compulsory
volunteering places on their schedules.

320
2 2
Proponents of compulsory 15 volunteering who are 15
...............................................................................................................................................................................................................................................................................................................
in favor of it point out that it allows young people to A) NO CHANGE
garner the benefits that volunteering offers. Students who B) volunteering, advocating it,
C) volunteering
volunteer report increased self-esteem, better
D) volunteering and its advocates
relationship-building skills, and 16 increasingly busy
schedules. Some studies have also found that students
16
who do community service are more likely to volunteer Which choice provides a supporting example that is
as adults, and thus 17 effect society positively over the most similar to the examples already in the sentence?
course of many years. A) NO CHANGE

B) a closer connection with their community.
C) less time spent engaging in social activities.
D) little increase in academic achievement.
17
A) NO CHANGE
B) affect
C) effecting
D) affects

321
2 2
However, most research looks at students who 18
...............................................................................................................................................................................................................................................................................................................
volunteer in general, not making a distinction between A) NO CHANGE
students who are required to volunteer by their schools B) coercive
C) forcible
and those who volunteer willingly. One recent study by
D) imperative
Sara E. Helms, assistant professor of economics at
Samford University in Birmingham, Alabama, did focus
19
specifically on 18 mandatory volunteering. She found
A) NO CHANGE
that students who were required to volunteer rushed to B) school; they then,
complete their service hours in early high 19 school, C) school. They, then
D) school; they then
they then did significantly less regular volunteer work in
the twelfth grade 20 than the service hours of those not
20
required to volunteer. Helms concluded that compulsory
A) NO CHANGE
volunteering does not necessarily create lifelong
B) than did students who were
volunteers. C) than hours worked by students
D) compared with students

322
2 2
Instead of requiring students to volunteer, schools 21
...............................................................................................................................................................................................................................................................................................................
21 have to recognize that not all students are equally Which choice most effectively sets up the point made
in the next sentence?
well suited to the same activities. Many studies show that
A) NO CHANGE
when schools simply tell students about opportunities for
B) should allow students to spend their time
community service and connect them with organizations participating in athletics and other
extracurricular activities.
that need help, more students volunteer of their own
C) should focus on offering arrangements that
free will. 22 make volunteering an easy and attractive choice.
D) are advised to recognize the limits of their ability
to influence their students.
22
The writer wants a conclusion that states the main
claim of the passage. Which choice best accomplishes
this goal?
A) It is imperative that schools do their part to find
volunteers for the many worthwhile
organizations in the United States.
B) Schools that do this will produce more engaged,
enthusiastic volunteers than schools that require
volunteer work.
C) Studies in the fields of psychology and
economics have revolutionized researchers’
understanding of volunteerism.
D) It is important that students choose charitable
work that suits their interests and values.

323
2 2
Questions 23-33 are based on the following passage 23
...............................................................................................................................................................................................................................................................................................................
and supplementary material.
A) NO CHANGE
B) will long be believing
Marsupials Lend a Hand to Science
C) have long believed
Marsupials (mammals that carry their young in a D) long believe
pouch) are a curiosity among biologists because they lack
a corpus callosum, the collection of nerve fibers 24
connecting the two hemispheres of the brain. In most A) NO CHANGE
B) and favor the use of one hand over the other,
other mammals, the left hemisphere of the brain controls
C) one hand over the other that could be chosen,
the right side of the body, the right hemisphere controls
D) one hand on a regular basis,
the left, and the corpus callosum allows communication
between the hemispheres. Scientists 23 are long 25
believing that this structure enables complex tasks by A) NO CHANGE
sequestering skilled movement to a single hemisphere B) trait,
without sacrificing coordination between both sides of C) trait;
D) trait:
the body; this sequestration would explain handedness,
the tendency to consistently prefer 24 one hand over the
26
other, in humans. However, a recent finding of
A) NO CHANGE
handedness in marsupials suggests that a 25 trait other B) correlates with
than the presence of a corpus callosum 26 links as C) correlates from
handedness: bipedalism. D) links on

324
2 2
Researchers at Saint Petersburg State University and 27
...............................................................................................................................................................................................................................................................................................................
the University of Tasmania observed marsupials walking Which choice accurately reflects the information in
the graph?
on either two legs (bipeds) or four (quadrupeds) and
A) NO CHANGE
performing tasks such as bringing food to their mouths.
B) scores of 0 or less indicated a left-forelimb
The scientists employed a mean handedness index; preference and positive scores indicated a lack of
forelimb preference.
27 negative scores indicated a left-forelimb preference
C) positive scores indicated a lack of forelimb
and positive scores indicated a right-forelimb preference. preference and negative scores indicated a
right-forelimb preference.
While eating, the eastern gray kangaroo, red-necked
D) positive scores indicated a left-forelimb
wallaby, red 28 kangaroo and, brush-tailed bettong, all preference and negative scores indicated a
right-forelimb preference.
bipedal marsupials, preferred using their left forelimb, as
revealed by 29 positive mean handedness index values
28
less than 0.2 for all four species. These results suggest
A) NO CHANGE
handedness among these animals. B) kangaroo, and
C) kangaroo; and
Mean Handedness Index
Scores of One-Handed Feeding D) kangaroo—and,
in Bipedal Marsupials
0.8
left-forelimb preference 29
0.6
Which choice most accurately reflects the data in the
Mean handedness index
0.4 graph?
A) NO CHANGE
0.2
B) positive mean handedness index values greater
0 than 0.6
–0.2 C) positive mean handedness index values between

right-forelimb preference 0.4 and 0.6
–0.4 D) mean handedness index values of 0
–0.6
brush- red red- eastern
tailed kangaroo necked gray
bettong wallaby kangaroo
Bipedal marsupial
Adapted from Andrey Giljov et al., “Parallel Emergence of True
Handedness in the Evolution of Marsupials and Placentals.” ©2015 by
Elsevier Ltd.

325
2 2
30 Having four feet, quadrupedal marsupials in the 30
...............................................................................................................................................................................................................................................................................................................
study did not show a strong preference for the use of one Which choice provides the best transition from the
previous paragraph?
forelimb. For instance, gray short-tailed opossums and
A) NO CHANGE
sugar gliders were assigned mean handedness values very
B) Like most other mammals,
close to zero—they used their right and left forelimbs C) In contrast to their bipedal counterparts,
nearly equally. In effect, the study provided no evidence D) While using their forelimbs for eating,
of handedness among quadrupedal marsupials.

326
2 2
31 Kangaroos, though, still do not exhibit 31
...............................................................................................................................................................................................................................................................................................................
handedness to the extent that humans do. As the Which choice presents a main claim of the passage?
researchers noted, the quadrupeds typically live in trees A) NO CHANGE
and employ all four limbs in climbing. The bipeds, on the B) For the marsupials in the study, then,
handedness seems to be associated with
other hand, are far less arboreal, leaving their forelimbs bipedalism.
relatively free for tasks in 32 whom handedness may C) There are many things scientists do not
understand about the marsupial brain.
confer an evolutionary advantage. Why the majority of D) Additional studies on this phenomenon will
marsupials studied preferred their left forelimbs while the need to be performed with other mammals.
majority of humans prefer their right remains a mystery,

32
however, 33 as does the mechanism by which, in the
A) NO CHANGE
absence of a corpus callosum, the hemispheres of the
B) which
marsupial brain communicate. C) what
D) whose
33
The writer wants to conclude the passage by recalling
a topic from the first paragraph that requires
additional research. Which choice best accomplishes
this goal?
A) NO CHANGE
B) though researchers should not neglect the sizable
minority of humans who are left handed.
C) and scientists believe that studies like this one
may someday yield insights into the causes of
certain neurological disorders.
D) and an additional study is planned to study
handedness in other animals that stand upright
only some of the time.

327
2 2
...............................................................................................................................................................................................................................................................................................................
Which choice provides the most effective transition
An Employee Benefit That Benefits Employers from the previous sentence to the information that
immediately follows in this sentence?
—1—
A) NO CHANGE
According to a 2014 report from the Society for B) In addition to the 2014 report,
Human Resource Management, 54 percent of surveyed C) Although these levels are impressive,
companies provide tuition assistance to employees D) Whether they want to or not,
pursuing an undergraduate degree, and 50 percent do so

35
for employees working toward a graduate degree.
Which choice most effectively establishes the main
34 Despite these findings, more companies should idea of the passage?
consider helping employees pay for education because A) NO CHANGE
doing so helps 35 increase customer satisfaction and B) solve the problem of rising tuition costs
improve the quality of the companies’ business. C) strengthen the US economy
D) attract and retain employees

328
2 2
—2— 36
...............................................................................................................................................................................................................................................................................................................
Tuition-reimbursement programs signal that A) NO CHANGE
employers offer their 36 workers’ opportunities for B) workers opportunities’
C) workers opportunities
personal and professional development. According to
D) worker’s opportunity’s
professor of management Peter Cappelli, such
opportunities are appealing to highly motivated and
37
disciplined individuals and may attract applicants with
A) NO CHANGE
these desirable qualities. Many in the business B) stressed
community concur. Explaining his company’s decision to C) stressing
D) and he stressed
expand its tuition-assistance program, John Fox, the
director of dealer training at Fiat Chrysler Automobiles
in the United States, 37 who stressed the importance of
drawing skilled employees to Fiat Chrysler’s car
dealerships: “This is a benefit that can surely bring top
talent to our dealers,” he said.

329
2 2
—3— 38
...............................................................................................................................................................................................................................................................................................................
Paying for tuition also helps businesses retain Which choice most effectively combines the
sentences at the underlined portion?
38 employees. Retaining employees is important not
A) employees, and this retention
only because it ensures a skilled and experienced
B) employees, the retaining of whom
workforce but also because it mitigates the considerable C) employees, which
costs of finding, hiring, and training new workers. D) employees; that
Employees whose tuition is reimbursed often stay with
their employer even after they complete their 39
39 degrees. Because their new qualifications give them A) NO CHANGE

B) degrees: because
opportunities for advancement within the company. The
C) degrees because
career of Valerie Lincoln, an employee at the aerospace D) degrees; because
company United Technologies Corporation 40 (UTC)
is a significant success story for her company’s 40
tuition‑reimbursement program. In eight years at UTC, A) NO CHANGE
Lincoln earned associate and bachelor’s degrees in B) (UTC)—
C) (UTC):
business and advanced from an administrative assistant
D) (UTC),
position to an accounting associate position. This allowed
UTC to retain an employee with a 41 deep knowledge of
41
her industry and years of valuable experience.
A) NO CHANGE
B) hidden
C) large
D) spacious

330
2 2
—4— 42
..............................................................................................................................................................................................................................................................
Tuition reimbursement can be expensive, and many A) NO CHANGE
companies would find it impractical to pay for multiple B) minimizing costs associated with employees’
coursework
degrees for all employees. Businesses have succeeded in C) being effective at keeping down costs
42 minimizing and keeping down costs and ensuring D) keeping down costs
the relevance of employees’ coursework by offering fixed
amounts of reimbursement each year and stipulating 43
which subjects workers can study. Even with these A) NO CHANGE
B) diverted
methods, tuition reimbursement may not be appropriate
C) in diverting
in all cases, especially if classes are likely 43 to divert
D) diversions for
employees’ time and energy from their jobs.
Think about the previous passage as a whole as you

answer question 44.
Question 44 asks about the previous passage as a
44
whole.
The writer wants to insert the following sentence.
Still, since securing an excellent workforce is
crucial to a business’s success, employers should
give serious thought to investing in
reimbursement programs.
To make the passage most logical, the sentence
should be placed immediately after the last sentence
in paragraph
A) 1.
B) 2.
C) 3.
D) 4.
STOP

331
3 3
Math Test – No Calculator
For questions 1-15, solve each problem, choose the best answer from the choices
provided, and fill in the corresponding bubble on your answer sheet. For questions 16-20,
solve the problem and enter your answer in the grid on the answer sheet. Please refer to
the directions before question 16 on how to enter your answers in the grid. You may use
any available space in your test booklet for scratch work.
1. The use of a calculator is not permitted.

2. All variables and expressions used represent real numbers unless otherwise indicated.
3. Figures provided in this test are drawn to scale unless otherwise indicated.
4. All figures lie in a plane unless otherwise indicated.
5. Unless otherwise indicated, the domain of a given function f is the set of all real numbers x for
which f(x) is a real number.
r

c 2x 60° s 45° s√2
w h b x
30° 45°
b a x√3 s
A = pr 2
1
A = bh c 2 = a2 + b 2 Special Right Triangles
A = w
2
C = 2pr
h r r h h
h
w r w
 
4 1 1
V = wh V = pr 2h V = pr 3 V = pr 2h V= wh
3 3 3
The number of degrees of arc in a circle is 360.
The number of radians of arc in a circle is 2p.
The sum of the measures in degrees of the angles of a triangle is 180.

332
3 3
1 3
...............................................................................................................................................................................................................................................................................................................
2z + 1 = z Shipping Charges
What value of z satisfies the equation above? Merchandise weight Shipping
(pounds) charge
A) −2 5 $16.94
10 $21.89
20 $31.79
B) −1 40 $51.59
1 The table above shows shipping charges for an online

C)
2 retailer that sells sporting goods. There is a linear
relationship between the shipping charge and the
D) 1 weight of the merchandise. Which function can be
used to determine the total shipping charge f (x), in
dollars, for an order with a merchandise weight of
x pounds?
A) f (x) = 0.99x
B) f (x) = 0.99x + 11.99
2 C) f (x) = 3.39x
A television with a price of $300 is to be purchased D) f (x) = 3.39x + 16.94
with an initial payment of $60 and weekly payments
of $30. Which of the following equations can be used
to find the number of weekly payments, w, required
to complete the purchase, assuming there are no
taxes or fees?
A) 300 = 30w − 60
B) 300 = 30w
C) 300 = 30w + 60
D) 300 = 60w − 30

333
3 3
4 6
...............................................................................................................................................................................................................................................................................................................
y x2 − 1
= −2
42 x−1
y = h(x)
35 What are all values of x that satisfy the equation
28 above?
21
A) −3
14
7 B) 0
x C) 1
O 1 2 3 4 5 6
D) −3 and −1
The line in the xy-plane above represents the
relationship between the height h(x), in feet, and the
base diameter x, in feet, for cylindrical Doric
columns in ancient Greek architecture. How much
greater is the height of a Doric column that has a
base diameter of 5 feet than the height of a Doric
column that has a base diameter of 2 feet? 7
A) 7 feet y
B) 14 feet
C) 21 feet 4
D) 24 feet y = f(x) 2
x
–6 –4 –2 O 2 4 6
–2
The graph of y = f (x) is shown in the xy-plane.

What is the value of f (0) ?
5
A) 0
2 B) 2
9x
If x > 0, which of the following is equivalent to the C) 3
given expression? D) 4
A) 3x
B) 3x 2
C) 18x
D) 18x 4

334
3 3
8 9
...............................................................................................................................................................................................................................................................................................................
C y
x° 2
2x°
2x° x
A D –4 –2 O 2 4
B
–2
In the figure above, point B lies on AD . What is the
value of 3x ? 
–4
A) 18
B) 36
C) 54 Which of the following is an equation of line  in the
xy-plane above?
D) 72
A) x − y = −4
B) x − y = 4
C) x + y = −4
D) x + y = 4

335
3 3
10 12
...............................................................................................................................................................................................................................................................................................................
y E
x
O
12 13
The graph of y = 2x 2 + 10x + 12 is shown. If the

graph crosses the y-axis at the point (0, k), what is the
A C D F
value of k ? 5
A) 2 In the figure above, triangle ABC is similar to
B) 6 triangle DEF . What is the value of cos(E ) ?
C) 10 12
D) 12 A)
5
12
B)
13
5
C)
12
5
11 D)
13
A circle in the xy-plane has center (5, 7) and radius 2.
Which of the following is an equation of the circle?
A) (x − 5)2 + ( y − 7)2 = 4
B) (x + 5)2 + ( y + 7)2 = 4
C) (x − 5)2 + ( y − 7)2 = 2
D) (x + 5)2 + ( y + 7)2 = 2

336
3 3
13 15
...............................................................................................................................................................................................................................................................................................................
In the xy-plane, the graph of the function −3x + y = 6
2
f (x) = x + 5x + 4 has two x-intercepts. What is the ax + 2y = 4
distance between the x-intercepts? In the system of equations above, a is a constant. For
A) 1 which of the following values of a does the system
have no solution?
B) 2
A) −6
C) 3
D) 4 B) −3
C) 3
D) 6
14
4x = x − 3
What are all values of x that satisfy the given
equation?
I. 1
II. 9
A) I only
B) II only
C) I and II
D) Neither I nor II

337
3 3
For questions 16-20, solve the problem and 7

Answer: 12 Answer: 2.5
enter your answer in the grid, as described
below, on the answer sheet. Write
answer in
boxes. 7 / 1 2 2 . 5
Fraction
1. Although not required, it is suggested that line Decimal
you write your answer in the boxes at the top point
of the columns to help you fill in the bubbles
accurately. You will receive credit only if the
bubbles are filled in correctly. Grid in
2. Mark no more than one bubble in any column. result.
3. No question has a negative answer.
4. Some problems may have more than one
correct answer. In such cases, grid only one
answer.
5. Mixed numbers such as 3 1 must be gridded
2
as 3.5 or 7/2. (If 3 1 / 2 is entered into the 2
Acceptable ways to grid 3 are:
grid, it will be interpreted as 31, not 3 1 .) 2 / 3 . 66 6 . 667

2 2
6. Decimal answers: If you obtain a decimal
answer with more digits than the grid can
accommodate, it may be either rounded or
truncated, but it must fill the entire grid.
Answer: 201 – either position is correct
201 201
NOTE:
You may start your
answers in any column,
space permitting.
Columns you don’t
need to use should be
left blank.

338
3 3
16 18
.......................................................................................................................................................................................................................................................
T = 5c + 12 f Juan purchased an antique that had a value of $200
at the time of purchase. Each year, the value of the
A manufacturer shipped units of a certain product to
two locations. The equation above shows the total antique is estimated to increase 10% over its value
shipping cost T, in dollars, for shipping c units to the the previous year. The estimated value of the antique,
closer location and shipping f units to the farther in dollars, 2 years after purchase can be represented
location. If the total shipping cost was $47,000 and by the expression 200a , where a is a constant. What
3000 units were shipped to the farther location, how is the value of a ?
many units were shipped to the closer location?
19
17
2x + 3y = 1200
2x + 1 = 5 3x + 2y = 1300
If a and b are the solutions to the equation above, Based on the system of equations above, what is the
what is the value of a − b ? value of 5x + 5y ?
20
If u + t = 5 and u − t = 2 , what is the value of

(u − t )(u2 − t 2) ?
STOP

339
4 4
Math Test – Calculator
For questions 1-30, solve each problem, choose the best answer from the choices
provided, and fill in the corresponding bubble on your answer sheet. For questions 31-38,
solve the problem and enter your answer in the grid on the answer sheet. Please refer to
the directions before question 31 on how to enter your answers in the grid. You may use
any available space in your test booklet for scratch work.
1. The use of a calculator is permitted.

2. All variables and expressions used represent real numbers unless otherwise indicated.
3. Figures provided in this test are drawn to scale unless otherwise indicated.
4. All figures lie in a plane unless otherwise indicated.
5. Unless otherwise indicated, the domain of a given function f is the set of all real numbers x for
which f(x) is a real number.
r

c 2x 60° s 45° s√2
w h b x
30° 45°
b a x√3 s
A = pr 2
1
A = bh c 2 = a2 + b 2 Special Right Triangles
A = w
2
C = 2pr
h r r h h
h
w r w
 
V = pr 2h 4
V = pr 3
1
V = pr 2h
1
V = wh V= wh
3 3 3
The number of degrees of arc in a circle is 360.
The number of radians of arc in a circle is 2p.
The sum of the measures in degrees of the angles of a triangle is 180.

340
4 4
1 2
...............................................................................................................................................................................................................................................................................................................
A helicopter, initially hovering 40 feet above the A text messaging plan charges a flat fee of $5 per
ground, begins to gain altitude at a rate of 21 feet per month for up to 100 text messages sent plus $0.25 for
second. Which of the following functions represents each additional text message sent that month. Which
the helicopter’s altitude above the ground y, in feet, of the following graphs represents the cost, y, of
t seconds after the helicopter begins to gain altitude? sending x texts in a month?
A) y = 40 + 21 A) y
B) y = 40 + 21t
C) y = 40 − 21t
5
D) y = 40t + 21 x
O 100
B) y
5
x
O 100
C) y
5
x
O 100
D) y
5
x
O 100

341
4 4
3 4
...............................................................................................................................................................................................................................................................................................................
Jake buys a bag of popcorn at a movie theater. He If 20 − x = 15, what is the value of 3x ?
eats half of the popcorn during the 15 minutes of
previews. After eating half of the popcorn, he stops A) 5
eating for the next 30 minutes. Then he gradually B) 10
eats the popcorn until he accidentally spills all of the C) 15
remaining popcorn. Which of the following graphs
could represent the situation? D) 35
Amount of popcorn
A)
in the bag
0 30 60 90 5
Time (minutes)
x+3
f (x ) =
2
Amount of popcorn
B)
For the function f defined above, what is the value of
in the bag
f (−1) ?
A) −2
B) −1
0 30 60 90
C) 1
Time (minutes)
D) 2
Amount of popcorn
C)
in the bag
0 30 60 90
Time (minutes)
Amount of popcorn
D)
in the bag
0 30 60 90
Time (minutes)

342
4 4
6 8
...............................................................................................................................................................................................................................................................................................................
Which of the following is equivalent to 2x(x 2 − 3x) ? 900
Total amount deposited

800 Ian
A) −4x 2 700 Jeremy
600
(dollars)
B) 3x 3 − x 2 500
400
C) 2x 3 − 3x 300
D) 2x 3 − 6x 2 200
100
0
0 1 2 3 4 5 6 7
Number of weeks
The two graphs above show the total amounts of

money that Ian and Jeremy each have deposited into
their savings accounts for the first seven weeks after
7 opening their accounts. After they made their initial
deposits, how much more did Ian deposit each week
A retail company has 50 large stores located in
than Jeremy?
different areas throughout a state. A researcher for
the company believes that employee job satisfaction A) $200
varies greatly from store to store. Which of the B) $100
following sampling methods is most appropriate to
estimate the proportion of all employees of the C) $50
company who are satisfied with their job? D) $25
A) Selecting one of the 50 stores at random and
then surveying each employee at that store
B) Selecting 10 employees from each store at
random and then surveying each employee
selected
C) Surveying the 25 highest-paid employees and the
25 lowest-paid employees 9
D) Creating a website on which employees can
express their opinions and then using the first h ( x ) = 2x
50 responses The function h is defined above. What is
h ( 5) − h ( 3 ) ?
A) 2
B) 4
C) 24
D) 28

343
4 4
10 12
...............................................................................................................................................................................................................................................................................................................
A researcher surveyed a random sample of students A book was on sale for 40% off its original price. If
from a large university about how often they see the sale price of the book was $18.00, what was the
movies. Using the sample data, the researcher original price of the book? (Assume there is no sales
estimated that 23% of the students in the population tax.)
saw a movie at least once per month. The margin of
error for this estimation is 4%. Which of the A) $7.20
following is the most appropriate conclusion about B) $10.80
all students at the university, based on the given C) $30.00
estimate and margin of error?
D) $45.00
A) It is unlikely that less than 23% of the students
see a movie at least once per month.
B) At least 23%, but no more than 25%, of the
students see a movie at least once per month.
C) The researcher is between 19% and 27% sure
that most students see a movie at least once per
month.
D) It is plausible that the percentage of students
who see a movie at least once per month is
between 19% and 27%.
11
List A 1 2 3 4 5 6
List B 2 3 3 4 4 5
The table above shows two lists of numbers. Which

of the following is a true statement comparing list A
and list B ?
A) The means are the same, and the standard
deviations are different.
B) The means are the same, and the standard
deviations are the same.
C) The means are different, and the standard
deviations are different.
D) The means are different, and the standard
deviations are the same.

344
4 4
14
...............................................................................................................................................................................................................................................................................................................
Questions 13 and 14 refer to the following Of the following, which is closest to the ratio of the
information. total number of insects in all three colonies in week 8
Insect Count for to the total number of insects at the time of initial
Three Pesticide Treatments treatment?
160 A) 2 to 5
140 Colony A B) 1 to 4
120 Colony B C) 3 to 5
Number of insects
100 Colony C D) 1 to 2
80
60
40
20
0
0 2 4 6 8
Weeks after initial treatment
Three colonies of insects were each treated with a 15

different pesticide over an 8-week period to test the
effectiveness of the three pesticides. Colonies A, B, and C A right circular cone has a volume of 24π cubic
were treated with Pesticides A, B, and C, respectively. inches. If the height of the cone is 2 inches, what
Each pesticide was applied every 2 weeks to one of the is the radius, in inches, of the base of the cone?
three colonies over the 8-week period. The bar graph
above shows the insect counts for each of the three A) 2 3
colonies 0, 2, 4, 6, and 8 weeks after the initial treatment. B) 6
C) 12
13 D) 36
Which of the following colonies showed a decrease in
size every two weeks after the initial treatment with
pesticide?
I. Colony A
II. Colony B
III. Colony C
A) I only
B) III only
C) I and II only
D) I, II, and III

345
4 4
16 18
...............................................................................................................................................................................................................................................................................................................
In 2015 the populations of City X and City Y were Survey Results
equal. From 2010 to 2015, the population of City X Answer Percent
increased by 20% and the population of City Y Never 31.3%
decreased by 10%. If the population of City X was
Rarely 24.3%
120,000 in 2010, what was the population of City Y
Often 13.5%
in 2010?
Always 30.9%
A) 60,000
B) 90,000 The table above shows the results of a survey in
which tablet users were asked how often they would
C) 160,000 watch video advertisements in order to access
D) 240,000 streaming content for free. Based on the table, which
of the following is closest to the probability that a
tablet user answered “Always,” given that the tablet
user did not answer “Never”?
A) 0.31
B) 0.38
C) 0.45
17 D) 0.69
The volume of a sphere is given by the formula

4 3
V= πr , where r is the radius of the sphere. Which
3
of the following gives the radius of the sphere in
terms of the volume of the sphere? 19
4π y = − (x − 3)2 + a
A)
3V
In the equation above, a is a constant. The graph of
3V the equation in the xy-plane is a parabola. Which of
B)
4π the following is true about the parabola?
4π A) Its minimum occurs at (−3, a).

C) 3
3V B) Its minimum occurs at (3, a).
3V C) Its maximum occurs at (−3, a).
D) 3
4π D) Its maximum occurs at (3, a).

346
4 4
20 22
...............................................................................................................................................................................................................................................................................................................
The maximum value of a data set consisting of The first year Eleanor organized a fund-raising event,
25 positive integers is 84. A new data set consisting she invited 30 people. For each of the next 5 years,
of 26 positive integers is created by including 96 in
the original data set. Which of the following she invited double the number of people she had
measures must be 12 greater for the new data set invited the previous year. If f (n) is the number of
than for the original data set? people invited to the fund-raiser n years after
A) The mean Eleanor began organizing the event, which of the
following statements best describes the function f ?
B) The median
C) The range A) The function f is a decreasing linear function.
D) The standard deviation B) The function f is an increasing linear function.
C) The function f is a decreasing exponential
function.
D) The function f is an increasing exponential
function.
21
0.10x + 0.20y = 0.18(x + y)
Clayton will mix x milliliters of a 10% by mass saline
solution with y milliliters of a 20% by mass saline 23
solution in order to create an 18% by mass saline
solution. The equation above represents this x a 3a 5a
situation. If Clayton uses 100 milliliters of the 20% by y 0 −a −2a
mass saline solution, how many milliliters of the 10%
by mass saline solution must he use? Some values of x and their corresponding values of y
A) 5 are shown in the table above, where a is a constant.
If there is a linear relationship between x and y,
B) 25 which of the following equations represents the
C) 50 relationship?
D) 100 A) x + 2y = a
B) x + 2y = 5a
C) 2x − y = −5a
D) 2x − y = 7a

347
4 4
24 26
...............................................................................................................................................................................................................................................................................................................
150 Keith modeled the growth over several hundred
Number of people who voted
140 years of a tree population by estimating the number

130 of the trees’ pollen grains per square centimeter that
120 were deposited each year within layers of a lake’s
110 sediment. He estimated there were 310 pollen grains
100
per square centimeter the first year the grains were
90
deposited, with a 1% annual increase in the number
80
of grains per square centimeter thereafter. Which of
70
60 the following functions models P(t ), the number of
120 140 160 180 200 220 240 260 280 300 pollen grains per square centimeter t years after the
Number of registered voters first year the grains were deposited?
The scatterplot above shows the number of registered A) P(t ) = 310t
voters, x, and the number of people who voted in the
last election, y, for seven districts in a town. A line B) P(t ) = 3101.01t
of best fit for the data is also shown. Which of the
following could be the equation of the line of best fit? C) P(t ) = 310(0.99)t
A) y = −0.5x D) P(t ) = 310(1.01)t
B) y = 0.5x
C) y = −2x
D) y = 2x
25
2.4x − 1.5y = 0.3
1.6x + 0.5y = −1.3
The system of equations above is graphed in the

xy-plane. What is the x-coordinate of the intersection
point (x, y) of the system?
A) −0.5
B) −0.25
C) 0.8
D) 1.75

348
4 4
27 28
...............................................................................................................................................................................................................................................................................................................
2 f (x) = (x + 3)(x − k)
( 9 x − 6) − 4 = 9 x − 6
3
The function f is defined above. If k is a positive
Based on the equation above, what is the value
integer, which of the following could represent the
of 3x − 2 ?
graph of y = f (x) in the xy-plane?
A) −4 A) y
6
4
B) − 4
5
2 2
C) −
3 x
–4 –2 O 2 4
D) 4 –2
B) y
6
4
2
x
–4 –2 O 2 4
–2
C) y
2
x
–4 –2 O 2 4
–2
–4
–6
D) y
2
x
–4 –2 O 2 4
–2
–4
–6

349
4 4
29 30
...............................................................................................................................................................................................................................................................................................................
H = 1.88L + 32.01 B C
The formula above can be used to approximate the
height H, in inches, of an adult male based on the
length L, in inches, of his femur. What is the
meaning of 1.88 in this context? A D
A) The approximate femur length, in inches, for a

man with a height of 32.01 inches In quadrilateral ABCD above, AD  BC and
B) The approximate increase in a man’s femur 1
CD = AB. What is the measure of angle B ?
length, in inches, for each increase of 2
32.01 inches in his height A) 150°
C) The approximate increase in a man’s femur B) 135°
length, in inches, for each one-inch increase in
his height C) 120°
D) The approximate increase in a man’s height, in D) 90°
inches, for each one-inch increase in his femur
length

350
00898-020-SAT-Study-Guide-2020-Practice Test 10.indd 350 01/02/2019 8:43 AM

4 4
For questions 31-38, solve the problem and 7

Answer: 12 Answer: 2.5
enter your answer in the grid, as described
below, on the answer sheet. Write
answer in
boxes. 7 / 1 2 2 . 5
Fraction
1. Although not required, it is suggested that line Decimal
you write your answer in the boxes at the top point
of the columns to help you fill in the bubbles
accurately. You will receive credit only if the
bubbles are filled in correctly. Grid in
2. Mark no more than one bubble in any column. result.
3. No question has a negative answer.
4. Some problems may have more than one
correct answer. In such cases, grid only one
answer.
5. Mixed numbers such as 3 1 must be gridded
2
as 3.5 or 7/2. (If 3 1 / 2 is entered into the 2
Acceptable ways to grid 3 are:
grid, it will be interpreted as 31, not 3 1 .) 2 / 3 . 66 6 . 667

2 2
6. Decimal answers: If you obtain a decimal
answer with more digits than the grid can
accommodate, it may be either rounded or
truncated, but it must fill the entire grid.
Answer: 201 – either position is correct
201 201
NOTE:
You may start your
answers in any column,
space permitting.
Columns you don’t
need to use should be
left blank.

351
4 4
31 33
...............................................................................................................................................................................................................................................................................................................
Lynne has $8.00 to spend on apples and oranges. 700, 1200, 1600, 2000, x
Apples cost $0.65 each, and oranges cost $0.75 each.
If the mean of the five numbers above is 1600, what
If there is no tax on this purchase and she buys
is the value of x ?
5 apples, what is the maximum number of whole
oranges she can buy?
34
32 The relationship between x and y can be written as
y = mx , where m is a constant. If y = 17 when x = a,
b° what is the value of y when x = 2a ?
a° c°
Note: Figure not drawn to scale.
In the triangle above, a = 34 . What is the value of

b+c ?

352
4 4
35
.................................................................................................................................................................................................................................................
Questions 37 and 38 refer to the following
a(x + b) = 4x + 10
information.
In the equation above, a and b are constants. If the
equation has infinitely many solutions for x, what is The peregrine falcon can reach speeds of up to 200 miles
the value of b ? per hour while diving to catch prey, making it the fastest
animal on the planet when in a dive.
37
What is a peregrine falcon’s maximum speed while
diving to catch prey, in feet per second? (Round
your answer to the nearest whole number.
36 1 mile = 5280 feet)
In the xy-plane, a line that has the equation y = c for
some constant c intersects a parabola at exactly one
point. If the parabola has the equation y = − x 2 + 5x ,
what is the value of c ?
38
If a peregrine falcon dove at its maximum speed for
half a mile to catch prey, how many seconds would
the dive take? (Round your answer to the nearest
second.)
STOP

353
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A information
B C D to students, A educators,
and for 1 in the second
column. A B C B C D A B C D
and parents. For more details about
29 scores, visit
Have your students make time to3 take 16
collegereadiness.collegeboard.org.
42
Heart of
Algebra
the practice test. 4

A B C D
The College
17
A
Board Assessment30
B
Design &
C D A B C D
43
A 1–15
B Scale
C D
Problem Solving
It is one of the best ways to get ready

Words in Context
and Data Analysis
Development team developed the practice test
0 A B C D A B C D A B C D A B C D
for the SAT.
using the same processes and review standards
1 5 18 31 44 Expression Passport to
they use when developing the actual SAT. of Ideas Advanced Math
2 A B C D EverythingAfromB theCwayDthe questions
A are
B written
C D A B C D
3 6 19 32
to how they look on the page reflects what you’ll see 45 Standard English
Conventions
4 A B C D on test day.A B C D A B C D A B C D
SCORE YOUR PRACTICE TEST

5 7 20 33 46
3 Essay Scores
Reading
6 A B C D A B C D A B C D A (Optional)
B C D
2–8 Scale
7 8 21 34 47
8 A B C D A B C D A B C D A B C D Analysis

9 9 22 35 48
2 A B C D A B C D A B C D A B C D Writing
SAT Practice Test

10 23 36 49
A B C D A B C D A B C D A B C D
Worksheet: Answer Key

11 24 37 50
12 25 38 51
Scoring Your SAT Practice Test 1
13 26 39 52
Reading Test Writing and Language Test Math Test – Math Test –
SAT PRACTICE ANSWER SHEET Answers Answers No Calculator Calculator
Answers Answers
It is recommended that you use a No. 2 pencil. It is very important that you fill in the
EXAMPLES OF entire circle darkly and completely. If you change your response, erase as completely
COMPLETE MARK
QUESTION #
QUESTION #
QUESTION #
QUESTION #
QUESTION #
QUESTION #
MARK YOUR
MARK YOUR
MARK YOUR
MARK YOUR
MARK YOUR
MARK YOUR
INCOMPLETE MARKS
ANSWERS
ANSWERS
ANSWERS
ANSWERS
ANSWERS
ANSWERS
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
as possible. Incomplete marks or erasures may affect your score.
TEST NUMBER SECTION 1

1 A 27 B 1 A 23 C 1 B 1 B
2 A
2 B 28 D 2 D 24 A 2 C
ENTER TEST A B C D A B C D A B C D A B C D 3 B
3 D 29 A 3 A 25 A 3 B
NUMBER 1 14 27 40 4 C
For instance, for Practice 4 B 30 D 4 A 26 B 4 C 5 C
Test #1, fill in the circle A B C D A B C5
D
A 31 A
A B 5
C D
D A B C D 27 D 5 A 6 D
2 15 Download the College28 Board SAT Practice app 41
to instantly score this test.
for 0 in the first column 7 B
6 A 32 B 6 A 28 B 6 A
and for 1 in the second Learn more at sat.org/scoring. 8 C
column. A B C D A B C D 7 D A B C33 D C A B 7C DC 29 C 7 D
9 C
3 16 8 29
C 34 B 42 8 D 30 C 8 C 10 D
A B C D A B C D 9 C A B C35 D B A B 9C DD 31 B 9 C 11 A
4 17 10 30
B 36 D 43 10 C 32 B 10 D 12 C
13 C
11 D
0 A B C D A B C D A B C37 D C A B 11
C DC 33 A 11 A
14 A
1 5 18 12 A
31 38 A 44125
59 12 D 34 C 12 B 15 B
13 A 39 A 13 A 35 D 13 C 16 C
2 A B C D A B C D A B C D A B C D 17 D
14 B 40 B 14 D 36 C 14 B
3 6 19 32 45 18 C
15 C 41 D 15 C 37 B 15 A
19 D
4 A B C D A B C D 16 C
A B C42 D A A B C
16
DB 38 C 16 2200 20 C
5 7 20 33 46
17 D 43 A 17 B 39 C 17 5 21 B
6 A B C D A B C D 18 C A B C44 D B A B C
18 DA 40 D 18 1.21 22 D
8 21 34 47 23 A
7 19 B 45 D 19 D 41 A 19 2500
24 B
8 A B C D A B C D 20 B A B C46 D C A B 20
C DB 42 D 20 20 25 A
9 9 22 21 35
D 47 A 48 21 C 43 A 26 D
22 D 27 A
A B C D A B C D A B C48 D B A B 22
C DB 44 D
28 D
10 23 23 B
36 49 C 49 29 D
24 A 50 A
CALCULATE YOUR SCORES

30 A
25 C 51 C 31 6
11 24 37 50
26 C 52 D 32 146
A B C D A B C D A B C D A B C D 33 2500
12 25 38 51 34 34

A B C D A B C D A B C D A B C D 35 5/2 or 2.5
36 25/4 or 6.25
3
13 26 39 52
37 293
SAT Practice Test Worksheet:

38 9
Section, Test, and Total Scores READING TEST WRITING AND LANGUAGE TEST MATH TEST – MATH TEST –

RAW SCORE RAW SCORE NO CALCULATOR CALCULATOR
(Total # of Correct Answers) (Total # of Correct Answers) RAW SCORE RAW SCORE
(Total # of (Total # of
Correct Answers) Correct Answers)
Subscores
Conversion Equation 1: Calculate Scoring Your SAT Practice Test 7

Your Section, Test, and Total Scores
CONVERT
Download the College Board SAT Practice app to instantly score this test.
Learn more at sat.org/scoring.
Use Raw Score Conversion Table 1 at the bottom of this
Cross-Test Scores
Conversion Equation 2: Calculate Your Subscores
page to convert your raw scores to section and test scores.
READING TEST READING TEST
RAW SCORE SCORE
(0-52) (10-40) Use Raw Score Conversion Table 2 at the bottom of this page to convert your raw scores to subscores.
+ = × 10 =
CONVERT CONVERT CONVERT CONVERT
WRITING AND
LANGUAGE TEST
WRITING AND
LANGUAGE
COMMAND
READING TEST OF
EVIDENCE125
SCORE 59
COMMAND
READING AND OF
EVIDENCE
WRITING
Conversion Equation 3: Calculate
EXPRESSION
EVIDENCE-BASED
OF IDEAS
READING AND WRITING ALGEBRA Your Cross-Test
HEART OF
EXPRESSION
OF IDEAS
HEART OF
ALGEBRA Scores
RAW SCORE TEST SCORE RAW SCORE
(10-40) SUBSCORE
TEST SCORE RAW
SECTION SCORE
SCORE SUBSCORE RAW SCORE SUBSCORE
(0-44) (10-40) (0-18) (20-80)(1-15) Put your
(0-24)question-specific raw
(200-800) (1-15)scores
from page 7(0-19)
into the table. Then use Raw Score Conversion Table 3 at the bottom of this
(1-15)
page to convert your total raw scores to cross-test scores.

CONVERT CONVERT CONVERT
+ = + =
CONVERT
WORDS IN WORDS IN STANDARD STANDARD PROBLEM PROBLEM

MATH TEST MATH TEST MATH SECTION
CONTEXT ENGLISH
Analysis in History/Social
SOLVING AND
Studies Analysis in Science
CONTEXT
MATH SECTION EVIDENCE-BASED ENGLISH
TOTAL SOLVING AND
NO CALCULATOR CALCULATOR RAW SCORE
RAW SCORE SUBSCORE
SCORE READINGCONVENTIONS Test
AND WRITING SCORE Questions
CONVENTIONS
SAT DATA ANALYSISRaw Score DATA ANALYSIS Questions Raw Score
RAW SCORE RAW SCORE (0-58) (0-18) (1-15)
(200-800) RAW
SECTION SCORE
SCORE (400-1600)
SUBSCORE RAW SCORE SUBSCORE
(0-20) (0-38) Reading
(0-20)
(200-800) (1-15) (0-17) (1-15)
11-20; 32-42 21-31; 43-52
Test
CONVERT
Writing and
1; 4-5; 8-9; 11 35-36; 39-40; 43-44
Language Test
Raw Score Conversion Table 1: Section and Test Scores Math Test –
No Calculator
20
PASSPORT TO
ADVANCED MATH
PASSPORT TO
ADVANCED MATH
13
RAW SCORE SUBSCORE
Math Test – (0-14) (1-15)
Writing and Writing and 8-10; 18; 28-29; 32 11; 20; 22; 24; 31; 37-38
RAW SCORE RAW SCORE Calculator
(# OF CORRECT Reading Language Math (# OF CORRECT Reading Language Math
ANSWERS) Test Score Test Score Section Score ANSWERS) Test Score Test Score Section Score Total Total
0
1
10
10
10
10
Raw
200Score Conversion
200
30
31
Table
26
26
2: Subscores
26
27
520
520
2 10 10 210 32 27 27 530
3 10 11 220 33 28 28 540 CONVERT CONVERT
RAW SCORE
4 11 11 230
(# OF CORRECT Command
34 Words
28 in Expression
29 Standard
540English Heart of Problem Solving Passport to
5 12 12 250
ANSWERS) of Evidence
35 Context
29 of Ideas
29 Conventions
550 Algebra and Data Analysis Advanced Math
6 13 13 270 29 30 560 ANALYSIS IN HISTORY/ ANALYSIS IN
136
ANALYSIS IN HISTORY/ ANALYSIS IN
0 1 1 1 1 STUDIES
SOCIAL 1 SOCIAL STUDIES 1 SCIENCE SCIENCE CROSS-
7 13 14 280 37 30 31 570
1 3 1 1 1 2 SCORE
RAW 1CROSS-TEST SCORE 3 RAW SCORE TEST SCORE
8 14 14 300 38 30 31 580 (0-35) (10-40) (0-35) (10-40)
9 15 15 2
310 439 131 2
32 1
580 3 2 4
SCAN & SCORE

10 16 16 320
3 540 131 3
33 2
590 4 3 5
11 16 16 340
4 541 231 34
4 600
3 5 4 6
12 17 17 350 642 332 536
4 5 7 610
4
13 17 17
5
360
6 6
43
4
32 Raw Score Conversion Table
6
38
5
3: Cross-Test
6
Scores
7
610
4
14 18 18 370 44 33 40 620
7 7 5 6 5 7 7 8
15 18 18 380 45 33 630
Analysis in6History/ Analysis in History/
Using the Daily Practice for the SAT mobile app,

16 19 18 8
390 846 634 RAW SCORE 6 640 7 8 RAW SCORE 9
Social Studies Analysis in Science Social Studies Analysis in Science
17 19 19 4009 847 735 (# OF CORRECT7 6
650 8 9 10
(# OF CORRECT
ANSWERS) Cross-Test Score Cross-Test Score ANSWERS) Cross-Test Score Cross-Test Score
18 20 19 410
10 948 836 8 660
7 9 9 10
19 20 20 420
11 1049 936 0 8 670
10 8 9 10 10 18 11 26 27
20 21 20 430 50 37 680
12 10 10 1 9 108 10 11 11 19 12 26 28
21 21 21 440 51 39 690
you can skip steps 1–3 above and take a photo

22 21 13
450 11 1040 2 9 109
700 10 13 12 20 13 27 29
22 52
23 22 22 14
460 1253 11 10 10
710 11 13 14
3 11 14 21 28 29
24 23 23 470
15 1254 12 10 10
730 12 14 15
23 23 480 4 12
750 15 22 15 29 30
25 16 1355 13 10 11 12 15
26 24 24 490
17 1456 14 5 11 13
770
12 13 17 15 23 29 31
of your practice answer sheet to get your scores.

27 24 24 500 57 790
18 15 15 6 11 15
13 14 17 24 30 31
28 25 25 500 58 800
29 25 25 19
510 7 12 14
16 15 18 25 31 32
20 12 15
8 17 19 26 32 33
21 13
Scoring Your SAT Practice Test 9 18 8 20 27 33 33
22 13
23 10 14 19 21 28 33 34

24 11 15 20 22 29 34 35
21 23
1
12 30 35 35
Scoring Your SAT Practice Test 13 21 23 31 9 36 36

14 22 24 32 37 37
15 23 25 33 38 38
16 24 26 34 39 39
17 25 27 35 40 40
Scoring Your SAT Practice Test 10
2
3
Scores are saved to your profile so you can

track your progress. For personalized study,
connect these scores to Official SAT Practice
at Khan Academy®.

Get Section, Test,
and Total Scores
Your total score on the SAT practice test is the sum of your Evidence-Based 1 Total Score
Total Score
Score
Section Total
400–1600 Scale
Reading and Writing Section score and your Math Section score. To get your
total score, you will convert what we call the “raw score” for each section—
Score
the number of questions you got right in that section—into the “scaled Scores Reading and Writing Math
200–800 Scale
score” for that section, and then calculate the total score.
GET YOUR EVIDENCE-BASED READING
Score
3 Test Scores Writing and
Reading Math
Test
10–40 Scale Language
AND WRITING SECTION SCORE
2 Cross-Test
Calculate your SAT Evidence-Based Reading and Writing Section score Scores Analysis in History/Social Studies
10–40 Scale
(it’s on a scale of 200–800) by first determining your Reading Test score
and your Writing and Language Test score. Here’s how: Analysis in Science
1
Heart of
Algebra
1–15 Scale
Problem Solving
Words in Context
2 and Data Analysis
Expression Passport to
of Ideas Advanced Math
Standard English
Conventions
3
4 3 Essay Scores
Reading
(Optional)
2–8 Scale
Your total score on the
5 SAT practice test is
Analysis
the sum of your Evidence-
Based Reading and
EXAMPLE: Jennifer answered 29 of the 52 questions correctly on the SAT Reading Writing
Test and 20 of the 44 questions correctly on the SAT Writing and Language Test. Writing Section score and
Using the table on page 8 she calculates that she received an SAT Reading Test score your Math Section score.
of 25 and an SAT Writing and Language Test score of 20. She adds 25 to 20 (gets 45)
and then multiplies by 10 to determine her SAT Evidence-Based Reading and Writing
Section score is 450.
GET YOUR MATH SECTION SCORE

Calculate your SAT Math Section score (it’s on a scale of 200–800).
1
2
3
GET YOUR TOTAL SCORE

Use worksheet pages 7 and 8 to
Add your Evidence-Based Reading and Writing Section score to your calculate your section, test, and
Math Section score. The result is your total score on the SAT Practice Test, total scores.
on a scale of 400–1600.

Get Subscores
Subscores provide more detailed information about your strengths in
specific areas within literacy and math. They are reported on a scale of 1–15.
1 Total Score
COMMAND OF EVIDENCE 400–1600 Scale Total Score
The Command of Evidence subscore is based on questions from both the
Reading Test and the Writing and Language Test that ask you to interpret Scores Reading and Writing Math
200–800 Scale
and use evidence found in a wide range of passages and informational
graphics, such as graphs, tables, and charts.
1 10–40 Scale Reading
Language
Math
§ Reading Test questions 4; 10; 16; 19; 21; 23; 26; 37; 42; 51 2 Cross-Test
10–40 Scale
§ Writing and Language Test questions 2; 5; 16; 21; 27; 29; 31; 35
Analysis in Science
Your raw score is your total correct answers from all of these questions.
2 UseRawScoreConversionTable2:Subscoresonpage9todetermine
your Command of Evidence subscore.
Heart of
Subscores
Algebra
1–15 Scale
Problem Solving
Words in Context
and Data Analysis
WORDS IN CONTEXT
The Words in Context subscore is based on questions from both the of Ideas Advanced Math
Reading Test and the Writing and Language Test that address word/phrase Standard English
Conventions
meaning in context and rhetorical word choice.
1
3 Essay Scores
Reading
§ Reading Test questions 5; 7; 13; 18; 24-25; 35; 38; 45; 49 (Optional)
2–8 Scale Subscores provide more
§ Writing and Language Test questions 4; 8; 15; 18; 24; 38; 41-42 detailedAnalysis
information about
your strengths in specific
Your raw score is your total correct answers from all of these questions. areas within
Writing literacy and
2 math.
EXPRESSION OF IDEAS
The Expression of Ideas subscore is based on questions from the Writing
and Language Test that focus on topic development, organization, and
rhetorically effective use of language.
1
§ Writing and Language Test questions 2; 4-6; 8; 11; 13; 15-16; 18;
21-22; 24; 27; 29-31; 33-35; 38; 41-42; 44
2

calculate your subscores.

STANDARD ENGLISH CONVENTIONS
The Standard English Conventions subscore is based on questions from
the Writing and Language Test that focus on sentence structure, usage,
and punctuation.
1
1 Total Score
§ Writing and Language Test questions 1; 3; 7; 9-10; 12; 14; 17; 19-20;
23; 25-26; 28; 32; 36-37; 39-40, 43 2 Section Evidence-Based
Scores Reading and Writing Math
Your raw score is your total correct answers from all of these questions. 200–800 Scale
2
Reading Math
10–40 Scale Language
2 Cross-Test
HEART OF ALGEBRA Scores Analysis in History/Social Studies
10–40 Scale
The Heart of Algebra subscore is based on questions from the Math Test
Analysis in Science
that focus on linear equations and inequalities.
1
Heart of
§ Math Test – No Calculator questions 1-4; 9; 15-16; 19 Command of Evidence
Subscores
6 Subscores Algebra
1–15 Scale
§ Math Test – Calculator questions 1; 4-5; 8; 21; 23; 25; 27; 29; 31; 35 Words in Context
Problem Solving
and Data Analysis
Your raw score is your total correct answers from all of these questions. Expression
of Ideas
Passport to
Advanced Math
2 Standard English
Conventions
PROBLEM SOLVING AND DATA ANALYSIS 3 Essay Scores

Reading
(Optional)
The Problem Solving and Data Analysis subscore is based on questions from 2–8 Scale Subscores provide more
the Math Test that focus on quantitative reasoning, the interpretation and detailedAnalysis
information about
synthesis of data, and solving problems in rich and varied contexts. your strengths in specific
areas within
Writing literacy and
1
math.
§ Math Test – Calculator questions 2-3; 7; 10-14; 16; 18; 20; 22; 24;
33-34; 37-38
2
PASSPORT TO ADVANCED MATH

The Passport to Advanced Math subscore is based on questions from the Math
Test that focus on topics central to the ability to progress to more advanced
mathematics, such as understanding the structure of expressions, reasoning
with more complex equations, and interpreting and building functions.
1
§ Math Test – No Calculator questions 5-7; 10; 13-14; 17-18; 20
§ Math Test – Calculator questions 6; 9; 17; 19; 26; 28; 36
Your raw score is your total correct answers from all of these questions. Use worksheet pages 7 and 9 to
calculate your subscores.
2

Get Cross-Test Scores
The SAT also reports two cross-test scores: Analysis in History/Social
Studies and Analysis in Science. These scores are based on questions in the
Reading, Writing and Language, and Math Tests that ask students to think
1 Total Score
analytically about texts and questions in these subject areas. Cross-test 400–1600 Scale Total Score
scores are reported on a scale of 10-40.
Scores Reading and Writing Math
ANALYSIS IN HISTORY/SOCIAL STUDIES 200–800 Scale
1
§ Reading Test questions 11-21; 33-42 10–40 Scale Reading
Language
Math
§ Writing and Language Test questions 13; 15-16; 18; 21-22 2 Cross-Test
Cross-Test
10–40 Scale
§ Math Test – No Calculator questions 2; 4
Scores
Analysis in Science
§ Math Test – Calculator questions 7-8; 10; 12; 16; 18
Heart of
2 1–15 Scale
Algebra
Problem Solving
Words in Context
and Data Analysis
ANALYSIS IN SCIENCE of Ideas Advanced Math
1 Standard English
Conventions
§ Reading Test questions 22-32; 43-52
§ Writing and Language Test questions 24; 27; 29-31; 33 3 Essay Scores
Reading
(Optional)
2–8 Scale
§ Math Test – Calculator questions 1; 13-14; 21; 26; 29; 37-38
3 Essay Scores
Analysis
(Optional)
Writing
2
GET ESSAY SCORES Cross-test scores are based

On your own, or with help from your teacher, score the Essay portion of on questions in the Reading,
the practice test using the scoring rubric and sample scored responses Writing and Language, and
to determine which rubric score point best describes your performance Math Tests. They show how
in Reading, Analysis, and Writing. The scoring rubric and sample scored you think analytically about
responses are available at collegereadiness.collegeboard.org/sat/scores/ text and questions in
understanding-scores/essay. history/social studies and
science contexts.
The Essay is optional for

students.

calculate your cross-test scores.

SAT Practice Test
Worksheet: Answer Key
Reading Test Writing and Language Test Math Test – Math Test –
Answers Answers No Calculator Calculator
Answers Answers
QUESTION #
QUESTION #
QUESTION #
QUESTION #
QUESTION #
QUESTION #
MARK YOUR
MARK YOUR
MARK YOUR
MARK YOUR
MARK YOUR
MARK YOUR
ANSWERS
ANSWERS
ANSWERS
ANSWERS
ANSWERS
ANSWERS
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
CORRECT
1 A 27 B 1 A 23 C 1 B 1 B
2 A
2 B 28 D 2 D 24 A 2 C
3 B
3 D 29 A 3 A 25 A 3 B
4 C
4 B 30 D 4 A 26 B 4 C 5 C
5 A 31 A 5 D 27 D 5 A 6 D
7 B
6 A 32 B 6 A 28 B 6 A
8 C
7 D 33 C 7 C 29 C 7 D
9 C
8 C 34 B 8 D 30 C 8 C 10 D
9 C 35 B 9 D 31 B 9 C 11 A
10 B 36 D 10 C 32 B 10 D 12 C
13 C
11 D 37 C 11 C 33 A 11 A
14 A
12 A 38 A 12 D 34 C 12 B 15 B
13 A 39 A 13 A 35 D 13 C 16 C
14 B 40 B 14 D 36 C 14 B 17 D
18 C
15 C 41 D 15 C 37 B 15 A
19 D
16 C 42 A 16 B 38 C 16 2200 20 C
17 D 43 A 17 B 39 C 17 5 21 B
18 C 44 B 18 A 40 D 18 1.21 22 D
23 A
19 B 45 D 19 D 41 A 19 2500
24 B
20 B 46 C 20 B 42 D 20 20 25 A
21 D 47 A 21 C 43 A 26 D
22 D 48 B 22 B 44 D 27 A
28 D
23 B 49 C
29 D
24 A 50 A
30 A
25 C 51 C 31 6
26 C 52 D 32 146
33 2500
34 34
35 5/2 or 2.5
36 25/4 or 6.25
37 293
38 9
READING TEST WRITING AND LANGUAGE TEST MATH TEST – MATH TEST –
RAW SCORE RAW SCORE NO CALCULATOR CALCULATOR
(Total # of Correct Answers) (Total # of Correct Answers) RAW SCORE RAW SCORE
(Total # of (Total # of
Correct Answers) Correct Answers)

Section, Test, and Total Scores
Conversion 1: Calculate Your

CONVERT
Section, Test, and Total Scores
Use Raw Score Conversion Table 1 at the bottom of this
READING TEST READING TEST page to convert your raw scores to section and test scores.
RAW SCORE SCORE
(0-52) (10-40)
+ = × 10 =
CONVERT
WRITING AND WRITING AND READING TEST READING AND EVIDENCE-BASED

LANGUAGE TEST LANGUAGE SCORE WRITING READING AND WRITING
RAW SCORE TEST SCORE (10-40) TEST SCORE SECTION SCORE
(0-44) (10-40) (20-80) (200-800)
+ = + =
CONVERT
MATH TEST MATH TEST MATH SECTION MATH SECTION EVIDENCE-BASED TOTAL
NO CALCULATOR CALCULATOR RAW SCORE SCORE READING AND WRITING SAT SCORE
RAW SCORE RAW SCORE (0-58) (200-800) SECTION SCORE (400-1600)
(0-20) (0-38) (200-800)
Raw Score Conversion Table 1: Section and Test Scores

Writing and Writing and
RAW SCORE RAW SCORE
(# OF CORRECT Reading Language Math (# OF CORRECT Reading Language Math
ANSWERS) Test Score Test Score Section Score ANSWERS) Test Score Test Score Section Score
0 10 10 200 30 26 26 520
1 10 10 200 31 26 27 520
2 10 10 210 32 27 27 530
3 10 11 220 33 28 28 540
4 11 11 230 34 28 29 540
5 12 12 250 35 29 29 550
6 13 13 270 36 29 30 560
7 13 14 280 37 30 31 570
8 14 14 300 38 30 31 580
9 15 15 310 39 31 32 580
10 16 16 320 40 31 33 590
11 16 16 340 41 31 34 600
12 17 17 350 42 32 36 610
13 17 17 360 43 32 38 610
14 18 18 370 44 33 40 620
15 18 18 380 45 33 630
16 19 18 390 46 34 640
17 19 19 400 47 35 650
18 20 19 410 48 36 660
19 20 20 420 49 36 670
20 21 20 430 50 37 680
21 21 21 440 51 39 690
22 22 21 450 52 40 700
23 22 22 460 53 710
24 23 23 470 54 730
25 23 23 480 55 750
26 24 24 490 56 770
27 24 24 500 57 790
28 25 25 500 58 800
29 25 25 510

Subscores
Conversion 2: Calculate Your Subscores
Use Raw Score Conversion Table 2 at the bottom of this page to convert your raw scores to subscores.
COMMAND OF COMMAND OF EXPRESSION EXPRESSION HEART OF HEART OF

EVIDENCE EVIDENCE OF IDEAS OF IDEAS ALGEBRA ALGEBRA
RAW SCORE SUBSCORE RAW SCORE SUBSCORE RAW SCORE SUBSCORE
(0-18) (1-15) (0-24) (1-15) (0-19) (1-15)
WORDS IN WORDS IN STANDARD STANDARD PROBLEM PROBLEM

CONTEXT CONTEXT ENGLISH ENGLISH SOLVING AND SOLVING AND
RAW SCORE SUBSCORE CONVENTIONS CONVENTIONS DATA ANALYSIS DATA ANALYSIS
(0-18) (1-15) RAW SCORE SUBSCORE RAW SCORE SUBSCORE
(0-20) (1-15) (0-17) (1-15)
CONVERT
PASSPORT TO PASSPORT TO
ADVANCED MATH ADVANCED MATH
RAW SCORE SUBSCORE
(0-14) (1-15)
Raw Score Conversion Table 2: Subscores
RAW SCORE
(# OF CORRECT Command Words in Expression Standard English Heart of Problem Solving Passport to
ANSWERS) of Evidence Context of Ideas Conventions Algebra and Data Analysis Advanced Math
0 1 1 1 1 1 1 1
1 2 1 1 1 1 1 3
2 3 1 2 1 2 1 4
3 4 1 3 1 3 2 5
4 4 2 3 2 4 3 6
5 5 3 4 2 5 4 7
6 6 4 4 3 5 5 8
7 6 5 5 3 6 6 8
8 7 5 5 4 7 7 9
9 7 6 6 4 8 8 10
10 8 7 6 5 8 9 10
11 9 7 7 6 9 10 11
12 9 8 7 6 9 10 12
13 10 9 8 7 10 11 13
14 11 10 8 8 10 12 14
15 12 10 9 9 11 13 14
16 13 11 9 10 12 14 15
17 14 12 9 10 13 15
18 15 15 10 12 14
19 11 13 15
20 11 15
21 12
22 13
23 14
24 15

Cross-Test Scores
Conversion 3: Calculate Your Cross-Test Scores
Put your question-specific raw scores from page 7 into the table. Then use Raw Score Conversion Table 3 at the bottom of this
page to convert your total raw scores to cross-test scores.
Analysis in History/Social Studies Analysis in Science

Test Questions Raw Score Questions Raw Score
Reading
11-21; 33-42 22-32; 43-52
Test
Writing and
13; 15-16; 18; 21-22 24; 27; 29-31; 33
Language Test
Math Test –
2; 4 None
No Calculator
Math Test –
7-8; 10; 12; 16; 18 1; 13-14; 21; 26; 29; 37-38
Calculator
Total Total
CONVERT CONVERT
ANALYSIS IN HISTORY/ ANALYSIS IN HISTORY/ ANALYSIS IN ANALYSIS IN

SOCIAL STUDIES SOCIAL STUDIES SCIENCE SCIENCE CROSS-
RAW SCORE CROSS-TEST SCORE RAW SCORE TEST SCORE
(0-35) (10-40) (0-35) (10-40)
Raw Score Conversion Table 3: Cross-Test Scores

Analysis in History/ Analysis in History/
RAW SCORE RAW SCORE
(# OF CORRECT Social Studies Analysis in Science (# OF CORRECT Social Studies Analysis in Science
ANSWERS) Cross-Test Score Cross-Test Score ANSWERS) Cross-Test Score Cross-Test Score
0 10 10 18 25 25
1 10 11 19 25 26
2 10 12 20 26 27
3 11 13 21 27 28
4 12 14 22 27 28
5 13 15 23 28 29
6 14 16 24 29 30
7 15 17 25 29 30
8 16 18 26 30 31
9 17 19 27 31 31
10 18 19 28 32 32
11 19 20 29 32 33
12 20 21 30 33 33
13 21 22 31 34 34
14 22 23 32 35 35
15 22 23 33 36 36
16 23 24 34 38 37
17 24 25 35 40 40

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The SAT

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passage. grandmother’s, one Janet Miller, who was a medical

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Effect of Route Capacity Reduction in Selected Regions

Vehicles per day Vehicles per day on

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Survey of Transportation Engineers’ Predictions of Driver Behavior

the route of a journey

when they travel

their means of traveling

how often they make a journey

what is done in one trip

their driving style

whether they car-share

0% 20% 40% 60% 80% 100%

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Questions 1-11 are based on the following passage. 1

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activity can cause a negative reaction. For instance,

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course of many years. A) NO CHANGE

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–0.2 C) positive mean handedness index values between

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of handedness among quadrupedal marsupials.

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majority of humans prefer their right remains a mystery,

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pursuing an undergraduate degree, and 50 percent do so

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39 degrees. Because their new qualifications give them A) NO CHANGE

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Think about the previous passage as a whole as you

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1. The use of a calculator is not permitted.

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