The SAT results for the 2015-16 school year include results for two versions of the test. In March of 2016 the College Board began administering a redesigned SAT. The College Board has provided a concordance to convert scores on the new SAT to the equivalent score on the pre-March 2016 SAT.

The new SAT is a three-hour test. There is an optional Essay that is an additional 50 minutes. The new SAT focuses on the knowledge, skills, and understandings that research has identified as most important for college and career readiness and success. There are three components: Evidence-Based Reading and Writing (comprised of a Reading Test and a Writing and Language Test), Math, and Essay (optional). The total scale score ranges from 400-1600. Evidenced-Based Reading and Writing is scored on a scale from 200-800. Math is also scored on a scale from 200-800. The optional essay results are scored on a scale from 2 to 8 on each of three dimensions. Essay results are reported separately.

Prior to March 2016 SAT administrations, the SAT was a three hour and 45-minute test that consisted of three components: Critical Reading, Writing, Mathematics, and an Essay. The total scale score ranged from 600-2400. Each of the SAT’s three sections were scored on a scale of 200-800, with a highest possible total score of 2400.

Average SAT scores and participation rates are provided. Participation rates represent the percentage of high school membership in the class for the year chosen who took the SAT. When comparing average SAT scores across schools, participation rate might be a factor, because the larger the test-taking population, the smaller SAT changes tend to be from year to year.

Source: NCDPI, Accountability Services Division, Analysis and Reporting Section,

College Enrollment

To calculate the number and percentage of high school graduates who enrolled in an institute of higher education within 16 months of receiving a regular high school diploma, the University of North Carolina General Administration provided data on students who enrolled in the 16 campuses in the UNC system. The North Carolina Community College System provided enrollment data for students in all of 58 community colleges in the State. Enrollment information for private colleges and out-of-state public schools was determined using the results of the Graduate Data Verification Survey.

The Graduate Data Verification System (GDVS) compiles information as required by or used in Federal and State policies, Career Technical Education, and the North Carolina School Statistical Profile. The survey portion of the GDVS is completed by all NC high school students in the spring of their senior year and asks them to provide information about their post-graduate intentions. The list of graduates' names is preserved in the State Archives and occasionally has become the only existing record of an individual's graduation.

For more information about national college enrollment trends, see the National Center for Education Statistics website:

Source: C160 – High School Graduates Postsecondary Enrollment, U.S. Department of Education, August 2014.

College Course Completion

The University of North Carolina General Administration and the North Carolina Community College System provided data on students who enrolled in one of their institutions and completed at least one year's worth of credit within two years of enrollment.

Source: C161 – High School Graduates Postsecondary Credits Earned, U.S. Department of Education, August 2014.

Specialized Course Enrollments

Specialized course enrollments are reported through PowerSchool. The percentages are calculated based on the 2012-13 Average Daily Membership (ADM). Enrollments in first semester, second semester, and year-long courses are included.

Sources: NCDPI, Financial & Business Services, School Business Division, 6th Month ADM and PowerSchool, 2013-14.

Advanced Placement (AP) Examination Participation and Performance

AP exams are typically administered in May and consist of multiple choice and free-response questions. These exams are scored by external AP reviewers. The final exam score is reported on a scale of 1 (lowest) to 5 (highest) and shows how well a student has mastered the content of the course. Each college or university sets its own policy about awarding course credit, but AP Exam scores of 3 or higher typically result in credit at the college level.

Source: College Board AP report, 2014-15.

The AP course list includes any face-to-face AP course offered in the school. Courses that had the attribute of NCVPS (NC Virtual Public School) or NCSSM (NC School of Science and Math), courses with the last three digits of ‘VPS’ in the course code, and courses with NCVPS or NCSSM in the course name were excluded.

Source: PowerSchool, July 2015

International Baccalaureate (IB) Examination Participation and Performance

The IB Diploma Programme (DP) is an academically challenging and balanced program of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The program has gained recognition and respect from the world's leading universities.

Students take written examinations at the end of the program, which are scored by external IB examiners. Students also complete assessment tasks in the school, which are either initially scored by teachers and then moderated by external moderators or sent directly to external examiners.

The marks awarded for each course range from 1 (lowest) to 7 (highest). Each college or university sets its own policy about awarding course credit, but IB Exam scores of 4 or higher typically result in credit at the college level.

Source: International Baccalaureate report, 2014-15.