Who Has The Highest SAT Score? | Ranking

Jubilee
30 Sept 202212:31
EducationalLearning
32 Likes 10 Comments

TLDRThe video transcript captures a group of students discussing their experiences with the SAT, college applications, and future academic pursuits. They share their SAT scores, GPAs, and personal challenges, reflecting on the impact of socioeconomic status and personal hardships on academic performance. The conversation highlights the varying importance placed on SAT scores by different colleges and the group's mixed feelings about the test's effectiveness as a measure of intelligence or future success.

Takeaways
  • ๐Ÿ“š College aspirations are common among the group, with most planning to attend or already enrolled.
  • ๐ŸŽ“ Diverse intended majors are mentioned, ranging from engineering to liberal arts, showing a variety of academic interests.
  • ๐Ÿ“Š The importance of SAT scores in college applications is debated, with opinions varying on their necessity and relevance.
  • ๐Ÿ“ˆ There's a general consensus that SAT scores may not accurately reflect one's intelligence or potential.
  • ๐Ÿซ High school experiences and resources play a significant role in students' preparation for and performance on the SAT.
  • ๐ŸŒŸ Students with ADHD and other neurodivergent conditions face unique challenges when taking standardized tests.
  • ๐Ÿ“Š The correlation between GPA and SAT scores is discussed, with some believing it's influenced by the quality of education and school funding.
  • ๐Ÿ† Some students feel pressured by family expectations to perform well on the SAT, especially first-generation immigrants.
  • ๐ŸŒช๏ธ COVID-19 has shifted perspectives for some students, prioritizing well-being and personal life over academic achievements.
  • ๐ŸŽฏ The ultimate goal for most students is to succeed in college, regardless of SAT scores, highlighting the test's limited impact on future success.
  • ๐Ÿ’ญ The SAT's effectiveness as a measurement of intelligence and college readiness is questioned, with some outright rejecting its value.
Q & A

  • What was the issue with the calculator during the test?

    -The calculator died mid-test, which affected the student's ability to complete certain sections of the exam that required calculator usage.

  • How did the students feel about submitting their SAT scores for college applications?

    -The students had mixed feelings; some felt it was mandatory and important, while others believed it depended on the college and that their SAT scores might not accurately reflect their intelligence or potential.

  • What was the range of AP classes taken by the students?

    -The students took varying numbers of AP classes, with one student taking as many as 13 and others taking between three and nine.

  • What are the different fields of study the students are interested in pursuing?

    -The students have diverse interests, including engineering, computer science, biochemistry, political science, communications and media studies, pre-med, neuroscience, and liberal arts.

  • How did the students feel about the correlation between their GPAs and SAT scores?

    -Some students believed there might be a correlation, while others thought it depended on the school and its resources. They also discussed how personal circumstances could affect GPA and SAT scores differently.

  • What impact did COVID-19 have on the students' attitudes towards academics and their future?

    -COVID-19 led to a shift in priorities for some students, who began valuing quality time with friends and family more and lost motivation in school.

  • How did the students' family backgrounds influence their attitudes towards the SAT and academic success?

    -For first-generation immigrants, there was a strong emphasis on meritocracy and hard work, with families placing high expectations on academic achievement to pave the way for future generations.

  • What was the general consensus on the SAT's effectiveness as a measure of intelligence?

    -Many students felt that the SAT was not a good measurement of intelligence and that it was influenced by socioeconomic factors and teaching quality, rather than being a fair assessment of a student's capabilities.

  • What were the SAT scores of the students revealed at the end of the transcript?

    -The SAT scores ranged from 1160 to 1600, with Emily scoring the highest at 1600.

  • How did the students feel about the importance of SAT scores in college admissions?

    -The students generally felt that SAT scores were not as crucial as they initially thought, especially once they were all admitted to the same school with varying scores.

  • What final thoughts did the students share about the SAT?

    -One student concluded that they thought the SAT was 'stupid,' indicating a general dissatisfaction with the test as a measure of academic potential.

Outlines
00:00
๐ŸŽ“ College Aspirations and SAT Experiences

The paragraph discusses a group of students sharing their college plans and their experiences with the SAT. They talk about whether they are going to college, their intended majors, and the importance of submitting SAT scores during the application process. The conversation also touches on the variety of AP classes taken and the impact of test-taking strategies on SAT performance. Some students express their dissatisfaction with their SAT scores, while others feel that their scores do not accurately reflect their intelligence due to personal circumstances like test anxiety and ADHD.

05:02
๐Ÿ“š GPA and Socioeconomic Factors

This paragraph delves into the students' GPAs and how they correlate with SAT scores. The group discusses the influence of their schools' funding and resources on their academic performance and SAT preparation. The conversation highlights the socioeconomic disparities that can affect SAT scores and the limitations of using GPA as a sole indicator of college readiness. Personal anecdotes about overcoming hardships and the shift in priorities during the COVID-19 pandemic are also shared, emphasizing the multifaceted nature of academic success.

10:04
๐Ÿ† SAT Scores Reveal and College Choices

The final paragraph focuses on the revelation of the students' actual SAT scores and their college choices. There is a mix of surprise and acceptance as the students compare their scores and discuss the perceived value of these scores in relation to their future academic paths. Despite varying SAT scores, all students end up in the same college, questioning the efficacy of the SAT as a measure of intellectual capability. The paragraph concludes with a candid opinion on the SAT's relevance, suggesting that it may not be the best indicator of a student's potential for success in college.

Mindmap
Keywords
๐Ÿ’กCollege
The term 'college' refers to an institution of higher learning that provides a post-secondary education, typically leading to a degree. In the context of the video, it is central to the discussion as the participants share their plans and experiences related to attending or being in college, reflecting on the significance of the SAT scores in their college journey.
๐Ÿ’กSAT
The SAT (Scholastic Assessment Test) is a standardized test widely used for college admissions in the United States. It is designed to assess a student's readiness for college. In the video, the SAT is a focal point of discussion, with participants sharing their scores, preparation strategies, and opinions on its relevance to their academic abilities and future success.
๐Ÿ’กTest Anxiety
Test anxiety refers to the stress, fear, or nervousness experienced by individuals before or during a test. In the video, it is mentioned as a factor that can influence a student's performance on standardized tests like the SAT, highlighting the psychological aspect of academic evaluation.
๐Ÿ’กAP Classes
AP, or Advanced Placement classes, are rigorous high school courses that offer the opportunity to earn college credit or advanced standing in college if the associated exam is passed. In the video, AP classes are discussed as a way to prepare for the SAT and college-level work, indicating their role in enhancing students' academic capabilities.
๐Ÿ’กGPA
GPA, or Grade Point Average, is a numerical indicator of a student's academic performance, often used for college admissions. It is a key concept in the video as participants discuss its correlation with SAT scores and its role in reflecting a student's overall academic achievement.
๐Ÿ’กNeurodivergent
Neurodivergent refers to individuals whose neurological development and functioning differ from what is commonly expected. In the context of the video, it is used to describe a participant's experience with test-taking, suggesting that neurodiversity can affect one's performance on standardized tests like the SAT.
๐Ÿ’กADHD
ADHD, or Attention Deficit Hyperactivity Disorder, is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. In the video, ADHD is mentioned by participants as a factor that can hinder their ability to focus during tests, such as the SAT, and may not accurately represent their intellectual capabilities.
๐Ÿ’กSocioeconomic Status
Socioeconomic status refers to a person's social and economic position within society, often determined by factors such as income, education, and occupation. In the video, it is implied that a student's SAT score can be influenced by their socioeconomic background, with่ต„ๆบไผ˜ๅŠฟd schools potentially providing better preparation for the test.
๐Ÿ’กMeritocracy
Meritocracy is a system where individuals are rewarded based on their abilities and achievements, rather than factors like social status or wealth. In the video, the concept is referenced in the context of the participants' families placing emphasis on hard work and achievement as a means to succeed academically and professionally.
๐Ÿ’กCOVID-19
COVID-19, caused by the SARS-CoV-2 virus, is a global pandemic that began in late 2019 and has significantly impacted daily life, including education. In the video, participants discuss how the pandemic affected their motivation and approach to school, including their perspectives on the importance of GPA and standardized test scores.
๐Ÿ’กFirst-Generation Immigrants
First-generation immigrants are individuals who are born outside of a country and move to it, often seeking better opportunities for themselves and their families. In the video, being a first-generation immigrant is mentioned as a factor that influences the pressure and expectations placed on students to succeed academically, including performing well on the SAT.
Highlights

Students discuss their experiences with SAT and college applications.

Calculator issues during the SAT test.

Students' varying opinions on the importance of SAT scores in college admissions.

Discussion on the diversity of college majors and future studies.

The role of AP classes in preparing for the SAT and college.

Comparison of GPAs and their relation to SAT performance.

Personal challenges and conditions affecting SAT performance.

The impact of socioeconomic status on SAT scores and education.

Students' experiences with test anxiety and neurodiversity.

The shift in priorities during the COVID-19 pandemic.

Family expectations and pressure regarding SAT preparation.

Revelation of SAT scores and the surprise of their ranking.

Students' college choices and the perceived value of SAT scores.

Reflection on the SAT's effectiveness as a measure of intelligence or college success.

Final thoughts on the SAT and its role in the education system.

Transcripts

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CollegeDecisionsSATExperiencesAcademicPressureFirstGenerationTestAnxietyCOVIDImpactEducationalInequalityMeritocracyPersonalGrowthDiverseBackgrounds