<p>Can anyone tell me how sub scores may be weighted. For example are reading scores held higher or lower than math scores in terms of importance for selectivity? My son did well in math, but poor in reading. Although he does well in his English class...</p>
<p>I recently replied to a post on the main forum about SSAT scores that might be worth checking out.</p>
<p>This is just my opinion, but I think schools might have a higher tolerance for a low math sub score. This was certainly the case for the my younger daughter.</p>
<p>While test scores aren’t the only component of your son’s application profile, from your post history I know that you are considering some of the most selective schools…and if it were my own child, any sub-par measurement (whether that is a low SSAT — or a C+ on a transcript, as cited in another recent post) would cause me to re-evaluate the “apply to” list.</p>
<p>Another thought about this topic is that as long as his overall %-ile is in the ballpark for the schools you are targeting, I might not worry about it. If the reading brought overall score down considerably, that is another issue. Feel free to PM with exact subscores if you want a more informed POV.</p>
<p>It also depends on what you meant by “poor.” If it’s in the 70s, I wouldn’t worry about it, especially if he’s more of a math/science kid. If it’s in the 30s, and even if his overall percentile puts him in the running for the schools that he’s looking at, it’s possible that some of this schools might worry about whether he’s capable of doing the work that he’ll need to be able to do at BS.</p>
<p>Thanks soxmom. Reading score was 56% – so not in the 30s, but not in the 70s…</p>
<p>FWIW, we’ve decided to submit my daughter’s SSAT scores from the Nov. test even though her quantitative score was in the same ballpark as your son’s reading score. Her overall percentile puts her in contention for the schools that she’s looking at, notwithstanding the low math score, and that’s just going to have to be good enough. I just can’t see making her (and me) crazy trying to improve one score that – while not very good – doesn’t do major damage to the overall percentile.</p>
<p>I don’t know how the current percentiles break down. However, treating the international and domestic student pools as separate pools would likely decrease the scores for US students (English mother tongue) in reading, while raising the math scores. In comparison to previous years, that is.</p>
<p>A reading score of 56% means he’s around the average for domestic applicants to boarding schools. That’s not bad, is it? </p>
<p>Have you had any psychological testing done? Probably not, because it sounds as if he’s been above average, and getting As. Given the huge difference between his reading and his math score, which show up on both the ISEE and SSAT, I wonder if it might not be worthwhile to have him tested for a reading disability such as dyslexia. He might not read as quickly as other students. </p>
<p>There’s some interesting research on the topic. See: <a href=“http://www.amazon.com/The-Dyslexic-Advantage-Unlocking-Potential/dp/0452297923/ref=pd_bxgy_b_text_y[/url]”>http://www.amazon.com/The-Dyslexic-Advantage-Unlocking-Potential/dp/0452297923/ref=pd_bxgy_b_text_y</a>, a book on dyslexic learners. The authors also run a organization, named Dyslexic Advantage, <a href=“http://www.dyslexicadvantage.org%5B/url%5D”>http://www.dyslexicadvantage.org</a></p>
<p>Yale has a center for Dyslexia: <a href=“http://dyslexia.yale.edu%5B/url%5D”>http://dyslexia.yale.edu</a></p>
<p>If the comparative weakness in reading doesn’t show up on state NCLB tests, it may mean you only see it when the material becomes more challenging. His high intelligence may help to “hide” a difficulty. </p>
<p>He had testing as a small kid and scored as above average for language and very very high scores for math. This was very similar to me as a child (my SAT scores were left-brain lopsided like that as well), so I just figured he was his like me. But maybe there is something to look into. He enjoys audio books, but does not like to read. Also like me - maybe I have a reading disability and never considered it.</p>
<p>I think your earlier instincts to look for a school with a strong science program are on-target, then. I found this on the MIT admissions blog: <a href=“http://mitadmissions.org/blogs/entry/dyslexia-at-mit1[/url]”>a | MIT Admissions.
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<p>In the Shaywitz’s book, I seem to recall stories of high-functioning dyslexics listening to books-on-tape at high rates of speed. </p>
<p>At any rate, maybe someone who visits here can give you advice as to the sort of school which might be a good fit from the test scores. </p>
<p>Very interesting. Is dyslexia inherited? Is it more common in boys? How do I find out if some boarding schools e are looking at offer special programs to help intelligent children with reading disabilities?</p>
<p>Is it a disability, though? He scores above average among applicants to private schools. I’d be careful about talking about a disability, because people may leap to incorrect conclusions. </p>
<p>Cheshire Academy in Cheshire, CT has a program called Roxbury where they work with a student’s strengths and weaknesses (like dyslexia) on an individual or very small group (2/3) basis. It also has an IB program. I have heard good things. Good luck.</p>