document_title: SAT

question_text: when did the sat become out of 1600

question_tokens: when did the sat become out of 1600

text: SAT

text: Function[edit]

text:
Education in the United States

By state and in insular areas
By subject area
History of
Issues: Finance – Law – Literacy – Reform
Levels: Pre-kindergarten – Primary – Secondary – Higher
Organizations

 Education portal
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v
t
e

text: The SAT is typically taken by high school juniors and seniors.[11] The College Board states that the SAT measures literacy, numeracy and writing skills that are needed for academic success in college. They state that the SAT assesses how well the test takers analyze and solve problems—skills they learned in school that they will need in college. However, the test is administered under a tight time limit (speeded) to help produce a range of scores.[12]

text: The College Board also states that use of the SAT in combination with high school grade point average (GPA) provides a better indicator of success in college than high school grades alone, as measured by college freshman GPA. Various studies conducted over the lifetime of the SAT show a statistically significant increase in correlation of high school grades and college freshman grades when the SAT is factored in.[13] A large independent validity study on the SAT's ability to predict college freshman GPA was performed by the University of California. The results of this study found how well various predictor variables could explain the variance in college freshman GPA. It found that independently high school GPA could explain 15.4% of the variance in college freshman GPA, SAT I (the SAT Math and Verbal sections) could explain 13.3% of the variance in college freshman GPA, and SAT II (also known as the SAT subject tests; in the UC's case specifically Writing, Mathematics IC or IIC, plus a third subject test of the student's choice) could explain 16% of the variance in college freshman GPA. When high school GPA and the SAT I were combined, they explained 20.8% of the variance in college freshman GPA. When high school GPA and the SAT II were combined, they explained 22.2% of the variance in college freshman GPA. When SAT I was added to the combination of high school GPA and SAT II, it added a .1 percentage point increase in explaining the variance in college freshman GPA for a total of 22.3%.[14]

text: There are substantial differences in funding, curricula, grading, and difficulty among U.S. secondary schools due to U.S. federalism, local control, and the prevalence of private, distance, and home schooled students. SAT (and ACT) scores are intended to supplement the secondary school record and help admission officers put local data—such as course work, grades, and class rank—in a national perspective.[15] However, independent research has shown that high school GPA is better than the SAT at predicting college grades regardless of high school type or quality.[16]

text: Historically, the SAT was more widely used by students living in coastal states and the ACT was more widely used by students in the Midwest and South; in recent years, however, an increasing number of students on the East and West coasts have been taking the ACT.[17][18] Since 2007, all four-year colleges and universities in the United States that require a test as part of an application for admission will accept either the SAT or ACT, and over 950 four-year colleges and universities do not require any standardized test scores at all for admission.[19][20]

text: Structure[edit]

text: The SAT has four sections: Reading, Writing and Language, Math (no calculator), and Math (calculator allowed). The test taker may optionally write an essay which, in that case, is the fifth test section. The total time for the scored portion of the SAT is three hours (or three hours and fifty minutes if the optional essay section is taken). Some test takers who are not taking the essay may also have a fifth section which is used, at least in part, for the pretesting of questions that may appear on future administrations of the SAT. (These questions are not included in the computation of the SAT score.) Two section scores result from taking the SAT: Evidence-Based Reading and Writing, and Math. Section scores are reported on a scale of 200 to 800, and each section score is a multiple of ten. A total score for the SAT is calculated by adding the two section scores, resulting in total scores that range from 400 to 1600. There is no penalty for guessing on the SAT: scores are based on the number of questions answered correctly. In addition to the two section scores, three "test" scores on a scale of 10 to 40 are reported, one for each of Reading, Writing and Language, and Math. The essay, if taken, is scored separately from the two section scores.[21]

text: Reading Test[edit]

text: The Reading Test of the SAT is made up of one section with 52 questions and a time limit of 65 minutes.[21] All questions are multiple-choice and based on reading passages. Tables, graphs, and charts may accompany some passages, but no math is required to correctly answer the corresponding questions. There are five passages (up to two of which may be a pair of smaller passages) on the Reading Test and 10-11 questions per passage or passage pair. SAT Reading passages draw from three main fields: history, social studies, and science. Each SAT Reading Test always includes: one passage from U.S. or world literature; one passage from either a U.S. founding document or a related text; one passage about economics, psychology, sociology, or another social science; and, two science passages. Answers to all of the questions are based only on the content stated in or implied by the passage or passage pair.[22]

text: Writing and Language Test[edit]

text: The Writing and Language Test of the SAT is made up of one section with 44 multiple-choice questions and a time limit of 35 minutes.[21] As with the Reading Test, all questions are based on reading passages which may be accompanied by tables, graphs, and charts. The test taker will be asked to read the passages, find mistakes or weaknesses in writing, and to provide corrections or improvements. Reading passages on this test range in content from topic arguments to nonfiction narratives in a variety of subjects. The skills being evaluated include: increasing the clarity of argument; improving word choice; improving analysis of topics in social studies and science; changing sentence or word structure to increase organizational quality and impact of writing; and, fixing or improving sentence structure, word usage, and punctuation.[23]

text: Mathematics[edit]

text: The mathematics portion of the SAT is divided into two sections: Math Test – Calculator and Math Test – No Calculator. In total, the SAT math test is 80 minutes long and includes 58 questions: 45 multiple choice questions and 13 grid-in questions.[24] The multiple choice questions have four possible answers; the grid-in questions are free response and require the test taker to provide an answer.

text:
The Math Test – No Calculator section has 20 questions (15 multiple choice and 5 grid-in) and lasts 25 minutes.
The Math Test – Calculator section has 38 questions (30 multiple choice and 8 grid-in) and lasts 55 minutes.

text: Several scores are provided to the test taker for the math test. A subscore (on a scale of 1 to 15) is reported for each of three categories of math content: "Heart of Algebra" (linear equations, systems of linear equations, and linear functions), "Problem Solving and Data Analysis" (statistics, modeling, and problem-solving skills), and "Passport to Advanced Math" (non-linear expressions, radicals, exponentials and other topics that form the basis of more advanced math). A test score for the math test is reported on a scale of 10 to 40, and a section score (equal to the test score multiplied by 20) is reported on a scale of 200 to 800. [25][26][27]

text: Calculator use[edit]

text: All scientific and most graphing calculators, including Computer Algebra System (CAS) calculators, are permitted on the SAT Math – Calculator section only. All four-function calculators are allowed as well; however, these devices are not recommended. All mobile phone and smartphone calculators, calculators with typewriter-like (QWERTY) keyboards, laptops and other portable computers, and calculators capable of accessing the Internet are not permitted.[28]

text: Research was conducted by the College Board to study the effect of calculator use on SAT I: Reasoning Test math scores. The study found that performance on the math section was associated with the extent of calculator use: those using calculators on about one third to one half of the items averaged higher scores than those using calculators more or less frequently. However, the effect was "more likely to have been the result of able students using calculators differently than less able students rather than calculator use per se."[29] There is some evidence that the frequent use of a calculator in school outside of the testing situation has a positive effect on test performance compared to those who do not use calculators in school.[30]

text: Style of questions[edit]

text: Most of the questions on the SAT, except for the optional essay and the grid-in math responses, are multiple choice; all multiple-choice questions have four answer choices, one of which is correct. Thirteen of the questions on the math portion of the SAT (about 22% of all the math questions) are not multiple choice.[31] They instead require the test taker to bubble in a number in a four-column grid.

text: All questions on each section of the SAT are weighted equally. For each correct answer, one raw point is added.[32] No points are deducted for incorrect answers. The final score is derived from the raw score; the precise conversion chart varies between test administrations.

text:
Section
Average Score[1]
Time (Minutes)
Content

Mathematics
527
80
Number and operations; algebra and functions; geometry; statistics, probability, and data analysis

Evidence-Based Reading and Writing
533
100
Vocabulary, Critical reading, sentence-level reading, Grammar, usage, and diction.

text: Logistics[edit]

text: The SAT is offered seven times a year in the United States: in August, October, November, December, March, May, and June. The test is typically offered on the first Saturday of the month for the October, November, December, May, and June administrations.[33] In other countries, the SAT is offered four times a year: in October, December, March, and May.[34] The test was taken by 1,715,481 high school graduates in the class of 2017.[1]

text: Candidates wishing to take the test may register online at the College Board's website, by mail, or by telephone, at least three weeks before the test date.

text: The SAT costs $45 ($57 with the optional essay), plus additional fees if testing outside the United States) as of 2017[update].[8] The College Board makes fee waivers available for low income students. Additional fees apply for late registration, standby testing, registration changes, scores by telephone, and extra score reports (beyond the four provided for free).

text: Candidates whose religious beliefs prevent them from taking the test on a Saturday may request to take the test on the following day, except for the October test date in which the Sunday test date is eight days after the main test offering. Such requests must be made at the time of registration and are subject to denial.

text: Students with verifiable disabilities, including physical and learning disabilities, are eligible to take the SAT with accommodations. The standard time increase for students requiring additional time due to learning disabilities or physical handicaps is time + 50%; time + 100% is also offered.

text: Raw scores, scaled scores, and percentiles[edit]

text: Students receive their online score reports approximately three weeks after test administration (six weeks for mailed, paper scores), with each section graded on a scale of 200–800 and two sub scores for the writing section: the essay score and the multiple choice sub score. In addition to their score, students receive their percentile (the percentage of other test takers with lower scores). The raw score, or the number of points gained from correct answers and lost from incorrect answers is also included.[35] Students may also receive, for an additional fee, the Question and Answer Service, which provides the student's answer, the correct answer to each question, and online resources explaining each question.

text: The corresponding percentile of each scaled score varies from test to test—for example, in 2003, a scaled score of 800 in both sections of the SAT Reasoning Test corresponded to a percentile of 99.9, while a scaled score of 800 in the SAT Physics Test corresponded to the 94th percentile. The differences in what scores mean with regard to percentiles are due to the content of the exam and the caliber of students choosing to take each exam. Subject Tests are subject to intensive study (often in the form of an AP, which is relatively more difficult), and only those who know they will perform well tend to take these tests, creating a skewed distribution of scores.

text: The percentiles that various SAT scores for college-bound seniors correspond to are summarized in the following chart:[36][37]

text:
Percentile
Score, 1600 Scale
(official, 2006)
Score, 2400 Scale
(official, 2006)

99.93/99.98*
1600
2400

99.5
≥1540
≥2280

99
≥1480
≥2200

98
≥1450
≥2140

97
≥1420
≥2100

93
≥1340
≥1990

88
≥1280
≥1900

81
≥1220
≥1800

72
≥1150
≥1700

61
≥1090
≥1600

48
≥1010
≥1500

36
≥950
≥1400

24
≥870
≥1300

15
≥810
≥1200

8
≥730
≥1090

4
≥650
≥990

2
≥590
≥890

* The percentile of the perfect score was 99.98 on the 2400 scale and 99.93 on the 1600 scale.

text: The older SAT (before 1995) had a very high ceiling. In any given year, only seven of the million test-takers scored above 1580. A score above 1580 was equivalent to the 99.9995 percentile.[38]

text: In 2015 the average score for the Class of 2015 was 1490 out of a maximum 2400. That was down 7 points from the previous class’s mark and was the lowest composite score of the past decade.[39]

text: SAT-ACT score comparisons[edit]

text: The College Board and ACT, Inc. conducted a joint study of students who took both the SAT and the ACT between September 2004 (for the ACT) or March 2005 (for the SAT) and June 2006. Tables were provided to concord scores for students taking the SAT after January 2005 and before March 2016. [40][41]

text: In May, 2016, the College Board released concordance tables to concord scores on the SAT used from March 2005 through January 2016 to the SAT used since March 2016, as well as tables to concord scores on the SAT used since March 2016 to the ACT.[42]

text: History[edit]

text:
Mean SAT Scores by year[43]

Year of
exam
Reading
/Verbal
Score
Math
Score

1972
530
509

1973
523
506

1974
521
505

1975
512
498

1976
509
497

1977
507
496

1978
507
494

1979
505
493

1980
502
492

1981
502
492

1982
504
493

1983
503
494

1984
504
497

1985
509
500

1986
509
500

1987
507
501

1988
505
501

1989
504
502

1990
500
501

1991
499
500

1992
500
501

1993
500
503

1994
499
504

1995
504
506

1996
505
508

1997
505
511

1998
505
512

1999
505
511

2000
505
514

2001
506
514

2002
504
516

2003
507
519

2004
508
518

2005
508
520

2006
503
518

2007
502
515

2008
502
515

2009
501
515

2010
501
516

2011
497
514

2012
496
514

2013
496
514

2014
497
513

2015
495
511

2016
494
508

2017
533
527

text: Many college entrance exams in the early 1900s were specific to each school and required candidates to travel to the school to take the tests. The College Board, a consortium of colleges in the northeastern United States, was formed in 1900 to establish a nationally administered, uniform set of essay tests based on the curricula of the boarding schools that typically provided graduates to the colleges of the Ivy League and Seven Sisters, among others.[44][45]

text: In the same time period, Lewis Terman and others began to promote the use of tests such as Alfred Binet's in American schools. Terman in particular thought that such tests could identify an innate "intelligence quotient" (IQ) in a person. The results of an IQ test could then be used to find an elite group of students who would be given the chance to finish high school and go on to college.[44] By the mid-1920s, the increasing use of IQ tests, such as the Army Alpha test administered to recruits in World War I, led the College Board to commission the development of the SAT. The commission, headed by Carl Brigham, argued that the test predicted success in higher education by identifying candidates primarily on the basis of intellectual promise rather than on specific accomplishment in high school subjects.[45] In 1934, James Conant and Henry Chauncey used the SAT as a means to identify recipients for scholarships to Harvard University. Specifically, Conant wanted to find students, other than those from the traditional northeastern private schools, that could do well at Harvard. The success of the scholarship program and the advent of World War II led to the end of the College Board essay exams and to the SAT being used as the only admissions test for College Board member colleges.[44]

text: The SAT rose in prominence after World War II due to several factors. Machine-based scoring of multiple-choice tests taken by pencil had made it possible to rapidly process the exams.[46] The G.I. Bill produced an influx of millions of veterans into higher education.[46][47] The formation of the Educational Testing Service (ETS) also played a significant role in the expansion of the SAT beyond the roughly fifty colleges that made up the College Board at the time.[48] The ETS was formed in 1947 by the College Board, Carnegie Foundation for the Advancement of Teaching, and the American Council on Education, to consolidate respectively the operations of the SAT, the GRE, and the achievement tests developed by Ben Wood for use with Conant's scholarship exams.[46] The new organization was to be philosophically grounded in the concepts of open-minded, scientific research in testing with no doctrine to sell and with an eye toward public service.[49] The ETS was chartered after the death of Brigham, who had opposed the creation of such an entity. Brigham felt that the interests of a consolidated testing agency would be more aligned with sales or marketing than with research into the science of testing.[46] It has been argued that the interest of the ETS in expanding the SAT in order to support its operations aligned with the desire of public college and university faculties to have smaller, diversified, and more academic student bodies as a means to increase research activities.[44] In 1951, about 80,000 SATs were taken; in 1961, about 800,000; and by 1971, about 1.5 million SATs were being taken each year.[50]

text: A timeline of notable events in the history of the SAT follows.

text: 1901 essay exams[edit]

text: On June 17, 1901, the first exams of the College Board were administered to 973 students across 67 locations in the United States, and two in Europe. Although those taking the test came from a variety of backgrounds, approximately one third were from New York, New Jersey, or Pennsylvania. The majority of those taking the test were from private schools, academies, or endowed schools. About 60% of those taking the test applied to Columbia University. The test contained sections on English, French, German, Latin, Greek, history, mathematics, chemistry, and physics. The test was not multiple choice, but instead was evaluated based on essay responses as "excellent", "good", "doubtful", "poor" or "very poor".[51]

text: 1926 test[edit]

text: The first administration of the SAT occurred on June 23, 1926, when it was known as the Scholastic Aptitude Test.[52][53] This test, prepared by a committee headed by Princeton psychologist Carl Campbell Brigham, had sections of definitions, arithmetic, classification, artificial language, antonyms, number series, analogies, logical inference, and paragraph reading. It was administered to over 8,000 students at over 300 test centers. Men composed 60% of the test-takers. Slightly over a quarter of males and females applied to Yale University and Smith College.[53] The test was paced rather quickly, test-takers being given only a little over 90 minutes to answer 315 questions.[52] The raw score of each participating student was converted to a score scale with a mean of 500 and a standard deviation of 100. This scale was effectively equivalent to a 200 to 800 scale, although students could score more than 800 and less than 200.[46]

text: 1928 and 1929 tests[edit]

text: In 1928, the number of sections on the SAT was reduced to seven, and the time limit was increased to slightly under two hours. In 1929, the number of sections was again reduced, this time to six. These changes were designed in part to give test-takers more time per question. For these two years, all of the sections tested verbal ability: math was eliminated entirely from the SAT.[52]

text: 1930 test and 1936 changes[edit]

text: In 1930 the SAT was first split into the verbal and math sections, a structure that would continue through 2004. The verbal section of the 1930 test covered a more narrow range of content than its predecessors, examining only antonyms, double definitions (somewhat similar to sentence completions), and paragraph reading. In 1936, analogies were re-added. Between 1936 and 1946, students had between 80 and 115 minutes to answer 250 verbal questions (over a third of which were on antonyms). The mathematics test introduced in 1930 contained 100 free response questions to be answered in 80 minutes, and focused primarily on speed. From 1936 to 1941, like the 1928 and 1929 tests, the mathematics section was eliminated entirely. When the mathematics portion of the test was re-added in 1942, it consisted of multiple choice questions.[52]

text: 1941 and 1942 score scales[edit]

text: Until 1941, the scores on all SATs had been scaled to a mean of 500 with a standard deviation of 100. Although one test-taker could be compared to another for a given test date, comparisons from one year to another could not be made. For example, a score of 500 achieved on an SAT taken in one year could reflect a different ability level than a score of 500 achieved in another year. By 1940, it had become clear that setting the mean SAT score to 500 every year was unfair to those students who happened to take the SAT with a group of higher average ability.[54]

text: In order to make cross-year score comparisons possible, in April 1941 the SAT verbal section was scaled to a mean of 500, and a standard deviation of 100, and the June 1941 SAT verbal section was equated (linked) to the April 1941 test. All SAT verbal sections after 1941 were equated to previous tests so that the same scores on different SATs would be comparable. Similarly, in June 1942 the SAT math section was equated to the April 1942 math section, which itself was linked to the 1942 SAT verbal section, and all SAT math sections after 1942 would be equated to previous tests. From this point forward, SAT mean scores could change over time, depending on the average ability of the group taking the test compared to the roughly 10,600 students taking the SAT in April 1941. The 1941 and 1942 score scales would remain in use until 1995. [54] [55]

text: 1946 test and associated changes[edit]

text: Paragraph reading was eliminated from the verbal portion of the SAT in 1946, and replaced with reading comprehension, and "double definition" questions were replaced with sentence completions. Between 1946 and 1957 students were given 90 to 100 minutes to complete 107 to 170 verbal questions. Starting in 1958 time limits became more stable, and for 17 years, until 1975, students had 75 minutes to answer 90 questions. In 1959 questions on data sufficiency were introduced to the mathematics section, and then replaced with quantitative comparisons in 1974. In 1974 both verbal and math sections were reduced from 75 minutes to 60 minutes each, with changes in test composition compensating for the decreased time.[52]

text: 1960s and 1970s score declines[edit]

text: From 1926 to 1941, scores on the SAT were scaled to make 500 the mean score on each section. In 1941 and 1942, SAT scores were standardized via test equating, and as a consequence, average verbal and math scores could vary from that time forward.[54] In 1952, mean verbal and math scores were 476 and 494, respectively, and scores were generally stable in the 1950s and early 1960s. However, starting in the mid-1960s and continuing until the early 1980s, SAT scores declined: the average verbal score dropped by about 50 points, and the average math score fell by about 30 points. By the late 1970s, only the upper third of test takers were doing as well as the upper half of those taking the SAT in 1963. From 1961 to 1977, the number of SATs taken per year doubled, suggesting that the decline could be explained by demographic changes in the group of students taking the SAT. Commissioned by the College Board, an independent study of the decline found that most (up to about 75%) of the test decline in the 1960s could be explained by compositional changes in the group of students taking the test; however, only about 25 percent of the 1970s decrease in test scores could similarly be explained.[50] Later analyses suggested that up to 40 percent of the 1970s decline in scores could be explained by demographic changes, leaving unknown at least some of the reasons for the decline.[56]

text: 1994 changes[edit]

text: In early 1994, substantial changes were made to the SAT.[57] Antonyms were removed from the verbal section in order to make rote memorization of vocabulary less useful. Also, the fraction of verbal questions devoted to passage-based reading material was increased from about 30% to about 50%, and the passages were chosen to be more like typical college-level reading material, compared to previous SAT reading passages. The changes for increased emphasis on analytical reading were made in response to a 1990 report issued by a commission established by the College Board. The commission recommended that the SAT should, among other things, "approximate more closely the skills used in college and high school work".[52] A mandatory essay had been considered as well for the new version of the SAT; however, criticism from minority groups as well as a concomitant increase in the cost of the test necessary to grade the essay led the College Board to drop it from the planned changes.[58]

text: Major changes were also made to the SAT mathematics section at this time, due in part to the influence of suggestions made by the National Council of Teachers of Mathematics. Test-takers were now permitted to use calculators on the math sections of the SAT. Also, for the first time since 1935, the SAT would now include some math questions that were not multiple choice, instead requiring students to supply the answers. Additionally, some of these "student-produced response" questions could have more than one correct answer. The tested mathematics content on the SAT was expanded to include concepts of slope of a line, probability, elementary statistics including median and mode, and counting problems.[52]

text: 1995 recentering (raising mean score back to 500)[edit]

text: By the early 1990s, average total SAT scores were around 900 (typically, 425 on the verbal and 475 on the math). The average scores on the 1994 modification of the SAT I were similar: 428 on the verbal and 482 on the math.[59] SAT scores for admitted applicants to highly selective colleges in the United States were typically much higher. For example, the score ranges of the middle 50% of admitted applicants to Princeton University in 1985 were 600 to 720 (verbal) and 660 to 750 (math).[60] Similarly, median scores on the modified 1994 SAT for freshmen entering Yale University in the fall of 1995 were 670 (verbal) and 720 (math).[61] For the majority of SAT takers, however, verbal and math scores were below 500: In 1992, half of the college-bound seniors taking the SAT were scoring between 340 and 500 on the verbal section and between 380 and 560 on the math section, with corresponding median scores of 420 and 470, respectively.[62]

text: The drop in SAT verbal scores, in particular, meant that the usefulness of the SAT score scale (200 to 800) had become degraded. At the top end of the verbal scale, significant gaps were occurring between raw scores and uncorrected scaled scores: a perfect raw score no longer corresponded to an 800, and a single omission out of 85 questions could lead to a drop of 30 or 40 points in the scaled score. Corrections to scores above 700 had been necessary to reduce the size of the gaps and to make a perfect raw score result in an 800. At the other end of the scale, about 1.5 percent of test takers would have scored below 200 on the verbal section if that had not been the reported minimum score. Although the math score averages were closer to the center of the scale (500) than the verbal scores, the distribution of math scores was no longer well approximated by a normal distribution. These problems, among others, suggested that the original score scale and its reference group of about 10,000 students taking the SAT in 1941 needed to be replaced.[54]

text: Beginning with the test administered in April 1995, the SAT score scale was recentered to return the average math and verbal scores close to 500. Although only 25 students had received perfect scores of 1600 in all of 1994, 137 students taking the April test scored a 1600.[63] The new scale used a reference group of about one million seniors in the class of 1990: the scale was designed so that the SAT scores of this cohort would have a mean of 500 and a standard deviation of 110. Because the new scale would not be directly comparable to the old scale, scores awarded on April 1995 and later were officially reported with an "R" (for example, "560R") to reflect the change in scale, a practice that was continued until 2001.[54] Scores awarded before April 1995 may be compared to those on the recentered scale by using official College Board tables. For example, verbal and math scores of 500 received before 1995 correspond to scores of 580 and 520, respectively, on the 1995 scale.[64]

text: 1995 re-centering controversy[edit]

text: Certain educational organizations viewed the SAT re-centering initiative as an attempt to stave off international embarrassment in regards to continuously declining test scores, even among top students. As evidence, it was presented that the number of pupils who scored above 600 on the verbal portion of the test had fallen from a peak of 112,530 in 1972 to 73,080 in 1993, a 36% backslide, despite the fact that the total number of test-takers had risen over 500,000.[65] Other authors have argued that the evidence for a decline in student quality is mixed, citing that top scorers on the ACT have shown little change in the same period, and that the proportion of 17-year-olds scoring at the highest performance level on the NAEP long-term trend assessment has been roughly stable for decades.[66]

text: 2002 changes – Score Choice[edit]

text: Since 1993, using a policy referred to as "Score Choice", students taking the SAT-II subject exams were able to choose whether or not to report the resulting scores to a college to which the student was applying. In October 2002, the College Board dropped the Score Choice option for SAT-II exams, matching the score policy for the traditional SAT tests that required students to release all scores to colleges.[67] The College Board said that, under the old score policy, many students who waited to release scores would forget to do so and miss admissions deadlines. It was also suggested that the old policy of allowing students the option of which scores to report favored students who could afford to retake the tests.[68]

text: 2005 changes, including a new 2400-point score[edit]

text: In 2005, the test was changed again, largely in response to criticism by the University of California system.[69] In order to have the SAT more closely reflect high school curricula, certain types of questions were eliminated: analogies from the verbal section and quantitative comparison items from the math section.[52] A new writing section, with an essay, based on the former SAT II Writing Subject Test, was added,[70] in part to increase the chances of closing the opening gap between the highest and midrange scores. Other factors included the desire to test the writing ability of each student; hence the essay. The essay section added an additional maximum 800 points to the score, which increased the new maximum score to 2400.[71] The "New SAT" was first offered on March 12, 2005, after the last administration of the "old" SAT in January 2005. The mathematics section was expanded to cover three years of high school mathematics. To emphasize the importance of reading, the verbal section's name was changed to the Critical Reading section.[52]

text: Scoring problems of October 2005 tests[edit]

text: In March 2006, it was announced that a small percentage of the SATs taken in October 2005 had been scored incorrectly due to the test papers' being moist and not scanning properly, and that some students had received erroneous scores.[72] The College Board announced they would change the scores for the students who were given a lower score than they earned, but at this point many of those students had already applied to colleges using their original scores. The College Board decided not to change the scores for the students who were given a higher score than they earned. A lawsuit was filed in 2006 on behalf of the 4,411 students who received an incorrect score on the SAT.[73] The class-action suit was settled in August 2007 when the College Board and Pearson Educational Measurement, the company that scored the SATs, announced they would pay $2.85 million into a settlement fund. Under the agreement each student could either elect to receive $275 or submit a claim for more money if he or she felt the damage was greater.[74] A similar scoring error occurred on a secondary school admission test in 2010–2011 when the ERB (Educational Records Bureau) announced after the admission process was over that an error had been made in the scoring of the tests of 2010 (17%) of the students who had taken the Independent School Entrance Examination for admission to private secondary schools for 2011. Commenting on the effect of the error on students' school applications in The New York Times, David Clune, President of the ERB stated "It is a lesson we all learn at some point—that life isn't fair."[75]

text: 2008 changes[edit]

text: As part of an effort to “reduce student stress and improve the test-day experience", in late 2008 the College Board announced that the Score Choice option, recently dropped for SAT subject exams, would be available for both the SAT subject tests and the SAT starting in March, 2009. At the time, some college admissions officials agreed that the new policy would help to alleviate student test anxiety, while others questioned whether the change was primarily an attempt to make the SAT more competitive with the ACT, which had long had a comparable score choice policy.[76] Recognizing that some colleges would want to see the scores from all tests taken by a student, under this new policy, the College Board would encourage but not force students to follow the requirements of each college to which scores would be sent.[77] A number of highly selective colleges and universities, including Yale, the University of Pennsylvania, Cornell, and Stanford, rejected the Score Choice option at the time[78] and continue to require applicants to submit all scores.[79] Others, such as MIT and Harvard, allow students to choose which scores they submit, and use only the highest score from each section when making admission decisions. Still others, such as Oregon State University and University of Iowa, allow students to choose which scores they submit, considering only the test date with the highest combined score when making admission decisions.[79]

text: 2012 changes[edit]

text: Beginning in 2012, test takers were required to submit a current, recognizable photo during registration. Students are required to present their photo admission ticket – or another acceptable form of photo ID – for admittance to their designated test center. Student scores and registration information, including the photo provided, are made available to the student’s high school. In the event of an investigation involving the validity of a student’s test scores, their photo may be made available to institutions to which they have sent scores. Any college that is granted access to a student’s photo is first required to certify that they are all admitted students.[80]

text: 2016 changes, including the return to a 1600-point score[edit]

text: On March 5, 2014, the College Board announced its plan to redesign the SAT in order to link the exam more closely to the work high school students encounter in the classroom.[7] The new exam was administered for the first time in March 2016.[81] Some of the major changes are: an emphasis on the use of evidence to support answers, a shift away from obscure vocabulary to words that students are more likely to encounter in college and career, a math section that is focused on fewer areas, a return to the 1600-point score scale, an optional essay, and the removal of penalty for wrong answers (rights-only scoring).[82] To combat the perceived advantage of costly test preparation courses, the College Board announced a new partnership with Khan Academy to offer free online practice problems and instructional videos.[7]

text: Name changes[edit]

text: The SAT has been renamed several times since its introduction in 1926. It was originally known as the Scholastic Aptitude Test.[83][52] In 1990, a commission set up by the College Board to review the proposed changes to the SAT program recommended that the meaning of the initialism SAT be changed to "Scholastic Assessment Test" because a "test that integrates measures of achievement as well as developed ability can no longer be accurately described as a test of aptitude".[84][85] In 1993, the College Board changed the name of the test to SAT I: Reasoning Test; at the same time, the name of the Achievement Tests was changed to SAT II: Subject Tests.[83] The Reasoning Test and Subject Tests were to be collectively known as the Scholastic Assessment Tests. According to the president of the College Board at the time, the name change was meant "to correct the impression among some people that the SAT measures something that is innate and impervious to change regardless of effort or instruction."[86] The new SAT debuted in March 1994, and was referred to as the Scholastic Assessment Test by major news organizations.[57][87] However, in 1997, the College Board announced that the SAT could not properly be called the Scholastic Assessment Test, and that the letters SAT did not stand for anything.[88] In 2004, the Roman numeral in SAT I: Reasoning Test was dropped, making SAT Reasoning Test the new name of the SAT.[83]

text: Math–verbal achievement gap[edit]

text: In 2002, Richard Rothstein (education scholar and columnist) wrote in The New York Times that the U.S. math averages on the SAT and ACT continued their decade-long rise over national verbal averages on the tests.[89]

text: Reuse of old SAT exams[edit]

text: The College Board has been accused of completely reusing old SAT papers previously given in the United States.[90] The recycling of questions from previous exams has been exploited to allow for cheating on exams and impugned the validity of some students' test scores, according to college officials. Test preparation companies in Asia have been found to provide test questions to students within hours of a new SAT exam's administration.[91][92]

text: Perception[edit]

text: Association with culture[edit]

text: For decades many critics have accused designers of the verbal SAT of cultural bias as an explanation for the disparity in scores between poorer and wealthier test-takers.[93] A famous (and long past) example of this bias in the SAT I was the oarsman–regatta analogy question. The object of the question was to find the pair of terms that had the relationship most similar to the relationship between "runner" and "marathon". The correct answer was "oarsman" and "regatta". The choice of the correct answer was thought to have presupposed students' familiarity with rowing, a sport popular with the wealthy. However, according to Murray and Herrnstein, the black-white gap is smaller in culture-loaded questions like this one than in questions that appear to be culturally neutral.[94] Analogy questions have since been replaced by short reading passages.

text: Association with family income[edit]

text: A report from The New York Times stated that family income can explain about 95% of the variance in SAT scores.[95] In response, Lisa Wade, contributor at the website The Society Pages, commented that those with higher family income, “tend to have better teachers, more resource-rich educational environments, more educated parents who can help them with school and, sometimes, expensive SAT tutoring.”[96] However, University of California system research found that after controlling for family income and parental education, the already low ability of the SAT to measure aptitude and college readiness fell sharply while the more substantial aptitude and college readiness measuring abilities of high school GPA and the SAT II each remained undiminished (and even slightly increased). The University of California system required both the SAT and the SAT II from applicants to the UC system during the four years included in the study. They further found that, after controlling for family income and parental education, the so-called achievement tests known as the SAT II measure aptitude and college readiness 10 times higher than the SAT.[97] As with racial bias, correlation with income could also be due to the social class of the makers of the test, although according to the authors of The Bell Curve, empirical research suggests that poorer students actually perform worse on questions the authors believed to be "neutral" compared to the ones they termed as "privileged."[98]

text: Association with gender[edit]

text: This section needs expansion. You can help by adding to it. (September 2015)

text: The largest association with gender on the SAT is found in the math section, where male students, on average, score higher than female students by approximately 30 points.[99] In 2013, the American College Testing Board released a report stating that boys outperformed girls on the mathematics section of the test.[100]

text: Association with race and ethnicity[edit]

text: African American, Hispanic, and Native American students, on average, perform an order of one standard deviation lower on the SAT than white and Asian students.[101][102][103][104]

text: Researchers believe that the difference in scores is closely related to the overall achievement gap in American society between students of different racial groups. This gap may be explainable in part by the fact that students of disadvantaged racial groups tend to go to schools that provide lower educational quality. This view is supported by evidence that the black-white gap is higher in cities and neighborhoods that are more racially segregated.[105] It has also been suggested that stereotype threat has a significant effect on lowering achievement of minority students. For example, African Americans perform worse on a test when they are told that the test measures "verbal reasoning ability", than when no mention of the test subject is made.[106] Other research cites poorer minority proficiency in key coursework relevant to the SAT (English and math), as well as peer pressure against students who try to focus on their schoolwork ("acting white").[107] Cultural issues are also evident among black students in wealthier households, with high achieving parents. John Ogbu, a Nigerian-American professor of anthropology, found that instead of looking to their parents as role models, black youth chose other models like rappers and did not put forth the effort to be a good student. However, they felt that racism was wrong.[108]

text: One set of studies has reported differential item functioning – namely, some test questions function differently based on the racial group of the test taker, reflecting some kind of systematic difference in a groups ability to understand certain test questions or to acquire the knowledge required to answer them. In 2003 Freedle published data showing that Black students have had a slight advantage on the verbal questions that are labeled as difficult on the SAT, whereas white and Asian students tended to have a slight advantage on questions labeled as easy. Freedle argued that these findings suggest that "easy" test items use vocabulary that is easier to understand for white middle class students than for minorities, who often use a different language in the home environment, whereas the difficult items use complex language learned only through lectures and textbooks, giving both student groups equal opportunities to acquiring it.[109][110] [111] The study was severely criticized by the ETS board, but the findings were replicated in a subsequent study by Santelices and Wilson in 2010.[112][113]

text: There is no evidence that SAT scores systematically underestimate future performance of minority students. However, the predictive validity of the SAT has been shown to depend on the dominant ethnic and racial composition of the college.[114] Some studies have also shown that African American students under-perform in college relative to their white peers with the same SAT scores; researchers have argued that this is likely because white students tend to benefit from social advantages outside of the educational environment (for example, high parental involvement in their education, inclusion in campus academic activities, positive bias from same-race teachers and peers) which result in better grades.[106]

text: Christopher Jencks concludes that as a group African Americans have been harmed by the introduction of standardized entrance exams such as the SAT. This, according to him, is not because the tests themselves are flawed, but because of labeling bias and selection bias; the tests measure the skills that African Americans are less likely to develop in their socialization, rather than the skills they are more likely to develop. Furthermore, standardized entrance exams are often labeled as tests of general ability, rather than of certain aspects of ability. Thus, a situation is produced in which African American ability is consistently underestimated within the education and workplace environments, contributing in turn to selection bias against them which exacerbates underachievement.[106]

text: Dropping SAT[edit]

text: A growing number of colleges have joined the SAT optional movement. These colleges do not require the SAT for admission.

text: One example of a college that did this is Drew University in New Jersey. After they adopted an optional SAT policy, they had a 20% increase in applications. Dean of Admissions Mary Beth Carey says that "Our own research showed us that high school grade point average is by far the most important predictor of success in college." The college reported that they accepted their most diverse class ever as a result of the policy.[115]

text: In a 2001 speech to the American Council on Education, Richard C. Atkinson, the president of the University of California, urged dropping the SAT as a college admissions requirement:

text: Anyone involved in education should be concerned about how overemphasis on the SAT is distorting educational priorities and practices, how the test is perceived by many as unfair, and how it can have a devastating impact on the self-esteem and aspirations of young students. There is widespread agreement that overemphasis on the SAT harms American education.[116]

text: In response to threats by the University of California to drop the SAT as an admission requirement, the College Entrance Examination Board announced the restructuring of the SAT, to take effect in March 2005, as detailed above.

text: In the 1960s and 1970s there was a movement to drop achievement scores. After a period of time, the countries, states and provinces that reintroduced them agreed that academic standards had dropped, students had studied less, and had taken their studying less seriously. They reintroduced the tests after studies and research concluded that the high-stakes tests produced benefits that outweighed the costs.[117]

text: IQ studies[edit]

text: Frey and Detterman (2003) investigated associations of SAT scores with intelligence test scores. Using an estimate of general mental ability, or g, based on the Armed Services Vocational Aptitude Battery, which can be best thought of as representing crystallized intelligence (learned abilities), they found SAT scores to be highly correlated with g (r=.82 in their sample, .857 when adjusted for non-linearity) in their sample taken from a 1979 national probability survey. Additionally, they investigated the correlation between SAT results, using the revised and recentered form of the test, and scores on the Raven's Advanced Progressive Matrices, a test of fluid intelligence (reasoning), this time using a non-random sample. They found that the correlation of SAT results with scores on the Raven's Advanced Progressive Matrices was .483. They estimated that this latter correlation would have been about 0.72 were it not for the restriction of ability range in the sample. They also noted that there appeared to be a ceiling effect on the Raven’s scores which may have suppressed the correlation.[118] Beaujean and colleagues (2006) have reached similar conclusions to those reached by Frey and Detterman.[119]

text: Preparation[edit]

text: SAT preparation is a highly lucrative field.[120] The field was pioneered by Stanley Kaplan, whose SAT preparation course began in 1946 as a 64-hour course.[121] Many companies and organizations offer test preparation in the form of books, classes, online courses, and tutoring. The test preparation industry began almost simultaneously with the introduction of university entrance exams in the U.S. and flourished from the start.[122]

text: The College Board maintains that the SAT is essentially uncoachable and research by the College Board and the National Association of College Admission Counseling suggests that tutoring courses result in an average increase of about 20 points on the math section and 10 points on the verbal section.[123] Other studies have shown significantly different results. A longitudinal study from Ohio State showed that taking private SAT prep classes correlated with scores higher by ~60 points.[124] A study from Oxford showed that coaching courses boosted scores by an average of 56 points.[122]

text: Montgomery and Lilly (2012) performed a systematic literature review of all published SAT coaching research in search of high quality studies (defined as those with randomized controlled trials). They found that the randomized treatments resulted in V/M gains of +23/32 points for a total of +56; the high quality study that showed the highest score increase was Johnson (1984; San Francisco) which was based on a 30-hour prep course that showed an average increase of 178 points. The Johnson San Francisco study was also the only high quality study found on a prep course of 30 hours or more in length, although validity of this outlier study is uncertain due to the attrition of half the participants.[122]

text: Use by high-IQ societies[edit]

text: Certain high IQ societies, like Mensa, the Prometheus Society and the Triple Nine Society, use scores from certain years as one of their admission tests. For instance, the Triple Nine Society accepts scores (verbal and math combined) of 1450 or greater on SAT tests taken before April 1995, and scores of at least 1520 on tests taken between April 1995 and February 2005.[125]

text: The SAT is sometimes given to students younger than 13 by organizations such as the Study of Mathematically Precocious Youth, Johns Hopkins Center for Talented Youth, Duke TIP, and other organizations who use the results to select, study and mentor students of exceptional ability.

text: Writing section[edit]

text: In 2005, MIT Writing Director Pavan Sreekireddy plotted essay length versus essay score on the new SAT from released essays and found a high correlation between them. After studying over 50 graded essays, he found that longer essays consistently produced higher scores. In fact, he argues that by simply gauging the length of an essay without reading it, the given score of an essay could likely be determined correctly over 90% of the time. He also discovered that several of these essays were full of factual errors; the College Board does not claim to grade for factual accuracy.

text: Perelman, along with the National Council of Teachers of English also criticized the 25-minute writing section of the test for damaging standards of writing teaching in the classroom. They say that writing teachers training their students for the SAT will not focus on revision, depth, accuracy, but will instead produce long, formulaic, and wordy pieces.[126] "You're getting teachers to train students to be bad writers", concluded Perelman.[127]


document_title: Italy (Everybody Loves Raymond)

question_text: where was the italian episode of everybody loves raymond filmed

root

text: Italy (Everybody Loves Raymond)

text: Plot[edit]

text: Frank (Peter Boyle) and Marie (Doris Roberts) announce to their family that they're all going to Italy for two weeks. The latter reasons that with her birthday coming up, she is using the money she had kept aside for 45 years to pay for the family to meet her cousin Colletta (Silvana De Santis), who lives in a small village outside of Rome. Everyone is excited to go, except Raymond (Ray Romano). Ray informs Debra (Patricia Heaton) that he doesn't want to go on the trip because he has no interest in other cultures. Debra replies that she doesn't want his "dumbness" to ruin the vacation.

tag: p

text: The family arrive at Colleta's home, who welcomes them along with her husband Giorgio. Ray begins developing a cold which he claims he got from the air conditioning on the van they rode. Robert (Brad Garrett), also becomes miserable, due to his "dilemma"; because he plans to marry Amy but keeps focusing on his ex-wife Joanne, he claims that he is unable to sort out his feelings. At a gelato parlor, he becomes attracted to a waitress named Stefania Fogagnolo (Alex Meneses), whose father Signore Focagnolo (David Proval) is also the owner. He visits Rome with Stefania, but she tells him she doesn't want her dad to know she is dating. Meanwhile, Ray also goes to the city with the rest of the family, but while Debra, Frank and Marie are apparently having a great time, Ray is not.

text: After some time visiting Rome, Debra finally bursts out about Ray's attitude towards the trip and compares his behavior to Frank and Marie's; she argues that while his parents are at least trying to make the best out of things, he has been "a grumpy pain-in-the-ass". Angered, Ray tells her he "will not be a pain in anyone's ass anymore" and gets away from the three. Meanwhile, Signore Focagnolo catches Stefania and Robert about to make out in her room, and goes after Robert. It also appears that the trip is starting to go downhill for Frank, Marie and Debra. Marie decides Ray should take a walk with her to lighten him up and release her stress from Debra's behavior towards him moping and not wanting to have fun. It seems with the walk, he is starting to become positive and enjoying the vacation.

text: At lunch, Robert, who confronts Marco again, decides to talk with him so he can convince him to be with Stefania. Meanwhile, Ray gives flowers to some of the women, including Colleta, Marie and Debra. Ray shows Debra that he is starting to enjoy being in the country, which makes Debra happy, and the two go on their own date around Rome, as well and Marie and Frank. Colleta and Giorgio give a farewell to the family, while Robert and Stefania say goodbye to each other with Marco watching them. During the van ride, all the family members together sing "C'è La Luna Mezzo Mare" by Lou Monte.

text: The episode ends with Ray annoying his fellow passengers by singing loudly in Italian on the plane back to New York.

text: Production[edit]

text: After the first season of Everybody Loves Raymond ended in 1997, the series' creator, Philip Rosenthal, asked Ray Romano what he was going to do over the summer. When Rosenthal suggested he go to Italy, Romano did not accept because he was "not really interested in other cultures." According to Rosenthal, "After I got up off the floor, I realized: Here's an episode."[2] Directed by Gary Halvorson, "Italy" guest stars Silvana De Santis as Colletta, Pierrino Mascarino as Giorgio, Alex Meneses as Stefania, David Proval as Signore Fogagnolo, Enzo Vitagliano as the Bocce player, Sergio Sivori, Vanni Bramat, Luca Francucci and Alessandro Francucci.[1] It was filmed in July 2000 in the town Anguillara Sabazia outside of Rome.[2] Romano first hinted of the episode in an interview published that same month in the Rome News-Tribune.[3]

text: According to the Los Angeles Times, Brad Garrett threatened not to participate in the two-part episode unless he got a raise, which he was given.[4]

text: Release and reception[edit]

text: "Italy" initially aired on the American television network CBS, part one on October 2, 2000 and part two on October 9.[5] In 2005, it was released to DVD as part of the official DVD release for the fifth season, which also came with an audio commentary for both parts of the episode by Phil Rosenthal and Ray Romano.[6] "Italy" has been positively received by critics. Former DVD Verdict writer Russell Engebretson said that while the episode "veers into sentimentality, it provides a dose of sweetness to counter a few of the more darkly comic episodes [of season five], especially the funny but bitter "Christmas Present." He also praised the impressive cinematography.[7] DVD Talk's Jeffrey Robinson called it "a fun way to start the season. It was a nice change of pace after the same settings and atmospheres." He also highlighted the introduction of a new love interest for Robert.[6] However, in a mixed review published in The Gadsden Times, David Kronke opined that in keeping with the nature of usual "special" episodes, "it's not quite up to the series' usual laugh quotient."[8] On March 2, 2002, Rosenthal won the Writers Guild of America Award for Episodic Comedy for writing "Italy".[9] He has cited the episode to be one of his favorites of Everybody Loves Raymond.[10]


document_title: Hurricane (cocktail)

question_text: what is in a pat o brien hurricane

question_tokens: what is in a pat o brien hurricane

text: Hurricane (cocktail)

text:
Hurricane

Cocktail

A hurricane served in New Orleans

Type
Cocktail

Primary alcohol by volume

Rum

Served
"On the rocks"; poured over ice

Standard drinkware
hurricane lamp–shaped glass

Commonly used ingredients

One part dark rum
One part white rum
Half part over proofed rum
Passion fruit syrup
Lemon juice

Preparation
Shake ingredients with ice, then pour into the glass and serve over ice.

Notes
+

tag: table

text: The hurricane is a sweet alcoholic drink made with rum, fruit juice, and syrup or grenadine. It is one of many popular drinks served in New Orleans.

text: The creation of this passion fruit–colored relative of a daiquiri is credited to New Orleans tavern owner Pat O'Brien.[1] The bar allegedly started as a speakeasy called Mr. O'Brien's Club Tipperary and the password was "storm's brewin'".[1]

text: In the 1940s, he needed to create a new drink to help him get rid of all of the less-popular rum that local distributors forced him to buy before he could get a few cases of more popular liquors such as scotch and other whiskeys.[2][3] He poured the concoction into hurricane lamp–shaped glasses and gave it away to sailors.

text: The drink caught on, and it has been a mainstay in the French Quarter ever since. It is more commonly served in a disposable plastic cup, as New Orleans laws permit drinking in public and leaving a bar with a drink, but the city prohibits public drinking from glass containers.[4]

text: The hurricane cocktail is made differently on the islands of the Bahamas. The drink is composed of various measures of coffee liqueur, 151 rum, Irish cream, and Grand Marnier. It is commonly found in the downtown bars of Nassau.


document_title: Smart card

question_text: who invented the chip in. debit cards

question_tokens: who invented the chip in . debit cards

text: Smart card

text: History[edit]

text: Invention[edit]

text: In 1968 and 1969 Helmut Gröttrup and Jürgen Dethloff jointly filed patents for the automated chip card. Roland Moreno patented the memory card concept[4] in 1974.[5] An important patent for smart cards with a microprocessor and memory as used today was filed by Jürgen Dethloff in 1976 and granted as USP 4105156 in 1978.[6] In 1977, Michel Ugon from Honeywell Bull invented the first microprocessor smart card with two chips: one microprocessor and one memory, and in 1978, he patented the self-programmable one-chip microcomputer (SPOM) that defines the necessary architecture to program the chip. Three years later, Motorola used this patent in its "CP8". At that time, Bull had 1,200 patents related to smart cards. In 2001, Bull sold its CP8 division together with its patents to Schlumberger, who subsequently combined its own internal smart card department and CP8 to create Axalto. In 2006, Axalto and Gemplus, at the time the world's top two smart-card manufacturers, merged and became Gemalto. In 2008, Dexa Systems spun off from Schlumberger and acquired Enterprise Security Services business, which included the smart-card solutions division responsible for deploying the first large-scale smart-card management systems based on public key infrastructure (PKI).

text: The first mass use of the cards was as a telephone card for payment in French payphones, starting in 1983.[citation needed]

text: Carte Bleue[edit]

text: After the Télécarte, microchips were integrated into all French Carte Bleue debit cards in 1992. Customers inserted the card into the merchant's point-of-sale (POS) terminal, then typed the personal identification number (PIN), before the transaction was accepted. Only very limited transactions (such as paying small highway tolls) are processed without a PIN.

text: Smart-card-based "electronic purse" systems store funds on the card, so that readers do not need network connectivity. They entered European service in the mid-1990s. They have been common in Germany (Geldkarte), Austria (Quick Wertkarte), Belgium (Proton), France (Moneo[7]), the Netherlands (Chipknip Chipper (decommissioned in 2001)), Switzerland ("Cash"), Norway ("Mondex"), Spain ("Monedero 4B"), Sweden ("Cash", decommissioned in 2004), Finland ("Avant"), UK ("Mondex"), Denmark ("Danmønt") and Portugal ("Porta-moedas Multibanco"). Private electronic purse systems have also been deployed such as the Marines corps (USMC) at Parris Island allowing small amount payments at the cafeteria.

text: Since the 1990s, smart cards have been the subscriber identity modules (SIMs) used in European GSM mobile-phone equipment. Mobile phones are widely used in Europe, so smart cards have become very common.

text: EMV[edit]

text: Europay MasterCard Visa (EMV)-compliant cards and equipment are widespread with the deployment led by European countries. The United States started later deploying the EMV technology in 2014, with the deployment still in progress in 2018. Typically, a country's national payment association, in coordination with MasterCard International, Visa International, American Express and Japan Credit Bureau (JCB), jointly plan and implement EMV systems.

text: Historically, in 1993 several international payment companies agreed to develop smart-card specifications for debit and credit cards. The original brands were MasterCard, Visa, and Europay. The first version of the EMV system was released in 1994. In 1998 the specifications became stable.

text: EMVCo maintains these specifications. EMVco's purpose is to assure the various financial institutions and retailers that the specifications retain backward compatibility with the 1998 version. EMVco upgraded the specifications in 2000 and 2004.[8]

text: EMV compliant cards were first accepted into Malaysia in 2005 [9] and later into United States in 2014. MasterCard was the first company that was allowed to use the technology in the United States. The United States has felt pushed to use the technology because of the increase in identity theft. The credit card information stolen from Target in late 2013 was one of the largest indicators that American credit card information is not safe. Target made the decision on April 30, 2014 that it would try to implement the smart chip technology in order to protect itself from future credit card identity theft.

text: Before 2014, the consensus in America was that there was enough security measures to avoid credit card theft and that the smart chip was not necessary. The cost of the smart chip technology was significant, which was why most of the corporations did not want to pay for it in the United States. The debate came when online credit theft was insecure enough for the United States to invest in the technology. The adaptation of EMV's increased significantly in 2015 when the liability shifts occurred in October by the credit card companies.

text: Development of contactless systems[edit]

text: Contactless smart cards do not require physical contact between a card and reader. They are becoming more popular for payment and ticketing. Typical uses include mass transit and motorway tolls. Visa and MasterCard implemented a version deployed in 2004–2006 in the U.S., with Visa's current offering called Visa Contactless. Most contactless fare collection systems are incompatible, though the MIFARE Standard card from NXP Semiconductors has a considerable market share in the US and Europe.

text: Smart cards are also being introduced for identification and entitlement by regional, national, and international organizations. These uses include citizen cards, drivers’ licenses, and patient cards. In Malaysia, the compulsory national ID MyKad enables eight applications and has 18 million users. Contactless smart cards are part of ICAO biometric passports to enhance security for international travel.

text: Design[edit]

text: A smart card may have the following generic characteristics:

text:
Dimensions similar to those of a credit card. ID-1 of the ISO/IEC 7810 standard defines cards as nominally 85.60 by 53.98 millimetres (3.37 in × 2.13 in). Another popular size is ID-000, which is nominally 25 by 15 millimetres (0.98 in × 0.59 in) (commonly used in SIM cards). Both are 0.76 millimetres (0.030 in) thick.
Contains a tamper-resistant security system (for example a secure cryptoprocessor and a secure file system) and provides security services (e.g., protects in-memory information).
Managed by an administration system, which securely interchanges information and configuration settings with the card, controlling card blacklisting and application-data updates.
Communicates with external services through card-reading devices, such as ticket readers, ATMs, DIP reader, etc.

tag: ul

text: Contact smart cards[edit]

text: Contact smart cards have a contact area of approximately 1 square centimetre (0.16 sq in), comprising several gold-plated contact pads. These pads provide electrical connectivity when inserted into a reader,[12] which is used as a communications medium between the smart card and a host (e.g., a computer, a point of sale terminal) or a mobile telephone. Cards do not contain batteries; power is supplied by the card reader.

text: The ISO/IEC 7810 and ISO/IEC 7816 series of standards define:

text:
physical shape and characteristics,
electrical connector positions and shapes,
electrical characteristics,
communications protocols, including commands sent to and responses from the card,
basic functionality.

text: Because the chips in financial cards are the same as those used in subscriber identity modules (SIMs) in mobile phones, programmed differently and embedded in a different piece of PVC, chip manufacturers are building to the more demanding GSM/3G standards. So, for example, although the EMV standard allows a chip card to draw 50 mA from its terminal, cards are normally well below the telephone industry's 6 mA limit. This allows smaller and cheaper financial card terminals.

text: Communication protocols for contact smart cards include T=0 (character-level transmission protocol, defined in ISO/IEC 7816-3) and T=1 (block-level transmission protocol, defined in ISO/IEC 7816-3).

text: Contactless smart cards[edit]

text: A second card type is the contactless smart card, in which the card communicates with and is powered by the reader through RF induction technology (at data rates of 106–848 kbit/s). These cards require only proximity to an antenna to communicate. Like smart cards with contacts, contactless cards do not have an internal power source. Instead, they use an inductor to capture some of the incident radio-frequency interrogation signal, rectify it, and use it to power the card's electronics.

text: APDU transmission by a contactless interface is defined in ISO/IEC 14443-4.

text: Hybrids[edit]

text: Hybrid cards implement contactless and contact interfaces on a single card with dedicated modules/storage and processing.

text: Dual-interface cards implement contactless and contact interfaces on a single card with some shared storage and processing. An example is Porto's multi-application transport card, called Andante, which uses a chip with both contact and contactless (ISO/IEC 14443 Type B) interfaces.

text: USB[edit]

text: The CCID (Chip Card Interface Device) is a USB protocol that allows a smartcard to be connected to a computer, using a standard USB interface. This allows the smartcard to be used as a security token for authentication and data encryption such as Bitlocker. CCID devices typically look like a standard USB dongle and may contain a SIM card inside the USB dongle.

text: Applications[edit]

text: Financial[edit]

text: Smart cards serve as credit or ATM cards, fuel cards, mobile phone SIMs, authorization cards for pay television, household utility pre-payment cards, high-security identification and access badges, and public transport and public phone payment cards.

text: Smart cards may also be used as electronic wallets. The smart card chip can be "loaded" with funds to pay parking meters, vending machines or merchants. Cryptographic protocols protect the exchange of money between the smart card and the machine. No connection to a bank is needed. The holder of the card may use it even if not the owner. Examples are Proton, Geldkarte, Chipknip and Moneo. The German Geldkarte is also used to validate customer age at vending machines for cigarettes.

text: These are the best known payment cards (classic plastic card):

text:
Visa: Visa Contactless, Quick VSDC, "qVSDC", Visa Wave, MSD, payWave
MasterCard: PayPass Magstripe, PayPass MChip
American Express: ExpressPay
Discover: Zip
Unionpay: QuickPass

text: Roll-outs started in 2005 in the U.S. Asia and Europe followed in 2006. Contactless (non-PIN) transactions cover a payment range of ~$5–50. There is an ISO/IEC 14443 PayPass implementation. Some, but not all PayPass implementations conform to EMV.

text: Non-EMV cards work like magnetic stripe cards. This is common in the U.S. (PayPass Magstripe and Visa MSD). The cards do not hold or maintain the account balance. All payment passes without a PIN, usually in off-line mode. The security of such a transaction is no greater than with a magnetic stripe card transaction.[citation needed]

text: EMV cards can have either contact or contactless interfaces. They work as if they were a normal EMV card with a contact interface. Via the contactless interface they work somewhat differently, in that the card commands enabled improved features such as lower power and shorter transaction times.

text: SIM[edit]

text: The subscriber identity modules used in mobile-phone systems are reduced-size smart cards, using otherwise identical technologies.

text: Identification[edit]

text: Smart-cards can authenticate identity. Sometimes they employ a public key infrastructure (PKI). The card stores an encrypted digital certificate issued from the PKI provider along with other relevant information. Examples include the U.S. Department of Defense (DoD) Common Access Card (CAC), and other cards used by other governments for their citizens. If they include biometric identification data, cards can provide superior two- or three-factor authentication.

text: Smart cards are not always privacy-enhancing, because the subject may carry incriminating information on the card. Contactless smart cards that can be read from within a wallet or even a garment simplify authentication; however, criminals may access data from these cards.

text: Cryptographic smart cards are often used for single sign-on. Most advanced smart cards include specialized cryptographic hardware that uses algorithms such as RSA and Digital Signature Algorithm (DSA). Today's cryptographic smart cards generate key pairs on board, to avoid the risk from having more than one copy of the key (since by design there usually isn't a way to extract private keys from a smart card). Such smart cards are mainly used for digital signatures and secure identification.

text: The most common way to access cryptographic smart card functions on a computer is to use a vendor-provided PKCS#11 library.[citation needed] On Microsoft Windows the Cryptographic Service Provider (CSP) API is also supported.

text: The most widely used cryptographic algorithms in smart cards (excluding the GSM so-called "crypto algorithm") are Triple DES and RSA. The key set is usually loaded (DES) or generated (RSA) on the card at the personalization stage.

text: Some of these smart cards are also made to support the National Institute of Standards and Technology (NIST) standard for Personal Identity Verification, FIPS 201.

text: Turkey implemented the first smart card driver's license system in 1987. Turkey had a high level of road accidents and decided to develop and use digital tachograph devices on heavy vehicles, instead of the existing mechanical ones, to reduce speed violations. Since 1987, the professional driver's licenses in Turkey have been issued as smart cards. A professional driver is required to insert his driver's license into a digital tachograph before starting to drive. The tachograph unit records speed violations for each driver and gives a printed report. The driving hours for each driver are also being monitored and reported. In 1990 the European Union conducted a feasibility study through BEVAC Consulting Engineers, titled "Feasibility study with respect to a European electronic drivers license (based on a smart-card) on behalf of Directorate General VII". In this study, chapter seven describes Turkey's experience.

text: Argentina's Mendoza province began using smart card driver's licenses in 1995. Mendoza also had a high level of road accidents, driving offenses, and a poor record of recovering fines.[citation needed] Smart licenses hold up-to-date records of driving offenses and unpaid fines. They also store personal information, license type and number, and a photograph. Emergency medical information such as blood type, allergies, and biometrics (fingerprints) can be stored on the chip if the card holder wishes. The Argentina government anticipates that this system will help to collect more than $10 million per year in fines.

text: In 1999 Gujarat was the first Indian state to introduce a smart card license system.[13] As of 2005, it has issued 5 million smart card driving licenses to its people.[14]

text: In 2002, the Estonian government started to issue smart cards named ID Kaart as primary identification for citizens to replace the usual passport in domestic and EU use. As of 2010 about 1 million smart cards have been issued (total population is about 1.3 million) and they are widely used in internet banking, buying public transport tickets, authorization on various websites etc.

text: By the start of 2009, the entire population of Belgium was issued eID cards that are used for identification. These cards contain two certificates: one for authentication and one for signature. This signature is legally enforceable. More and more services in Belgium use eID for authorization.[15]

text: Spain started issuing national ID cards (DNI) in the form of Smartcards in 2006 and gradually replaced all the older ones with Smartcards. The idea was that many or most bureaucratic acts could be done online but it was a failure because the Administration did not adapt and still mostly requires paper documents and personal presence.[16][17][18][19]

text: On August 14, 2012, the ID cards in Pakistan were replaced. The Smart Card is a third generation chip-based identity document that is produced according to international standards and requirements. The card has over 36 physical security features and has the latest[clarification needed] encryption codes. This smart card replaced the NICOP (the ID card for overseas Pakistani).

text: Smart cards may identify emergency responders and their skills. Cards like these allow first responders to bypass organizational paperwork and focus more time on the emergency resolution. In 2004, The Smart Card Alliance expressed the needs: "to enhance security, increase government efficiency, reduce identity fraud, and protect personal privacy by establishing a mandatory, Government-wide standard for secure and reliable forms of identification".[20] emergency response personnel can carry these cards to be positively identified in emergency situations. WidePoint Corporation, a smart card provider to FEMA, produces cards that contain additional personal information, such as medical records and skill sets.

text: In 2007, the Open Mobile Alliance (OMA) proposed a new standard defining V1.0 of the Smart Card Web Server (SCWS), an HTTP server embedded in a SIM card intended for a smartphone user.[21] The non-profit trade association SIMalliance has been promoting the development and adoption of SCWS. SIMalliance states that SCWS offers end-users a familiar, OS-independent, browser-based interface to secure, personal SIM data. As of mid-2010, SIMalliance had not reported widespread industry acceptance of SCWS.[22] The OMA has been maintaining the standard, approving V1.1 of the standard in May 2009, and V1.2 is expected was approved in October 2012.[23]

text: Smart cards are also used to identify user accounts on arcade machines.[24]

text: Public transit[edit]

text: Smart cards, used as transit passes, and integrated ticketing are used by many public transit operators. Card users may also make small purchases using the cards. Some operators offer points for usage, exchanged at retailers or for other benefits.[25] Examples include Singapore's CEPAS, Toronto's Presto card, Hong Kong's Octopus Card, London's Oyster Card, Dublin's Leap card, Brussels' MoBIB, Québec's OPUS card, San Francisco's Clipper card, Auckland's AT Hop, Brisbane's go card, Perth's SmartRider and Sydney's Opal card. However, these present a privacy risk because they allow the mass transit operator (and the government) to track an individual's movement. In Finland, for example, the Data Protection Ombudsman prohibited the transport operator Helsinki Metropolitan Area Council (YTV) from collecting such information, despite YTV's argument that the card owner has the right to a list of trips paid with the card. Earlier, such information was used in the investigation of the Myyrmanni bombing.[citation needed]

text: The UK's Department for Transport mandated smart cards to administer travel entitlements for elderly and disabled residents. These schemes let residents use the cards for more than just bus passes. They can also be used for taxi and other concessionary transport. One example is the "Smartcare go" scheme provided by Ecebs.[26] The UK systems use the ITSO Ltd specification.

text: Computer security[edit]

text: Smart cards can be used as a security token.

text: Mozilla's Firefox web browser can use smart cards to store certificates for use in secure web browsing.[27]

text: Some disk encryption systems, such as Microsoft’s BitLocker, can use smart cards to securely hold encryption keys, and also to add another layer of encryption to critical parts of the secured disk.

text: GnuPG, the well known encryption suite, also supports storing keys in a smart card.[28]

text: Smart cards are also used for single sign-on to log on to computers.

text: Schools[edit]

text: Smart cards are being provided to students at some schools and colleges.[29][30][31] Uses include:

text:
Tracking student attendance
As an electronic purse, to pay for items at canteens, vending machines, laundry facilities, etc.
Tracking and monitoring food choices at the canteen, to help the student maintain a healthy diet
Tracking loans from the school library
Access control for admittance to restricted buildings, dormitories, and other facilities. This requirement may be enforced at all times (such as for a laboratory containing valuable equipment), or just during after-hours periods (such as for an academic building that is open during class times, but restricted to authorized personnel at night), depending on security needs.
Access to transportation services

text: Healthcare[edit]

text: Smart health cards can improve the security and privacy of patient information, provide a secure carrier for portable medical records, reduce health care fraud, support new processes for portable medical records, provide secure access to emergency medical information, enable compliance with government initiatives (e.g., organ donation) and mandates, and provide the platform to implement other applications as needed by the health care organization.[32]

text: Other uses[edit]

text: Smart cards are widely used to encrypt digital television streams. VideoGuard is a specific example of how smart card security worked.

text: Multiple-use systems[edit]

text: The Malaysian government promotes MyKad as a single system for all smart-card applications. MyKad started as identity cards carried by all citizens and resident non-citizens. Available applications now include identity, travel documents, drivers license, health information, an electronic wallet, ATM bank-card, public toll-road and transit payments, and public key encryption infrastructure. The personal information inside the MYKAD card can be read using special APDU commands.[33]

text: Security[edit]

text: This section needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (February 2016) (Learn how and when to remove this template message)

text: Smart cards have been advertised as suitable for personal identification tasks, because they are engineered to be tamper resistant. The chip usually implements some cryptographic algorithm. There are, however, several methods for recovering some of the algorithm's internal state.

text: Differential power analysis involves measuring the precise time and electric current required for certain encryption or decryption operations. This can deduce the on-chip private key used by public key algorithms such as RSA. Some implementations of symmetric ciphers can be vulnerable to timing or power attacks as well.

text: Smart cards can be physically disassembled by using acid, abrasives, solvents, or some other technique to obtain unrestricted access to the on-board microprocessor. Although such techniques may involve a risk of permanent damage to the chip, they permit much more detailed information (e.g., photomicrographs of encryption hardware) to be extracted.

text: Benefits[edit]

text: The benefits of smart cards are directly related to the volume of information and applications that are programmed for use on a card. A single contact/contactless smart card can be programmed with multiple banking credentials, medical entitlement, driver’s license/public transport entitlement, loyalty programs and club memberships to name just a few. Multi-factor and proximity authentication can and has been embedded into smart cards to increase the security of all services on the card. For example, a smart card can be programmed to only allow a contactless transaction if it is also within range of another device like a uniquely paired mobile phone. This can significantly increase the security of the smart card.

text: Governments and regional authorities save money because of improved security, better data and reduced processing costs. These savings help reduce public budgets or enhance public services. There are many examples in the UK, many using a common open LASSeO specification.[34]

text: Individuals have better security and more convenience with using smart cards that perform multiple services. For example, they only need to replace one card if their wallet is lost or stolen. The data storage on a card can reduce duplication, and even provide emergency medical information.

text: Advantages[edit]

text: The first main advantage of smart cards is their flexibility. Smart cards have multiple functions which simultaneously can be an ID, a credit card, a stored-value cash card, and a repository of personal information such as telephone numbers or medical history. The card can be easily replaced if lost, and, the requirement for a PIN (or other form of security) provides additional security from unauthorised access to information by others. At the first attempt to use it illegally, the card would be deactivated by the card reader itself.

text: The second main advantage is security. Smart cards can be electronic key rings, giving the bearer ability to access information and physical places without need for online connections. They are encryption devices, so that the user can encrypt and decrypt information without relying on unknown, and therefore potentially untrustworthy, appliances such as ATMs. Smart cards are very flexible in providing authentication at different level of the bearer and the counterpart. Finally, with the information about the user that smart cards can provide to the other parties, they are useful devices for customizing products and services.

text: Other general benefits of smart cards are:

text:
Portability
Increasing data storage capacity
Reliability that is virtually unaffected by electrical and magnetic fields.

text: Smart cards and electronic commerce[edit]

text: Smart cards can be used in electronic commerce, over the Internet, though the business model used in current electronic commerce applications still cannot use the full potential of the electronic medium. An advantage of smart cards for electronic commerce is their use customize services. For example, in order for the service supplier to deliver the customized service, the user may need to provide each supplier with their profile, a boring and time-consuming activity. A smart card can contain a non-encrypted profile of the bearer, so that the user can get customized services even without previous contacts with the supplier.

text: Disadvantages[edit]

text: The plastic card in which the chip is embedded is fairly flexible. The larger the chip, the higher the probability that normal use could damage it. Cards are often carried in wallets or pockets, a harsh environment for a chip. However, for large banking systems, failure-management costs can be more than offset by fraud reduction.[citation needed]

text: If the account holder's computer hosts malware, the smart card security model may be broken. Malware can override the communication (both input via keyboard and output via application screen) between the user and the application. Man-in-the-browser malware (e.g., the Trojan Silentbanker) could modify a transaction, unnoticed by the user. Banks like Fortis and Belfius in Belgium and Rabobank ("random reader") in the Netherlands combine a smart card with an unconnected card reader to avoid this problem. The customer enters a challenge received from the bank's website, a PIN and the transaction amount into the reader, The reader returns an 8-digit signature. This signature is manually entered into the personal computer and verified by the bank, preventing point-of-sale-malware from changing the transaction amount.

text: Smart cards have also been the targets of security attacks. These attacks range from physical invasion of the card's electronics, to non-invasive attacks that exploit weaknesses in the card's software or hardware. The usual goal is to expose private encryption keys and then read and manipulate secure data such as funds. Once an attacker develops a non-invasive attack for a particular smart card model, he or she is typically able to perform the attack on other cards of that model in seconds, often using equipment that can be disguised as a normal smart card reader.[35] While manufacturers may develop new card models with additional information security, it may be costly or inconvenient for users to upgrade vulnerable systems. Tamper-evident and audit features in a smart card system help manage the risks of compromised cards.

text: Another problem is the lack of standards for functionality and security. To address this problem, the Berlin Group launched the ERIDANE Project to propose "a new functional and security framework for smart-card based Point of Interaction (POI) equipment".[36]