A Multifaceted Analysis of School-Level Factors for Average SAT Score Disparities Across Diverse Regions

Bibliographic Data

ID22048034
AuthorsMargaret Liu (Weston High School, Weston, MA 02493, USA), M D Liu (Weston College), Wei Lu (0000-0003-4043-6047, Keene State College, corresponding author)
Year2026
Volume16
Issue2
Pages289
Publication date2026-02-11
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci16020289
OpenAlexW7128598929
LanguageEN
References cited27

Prior research has consistently shown that students’ SAT scores are influenced by factors beyond academic ability, including socioeconomic background and ethnicity. Using aggregated school-level data from Massachusetts and New York City (NYC), this study assesses the quantitative relationships between average SAT scores and school-level demographics, academic preparation, and funding to inform education policy and equity efforts. Three analytical methods, multiple linear regression, relaxed Least Absolute Shrinkage and Selection Operator (LASSO), and decision trees, were applied sequentially to capture the linear and nonlinear associations. Across all three methods, socioeconomic disadvantage exhibited the strongest and most robust correlation of lower SAT scores, with racial composition and academic preparation identified as secondary factors. Schools with high percentages of Black, Hispanic, and low-income students tend to have lower average scores than schools with high percentages of White, Asian, and well-off students. Moreover, schools with higher college attendance rates and greater funding tend to exhibit higher average SAT scores. These findings represent school-level correlations rather than causal effects and indicate that SAT score disparities are closely intertwined with broader structural inequities already embedded within the K–12 education system. Accordingly, while targeted SAT preparation initiatives may offer modest benefits, meaningful reductions in observed disparities likely require broader policy interventions to expand equitable access to educational opportunities

Academic achievement · Attendance · Disadvantage · Higher education · Numeracy · Psychological intervention · Socioeconomic status · Statistics education · Early Childhood Education and Development · Education Discipline and Inequality · School Choice and Performance

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Open DOIOpen Access