LOWERING THE BAR: New Study Finds SAT Reading Questions Have Become Shorter and Less Demanding
The SAT has undergone sweeping changes over the past four decades that have substantially reduced its emphasis on advanced vocabulary, lengthy reading passages, and the ability to interpret complex written material, according to a new study from Johns Hopkins University. The findings are raising questions about whether the college admissions examination has become less academically demanding even as concerns mount over declining reading proficiency among American students.
The research, conducted by the Johns Hopkins Institute for Education Policy and commissioned by Thomas Aquinas College, examined SAT reading materials from 1980, 1987, and 2026. Researchers identified major differences in the structure and content of the examination, including dramatically shorter passages, fewer vocabulary questions requiring independent knowledge, and a reduced emphasis on interpreting persuasive and argumentative writing.
The report documented “extensive modifications to the SAT reading section over the past four decades,” concluding that the changes “diminish the emphasis on the students’ ability to read and analyze difficult texts.”
One of the most striking findings involved the length of reading selections. Passages appearing on the 2026 practice examinations were less than one-third as long as those used in the earlier tests. At the same time, questions requiring students to demonstrate their knowledge of vocabulary without relying on surrounding text fell from approximately 60 per examination to just 10.
The researchers also discovered a major change in the types of reading comprehension skills being assessed. Earlier versions of the SAT frequently required students to evaluate arguments, understand persuasive techniques, and interpret references that depended on background knowledge. Today’s examination relies much more heavily on explanatory passages that provide students with contextual information to help them determine the meaning of unfamiliar language.
The changes have prompted criticism from educators who believe that college-bound students should be expected to handle challenging literary works and demonstrate a substantial command of the English language.
“The makers of the SAT seem to believe that the ability to tackle long and complex literary works isn’t an important skill for college students anymore,” John Goyette, Vice President of Thomas Aquinas College, said in a statement. “Sadly, given the state of modern higher education, they’re probably right.”
The findings add to a broader debate over changes to standardized testing and academic expectations. Earlier generations of students were required to study extensive vocabulary lists and prepare for stand-alone antonym questions that tested their knowledge of words without offering contextual assistance. Those questions have since disappeared from the examination.
Although the Johns Hopkins researchers did not determine that the modern SAT is conclusively easier overall, they emphasized the educational significance of the changes, explaining that “the shift is significant because reading, vocabulary, and comprehension are mutually reinforcing.”
Other recent studies have also examined whether the examination’s difficulty has changed over time. A 2026 University of Cincinnati study used ChatGPT to evaluate SAT mathematics questions from different years and estimated that their difficulty had declined by 0.21 standard deviations compared with 2012. A separate artificial intelligence-based analysis of examinations dating back to 2011 suggested that questions began becoming less difficult around 2017.
Researchers have been studying changes in SAT scores and test difficulty for decades. Analyses dating to the 1970s examined shifts in student performance beginning in the 1960s, while later comparisons of examinations administered in 2005 and 2010 found increases in scores on certain sections.
The College Board, which administers the SAT, challenged the suggestion that shorter passages or revised question formats necessarily mean that students are taking an easier examination. In a response to the New York Post, the organization emphasized that the Johns Hopkins researchers had not established an overall decline in difficulty and pointed to evidence that shorter passages can still require sophisticated reading skills.
The organization also defended the examination’s scoring patterns, stating that “if it were true that the SAT is easier than it once was, we’d see changes in score distributions and the proportion of students earning top scores—which we don’t.”
The latest report provides additional details about how substantially the examination has been redesigned. The older tests contained 85 verbal questions, compared with 66 on the current practice examination. The 1980 and 1987 versions each included 45 analogy and antonym questions, categories that have disappeared entirely from today’s SAT. Modern questions also offer four possible answers instead of the five choices used in earlier versions.
The average length of reading passages has fallen from 304 words in 1980 and 340 words in 1987 to approximately 97 words in the 2026 practice test. Instead of requiring students to read longer selections and answer multiple questions about them, the newer format typically presents a brief passage followed by a single question.
However, the researchers identified one finding that complicates claims that the examination has simply been made easier. Their analysis found that the average measured complexity of the newer passages was actually higher than that of the older material. The researchers therefore characterized the changes as a shift in the skills being assessed rather than definitive evidence that the SAT has become easier.
Thomas Aquinas College, which has relied on SAT scores for more than five decades to evaluate prospective students, commissioned the research because of concerns about whether the examination still measures the abilities required for its demanding curriculum. The college places particular emphasis on reading and discussing major works of literature, philosophy, and other academic disciplines.
Goyette said the institution wanted to understand whether SAT scores remain a reliable indicator of students’ readiness for that kind of education. The researchers recommended a future study in which the same students would answer questions from both older and newer examinations, allowing investigators to compare their difficulty more directly.
The debate comes as educators nationwide grapple with declining reading performance, changing study habits, and concerns about students’ ability to concentrate on lengthy written material. The increasing prominence of digital media and short-form online content has intensified questions about whether schools and colleges are adapting their expectations to students’ abilities or adequately preparing students to meet more demanding academic standards.
{Matzav.com}
