John Locke Persuasive Essay Example For Students

John Locke Persuasive Essay John Locke (1632-1704) is perhaps one of the most influential philosophers the world has ever seen. His writings became the basis of the eighteenth century enlightenment reason. Basil Willey describes Lockes influence as such, Locke stands at the end of the seventeenth century, and at the beginning of the eighteenth; his work is at once a summing-up of seventeenth century conclusions and the starting-point for eighteenth century enquiries. This man was consumed with his ideas of liberty, freedom, and natural or inalienable rights. He has been said to be, the Father of the American Revolution, which is thoroughly Lockean in its ideas nd emphases. Locke heavily influenced Voltaire, the French philosopher, as well as Rousseau, Jefferson, and Franklin. He is the locus of every liberal philosopher in the eighteenth and nineteenth centuries. Thus, we see that Lockes influence is startling. An examination of his views on epistemology, religion, and church-state relations will be given, in their relation to the church and Christianity. Locke lived through some of the most tumultuous times in England, filled with religious squabbling, revolutions, and was himself the locus of philosophical and theological controversies. He triumphed his thoughts on eason as the final arbiter of truth and instigated some of the first ideas of critical interpretation of the Bible. He pioneered a simplistic Christian faith, over and against the scholastic Calvinism and Reformation theology of his day. Locke, while being a part of his historical context, was one of those few individuals who seemed to be a revolutionary figure in himself. The man himself was born August 29, 1632 in Wrington, a village of Somerset. He was born into a Puritan household. Lockes mother died when he was only 22 years of age. The knowledge on her is very scant, but Locke often referred to her as a very pious woman. Locke was raised in a very strict home, with his father exacting much discipline and authority. However, Locke seems to have quite respected his father. A friend, Lady Masham, recalls that Locke, never mentioned him but with great respect and affection. It was in this strict, Puritan home that Locke first became acquainted with ideas of religious liberty and mans inherent freedom. His father continually reminded him of the peoples right to an elected parliament. His father even fought in the Parliamentary army in the war of 1641, fought over the Kings right to impose taxes by executive order. Squadrito writes, Economic, religious, and political conflicts were primary topics of conversations in the Locke household. The influence that this early education had upon Lockes mature philosophical views was doubtless considerable. Lockes thought definitely had its beginnings at home, but he transcended this arena as well, for he would depart his homes conservative views on scripture and a typical theistic epistemology. Lockes formal education began at Westminster. He sharply criticized the harsh school environment and its intense program of classical philosophy and language (Greek, Latin, and Arabic) studies. He disparaged the loss of time at the school because of its hyper-intellectualism. He would later say that he had, lost a great deal of time at the commencement of his studies because the only philosophy then known at Oxford was the peripatetic, perplexed with obscure terms and useless questions. Locke would develop his common sense philosophical systems out of this environment. His philosophy would seem to be in much contrast to the overly obscure philosophy of classical writers and contemporaries. In 1656, Locke graduated with a Bachelor of Arts, focusing on such subjects as anguage, Aristotelian logic, metaphysics, history, astronomy, and natural philosophy. The seventeenth century is one of transition. As Kathleen Squadrito correctly notes, The intellectual climate of the age was beginning to shift away from superstition and tradition toward the newly founded authority of reason and experimentation. Locke was one of the main instigators of this change. Lockes philosophy developed out of a love for medicine and the natural sciences. In 1649, Locke joined an experimental philosophy club, whose purpose was to apply philosophy to the natural realm. Francis Bacon had already critiqued philosophy and medicine as needing a new foundation-empiricism. 8] Locke then began to work with Robert Boyle, the father of modern chemistry, and attended numerous medical lectures, although he himself did not attain a medical degree until 1674. Out of this rudimentary scientific method, Locke began questioning the epistemology of his age. It would lead him to questions, whose answers would be found in his book, An Essay concerning Human Understanding. It would begin to form his views of empiricism that would be so revolutionary. In 1667, John Locke would become an advisor for Ashley Cooper, later o become the Earl of Shaftesbury. His main jobs were of a political, economic, philosophic, and medical nature. This would be one of the most influential and productive periods of Lockes life. As Squadrito points out, The atmosphere of the home, in fact, provided him with a unique opportunity for research and for the study of medicine, economics, politics, and philosophy. Because of the multifaceted work that Locke was engaged in, the questions that began in medical school, would again manifest, prompting him to write his famous Essay concerning Human Understanding. The Essay was monumental in its task. For, the questions that prompted Lockes mind were of a monumental nature. Revelation, knowledge, and morality were all questions that Locke sought to investigate, critique, and find answers for. However, he correctly observed that we must first realize what man can know in order to understand what he ought to do. Locke reflects this when he stated: It came into my thoughts that we took a wrong course, and that before we set ourselves upon inquiries of that nature, it was necessary to examine our own abilities, and see what objects our understandings were, or were not, fitted to deal with. 11] It is Lockes theory of knowledge, while finding rudimentary expression in Hobbes and Bacon, that is given a systematic expression. The Progressive Era EssayEngland to Catholic princes and Papal authority, and the latter because their oaths would be suspect and could not be trusted. David McCabe describes Lockes position of limited toleration as such, But in cases where certain forms of worship threaten the civil order and tranquility of a society, the magistrate does have authority to intervene since the reasons for his intervention relate to the extrinsic effects of worship, not intrinsic value. Lockes views of church-state relations were quite revolutionary for his time. He was one of the primary authorities of the subject, and influenced all subsequent enlightenment philosophers. Unlike current liberal thinkers who are quite antithetical towards the church, Locke respected and admired the church as an agent of good. His concepts of the church are quite Anabaptist in the political sense. Locke states, A church then I take to be a voluntary society of men, joining themselves together of their own accord, in order to the public worshiping of God, in such a manner as they judge acceptable to Him, and effectual to the salvation of their souls. Lockes view of the church must be set in a context where the state and church are the two main institutions of the natural realm. The former protects the rights of its citizens, namely property and life, the latter teaches the way of salvation for mens souls. Each institution is proper to a civilized society and is essential to its well being. The issue of forcing citizens to a particular sect of Christianity was to Locke useless. For true religion is an inward conversion and belief, an outward conformity would do nothing to promote true religion. Lockes particular brand of Christianity was reductionist. He sought to eliminate much of the scholastic and confusing doctrines to a simplified form of religion based on belief in Christ as the messiah and living a ood, virtuous life. It is not hard to understand the appeal of reductionism in the face of continual religious wars in both England and abroad, and the constant bickering of partisan religious politics. Referring to the seventeenth English Deism, of which Locke is equated with (fairly or unfairly), A. H. Newman writes, It was a reaction against the religious mysticism and enthusiasm as these had been manifested among the religious sects of the seventeenth century in England. Conservative churchmen, who were steeped in Calvinist theological rigor, harshly criticized this simplified Christianity. For it made no mention of redestination, faith alone, grace alone, and numerous other theological nuances. Locke thought admirably and reverently of Jesus Christ. Locke thought of him as the second Adam who restored the lost things of the fallen man. However, Locke was not a believer in present eschatology, he believed that the gifts of immortality and bliss were conferred on the believer after death and during the resurrection. Christs miracles were seen as proof of his message and messiahship. Locke emphasized Christianitys moral component expressed in Christ and his message, as being truthful and in perfect agreement with reason. However, the church searching for its own legitimacy, criticized Locke. For if reason and natural revelation was all that was needed, then why Jesus Christ? What reason could be given for the religion of Christianity, if all that is needed is reason and its conclusions? Willey comments: Lockes reply, made in perfect good faith was that although for the wise and the virtuous nature and reason sufficiently evidence a deity, natural religion had never authority enough to prevail on the multitude, and a special revelational sanction was therefore required, which should be suited to vulgar capacities. For Locke, Christianity was not a new revelation or set of ideas but was an act by God to allow for the ignorant amongst us to be saved. While this may seem contemptuous, Locke himself was quite sincere, shown through his own pious life and admiration of religion, once attaining the position of Censor of Moral Philosophy at Christ Church in 1664. Indeed, he even thought about the priesthood (Anglican Church) as a career, but later rejected it because of his own controversial views. Christs act of salvation was seen as vastly merciful because God was providing a way for the less enlightened amongst man to be saved. God essentially came down to a lower level, so that we may enjoy the blessings of enlightened reason-a virtuous life and salvation of souls. John Locke was a man who both a part of his age and a revolutionary. What was started with Hobbes and Bacon, found fruition in John Locke. His ideas were to later start a transformation of thought across Europe. His views of society, in the separation of church and state, garnered him great respect and adversity from many people. Lockes contributions of reason in relation to Christianity are one of his greatest contributions (or downfalls depending). Kathleen Squadrito comments, Locke teaches us not to rely on authority in a blind way, to avoid superstition, to examine all issues in an impartial manner, to love truth and to seek it for its own sake, to admit our own weaknesses, and to employ our understanding for the advancement of knowledge in practical affairs. Lockes spirit of a free, benevolent, and rational humanity is what he brings forever to the bar of history and Christianity. Hopefully, we will never forget his spirit of thought, which while challenging the church and theology of his day, challenged it for the better, for the good.

Positive Accounting Theory Methods of the Hypothesis

Question: Discuss about the Positive Accounting Theoryfor Methods of the Hypothesis. Answer: Introduction The emergence and use of positive accounting research are highly debated and this is one of the major why this article is evaluated. The main aim of the paper is to shed light on the traits of human that is concerned with the usage of statistical and methods of the hypothesis (Dunmore, 2009). The theory of knowledge in regard to the application is highlighted and the pitfalls of the system of statistics such as development of models on a casual basis, improper reproduction to instil confidence in the findings because of low level of interest in the numerical parameters, etc (Fogarty Markarian, 2007). The main goal of the paper is to stress on the points that leads to deficiencies and they to vouch for alternative methods or enhancements that will lead to a strong positive accounting research. Summary of the Article The initiation of the paper begins with the evaluation of human being. The different shades of a human being in the different scenario are observed. Further, various other concepts are even discussed that plays a leading role in influencing the reason making capacity. It is seen that the acts, as well as practices are guided by a variety of factors. Hence, from the article, it is seen that the behavior of a human being is different in two different situations. This is the major point of research in positive accounting. It is correctly remarked that a man is guided by a rational point of view and the response of a person depends on according to the different scenario. Such behavior can be witnessed in more than 70% of the case. It is a well-known fact that accounting, as well as operations are tending to be technical in the scenario and hence, there is a sharp fall in the interaction of human beings. Moreover, with the due passage of time, everything is controlled with the help of system. Therefore, the dependency is more on the system and it has become really difficult to ascertain the rational objective of the human. Human behavior is guided by various aspects and hence difficult to adjudge. The assumption that has been taken into consideration debars the positive accounting research to make a strong contribution to the society. The results, as well as expectations, are important. The paper strives to enhance the effectiveness of the research by looking into the operation of the positive research and then providing some suggestions. Various examples have been posted by selecting research models. The statistical, as well as hypothesis tool, are needed to evaluate various situations and the manner in which the auditor reacts which is linked to the assumption of rationality (Francis, 2006). The end result of the hypothesis is in tune with the samples that are selected however, and hence the objective fails to be achieved. From the article, it comes to the forefront that the relationship cannot be ascertained with the help of two variables and requires more. The major requirement will be to evaluate the theories that compete with each other instead assessing a theory for the hypothesis. It is important to assess different theories as it becomes vital in ascertaining the status and shed light on the current pract ice. The paper aims to strive for an enhanced model that is serious in nature and specified on a higher level. Further, the methods need to be strong so that testing can be rigorous in nature. Moreover, testing should be free from any error and this can be possible when model is strong. Links of reliable nature needs to be prepared with proxies that will lead to a projection of strong linear link and development of measurement ideas. This projects a clear fact that research paper not only stresses on the concept of hypothesis alone. Further, it will create a better scenario for parameters forecast. Hence, it is imperative that new concepts should be developed that will ensure a refined research activity (Hopwood, 2007). The research will lead to better result if an extensive replica that confirms the effectiveness of the measurement and leads to the probe of the research limitations. Research Question The assessment of positive accounting research is the research question and whether any ideas or opinions is present through which the accountants, as well as an auditor can act. However, it is subjected to immense critics (Frankel et. al, 2002). The testing of the hypothesis is done by taking samples of chargeable audit fees against the audit complexity and the firm size. It is a form of quantitative research and tests the manner in which the fees of the audit has been charged, the plans are presented and utilization of the techniques of regression that plays a major part in the case of the hypothesis (Ashton et. al, 2004). This model is present to trace the Type I error. It needs to be noted that the analysis of critical evaluation ensures that the hypothesis, as well as testing, cannot be completely accurate. The goal of the hypothesis is to state that the null hypothesis is not correct because the results are linked to the sample. Hence, it is a clear-cut notion that testing of h ypothesis provides a weak proof when it comes to the hypothesis of alternative nature. Thereby, the hypothesis value is of not a big concern when it comes to the positive accounting research. From the total grasp of the material and the research, it can be commented that the main stress of the paper is on the positive accounting research. Moreover, the literature review attempts to find that whether the research is designed in a manner that will attempt to attain the aims and goals. Further, the research depends on a number of factors and models. Theoretical Framework There are rules and regulations to be followed in the practice of accountancy and auditing. These set of rules are called accounting standards, taxation and statutory requirements and adherence to these is essential for compliance. These are mandatory to be practiced and are put in place to create a uniform framework of workings and no significant things are left out. In spite of such clearly laid down rules and methods, auditors deviate from the requirements and these are formed as a basis of study to understand the reasons for such differences (Ashton et. al, 2004). There are various factors determining these differences in expected action human factors which lends it the rationality and independence of thought of each acting person. Errors and biases creep in as the marks of independence create a pattern and work with prejudices, even if hidden. Such tendencies can alter the planned course of action (Antle et. al, 2006). Such behaviors are a course material worth for the basis of this paper. Such behavior and human tendencies can be studied and investigated to so as not to impact the framework. We work with a hypothesis and take a sample size with the assumption that it represents the population. For this approach to work successfully, all diverse kinds of possibilities have to be listed down and after taking one item as a sample from each kind, the misinterpretation of the results can be ruled out one by one. Thus, this will avoid checking each and every variety and will give an overall cross-check between the different kinds of scenarios. In short, the cross-checks will be easier and less cumbersome. However still, using one method does not guarantee a perfect result as each statistical method is laden with its own limitation and qualitative testing is usually not carried out. Also, a hypothesis will consider usually one condition whereas an audit will have more than variables to be tested. An audit looks simple but consists of many variables that play an important role (Dunmore, 2009). Hence, occur a point of an issue because hypothesis considers only a single variable. Therefore, the research gets distorted. Significance and Limitations of the Article The article has opened up the topics of discussion pertaining to the felt and experienced loopholes in the system at present. The current system, though not effective has invited further discussion and moved further discussion in this direction (Dunmore, 2009). Such research is a necessity to pave the way for further improvements in the system. As the research was done by (Humphrey, 2008), the results shows that human behavior is usually rational and tries to maximize the benefits of a situation. The scientific mind come through with the actions of humans being rational laced with rationality and scientific judgment before a significant decision. As with everything, this paper has its limitations. Firstly, the paper has mostly focused on the critical part of the thesis and would do better to provide more suggestions along with examples to give more credibility to the research. The article innocently takes the existing theories to be true and applies these theories though in reality these theories have evolved over a period of time and have not been tested since then. Such advancements are a proof that development has been happening in this field. Moreover, advancement is the need of the hour because if the limitations need to be removed it can be done so by enhancing the level of research and study (Lapsley, 2012). Different statistics measures will present different results and accounting being subjects with a number of variables and limitations, the measurement errors should be kept in mind. Picking up a good representation of samples is important as it should present a wholesome picture as much as possible of the entire population. Still, judging an entire population from a sample presents its own limitations and the pitfalls should be taken cognizance of before analyzing the results (Carol et. al, 2016). This is one of the major pitfalls that need to be considered because sample might not reveal the true nature of the populations and the information. Conclusion We have understood from this study that the pace of current accounting research is not enough and has not yet been achieving the aim of conducting it. A more robust and systematic method with methodical approach needs to be undertaken. Vulnerable models and analytical modeling is the way forward with more stringent testing and re-testing that can achieve by replication and can provide various positive results for accounting research. The limitations and constraints of this field can be utilized for the benefit of the field and the opportunities arising from the research can be used for creating a more robust and theoretically sound framework. Over a period of time, such new techniques increase the credibility and validity of the research to be able to adapt more freely to new situations. Thus this phenomenon of positive accounting research will have to keep moving forward. References Antle, R., Gordon, E., Narayanamoorthy, G., Zhou, L 2006, The joint de-termination of audit fees, non-audit fees, and abnormal accruals, Review of Quantitative Finance Accounting vol. 27, no. 3, pp. 235-266. Ashton, D., Dunmore, P., Tippett, M 2004, Double-entry bookkeeping and the distributional properties of a financial ratio, Journal of Business Finance and Accounting vol. 31, no. 6, pp. 583-606. Carol, A.A, Brad, P, Prakash J. S, Jodi Y 2016, Exploring the implications of integrated reporting for social investment (disclosures), The British Accounting Review, vol. 48, no. 3, pp. 283296 Dunmore, P.V 2009, Half a Defence of Positive Accounting Research, Massey University, Wellington, New Zealand Fogarty, T. J Markarian, G 2007, An empirical assessment of the rise and fall of accounting as an academic discipline, Issues in Accounting Education vol. 22, no. 2, pp. 137- 161. Francis, J. R 2006, Are auditors compromised by audit services? Assessing the evidence, Contemporary Accounting Research vol. 23, no. 3, pp. 747- 760. Frankel, R. M., Johnson, M. F., Nelson, K. K 2002, The relation between auditors' fees for non audit services and earnings management, Accounting Review vol. 77, no. 4, pp. 71. Hill/Irwin, University Press. Hopwood, A.G 2007, Whither Accounting Research?, The Accounting Review, vol. 82, no. 5, pp. 1365 1374 Lapsley, I. 2012, Commentary: Financial Accountability Management, Qualitative Research in Accounting Management, vol. 9, no. 3, pp. 291-292.

Introduction The Allied Invasion Of France On June 6, 1944 Is Variousl

Introduction The Allied invasion of France on June 6, 1944 is variously known as D-Day, the Longest Day, Cross-Channel Attack, and probably some others as well. It was the largest single military operation of World War II. Hence, the Normandy beaches are a must stop if you get anywhere close to France. The 50th anniversary celebration in 1994 generated a lot of hype. The recent movie Saving Private Ryan rekindled that interest. However, the landing always held a special niche going back to the event itself. Much like Gettysburg, the Normandy attack has been studied in great detail -- hour by hour, person by person, shot by shot. We'll assume a flight landing in Paris and getting a rental car (a must) at the airport. Then you would drive over to Caen (about a 150 miles) and spend the night, which would put you at the east end of the beaches the next morning. This book by Bruce Bilven, Jr., is a historical documentation of D-Day, June 6, 1944. The book itself contains a lot of dates, n ames and places, which makes it a tough book to follow. Bruce Bilven Jr., himself took part in the massive D-Day invasion of Omaha Beach, as a second Lieutenant in the 29th Division Artillery. Drawing on his own experiances as a solider in World War II, he wrote two other Landmark Books about the war; From Casablanca to Berlin and From Pearl Harbor to Okinawa. Since the war he has written The American Revolution as well as many other books articles, and reviews. He lives with his wife and co-author, Naomi, and his college-age son in New York City. Summary Strategy D-Day began with the concept of the Second Front. When Stalin's Russia was invaded in 1941, he immediately demanded that his new allies attack Hitler to take off the pressure. No matter his past complicity. Churchill and Roosevelt replied with the invasion of North Africa in November 1942 and Italy in 1943. Chief of staff George C. Marshall considered these sideshows draining away troops and time. The real war, argued Mars hall, was to be a direct advance on Germany through France. Even as the sideshows proceeded, three other campaigns were under way -- the war against the German submarines, the US-British strategic bombing offensive against Germany, and the logistical buildup in Britain. The submarine conflict was a precondition for the bombing and the buildup. The Allies were fortunate that Hitler was had no interest in naval warfare. By 1943 the Allies had mastered the North Atlantic. The bombing offensive established control of the skies, which was another precondition for the invasion. The actual effect on German industrial production is still controversial, but there's no doubt that the bombing drained away German air resources that might have shown up over Normandy beaches in 1944. At the same time, the bombing forced the Germans to rationalize certain production techniques. The result, ironically, was the military production increased during the bombing offensive. British and American officers drew up plans for several contingencies in 1943. Operation OVERLORD was a large-scale assault against the German Army in France. This plan served as the basis for a final plan developed early in 1944 after General Eisenhower, designated as the supreme commander, arrived in Britain and established his command, Supreme Headquarters, Allied Expeditionary Force, or SHAEF. The overlooked question about D-Day is why it didn't happen in 1943. The Germans were greatly weakened after defeats at Stalingrad and North Africa in 1942. The French resistance was at its most effective. Instead, the British and Americans squabbled about how to proceed, and the delay meant that, in effect, nothing happened in 1943. It's one of the most interesting What If's of World War II. The over-all ground commander for the invasion was the former head of the British Eighth Army, General Montgomery, who also commanded the 21 Army Group, the controlling headquarters for the two Allied armies scheduled to make the invasion. The British were to assault on the left; the Americans on the right. This alignment explains why during the Cold War the weakened Brits defended the North German plain (on the left), while the much stronger American forces in

Did Your SAT Score Go Down Whats a Normal Drop and Whats Not

Did Your SAT Score Go Down What's a Normal Drop and What's Not SAT / ACT Prep Online Guides and Tips Trying to figure out why your SAT score went down on a retake? Or are you just wondering how much an SAT score can drop if you retake the test? Find out the likelihood of an SAT score decrease, how much your SAT score could decrease by, and how to make sure your score goes up, not down. Also, learn how to compare a score from the Old SAT (which was scored out of 2400) with a current SAT score (which is out of 1600) to see if your score decreased in the transition. How Likely Is an SAT Score Drop? College Board released data specifically on juniors who retook the old version of the SAT as seniors – so if you’re younger this might not apply exactly to you, though you can expect the same general principles to hold. According to that data on SAT retakes: 55 percent of juniors taking the test improved their scores as seniors 35 percent had score drops 10 percent had no change So while we don't have any data yet about the New SAT, it's important to keep this information from the old SAT in mind. Basically, the higher a student's scores were as a junior, the more likely it was that the student's subsequent scores would drop. The lower the initial scores, the more likely it was that the scores will go up. On average, juniors repeating the SAT as seniors improved their combined Critical Reading, Mathematics, and Writing scores by approximately 40 points. About 1 in 25 gained 100 or more points on Critical Reading or Mathematics, and about 1 in 90 lost 100 or more points. So the odds are if you retake the SAT, your score will increase – just over half of these students had a score increase. But this increase isn't huge, just 40 composite points. Plus, it’s also not unlikely that your score will either stay the same or drop (45% of retakes in College Board’s study). It’s unlikely you’ll lose more than 100 points on one section – meaning a 200 point decrease is about the max you should expect, and anything larger is cause for serious concern. Be Careful if You Start Out With a Higher Score (680+) According to this table from College Board, if you initially earned a section score of 680 or higher, you're the most likely to lose points on an SAT retake. The Writing section has the biggest average drop, of 15 points. The average drop in Critical Reading is 4 points, and there is actually an average gain in Math of 4 points. However, looking at the breakdown of score increases and decreases, students who scored 680 or higher the first time are the most likely to see SAT point decreases of 20 to 40 or even 50 to 70 points. So if your section scores are 680 or higher, since you’re in the category most likely to see a score decrease, you should be very careful when studying for your retake. Did My Score Drop Between the Old and New SAT? If you took the Old SAT and the current SAT, it can be hard to interpret and compare your two scores. As a brief refresher, the Old SAT had three sections (Critical Reading, Math, and Writing) each worth 800 points, for a total of 2400 possible points. The current SAT has two sections, Math and Evidence-Based Reading and Writing. Each section is worth 800 points for a total of 1600 possible points. (Get a complete guide to SAT scoring right here.)Let's take an example. Say you took the old SAT in January 2016 and got the following scores:Critical Reading: 640Math: 620Writing: 680Total Composite: 1940You decide to retake the SAT. On the current SAT, you get the following scores:Evidence-Based Reading and Writing (EBRW): 660Math: 740Total Composite: 1400Just eyeballing it, it's clear that your Math performance went way up between the two tests. After all, 740 is much higher than 620! But comparing the other sections is a bit murkier. Your EBRW score of 660 is higher than your old SAT C ritical Reading performance but lower than your old SAT Writing performance. So which test did you do best on? How does a 1940 out of 2400 compare to a 1400 out of 1600? Using our New SAT Score conversion chart, we can get an idea.Based on these estimates, a 1940 old SAT score would map to a 1360current SAT score. Meanwhile, a 1400 current SAT score would map to a 2060 old SAT score. So it turns out the new SAT score is stronger than the old one.If you're comparing an old SAT score with a current score, compare the individual section scores Math with Math and Critical Reading/Writing with Evidence-Based Reading and Writing. But also use the conversion chart to compare your final composite scores.To take another example, if you got a 2000 on the old SAT and a 1200 on the current SAT, your score would have actually gone down in the transition. (A 2000 composite maps to a 1430 current SAT score, while a 1200 maps to just an 1660 on the old SAT.) So make sure to use the conversion chart to compare your performance on the two tests! Why Would My Score Decrease? We’ll separate this discussion into smaller score drops (up to 100 points off your composite) and larger drops. Essentially, the bigger the score drop, the more serious the issue you have to address. We'll discuss what could have gone wrong on your retake, and how to make sure a subsequent SAT retake goes better. Statistically Likely Drops (Up to 100 Points Down) The first thing to consider, even though it may seem counterintuitive, is that maybe you did better than expected the first time you took the SAT. Maybe you had particularly good luck and guessed correctly on lots of questions, or you connected better with the Reading passages. So your lower SAT retake score, rather than being a sign that you got worse, could just be a correction to your surprisingly high first time score. However, it’s also possible you had decent luck the first time but bad luck on your retake. For example, if you earned 50 raw points on Math last time for a score of 700, but ran out of time and missed six more Math questions the second time, your raw score of 44 would get you a 650 – a 50-point drop. In other words, missing just six questions can translate to a 50-point section drop. Even small score changes can have a large effect on your final composite. This can easily happen if you face a tough Reading passage you don’t vibe with or a few tougher math questions. How unlucky you get is also affected by how long you studied for your retake – the less time you put in, the more likely it is you’ll make the same mistakes and additionally be open to bad luck. Or you may forget about mistakes you are prone to making. Also, how did you study? If you didn’t include enough strictly-timed test practice, you could have struggled with timing on your retake, which leads to point drops. Plus, if you spent all your time studying for your worst section, you may see score drops on the other one, leading to an overall composite drop. Putting in a bunch of time to improve a low Math score won't help your overall composite if your EBRW score is much lower the second time. Also, did your test center have problems? Not getting the proper amount of time on a few sections or dealing with noise or uncomfortable temperature can affect your score (learn how to report a test center here). Finally, the reason could have been more personal – maybe you slept less before your SAT retake or weren’t feeling well that day. Whatever the case, you should try and figure out what could have gone wrong for you if you’re thinking about retaking the SAT for a third time. Large Drops (Between 100 and 200 Points Down) If your composite drops by this much, you likely have a more serious problem you should identify. It could be you’re using a new strategy that doesn’t work for you, especially if the point drop came mainly from one section. For example, did you try going straight to the questions on the Reading section rather than reading the passage first, or plugging in answers for Math instead of solving with algebra? A strategy that works for one student could cause another to waste time and lose points. (This is why we recommend doing a ton of practice problems as part of your SAT study regimen: so you can try out different strategies and find what works for you.) If the point drops were spread out between the two sections, it could be your guessing strategy and/or timing were worse this time around. Or maybe your testing conditions were markedly worse this time – again, read about possible test center violations here. Or perhaps you were feeling particularly stressed, sick, or nervous on your retake. In short, something happened to affect your overall test performance. You should work on identifying what you think went wrong before retaking the SAT again (if you decide to) if you saw a point drop this large. Very Large Drops (200 Points or More) From the data above, only 1 in 90 students will see a score decrease this dramatic. In other words, something is very seriously going wrong for you – whether it’s your test strategy, a bad test center, or maybe even a mis-scoring. If your SAT score is in free fall, you have a serious problem... If you saw the score drop on just one section – say your Math score fell from 660 to 460 – that’s a huge red flag. You may have tried out a new strategy on that section that was very ineffective. But it’s more likely that you might have messed up filling in your answers – maybe you got off by one line when bubbling in, for example. This could cause you to get a ton of questions wrong, resulting in an enormous score drop. If the score drop was spread between sections – roughly a 100-point drop in each – that speaks to a test-wide problem. Maybe you struggled with timing, used an ineffective guessing strategy, or were feeling unwell on test day. Or maybe your test center was particularly bad this time around. You need to figure out what went wrong so that if you do attempt to retake the SAT again, you can increase your odds of getting a better score. Finally, consider College Board’s Score Verification program if you saw a huge score drop on an SAT retake but can’t figure out what could have caused it. You’ll have to pay extra for the service, but the amount will be refunded if College Board did in fact mis-score your test. So definitely consider this option if you think your test was mis-scored. How to Prevent an SAT Score Decrease We've discussed why an SAT score can drop on a retake. But how can you make sure that your SAT score goes up if you retake the test? Follow our advice below to make sure your retake is successful. 1. Focus on Your Weak Points One benefit of retaking the SAT is that you can use your score report from the first time around to analyze your weak spots. You want to make sure you get the points you missed the first time around when you retake the SAT, so spend some time analyzing your first score report. To take an example, if your Math score was a 650 the first time, and your goal is to get 700 or higher on your retake, look closely at your score report. The SAT score report not only gives your final composite score, it breaks down how many questions you got correct and incorrect and in what areas. For example, you'll be able to see if you missed more Math questions in Heart of Algebra or Passport to Advanced Math. Based on that knowledge, work on filling the knowledge gaps that prevented you from getting a higher score. The more point gains you can make, the less likely your score will decrease on a retake. So what can you do to improve a low section score? Check out these section-by-section guides: SAT Reading The Ultimate Study Guide for SAT Reading How to Stop Running Out of Time on SAT Reading SAT Math The Best SAT Math Prep Books Browse Math Help by Topic: Statistics, Fractions, and More SAT Writing The Complete Prep Guide for SAT Writing The Best SAT Writing Prep Books 2. Don’t Neglect Your Strong Areas Even though it’s important to improve your weak points, don’t ignore the parts of the SAT you think you have in the bag. It’s not unlikely that your highest section score could drop if you don’t study for it. Especially if you did fairly well on your first SAT (680 or higher on any section), it’s pretty likely you will see some score decreases the second time around. So you need to be practicing for the entire test to prevent your overall SAT composite from dropping. To continue our example, even if you get your Math score up to 700, if your EBRW score drops by 50 points (which is a statistically likely drop), your composite won’t improve. Or it could drop! So how do you practice for the entire test? Make sure you’re familiar with SAT timing and SAT scoring so you know how much time you can spend per question, and the raw points you need on each section to reach your score goal. Also, make taking full, strictly-timed practice tests a regular part of your study routine. Which brings us to the third point... 3. Practice, Practice, Practice Don’t underestimate your second try at the SAT! Even though you’ve taken (and studied) for the test once before, you’ll need to keep working hard if you want to earn a higher score on your retake. Getting lots of SAT practice in will reduce the score variation caused by harder/easier test questions or good/bad luck on test day. Time yourself carefully whenever you take practice SAT sections (or full practice exams). Set target raw scores for each section and keep practicing until you hit them consistently. Also, be ruthless about analyzing your mistakes. Don’t just grade practice problems quickly and then move on. Figure out why you got a question wrong and what you can do to make sure you never get it wrong again. (For more on analyzing your wrong answers, I highly recommend Allen Cheng's guide to getting a perfect SAT score.) 4. Don't Forget Logistics Finally, you should make sure outside factors don’t mess with your SAT retake score. Even if you study effectively, a bad test center or lack of sleep could hurt your score. Make sure you’re using the best test center for you. Also be sure that you’re getting enough sleep and following the guidelines to be ready the morning of the test. Last-minute cramming the night before the SAT won’t improve your score! Finally, give yourself enough time before a retake – if you retake the SAT on the next possible test date, you might not give yourself enough time to practice and improve. Consider giving yourself between two to four months to study for your retake to ensure your score will go up. What’s Next? Check out SAT tips from our resident full-scorer. If you follow these guidelines, even if you’re not going for a 2400, your score will almost certainly increase. Learn more about how the SAT is scored to know how many questions you need to get correct for a score increase. Also read more about SAT timing to make sure your pacing is fast enough. Want some more motivation for studying for an SAT retake? Read about SAT scores for the Ivy League and scholarships you can earn for high SAT scores. Do you have a hard time sticking to your SAT study plan? Learn how to beat procrastination once and for all! Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today: Have friends who also need help with test prep? Share this article! Tweet Halle Edwards About the Author Halle Edwards graduated from Stanford University with honors. In high school, she earned 99th percentile ACT scores as well as 99th percentile scores on SAT subject tests. She also took nine AP classes, earning a perfect score of 5 on seven AP tests. As a graduate of a large public high school who tackled the college admission process largely on her own, she is passionate about helping high school students from different backgrounds get the knowledge they need to be successful in the college admissions process. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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