293
Introduction
Time to Practice
The remainder of this book is composed of eight full SAT practice
tests. Each practice test is followed by an answer sheet and answer
explanations. These practice tests and explanations were written by
the College Board’s Assessment Design and Development team using
the same processes and review standards used when writing the actual
SAT. Everything from the layout of the page to the construction of the
questions accurately reects what you’ll see on test day.
The practice tests will provide the most valuable insight into your
performance on the actual SAT when completed in a single sitting. As
such, we urge you not to leaf through these tests for question practice,
but instead to take them under conditions similar to those of a real
test. If you are looking for additional questions, you can find them in
the Practice section of sat.org
Tips for Taking the Practice Tests
You’ll get the most out of the practice tests if you take them under
conditions that are as close as possible to those of the real test:
§Leave yourself 3 hours to complete each sample test and an
additional 50 minutes to complete the SAT Essay.
§Sit at a desk or table cleared of any other papers or books. Items
such as dictionaries, books, or notes won’t be allowed when you
take the actual SAT.
§For the math questions that allow calculators, use the calculator
that you plan to use on test day.
§Set a timer or use a watch or clock to time yourself on each section.
§Tear out or make a copy of the practice test answer sheet located
immediately after each practice test and fill it in just as you will on
the day of the actual test.
294
How to Score Your Practice Tests
For more information on how to score your practice tests, go to
sat.org/scoring. As you learned earlier, your SAT results will include
a number of scores that provide additional information about your
achievement and readiness for college and career. The College Board
has also produced a free app that will allow you to immediately score
your answer sheet by taking a picture of it. This app will take much of
the manual labor out of scoring a paper-and-pencil test, and we hope it
will encourage you to engage in productive practice. You can find more
information on the app as well as how to score your tests without the
app at sat.org/scoring.
Connection to Khan Academy
Through the College Board practice app, you’ll be able to automatically
score your practice tests and send those results to Khan Academy to
power your personalized practice. Then, when you log on to its website
(khanacademy.org/sat), Khan Academy will recommend specific
lessons and resources to target the skills that will most improve your
score on the SAT. Since the SAT is a measure of college and career
readiness, this practice will also better prepare you for success beyond
the SAT.
The SAT®
Practice
Test #
10
Make time to take the practice test.
It is one of the best ways to get ready
for the SAT.
After you have taken the practice test, score it
right away at sat.org/scoring.
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Reading Test
65 MINUTES, 52 QUESTIONS
Turn to Section 1 of your answer sheet to answer the questions in this section.
Each passage or pair of passages below is followed by a number of questions. After reading
each passage or pair, choose the best answer to each question based on what is stated or
implied in the passage or passages and in any accompanying graphics (such as a table or
graph).
Questions 1-10 are based on the following
passage.
This passage is adapted from Mary Helen Stefaniak, The
Cailiffs of Baghdad, Georgia: A Novel. ©2010 by Mary Helen
Stefaniak.
Miss Grace Spivey arrived in Threestep, Georgia,
in August 1938. She stepped off the train wearing a
pair of thick-soled boots suitable for hiking, a navy
blue dress, and a little white tam that rode the waves
Line
5of her red hair at a gravity-defying angle. August was
a hellish month to step off the train in Georgia,
although it was nothing, she said, compared to the
119 degrees that greeted her when she arrived one
time in Timbuktu, which, she assured us, was a real
10 place in Africa. I believe her remark irritated some of
the people gathered to welcome her on the burned
grass alongside the tracks. When folks are sweating
through their shorts, they don’t like to hear that this
is nothing compared to someplace else. Irritated or
15 not, the majority of those present were inclined to see
the arrival of the new schoolteacher in a positive
light. Hard times were still upon us in 1938, but, like
my momma said, “We weren’t no poorer than we’d
ever been,” and the citizens of Threestep were in the
20 mood for a little excitement.
Miss Spivey looked like just the right person to
give it to them. She was, by almost anyone’s
standards, a woman of the world. She’d gone to
boarding schools since she was six years old; she’d
25 studied French in Paris and drama in London; and
during what she called a “fruitful intermission” in her
formal education, she had traveled extensively in the
Near East and Africa with a friend of her
grandmother’s, one Janet Miller, who was a medical
30 doctor from Nashville, Tennessee. After her travels
with Dr. Miller, Miss Spivey continued her education
by attending Barnard College in New York City. She
told us all that at school the first day. When my little
brother Ralphord asked what did she study at
35 Barnyard College, Miss Spivey explained that
Barnard, which she wrote on the blackboard, was the
sister school of Columbia University, of which, she
expected, we all had heard.
It was there, she told us, in the midst of trying to
40 find her true mission in life, that she wandered one
afternoon into a lecture by the famous John Dewey,
who was talking about his famous book, Democracy
and Education. Professor Dewey was in his seventies
by then, Miss Spivey said, but he still liked to chat
45 with students after a lecture—especially female
students, she added—sometimes over coffee, and see
in their eyes the fire his words could kindle. It was
after this lecture and subsequent coffee that Miss
Spivey had marched to the Teacher’s College and
50 signed up, all aflame. Two years later, she told a
cheery blue-suited woman from the WPA1that she
wanted to bring democracy and education to the
poorest, darkest, most remote and forgotten corner
of America.
55 They sent her to Threestep, Georgia.
Miss Spivey paused there for questions, avoiding
my brother Ralphord’s eye.
What we really wanted to know about—all
twenty-six of us across seven grade levels in the one
60 room—was the pearly white button hanging on a
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string in front of the blackboard behind the teacher’s
desk up front. That button on a string was something
new. When Mavis Davis (the only bona fide seventh
grader, at age thirteen) asked what it was for, Miss
65 Spivey gave the string a tug, and to our astonishment,
the whole world—or at least a wrinkled map of
it—unfolded before our eyes. Her predecessor, Miss
Chandler, had never once made use of that map,
which was older than our fathers, and until that
70 moment, not a one of us knew it was there.
Miss Spivey showed us on the map how she and
Dr. Janet Miller had sailed across the Atlantic Ocean
and past the Rock of Gibraltar into the
Mediterranean Sea. Using the end of a ruler, she
75 gently tapped such places as Morocco and Tunis and
Algiers to mark their route along the top of Africa.
They spent twenty hours on the train to Baghdad, she
said, swathed in veils against the sand that crept in
every crack and crevice.
80 “And can you guess what we saw from the train?”
Miss Spivey asked. We could not. “Camels!” she said.
“We saw a whole caravan of camels.” She looked
around the room, waiting for us to be amazed and
delighted at the thought.
85 We all hung there for a minute, thinking hard,
until Mavis Davis spoke up.
“She means like the three kings rode to
Bethlehem,” Mavis said, and she folded her hands
smugly on her seventh-grade desk in the back of the
90 room.
Miss Spivey made a mistake right then. Instead of
beaming upon Mavis the kind of congratulatory
smile that old Miss Chandler would have bestowed
on her for having enlightened the rest of us, Miss
95 Spivey simply said, “That’s right.”
1The Works Progress Administration (WPA) was a government
agency that hired people for public and cultural development
projects and services.
1
The narrator of the passage can best be described as
A) one of Miss Spivey’s former students.
B) Miss Spivey’s predecessor.
C) an anonymous member of the community.
D) Miss Spivey herself.
2
In the passage, Threestep is mainly presented as a
A) summer retreat for vacationers.
B) small rural town.
C) town that is home to a prominent university.
D) comfortable suburb.
3
It can reasonably be inferred from the passage that
some of the people at the train station regard Miss
Spivey’s comment about the Georgia heat with
A) sympathy, because they assume that she is
experiencing intense heat for the first time.
B) disappointment, because they doubt that she will
stay in Threestep for very long.
C) embarrassment, because they imagine that she is
superior to them.
D) resentment, because they feel that she is
minimizing their discomfort.
4
Which choice provides the best evidence for the
answer to the previous question?
A) Lines 2-5 (“She stepped…angle”)
B) Lines 10-14 (“I believe…else”)
C) Lines 14-20 (“Irritated…excitement”)
D) Lines 23-25 (“She’d gone…London”)
5
Miss Spivey most likely uses the phrase “fruitful
intermission” (line 26) to indicate that
A) she benefited from taking time off from her
studies in order to travel.
B) her travels with Janet Miller encouraged her to
start medical school.
C) her early years at boarding school resulted in
unanticipated rewards.
D) what she thought would be a short break from
school lasted several years.
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6
The interaction between Miss Spivey and Ralphord
serves mainly to
A) suggest that Miss Spivey has an exaggerated view
of what information should be considered
common knowledge.
B) establish a friendly dynamic between the
charming schoolchildren and their indulgent
and doting new instructor.
C) introduce Ralphord as a precocious young
student and Miss Spivey as a dismissive and
disinterested teacher.
D) demonstrate that the children want to amuse
Miss Spivey with their questions.
7
In the third paragraph, what is the narrator most
likely suggesting by describing Miss Spivey as having
“wandered” (line 40) in one situation and “marched”
(line 49) in another situation?
A) Dewey, knowing Miss Spivey wasn’t very
confident in her ability to teach, instilled in her a
sense of determination.
B) Talking with Dewey over coffee made Miss
Spivey realize how excited she was to teach in the
poorest, most remote corner of America.
C) After two years spent studying, Miss Spivey was
anxious to start teaching and be in charge of her
own classroom.
D) Miss Spivey’s initial encounter with Dewey’s
ideas was somewhat accidental but ultimately
motivated her to decisive action.
8
According to the passage, Miss Spivey ended up in
Threestep as a direct result of
A) her friendship with Janet Miller.
B) attending college in New York City.
C) talking with a woman at the WPA.
D) Miss Chandler’s retirement from teaching.
9
In the passage, when Miss Spivey announces that she
had seen camels, the students’ reaction suggests that
they are
A) delighted.
B) fascinated.
C) baffled.
D) worried.
10
Which choice provides the best evidence for the
answer to the previous question?
A) Lines 82-84 (“She looked…thought”)
B) Lines 85-86 (“We all…up”)
C) Lines 87-90 (“She means…room”)
D) Lines 91-95 (“Instead…right”)
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Questions 11-21 are based on the following
passage and supplementary material.
This passage is adapted from David Owen, The Conundrum:
How Scientific Innovation, Increased Efficiency, and Good
Intentions Can Make Our Energy and Climate Problems Worse.
©2011 by David Owen.
Building good transit isn’t a bad idea, but it can
actually backfire if the new trains and buses merely
clear space on highway lanes for those who would
prefer to drive—a group that, historically, has
Line
5included almost everyone with access to a car. To
have environmental value, new transit has to replace
and eliminate driving on a scale sufficient to cut
energy consumption overall. That means that a new
transit system has to be backed up by something that
10 impels complementary reductions in car use—say,
the physical elimination of traffic lanes or the
conversion of existing roadways into bike or bus
lanes, ideally in combination with higher fuel taxes,
parking fees, and tolls. Needless to say, those ideas
15 are not popular. But they’re necessary, because you
can’t make people drive less, in the long run, by
taking steps that make driving more pleasant,
economical, and productive.
One of the few forces with a proven ability to slow
20 the growth of suburban sprawl has been the
ultimately finite tolerance of commuters for long,
annoying commutes. That tolerance has grown in
recent decades, and not just in the United States, but
it isn’t unlimited, and even people who don’t seem to
25 mind spending half their day in a car eventually
reach a point where, finally, enough is enough. That
means that traffic congestion can have
environmental value, since it lengthens commuting
times and, by doing so, discourages the proliferation
30 of still more energy-hungry subdivisions—unless we
made the congestion go away. If, in a misguided
effort to do something of environmental value,
municipalities take steps that make long-distance car
commuting faster or more convenient—by adding
35 lanes, building bypasses, employing traffic-control
measures that make it possible for existing roads to
accommodate more cars with fewer delays, replacing
tollbooths with radio-based systems that don’t
require drivers even to slow down—we actually make
40 the sprawl problem worse, by indirectly encouraging
people to live still farther from their jobs, stores,
schools, and doctors’ offices, and by forcing
municipalities to further extend road networks,
power grids, water lines, and other civic
45 infrastructure. If you cut commuting time by
10 percent, people who now drive fifty miles each
way to work can justify moving five miles farther out,
because their travel time won’t change. This is how
metropolitan areas metastasize. It’s the history of
50 suburban expansion.
Traffic congestion isn’t an environmental
problem; traffic is. Relieving congestion without
doing anything to reduce the total volume of cars can
only make the real problem worse. Highway
55 engineers have known for a long time that building
new car lanes reduces congestion only temporarily,
because the new lanes foster additional driving—a
phenomenon called induced traffic. Widening roads
makes traffic move faster in the short term, but the
60 improved conditions eventually attract additional
drivers and entice current drivers to drive more, and
congestion reappears, but with more cars—and that
gets people thinking about widening roads again.
Moving drivers out of cars and into other forms of
65 transportation can have the same effect, if existing
traffic lanes are kept in service: road space begets
road use.
One of the arguments that cities inevitably make
in promoting transit plans is that the new system, by
70 relieving automobile congestion, will improve the
lives of those who continue to drive. No one ever
promotes a transit scheme by arguing that it would
make traveling less convenient—even though, from
an environmental perspective, inconvenient travel is
75 a worthy goal.
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Figure 1
Region
Southampton
city center
Rathausplatz,
Nürnberg
Tower Bridge,
London
New York
highway
Kinnaird Bridge,
Edmonton
Before
alteration
Vehicles per day
on altered road
5,316
24,584
44,242
110,000
1,300
Before
alteration
Vehicles per day on
surrounding roads
26,522
67,284
103,262
540,000
2,130
Aer
alteration
3,081
0
0
50,000
0
Aer
alteration
24,101
55,824
111,999
560,000
2,885
Change
in traffic*
–87.5%
–146.6%
–80.3%
–36.4%
–41.9%
Effect of Route Capacity Reduction in Selected Regions
*Change in regional traffic in proportion to traffic previously using the altered road
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Figure 2
the route of a journey
Could a signicant road space reallocation
result in some people changing . . .
when they travel
their means of traveling
how oen they make a journey
what is done in one trip
a journey destination
their driving style
whether they car-share
Survey of Transportation Engineers’ Predictions of Driver Behavior
0% 20% 40%
Percent of total responses for given behavior
60% 80% 100%
Prediction
yes yes (in exceptional circumstances) no don’t know
Figures adapted from S. Cairns et al., “Disappearing Traffic? The Story So Far.” ©2002 by UCL.
11
The main purpose of the passage is to
A) provide support for the claim that efforts to
reduce traffic actually increase traffic.
B) dispute the widely held belief that building and
improving mass transit systems is good for the
environment.
C) discuss the negative environmental
consequences of car-focused development and
suburban sprawl.
D) argue that one way to reduce the negative
environmental effects of traffic is to make
driving less agreeable.
12
Which choice best supports the idea that the author
assumes that, all things being equal, people would
rather drive than take mass transit?
A) Lines 1-5 (“Building…car”)
B) Lines 5-8 (“To have…overall”)
C) Lines 15-18 (“But they’re…productive”)
D) Lines 19-22 (“One…commutes”)
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13
As used in line 9, “backed up” most nearly means
A) supported.
B) copied.
C) substituted.
D) jammed.
14
In the first paragraph, the author concedes that his
recommendations are
A) costly to implement.
B) not widely supported.
C) strongly opposed by experts.
D) environmentally harmful in the short term.
17
According to the passage, reducing commuting time
for drivers can have which of the following effects?
A) Drivers become more productive employees
than they previously were.
B) Mass transit gets extended farther into suburban
areas than it previously was.
C) Mass transit carries fewer passengers and
receives less government funding than it
previously did.
D) Drivers become more willing to live farther from
their places of employment than they previously
were.
18
As used in line 72, “promotes” most nearly means
A) upgrades.
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