The score report for the Independent School Entrance Exam (ISEE) is not easy to understand on first reading: each section has three different scores, and there is also an unscored essay. Based on the testing organization’s official explanations, this guide describes what each score means and what to do after receiving the score report.
The Scored Sections of the Test
The Lower, Middle, and Upper Levels each have four scored sections, and scores are sent to both schools and parents; the essay is not scored and is sent only to schools.
Verbal Reasoning
Verbal Reasoning
Vocabulary and sentence comprehension.
Quantitative Reasoning
Quantitative Reasoning
Reasoning and comparison using mathematical concepts.
Reading Comprehension
Reading Comprehension
Understanding passages and answering questions about them.
Mathematics Achievement
Mathematics Achievement
Mathematics taught in the classroom at each grade level.
Essay
Essay (unscored)
The essay is not provided to parents; it is sent only to the selected score recipient schools.
The Primary Level, for applicants to grades 2 through 4, has only two sections; Primary 2 also includes a listening comprehension section.
Layout of the Score Report
ISEE Score Report (Illustration)
Sample figuresWhat the Three Scores Mean
Scaled Score
760 to 940
Each scored section has its own scaled score, converted from the student's answers.
Percentile
1 to 99
The student's position compared with all test takers in the same grade over the past three years; it is not the share of questions answered correctly.
Stanine
1 to 9
Divides the scores of the comparison group into nine bands, numbered 1 to 9 from lowest to highest.
Lower scoresHigher scores
Each Item on the Score Report
This section explains each item on the score report. Open a heading to see its explanation; parents can read along item by item with the report in hand.
Scaled Score
The scaled score is the score for each scored section, ranging from 760 to 940. It is converted from the raw score, which is the number of questions answered correctly. Test questions differ from year to year, but all forms are written to the same specifications, and the conversion step offsets small differences in difficulty between forms. Scaled scores are therefore useful for comparing the same student’s results across two tests, but a scaled score alone makes it difficult to judge where a student stands among test takers in the same grade.
Percentile Rank
Percentile ranks range from 1 to 99, and the comparison group is test takers in the same grade as the student over the past three years. The official example is that a Mathematics Achievement percentile of 70 means the student’s score in that section is equal to or higher than the scores of 70% of students in the comparison group. A percentile is not the share of questions answered correctly. Note also that ISEE test takers are all private school applicants; official materials state that this group has higher ability and academic achievement than the general student population, so a percentile in the middle range usually corresponds to a level that is not low among all students.
Stanine
The stanine scale divides the scores of the comparison group into nine bands, numbered 1 to 9 from lowest to highest. Stanines 4 to 6 cover the middle 54 percentile points, while stanines 1 to 3 and 7 to 9 cover the lowest and highest 23 percentile points, respectively. Stanines are less precise than percentiles; two students whose percentiles differ by a few points may have exactly the same stanine. When Irvine parents refer to a stanine of 9 on all four scored sections, it does not mean that every question was answered correctly.
Stanine Analysis
The stanine analysis chart on the report extends one band on each side of each section’s stanine and draws a shaded range. The official explanation is that scores vary somewhat on a retest even when a student’s ability has not changed, and the shaded range represents that variation. For example, if the Verbal Reasoning stanine is 5, the chart shows a range from 4 to 6. When comparing two sections, overlapping shaded ranges mean the difference may be only normal variation and does not necessarily indicate a real difference in strength.
Verbal Reasoning
According to official materials, this section has two question types: synonyms and sentence completion. Synonym questions mainly test vocabulary, while sentence completion questions also require the student to understand the logical relationships within a sentence before choosing the appropriate word. The score in this section reflects the breadth of the student’s English vocabulary and the ability to understand meaning at the sentence level.
Quantitative Reasoning
This section tests mathematical thinking rather than calculation itself. The skills listed in official materials include estimation, applying logic, comparing quantities, and analyzing data. The knowledge the questions require is usually not difficult; the challenge is recognizing the quantitative relationship behind each question and finding a solution that does not require a complete step-by-step calculation.
Reading Comprehension
Students read short passages and then answer questions. According to official materials, this section tests the ability to identify the main idea, draw inferences, and analyze tone, style, point of view, and figurative language. Both this section and Verbal Reasoning relate to English, but their focus differs: Verbal Reasoning addresses words and sentences, while Reading Comprehension addresses the understanding and analysis of an entire passage.
Mathematics Achievement
This section tests mathematics learned in school. The official scope includes numbers and operations, algebra, geometry, measurement, data analysis, and probability. Unlike Quantitative Reasoning, it tests more directly whether specific topics have been mastered, and its questions more closely resemble classroom exercises. When students lose points in this section, the cause can usually be traced, by comparison with the school curriculum, to topics not yet taught or not yet mastered.
Analysis Section
The Analysis section of the report lists the number of questions in each scored section and the results for each, and a legend explains the symbols and terms in the results column. It is more specific than the three scores and helps parents determine which question types account for most lost points. Official materials also state that each multiple-choice section contains several unscored experimental questions used to develop future forms. Students cannot tell which questions are unscored during the test, so every question should be answered carefully.
Essay
The essay asks the student to write a short piece in response to a prompt; according to official materials, it assesses the ability to organize content and express oneself. The essay is not scored, and the report contains no essay score. Parents do not receive a copy of the essay; only the score recipient schools selected by the parents receive it. Schools may consider it as a writing sample the student completed independently under test conditions.
Score Release and Score Reporting Rules
Score release and reporting
- Scores for online tests are usually released within 3 to 5 days, and scores for paper tests usually within 5 to 10 days
- Scores are posted to the parent account and sent automatically to the schools selected at registration
- There are three testing seasons per year; a student may test at most once per season, or at most three times per school year
Requirements at several schools
- Harbor Day School: applicants to grades 2 through 8 take the ISEE, which may be taken remotely
- St. Margaret's Episcopal School: applicants to grades 3 through 11 take the at-home ISEE, which must be completed by February 1 (confirm with the admission office)
- Sage Hill School: accepts the ISEE or the SSAT; scores must arrive by January 31
- The Pegasus School: applicants to grades 2 through 8 take the ISEE; after scores are released, the school may schedule an interview or a Shadow Day (a day spent attending classes with current students)
No official cutoff score has been published. The testing organization recommends asking the school’s admission office directly how the school interprets and uses scores.
Next Steps After Receiving the Score Report
- 1
Look at percentiles and stanines first
These two scores show the student's position among test takers in the same grade and are easier to interpret than scaled scores.
- 2
Identify the weakest section
The section that differs most from the other three is usually the one most worth the time invested.
- 3
Review the Analysis section
The report shows results for each question type, which helps determine whether lost points come from unfamiliar content or from running out of time.
- 4
Decide whether to retest
If one testing season remains before the deadline, the student can prepare for the weak section, retest, and update the score recipient schools.
Diagnosing a Low Score in Each Section
This section explains what a low score in each of the four scored sections usually indicates and what to practice first. Before drawing conclusions, check two things: how much lower the percentile in this section is than in the other sections, and whether the lost points in the Analysis section are concentrated in one question type or in the second half of the section. The latter usually indicates a lack of time rather than a lack of knowledge. The table below lists the number of questions and time allowed in each section, which helps gauge time pressure.
| Scored section | Lower Level | Middle and Upper Levels |
|---|---|---|
| Verbal Reasoning | 34 questions, 20 minutes | 40 questions, 20 minutes |
| Quantitative Reasoning | 38 questions, 35 minutes | 37 questions, 35 minutes |
| Reading Comprehension | 25 questions, 25 minutes | 36 questions, 35 minutes |
| Mathematics Achievement | 30 questions, 30 minutes | 47 questions, 40 minutes |
| Essay (unscored) | 30 minutes | 30 minutes |
Source: official ERB ISEE materials.
Low Verbal Reasoning Score
A low Verbal Reasoning score usually has one of two causes: limited vocabulary, or failing to recognize contrast, cause and effect, and comparison within the sentence on sentence completion questions. Vocabulary requires long-term accumulation; students should learn words in groups by roots and affixes and review them in sentences. Practice for sentence completion should focus on first finding the words that signal the logical relationship and then choosing a word based on the meaning before and after the blank. The table above shows that this section allows the least time per question of the four sections, so insufficient speed is also a common cause of lost points. For specific practice methods, see the Verbal Reasoning subject page.
Low Reading Comprehension Score
When the Reading Comprehension score is low, first determine whether the cause is comprehension or not finishing. If lost points are concentrated in inference, tone, and point-of-view questions, the problem usually lies in analytical skill, and the student needs to practice returning to the passage for evidence rather than answering from memory. If lost points are concentrated in the last few passages, reading speed or time management needs adjustment. Vocabulary also affects reading, so when Reading Comprehension and Verbal Reasoning are both low, strengthening vocabulary first is recommended. For specific practice methods, see the Reading Comprehension subject page.
Low Quantitative Reasoning Score
A low Quantitative Reasoning score with a normal Mathematics Achievement score usually indicates that the student can calculate but is not used to observing the structure of a question before answering. A common sign is calculating every question completely from the beginning, which leaves too little time for later questions. Practice should focus on estimation, testing specific values, methods for comparing quantities, and reading charts and analyzing data. For specific practice methods, see the Quantitative Reasoning subject page.
Low Mathematics Achievement Score
Mathematics Achievement is the section most closely tied to the school curriculum, and lost points often correspond to topics not yet taught or not yet mastered. Students should first use the Analysis section to identify the content areas where lost points are concentrated, then work through them one by one against the curriculum for their grade. The ISEE level is determined by the grade the student is applying to enter, and students test while in a grade below the one they are applying to, so some questions may cover content their school has not yet taught; in that case, the student needs to study the relevant chapters in advance. For specific practice methods, see the Mathematics subject page.
EDUBUS advisors recommend the following: if only one testing season remains before the deadline, focus preparation on the section with the lowest percentile and the most concentrated lost points in the Analysis section; if two testing seasons remain, first build a foundation in content and vocabulary, then work on answering speed.
Deciding Whether to Retest
This section lists situations in which a retest is and is not worthwhile. The decision rests on three points: whether a full testing season remains before the school’s deadline, whether the weak section has clear room for improvement, and whether a retest could affect the sections that already went well. Families should first understand the official score reporting rules, which directly determine the costs and benefits of a retest.
| Rule | Official explanation |
|---|---|
| Number of tests | Three testing seasons per school year; at most one test per season |
| Score reporting | Only complete reports may be sent; sections from different test dates cannot be combined |
| Adding schools | Score recipient schools may be added after scores are released at no additional charge |
| Removing schools | Schools may be removed before the test date but not after the test |
Source: official ERB ISEE materials.
Situations in which a retest is usually worthwhile
- One section is clearly lower than the others, and the Analysis section shows that lost points are concentrated in question types that can be addressed within a few weeks.
- The student was not at his or her best on test day, for example because of illness or a clear mistake in time management, and the score is below the student’s usual practice test level.
- Scores from the next testing season will be released before the target school’s deadline, and the admission office has confirmed that it will review the new scores.
Situations in which a retest is usually not worthwhile
- The only goal is to raise the stanine of one section by one band, and the student’s ability has not changed substantially in the meantime; official materials state that a difference of one band up or down is normal variation.
- Scores from the next testing season cannot reach the school before its deadline. For example, Sage Hill School requires scores to arrive by January 31; the winter testing season begins in December, and online test scores are usually released within 3 to 5 days, so the closer the test date is to late January, the tighter the timeline.
- The other sections already went well, and the weak section is unlikely to improve in the short term. Because only complete reports may be sent, the student must retake all four sections, and sections that went well may also decline.
For the specific retest schedule, choice of testing season, and score reporting steps, see How to Plan Retesting and Score Reporting. Families who would like an EDUBUS advisor to review the student’s score report, recommend whether to retest, and set the order of practice for weak sections can see ISEE Courses and Consultation.
