This paper presents and reviews gender, racial/ethnic, language, and socioeconomic subgroup performance differences on the SAT® over nearly the last two decades. Theories on the existence of subgroup differences are examined. Substantial revisions to the SAT were made in 1994, and again in 2005. The short-term and long-term impact of these revisions on subgroup differences is evaluated. Furthermore, the trends in subgroup differences on the SAT are compared to those documented for other large-scale standardized tests (i.e., the ACT Assessment, National Assessment of Educational Progress), as well as those found in high school grades. This documentation of trends in subgroup differences on the SAT can be a useful resource for individuals interested in standardized tests as well as those studying how students' experiences might account for differences on the test. The following are appended: (1) Student Descriptive Questionnaire Questions; and (2) Tables.