The corresponding percentile of each scaled score varies from test to test—for example, in 2003, a scaled score of 800 in both sections of the SAT Reasoning Test corresponded to a percentile of , while a scaled score of 800 in the SAT Physics Test corresponded to the 94th percentile. The differences in what scores mean with regard to percentiles are due to the content of the exam and the caliber of students choosing to take each exam. Subject Tests are subject to intensive study (often in the form of an AP , which is relatively more difficult), and only those who know they will perform well tend to take these tests, creating a skewed distribution of scores.
※ Discrepancy: This statement is not exact or inaccurate: "... ACT percentiles are calculated on the basis of the percent of test takers scoring the same score or a lower one, not (as is the case for many other assessments) only the percent scoring lower". Specifically, it applies to the scores of 35 or lower but not the highest score of 36. This is because if % of test takers scored 36 AND lower, what score did the remaining % of test takers get? Obviously the answer is none because there is no score higher than 36. Therefore, the correct percentile for 36 appears to be % (100% — %). But if one looks at the next line (the score of 35) it appears to be % instead (100% — %). In other words, % of the test takers had a score of 35 or lower, meaning the only higher score, 36 (no scores between 35 and 36 as the increment is 1), belongs to the remaining % of test takers. But which is the true answer, % or %? If it's %, then % is a calculation error? Or the vice versa (% is true and % is a calculation error). Please clarify by checking on the original data! It's surprising to see such discrepancy for such a popular and critical test.
That is a competitive score for a child of her age; however, there is certainly room for improvement. To answer your question about interpreting these new scores – there are numerous resources, posted on this site and throughout the web (like the 2016 Concordance Tables, for example), that can tell you how this score might compare to previous SAT scores, which information you could then use to see how she compares in a larger historical context; however, one of the benefits of her having taken the test at such an early age, and really of her not being a member of the first two classes to take and submit the new SAT for the purpose of admission to college, is that by the time she is actually applying to college, not only will her score have improved but you will have much more information on what different universities typically expect on the new SAT for admission.