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ERIC Number: ED238910
Record Type: Non-Journal
Publication Date: 1984-Jan
Pages: 2
Abstractor: N/A
Reference Count: N/A
Highlights from Research on the Effects of Coaching for Tests.
Bangert-Drowns, Robert L.; And Others
Educational Leadership, v41 n4 p82 Dec 1983/Jan 1984
THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: In general, coaching improves student scores on achievement and aptitude tests--including the SAT--but not very much. While the SAT is not invulnerable to coaching programs, only a few students have found impressive results. Coaching produces the following average gains: On the SAT, .15 standard deviations, equivalent to 15 points on the SAT scale of 200 to 800 points. On other aptitude tests, .43 standard deviations, equivalent to a gain in IQ of approximately six points. On achievement tests, .25 standard deviations, or approximately two to three months on the grade-equivalent scale. Regardless of which of the three types of tests students are coached for, gains are greater when students (1) are given a pretest prior to coaching, (2) practice on tests identical to the criterion tests, and (3) practice more, on a regular schedule, for a longer period of time. In addition, high-ability students gain more from coaching programs than do lower ability students, who may need more explicit instruction. (Author)
Association for Supervision and Curriculum Development, 225 N. Washington St., Alexandria, VA 22314.
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)