ERIC Number: ED395940
Record Type: Non-Journal
Publication Date: 1988-Jun
Reference Count: N/A
The Status of Research on the Scholastic Aptitude Test (SAT) and Hispanic Students in Postsecondary Education.
This review of research studies focused on differences between Hispanic-American and White, non-Hispanic groups on the Scholastic Aptitude Test (SAT). Questions studied were the factors associated with ethnic group mean differences on the SAT; the types of item format or content found differentially easier or more difficult for Hispanics; the predictive validity of the SAT; and the adequacy of Hispanic students' test preparation. Data for the studies were from the 1987 College Board Profiles of College Bound Students and other College Board information. Mean differences between Hispanic and non-Hispanic White students were relatively large and were associated with differences in language background, parental education, high school grades, and type of academic courses taken. The numbers of items showing differential difficulty levels were small and not linked with differences in predictive validity. Overall, tests were slightly less accurate in predicting Hispanic students' success in college than for non-Hispanic Whites. The largest barrier to college access for Hispanic students may be inequity in the availability of guidance counseling. Although evidence concerning the adequacy of college admissions tests for Hispanic students is correlational, data do suggest room for improvement in both tests and test preparation. (Contains 4 tables and 46 references.) (SLD)
Descriptors: Access to Education, College Bound Students, College Entrance Examinations, College Preparation, College Students, Counseling, Course Selection (Students), Difficulty Level, Educational Research, Ethnic Groups, Grades (Scholastic), High School Students, Higher Education, Hispanic American Students, Hispanic Americans, Item Bias, Language Proficiency, Parent Background, Performance Factors, Predictive Validity, Test Items, Test Results, Whites
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ.
Identifiers - Assessments and Surveys: SAT (College Admission Test)