ERIC Number: ED485191
Record Type: Non-Journal
Publication Date: 2004-Dec
Characteristics of Minority Students Who Excel on the SAT and in the Classroom. Policy Information Report
Bridgeman, Brent; Wendler, Cathy
Educational Testing Service
After a few decades of keeping a watchful eye, substantial gaps in the average standardized test scores of White and some minority group students persist. The average group differences on the SAT are among the most visible examples of this pattern, but when we focus only on mean score differences among students, we tend to overlook the relatively high performing minority students. Many minority students achieve high SAT scores, pursue challenging courses in high schools, take leadership roles in extracurricular activities, and go on to succeed in selective colleges. These students are the focus of this report. Among the questions the authors explore are the following three: (1) Do minority students with high test scores take the same high school courses as White students with high test scores? (2) Are they equally successful in these courses? (3) Do minority students who take demanding courses in high school, and succeed in those courses, perform as well on the SAT as White students? Findings reassure us that regardless of race/ethnicity, students who take rigorous courses and actively participate in their high schools tend to achieve high scores on the SAT.
Descriptors: Minority Group Children, Student Characteristics, Academic Achievement, Standardized Tests, High Achievement, Scores, Racial Differences, Secondary Education, Advanced Courses, Parents, Educational Attainment
Policy Information Center, Mail Stop 19-R, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001. Tel: 609-734-5949; Web site: http://www.ets.org/research/pic .
Publication Type: Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: Educational Testing Service, Princeton, NJ. Policy Information Center.
Grant or Contract Numbers: N/A