ERIC Number: ED562606
Record Type: Non-Journal
Publication Date: 2008-Apr
Abstractor: As Provided
Reference Count: 12
Examining the Relationship between the SAT®, High School Measures of Academic Performance, and Socioeconomic Status: Turning Our Attention to the Unit of Analysis. Research Notes. RN-36
Mattern, Krista D.; Shaw, Emily J.; Williams, Frank E.
While the results demonstrate that SAT scores still correlated more strongly, on average, with socioeconomic status (SES) than high school grade point average (GPA) and rank, this does not indicate that this is a problem with the test; more likely it is a societal reflection of disparate resources. That is, higher-SES families have more resources to provide their children with additional or richer educational opportunities, along with various other factors that could translate into higher academic performance.
Descriptors: College Entrance Examinations, Academic Achievement, Grade Point Average, Correlation, Socioeconomic Status, Resources, Educational Opportunities, College Admission, Measures (Individuals), Racial Differences, Gender Differences
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: firstname.lastname@example.org; Web site: http://research.collegeboard.org
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: College Board, Office of Research and Analysis
Identifiers - Assessments and Surveys: SAT (College Admission Test)