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ERIC Number: EJ1127825
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0969-594X
Preparing Students for College Admissions Tests
Appelrouth, Jed I.; Zabrucky, Karen M.; Moore, DeWayne
Assessment in Education: Principles, Policy & Practice, v24 n1 p78-95 2017
Attaining successful outcomes on the SAT can have profound educational and financial consequences for college-bound students. Using archival data from a private tutoring centre, we investigated variables we hypothesised to contribute to SAT score increases. Our analyses revealed significant effects of time on task and rate of SAT homework completion. Starting preparation earlier in the junior year and distributing tutoring sessions over larger intervals contributed to higher SAT score improvements. Testing effects were significant: more frequent practice tests significantly increased SAT scores. Official SAT administrations contributed more to score increases than did unofficial practice tests. Individual tutoring hours yielded greater increases than did group tutoring hours. Student characteristics such as gender, SES, or private or public school attendance were not significant. Implications for improving test preparation for students as well as directions for future research are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia (Atlanta); District of Columbia; New York (New York)
Identifiers - Assessments and Surveys: SAT (College Admission Test)
Grant or Contract Numbers: N/A