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Breland, Hunter; Kubota, Melvin; Nickerson, Kristine; Trapani, Catherine; Walker, Michael – College Entrance Examination Board, 2004
This study investigated the impact on ethnic, language, and gender groups of a new kind of essay prompt type intended for use with the new SAT®. The study also generated estimates of the reliability of scores obtained using the prompts examined. To examine the impact of a new prompt type, random samples of eleventh-grade students in 49…
Descriptors: College Entrance Examinations, Standardized Tests, Ethnic Groups, Language Usage
Bridgeman, Brent; Trapani, Catherine; Curley, Edward – College Entrance Examination Board, 2003
The impact of allowing more time for each question on SAT® I: Reasoning Test scores was estimated by embedding sections with a reduced number of questions into the standard 30-minute equating section of two national test administrations. Thus, for example, questions were deleted from a verbal section that contained 35 questions to produce forms…
Descriptors: College Entrance Examinations, Test Items, Timed Tests, Verbal Tests
Camara, Wayne J. – College Entrance Examination Board, 1997
There is a strong and consistent relationship between PSAT/NMSQT scores and AP Examination grades for nearly all courses--higher scores on the PSAT/NMSQT indicate a higher probability of success on AP Examinations. PSAT/NMSQT verbal or mathematics scores are often more highly related to AP Examination grades than overall high school GPA, number of…
Descriptors: College Entrance Examinations, Scores, Advanced Placement Programs, Correlation
Camara, Wayne J.; Millsap, Roger – College Entrance Examination Board, 1998
This study reports that student performance on the PSAT/NMSQT can be useful in identifying additional students who may be successful in Advanced Placement Program (AP) courses. PSAT/NMSQT scores can identify students who may not have been initially considered for an AP course through teacher nomination, self-nomination, or other local procedures.…
Descriptors: High School Students, College Entrance Examinations, Grades (Scholastic), Advanced Placement Programs
College Entrance Examination Board, 1998
The instructional schedule does affect student grades on the four AP Examinations in this study after they have been adjusted for group differences in student ability. The results from this study generally suggest that students, on average, obtain higher AP grades when instruction is given over an entire year rather than in a semesterized block…
Descriptors: Block Scheduling, Advanced Placement Programs, Academic Achievement, Statistical Analysis
College Entrance Examination Board, 1998
The SAT I: Reasoning Test actually predicts how well females will do in college better than it predicts for males. Results from validity studies that have been conducted with hundreds of colleges and universities and examined by ETS and external researchers consistently confirm that the SAT correlation with both freshman GPA and individual course…
Descriptors: College Entrance Examinations, Gender Differences, Prediction, Correlation
Nathan, Julie S.; Camara, Wayne J. – College Entrance Examination Board, 1998
Each year over one million high school students complete the SAT[superscript R] I. Information on repeat testing and the probability that a student's SAT I score will change may help students and educators make better-informed decisions about retesting. This information would also be useful for high school counselors who advise students regarding…
Descriptors: College Entrance Examinations, High School Students, College Bound Students, Scores