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Winograd, Greta; Verkuilen, Jay; Weingarten, Alison; Walker, Lucy – Learning Assistance Review, 2018
In this study, we examined academic outcomes among students from low-income and academically disadvantaged backgrounds who participated in the Educational Opportunity Program (EOP) at a selective four-year public comprehensive college in the Northeast. We found that provisionally admitted EOP students earned comparable first-semester grades and…
Descriptors: Educational Opportunities, Low Income Groups, Disadvantaged Youth, College Students
Buckley, Jack, Ed.; Letukas, Lynn, Ed.; Wildavsky, Ben, Ed. – Johns Hopkins University Press, 2018
For more than seventy-five years, standardized tests have been considered a vital tool for gauging students' readiness for college. However, few people--including students, parents, teachers, and policy makers--understand how tests like the SAT or ACT are used in admissions decisions. Once touted as the best way to compare students from diverse…
Descriptors: Student Evaluation, Standardized Tests, College Entrance Examinations, Admission Criteria
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Shu, Siwen; Kuncel, Nathan R.; Sackett, Paul R. – Educational Measurement: Issues and Practice, 2017
Extensive research has examined the validity and fairness of standardized tests in academic admissions. However, due to their underrepresentation in higher education, American Indians have gained much less attention in this research. In the present study, we examined for American Indian students (1) group differences on SAT scores, (2) the…
Descriptors: American Indian Students, College Admission, College Entrance Examinations, Academic Achievement
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Appelrouth, Jed I.; Zabrucky, Karen M. – College and University, 2017
In 2016, more than 1.6 million students took the Scholastic Aptitude Test (SAT), a standardized college admissions test (College Board 2016a). Researchers have estimated that 33 percent of students who take the SAT participate in some mode of formal test preparation, such as private tutoring or classes, to prepare for the exam (Buchmann, Condron…
Descriptors: College Entrance Examinations, Test Preparation, Meta Analysis, College Admission
Astin, Alexander W. – Liberal Education, 2017
The social and economic inequities in America's K-12 education system are well known, what with a rapidly expanding system of expensive private schools and the striking contrasts between urban and suburban public schools. America's higher education system, on the other hand, is generally regarded as far more equitable, given that each of the fifty…
Descriptors: Higher Education, Access to Education, College Preparation, College Readiness
Geiser, Saul – Center for Studies in Higher Education, 2017
Of all college admission criteria, scores on nationally normed tests like the SAT and ACT are most affected by the socioeconomic background of the student. The effect of socioeconomic background on test scores has grown substantially at University of California over the past two decades, and tests have become more of a barrier to admission of…
Descriptors: Norm Referenced Tests, Admission Criteria, College Admission, Race
Angrove, Kay E. – ProQuest LLC, 2017
Purpose: The purpose of this study was to investigate the extent to which the relationship between (a) student demographic variables (i.e., ethnicity, gender, first generation status, low income), college admission variables (i.e., admission status, SAT/ACT scores, remediation requirements), and (b) GPA and retention was influenced by first-year…
Descriptors: Student Characteristics, Racial Differences, Ethnicity, First Generation College Students
Silvas, Rebeka A. – ProQuest LLC, 2017
Retention is high on the list of priorities for both college and university administrators, as well as policy makers. It raises the question what high school data are known before a student attends a college that are predictive of student retention? This study examined 3445 first-time-in-college students from three academic years. Predictors…
Descriptors: Academic Persistence, College Students, Predictor Variables, Age Differences
Walters, Nancy; DeSalvo, Alaina; Shafer, Shakiya – Minnesota Office of Higher Education, 2017
Minnesota's Intervention for College Attendance Program (ICAP) is a program of competitive grants awarded to postsecondary institutions, professional organizations and community-based organizations. Funded programs focus on increasing the access and success of groups traditionally underrepresented in higher education by strengthening their…
Descriptors: Higher Education, Intervention, College Preparation, Enrichment Activities
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Gonsalves, Joanna – Journal of the National Collegiate Honors Council, 2017
Improving rates of honors program completion is a goal of virtually all honors directors and deans, and research can help identify and evaluate promising strategies. A number of recent empirical studies have investigated predictors of program completion, including students' admission credentials and honors program features. Though specific…
Descriptors: Honors Curriculum, Predictor Variables, College Admission, Program Descriptions
Geiser, Saul – Center for Studies in Higher Education, 2016
The SAT is used for two purposes at the University of California. First is "eligibility": Determining whether applicants meet the minimum requirements for admission to the UC system. Second is "admissions selection": At high-demand campuses such as Berkeley, with many more eligible applicants than places available, test scores…
Descriptors: College Entrance Examinations, Eligibility, Selective Admission, Scores
Shaw, Emily J.; Marini, Jessica P.; Beard, Jonathan; Shmueli, Doron; Young, Linda; Ng, Helen – College Board, 2016
In February of 2013, the College Board announced it would undertake a redesign of the SAT® in order to develop an assessment that better reflects the work that students will do in college, focusing on the core knowledge and skills that evidence has shown to be critical in preparation for college and career. The redesigned test will be introduced…
Descriptors: College Entrance Examinations, Test Construction, College Readiness, College Admission
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Black, Sandra E.; Cortes, Kalena E.; Lincove, Jane Arnold – Educational Evaluation and Policy Analysis, 2016
We investigate the efficacy and equity of college admissions criteria by estimating the effect of multiple measures of college readiness on college performance in the context of race-blind automatic admissions policies. We take advantage of a unique institutional feature of the Texas higher education system to control for selection into…
Descriptors: College Admission, Admission Criteria, College Readiness, Affirmative Action
Marini, Jessica P.; Shaw, Emily J.; Young, Linda; Walker, Michael – College Board, 2016
College admission offices receive many different pieces of information on each applicant to their institution. The job of considering this information becomes further complicated when the information is not consistent across applicants. An example of one such complication is receiving SAT scores for some applicants and receiving ACT scores for…
Descriptors: College Admission, Scores, College Entrance Examinations, College Applicants
Marini, Jessica P.; Shaw, Emily J.; Young, Linda – College Board, 2016
During the transition period between the use of exclusively old SAT® scores and the use of exclusively new SAT scores, college admission offices will be receiving both types of scores from students. Making an admission decision based on new SAT scores can be challenging at first because institutions have methods, procedures, and models based on…
Descriptors: College Entrance Examinations, Scores, College Admission, Decision Making
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