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Caldas, Stephen J.; Gómez, Diane W.; Ferrara, JoAnne – Journal of Education for Students Placed at Risk, 2019
This article reports the effects of attending an elementary full-service community school (FSCS) on a variety of student academic outcomes in high school. The focal FSCS, Key Elementary, serves students in grades K-5 in a diverse southeastern New York State (NYS) school district. The academic performance of students, born between 1991 and 1996,…
Descriptors: Elementary Schools, Community Schools, Academic Achievement, Program Effectiveness
Torres, Amada – Independent School, 2016
In September 2015, when the College Board released its average SAT scores for the 2015 graduating class, two details stood out for many educators: (1) the record participation and diversity numbers (close to 1.7 million students took the test, with 50 percent being students of color); and (2) the test's lower average scores compared with previous…
Descriptors: College Entrance Examinations, Private Schools, Scores, Gender Differences
McKillip, Mary E. M.; Mackey, Philip E. – College Board, 2013
This report shows college enrollment and graduation trends among African American SAT® takers who finished high school in 2004 and 2010 by various student characteristics, including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories were the most likely to enroll in four-year colleges…
Descriptors: College Attendance, Enrollment Trends, Graduation Rate, College Graduates
Atkinson, Richard C.; Geiser, Saul – Center for Studies in Higher Education, 2009
Standardized testing for college admissions has grown exponentially since the first administration of the old "College Boards" in 1901. This paper surveys major developments since then: the introduction of the "Scholastic Aptitude Test" in 1926, designed to tap students' general analytic ability; E.F. Lindquist's creation of…
Descriptors: Advanced Placement, Educational Research, Elementary Secondary Education, Testing
Camara, Wayne; Sathy, Viji – College Board, 2004
This is the College Board's response to Roy O. Freedle's article in the Harvard Educational Review, entitled "Correcting the SAT's Ethnic and Social Class Bias: A Method for Reestimating SAT Scores." It is the authors' view that Freedle has presented no argument that would justify removing or de-emphasizing a critical college success…
Descriptors: College Entrance Examinations, Standardized Tests, Test Bias, Test Items