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Robinson, Jenna Ashley – John William Pope Center for Higher Education Policy, 2013
To understand and evaluate a university's effectiveness requires a lot of information. But rarely is that information brought together in one place. This report compiles publicly available data about the University of North Carolina system. It illustrates key characteristics of the 16 campuses and how they have changed over the past decade. This…
Descriptors: Universities, State Colleges, Educational History, Enrollment Trends
McKillip, Mary E. M.; Mackey, Philip E. – College Board, 2013
This report shows college enrollment and graduation trends among Latino 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 (high aspirations, high perceived ability, high assessed ability)…
Descriptors: High School Graduates, Success, Access to Education, Hispanic American Students
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
McKillip, Mary E. M.; Mackey, Philip E. – College Board, 2013
This report shows college enrollment and graduation trends among Native 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 (high aspirations, high perceived ability, high assessed…
Descriptors: Access to Education, High School Graduates, American Indian Students, College Entrance Examinations
McKillip, Mary E. M.; Mackey, Philip E. – College Board, 2013
This report shows college enrollment and graduation trends among Asian American SAT® takers who finished high school in 2004 and 2010 by student characteristics, including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high-perceived ability, high-assessed ability)…
Descriptors: Access to Education, Success, High School Graduates, College Entrance Examinations
Muli, Juliana; Gilleland, Kevin – Wake County Public School System, 2013
Wake County Public School System (WCPSS) students continue to fare well on the SAT test compared to students in the state and nation. While there was a slight decline in the overall average score in 2012 compared to the previous year, the scores continue a trend of measurable improvement over time. In addition, most major ethnic groups continue to…
Descriptors: College Entrance Examinations, Scores, Mathematics Achievement, Reading Achievement
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Chatterji, Madhabi – Teachers College Record, 2013
Background: Much is still unknown or unclear about how and where validity issues arise in high stakes testing situations in education, and ways by which we can rectify validity problems in practice and policy contexts. Purpose: This paper is the Foreword to the Special Section in the "Teachers College Record," titled, "When…
Descriptors: Validity, High Stakes Tests, College Entrance Examinations, Scores
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Thomas, P. L. – International Education Journal: Comparative Perspectives, 2013
The accountability paradigm for reforming public schools began in the U.S. as a state-based initiative grounded in establishing state standards for core content and developing high-stakes tests and schedules to hold schools, teachers, and students accountable (Hout and Elliott, 2011). This essay examines the test-based patterns of that paradigm…
Descriptors: Accountability, Social Systems, High Stakes Tests, Democracy
Conforti, Peter A. – Pearson Education, Inc., 2013
This paper compares the minimum requirements for high school graduation in each state with admission requirements for the state's main (or "flagship") university campus. In 80% of the states, the high school graduation requirements do not meet the minimum standards necessary for admission to their own state universities.
Descriptors: College Readiness, Career Readiness, Graduation Requirements, High School Graduates
Dow, Daphne, Comp. – University of North Carolina General Administration, 2013
This abstract covers the breadth of higher education activities in North Carolina in their quantitative aspect, from simple counts of enrollment and degrees conferred to complex analyses of the flow of student transfers among institutions. Collected and published annually, this wide range of information should be useful to members of the public…
Descriptors: Higher Education, Enrollment Trends, Undergraduate Students, College Transfer Students
Lankford, Hamilton; Loeb, Susanna; McEachin, Andrew; Miller, Luke C.; Wyckoff, James – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2014
The relatively low status of teaching as a profession is often given as a factor contributing to the difficulty of recruiting teachers, the middling performance of American students on international assessments, and the well-documented decline in the relative academic ability of teachers through the 1990s. Since the turn of the 21st century,…
Descriptors: Academic Ability, Teaching (Occupation), Status, Teacher Certification
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Patterson, Brian F.; Mattern, Krista D.; Swerdzewski, Peter – Journal of College Admission, 2012
The College Board's SAT[R] Score Choice[TM] policy allows students to choose which set(s) of scores to send to colleges and universities to which they plan to apply. Based on data gathered before the implementation of that policy, the following study evaluated the predictive validity of the various sets of SAT scores. The value of five score sets…
Descriptors: Academic Achievement, Institutional Characteristics, Predictive Validity, Scores
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Dorans, Neil J. – Educational Measurement: Issues and Practice, 2012
Views on testing--its purpose and uses and how its data are analyzed--are related to one's perspective on test takers. Test takers can be viewed as learners, examinees, or contestants. I briefly discuss the perspective of test takers as learners. I maintain that much of psychometrics views test takers as examinees. I discuss test takers as a…
Descriptors: Testing, Test Theory, Item Response Theory, Test Reliability
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Richardson, Michelle; Abraham, Charles; Bond, Rod – Psychological Bulletin, 2012
A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across…
Descriptors: Personality Traits, Grade Point Average, Self Efficacy, Academic Achievement
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Zhang, Jinming – Journal of Educational and Behavioral Statistics, 2012
The impact of uncertainty about item parameters on test information functions is investigated. The information function of a test is one of the most important tools in item response theory (IRT). Inaccuracy in the estimation of test information can have substantial consequences on data analyses based on IRT. In this article, the major part (called…
Descriptors: Item Response Theory, Tests, Accuracy, Data Analysis
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