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Smith, Kara; Jagesic, Sanja; Wyatt, Jeff; Ewing, Maureen – College Board, 2018
Projections by the President's Council of Advisors on Science and Technology (2012) point to a need for approximately one million more Science Technology Engineering and Mathematics (STEM) professionals than the U.S. will be able to produce considering the current rate of STEM postsecondary degree completions (Executive Office of the President of…
Descriptors: Advanced Placement Programs, STEM Education, Student Participation, High School Students
Ewing, Maureen; Jagesic, Sanja; Wyatt, Jeff – College Board, 2018
Students who double major have higher earnings and are more satisfied with their educational experience in college than those who graduate with a single major. In this study, the authors examine the extent to which a student's experience with academic acceleration programs in high school, specifically successful participation in the Advanced…
Descriptors: Advanced Placement Programs, Criterion Referenced Tests, College Entrance Examinations, Scores
Beard, Jonathan; Marini, Jessica – College Board, 2018
The continued accumulation of validity evidence for the intended uses of educational assessment scores is critical to ensuring that inferences made using the scores are sound. To that end, the College Board has continued to collect college outcome data to evaluate the relationship between SAT® scores and college success. This report provides…
Descriptors: College Entrance Examinations, Grade Point Average, College Freshmen, Institutional Characteristics
Wyatt, Jeff; Jagesic, Sanja; Godfrey, Kelly – College Board, 2018
The Advanced Placement® (AP®) Program offers high school students the opportunity to take rigorous coursework in high school and receive college credit for AP Exam scores that meet or exceed the requirements of their attending institution. Students receiving AP credit are typically exempted from an introductory level course or series of courses…
Descriptors: Advanced Placement Programs, High School Students, Scores, College Credits
Jagesic, Sanja; Wyatt, Jeff – College Board, 2018
The Advanced Placement Program® (AP®) offers high school students the opportunity to take rigorous coursework in high school and receive college credit for AP Exam scores that meet or exceed the requirements of their attending institution. Students receiving AP credit are typically exempted from an introductory-level course or series of courses…
Descriptors: Advanced Placement Programs, High School Students, College Credits, Scores
Ewing, Maureen; Wyatt, Jeff – College Board, 2017
Historically, AP Potential™ has used PSAT/NMSQT® scores to identify students who are likely to earn a 3 or higher on a specific AP Exam based on research showing moderate to strong relationships between PSAT/NMSQT scores and AP Exam scores (Camara & Millsap, 1998; Ewing, Camara, & Millsap, 2006; Zhang, Patel, & Ewing, 2014a). For most…
Descriptors: Advanced Placement Programs, Aptitude Tests, High Schools, College Entrance Examinations
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
Ewing, Maureen; Wyatt, Jeffrey N.; Smith, Kara – College Board, 2016
Historically, AP Potential™ has used PSAT/NMSQT® scores to identify students who are likely to earn a 3 or higher on a specific AP® Exam--based on research showing moderate to strong relationships between PSAT/NMSQT scores and AP Exam scores (Camara & Millsap, 1998; Ewing, Camara & Millsap, 2006; Zhang, Patel & Ewing, 2014a). For most…
Descriptors: Advanced Placement Programs, Talent Identification, College Entrance Examinations, High School Students
Rawls, Anita; Zhang, Xiuyuan; Hendrickson, Amy – College Board, 2016
The classification of test-takers into ethnic and racial groups ensures individuals and groups, identified in Title VI and VII of the Civil Rights Act of 1964 and the 14th Amendment to the Constitution of the United States, are protected from adverse treatment (Camilli, 2006). The United States Office of Management and Budget (OMB) suggests that…
Descriptors: Racial Identification, Ethnic Groups, Multiracial Persons, Test Bias
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
Godfrey, Kelly E.; Wyatt, Jeffrey N.; Beard, Jonathan J. – College Board, 2016
The focus of this study is to explore college outcomes for students who come from traditionally lower-income backgrounds, reporting a household income of $30,000 or less, and who were awarded a fee reduction to take one or more Advanced Placement® (AP®) Exams, compared to students with a similar background and ability who did not participate in an…
Descriptors: Low Income Groups, Advanced Placement, Student Records, Databases
Kim, YoungKoung; DeCarlo, Lawrence T. – College Board, 2016
Because of concerns about test security, different test forms are typically used across different testing occasions. As a result, equating is necessary in order to get scores from the different test forms that can be used interchangeably. In order to assure the quality of equating, multiple equating methods are often examined. Various equity…
Descriptors: Equated Scores, Evaluation Methods, Sampling, Statistical Inference
Wyatt, Jeffrey N.; Patterson, Brian F.; Di Giacomo, F. Tony – College Board, 2015
Educators are increasingly focused on ensuring that students experience a rigorous curriculum in high school and graduate college and career ready. One way of introducing rigorous course work is to have students take college-level work, often in the form of either an AP® course and exam or a dual enrollment course. This study compared the outcomes…
Descriptors: Dual Enrollment, Outcomes of Education, Advanced Placement Programs, High School Students
Niu, Sunny; Li, Jun; Merriman, Jennifer; Matos-Elefonte, Haifa – College Board, 2015
In this study, we compare SpringBoard® (SB) schools that had continuously used the SB English Language Arts (ELA) curriculum for at least three years with comparable non-SB schools. For high schools, the outcomes examined were school-level AP® participation and performance for a) all AP subjects, b) ELA and social science AP subjects, and c) ELA…
Descriptors: Language Arts, English Curriculum, Effective Schools Research, Comparative Analysis
Shaw, Emily J. – College Board, 2015
This primer should provide the reader with a deeper understanding of the concept of test validity and will present the recent available validity evidence on the relationship between SAT® scores and important college outcomes. In addition, the content examined on the SAT will be discussed as well as the fundamental attention paid to the fairness of…
Descriptors: College Entrance Examinations, Test Validity, Scores, Outcomes of Education
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