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Camara, Wayne J.; Copeland, Tina; Rothschild, Brian – College Board, 2005
Tests administered with accommodations to persons with disabilities have been considered nonequivalent to tests administered under standardized conditions to nondisabled test takers. This study examined the score change patterns for learning disabled students completing extended-time administrations of the SAT I: Reasoning Test in comparison to…
Descriptors: College Entrance Examinations, Learning Disabilities, Scores, Testing Accommodations
Gierl, Mark J.; Tan, Xuan; Wang, Changjiang – College Board, 2005
The results of this study conclude that there is a multidimensional basis for test score inferences on the mathematics and critical reading sections of the SAT. Results from the exploratory analyses indicate that the data are multidimensional, as mathematics displayed two dimensions and critical reading displayed three dimensions. The correlations…
Descriptors: College Entrance Examinations, Standardized Tests, Scores, Inferences
Liu, Jinghua; Feigenbaum, Miriam; Dorans, Neil J. – College Board, 2005
Score equity assessment was used to evaluate linkings of new SAT® to the current SAT Reasoning Test™. Population invariance across gender groups was studied on the linkage of a new SAT critical reading prototype to a current SAT verbal section, and on the linkage of a new SAT math prototype to a current SAT math section. The results indicated that…
Descriptors: Gender Differences, Research Reports, Cognitive Tests, College Entrance Examinations
Shaw, Emily J. – College Board, 2005
There are many different ways to research the educational benefits of diversity. Most of the findings from the research in this field suggest that experiences with diversity in higher education result in significant benefits on learning and democracy outcomes. This paper offers several examples of previous studies, as well as recommendations and…
Descriptors: Student Diversity, Higher Education, College Students, Questionnaires
Kerns, Mary-Margaret – College Board, 2004
The College Board developed a program in the content areas of English and mathematics designed to prepare students for challenging content as early as grade 6 and extending through high school. Conceived with the goal of creating high-quality professional development activities with associated instructional strategies embedded in instructional…
Descriptors: Teaching Methods, Learner Engagement, Academic Achievement, Teacher Surveys
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
Engelhard, George, Jr.; Myford, Carol M. – College Board, 2003
The purpose of this study was to examine, describe, evaluate, and compare the rating behavior of faculty consultants who scored essays written for the Advanced Placement English Literature and Composition (AP® ELC) Exam. Data from the 1999 AP ELC Exam were analyzed using FACETS (Linacre, 1998) and SAS. The faculty consultants were not all…
Descriptors: Advanced Placement, College Faculty, Consultants, Scoring
College Board, 2002
Teachers and administrators were surveyed to determine the extent to which AP Vertical Teams for English were implemented in schools. Results indicate that even though the goals of the AP Vertical Teams were only partially realized, there was some positive impact on student exposure to Pre-AP instruction and AP courses and student performance on…
Descriptors: Advanced Placement Programs, Program Implementation, Teacher Surveys, Teacher Attitudes
Kobrin, Jennifer L.; Camara, Wayne J.; Milewski, Glenn B. – College Board, 2002
The SAT® and high school grades are the most accurate predictors of first-year college performance. Together, these two measures have a high multiple correlation (r = 0.7) with first-year college grades when the correlation coefficient is corrected for restriction in range, criterion unreliability, and different course grading standards…
Descriptors: College Entrance Examinations, Grade Point Average, Prediction, Scores
Dodd, Barbara G.; Fitzpatrick, Steven J.; De Ayala, R. J.; Jennings, Judith A. – College Board, 2002
The purpose of this study was to address the validity of grades of 3 on AP® Examinations and to compare AP students to other relevant student groups. While research has shown that students who earn grades of 3 or higher and place out of introductory courses do well in the subsequent courses, there are some college faculty members who think this is…
Descriptors: Advanced Placement, College Entrance Examinations, Grades (Scholastic), Validity
Burton, Nancy W.; Whitman, Nancy Burgess; Yepes-Baraya, Mario; Cline, Frederick; Kim, R. Myung-in – College Board, 2002
This project described the characteristics and teaching behaviors of those successfully teaching AP® Calculus AB and AP English Literature and Composition to underrepresented minority students. Its purpose was to assist educators in improving the participation and performance of underrepresented minority students in AP classes. Study results…
Descriptors: Minority Group Students, Academic Achievement, Success, Advanced Placement Programs
Buck, Gary; Kostin, Irene; Morgan, Rick – College Board, 2002
The purpose of this study is to examine the content of the questions in a number of Advanced Placement Examinations and to attempt to identify content that is related to gender-based performance differences. Free-response questions for ten forms of the AP® Exams in U.S. History, European History, Biology, Microeconomics, and Macroeconomics were…
Descriptors: Test Content, Gender Differences, Correlation, Test Items
Milewski, Glenn B.; Gillie, Jacqueline M. – College Board, 2002
Information on test-takers collected at the time of examinations provides a rich description of AP students, but what are the characteristics of their teachers? The current study provides a glimpse into these characteristics by summarizing the results of the largest survey of AP teachers to date (32,109 responses). The AP Teacher Survey contained…
Descriptors: Advanced Placement, Teacher Characteristics, Teacher Surveys, Classroom Environment
Breland, Hunter M.; Oltman, Philip K. – College Board, 2001
Advanced Placement Program® (AP®) Examinations in Macroeconomics, Microeconomics, and Comparative Government and Politics were studied to examine college course performance and gender differences. It was concluded that students who had received college credit for AP performed as well or better in higher-level college courses in Macroeconomics and…
Descriptors: Advanced Placement Programs, Standardized Tests, Macroeconomics, Economics Education
College Board, 2001
The College Board's Advanced Placement Program was founded in 1955 to provide high school students an opportunity to take on the challenges of college-level work while still in high school. For 46 years, students have enrolled in AP courses, taken rigorous end-of-course AP Examinations to demonstrate their achievement, and frequently have received…
Descriptors: High School Students, Advanced Placement Programs, Achievement Tests, College Credits
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