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Kobrin, Jennifer L.; Patterson, Brian F.; Wiley, Andrew; Mattern, Krista D. – College Board, 2012
In 2011, the College Board released its SAT college and career readiness benchmark, which represents the level of academic preparedness associated with a high likelihood of college success and completion. The goal of this study, which was conducted in 2008, was to establish college success criteria to inform the development of the benchmark. The…
Descriptors: College Entrance Examinations, Standard Setting, College Readiness, Career Readiness
Kobrin, Jennifer L.; Sathy, Viji; Shaw, Emily J. – College Board, 2007
This paper presents and reviews gender, racial/ethnic, language, and socioeconomic subgroup performance differences on the SAT® over nearly the last two decades. Theories on the existence of subgroup differences are examined. Substantial revisions to the SAT were made in 1994, and again in 2005. The short-term and long-term impact of these…
Descriptors: College Entrance Examinations, Gender Differences, Racial Differences, Language
Morgan, Deanna L. – College Board, 2006
The introduction of the SAT Reasoning Test™ with a writing section in March 2005 and the concomitant elimination of the SAT® Subject Test in Writing after January 2005 have led many colleges and institutions to ask for guidance in using the new SAT Reasoning Test writing section scores for college placement and admissions. Standard-setting…
Descriptors: College Entrance Examinations, Logical Thinking, Thinking Skills, Placement
Milewski, Glenn B.; Johnsen, Daniel; Glazer, Nancy; Kubota, Melvin – College Board, 2005
The current paper presents the results of a large-scale, national, reading and writing curriculum survey and evaluates the alignment of the survey results to the reading and writing skills measured by the new SAT®. It was hypothesized that the skills measured by the writing and critical reading sections of the new SAT would be aligned to the…
Descriptors: College Entrance Examinations, Standardized Tests, Surveys, Reading Skills
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
Engelhard, George, Jr.; Wind, Stefanie A.; Kobrin, Jennifer L.; Chajewski, Michael – College Board, 2013
The purpose of this study is to illustrate the use of explanatory models based on Rasch measurement theory to detect systematic relationships between student and item characteristics and achievement differences using differential item functioning (DIF), differential group functioning (DGF), and differential person functioning (DPF) techniques. The…
Descriptors: Test Bias, Evaluation Methods, Measurement Techniques, Writing Evaluation