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Wyatt, Jeffrey N.; Mattern, Krista D. – College Board, 2011
The College Board offers fee reductions to students based on eligibility for free and reduced-price lunch in an attempt to introduce the benefits of AP® Exam participation to students most at risk in the education system. This report examined college outcomes of low-SES students with a focused investigation comparing students who took an AP Exam…
Descriptors: Low Income Groups, Advanced Placement, Fees, Student Financial Aid
Barry, Carol; Bausmith, Jennifer; Cooney, Siobhan; Laitusis, Vytas; Matos-Elefonte, Haifa; McKillip, Mary; Niu, Sunny; Rawls, Anita – College Board, 2012
This annotated bibliography contains summaries of research studies examining a number of College Board assessments and programs. To be included in the bibliography, each study needed to meet a number of criteria. First, articles must have been published (as a College Board research report, in an external journal, or as an ETS research report).…
Descriptors: Advanced Placement Programs, College Entrance Examinations, High School Students, Faculty Development
Ewing, Maureen; Camara, Wayne J.; Millsap, Roger E.; Milewski, Glenn B. – College Board, 2007
AP Potential™ is a data-driven tool offered by the College Board that uses scores from the PSAT/NMSQT® to identify students who have the potential to succeed in Advanced Placement Program® (AP®) courses (College Board, 2007). Research showing a moderate-to-strong correlation between PSAT/NMSQT scores and AP Exam scores serves as the basis for this…
Descriptors: Advanced Placement Programs, Talent Identification, Scores, Standardized Tests
Marini, Jessica P.; Mattern, Krista D.; Shaw, Emily J. – College Board, 2011
There is a common misperception that test scores do not predict above a minimum threshold (Sackett, Borneman, & Connelly, 2008). That is, test scores may be useful for identifying students with very low levels of ability; however, higher scores are considered unrelated to higher performance for those above a certain threshold. This study aims…
Descriptors: College Entrance Examinations, Scores, Grade Point Average, High Achievement
Laitusis, Cara Cahalan; Morgan, Deanna L.; Bridgeman, Brent; Zanna, Jennifer; Stone, Elizabeth – College Board, 2007
This study examined operational data from the SAT Reasoning Test™ to determine if students who tested under extended-time conditions were suffering from excessive fatigue relative to students who tested under standard-time conditions. Excessive fatigue was defined by significant (a) increases in differential item functioning (DIF) and (b)…
Descriptors: College Entrance Examinations, Time, Timed Tests, Fatigue (Biology)
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
Mattern, Krista D.; Shaw, Emily J.; Xiong, Xinhui – College Board, 2009
This study focused on the relationship between students' Advanced Placement Program® (AP®) performance in AP English Language, Biology, Calculus, and U.S. History, and their subsequent college success. For each AP Exam studied, students were divided into three groups according to their AP Exam performance (no AP Exam taken, score of 1 or 2, and a…
Descriptors: Advanced Placement Programs, High School Students, Achievement Tests, Scores
Mattern, Krista D.; Shaw, Emily J.; Xiong, Xinhui – College Board, 2009
This study focused on the relationship between students' Advanced Placement Program[R] (AP[R]) performance in AP English Language, Biology, Calculus, and U.S. History, and their subsequent college success. For each AP Exam studied, students were divided into three groups according to their AP Exam performance (no AP Exam taken, score of 1 or 2,…
Descriptors: Grade Point Average, Academic Achievement, Advanced Placement Programs, Calculus
Murphy, Daniel; Dodd, Barbara – College Board, 2009
The purpose of the present research was to compare the college performance of three groups of Advanced Placement Program® (AP®) students who took the AP Exam and either earned course credit, did not earn course credit, or earned course credit but elected to take the entry-level college course to three groups of Non-AP student groups matched on SAT…
Descriptors: College Outcomes Assessment, Grade Point Average, College Credits, Comparative Analysis
Hargrove, Linda; Godin, Donn; Dodd, Barbara – College Board, 2008
Performance was examined for five cohorts of 1998-2002 Texas public high school graduates through their first year and 1998-2001 cohorts through their fourth year of Texas public higher education. Student performance on college outcomes included (a) first- and fourth-year grade point averages (GPAs), (b) first- and fourth-year credit hours earned,…
Descriptors: Advanced Placement, Academic Achievement, Outcomes of Education, Comparative Analysis
Scammacca, Nancy K.; Dodd, Barbara G. – College Board, 2005
This study sought to investigate the educational outcomes of the College-Level Examination Program® (CLEP®) for students who earned credit through CLEP compared to those students who earned comparable credit through the Advanced Placement Program® (AP®) and through traditional course enrollment. In order to evaluate the short- and long-term…
Descriptors: College Credits, Comparative Analysis, Educational Testing, Outcomes of Education
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
Zhang, Yanling; Dorans, Neil J.; Matthews-López, Joy L. – College Board, 2005
Statistical procedures for detecting differential item functioning (DIF) are often used as an initial step to screen items for construct irrelevant variance. This research applies a DIF dissection method and a two-way classification scheme to SAT Reasoning Test™ verbal section data and explores the effects of deleting sizable DIF items on reported…
Descriptors: Test Bias, Test Items, Statistical Analysis, Classification
Noeth, Richard J.; Kobrin, Jennifer L. – College Board, 2009
[Slides] presented at the national conference for AERA (American Educational Research Association). This study examined whether the addition of the Writing section caused the implementation of changes in writing instruction across the nation. It used survey data from teachers and administrators across the country to measure the impact on the…
Descriptors: College Entrance Examinations, Writing Tests, Elementary Secondary Education, Writing Instruction
Oh, Hyeon-Joo; Walker, Michael E. – College Board, 2007
This study evaluated (1) whether essay placement (either at the beginning or at the end of the test battery) impacts test-takers' performance on the critical reading, mathematics, and writing multiple choice measures; and (2) whether essay prompt type (either a simple one-line prompt or a prompt including a short passage) affects test-takers'…
Descriptors: College Entrance Examinations, High School Students, Essays, Prompting
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