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Westrick, Paul A.; Marini, Jessica P.; Shmueli, Doron; Young, Linda; Shaw, Emily J.; Ng, Helen – College Board, 2020
In May 2019, College Board published the first national operational SAT® validity study on the new SAT introduced in 2016. Based on data from more than 221,000 students across 169 four-year colleges and universities, the study showed that the SAT was essentially as effective as high school grades in predicting students' college performance and…
Descriptors: College Entrance Examinations, Test Validity, Prediction, Grades (Scholastic)
Marini, Jessica P.; Beard, Jonathan; Shaw, Emily J. – College Board, 2018
Admission offices at colleges and universities often use SAT® scores to make decisions about applicants for their incoming class. Many institutions use prediction models to quantify a student's potential for success using various measures, including SAT scores (NACAC, 2016). In March 2016, the College Board introduced a redesigned SAT that better…
Descriptors: College Entrance Examinations, College Admission, Knowledge Level, College Readiness
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
Westrick, Paul A.; Young, Linda; Shaw, Emily J.; Shmueli, Doron – College Board, 2020
The current study examines how the integration of SAT scores with context information about students' neighborhood and high school from the College Board's Landscape™ resource can provide institutions with a nuanced perspective on students' expected performance and retention. This allows institutions to identify incoming students that may benefit…
Descriptors: Academic Advising, Scores, School Holding Power, Academic Persistence
Marini, Jessica P.; Shaw, Emily J.; Young, Linda – College Board, 2016
During the transition period between the use of exclusively old SAT® scores and the use of exclusively new SAT scores, college admission offices will be receiving both types of scores from students. Making an admission decision based on new SAT scores can be challenging at first because institutions have methods, procedures, and models based on…
Descriptors: College Entrance Examinations, Scores, College Admission, Decision Making
Westrick, Paul A.; Marini, Jessica P.; Young, Linda; Ng, Helen; Shaw, Emily J. – College Board, 2023
This pilot study examines digital SAT® score relationships with first-year college performance. Results show that digital SAT scores predict college performance as well as paper and pencil SAT scores, and that digital SAT scores meaningfully improve our understanding of a student's readiness for college above high school grade point average…
Descriptors: Computer Assisted Testing, Scores, Career Readiness, College Readiness
Westrick, Paul A.; Marini, Jessica P.; Young, Linda; Ng, Helen; Shaw, Emily J. – College Board, 2023
Traditionally, a college grade point average (GPA) of 2.00 or higher has signified that a student has made acceptable academic progress and avoided academic probation. However, having a 3.00 or higher has signified a level of success that is often required for admission to graduate school, maintaining a scholarship or enrollment in an honors…
Descriptors: Grade Point Average, College Freshmen, College Students, Student Characteristics
Marini, Jessica P.; Westrick, Paul A.; Young, Linda; Shaw, Emily J. – College Board, 2022
This study examines relationships between digital SAT scores and other relevant educational measures, such as high school grade point average (HSGPA), PSAT/NMSQT Total score, and Average AP Exam score, and compares those relationships to current paper and pencil SAT score relationships with the same measures. This information can provide…
Descriptors: Scores, College Entrance Examinations, Comparative Analysis, Test Format
Westrick, Paul A.; Marini, Jessica P.; Shaw, Emily J. – College Board, 2022
This SAT® validity study focuses on SAT relationships with student outcomes in career and technical education (CTE) programs at two-year postsecondary institutions. This study draws upon two samples, one with 14,357 students initially enrolled at 55 two-year institutions and another with 46,098 students initially enrolled at 580 institutions.…
Descriptors: College Entrance Examinations, Vocational Education, Outcomes of Education, Grade Point Average
Westrick, Paul A.; Marini, Jessica P.; Shaw, Emily J. – College Board, 2021
This study explored how the SAT and High School Grade Point Average (HSGPA) can work together to help institutions to confidently admit, place, and support students in their academic majors while promoting student opportunity and success as well as institutional health and success. In particular, this study examined the differential validity of…
Descriptors: College Entrance Examinations, Majors (Students), Decision Making, Educational Planning
Marini, Jessica P.; Westrick, Paul A.; Shaw, Emily J. – College Board, 2021
The purpose of this study is to understand how well the national SAT Validity Study results (Westrick et al., 2019), which is based on the entering class of 2017, generalize to other cohorts of students and how well the SAT predicts longer term outcomes beyond first-year grade point average (FYGPA) and second-year retention. Results show that the…
Descriptors: College Entrance Examinations, Predictor Variables, Academic Achievement, Grade Point Average
Westrick, Paul A.; Marini, Jessica P.; Shaw, Emily J. – College Board, 2020
This report examines the value of SAT scores for determining merit-based scholarship decisions as well as admission to highly selective academic programs such as honors programs or colleges. Results show that the SAT is a highly effective tool for predicting students' chances of earning a first-year grade point average (FYGPA) of 3.00 or higher…
Descriptors: College Entrance Examinations, Merit Scholarships, Decision Making, Competitive Selection
Marini, Jessica P.; Westrick, Paul A.; Young, Linda; Ng, Helen; Shaw, Emily J. – College Board, 2020
This study provides an initial analysis of the validity of the SAT to predict the academic performance of students attending higher education institutions outside of the U.S. The results from these three institutions (located in India, Scotland [United Kingdom], and Lebanon, respectively) provide evidence that the SAT is indeed a strong predictor…
Descriptors: College Entrance Examinations, Test Validity, Predictor Variables, Academic Achievement
Marini, Jessica P.; Westrick, Paul A.; Young, Linda; Shaw, Emily J. – College Board, 2020
Recent national research on the validity of the SAT shows that students with higher SAT scores are more likely to earn higher grades in college, and that SAT scores add about 15% more predictive power above high school grade point average (HSGPA) to estimate students' college performance (Westrick, Marini, Young, Ng, Shmueli, & Shaw, 2019).…
Descriptors: College Entrance Examinations, Validity, Test Validity, Scores
Marini, Jessica P.; Westrick, Paul A.; Young, Linda; Shmueli, Doron; Shaw, Emily J.; Ng, Helen – College Board, 2019
This paper presents the results of a national validity study examining relationships between new SAT Essay scores and first semester grades in English and writing courses, as well as first-year grade point average (FYGPA) in college. The sample includes more than 180,000 first-year students across 171 four-year institutions. Results show that…
Descriptors: College Entrance Examinations, Essays, Scores, College Freshmen
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