NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 10 results Save | Export
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
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
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
Shaw, Emily J.; Mattern, Krista D. – College Board, 2012
The current study will explore the validity and potential of using the SAT, in conjunction with HSGPA, to arrive at a predicted FYGPA to improve student retention at four-year postsecondary institutions. Specifically, this study examined whether college students who did not perform as expected (observed FYGPA minus predicted FYGPA) were more…
Descriptors: College Entrance Examinations, Test Validity, Grade Point Average, High School Students
Shaw, Emily J.; Mattern, Krista D. – College Board, 2010
[Slides] presented at AERA in Denver, CO in April 2010. This study examined the relationship between students' self-reported high school grade point average (HSGPA) from the SAT Questionnaire and their HSGPA provided by the colleges and universities they attend. The purpose of this research was to offer updated information on the relatedness of…
Descriptors: Accuracy, Grade Point Average, High School Students, Correlation
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
Shaw, Emily J.; Mattern, Krista D. – College Board, 2009
This study examined the relationship between students' self-reported high school grade point average (HSGPA) from the SAT Questionnaire and their HSGPA provided by the colleges and universities they attend. The purpose of this research was to offer updated information on the relatedness of self-reported (by the student) and school-reported (by the…
Descriptors: High School Students, Grade Point Average, Accuracy, Aptitude Tests
Mattern, Krista D.; Patterson, Brian F.; Shaw, Emily J.; Kobrin, Jennifer L.; Barbuti, Sandra M. – College Board, 2008
The purpose of the study is to examine the differential validity and prediction of the SAT using a nationally representative sample of first-year college students admitted with the revised version of the SAT. The findings demonstrate that there are similar patterns of differential validity and prediction by gender, race/ethnicity, and best…
Descriptors: Validity, Prediction, College Entrance Examinations, Standardized Tests
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