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Shaw, Emily J. – College Board, 2009
Presented at the College Board Western Regional Office (WRO) Forum in San Diego in February 2009. This presentation explores SAT test validity and how it can be used to inform both advisement and placement at the national or institution level. Institutional validity can be measured using the Admitted Class Evaluation Service (ACES) which schools…
Descriptors: College Entrance Examinations, Test Validity, Standardized Tests, Student Placement
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
Marini, Jessica P.; Westrick, Paul A.; Young, Linda; Ng, Helen; Shmueli, Doron; Shaw, Emily J. – College Board, 2019
This study examines the validity of the current SAT® as a predictor of first-year academic performance and retention to the second year by student and institutional subgroups across more than 223,000 students from 171 four-year institutions. Results show that institutions can feel confident using SAT scores and HSGPA for admission, scholarship,…
Descriptors: Predictor Variables, Test Validity, Academic Achievement, Academic Persistence
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
Marini, Jessica P.; Mattern, Krista D.; Shaw, Emily J. – College Board, 2011
The current study examined the validity of the selection process used for the National Merit Scholarship Program (NMSP) to identify scholarship winners. Namely, this study examined whether students who advanced to higher NMSP recognition levels (Commended Students, Semifinalists, and various levels of award winners) had higher college performance,…
Descriptors: Merit Scholarships, Admission Criteria, Selection Criteria, Recognition (Achievement)
Mattern, Krista D.; Shaw, Emily J. – College Board, 2010
Presented at the national conference for the American Educational Research Association (AERA) in 2010. This presentation examines the relationship between academic self-beliefs and outcomes.
Descriptors: Academic Achievement, Academic Ability, Self Concept, 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