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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)
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
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
College Board, 2023
Over the past several years, content experts, psychometricians, and researchers have been hard at work developing, refining, and studying the digital SAT. The work is grounded in foundational best practices and advances in measurement and assessment design, with fairness for students informing all of the work done. This paper shares learnings from…
Descriptors: College Entrance Examinations, Psychometrics, Computer Assisted Testing, Best Practices
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
Jagesic, Sanja; Wyatt, Jeff – College Board, 2022
The Advanced Placement® (AP®) Program offers high school students the opportunity to take rigorous coursework in high school and receive college credit for AP Exam scores that meet or exceed the requirements of their attending institution. Students receiving AP credit are typically exempted from an introductory level course or series of courses…
Descriptors: Advanced Placement Programs, High School Students, College Credits, Tests
Wyatt, Jeff; Jagesic, Sanja – College Board, 2021
In recent years, several states and districts have implemented programs and policies that have sparked growth among high school students taking College-Level Examination Program® (CLEP® ) exams to earn college credits, with some states including CLEP in their K-12 accountability structures. In the 2018-19 school year, 22% of CLEP exams taken were…
Descriptors: College Entrance Examinations, High School Students, Dual Enrollment, College Credits
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
Lazzaro, Christopher C.; Loveless, Tom; Sireci, Stephen; Webb, David C. – College Board, 2021
This study examined outcomes for AP® Calculus and AP Physics students on the 2015 Trends in International Math and Science Study (TIMSS) relative to other participating countries and other advanced math and science students in the United States. Compared to other countries in the study, AP Calculus BC and AP Physics C: EM students outperformed all…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Mathematics Tests
Wyatt, Jeff; Jagesic, Sanja – College Board, 2020
The Advanced Placement® Program (AP®) offers high school students the opportunity to take rigorous coursework in high school and receive college credit for AP Exam scores that meet or exceed the requirements of their attending institution. Students receiving AP credit are typically exempted from an introductory-level course or series of courses…
Descriptors: Advanced Placement Programs, Achievement Tests, Academic Achievement, Introductory Courses
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
Jagesic, Sanja; Ewing, Maureen; Feng, Jing; Wyatt, Jeff – College Board, 2020
The AP Capstone Diploma ™ program was launched in 2014 to offer high school students an opportunity to learn interdisciplinary critical thinking and collaboration skills and complete college-level academic research by means of two Advanced Placement® (AP® ) courses: AP Seminar and AP Research. In these early years of the AP Capstone program,…
Descriptors: Advanced Placement Programs, Capstone Experiences, High School Students, Student Participation
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