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Showing 1 to 15 of 213 results Save | Export
Wyatt, Jeff; Smith, Kara; Proestler, Nina – College Board, 2014
The ability of the United States to remain competitive in the expanding global economy will require a more knowledgeable and skilled workforce than ever before. Most of the jobs in the fastest-growing industries will require individuals with some postsecondary education. As such, there is a need to engage students in an effective college- and…
Descriptors: College Preparation, College Readiness, Career Readiness, High School Graduates
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
Kim, YoungKoung; Hendrickson, Amy; Patel, Priyank; Melican, Gerald; Sweeney, Kevin – College Board, 2013
The purpose of this report is to describe the procedure for revising the ReadiStep™ score scale using the field trial data, and to provide technical information about the development of the new ReadiStep scale score. In doing so, this report briefly introduces the three assessments--ReadiStep, PSAT/NMSQT®, and SAT®--in the College Board Pathway…
Descriptors: College Entrance Examinations, Educational Assessment, High School Students, Scores
Patterson, Brian F.; Mattern, Krista D. – College Board, 2013
The continued accumulation of validity evidence for the intended uses of educational assessments is critical to ensure that proper inferences will be made for those purposes. To that end, the College Board has continued to collect college outcome data to evaluate the relationship between SAT® scores and college success. This report provides…
Descriptors: College Entrance Examinations, Predictive Validity, Test Validity, Scores
Patterson, Brian F.; Mattern, Krista D. – College Board, 2013
The continued accumulation of validity evidence for the core uses of educational assessments is critical to ensure that proper inferences will be made for those core purposes. To that end, the College Board has continued to follow previous cohorts of college students and this report provides updated validity evidence for using the SAT to predict…
Descriptors: College Entrance Examinations, Predictive Validity, Test Validity, Scores
Godfrey, Kelly E. – College Board, 2011
When educators see that two students received a B in a particular course in two different schools and/or years, does it indicate the same level of understanding and achievement for both students? This paper addresses the assumption that grades are equivalent within subjects across schools and years. By comparing course grades to a standardized…
Descriptors: Student Records, High Schools, Advanced Placement, Grade Point Average
College Board, 2014
From the moment students step into an Advanced Placement Program® (AP®) classroom, they notice the difference in the teacher's approach to the subject, in the attitude of their classmates, in the new way of thinking the curriculum requires. More than just a class, AP is a community of students and educators who are passionate, curious, and…
Descriptors: Advanced Placement, African American Students, American Indian Students, Asian American Students
Patterson, Brian F.; Mattern, Krista D. – College Board, 2009
In an effort to continuously monitor the validity of the SAT for predicting first-year college grades, the College Board has continued its multi-year effort to recruit four-year colleges and universities (henceforth, "institutions") to provide data on the cohorts of first-time, first-year students entering in the fall semester beginning…
Descriptors: College Entrance Examinations, Test Validity, Prediction, Grades (Scholastic)
Mattern, Krista D.; Patterson, Brian F. – College Board, 2006
The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the SAT®, which is used in college admission and consists of three sections: critical reading (SAT-CR), mathematics (SAT-M) and writing (SAT-W). This report builds on a body of…
Descriptors: College Entrance Examinations, Test Validity, Prediction, Grades (Scholastic)
Niu, Sunny; Li, Jun; Merriman, Jennifer; Matos-Elefonte, Haifa – College Board, 2015
In this study, we compare SpringBoard® (SB) schools that had continuously used the SB English Language Arts (ELA) curriculum for at least three years with comparable non-SB schools. For high schools, the outcomes examined were school-level AP® participation and performance for a) all AP subjects, b) ELA and social science AP subjects, and c) ELA…
Descriptors: Language Arts, English Curriculum, Effective Schools Research, Comparative Analysis
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
Norris, Dwayne; Oppler, Scott; Kuang, Daniel; Day, Rachel; Adams, Kimberly – College Board, 2006
This study assessed the predictive and incremental validity of a prototype version of the forthcoming SAT® writing section that was administered to a sample of incoming students at 13 colleges and universities. For these participants, SAT scores, high school GPA, and first-year grades also were obtained. Using these data, analyses were conducted…
Descriptors: College Entrance Examinations, Writing Tests, Predictive Validity, Test Validity
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
Ewing, Maureen; Wyatt, Jeff – College Board, 2017
Historically, AP Potential™ has used PSAT/NMSQT® scores to identify students who are likely to earn a 3 or higher on a specific AP Exam based on research showing moderate to strong relationships between PSAT/NMSQT scores and AP Exam scores (Camara & Millsap, 1998; Ewing, Camara, & Millsap, 2006; Zhang, Patel, & Ewing, 2014a). For most…
Descriptors: Advanced Placement Programs, Aptitude Tests, High Schools, College Entrance Examinations
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