The continued accumulation of validity evidence for the intended uses of educational assessment scores is critical to ensure that inferences made using the scores are sound. 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 updated…

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…

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…

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…

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…

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…

The purpose of this study was to address Advanced Placement (AP)® policy-related questions from administrators at the University System of Georgia (USG) using current AP Exam records and student course performance at four institutions. Specifically, comparisons of sequent or subsequent course grades were made between AP and non-AP students. This…

In March 2005, substantial revisions were made to the SAT, to better align test specifications with K-12 curriculum (Lawrence, Rigol, Van Essen & Jackson, 2003). Over the last five years, the College Board has made a concerted effort to collect higher education outcome data to document evidence of the validity of the SAT for use in college…

Trends in Student Aid, an annual College Board publication since 1983, is a compendium of detailed, up-to-date information on the funding that is available to help students pay for college. This report documents grant aid from federal and state governments, colleges and universities, employers, and other private sources, as well as loans, tax…

Recent data from the College Board's Annual Survey of Colleges reveal significant variation in institutional aid patterns among colleges and universities. The undergraduate tuition discount rate--the ratio of institutional grant aid to published tuition and fee charges--is higher at private institutions than at public institutions, but there are…

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 revised SAT for use in college admission. A study by Mattern and Patterson (2009) examined the relationship between SAT scores and retention to the second year. The sample…

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 revised SAT for use in college admission. A study by Mattern and Patterson (2009) examined the relationship between SAT scores and retention to the second year of college. The…

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…

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® for use in college admission. The first sample included first-time, first-year students entering college in fall 2006, with 110 institutions providing students'…

The current study was part of an ongoing effort at the College Board to establish college readiness benchmarks on the SAT[R], PSAT/NMSQT[R], and ReadiStep[TM] as well as to provide schools, districts, and states with a view of their students' college readiness. College readiness benchmarks were established based on SAT performance, using a sample…