Recently, Nissen et al. argued in this journal for the use of Cohen's d, in place of the more commonly used normalized gain, in the analysis of preinstruction and postinstruction scores on concept inventories used to measure the effectiveness of instruction. Their reason for advocating such a change is that they say normalized gains are…

The Flynn effect is the rise in IQ scores across the last eighty or more years documented in the general distribution of both industrialized and developing nations primarily on tests that require problem solving and non-verbal reasoning. However, whether the effect extends to the right tail (i.e., the top 5% of ability) remains unknown. The…

The Scholastic Aptitude Test (SAT) is a measure of an individual student's potential for success in college. Discusses limitations of the test and how misconceptions can prompt educators and community members to focus on the wrong goals. (MLF)

Rather than showing the growing inadequacy of schools, about half of the Scholastic Aptitude Test score decline is attributed to significant changes in the composition of the test-taking group; about one-fourth of the decline to school-related factors; and one-fourth to broader social factors. (MLF)

In response to the limitations of the Scholastic Aptitude Test (SAT), several states, including California and Connecticut, are moving away from exclusive use of standardized tests and toward more performance-based assessments. In Massachusetts, a committee is working to put SAT scores into context by finding other ways to judge and report school…

The authors attempt to show how the dissemination of uncorrected state Scholastic Aptitude Test (SAT) scores may have created an inaccurate public and governmental perception of the variation in educational quality. Their research demonstrates that comparing state SAT averages is ill-advised unless these ratings are corrected for compositional and…

Examines results from this year's American College Testing (ACT) program and the Scholastic Aptitude Test (SAT). There has been little change the past year in minority student scores. While average minority student scores fell by at least .1 point from last year, all minority groups have experiences long-term gains. (DF)

The impact of participation rate and nine educational/demographic variables on state mean Scholastic Aptitude Test (SAT) scores for the class of 1985 was studied. It is misleading to compare scores on standardized tests without considering proportions of potential examinees taking the test, and the SAT needs to be renormed. (SLD)

American College Testing Program (ACT) and Scholastic Aptitude Test (SAT) results are summarized for students in the Albuquerque (New Mexico) Public Schools (APS). Results indicate that for the 1984-85 school year, APS students' scores compare very well with national norms. APS mean ACT scores for the total group are above national averages for…

Selected data from three of the latest summary reports of the College Board's Admissions Testing Program (ATP) are presented. They are: College Bound Seniors, 1980-National, Midwestern, and Indiana. Data including Scholastic Aptitude Test (SAT) scores, the Test of Standard Written English (TSWE) scores, and information from the Student Descriptive…

Differences in the corrected state rankings on Scholastic Aptitude Test (SAT) scores are explained by the percentage of students taking the test and by student composition by sex, race, and average family income. Higher state per capita educational expenditures are significantly related to higher average SAT scores. Policy implications are…

News media reports about Scholastic Aptitude Test (SAT) scores and trends have drawn or suggested conclusions about the quality of schools, teachers, and colleges that are neither supported by evidence from the test itself nor consistent with its nature and purpose. (MSE)

The first "recentering" of Scholastic Assessment Test (SAT) scores in 50 years is described. As of April 1995, test results are reported in terms of a new reference group, high school students graduating in 1990. The history of SAT scoring, suggested reasons for test score declines, and implications of the change are discussed. (MSE)

A study involving 716 male and 1,113 female first-year students admitted to the University of Delaware in the fall of 1985 was conducted to investigate the differential performance of men and women on the mathematics section of the Scholastic Aptitude Test (SAT). Data collected included SAT math scores; gender; and number of years of high school…

As part of an overall regional needs assessment, an overview is provided of testing programs in the mid-Atlantic region, consisting of: the District of Columbia; Delaware; Maryland; New Jersey; and Pennsylvania. The testing programs vary widely by objective and approach. One of the major needs assessment activities is the examination of student…