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Galla, Brian M.; Shulman, Elizabeth P.; Plummer, Benjamin D.; Gardner, Margo; Hutt, Stephen J.; Goyer, J. Parker; D'Mello, Sidney K.; Finn, Amy S.; Duckworth, Angela L. – American Educational Research Journal, 2019
Compared with admissions test scores, why are high school grades better at predicting college graduation? We argue that success in college requires not only cognitive ability but also self-regulatory competencies that are better indexed by high school grades. In a national sample of 47,303 students who applied to college for the 2009/2010 academic…
Descriptors: Grades (Scholastic), Predictor Variables, Time to Degree, Scores
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Park, Julie J. – American Educational Research Journal, 2012
Ethnic economies promote interclass contact among East Asian Americans, which facilitates the exchange of information and resources through social capital networks. However, low-income Korean Americans are more likely than low-income Chinese Americans to take SAT prep, although both communities have extensive ethnic economies. In the analysis of a…
Descriptors: Socioeconomic Status, Low Income, Asian Culture, Korean Americans
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Ewert, Stephanie – American Educational Research Journal, 2010
Pathways through college vary by sex in ways that may contribute to the contemporary male-female gap in college graduation that favors women. Although past research has documented sex differences in college pathways, little research has investigated the underlying causes of this variation. Using data from the National Education Longitudinal Study,…
Descriptors: Females, Time to Degree, Academic Achievement, Males
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Crisp, Gloria; Nora, Amaury; Taggart, Amanda – American Educational Research Journal, 2009
This study examined the demographic, pre-college, environmental, and college factors that impact students' interests in and decisions to earn a science, technology, engineering, or mathematics (STEM) degree among students attending a Hispanic Serving Institution (HSI). Results indicated that Hispanic students were well represented among STEM…
Descriptors: Student Characteristics, Influences, Majors (Students), Hispanic American Students
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Zwick, Rebecca; Sklar, Jeffrey C. – American Educational Research Journal, 2005
The degree to which SAT scores and high school grade-point average (GPA) predicted first-year college GPA (FGPA) and college graduation was examined for four groups: Hispanic students whose first language was Spanish and Hispanic, Black, and White students whose first language was English. The percentage of variance in FGPA jointly explained by…
Descriptors: Grade Point Average, Academic Achievement, Ethnicity, College Entrance Examinations
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Belz, Helene F.; Geary, David C. – American Educational Research Journal, 1984
Father's occupation was found to be associated with significant differences in quantitative and verbal Scholastic Aptitude Test (SAT) scores. Further, significant relationships between sex, ethnic status, and father's absence and SAT scores were found. (Author/BW)
Descriptors: College Entrance Examinations, Ethnic Groups, Fatherless Family, Fathers
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Pallas, Aaron M.; Alexander, Karl L. – American Educational Research Journal, 1983
A test of the hypothesis that sex differences in quantitative Scholastic Aptitude Test (SAT) performance may be due to differences in the pattern of quantitative coursework taken in high school showed that the male-female gap in quantitative SAT performance shrinks considerably where coursework differences are controlled. (Author/LC)
Descriptors: College Entrance Examinations, Courses, Females, High Schools
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Ayres, Q. Whitfield – American Educational Research Journal, 1983
The National Teacher Examinations (NTE) performance of students with similar Scholastic Aptitude Test (SAT) scores who attended five predominantly Black and 10 predominantly White universities were studied. When grouped by race, both Black and White graduates of predominantly White institutions received higher NTE scores than Blacks and Whites…
Descriptors: Academic Achievement, Black Colleges, Black Students, College Entrance Examinations
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Hayes, Donald P.; Wolfer, Loreen T.; Wolfe, Michael F. – American Educational Research Journal, 1996
Contents of 800 elementary, middle, and high school textbooks published from 1919 to 1991 were analyzed with regard to their levels of difficulty. Following World War II, there was a major decline in schoolbook difficulty which may have led to the subsequent decline in SAT-verbal scores. (MAK)
Descriptors: Content Analysis, Difficulty Level, Educational History, Elementary Secondary Education
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Fetler, Mark E. – American Educational Research Journal, 1991
Using a schooling model and Scholastic Aptitude Test (SAT) data for 79,428 Californian students, questions raised by school comparisons based on SAT results were addressed: the role of demographic/academic characteristics in student SAT participation, and the relationship of participation rates and examinee/school demographics to SAT performance.…
Descriptors: College Entrance Examinations, Comparative Analysis, Educational Attainment, High School Seniors
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Benbow, Camilla Persson; Minor, Lola L. – American Educational Research Journal, 1986
Using data on approximately 2,000 students drawn from three talent searches conducted by the Study of Mathematically Precocious Youth, this study investigated the relationship of possible sex differences in science achievement to sex differences in mathematical reasoning ability. (BS)
Descriptors: Abstract Reasoning, Academic Achievement, Academically Gifted, Achievement Tests
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Becker, Betsy Jane – American Educational Research Journal, 1990
Item responses of 2,380 mathematically talented junior high school students (1,437 males and 943 females) were studied to determine gender differences, using the mathematical sections of the Scholastic Aptitude Test (SAT-M). Girls excelled on miscellaneous items and data sufficiency items but performed less well on algebra items than boys. (SLD)
Descriptors: Academically Gifted, Achievement Tests, College Entrance Examinations, Comparative Testing
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Bejar, Isaac I.; Blew, Edwin O. – American Educational Research Journal, 1981
The issue of grade inflation is clarified by examining the database of the College Board's Validity Study Service. Also examined is the effect of grade inflation on the validity of the Scholastic Aptitude Test across a 15-year period. (Author/GK)
Descriptors: Academic Achievement, Grade Inflation, Grade Point Average, Higher Education
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Alderman, Donald L.; Powers, Donald E. – American Educational Research Journal, 1980
Control groups' scores on the Scholastic Aptitude Test-Verbal were compared to scores of secondary school students who were exposed to their school's special test preparation programs. Special preparation resulted in an overall difference of eight points on the total score, corresponding to one additional correctly answered item. (Author/GDC)
Descriptors: College Bound Students, College Entrance Examinations, High Schools, Program Effectiveness
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Sesnowitz, Michael; And Others – American Educational Research Journal, 1982
Data collected by the Federal Trade Commission from the Educational Testing Service (1975 to 1977) and two commercial coaching schools in the New York metropolitan area are used in an observational study to test the hypothesis that commercial coaching can improve performance on the Scholastic Aptitude Test. (Author/PN)
Descriptors: College Entrance Examinations, Predictive Measurement, Scores, Secondary Education
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