Does College Readiness Translate to College Completion? Research Note 2013-9

Autor/inn/en	Mattern, Krista D.; Shaw, Emily J.; Marini, Jessica
Institution	College Board
Titel	Does College Readiness Translate to College Completion? Research Note 2013-9
Quelle	(2013), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Readiness; Benchmarking; College Graduates; Academic Achievement; Aptitude Tests; Time to Degree; Student Characteristics; Gender Differences; Ethnicity; Racial Differences; Oral Language; Native Language; Family Income; Parent Background; Graduation Rate; Validity; Evidence; Measures (Individuals); Intervention; Educational Policy; Outcomes of Education; College Entrance Examinations; High School Students; Grade Point Average; National Merit Scholarship Qualifying Test; Preliminary Scholastic Aptitude Test; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; Schulleistung; Aptitude test; Eignungsprüfung; Eignungstest; Geschlechterkonflikt; Ethnizität; Rassenunterschied; Oral interpretation; Mündlicher Sprachgebrauch; Familieneinkommen; Elternhaus; Gültigkeit; Evidenz; Messdaten; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Aufnahmeprüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Scholarship; Scholarships; Assessment; Stipendium; Hochschulzulassung
Abstract	The current study examines the relationship between the SAT® College Readiness Benchmark with the outcome of graduation from college in either four or six years. The results indicate that the SAT benchmark is indeed differentiating between those students who graduate within four years and those who do not, as well as between those who graduate within six years and those who do not. The data were further disaggregated by student characteristics of gender, ethnicity, best spoken language, household income, and highest parental education. Even within student subgroups, differences in graduation rates for students who were college ready versus those who did not meet the SAT benchmark persisted. The results from the current study provide additional validity evidence for the use of the benchmark as a measure of college readiness and as a crucial tool in guiding educational interventions and policy that promote college success for all students. (As Provided).
Anmerkungen	College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01