Seeking Every Advantage: The Phenomenon of Taking Both the Sat and Act

Autor/in	Thomas, M. Kathleen
Titel	Seeking Every Advantage: The Phenomenon of Taking Both the Sat and Act
Quelle	In: Economics of Education Review, 23 (2004) 2, S.203-208 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2003.07.003
Schlagwörter	Standardized Tests; First Generation College Students; College Bound Students; Aptitude Tests; Selective Admission; College Entrance Examinations; Racial Differences; Gender Differences; Hispanic American Students; Asian American Students; White Students; Academic Achievement; Texas; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Aptitude test; Eignungsprüfung; Eignungstest; Bildungsselektion; Aufnahmeprüfung; Rassenunterschied; Geschlechterkonflikt; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Schulleistung
Abstract	Although the SAT has traditionally been the standardized test of choice for Texas students, nearly a third of the college-bound population in 1998 opted to take the ACT in addition to the SAT. Because most universities now accept both the SAT and the ACT, many testing experts believe taking both exams is a growing trend due to increased pressure students feel to obtain admission to selective colleges and universities (Cavanagh, 2003). Logit results using data from the Texas Schools Microdata Panel for over 98,000 students taking a college entrance exam indicate that Hispanic, Asian and male students are all less likely to take both the SAT and ACT, while first generation college students are more likely to take both exams. Separate models based upon likelihood of admission reveal that students with marginal grades and test scores are more likely to take both tests than high and low-performing students. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10