Predicting College Success: How Do Different High School Assessments Measure Up?

Autor/inn/en	Kurlaender, Michal; Cohen, Kramer
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Predicting College Success: How Do Different High School Assessments Measure Up?
Quelle	(2019), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Predictor Variables; College Readiness; Academic Achievement; High School Students; Standardized Tests; Student Evaluation; Outcomes of Education; Common Core State Standards; Grade 11; Racial Differences; Socioeconomic Status; College Entrance Examinations; Grade Point Average; Academic Persistence; California; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Prädiktor; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; Lernleistung; Schulerfolg; Common core curriculum; Curriculum; Kerncurriculum; School year 11; 11. Schuljahr; Schuljahr 11; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Aufnahmeprüfung; Kalifornien
Abstract	The Smarter Balanced Assessment (SBAC), implemented in California in 2014-15 as part of the California Assessment of Student Performance and Progress, is designed to evaluate students' levels of college and career readiness. Student scores on the Smarter Balanced Assessment are currently used for both accountability and school improvement purposes. In this research brief, the authors describe early college outcomes for the 2014-15 cohort of California 11th graders, the first cohort of 11th grade SBAC takers. Specifically, they explain how well the Smarter Balanced Assessment, high school grade point average, and SAT predict first-year college outcomes for students enrolled in the California State University (CSU) system and at the University of California (UC) campuses. The authors also report how the relationship between these assessments and early college outcomes differs by key student subgroups (race/ethnicity and socioeconomic disadvantage). [For the 2018 report, see ED591086.] (ERIC).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01