Establishing Empirical Links between High School Assessments and College Outcomes: An Essential Requirement for College Readiness Interpretations

Autor/inn/en	Fina, Anthony D.; Dunbar, Stephen B.; Welch, Catherine J.
Titel	Establishing Empirical Links between High School Assessments and College Outcomes: An Essential Requirement for College Readiness Interpretations
Quelle	In: Educational Assessment, 23 (2018) 3, S.157-172 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2018.1481387
Schlagwörter	College Readiness; Benchmarking; Grade Point Average; Reading Tests; Mathematics Tests; Science Tests; High School Students; Correlation; Scores; College Students; College Entrance Examinations; State Standards; Achievement Tests; Standardized Tests; Iowa; ACT Assessment; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Lesetest; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Collegestudent; Aufnahmeprüfung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	As states evaluate whether they should continue with their current assessment program or adopt next-generation college readiness assessments, it is important to ascertain the degree to which current high school assessments can be used for college readiness interpretations. In this study, we examined the ability of a state assessment to serve as an indicator of college readiness. Empirical evidence is presented summarizing relationships between performance on the standards-based high school assessment and performance in college. Benchmarks were set on the Reading, Mathematics, and Science tests by linking assessment scores directly to grades in college courses. The accuracy of the benchmarks was similar to that of a traditional college admission test. Students who met the college readiness benchmarks earned higher grades in general education college courses and had higher first-year college grade point averages. Implications for states and other stakeholders are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01