Can High School Achievement Tests Serve to Select College Students?

Autor/inn/en	Cimetta, Adriana D.; D'Agostino, Jerome V.; Levin, Joel R.
Titel	Can High School Achievement Tests Serve to Select College Students?
Quelle	In: Educational Measurement: Issues and Practice, 29 (2010) 2, S.3-12 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/j.1745-3992.2010.00171.x
Schlagwörter	High School Students; Academic Achievement; Achievement Tests; Asian American Students; College Bound Students; Scores; College Admission; Hispanic American Students; White Students; Predictor Variables; Grade Point Average; College Entrance Examinations; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hochschulzugang; Hochschulzulassung; Zulassung; Hispanic; Hispanic Americans; Hispanoamerikaner; Prädiktor; Aufnahmeprüfung
Abstract	Postsecondary schools have traditionally relied on admissions tests such as the SAT and ACT to select students. With high school achievement assessments in place in many states, it is important to ascertain whether scores from those exams can either supplement or supplant conventional admissions tests. In this study we examined whether the Arizona Instrument to Measure Standards (AIMS) high school tests could serve as a useful predictor of college performance. Stepwise regression analyses with a predetermined order of variable entry revealed that AIMS generally did not account for additional performance variation when added to high school grade-point average (HSGPA) and SAT. However, in a cohort of students that took the test for graduation purposes, AIMS did account for about the same proportion of variance as SAT when added to a model that included HSGPA. The predictive value of both SAT and AIMS was generally the same for Caucasian, Hispanic, and Asian American students. The ramifications of universities using high school achievement exams as predictors of college success, in addition to or in lieu of traditional measures, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10