High School Academic and Noncognitive Variables Related to the ACT Scores of Racial/Ethnic and Gender Groups.

Autor/inn/en	Noble, Julie; Davenport, Mark; Schiel, Jeff; Pommerich, Mary
Institution	American Coll. Testing Program, Iowa City, IA.
Titel	High School Academic and Noncognitive Variables Related to the ACT Scores of Racial/Ethnic and Gender Groups.
Quelle	(1999), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Cognitive Processes; College Entrance Examinations; Ethnic Groups; Grade Point Average; High School Students; High Schools; Racial Differences; Scores; Sex Differences; Student Characteristics; Test Bias; Test Results; ACT Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Cognitive process; Kognitiver Prozess; Aufnahmeprüfung; Ethnie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rassenunterschied; Sex difference; Geschlechtsunterschied; Testkritik; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This study examined the extent to which selected high school academic variables and noncognitive characteristics of American College Testing (ACT)--tested students explain differential test performance of racial/ethnic and gender groups. Of particular interest was the extent to which the noncognitive variables, over and above course work taken, grades earned, and high school attended, reduce racial/ethnic or gender differences in mean ACT scores. The sample for the study included 5,489 ACT-tested students from 106 high schools who completed a survey about their perceptions of themselves, their homes, and their school environment. Using stepwise multiple regression, from 34% to 59% of the variance in ACT scores could be explained by the high school academic variables (high school grade average, core mathematics and science courses taken) and high school attended. Students' noncognitive characteristics (education-related factors, time spent on selected activities, background characteristics, and students' perceptions of themselves) explained about 15% additional variance in ACT scores, over and above grade average and course work taken. Race/ethnicity or gender explained only 1% to 2% of additional variance, over and above the other variables considered. Additional analyses revealed differences between African American and Caucasian American students in the types of variables most strongly related to their ACT scores. Two appendixes contain a survey of ACT-tested students and weighted descriptive statistics for all variables in the full models. (Contains 6 tables, 3 figures, and 17 references.) (Author/SLD)
Anmerkungen	ACT Research Report Series, PO Box 168, Iowa City, IA 52243-0168.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC