Selection Bias in College Admissions Test Scores

Autor/inn/en	Clark, Melissa; Rothstein, Jesse; Schanzenbach, Diane Whitmore
Titel	Selection Bias in College Admissions Test Scores
Quelle	In: Economics of Education Review, 28 (2009) 3, S.295-307 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2008.08.001
Schlagwörter	Graduation Requirements; College Entrance Examinations; College Admission; Achievement Tests; Economics; Data Analysis; Program Effectiveness; Educational Policy; Test Bias; Statistical Bias; Selection; Evaluation Criteria; Problems; Illinois; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Abschlussordnung; Aufnahmeprüfung; Hochschulzugang; Hochschulzulassung; Zulassung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Volkswirtschaftslehre; Auswertung; Politics of education; Bildungspolitik; Testkritik; Auslese; Problemsituation; Assessment; Eignungsprüfung; Eignungstest
Abstract	Data from college admissions tests can provide a valuable measure of student achievement, but the non-representativeness of test-takers is an important concern. We examine selectivity bias in both state-level and school-level SAT and ACT averages. The degree of selectivity may differ importantly across and within schools, and across and within states. To identify within-state selectivity, we use a control function approach that conditions on scores from a representative test. Estimates indicate strong selectivity of test-takers in "ACT states," where most college-bound students take the ACT, and much less selectivity in SAT states. To identify within- and between-school selectivity, we take advantage of a policy reform in Illinois that made taking the ACT a graduation requirement. Estimates based on this policy change indicate substantial positive selection into test participation both across and within schools. Despite this, school-level averages of observed scores are extremely highly correlated with average latent scores, as across-school variation in sample selectivity is small relative to the underlying signal. As a result, in most contexts the use of observed school mean test scores in place of latent means understates the degree of between-school variation in achievement but is otherwise unlikely to lead to misleading conclusions. (Contains 2 figures and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10