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| Autor/in | Harkness, Suzanne C. |
|---|---|
| Institution | East Windsor Regional School District, NJ. |
| Titel | [Hightstown High School]: New Jersey State Assessment Program, College Basic Skills Placement Test Results, 1985. |
| Quelle | (1986), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Class Rank; College Attendance; College Entrance Examinations; English Curriculum; Equivalency Tests; Graduate Surveys; High Schools; Higher Education; Mathematics Tests; Minimum Competency Testing; School Surveys; Scores; Secondary School Mathematics; Self Evaluation (Individuals); State Surveys; Student Placement; Two Year Colleges; Undergraduate Students; Verbal Tests; Writing Evaluation; New Jersey; New Jersey College Basic Skills Placement Test; SAT (College Admission Test) |
| Abstract | One hundred and three students from the 1985 graduating class of Hightstown (New Jersey) High School took New Jersey's College Basic Skills Placement Test (CBSPT) after entering two-year and four-year colleges in New Jersey. The 103, who represented the entire distribution of class ranks, rated themselves fairly accurately on their abilities in mathematics and written expression. In this group, 60% had taken four years of high school mathematics; 97% had taken four years of English. Thirty-three percent achieved state-mandated proficiency on the verbal subtests of the CBSPT, 51% on mathematics computation, and 26% on elementary algebra. In each category, proficiency was positively correlated with class rank. The average Scholastic Aptitude Test (SAT) score, among those who took the SAT, was 488 in mathematics and 436 in verbal. Fifty-three percent of the students were attending two-year colleges, and 47% were at four-year colleges. Both SAT scores and class rank were found to be higher among those attending four-year colleges. Furthermore, all three scales--class rank, SAT scores and CBSPT proficiencies--were positively intercorrelated. (JGL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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