Literaturnachweis - Detailanzeige
| Autor/inn/en | Wyatt, Jeffrey; Kobrin, Jennifer; Wiley, Andrew; Camara, Wayne J.; Proestler, Nina |
|---|---|
| Institution | College Board |
| Titel | SAT Benchmarks: Development of a College Readiness Benchmark and Its Relationship to Secondary and Postsecondary School Performance. Research Report 2011-5 |
| Quelle | (2011), (32 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Quantitative Daten; College Entrance Examinations; Benchmarking; High School Students; Readiness; College Students; Academic Achievement; Enrollment; Student Characteristics; School Holding Power; National Merit Scholarship Qualifying Test; Preliminary Scholastic Aptitude Test; SAT (College Admission Test) |
| Abstract | The current study was part of an ongoing effort at the College Board to establish college readiness benchmarks on the SAT[R], PSAT/NMSQT[R], and ReadiStep[TM] as well as to provide schools, districts, and states with a view of their students' college readiness. College readiness benchmarks were established based on SAT performance, using a sample of approximately 68,000 students across 110 four-year institutions. The college readiness benchmark was calculated as the SAT score associated with a 65 percent probability of earning a first-year GPA of 2.67 (B-) or higher. The SAT benchmark determined in this study was 1550 for the composite. Individual benchmark scores were also calculated for the critical reading, mathematics, and writing sections to provide indicators of student proficiency in each of these subjects, resulting in a benchmark score of 500 on each section. Once the benchmark scores were obtained, a series of analyses were conducted to establish the validity of the benchmarks for indicating college readiness. These analyses examined the relationship between college readiness benchmark attainment and high school academic performance measures (curriculum, HSGPA, and AP performance), along with college indicators including enrollment, FYGPA, and retention. The results showed that students meeting the benchmark are more likely to enroll in college; return for their second and third years of college; earn higher grades in both high school and college; and are more likely to have taken a core curriculum as well as more rigorous courses in high school than those not meeting the benchmark. Appended are: (1) Comparison of Sample 1 to Population of Four-Year Institutions by Key Variables: Variable, Class, Population, Sample, Sample N; (2) Percent of the 2010 Cohort (Sample 3) Meeting the SAT Benchmark by Academic Rigor Index (ARI); (3) Student Performance on English Advanced Placement (AP) Exams for Those Meeting and Not Meeting the SAT-CR Benchmark; (4) Student Performance on English Advanced Placement (AP) Exams for Those Meeting and Not Meeting the SAT-W Benchmark; and (5) Student Performance on Mathematics Advanced Placement (AP) Exams for Those Meeting and Not Meeting the SAT-M Benchmark. (Contains 5 figures and 6 tables.) (As Provided). |
| Anmerkungen | College Board. 45 Columbus Avenue, New York, NY 10023. Tel: 212-713-8000; Fax: 212-713-8143; e-mail: store_help@collegeboard.org; email: inquiry@collegeboard.org; Web site: http://www.collegeboard.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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