More Information, More Informed Decisions: Why Test-Optional Policies Do "Not" Benefit Institutions or Students. Technical Brief

Autor/inn/en	Mattern, Krista; Allen, Jeff
Institution	ACT, Inc.
Titel	More Information, More Informed Decisions: Why Test-Optional Policies Do "Not" Benefit Institutions or Students. Technical Brief
Quelle	(2016), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Policy; Student Diversity; College Admission; Scores; Predictor Variables; College Students; Test Bias; Minority Group Students; At Risk Students; Enrollment Trends; College Entrance Examinations; Grade Point Average; High School Students; College Readiness; Racial Differences; Ethnic Groups; Socioeconomic Status; Gender Differences; Family Income; Parent Background; Educational Attainment; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Hochschulzugang; Hochschulzulassung; Zulassung; Prädiktor; Collegestudent; Testkritik; Aufnahmeprüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rassenunterschied; Ethnie; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Familieneinkommen; Elternhaus; Bildungsabschluss; Bildungsgut; Assessment; Eignungsprüfung; Eignungstest
Abstract	In this technical brief, the authors summarize empirical evidence from their full report comparing the stated intentions and actual outcomes of test-optional practices. An overview of five commonly stated assertions of test-optional practices along with empirical evidence that contradicts these assertions is provided in this brief. [For the full report, "More Information, More Informed Decisions: Why Test-Optional Policies Do "Not" Benefit Institutions or Students. ACT Insights in Education & Work," see ED573717.] (ERIC).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01