This study sought to compare the peformance of students in the College Board Advanced Placement Program (AP) compared to non-AP students on a number of college outcome measures. Ten individual AP Exams were examined in this study of students in four entering classes (1998-2001) at the University of Texas at Austin. The study's results support previous research that AP students performed as well if not better than non-AP students on most college outcome measures.
A recent study by Beilock, Reidell, and McConnell (2007) suggested that stereotype threat experienced in one domain (e.g., math) triggered by knowledge of a negative stereotype about a social group in that particular domain can spill over into subsequent tasks in totally unrelated domains (e.g., reading). The authors suggested that these findings might have implications for how the ordering of sections on standardized tests such as the SAT or GRE could affect examinee performance. To test the authors' assertions, this study used data from a recent SAT administration in which either a reading, a math, or a writing task preceded a reading task. Performance on the subsequent reading task of members of a stereotype threatened group (i.e., women) who took the math task first was compared to performance of those who took the reading or writing task first. Results were inconsistent with the stereotype threat spillover hypothesis, and serve to justify the exhortation of Cullen, Hardison, and Sackett (2004) for caution in generalizing lab findings on stereotype threat to operational testing situations.
The purpose of the study is to examine the differential validity and prediction of the SAT using a nationally representative sample of first-year college students admitted with the revised version of the SAT. The findings demonstrate that there are similar patterns of differential validity and prediction by gender, race/ethnicity, and best language subgroups on the revised SAT compared with previous research on older versions of the test.
This report presents the results of a large-scale national validity study of the SAT. The results show that the changes made to the SAT did not substantially change how well the test predicts first-year college performance. Across all institutions, the recently added writing section is the most highly predictive of the three individual SAT sections. As expected, the best combination of predictors of first-year college grade point average is high school grade point average and SAT scores.
The ability of high school grades (grade point average) and SAT® scores to predict cumulative grades in different types of college courses was evaluated in a sample of 26 colleges.
This study examined operational data from the SAT Reasoning Test to determine if students who tested under extended-time conditions were suffering from excessive fatigue relative to students who tested under standard-time conditions. Results indicated few changes in levels of DIF (early in the test compared to late in the test). In addition, item completion rates for students who received extra time were comparable to (or in some cases higher than) test-takers without disabilities who tested under standard time on both early and late sections.
The purpose of the study was to explore the academic careers of students who took AP Exams and to compare their careers with those who did not take AP Exams. For most AP Exams, students with AP grades of 3 or better had higher grade averages in intermediate college courses than did non-AP students who first took an introductory course.
The study used three data sources to estimate time requirements for different item types on the current SAT Reasoning Test.
This report provides an introduction to the system and culture of the college entrance examination of China.