Using data from the Illinois Talent Search Program, this study examines relationships between scores on several common standardized achievement tests and subsequent performance on the Scholastic Aptitude Test. The dual criteria testing process is also analyzed for possible race and gender effects. Guidelines are offered for setting appropriate…

The purpose of this study is to provide information on actual time used by students with disabilities on the new SAT®. This study observed students with learning disabilities (LD) and/or attention deficit/hyperactivity disorder (AD/HD) as they took SAT items under strict time limits and recorded the amount of time taken for each item. The study is…

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. Two…

This report on student achievement in Illinois describes and synthesizes the results of six different measures of the achievement of Illinois students. The six tests are: (1) Illinois Inventory of Educational Progress, (2) Decade Study Test, (3) High School and Beyond Test, (4) Scholastic Aptitude Test, (5) American College Test, and (6) National…

The reading comprehension (RC) and sentence completion (SC) items from four forms of the Scholastic Aptitude Test (SAT) verbal sections were examined for differential item functioning (DIF) between male and female examinees. Forms 1, 2, 3, and 4 of the SAT-verbal were administered in January 1983, January 1984, October 1984, and June 1986,…

How best to use college entrance test score information in making decisions that affect both students and institutions is a complex issue. This booklet offers guidelines developed by member councils and panels of the College Board on the appropriate uses of test scores. The guidelines describe how the College Board interprets its own…

The relationships among scores on traditional college entrance tests and scores on an essay placement test for women and men and four ethnic groups were examined. The tests correlated highly with essay performance. However, women tended to be underestimated and men and ethnic minorities overestimated by these measures. (Author/PN)

For educational technology integration in content disciplines to succeed, teachers and teacher educators need clear standards delineating why, how, where, and how much educational technology they should include in their teaching. This paper examines the visions offered by current science, mathematics, and educational technology standards for…

Data on Scholastic Aptitude Test (SAT) scores by race are analyzed in order to explain observed differences in scores among racial and ethnic segments of college-bound test takers. A social psychological correlate that mediates between environmental factors and SAT performance is emphasized. Consideration is given to the finding that blacks at the…

This study examined the SAT® II: Writing Subject Test as a predictor of writing performance in college English courses. Writing performance was based on eight writing samples submitted as part of regular course work by students in eight colleges. The samples consisted of drafts and final papers submitted in response to four take-home writing…

Suggests that the verbal score on the Scholastic Aptitude Test is not an adequate criterion for assigning students to remedial communication instruction. Concludes that the communication skills deficit model demonstrates the capacity for consistent measurement of communication skills if evaluators are trained to use the same decision-making…

The standardization approach to comprehensive differential item functioning is described and contrasted with the log-linear approach to differential distractor functioning and the item-response-theory-based approach to differential alternative functioning. Data from an edition of the Scholastic Aptitude Test illustrate application of the approach…

Several available summaries of research on coaching for the Scholastic Aptitude Test (SAT) are described, and their principal findings are discussed. Several additional studies are reviewed, and their findings are related to the summaries. Overall, the effects of coaching may be less than many students suppose. (SLD)

This paper demonstrates that the various College Board examinations, most importantly the Scholastic Aptitude Tests (SATs), make predictions of grade point averages at the University of California at Berkeley that are biased against women. This finding persists even when one has made corrections for differences in fields that women and men study…

This study investigated the value of the Advanced Placement English course in New York State secondary schools, the college performances of former Advanced Placement and Non-Advanced Placement English participants, the best predictor of accelerants' performances in the first college English course, and which predictors, when combined, stabilized…