Northwest Evaluation Association™ (NWEA™) is committed to providing partners with useful tools to help make inferences from Measures of Academic Progress® (MAP®) interim assessment scores. One important tool is the concordance table between MAP and state summative assessments. Concordance tables have been used for decades to relate scores on…

One outcome of the implementation of No Child Left Behind Act of 2001 and its call for better accountability in public schools across the nation has been the use of student assessment data in measuring schools' effectiveness. In general, inferences about schools' effectiveness depend on the type of statistical model used to link student assessment…

Concordance tables have been used for decades to relate scores on different tests measuring similar but distinct constructs. These tables, typically derived from statistical linking procedures, provide a direct link between scores on different tests and serve various purposes. Aside from describing how a score on one test relates to performance on…

We investigate the predictive validity of teacher credential test scores for student performance in secondary STEM classrooms in Washington state. After replicating earlier findings that teacher basic skills licensure test scores are a modest and statistically significant predictor of student math test score gains in elementary grades, we focus on…

Given the serious consequences of making ill-fated admissions and funding decisions for applicants to graduate and professional school, it is important to rely on sound evidence to optimize such judgments. Previous meta-analytic research has demonstrated the generalizable validity of the "GRE"® General Test for predicting academic…

The continued accumulation of validity evidence for the intended uses of educational assessment scores is critical to ensure that inferences made using the scores are sound. To that end, the College Board has continued to collect college outcome data to evaluate the relationship between SAT® scores and college success. This report provides updated…

The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the revised SAT®, which consists of three sections: critical reading (SAT-CR), mathematics (SAT-M), and writing (SAT-W), for use in college admission. A study by Mattern and…

Data from the ALEKS-based placement program at the University of Illinois is presented visually in several ways. The placement exam (an ALEKS assessment) contains precise item-specific information and the data show many interesting properties of the student populations of the placement courses, which include Precalculus, Calculus, and Business…

The continued accumulation of validity evidence for the intended uses of educational assessments is critical to ensure that proper inferences will be made for those purposes. To that end, the College Board has continued to collect college outcome data to evaluate the relationship between SAT® scores and college success. This report provides…

The continued accumulation of validity evidence for the core uses of educational assessments is critical to ensure that proper inferences will be made for those core purposes. To that end, the College Board has continued to follow previous cohorts of college students and this report provides updated validity evidence for using the SAT to predict…

This analysis was conducted to examine the relationship between Wake Count Public Schools' students' performance on mid-year benchmark assessments and End-of-Grade (EOG) tests in both reading and math in grades 3-5 in school year 2010-11. Strong positive correlations were found between the mid-year benchmark assessment and EOG test scores for each…

The current study examined the differential validity of the SAT for predicting cumulative GPA (cGPA) through the second year of college by college major, as well as the differential prediction of cGPA by college major across student subgroups. The relationship between the SAT and cGPA varied somewhat by major, as well as by major and subgroup…

A recurrent trend in higher education research has been to identify additional predictors of college success beyond the traditional measures of high school grade point average (HSGPA) and standardized test scores, given that a large percentage of unaccounted variance in college performance remains. A recent study by Wyatt, Wiley, Camara, and…

The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the SAT® for use in college admission. The first sample included first-time, first-year students entering college in fall 2006, with 110 institutions providing students'…

This report presents the findings from a replication of the analyses from the report, "Is Performance on the SAT Related to College Retention?" (Mattern & Patterson, 2009). The tables presented herein are based on the 2007 sample and the findings are largely the same as those presented in the original report, and show SAT scores are…