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ERIC Number: EJ1393012
Record Type: Journal
Publication Date: 2023
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2475-6032
EISSN: EISSN-2475-6040
Diversity, Inequity, and Exclusion: How SATs and Other Standardized Tests Reduce Diversity in Higher Education
Markson, Craig; Forman, Kenneth; Irizarry, Dafny; Levy, Lawrence
Journal for Leadership and Instruction, v22 n1 p41-46 Spr 2023
The purpose of this study was to examine the relationships between race, high school graduation, Scholastic Aptitude Test (SAT) scores, and four-year college-going rates. The setting included 89 school districts that were located in two adjacent suburban counties in New York State: Nassau and Suffolk. A Pearson Product-Moment correlation analysis, with a two-tailed test of significance with an alpha set at 0.05, was used to analyze the relationships among the variables. The results indicated that Black or African American and Hispanic or Latino student populations had statistically significant and negative correlations with four-year college-going rates, SAT scores, and high school Advanced Regents graduation rates. Conversely, Asian and White student populations had statistically significant and positive correlations with these variables. Based on these findings, the researchers made specific recommendations for school districts, state education departments, and institutions of higher education to reduce the racial inequities in college-going rates.
SCOPE Education Services. 100 Lawrence Avenue, Smithtown, NY 11787. Tel: 631-360-0834; Fax: 631-360-8489; e-mail: contact@scopeonline.us; Web site: http://scopeonline.us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: SAT (College Admission Test)
Grant or Contract Numbers: N/A