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Direct linkCole, James S.; Gonyea, Robert M. – Research in Higher Education, 2010
Because it is often impractical or impossible to obtain school transcripts or records on subjects, many researchers rely on college students to accurately self-report their academic record as part of their data collection procedures. The purpose of this study is to investigate the validity and reliability of student self-reported academic…
Descriptors: Academic Records, College Students, Validity, Scores
Peer reviewedLeonard, David K.; Jiang, Jiming – Research in Higher Education, 1999
Reviews and extends the literature demonstrating that the various College Board examinations, especially the Scholastic Aptitude Test, underpredict women's college grades relative to those of men in all fields except engineering, even when corrected for discipline and sampling. This suggests women are underrepresented relative to merit in freshman…
Descriptors: Academic Achievement, College Entrance Examinations, Grades (Scholastic), Higher Education
Peer reviewedYoung, John W.; Fisler, Jennifer L. – Research in Higher Education, 2000
Analysis of scores of 69,284 high school seniors on the 1990 Scholastic Aptitude Test (SAT) found higher means for men than women. Use of adjusted means (rather than observed means) increased the difference between men and women on the verbal section and decreased the difference on the mathematics section. Adjusted means may provide more…
Descriptors: College Entrance Examinations, Demography, High School Seniors, High Schools
Peer reviewedAstin, Alexander W.; Henson, James W. – Research in Higher Education, 1977
Institutional averages of entering freshman scores on the Scholastic Aptitude Test (SAT) and the American College Test (ACT) were combined and edited to produce a single institutional measure of selectivity for 2,601 institutions. Correlations were made between scores and 19 institutional attributes. (Editor/LBH)
Descriptors: Academic Achievement, Academic Standards, Achievement Tests, Admission Criteria
Peer reviewedKeller, Dana; And Others – Research in Higher Education, 1994
Regressing adjusted grade point averages (GPAs) on freshman Scholastic Aptitude Test (SAT) scores and high school GPAs increases the SAT's predictive validity. However, these adjusted SATs change only a small proportion of admissions decisions, do not increase freshman grades, but do change freshman class composition in some majors and limit…
Descriptors: Black Students, College Admission, College Entrance Examinations, College Freshmen
