The College Board's SAT[R] Score Choice[TM] policy allows students to choose which set(s) of scores to send to colleges and universities to which they plan to apply. Based on data gathered before the implementation of that policy, the following study evaluated the predictive validity of the various sets of SAT scores. The value of five score sets…

A University of California faculty committee, the Board of Admissions and Relations with Schools (BOARS), has recommended eliminating achievement tests and requiring only the "New SAT" for admission to the UC system. The proposal to endorse the New SAT has thus far drawn relatively little notice, as it is part of a broader and more…

The predictive validity of the American College Testing Program's (ACT) Tests were compared with the College Entrance Examination Board's Scholastic Aptitude Tests (SAT) and the Educational Testing Service's School and College Ability Tests (SCAT) for a sample of 21 colleges and universities. Grades in specific courses as well as overall grade…

For a sample of 325 students enrolled in freshman chemistry, it was found that performance on the Verbal and Mathematics Sections of the Scholastic Aptitude Test of the College Entrance Examination Board exhibited low preditive validity in relation to a criterion of grades in freshmen chemistry. (Author)

This study investigated whether the constant decline in Scholastic Aptitude Test (SAT) mathematics scores since 1963 reflected a decrease in student mathematical ability or the SAT's inadequacy in measuring mathematical ability. Findings indicated a very low correlation between SAT math scores and overall college math grades of six graduating…

The Nairn report, The Reign of ETS, has charged that the major college admissions tests administered by Educational Testing Service (ETS) have undue influence on admissions to higher education, and that the tests have little value in predicting future academic performance. Nairn's claims that the Scholastic Aptitude Test (SAT) is a poor predictor…

Investigated the relationship between success in student teaching and 13 instruments commonly completed before student teaching and whether the measures predict success in student teaching. The data indicated the measures were ineffective. Suggested alternatives to the instruments used are proposed. (Author/JAC)

The purpose of this study was to determine the predictive validity of the College Entrance Examination Board Scholastic Aptitude Test (SAT) and the College Entrance Examination Board Achievement Test scores in the prediction of scores on various subject area College Level Examination Program (CLEP) tests. (Author/BW)

H. Wainer and L. Steinberg (1992) showed that within broad categories of first-year college mathematics courses (e.g., calculus), men had substantially higher average scores on the mathematics section of the Scholastic Aptitude Test (SAT-M) than women who earned the same letter grade. However, Wainer and Steinberg's analysis may lead to…

Discussed Holland's views that educational achievement relates to primary personality orientation in a predictable fashion. Primary code types of college males and females (N=536) were assessed. First-semester grade point averages for each code type and Scholastic Aptitude Test scores served as criterion indices. Mixed support emerged for…

Matching almost 47,000 men and women on type of math course taken and grade received, women scored about 33 points lower on the Scholastic Aptitude Test-Mathematics than men who had taken the same course and received the same grade. Sex differences call into question the validity of the SAT as a predictor of college math performance. (SK)

Two differing opinions about the value of the Scholastic Aptitude Test (SAT) in college admissions address these topics: over-reliance on the test as a predictor of student success; omission of some students' scores from institutional profiles; effects of abolition of the test; and admissions officer understanding of psychometrics. (Author/MSE)

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…