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Download full textWestrick, Paul A.; Young, Linda; Shaw, Emily J.; Shmueli, Doron – College Board, 2020
The current study examines how the integration of SAT scores with context information about students' neighborhood and high school from the College Board's Landscape™ resource can provide institutions with a nuanced perspective on students' expected performance and retention. This allows institutions to identify incoming students that may benefit…
Descriptors: Academic Advising, Scores, School Holding Power, Academic Persistence
Shaw, Emily J.; Kobrin, Jennifer L. – College Board, 2013
This study examines the relationship between students' SAT essay scores and college outcomes, including first-year grade point average (FYGPA) and first-year English course grade average (FY EngGPA), overall and by various demographic and academic performance subgroups. Results showed that the SAT essay score has a positive relationship with both…
Descriptors: College Entrance Examinations, Scores, Essays, Writing Skills
Mattern, Krista D.; Marini, Jessica P.; Shaw, Emily J. – College Board, 2013
The current study examined the role of AP® Exam participation and performance on four-year college graduation in four years. Because students who take AP Exams can earn college credit while still in high school, it was expected that AP students would have higher four-year graduation rates. Moreover, it was expected that AP students who earned…
Descriptors: Advanced Placement Programs, Tests, Graduation, Higher Education
Shaw, Emily J. – College Board, 2011
Presented at the 23rd Annual Historically Black Colleges & Universities (HBCU) Conference in Atlanta, GA, in September 2011. Admitted Class Evaluation Service (ACES) is the College Board's free online service that predicts how admitted students will perform at a college or university generally, and how successful students will be in specific…
Descriptors: College Admission, Student Placement, Test Validity, Graphs
Peer reviewed
Direct linkMattern, Krista D.; Shaw, Emily J. – Journal of College Student Development, 2010
The purpose of this study was to examine the relationship between academic self-beliefs (i.e., self-efficacy and degree aspirations) with various academic outcomes. Based on previous findings, it was hypothesized that students with more positive academic self-beliefs would perform better in school. The results supported prior research as students…
Descriptors: Self Efficacy, Academic Achievement, Predictor Variables, Correlation
Mattern, Krista D.; Shaw, Emily J. – College Board, 2010
Presented at the national conference for the American Educational Research Association (AERA) in 2010. This presentation examines the relationship between academic self-beliefs and outcomes.
Descriptors: Academic Achievement, Academic Ability, Self Concept, Correlation
Mattern, Krista D.; Shaw, Emily J.; Williams, Frank E. – College Board, 2008
While the results demonstrate that SAT scores still correlated more strongly, on average, with socioeconomic status (SES) than high school grade point average (GPA) and rank, this does not indicate that this is a problem with the test; more likely it is a societal reflection of disparate resources. That is, higher-SES families have more resources…
Descriptors: College Entrance Examinations, Academic Achievement, Grade Point Average, Correlation
Mattern, Krista D.; Shaw, Emily J.; Xiong, Xinhui – College Board, 2009
This study focused on the relationship between students' Advanced Placement Program[R] (AP[R]) performance in AP English Language, Biology, Calculus, and U.S. History, and their subsequent college success. For each AP Exam studied, students were divided into three groups according to their AP Exam performance (no AP Exam taken, score of 1 or 2,…
Descriptors: Grade Point Average, Academic Achievement, Advanced Placement Programs, Calculus
Mattern, Krista D.; Shaw, Emily J.; Xiong, Xinhui – College Board, 2009
This study focused on the relationship between students' Advanced Placement Program® (AP®) performance in AP English Language, Biology, Calculus, and U.S. History, and their subsequent college success. For each AP Exam studied, students were divided into three groups according to their AP Exam performance (no AP Exam taken, score of 1 or 2, and a…
Descriptors: Advanced Placement Programs, High School Students, Achievement Tests, Scores
