This article offers a critique of the validity argument put forward by Camara, Mattern, Croft, and Vispoel (2019) regarding the use of college-admissions tests in high school assessment systems. We challenge their argument in two main ways. First, we illustrate why their argument fails to address broader issues related to consequences of using…

In the context of college admissions, the current study examined whether differential prediction of first-year grade point average (FYGPA) by gender could be explained by an omitted variable problem--namely, academic discipline, or the amount of effort a student puts into schoolwork and the degree to which a student sees him/herself as hardworking…

In 2018, 26 states administered a college admissions test to all public school juniors. Nearly half of those states proposed to use those scores as their academic achievement indicators for federal accountability under the Every Student Succeeds Act (ESSA); many others are planning to use those scores for other accountability purposes.…

Considers what a responsible test developer would do to gain information to support the consequential basis of validity for a test early in the development. How the consequential basis of validity of the program would be monitored and reported during the life of the program is examined. The validity of the ACT Assessment is considered as if it…