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Preparing Students for College Entrance Exams: Findings of a Secondary Intervention Conducted within a Three-Tiered Model of Support

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Lane, Kathleen Lynne; Kalberg, Jemma Robertson; Mofield, Emily; Wehby, Joseph H.; Parks, Robin J. – Remedial and Special Education, 2009

This study examined outcomes associated with participation in a program, Preparing for the ACT, designed to enhance student performance (N = 126) on the ACT college entrance exam. This targeted intervention was implemented as part of a three-tiered model of positive behavior support. Results of descriptive analyses revealed that only academic…

Descriptors: Quasiexperimental Design, Intervention, Academic Achievement, Program Effectiveness

The Effects of Coaching on Standardized Admission Examinations. Staff Memorandum of the Boston Regional Office of the Federal Trade Commission.

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Federal Trade Commission, Washington, DC. Bureau of Consumer Protection. – 1978

A non-experimental design was used to determine if scores of students enrolled in specified major coaching schools were significantly higher than scores of comparable uncoached groups. Score increases at two Scholastic Aptitude Test (SAT) coaching schools and Law School Admission Test (LSAT) schools were compared. Over 1,400 SAT examinees and…

Descriptors: Achievement Gains, College Entrance Examinations, Graduate Study, High Schools