In an attempt to reinforce the directive role of evidence in current arguments over test coaching, this chapter summarizes research findings from studies of coaching for the Scholastic Aptitude Test in the context of a conceptual analysis of the meaning and likely import of the coachability of such ability tests. (Author/BW)

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…

A special course was designed to aid undergraduate subjects in preparing for the Graduate Record Examination--Quantitative (GRE-Q). The course included a short one-session discussion (Anxiety Reduction Session) of the GRE and its uses, and four sessions devoted to specific instruction in the basic mathematics required for the test and strategies…