The purpose of this study was to examine the effects of ten years of traditional scheduling compared to ten years of the modified 4 x 4 block scheduling on the academic achievement of high school students. The study compared twenty-five years of data at one large suburban high school analyzing the graduation rate, SAT scores, BSAP/HSAP scores, the…

Compares and analyzes the size of the "SAT elite," seniors who score 650 or higher on the verbal or mathematics section of the Scholastic Assessment Test, over 10-year period. Disputes published reports that "SAT elite" has shrunk. (PKP)

This study examined to what extent, if any, estimates of reliability for a multiple choice test are affected by the presence of large item sets where each set shares common reading material. The purpose of this research was to assess the effect of local item dependence on estimates of reliability for verbal portions of seven forms of the old and…

Describes methodology for using verbal reports of thinking to develop and validate multiple-choice tests of critical thinking. Procedure includes devising normative models of thinking for each item; collecting verbal reports of thinking from samples of subjects; using normative models to rate quality of thinking; comparing quality of thinking to…

THIS PROJECT STUDIED THE PERSONAL AND ENVIRONMENTAL FACTORS OF STUDENTS WHOSE GRADE POINT AVERAGES (GPA) DEVIATED FROM A PREDICTED VALUE. THE SUBJECTS, 243 PUPILS ENTERING THE 10TH GRADE, WERE DIVIDED INTO THREE GROUPS--THOSE WHO ACHIEVED AS EXPECTED, THOSE WHO ACHIEVED BETTER THAN EXPECTED, AND THOSE WHO ACHIEVED LOWER THAN EXPECTED. THESE GROUPS…

A factor analysis was used to study the relationships among response time and accuracy scores for a verbal analogies test, as well as a number of experimental variables designed to measure a series of information processing stages of the analogies task. (CTM)

Girls get higher average grades than boys in both high school and college, but their Scholastic Aptitude Test (SAT) scores average 57 points lower. What this means in terms of college admissions, why it occurs, and what can be done are discussed. (MT)

This study determined the degree to which the Non-Language Test of Verbal Intelligence, developed to measure verbal ability through a nonlanguage medium, could measure verbal intelligence. Correlation with the Differential Aptitude Test-Verbal suggested the existence of some common, as well as some uncommon, factors between the two tests.…

This guide suggests that the responsibility of teachers is to provide rigorous academic instruction that will lead to improved performance on the Scholastic Assessment Test I (SAT I). Content-area literacy is especially important for the verbal section of the SAT I, and it suggested that all teachers should infuse reading and writing instruction…

Control groups' scores on the Scholastic Aptitude Test-Verbal were compared to scores of secondary school students who were exposed to their school's special test preparation programs. Special preparation resulted in an overall difference of eight points on the total score, corresponding to one additional correctly answered item. (Author/GDC)

Based on initial Scholastic Aptitude Test (SAT) Verbal pretest data and hypotheses advanced in the research literature, 7 sentence completion and 16 analogy items with extreme levels of differential item functioning (DIF) were selected and then systematically revised and re-administered in an attempt to reduce or eliminate DIF. The apparent…

As part of a large-scale project to remodel the Scholastic Aptitude Test (SAT), this study examined the predictive validity of a prototype revised SAT, which incorporated many of the important structural changes planned for the test. This prototype was compared to a form of the current SAT with regard to several validity-related issues. Nineteen…

Two studies investigated factors affecting the scores of Hawaii students taking the verbal subtest of the Scholastic Aptitude Test (SAT). For the past several years, the mean verbal scores of Hawaii students have consistently been among the lowest 10% of all states. The first study addressed the identification of items and types of items that have…

Comparison of verbal Scholastic Aptitude Test (SAT) and California Achievement Test (CAT) scores of high school students who had (N=1,333) or had not (N=445) taken at least one year of foreign language study supported the conclusion that length of foreign language study was positively related to high SAT verbal scores. (CB)

This study investigated the hypothesis that females who score high on the Mathematical portion of Scholastic Aptitude Test do so because they have high verbal skills, whereas some males score high on the mathematics despite their relatively low verbal skills. Evidence for and against the hypothesis was observed. (Author/JAZ)