ethanporcaro/eric-fulltext-meta huggingface dataset:
A Historical Perspective on the SAT® 1926-2001. Research Report No. 2002-7
Author: Lawrence, Ida
Date: 2002-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Achievement Tests,Test Construction,Test Bias,History,Verbal Tests,Verbal Ability,Mathematics Tests,Mathematics Achievement,Statistical Analysis,Student Characteristics,High School Students,Racial Differences,Ethnic Groups,Test Format

This paper describes the various ways in which the SAT has evolved since its introduction in 1926. Some of the modifications have involved changes in the types of questions used to measure verbal and mathematical skills. Other modifications focused on liberalizing time limits to ensure that speed of responding to questions has minimal effect on performance. There were changes in the actual administration of the test, such as allowing students to use calculators on the math sections. Still other revisions have stemmed from a concern that certain types of questions might be more susceptible to pretest coaching. All of these changes were intended to update the SAT so that it remains fair for an increasingly diverse group of test-takers, while at the same time enhancing its effectiveness as an admission tool.
A Review of Models for Computer-Based Testing. Research Report 2011-12
Author: Luecht, Richard M.
Date: 2011-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Computer Assisted Testing,Educational Technology,Evaluation Methods,Test Construction,Delivery Systems,Barriers,Mastery Tests,Scores,Measurement Techniques,Test Length,Psychometrics,Computer Software,Time,Standardized Tests,Navigation

Over the past four decades, there has been incremental growth in computer-based testing (CBT) as a viable alternative to paper-and-pencil testing. However, the transition to CBT is neither easy nor inexpensive. As Drasgow, Luecht, and Bennett (2006) noted, many design engineering, test development, operations/logistics, and psychometric changes are required to develop a successful operational program. Early research on CBT almost exclusively focused on theoretical issues such as improving measurement efficiency by achieving adequate levels of test score reliability using as few items as possible. However, it was soon evident that practical issues--such as ensuring content representation, making sure all examinees have sufficient time to complete the test, implementation of new item types, and controlling the degree to which items were exposed to examinees--needed to be addressed, too. In the past few years, research on CBT has focused on developing models that achieve desired levels of measurement efficiency while simultaneously satisfying other important goals, such as minimizing item exposure and maintaining content validity. In addition, there has been a growing awareness among practitioners that basic CBT research using small samples or simulation studies needs to be vetted using cost-benefit analysis, as well as engineering design and implementation criteria to ensure that feasibility, scalability, and efficiency are evaluated in more concrete ways than by merely reporting a reduction of error variances for theoretical examinee scores (Luecht, 2005a, 2005b).
A Comparison of Alternate Approaches to Creating Indices of Academic Rigor. Research Report 2012-11
Author: Beatty, Adam S.
Date: 2013-00-00
Type: Reports - Research
Subjects: Graduation Rate,High Schools,Academic Standards,College Preparation,College Graduates,Educational Quality,Difficulty Level,Scoring,Multiple Regression Analysis,College Entrance Examinations,Grade Point Average,Academic Persistence,Scores,Models

In recent decades, there has been an increasing emphasis placed on college graduation rates and reducing attrition due to the social and economic benefits, at both the individual and national levels, proposed to accrue from a more highly educated population (Bureau of Labor Statistics, 2011). In the United States in particular, there is a concern that declining college graduation rates relative to the rest of the world's population will reduce economic competitiveness (Callan, 2008). As such, in addition to research on how to increase educational performance in elementary and secondary schools, educational researchers are also interested in the determinants of performance and persistence at the collegiate level. One method hypothesized to promote increased college graduation rates is to raise the standards in the nation's high schools in order to better prepare students for college. Indeed, data from many converging sources suggests high school graduates are not prepared for higher-level college curriculum (Achieve, 2005). As such, many state institutions have attempted to set standards for rigor in order to ensure students are prepared for college study. Against this backdrop, the College Board has recently developed a measure of academic rigor, termed the Academic Rigor Index (ARI), for the purpose of examining how well a student is prepared for college study both within and across broad content domains (Wiley, Wyatt, &amp; Camara, 2010). The ARI awards 0 to 5 points in each of five areas (English, mathematics, science, social science/history, and foreign/classical languages) based on students' self-reported course-taking and sums these to create an overall index on a 0-25-point scale. The 25 credited activities are drawn from a larger set of course-taking variables. Each individual credited activity's inclusion in the index is empirically supported by links to subsequent collegiate performance. The decisions to award an equal number of possible points in each of the five areas, and to weight each area equally in computing the total score, were not empirically based, and thus the degree to which relaxing the equal point per area and equal weight per area constraints could improve the predictive power of the ARI is not known. The purpose of the present paper is to compare the ARI with alternative scoring procedures that remove these constraints. An appendix contains supplemental tables.
Calculus and Community: A History of the Emerging Scholars Program. A Report of the National Task Force on Minority High Achievement
Author: Asera, Rose
Date: 2001-05-00
Type: Reports - Descriptive
Subjects: Calculus,High Achievement,Minority Group Students,Educational History,College Freshmen,Research Reports,Scholarships,Program Administration,Advocacy,Information Dissemination,Barriers,Professional Development,Committees,Teaching Models,Learning Strategies,Academic Achievement,Cooperative Learning,Program Descriptions,Workshops

Commissioned by the College Board's National Task Force on Minority High Achievement, this report presents a history of the Emerging Scholars Program, a proven strategy for increasing the number of underrepresented minority students who achieve at high levels in freshman calculus (and in initial freshman courses in several of the sciences, including chemistry, physics, and biology), and discusses the lessons that have been learned over the years from efforts to disseminate the Emerging Scholars Program to a number of institutions.
Best Practices in Admissions Decisions: A Report on the Third College Board Conference on Admission Models
Author: College Entrance Examination Board
Date: 2002-00-00
Type: Speeches/Meeting Papers
Subjects: Best Practices,Admission Criteria,College Admission,Models,Eligibility,Decision Making,Educational Planning,Strategic Planning,Success,Universities,Case Studies,Academic Achievement,Predictor Variables,Conferences (Gatherings)

This document summarizes the discussions that occurred during the third conference on admissions models on August 23-24, 2001, in Vancouver, Canada. This monograph builds on the work of the first two College Board conferences on admissions models, which culminated in the 1999 publication of &quot;Toward a Taxonomy of the Admissions Decision-Making Process.&quot; A roster of participants is included.
Assessing Metacognitive Knowledge Monitoring. Report No. 96-01
Author: Tobias, Sigmund
Date: 1996-00-00
Type: Reports - Descriptive
Subjects: Metacognition,Learning,Knowledge Level,Multiple Choice Tests,Construct Validity,Generalizability Theory,Educational Assessment,Reading Comprehension,Predictor Variables,Vocabulary Skills,Correlation,Academic Achievement,Prediction,High School Students,Multivariate Analysis,Vocational Schools,Dropouts,College Students,Standardized Tests,Problem Solving,Mathematics Achievement,Elementary School Students,Anxiety,Student Interests,Learning Disabilities

This report describes 12 studies dealing with the knowledge monitoring component of metacognition. It is assumed that knowledge monitoring is basic to other metacognitive activities, such as evaluating learning, selecting appropriate strategies, or planning, because distinguishing between what students know and do not know ought to be a prerequisite for these other higher-level activities. The 12 studies, 10 in the verbal domain and 2 in mathematics, used various versions of a knowledge monitoring assessment (KMA) that evaluates the discrepancy between students' estimates of their knowledge in a domain and their demonstrated knowledge in that domain on a multiple-choice test. The results provide a good deal of support for the construct validity of the KMA and suggest that it has considerable generalizability over different types of content and varying student populations. Since the KMA may be group or computer administered and is objectively scored, it has substantial advantages over other means of evaluating metacognition. Suggestions for further research using the procedure are made.
Attitudes toward Borrowing and Participation in Postsecondary Education. Report No. 92-6. ETS RR No. 92-36
Author: Ekstrom, Ruth B.
Date: 1992-00-00
Type: Reports - Research
Subjects: High School Seniors,Student Attitudes,Student Loan Programs,Student Financial Aid,Scholarships,College Attendance,Postsecondary Education,Two Year Colleges,Institutional Characteristics,Part Time Students,Full Time Students,Grants,Enrollment Trends,College Choice,Comparative Analysis,Regression (Statistics),National Surveys,Student Characteristics,Questionnaires

High school seniors who answered that they would choose to borrow, when asked what they would do if college costs were $1,500 more than they, their family, and a scholarship could provide, were significantly more likely to attend college in the next four years than were students who answered that they would choose other options (delaying college entrance, attending a less expensive college, or getting a job). This held true even after controlling for other variables such as educational aspirations, tested achievement, influence from others, and socioeconomic status. This finding supports the contention that students who are reluctant to borrow are less likely to enroll in postsecondary education. Among the students who did enroll in college, willingness to borrow was significantly associated with attendance at a four-year college rather than a two-year college and with full-time rather than part-time attendance. This may mean that recent changes in financial aid packaging, with fewer grants and more loans, have had an effect not only on college enrollments but also on the type of college that students attend and on the proportion of students enrolling in college on a part-time basis. The results also suggest that, all else being equal, students who are knowledgeable about financial aid sources may be more likely to enroll in college than are students with less knowledge of these sources.
Analyses of the Predictive Validity of the SAT® and High School Grades from 1976 to 1985. Report No. 89-7. ETS RR No. 89-37
Author: Morgan, Rick
Date: 1989-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Predictive Validity,Grades (Scholastic),Correlation,College Freshmen,Scores,Change,Computation,Error of Measurement,Private Colleges,Public Colleges,Small Colleges,Selective Admission

Since 1964, colleges have been sending data to the College Board Validity Study Service in order to determine the degree to which measures used in admissions predict college performance. These studies have allowed for the monitoring of general trends in the relationship of SAT scores and high school grades with freshman grades. Beginning in the early-1970s and continuing to the mid-1970s, the observed average correlations of SAT scores with freshman grades increased dramatically. In the decade that followed, the strength of this relationship gradually declined. In order to determine to what extent the observed variations in the average correlations might be associated with the composition of colleges conducting validity studies each year, validity data were analyzed for the enrolling classes of 1976 to 1985. Estimates of change, based on a repeated measures estimation approach utilizing data from colleges conducting more than one predictive validity study within the 10-year period, and correcting for the restriction of range in SAT scores and high school record, indicated a general linear trend from 1976 to 1985. The correlations of SAT scores with first-year college grades declined from about 0.51 to about 0.47, for a change of approximately 0.04. There was less change during this period for private colleges, small colleges, and more selective colleges. The following are appended: (1) Yearly Estimates; Standard Errors of Yearly Estimates; and (2) Number of Colleges for Each Pairwise Set of Years.
Catalog of Research Reports
Author: College Board
Date: 2011-00-00
Type: Reference Materials - Directories/Catalogs
Subjects: Research Reports,Publications,Educational Research,College Students,Academic Achievement,Student Placement,Secondary School Curriculum,Grades (Scholastic),Student Characteristics,College Preparation,Access to Education,School Holding Power,Higher Education,Test Format,Test Items,Scoring,Psychometrics,Tests,High School Students,College Entrance Examinations,Advanced Placement Programs,College Admission

This catalog lists research reports, research notes, and other publications available from the College Board's website. The catalog briefly describes research publications available free of charge. Introduced in 1981, the Research Report series includes studies and reviews in areas such as college admission, special populations, subgroup differences, postsecondary readiness and success, and learning and cognition. Extensive research on specific College Board programs such as the SAT, the Advanced Placement Program, PSAT/NMSQT, and ACCUPLACER is provided. Many historical reports, statistical reports, data tables, and policy reports are also available. A subject index, author index, and title index are also provided.
Advancing Minority High Achievement: National Trends and Promising Programs and Practices. A Report Prepared for the National Task Force on Minority High Achievement
Author: Borman, Geoffrey D.
Date: 2000-02-00
Type: Reports - Research
Subjects: Minority Group Students,High Achievement,Academic Achievement,Elementary School Students,Educational Change,Student Characteristics,Institutional Characteristics,Hispanic American Students,African American Students,Achievement Gap,White Students,Longitudinal Studies,Disadvantaged Schools,Mathematics Achievement,Reading Achievement,Learner Engagement

Commissioned by the College Board's National Task Force on Minority High Achievement, this report documents recent national progress in advancing the achievements of elementary-aged minority children, the potential for replicable whole-school reform designs to contribute to this advancement, and the individual, classroom, and school characteristics that distinguish those minority students who attain high levels of achievement. The primary focus is on the progress of Latino and African-American students who begin their academic careers at relatively high achievement levels. The analyses are based on data from the national study Prospects and its companion study of exemplary school programs, Special Strategies. Tables are appended.
Admissions Decision-Making Models: How U.S. Institutions of Higher Education Select Undergraduate Students
Author: Rigol, Gretchen W.
Date: 2003-00-00
Type: Reports - Research
Subjects: College Admission,Decision Making,Models,Undergraduate Students,Admission Criteria,Supply and Demand,Evaluation Methods

This report represents the third phase in the College Board Admissions Models Project. The first two phases of the project are summarized in two monographs: &quot;Toward a Taxonomy of the Admissions Decision-Making Process&quot; (1999) identifies nine different philosophical approaches to admissions and related selection criteria; and &quot;Best Practices in Admissions Decisions&quot; (2002) builds on the Taxonomy and outlines various components of a best practices model for admissions decision-making. The purpose of this phase of the project was to examine exactly how institutions make admissions decisions. Information from more than 100 institutions, representing all levels of selectivity, forms the basis for this report. The following are appended: (1) Institutional Statements Regarding Admissions Policies and Institutional Enrollment Goals; (2) Summary of Application Components; (3) Sample Essay (or personal statement) Topics; (4) Factors that May Be Used in Making Admissions Decisions Based on internal evaluation guidelines; (5) What Colleges Tell Students about what They Look for; and (6) Tables from &quot;Trends in College Admission 2000.&quot;
Calculator Use and the SAT® I Math. Research Notes. RN-16
Author: Scheuneman, Janice
Date: 2002-05-00
Type: Reports - Research
Subjects: College Entrance Examinations,Mathematics Tests,Calculators,Scores,Mathematics Achievement,Regression (Statistics),Statistical Analysis,Test Bias

This study showed that almost all of the students brought calculators to the administration of the SAT I test in November 1996 and 1997 and continue to do so today. The number who actually used the calculators on the test and the extent to which they used them varied across students. Performance on the math sections of the exam was associated with the extent of calculator use, with those using calculators on about a third to a half of the items averaging higher scores than those using calculators more or less frequently. Performance differences associated with type of calculator used were also observed.
A Simulation Study to Explore Configuring the New SAT® Critical Reading Section without Analogy Items. Research Report No. 2004-2. ETS RR-04-01
Author: Liu, Jinghua
Date: 2004-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Critical Reading,Logical Thinking,Difficulty Level,Test Items,Statistical Analysis,Verbal Ability,Verbal Tests,Test Construction,Scores,Error of Measurement,Item Response Theory

This study explored possible configurations of the new SAT® critical reading section without analogy items. The item pool contained items from SAT verbal (SAT-V) sections of 14 previously administered SAT tests, calibrated using the three-parameter logistic IRT model. Multiple versions of several prototypes that do not contain analogy items were assembled. Item statistics and test statistics for the simulated forms were compared to the average of 13 forms of the SAT-V. These statistics included: IRT scaled score reliability, scaled score standard error of measurement, conditional scaled score standard error of measurement, r-biserial, and equated deltas. The results indicated that it is possible to maintain measurement precision for the new SAT critical reading section without analogy items, but it may be necessary to modify the distribution of item difficulty in order to obtain adequate precision at the ends of the score scale.
An Overview of Computer-Based Testing. Research Notes. RN-09
Author: Patelis, Thanos
Date: 2000-04-00
Type: Reports - Descriptive
Subjects: Computer Assisted Testing,Adaptive Testing,Models,Delivery Systems,Item Banks,Scoring

Because different types of computerized tests exist and continue to emerge, the term &quot;computer-based testing&quot; does not encompass all of the various models that may exist. As a result, test delivery model (TDM) is used to describe the variety of methods that exist in delivering tests to examinees. The criterion that is used to distinguish between the various TDMs is the extent to which the test is adaptive to an examinee's performance during the test session. On one side of the continuum, there are linear tests that do not change in light of the examinee's performance. On the other side of this continuum, there are tests in which each item presented is dependent on the examinee's performance (adaptive). Types of TDMs and the architecture of a computer-based testing system are described.
Block Schedules and Student Performance on AP® Examinations. Research Notes. RN-03
Author: College Entrance Examination Board
Date: 1998-05-00
Type: Reports - Research
Subjects: Block Scheduling,Advanced Placement Programs,Academic Achievement,Statistical Analysis,Correlation,Time Factors (Learning),Biology,Calculus,Science Instruction,Mathematics Instruction,High School Students,College Entrance Examinations,United States History,History Instruction,Effect Size,English Literature

The instructional schedule does affect student grades on the four AP Examinations in this study after they have been adjusted for group differences in student ability. The results from this study generally suggest that students, on average, obtain higher AP grades when instruction is given over an entire year rather than in a semesterized block schedule format. These results are consistent across the four AP Examinations and are found on 15 of the 16 comparisons between year-long and semester block courses. The remaining results differ by examination and subject.
ACT and SAT® Concordance Tables. Research Notes. RN-40
Author: College Board, Office of Research and Analysis
Date: 2009-10-00
Type: Reports - Research
Subjects: College Entrance Examinations,Tables (Data),Scores,Reading Tests,Writing Tests,Mathematics Tests

In 2005, the College Board added a required writing section to the SAT, and ACT added an optional writing test to the ACT. Before 2005, ACT and the College Board had periodically produced concordance tables to assist admission officers who wanted to understand how students of comparable ability would score on the two college entrance examinations. Given the changes to both tests, the College Board and ACT are now providing updated concordance tables that are based on the current versions of the two tests.
Assessing the Reliability of Skills Measured by the SAT®. Research Notes. RN-24
Author: Ewing, Maureen
Date: 2005-12-00
Type: Reports - Research
Subjects: College Entrance Examinations,Scores,Feedback (Response),Reading Skills,Mathematics Skills,Writing Skills,Reliability,Critical Reading,High School Students,Grade 11,Reading Tests,Writing Tests,Mathematics Tests,Statistical Analysis,Test Reliability

In connection with the new SAT that was introduced in March 2005, research has been under way to investigate the feasibility of providing examinees with score reports that contain feedback on skills measured by the critical reading, mathematics, and writing sections of the test. The main purpose of this study was to estimate the reliability of the SAT skill scores. Findings showed that with the exception of writing skills, most skills exhibited acceptable internal consistency and alternate-form reliability estimates.