ethanporcaro/eric-fulltext-meta huggingface dataset:
The SAT® Essay and College Performance: Understanding What Essay Scores Add to HSGPA and SAT. Research Report 2012-9 (REV: 4-2013)
Author: Shaw, Emily J.
Date: 2013-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Scores,Essays,Writing Skills,Correlation,Grade Point Average,College Freshmen,English Instruction,Grades (Scholastic),Academic Achievement,High School Students,Writing Achievement,Statistical Analysis,Academic Persistence

This study examines the relationship between students' SAT essay scores and college outcomes, including first-year grade point average (FYGPA) and first-year English course grade average (FY EngGPA), overall and by various demographic and academic performance subgroups. Results showed that the SAT essay score has a positive relationship with both FYGPA and FY EngGPA. Additionally, the SAT essay score offers useful and unique information in understanding how students perform in college generally, and in their English course work, after controlling for relevant academic variables (e.g., high school grades and SAT scores). As we continually seek to improve students' writing performance in the United States, the findings warrant further exploration of the value and role of the SAT essay in college admission and placement, particularly because students who take the SAT and apply to college are already providing this information to admission offices.
Understanding What SAT Reasoning Test™ Scores Add to High School Grades: A Straightforward Approach. Research Report No. 2004-4
Author: Bridgeman, Brent
Date: 2004-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,College Students,Grade Point Average,Scores,High School Students,Grades (Scholastic),Thinking Skills,Predictor Variables,College Freshmen,Selective Admission,Institutional Characteristics,Secondary School Curriculum

Although a number of large-scale studies have demonstrated an increase in predictive validity when SAT® scores are added to high school grades, this increment is often described in terms of a seemingly very small increase in explained variance. This may have led to the erroneous belief among test critics and others that students with low SAT scores would perform, on average, almost as well in college as students with high SAT scores. Using a sample of 41 colleges, the current study shows substantial differences in the percent of students who succeed (defined by a 2.5 or 3.5 college grade point average [CGPA] at the end of one year or four years in college) by SAT score level, even when intensity of the high school curriculum and high school grades are taken into account. Tables are appended.
Using the PSAT/NMSQT and Course Grades in Predicting Success in the Advanced Placement Program®. Report No. 98-4
Author: Camara, Wayne J.
Date: 1998-00-00
Type: Reports - Research
Subjects: High School Students,College Entrance Examinations,Grades (Scholastic),Advanced Placement Programs,Correlation,Multiple Regression Analysis,Gender Differences,Ethnic Groups,Differences,Time,Achievement Tests,Scores

This study reports that student performance on the PSAT/NMSQT can be useful in identifying additional students who may be successful in Advanced Placement Program (AP) courses. PSAT/NMSQT scores can identify students who may not have been initially considered for an AP course through teacher nomination, self-nomination, or other local procedures. Performance on the PSAT/NMSQT is not strongly related to AP grades on four examinations: (1) studio art: design, (2) studio art: drawing, (3) German language, and (4) Spanish language. The relationship of PSAT/NMSQT scores with other AP Examination grades is moderately strong and invariant across ethnic groups and time of testing. That is, the relationship is substantially the same for all ethnic and racial groups and is only slightly weaker when time between testing spreads across two academic years. Tables are appended.
Toward a Taxonomy of the Admissions Decision-Making Process: A Public Document Based on the First and Second College Board Conferences on Admissions Models
Author: Perfetto, Greg
Date: 1999-00-00
Type: Reports - Descriptive
Subjects: Taxonomy,College Admission,Admission Criteria,Eligibility,Decision Making,Student Characteristics,Academic Aptitude,Models

In August of 1998, a group of about 50 admissions deans, directors, and researchers from the United States gathered in Toronto at the invitation of the College Board. The participants represented a broad cross section of private and public colleges and universities. The goal of the symposium was to begin a dialogue on the future of admissions, and to consider how the profession needs to change to meet social, political, and economic challenges of the twenty-first century. A subsequent meeting was held in Vancouver in January of 1999, during which the core ideas presented at the first meeting were refined and elaborated. One result of this effort is the present paper, which attempts to organize the various approaches to admissions decision making in two ways: to preserve the underlying complexity of admissions as a profession, and to present a framework clear enough to promote future discussion. The following is appended: Admission Decision-Making Models Classification Scheme. A roster of participants is also included.
Writing Changes in the Nation's K-12 Education System. Research Notes RN-34
Author: Noeth, Richard J.
Date: 2007-12-00
Type: Reports - Research
Subjects: Writing Instruction,Educational Change,College Entrance Examinations,Language Arts,Teacher Surveys,Administrator Surveys,Behavioral Objectives,Expectation,Teacher Attitudes,Administrator Attitudes,Teaching Methods,Educational Resources,Relevance (Education),Writing Achievement

The purpose of this study was to learn whether there have been any changes in writing instruction across K-12 education in the past three years. A three-year time frame was chosen to structure the study as it included the time period subsequent to the College Board's first announcement of the SAT writing section (the 2002-03 academic year). The English/language arts teachers and district administrators surveyed reported major changes in writing priorities, attitudes, and expectations; how writing is taught; learning related to writing; writing resources; and the importance placed upon writing in the curriculum in their schools and districts.
Using DIF Dissection Method to Assess Effects of Item Deletion. Research Report No. 2005-10. ETS RR-05-23
Author: Zhang, Yanling
Date: 2005-00-00
Type: Reports - Research
Subjects: Test Bias,Test Items,Statistical Analysis,Classification,College Entrance Examinations,Verbal Tests,Scores,Equated Scores

Statistical procedures for detecting differential item functioning (DIF) are often used as an initial step to screen items for construct irrelevant variance. This research applies a DIF dissection method and a two-way classification scheme to SAT Reasoning Test™ verbal section data and explores the effects of deleting sizable DIF items on reported scores after re-equating. The DIF dissection approach and the two-way classification scheme may yield new and detailed insight into item functioning at the subgroup level. Two hypotheses are studied: (1) whether or not the deletion of a sizeable DIF item that is the most disadvantageous to a particular subgroup will affect the scores for that subgroup the most; and (2) whether or not the effects of item deletion on scores can be predicted by the standardization method. Both hypotheses are supported by the results of this research. The following are appended: (1) Summary of Two-Way &quot;STD FS-DIF&quot; Effects and Unrounded Observed Scaled Score Differences for the Subgroups after DIF Item Deletion; and (2) The Local Approximation Algorithm.
Using Achievement Tests/SAT® II: Subject Tests to Demonstrate Achievement and Predict College Grades: Sex, Language, Ethnic, and Parental Education Groups. Research Report No. 2001-5
Author: Ramist, Leonard
Date: 2001-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Achievement Tests,Academic Achievement,Prediction,Grades (Scholastic),High School Students,Comparative Analysis,Verbal Tests,Verbal Ability,Mathematics Tests,Mathematics Achievement,Scores,Science Tests,Science Achievement,College Freshmen,Grade Point Average,Gender Differences,Language Usage,Racial Differences,Ethnic Groups,Parent Background,Educational Attainment,History Instruction,Second Language Instruction,English Instruction

There has been increased interest in emphasizing Achievement Tests, as SAT II: Subject Tests, for use in admission and placement. In this report, data was obtained from a comprehensive database of categorized course grades for a large number and great variety of colleges, with student groups identified. For each student group, the percentage of SAT takers who took any Achievement test and the percentage of Achievement Test takers who took each specific test are determined. The performance of those who took each Achievement Test is compared with the performance of the same students on the verbal section of the SAT (for English, history, and foreign language tests), the mathematical section of the SAT (for mathematics tests), or the sum of the verbal and mathematical scores on the SAT (for science tests and the average of all of a student's Achievement Test scores). The predictive effectiveness of each Achievement Test is determined for predicting freshman grade-point average, alone and in combination with high school grade-point average and SAT scores, and for predicting grades in each kind of course. Finally, one aspect of fairness of each Achievement Test for each student group is evaluated in terms of average over- and under-predictions. The following are appended: (1) Colleges Participating in the Study; and (2) Course Categories.
Validity of the SAT for Predicting Third-Year Grades: 2006 SAT Validity Sample. Statistical Report No. 2011-3
Author: Mattern, Krista D.
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Predictive Validity,Test Validity,Scores,Grades (Scholastic),Grade Point Average,College Students,Correlation,Institutional Characteristics,Student Characteristics,Public Colleges,Private Colleges,High School Students,Tables (Data)

This report presents the validity of the SAT for predicting two third-year college outcomes: (1) third-year cumulative GPA (3rd Yr Cum GPA), and (2) third-year grade point average (3rd Yr GPA). Similar to the results for first- and second-year outcomes (1st Yr GPA, 2nd Yr GPA, 2nd Yr Cum GPA), the SAT is strongly correlated with third year outcomes overall and by institutional (control, selectivity, size) and student (gender, race/ethnicity, best language) characteristics. Detailed results are provided below. Results are based on data on over 60,000 students across 60 institutions (see Appendix A for a list of participating institutions). The following tables are appended: (1) Institutions Providing Third-Year Outcomes Data for the 2006 Cohort; (2) Raw Correlations of SAT and HSGPA with 3rd Yr Cum GPA by Institutional Characteristics; (3) Raw Correlation of SAT Scores and HSGPA with 3rd Yr Cum GPA by Student Characteristics; (4) Raw Correlations of SAT and HSGPA with 3rd Yr GPA by Institutional Characteristics; and (5) Raw Correlation of SAT Scores and HSGPA with 3rd Yr GPA by Student Characteristics.
Time Requirements for the Different Item Types Proposed for Use in the Revised SAT®. Research Report No. 2007-3. ETS RR-07-35
Author: Bridgeman, Brent
Date: 2007-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Test Items,Thinking Skills,Computer Assisted Testing,Timed Tests,Observation,High School Students,Critical Reading,Reading Achievement,Mathematics Achievement,Writing Achievement

The current study used three data sources to estimate time requirements for different item types on the now current SAT Reasoning Test™. First, we estimated times from a computer-adaptive version of the SAT® (SAT CAT) that automatically recorded item times. Second, we observed students as they answered SAT questions under strict time limits and recorded the amount of time taken for each question. Finally, we asked high school students to record the amount of time taken for test subsections that were composed of items of a single type. The rules of thumb used by test developers were quite accurate in rank ordering the item types from least to most time-consuming, but the time actually spent was generally higher than assumed in the rules of thumb. The following is appended: Examples of Different Item Types.
Exploring Optimal Conditions of Instructional Guidance in an Algebra Tutor
Author: Lee, Hee Seung
Date: 2013-00-00
Type: Reports - Research
Subjects: Instructional Design,Instructional Effectiveness,Algebra,High School Students,Secondary School Mathematics,Intelligent Tutoring Systems,Technology Uses in Education,Comparative Analysis,Rural Schools,Urban Schools,Cues,Teaching Methods,Error Patterns

In designing learning environments that support student learning, there are many instructional design decisions. These include when and how to provide examples, verbal explanations, feedback, and other scaffolding features. In this paper, the authors investigate instructional guidance as it relates to Cognitive Tutor, an intelligent tutoring system that provides students with an interactive learning environment. Cognitive tutors for high school mathematics have been successful in raising students' test scores and the Cognitive Tutor Algebra curriculum is being used in over 3,000 schools nationwide. This paper reports early results from a large scale experiment evaluating different instructional conditions implemented in the Cognitive Tutor Algebra. This study explores the degree to which students can be taught without verbal explanations and tests whether the results obtained in the laboratory will generalize to real classrooms. High school students from a large rural and urban school district in West Virginia participated in this study. This study contrasted two modified tutors with the standard tutor as a control condition. To summarize the results, the authors did not find any benefits of adding verbal explanations. The explanatory and non-explanatory students did not differ in terms of number of hints or errors in any of the experimental and non-experimental units. Tables and figures are appended.
Lessons Learned in Conducting a Lottery-Based Study of Core Knowledge Charter Schools
Author: White, Thomas G.
Date: 2013-00-00
Type: Reports - Research
Subjects: Charter Schools,Randomized Controlled Trials,Selective Admission,Competitive Selection,Admission (School),Curriculum,Knowledge Level,Core Curriculum,Concept Formation,Vocabulary,Barriers,School Districts,Progress Monitoring,Achievement Tests,Parent Surveys,Program Effectiveness,Elementary Education

The authors are presently in the fourth year of a six-year, lottery-based randomized control trial (RCT) studying the effectiveness of nine Colorado charter schools that have implemented Core Knowledge®. Core Knowledge (CK) is a comprehensive K-8 curriculum for language arts, math, science, social studies, visual arts, and music that is intended to build knowledge, concepts, and vocabulary systematically from one grade to the next, leading to substantial progress in reading. The purpose of this paper is to describe (1) a particular set of problems that arose in conducting the lottery-based RCT and (2) the solutions that we developed and implemented. The nine participating CK charters are located in six school districts that range from the suburbs south of Denver to the city of Fort Collins in the north. The participants include two cohorts of students and their parents who participated in kindergarten entrance lotteries in 2010 and 2011. Students are being tracked as they progress from kindergarten to third or fourth grade when they will take Colorado achievement tests in reading, mathematics, and writing in 2014 and 2015. In the third year of the project the authors conducted a small parent survey to assess the feasibility of individually testing Cohort 1 students in a non-school setting. The parent survey not only gave the authors access to Cohort 1 students for testing but also proved to be a valuable source of data in its own right. In fact, although it was not included in the original proposal, they have come to view it as an integral part of the lottery-based RCT, indeed the key to plans for Years 4-6. They will repeat the survey and testing process with Cohort 2.
Validating Cognitive Models of Task Performance in Algebra on the SAT®. Research Report No. 2009-3
Author: Gierl, Mark J.
Date: 2009-00-00
Type: Reports - Research
Subjects: Algebra,Mathematics Tests,College Entrance Examinations,Student Attitudes,Protocol Analysis,Cognitive Processes,Cognitive Structures,Student Characteristics,Item Analysis,Verbal Ability,Problem Solving,Test Items,Equations (Mathematics),Psychometrics,Difficulty Level,High School Students,Models,Validity

The purpose of the study is to present research focused on validating the four algebra cognitive models in Gierl, Wang, et al., using student response data collected with protocol analysis methods to evaluate the knowledge structures and processing skills used by a sample of SAT test takers.
Investigating the File Drawer Problem in Causal Effects Studies in Science Education
Author: Taylor, Joseph
Date: 2013-00-00
Type: Reports - Research
Subjects: Science Education,Influences,Bias,Statistical Analysis,Publications,Meta Analysis,Research Methodology,Foreign Countries,Intervention,Educational Research,Causal Models,Effect Size,Sample Size,Journal Articles

The purpose of this paper is to use both conceptual and statistical approaches to explore publication bias in recent causal effects studies in science education, and to draw from this exploration implications for researchers, journal reviewers, and journal editors. This paper fills a void in the &quot;science education&quot; literature as no previous exploration of its kind can be located. The studies in this publication bias analysis are taken from a larger meta-analysis that includes studies from the Unites States, Europe, and East Asia. The general research design is random effects meta-analysis. Specific tests of publication bias were performed within the meta-analysis context. These include funnel plots, Galbraith plots, and Egger's test of Asymmetry. Publication bias was investigated using both intuitive and statistical techniques. The results of this analysis suggest that meta-analyses may not require significant work in the grey literature to produce unbiased results. The data from this 2010-11 study suggest that small effect-small sample studies are being &quot;submitted&quot; for publication and are being &quot;accepted&quot; for publication. One table and four figures are appended.
Latent Class Analysis of Youth Behavioral and Emotional Risk: Associations with Demographic Characteristics
Author: Kim, Jihye
Date: 2013-00-00
Type: Reports - Research
Subjects: Multivariate Analysis,Screening Tests,Behavior Problems,Emotional Problems,Risk,Adolescents,Rating Scales,Student Characteristics,Middle School Students,High School Students

The Behavioral and Emotional Screening System (BESS) Student Form is one of the behavioral and emotional risk screening tests that is in more widespread use in U.S. schools systems from preschool through high school. From 2007 to the present, the BESS Student Form has been used for screening in the Los Angeles United School District (LA), which was part of a research grant from the Institute of Education Sciences (Grant # R324B060005). All middle and high schools of the Bibb County Public Schools, an urban schools system surrounding Macon, Georgia, have also participated in BESS screening from 2009 to the present. This study sought to reveal the heterogeneity or uniqueness of the adolescents screened with the BESS Student Form, and then classified them into number of classes holding similar latent features and demographic backgrounds. The primary analytic method of latent class analysis using Mplus 6.11 (Muthen and Muthen 1998) was employed in order to classify the heterogeneity of the BESS participants. Follow-up multivariate analysis was conducted with latent class probabilities as dependent variables for three types of demographic information (gender, grade level, and risk-level classification) as independent variables for finding out the significant effect of demographic information within each class. In the latent class analysis with 4-class solution, class 2 produced statistically significant findings with regard to students' demographic information. There was a significant interaction between student grade and risk level, indicating that younger students were more salient in exhibiting an elevated level of risk than older students. This finding, however, was only present for the LA sample. The gender proportions were also different between LA and Bibb in that girls predominated the high risk class 2 in Bibb, even though the item response patterns within classes were similar. Future research plans include collecting more comprehensive student demographic information and exploring the undiscovered uniqueness within each class. One table is appended.
The Validity of SAT® Scores in Predicting First-Year Mathematics and English Grades. Research Report 2012-1
Author: Mattern, Krista D.
Date: 2012-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Predictive Validity,Test Validity,Scores,Grades (Scholastic),Grade Point Average,Correlation,Institutional Characteristics,Student Characteristics,Public Colleges,Private Colleges,High School Students,College Freshmen,College Mathematics,College English,Course Content,Alignment (Education)

This study examined the validity of the SAT for predicting performance in first-year English and mathematics courses. Results reveal a significant positive relationship between SAT scores and course grades, with slightly higher correlations for mathematics courses compared to English courses. Correlations were estimated by student characteristics (gender, ethnicity, and best language), institutional characteristics (size, selectivity, and control, i.e., private or public), and course content (e.g., calculus, algebra). The findings suggest that performance on the SAT is predictive of performance in specific college courses. Furthermore, stronger relationships were found between test scores and grades when the content of the two were aligned (such as the SAT mathematics section and mathematics course grades, or the SAT writing section and English course grades). Supplemental tables are appended.
Fully Bayesian Estimation of Data from Single Case Designs
Author: Rindskopf, David
Date: 2013-00-00
Type: Reports - Research
Subjects: Research Design,Bayesian Statistics,Computation,Data,Error of Measurement,Comparative Analysis,Hierarchical Linear Modeling,Least Squares Statistics

Single case designs (SCDs) generally consist of a small number of short time series in two or more phases. The analysis of SCDs statistically fits in the framework of a multilevel model, or hierarchical model. The usual analysis does not take into account the uncertainty in the estimation of the random effects. This not only has an effect on the estimates of the fixed effects, but also on their standard error. This research investigates this phenomenon on a selected SCD, and compares the results with the analyses of other people on the panel. The authors presume the results, which are not presented, will show the advantages of fully Bayesian estimates.