Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

Przeglądasz jako GOŚĆ
Tytuł pozycji:

Does College Readiness Translate to College Completion? Research Note 2013-9

Tytuł :
Does College Readiness Translate to College Completion? Research Note 2013-9
Autorzy :
Mattern, Krista D.; Shaw, Emily J.; Marini, Jessica; College Board
Źródło :
College Board. 25 pp.
Dostępność :
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: ; Web site: http://research.collegeboard.org
Recenzowane naukowo :
N/A
Data publikacji :
2013
Deskryptory :
College Readiness, Benchmarking, College Graduates, Academic Achievement, Aptitude Tests, Time to Degree, Student Characteristics, Gender Differences, Ethnicity, Racial Differences, Oral Language, Native Language, Family Income, Parent Background, Graduation Rate, Validity, Evidence, Measures (Individuals), Intervention, Educational Policy, Outcomes of Education, College Entrance Examinations, High School Students, Grade Point Average
Keyword :
SAT (College Admission Test), National Merit Scholarship Qualifying Test, Preliminary Scholastic Aptitude Test
Abstractor :
As Provided
Liczba referencji :
14
Język :
English
Liczba stron :
25
Education Level :
Higher Education; Postsecondary Education; High Schools; Secondary Education
Typ publikacji :
Reports - Research
Kod czasopisma :
JAN2020
Data wpisu :
2016
Numer akcesji :
ED562613
Raport
The current study examines the relationship between the SAT® College Readiness Benchmark with the outcome of graduation from college in either four or six years. The results indicate that the SAT benchmark is indeed differentiating between those students who graduate within four years and those who do not, as well as between those who graduate within six years and those who do not. The data were further disaggregated by student characteristics of gender, ethnicity, best spoken language, household income, and highest parental education. Even within student subgroups, differences in graduation rates for students who were college ready versus those who did not meet the SAT benchmark persisted. The results from the current study provide additional validity evidence for the use of the benchmark as a measure of college readiness and as a crucial tool in guiding educational interventions and policy that promote college success for all students.

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies