Pitfalls of Using SAT Results to Compare Schools

Fetler, Mark

doi:10.3102/00028312028002481

American Educational Research Journal

1991

DOI: 10.3102/00028312028002481

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Pitfalls of Using SAT Results to Compare Schools

Mark Fetler

Abstract: Public reports and comparisons of school SA T results are on the rise. This study uses a simple model of schooling to address two questions which are raised by school SA T comparisons. How are the demographic and academic characteristics of the student population in schools related to participation in the SAT? How are participation rates and the demographic characteristics of the sample of test-takers and of their schools related to SA Tperformance? School participation was associated with parent education, ac… Show more

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Cited by 7 publications

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“…These differences in participation do not reflect only differing abilities to succeed in college because some of the states with the highest NAEP scores have the lowest SAT participation rates. 4 Comparisons of SAT scores below state levels, at school district or school levels, will suffer not only from different participation rates, but from smaller sample sizes (Fetler, 1991). Thus virtually no educational meaning can be attached to changes or differences in SAT scores at any level of aggregation.…”

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The continuing use and misuse of SAT scores.

Grissmer¹

2000

Psychology, Public Policy, and Law

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The Scholastic Aptitude Test (SAT), the most widely publicized test taken by Americans, strongly influences public opinion about the quality of American schools. Unfortunately, the SAT scores not only have no statistical validity for tracking trends in the achievement of American students but actually show a perverse relationship to the trends in achievement as tracked by statistically valid scores. Thus the scores are quite misleading indicators of the quality of schools. The College Entrance Examination Board, a nonprofit institution established to foster excellence in education, clearly understands the statistical limitations of the SAT scores yet actively seeks annual publicity around the release of national, state, and school district SAT scores. This article questions whether the decision by the College Board to continue publishing aggregate SAT scores is in the public interest.The Scholastic Aptitude Test (now called the Scholastic Assessment Test; SAT) occupies a unique place in our national consciousness. It is probably the most widely taken "high-stakes" test in the nation. It has been taken over the past 40 years by most students interested in applying for college admission-over one third of high school graduates. The score received has partially determined whether college admission is granted and which college one attends. Like many other high-stakes tests, the SAT has attracted criticism from many quarters. These criticisms focus on whether the test is equitable to all those taking it, whether it can validly predict success in college, and whether its use improves the college admission process (Grouse & Trusheim, 1983;Jacobs, 1995). All of these concerns focus on the appropriate interpretation and use of individual-level scores in the college admission process. Similar to other tests that are influential in critical decisions, remedies for issues concerned with test validity or perceived inequity are sought through the courts.There is a unique issue in public policy associated with the publication and use of aggregate SAT test scores. The publication of aggregate score averages for schools, school districts, states, and the nation need not be done to carry out the primary purpose of the test: the sorting of individuals in the college admission process. However, annual SAT average scores have been routinely published at all levels since the 1960s. These scores receive widespread media coverage at every level because they provide easy and, in many cases, the only available comparative score data among local schools and school districts and among states. Because SAT scores are given at the end of K-12 education, they are often seen as providing indicators of the quality of the K-12 education system.

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The continuing use and misuse of SAT scores.

Grissmer¹

2000

Psychology, Public Policy, and Law

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Gender Differences in College Preparedness: A Statewide Study

et al. 2009

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In this study, the authors investigated the extent to which boys and girls differed in their college-ready performance in reading, in math, and in both subjects for the 2006-2007 school year for the state of Texas (n = 1,099 high schools). Also examined were the extent to which boys and girls differed in their performance on the Scholastic Assessment Test (SAT) and the American College Test (ACT) for the 2005-2006 and 2006-2007 school years. Differences in criterion scores, as well as how many boys and girls actually took these exams, were examined in addition to their average scores. Statistically significant differences were present between the college-ready scores of boys and of girls in reading, math, and in both subject areas. Of special note is that less than one-third of all students were deemed to be collegeready in both subject areas. Statistically significant differences also were revealed between boys and girls in the percentage taking the SAT or ACT, in the percentage meeting the SAT or ACT criterion, and in their SAT average scores, but not in their ACT average scores. Implications of these findings are discussed.Keywords Gender differences Á College readiness Á Reading college readiness Á Math college readiness Á SAT Á ACT For many years, researchers have examined differences between men and women, including differences in communication, leadership, interpersonal skills, and achievement (e.

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The continuing use and misuse of SAT scores.

Grissmer¹

2000

Psychology, Public Policy, and Law

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Pitfalls of Using SAT Results to Compare Schools

Cited by 7 publications

References 20 publications

The continuing use and misuse of SAT scores.

The continuing use and misuse of SAT scores.

Gender Differences in College Preparedness: A Statewide Study

The continuing use and misuse of SAT scores.

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