Rethinking the SAT is a unique presentation of the latest thoughts and research findings of key individuals in the world of college admissions, including the president of the largest public university system in the U.S., as well as the presidents of the two companies that sponsor college admissions tests in the U.S. The contributors address not only the pros and cons of the SAT itself, but the broader question of who should go to college in the twenty-first century. First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
Rethinking the SAT is a unique presentation of the latest thoughts and research findings of key individuals in the world of college admissions, including the president of the largest public university system in the U.S., as well as the presidents of the two companies that sponsor college admissions tests in the U.S. The contributors address not only the pros and cons of the SAT itself, but the broader question of who should go to college in the twenty-first century.First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
Rebecca Zwick is a Professor at the Gevirtz Graduate School of Education at the University of California, Santa Barbara. She is a former researcher for Educational Testing Service (ETS) and author of Fair Game: The Use of Standardized Admissions Tests in Higher Education (RoutledgeFalmer).
Inhaltsangabe
Preface Acknowledgments Part I: Standardized Tests and American Education: What is the Past and Future of College Admissions Testing in the United States Preface to Part I A History of Admissions Testing, Nicholas Lemann Achievement Versus Aptitude Tests in College Admissions, Richard C. Atkinson Standardized Tests and American Education, Richard Ferguson Doing What is Important in Education, Gaston Caperton Remarks on President Atkinson's Proposal on Admissions Tests, Manuel N. Gomez Aptitude for College: The Importance of Reasoning Tests for Minority Admissions, David F. Lohman A Historical Perspective on the Content of the SAT, Ida Lawrence, Gretchen Rigol, Tom Van Essen, and Carol Jackson Innovation and Change in the SAT: A Design Framework for Future College Admissions Tests, Howard T. Everson Commentary on Part I: Admissions Testing in a Disconnected K-16 System, Michael W. Kirst Part II: College Admissions Testing in California: How did the California SAT Debate Arise? Preface to Part II Rethinking the Use of Undergraduate Admissions Tests: The Case of the University of California, Dorothy A. Perry, Michael T. Brown, and Barbara A. Sawrey UC and the SAT: Predictive Validity and Differential Impact of the SAT I and SAT II at the University of California, Saul Geiser and Roger Studley Commentary on Part II: Changing University of California Admissions Practices: A Participant-Observer Perspective, Eva L. Baker Part III: Race, Class, and Admissions Testing: How are Test Scores Related to Student Background and Academic Preparation? Preface to Part III Equitable Access and Academic Preparation for Higher Education: Lessons Learned from College Access Programs, Patricia Gandara Group Differences in Standardized Test Scores and Other Educational Indicators, Amy Elizabeth Schmidt and Wayne J. Camara Is the SAT A Wealth Test? The Link Between Educational Achievement and Socioeconomic Status, Rebecca Zwick Evaluating SAT Coaching: Gains, Effects and Self-Selection, Derek C. Briggs Commentary on Part III: Differential Achievement: Seeking Causes, Cures, and Construct Validity, Michael E. Martinez Part IV: The Predictive Value of Admissions Tests: How Well Do Tests Predict Academic Success for Students from a Variety of Backgrounds Preface to Part IV The Utility of the SAT I and SAT II for Admissions Decisions in California and the Nation, Jennifer L. Korbin, Wayne J. Camara and Glenn B. Milewski Replacing Reasoning Tests with Achievement Tests in University Admissions: Does it Make a Difference?, Brent Bridgeman, Nancy Burton and Frederick Cline Differential Validity and Prediction: Race and Sex Differences in College Admissions Testing, John W. Young The Effects of Using ACT Composite Scores and High School Averages on College Admissions Decisions for Ethnic Groups, Julie Noble Inequality, Student Achievement, and College Admissions: A Remedy for Underrepresentation, Roger E. Studley Reassessing College Admissions: Examining Tests and Admitting Alternatives, Christina Perez Commentary on Part IV: The Predictive Value of Admissions Tests: How Well Do Tests Predict Academic Success for Students from a Variety of Backgrounds, Robert L. Linn Author Index Subject Index
Preface Acknowledgments Part I: Standardized Tests and American Education: What is the Past and Future of College Admissions Testing in the United States Preface to Part I A History of Admissions Testing, Nicholas Lemann Achievement Versus Aptitude Tests in College Admissions, Richard C. Atkinson Standardized Tests and American Education, Richard Ferguson Doing What is Important in Education, Gaston Caperton Remarks on President Atkinson's Proposal on Admissions Tests, Manuel N. Gomez Aptitude for College: The Importance of Reasoning Tests for Minority Admissions, David F. Lohman A Historical Perspective on the Content of the SAT, Ida Lawrence, Gretchen Rigol, Tom Van Essen, and Carol Jackson Innovation and Change in the SAT: A Design Framework for Future College Admissions Tests, Howard T. Everson Commentary on Part I: Admissions Testing in a Disconnected K-16 System, Michael W. Kirst Part II: College Admissions Testing in California: How did the California SAT Debate Arise? Preface to Part II Rethinking the Use of Undergraduate Admissions Tests: The Case of the University of California, Dorothy A. Perry, Michael T. Brown, and Barbara A. Sawrey UC and the SAT: Predictive Validity and Differential Impact of the SAT I and SAT II at the University of California, Saul Geiser and Roger Studley Commentary on Part II: Changing University of California Admissions Practices: A Participant-Observer Perspective, Eva L. Baker Part III: Race, Class, and Admissions Testing: How are Test Scores Related to Student Background and Academic Preparation? Preface to Part III Equitable Access and Academic Preparation for Higher Education: Lessons Learned from College Access Programs, Patricia Gandara Group Differences in Standardized Test Scores and Other Educational Indicators, Amy Elizabeth Schmidt and Wayne J. Camara Is the SAT A Wealth Test? The Link Between Educational Achievement and Socioeconomic Status, Rebecca Zwick Evaluating SAT Coaching: Gains, Effects and Self-Selection, Derek C. Briggs Commentary on Part III: Differential Achievement: Seeking Causes, Cures, and Construct Validity, Michael E. Martinez Part IV: The Predictive Value of Admissions Tests: How Well Do Tests Predict Academic Success for Students from a Variety of Backgrounds Preface to Part IV The Utility of the SAT I and SAT II for Admissions Decisions in California and the Nation, Jennifer L. Korbin, Wayne J. Camara and Glenn B. Milewski Replacing Reasoning Tests with Achievement Tests in University Admissions: Does it Make a Difference?, Brent Bridgeman, Nancy Burton and Frederick Cline Differential Validity and Prediction: Race and Sex Differences in College Admissions Testing, John W. Young The Effects of Using ACT Composite Scores and High School Averages on College Admissions Decisions for Ethnic Groups, Julie Noble Inequality, Student Achievement, and College Admissions: A Remedy for Underrepresentation, Roger E. Studley Reassessing College Admissions: Examining Tests and Admitting Alternatives, Christina Perez Commentary on Part IV: The Predictive Value of Admissions Tests: How Well Do Tests Predict Academic Success for Students from a Variety of Backgrounds, Robert L. Linn Author Index Subject Index
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