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The Contribution of Measures of Aptitude (SAT) and Achievement(College Board Achievement Average), Respectively in Forecasting College Grades in Several Liberal Arts Colleges SAT

Wilson, Kenneth M.
Publication Year:
Report Number:
ETS Research Bulletin
Document Type:
Page Count:
Subject/Key Words:
Academic Achievement, Achievement Tests, Aptitude Tests, College Board, Grades (Scholastic), Predictive Validity, Scholastic Aptitude Test (SAT)


This paper presents evidence bearing on the predictive validity of the College Board (CEEB) achievement average--defined as the arithmetic mean of all achievement test scores included on a candidate's CEEB Admissions Testing Program Score Report and now routinely reported to colleges--for women students in several liberal arts colleges. The findings reviewed are consistent with those reported earlier by Schrader that the CEEB Achievement Tests contributed modestly to improvement of predictive effectiveness over that provided by the Scholastic Aptitude Test (SAT) and the high school record. In the studies reviewed, there was a tendency for the SAT scores (particularly the SAT-Mathematics score) to operate, in effect, as suppressor variables when included in a battery with the CEEB achievement average. It would appear not only that the CEEB achievement average tends to be a more valid predictor of college grades than the SAT in the settings studies, but also that this composite contains all the SAT-type information that is useful for such prediction--i.e. that the SAT scores become redundant after taking into account information provided by the CEEB achievement average, with its substantial SAT-type components. Questions are raised regarding the extent to which candidate freedom of choice in test selection is a factor which contributes to the predictive effectiveness of the CEEB achievement average. (Author/CTM). (25pp.)

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