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Briana Evertsen, Amanda Leavitt, Sydney Park, Laura Solomon, Victoria Stark
Jennifer Courtney
Writing 2010
October 10, 2015
The Facts Behind The ACT/SAT
"ACT College Readiness Benchmarks." ACT.org 2015. Web. 05 Oct.
2015.
This is diagrams from the ACT website that shows the readiness from
the ACT subject tests. It shows the college class and subject, and what
score you should get to be considered prepared. According to the
chart, you are prepared if you receive an 18 in English, a 22 in
Mathematics, a 22 in reading, and a 23 in science. These numbers are
shockingly low yet there are still many students who are considered
prepared that dont make it through college.
Aleamoni, Lawrence M., and Linda Oboler. "ACT versus SAT in
predicting first semester GPA." Educational and Psychological
Measurement 38.2 (1978): 393-399.
Lawrence Aleamoni, of the University of Arizona, and Linda Oboler, of
the University of Illinois, conducted a study that compared the ACT
with the SAT and how they were able to predict first-semester GPA.
Many studies have been conducted to compare the abilities of these
tests, and for these studies investigators have concluded that both
tests are equally capable of predicting first-semester college grades.
However, when the two tests were used alone or along with the High
School Percentile Rank (HSPR) the results were the best prediction of
GPA, so the HSPR is the best single predictor of success.
Allen, Jeff, and Jim Sconing. Using ACT assessment scores to set
benchmarks for college readiness. ACT Research Report
Series 2005-3. ACT Incorporated, 2005.
A study was done that compares ACT scores to college readiness. They
looked at the course they were enrolled in, the sample size, the various
ACT score achieved, and the percent that was successful. Students
were said to be successful if they achieved a B or higher in the course.
The ACT scores were listed by the first quartile, median, and the third
quartile. There were 61% of students successful in English, 45% in
math, 54% in reading, and 45% in science.
Anderson, Jenny. "University of Utah ACT Impact." Personal
interview by Sydney Park. Salt Lake City, Utah. 4 Oct. 2015.
I conducted an interview with my aunt about the ACTs impact in
admissions decisions at the University of Utah. She is currently an
admissions representative for the university. At the U, the ACT has the
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ACT. The SAT was taken on both coasts while the ACT became popular
in the Midwest, but as time went on more states have adopted the
policy requiring high school students to take the ACT because there
have been scoring errors and dissatisfaction of the system for the SAT.
Haney, Walt. "Validity, Vaudeville, and Values: A Short History of
Social Concerns over Standardized Testing." American
Psychologist 36.10 (1981): 1021-034.
In this article, topics of the need for standardized testing and how
students are learning less is discussed. It brings up several topics that
relate to the history of the ACT and SAT by discussing the debates and
how they have changed over the years. This article also discusses the
social value of standardized testing and what they can do for a student
in a social aspect such as college performance and performance in the
work field of their choice.
Hiss, William C., and Valerie W. Franks. "Defining promise: Optional
standardized testing policies in American college and
university admissions." Report of the National Association for
College Admission Counseling (2014). Web. 4 Oct. 2015.
The authors, both having many years of experience in research for the
admissions office as dean or assistant to the dean, prepared a study
for college/university admission offices to consider the value of
implementing optional standardized testing policies. The study takes
testing and cumulative GPA data from thirty-three public and private
colleges/universities. The results support more students applying and
successfully completing colleges for those who otherwise, if ACT/SAT
tests were required, would not apply. The article contains a lot of
quantitative data and summary tables which compare required testing
polices to non-required testing policies.
Hoover, Eric, and Beckie Supiano. "Wake Forest U. Joins Ranks of
Test-Optional Colleges." The Chronicle of Higher Education
39.54 (2008): A21. Print.
Views of the SAT/ACT very widely. Wake Forest U is a school in WinstonSalem, N.C., and is one of the most prominent schools that have
moved to test optional. By making the admission test-optional the
school received a large pool of applicants that was more diverse. The
importance of tests has increased in admissions because of the
increase in applicants and applications. To prove the effectiveness of
the test-optional decision Wake Forest U has decided that the admitted
students will be required to send in their test scores before enrollment.
Hyman, Joshua. ACT for All: The effect of mandatory college
entrance exams on postsecondary attainment and choice.
Working paper, University of Michigan, 2013.
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This article clearly states the effects of the ACT on students and the
choices they make in college. He goes into the problem of poor
students not having the same opportunity to be educated. Mostly we
will probably use this article to prove that when students get lower
scores on these entrance exams, they are forced to go a less selective
school or not go to college at all. Colleges that admit based off these
scores are limiting the education that students could potentially gain.
Jacobsen, Erik. "A (Mostly) Brief History of the SAT and ACT Tests."
Erikthered.com, 2014. Web. 04 Oct. 2015.
This timeline begins in the late 1800s where standardized testing
started to become a factor in college admissions which began the
discussions about the need for standardized testing to be admitted into
a college or university. As the timeline goes on through the years, it
points out specific and important events that have changed or
improved the ACT and SAT. It lists example questions from early tests
compared to the tests that students now take. It is a reliable and
accurate representation of how things have changed over time.
Marsh, Crystale M., Michael A. Vandehey, and George M. Diekoff. "A
Comparison of An Introductory Course To SAT/ACT Scores In
Predicting Student Performance." The Journal Of General
Education 57.4 (2008): 244-255.
The three authors of this article all hold Ph.D.s and performed this
study in behalf of the Pennsylvania State University. They assessed
students in General Psychology classes at a public university in the
Southwest United States and examined their SAT/ACT scores, GPAs,
and attempted and earned hours. Exams in General Psychology were
superior to the SAT/ACT in predicting GPA, supporting the use of an
introductory course as a "gateway" for identifying at-risk students and
engaging them in academic services. They discussed the dropout rate
of first-year students and how institutions can help at-risk students
before they dropout.
Maruyama, Geoffrey. "Assessing College Readiness Should We Be
Satisfied With ACT or Other Threshold Scores?." Educational
Researcher 41.7 (2012): 252-261.
This writing goes directly with our topic of ACT and SAT scores in
college admission. Maruyama basically says that universities should
not measure a students college readiness based off a single
assessment. He suggests to present readiness in terms of probabilities
and likelihoods rather than simply ready or not. He shows specific
examples and studies of college readiness when a Minnesota Education
group studied a local high school and their math preparedness. We can
use this information when we give a call to action on how to fix the
problem in college admissions.
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