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RESEARCH PROPOSAL

COLLEGE ENTRANCE EXAMS: AN INVESTIGATION OF THE SAT AND ACTS


ABILITY
TO PREDICT HIGHER EDUCATION SUCCESS FOR STUDENTS WITH AUTISM
SPECTRUM DISORDER
Research Proposal
Hillary Brown

RESEARCH PROPOSAL

Introduction
Researchers have studied the validity, reliability, and purpose of
college entrance exams (SAT/ACT) for decades, however, the debate
continues to find conclusive evidence supporting or denying their ability to
predict student success in higher education. Students with Autism Spectrum
Disorder (ASD) have been shown to have many setbacks with standardized
testing: slow reading comprehension, language skill deficits, lack of critical
thinking skills, the need for extended time, lack of generalizability, comorbid
anxiety, and attentions span deficits. There is a significant gap in available
information when looking at the SAT or ACTs ability to predict college
success for students with ASD. College entrance exams usefulness for the
population of students with ASD is crucial to determine due to the excessive
stress, anxiety, and cost it creates for the student and their family. This
research seeks to understand the correlation of college entrance exam
scores, as well as high school GPA, and college success rate for students with
ASD.
Problem Statement
The value of college entrance exams (SAT/ACT) continues to be
questioned in the field of education. These exams can cause significant
difficulty for students seeking admission to a college or university, but
particularly the population of students with Autism Spectrum Disorder. What
is the relationship, if any, between performance on college entrance

RESEARCH PROPOSAL

measures (high school GPA, SAT/ACT) and academic success (2.0 college
GPA) for college students diagnosed with Autism Spectrum Disorder?

Research Questions
1) Do SAT scores predict success in college for students with ASD?
a. Do SAT reading scores predict success in college for students
with ASD?
b. Do SAT writing scores predict success in college for students with
ASD?
c. Do SAT math scores predict success in college for students with
ASD?
2) Do ACT scores predict success in college for students with ASD?
3) Does high school GPA predict success in college for students with ASD?
Variables
The independent variables in this study are 1) ACT scores, 2) SAT
scores; looking at the SAT reading, writing, math, and combined scores
separately, and 3) high school GPA. The dependent variable in this study is
the academic success of students with ASD at Marshall University. As
previously mentioned, academic success is defined as a 2.0 or higher GPA for
students with ASD who have completed one year or more at Marshall
University. There are many confounding variables that apply to this
research. Socioeconomic status can affect this study due to giving students
with higher status the opportunity to take the college entrance exams over
until the highest score is achieved. Other variables include: accommodation

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on SAT/ACT, high school attended, SAT/ACT prep courses, current or previous


degree program, study habits, family support, hours taken per semester in
college, severity of ASD, comorbid health or mental health conditions, and
age.

Delimitation
Students represented in this study will have or are currently attending
Marshall University and have receive(d) support from Marshall Universitys
College Program for Students with Autism Spectrum Disorder, limiting
generalizability. The study will use students college GPAs who have at least
completed their freshman year of college and, additionally, students GPAs
through graduation, which may add confounding variables in order to obtain
a larger sample. This study will not seek student opinion on the college
entrance exam experience.
Literature Review
The rate of students with Autism Spectrum Disorder who are entering
college from high school has increased significantly since interventions and
understanding of the disorder have improved (Wagner, et al., 2007). Key
components that pointed to students participation in higher education were
studied in order to help students with ASD transition. Above average
academic performance in high school was a key component identified for

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predicting postsecondary participation for a student with ASD; suggesting


the importance of affective instructional strategies by educators in high
school (Chiang, Cheung, Hickson, Xiang, & Tsai, 2011). Although high school
GPA is not shown to predict college success in this study, the study suggests
its importance in the decision to attend for a student with ASD.
Students with ASD are faced with many problems with standardized
assessments where it is sometimes difficult or impossible to follow test
guidelines and produce optimal performance (Loftin, 2003). Loftin indicates
these difficulties include language skills, social skills, and attention deficits.
Standardized testing may be measuring the childs test-taking disability
rather than intellectual or verbal ability (Koegel, Koegel, & Smith, 1997,
p.241). Lack of motivation and attempts to avoid testing situations were
noted as factors that should be considered when interpreting test scores of
children with Autism (Koegel et al., 1997).
Lighthouse (2005) attempted to find the extent to which SAT scores,
high school GPA, and disability status predict college GPAs for students with
disabilities (learning disabilities and ADHD only). SAT verbal scores, high
school GPA, and disability status were all found to be predictors of college
GPA for the spring semester, while only SAT verbal scores were found to be
predictors of GPA in the fall semester of the year studied. This study is most
closely linked to current proposed study, therefore it is important to

RESEARCH PROPOSAL

recognize that Lighthouse notes small sample size as a contributing factor to


the differences and lack of continuity between semesters.
Given the challenges faced by students with ASD in standardized
testing, Alt and Moreno (2012) sought to determine if computer-administered
test presentation affected the behavior of children with ASD, compared to
paper tests. Results showed that computer-administered exams had no
significant effects on behavior for children with ASD when compared to
paper-administered tests (Alt & Moreno, 2012).
The US Government Accountability Office (GAO) examined the
protection of student rights in regards to testing accommodations provided
by testing companies. In seeking accommodations, the GAO (2011) found
that,
Approximately half of all accommodations requested and granted were
for applicants with learning disabilities, and one-quarter was for those
with ADD or ADHD. The remainder of accommodations requested and
granted was for applicants with physical or sensory disabilities, such as
an orthopedic or vision impairment; or psychiatric disabilities, such as
depression; and other disabilities, such as diabetes and autism
spectrum disorders. (p. 1)
The GAO stated their concern that test taking companies are not following
Department of Justice guidelines in providing the accommodations needed
for students with disabilities to display their true skill level.

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There is a significant amount of research dedicated to the topic of


validity and usefulness of college entrance exams, however these studies
have not included students with ASD. The SAT/ACT exams are unnecessary
for making admissions decisions and are not as valuable as high school
transcripts in predicting college success (Rizzo, 2012). Additionally, the
SAT/ACT have been found to be discriminatory, favoring white males, and
biased in favor of higher socioeconomic status (Rizzo, 2012). Saupe and
Eimers (2010) created a study solely to attempt correcting the procedures
used in looking at the correlation between a predictor of college success with
a measure of success in college. Both the SAT and ACT were found to be
predictors of college success, however, success in high school provided
greater correlations with measures of college success than SAT or ACT scores
(Saupe & Eimers, 2010). In determination of long term success in college,
high school records alone predicted completion of a bachelors degree
better, 73.4%, than high school GPA and SAT scores, 72.2% (Crouse &
Trusheim, 1988).

Methods
Population
This study will include Marshall University students with Autism Spectrum
Disorder involved or previously involved in The College Program for Students

RESEARCH PROPOSAL

with Autism Spectrum Disorder. These students will have at least completed
their first year of college as a full-time student at Marshall University.
Instrumentation
This study will utilize student high school records, SAT or ACT exam scores
presented to Marshall University Admissions, and current or graduate GPA at
Marshall University.
Procedures
This study is a quantitative and correlational study. Students SAT/ACT
scores and high school GPAs will be compared to current or post graduate MU
GPA to determine the relationship with college success.
Limitations
This studys limitations stem from several confounding variables. Students
may have been given accommodations on the SAT or ACT exam, while others
were not. Socioeconomic status may affect SAT/ACT scores due to the
support students receive, the test prep courses available, and if students
were given the opportunity to retake exams. College GPA may be skewed
due to different degree program requirements, number of hours taken by the
student each semester, and students willingness to accept support.
Researcher is limiting sample to approximately 55 students in The College
Program for Students with Autism Spectrum Disorder; this number may be
lower if students do not give consent to utilize their information.

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References
Alt, M. & Moreno, M.H. (2011). The Effect of Test Presentation on Children with
Autism Spectrum
Disorders and Neurotypical Peers. Language, Speech & Hearing Services in
Schools, 43, 121-131.
doi: 10.1044/0161-1461(2011/10-0092)

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Chiang, H., Cheung, Y.K, Hickson, L, Tsai L.Y., & Xiang R. (2012). Predictive Factors of
Participation in
Postsecondary Education for High School Leavers with Autism. Journal of
Autism &
Developmental Disorders, 42, 685-696. doi: 10.1007/s 10803-011-1297-7
Crouse, J. & Trusheim, D. (1988). The Case Against the SAT. Chicago: The University
of Chicago Press.
Eimers, M.T. & Saupe, J.L. (2010). Correcting Correlations When Predicting Success
in College (Doctoral
Dissertation). Retrieved from ERIC. (ED520494)
Koegel, L.K, Koegel, R.L., & Smith A. (1997). Variables Related to Differences in
Standardized Test
Outcomes for Children with Autism. Journal of Autism and Developmental
Disorders, 27(3),
241.
Lighthouse, A.G. (2005). The Relationship Between SAT Scores and Grade Point
Averages Among PostSecondary Students with Disabilities (Doctoral Dissertation). Retrieved from
ProQuest.
(3181531)
Loftin, R. (2003). Standardized Tests and Students with an Autism Spectrum
Disorder. The Reporter, 8(2).
Retrieved from http://www.iidc.indiana.edu/index.php?pageId=363
Rizzo, M.E. (2012). Redundancy, Discrimination and Corruption in the MultibillionDollar Business of
College Admissions Testing(Masters Thesis). Retrieved from ERIC.
(ED537716)
U.S. Government Accountability Office. (2011). Higher Education and Disability:
Improved Federal

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Enforcement Needed to Better Protect Students Right to Testing
Accommodations (GAO12-40). Retrieved from http://www.gao.gov/products/GAO-12-40
Wagner, M., Newman, L., Cameto, R., Levine, P., & Marder, C. (2007). Perceptions
and
Expectations of Youth with Disabilities. A Special Topic Report of Findings
from the
National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI
International.

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