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This study examined discrepant high school grade point average (HSGPA) and SAT performance as measured by the difference between a student's standardized SAT composite score and standardized HSGPA. The SAT-HSGPA discrepancy measure was used to examine whether certain students are more likely to exhibit discrepant performance and in what direction. Additionally, the relationship between the SAT-HSGPA discrepancy measure and other academic indicators was examined. Finally, the relationship between the SAT-HSGPA discrepancy measure and the error term of three admission models (HSGPA only, SAT score only, and HSGPA and SAT scores) was examined. Results indicated that females, minority, low socioeconomic status, and nonnative English speakers were more likely to have higher HSGPAs relative to their SAT scores. Furthermore, using only HSGPA for admission overpredicted college performance for those students who had higher HSGPA as compared with SAT scores and underpredicted college performance for students with higher SAT scores as compared with HSGPA. The results underscore the utility of using both HSGPA and test scores for admission decisions.College admission decisions are based on multiple pieces of information. Students are typically asked to submit high school transcript information, letters of recommendation, test scores, documentation of extracurricular activities, an essay, and other items, for

In recent years, learning progressions (LPs) have captured the interest of educators and policy makers. There have been numerous efforts to develop LPs aligned to college and career readiness standards, to unpack these standards, and to provide more clarity on the pathways students follow to reach them. There is great variation, however, in the structure, content, and features of LPs, and these have implications for the LP’s most appropriate use. The purpose of this research was to devise a framework to understand and evaluate key features of an LP, including its structure, content, usability, and validity evidence. We maintain that educators and other stakeholders should understand these key features so they can evaluate whether an LP is appropriate for an intended use.