Contextual Factors Associated With the Validity of SAT Scores and High School GPA for Predicting First-Year College Grades

Kobrin, Jennifer L.; Patterson, Brian F.

doi:10.1080/10627197.2011.635956

Cited by 61 publications

(71 citation statements)

References 4 publications

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“…Prior empirical research on post‐secondary standardized admissions testing indicates that institutional selectivity might moderate validity (see, e.g., Allen & Robbins, ; Kobrin, Patterson, Shaw, Mattern, & Barbuti, ; Mattern & Patterson, , , ). Therefore, we created subgroupings of schools based on schools' LSAT medians from Standard 509 filings reported to the ABA () for the 2016 entering classes at each of the 21 participating law schools.…”

Section: Methodsmentioning

confidence: 99%

The Validity of GRE® General Test Scores for Predicting Academic Performance at U.S. Law Schools

Klieger

Bridgeman

Tannenbaum

et al. 2018

ETS Research Report Series

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Educational Testing Service (ETS), working with 21 U.S. law schools, evaluated the predictive validity of the GRE® General Test using a sample of 1,587 current and graduated law students. Results indicated that the GRE is a strong, generalizably valid predictor of first‐year law school grades and that it provides useful information even when undergraduate grade point average already is available to predict those grades. This report also reviews the reliability of the GRE General Test that had been determined in prior research.

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Section: Methodsmentioning

confidence: 99%

The Validity of GRE® General Test Scores for Predicting Academic Performance at U.S. Law Schools

Klieger

Bridgeman

Tannenbaum

et al. 2018

ETS Research Report Series

View full text Add to dashboard Cite

show abstract

“…Moreover, SAT–GPA correlations from the 23 colleges increased with the mean SAT scores of the colleges ( r = .42, Bridgeman et al, 2000, Table 5, p. 7). Other studies with large samples confirm that the SAT’s predictive validity is higher for high ability subjects (e.g., Kobrin, Patterson, Shaw, Mattern, & Barbuti, 2008). …”

Section: Introductionmentioning

confidence: 81%

SAT predicts GPA better for high ability subjects: Implications for Spearman’s Law of Diminishing Returns

Coyle

Snyder

Pillow

et al. 2011

Personality and Individual Differences

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This research examined the predictive validity of the SAT (formerly, the Scholastic Aptitude Test) for high and low ability groups. SAT scores and college GPAs were obtained from the 1997 National Longitudinal Survey of Youth. Subjects were classified as high or low ability by g factor scores from the Armed Services Vocational Aptitude Battery. SAT correlations with GPA were higher for high than low ability subjects. SAT g loadings (i.e., SAT correlations with g) were equivalent for both groups. This is the first study to show that the predictive validity of the SAT varies for ability groups that differ in g. The results contradict a presumption, based on Spearman’s Law of Diminishing Returns, that a test’s predictive validity should be lower for high ability subjects. Further research is needed to identify factors that contribute to the predictive validity of the SAT for groups that differ in g.

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“…From a theoretical perspective, our interest in differential prediction generalization is motivated by several possible sociohistorical-cultural and social psychological explanations for why the use of test scores in educational and employment settings to predict performance can differ based on a test taker's ethnicity or gender and why differential prediction is unlikely to be similar (i.e., generalize) across contexts (Aguinis, Culpepper, et al, 2010;Berry et al, 2011;Culpepper & Davenport, 2009;Kobrin & Patterson, 2011;Pässler, Beinicke, & Hell, 2014). For example, these potential explanations include (a) stereotype threat (Brown & Day, 2006;Sackett, Hardison, & Cullen, 2004;Steele & Aronson, 1995;Walton, Murphy, & Ryan, 2015;Walton & Spencer, 2009); (b) lack of a common cultural frame of reference and identity across groups (Gould, 1999;Ogbu, 1993); (c) lack of a common framework for understanding and interpreting tests and the testing context (Grubb & Ollendick, 1986); (d) leniency effects favoring one group over another (Berry et al, 2013); (e) differential recruiting, mentoring, and retention interventions across groups (Berry et al, 2013); and (f) differential course difficulty across groups (Berry & Sackett, 2009).…”

Section: Literature Review and Present Studymentioning

confidence: 99%

Differential prediction generalization in college admissions testing.

Aguinis

Culpepper

Pierce

2016

Journal of Educational Psychology

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We introduce the concept of differential prediction generalization in the context of college admissions testing. Specifically, we assess the extent to which predicted first-year college grade point average (GPA) based on high-school grade point average (HSGPA) and SAT scores depends on a student's ethnicity and gender and whether this difference varies across samples. We compared 257,336 female and 220,433 male students across 339 samples, 29,734 Black and 304,372 White students across 247 samples, and 35,681 Hispanic and 308,818 White students across 264 samples collected from 176 colleges and universities between the years 2006 and 2008. Overall, results show a lack of differential prediction generalization because variability remains after accounting for methodological and statistical artifacts including sample size, range restriction, proportion of students across ethnicity-and gender-based subgroups, subgroup mean differences on the predictors (i.e., HSGPA, SAT-Critical Reading, SAT-Math, and SAT-Writing), and SDs for the predictors. We offer an agenda for future research aimed at understanding several contextual reasons for a lack of differential prediction generalization based on ethnicity and gender. Results from such research will likely lead to a better understanding of the reasons for differential prediction and interventions aimed at reducing or eliminating it when it exists.

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Contextual Factors Associated With the Validity of SAT Scores and High School GPA for Predicting First-Year College Grades

Cited by 61 publications

References 4 publications

The Validity of GRE® General Test Scores for Predicting Academic Performance at U.S. Law Schools

The Validity of GRE® General Test Scores for Predicting Academic Performance at U.S. Law Schools

SAT predicts GPA better for high ability subjects: Implications for Spearman’s Law of Diminishing Returns

Differential prediction generalization in college admissions testing.

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