Long-term predictive validity of the Scholastic Aptitude Test.

Studied the ability of the Scholastic Aptitude Test-Verbal (SAT-V) and Quantitative (SAT-M) scores to predict achievement over the entire period of college attendance. In Exp I which used a sample of 318 students who earned a mean of 71.6 credits before terminating their college careers, the correlations of terminal GPAs and SAT-V and SAT-M were .52 and .43, respectively. Correlations of .26 and .22 were found between cumulative GPAs and SAT-V and SAT-M scores for 520 graduating seniors in EXP II. The lower correlations in the senior group were attributed to a restriction in range of the grades. Correlations of the Undergraduate Record Examination Field Tests and SAT-V (.47) and SAT-M (.43) were also reported for the senior group. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Time and method in coaching for the SAT.

A review of studies of coaching for the Scholastic Aptitude Test (SAT) indicates that, although there are methodological flaws, some definite regularities emerge relating the size of score effects associated with coaching to the amount of student contact time entailed in the coaching programs. Rank-order correlations between these 2 variables were upwards of .7 for both SAT-Verbal (SAT-V) and SAT-Mathematics (SAT-M) scales. The relationship was nonlinear with arithmetically increasing amounts of score effect associated with geometrically increasing amounts of student contact time. Thus, diminishing returns in SAT coaching effects, especially for SAT-V, were found. According to the logarithmic models' fit to the data, the student contact time required to achieve average score increases of more than 20–30 points (on a 200–800 point scale) for both SAT-V and SAT-M rapidly approaches that of full-time schooling. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Gateway program: ten-year lessons about outcomes and admission measures

The Gateway to Higher Education is a comprehensive program that provides selected minority students from five New York public high schools with rigorous high school preparation for college and professional careers in medicine, science, engineering, and technology. In existence for over ten years, the program has begun to accumulate solid outcomes data. The authors briefly describe the Gateway program and discuss students' graduation rates, career plans, and other outcomes. They then describe the correlation they have established between students' scores on the Stanford mathematics test (a standardized test administered to all Gateway ninth-grade students) and their subsequent SAT scores. Given the correlation recently established by the Association of American Medical Colleges between SAT scores and MCAT scores, this information provides another useful--and early--predictor of the future success in medical school of underrepresented minority students.     

Importance of assessing spatial ability in intellectually talented young adolescents: A 20-year longitudinal study.

At age 13, 393 boys and 170 girls scoring at the top 0.5% in general intelligence completed the Scholastic Assessment Test Mathematics (SAT-M) and Verbal (SAT-V) subtests and the Differential Aptitude Test (DAT) Space Relations (SR) and Mechanical Reasoning (MR) subtests. Longitudinal data were collected through follow-up questionnaires completed at ages 18, 23, and 33. Multivariate statistical methods were employed using the SAT-M, SAT-V, and a DAT (SR + MR) composite to predict a series of developmentally sequenced educational-vocational outcomes: (a) favorite and least favorite high school class, (b) undergraduate degree field, (e) graduate degree field, and (d) occupation at age 33. Spatial ability added incremental validity to SAT-M and SAT-V assessments in predicting educational-vocational outcomes over these successive time frames. It appears that spatial ability assessments can complement contemporary talent search procedures. The amount of lost potential for artistic, scientific, and technical disciplines that results from neglecting this critical dimension of nonverbal ideation is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in mathematics: A function of parental support and student sex typing?

The relationship of sex differences in mathematics to both differential patterns of parental involvement in their children's education and children's sex typing (considering quantitative areas as male domains and verbal areas as female domains) was investigated among 35 female and 173 male extremely mathematically and 48 female and 44 male extremely verbally talented young adolescents (average age 13.7 yrs) and a comparison group, with mathematics and verbal ability determined by the College Board Scholastic Aptitude Test and Test of Standard Written English (SAT). Ss and their parents completed questionnaires 2? yrs after the SAT assessment. Results indicate that patterns of parental support did not vary as a function of child's gender. Fathers tended to be perceived to be somewhat more involved with their children's mathematical activities and mothers with their verbal activities, although these perceptions were not strong. Fathers were not more involved with mathematically talented children than with verbally talented ones, nor was the reverse found for mothers. In addition, children were not strongly sex typed. Moreover, children's sex typing did not relate to perceived parental behaviors or to SAT scores. It is suggested that these aspects of socialization did not relate to current sex differences in mathematical reasoning ability, which have been shown to relate to later sex differences in achievement in quantitative areas. (60 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in Scholastic Aptitude Test: Mathematics problem solving among high-ability students.

Examined whether male and female students of high mathematical ability use different solution strategies on math problems that had previously yielded gender differences in correct responding. Structured interviews were conducted with high school students who had scored at least 670 on the math portion of the Scholastic Aptitude Test (SAT-M). Eight types of solution strategies could be further dichotomized as conventional or unconventional in approach. Female students were more likely than male students to use conventional strategies. SAT-M scores were correlated with positive attitudes (confidence and persistence) toward math: use of conventional strategies was correlated with negative attitudes (dislike, nonrelevance) toward math. Findings may help to explain patterns of gender differences on SAT-M problems among high-ability students in which female students outperform male students on conventional problems and male students outperform female students on unconventional problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study.

Two studies examined the relationship between precollegiate advanced/enriched educational experiences and adult accomplishments in science, technology, engineering, and mathematics (STEM). In Study 1, 1,467 13-year-olds were identified as mathematically talented on the basis of scores ≥ 500 (top 0.5%) on the math section of the Scholastic Assessment Test; subsequently, their developmental trajectories were studied over 25 years. Particular attention was paid to high-level STEM accomplishments with low base rates in the general population (STEM PhDs, STEM publications, STEM tenure, STEM patents, and STEM occupations). Study 2 retrospectively profiled the adolescent advanced/enriched educational experiences of 714 top STEM graduate students (mean age = 25), and related these experiences to their STEM accomplishments up to age 35. In both longitudinal studies, those with notable STEM accomplishments manifested past histories involving a richer density of advanced precollegiate educational opportunities in STEM (a higher “STEM dose”) than less highly achieving members of their respective cohorts. While both studies are quasi-experimental, they suggest that for mathematically talented and academically motivated young adolescents, STEM accomplishments are facilitated by a rich mix of precollegiate STEM educational opportunities that are designed to be intellectually challenging, even for students at precocious developmental levels. These opportunities appear to be uniformly important for both sexes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Academic achievement in mathematics and science of students between ages 13 and 23: Are there differences among students in the top one percent of mathematical ability?

Investigated the predictive validity of the Scholastic Aptitude Test-Mathematics subtest (SAT-M) for 1,996 mathematically gifted (top 1%) 7th and 8th graders. Various academic achievement criteria were assessed over a 10-yr span. Individual differences in SAT-M scores obtained in junior high school predicted accomplishments in high school and college. Among students in the top 1% of ability, those with SAT-M scores in the top quarter, in comparison with those in the bottom quarter, achieved at much higher levels through high school, college, and graduate school. Of the 37 variables studied, 34 showed significant differences favoring the high SAT-M group which were substantial. Some gender differences emerged; these tended to be smaller than the ability group differences; they were not observed in the relationship between mathematical ability and academic achievement. The predictive validity of the SAT-M for high-ability 7th and 8th graders was supported. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Alternative ways of analyzing effects of a short school break on students with and without disabilities.

Studied the effects of a 3-wk school break on the mathematics performance of students with and without disabilities. Ss were 84 students (aged 8–15 yrs) with mild disabilities and 44 students (aged 8–25 yrs) without disabilities in an urban elementary school in a southeastern state. Ss took the curriculum-based measurement (L. S. Fuchs, l986) of mathematics during the 3-wk periods before and after the 3-wk school winter break. Prebreak and postbreak performance scores showed that the Ss did not regress over the short break. Progress trends showed that Ss who were making gains before the break were negatively affected, and Ss with negative prebreak trends improved after the break. Both performance and progress should be considered when planning the school year. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Success in college for students with discrepancies between performance on multiple-choice and essay tests.

Students with high scores (top third) on the essay portion of an Advanced Placement examination and low scores (bottom third) on the multiple-choice portion of the examination were compared with students with the opposite pattern (top third on the multiple-choice questions and bottom third on the essay questions). Across examinations in different subject areas (history, English, and biology), students who were relatively strong in the essay format and weak in the multiple-choice format were as successful in their college courses as students with the opposite pattern, especially in those courses where grades are typically not determined by multiple-choice tests. Although differential essay and multiple-choice test performance was not related to course grades, it was related to performance on other tests. Students in the high multiple-choice/low essay group performed much better than the other group on other multiple-choice tests, especially the verbal section of the SAT. In relation to their performance on multiple-choice tests, students in the high essay/low multiple-choice group performed well on other essay tests. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Scholastic Aptitude Test "explains" why college men major in science more often than college women.

Used the Scholastic Aptitude Test (SAT) to predict the major field choices of 20,809 undergraduates at 4 large universities. Major field was coded on a science-nonscience continuum, and it could be predicted almost as accurately as GPA. The SAT Mathematics subtest (SAT-M) received virtually all of the weight in the prediction equation. Semi-partial correlation was performed to determine if the aforementioned prediction was a mere artifact of sex differences. Results suggest that (a) mathematical ability is an important determinant of major field choice, and (b) the male-female difference in major field choice is largely mediated by the sex difference in mathematical ability. A remedy is suggested for female underrepresentation in science fields. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Re-aiming the canon

Although it is unlikely that the national goals for educational reform--such as that, by the year 2000, U.S. students will be first in the world in science and mathematics achievement--can be achieved, a vigorous effort must be made to reach those goals as rapidly as possible. Reform will come not from a massive expansion of what we now do but from a basic shift in the manner in which we educate students in grades K-16 in the sciences and mathematics. Important elements in that basic shift must include an increase in teaching of science, mathematics, and technology (SMT), to about 20%-25% of the curriculum; SMT must include rich hands-on experiences, with an emphasis on concepts and understanding, rather than on facts and memorization, and on how science as a way of knowing differs from other ways of knowing; SMT must consider human problems; and SMT must deal with the basic problem facing humanity--how we must adjust our behavior so as not to exceed, on a worldwide basis, the carrying capacity of the environment.     

The continuing use and misuse of SAT scores.

The Scholastic Aptitude Test (SAT), the most widely publicized test taken by Americans, strongly influences public opinion about the quality of American schools. Unfortunately, the SAT scores not only have no statistical validity for tracking trends in the achievement of American students but actually show a perverse relationship to the trends in achievement as tracked by statistically valid scores. Thus the scores are quite misleading indicators of the quality of schools. The College Entrance Examination Board, a nonprofit institution established to foster excellence in education, clearly understands the statistical limitations of the SAT scores yet actively seeks annual publicity around the release of national, state, and school district SAT scores. This article questions whether the decision by the College Board to continue publishing aggregate SAT scores is in the public interest. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The development of verbal memory in childhood and adolescence: Findings from the Munich Longitudinal Study.

The authors assessed developmental changes in verbal memory from the beginning of elementary school to late adolescence on the basis of data from the Munich Longitudinal Study. Major issues concern the stability of individual differences in strategy use as well as interrelationships among different components of verbal memory and the impact of educational context on verbal memory development. Long-term stability of strategic memory was low to moderate in late childhood and adolescence. Interrelations among the verbal memory components were also moderate and did not change much over time. Unexpectedly, no impact of educational context was found. Overall, individual differences in verbal memory performance develop very early in life and are relatively unaffected by differences in educational experiences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

University success for Canadian Indians.

Evaluated the effectiveness of the {core} educational model in aiding students to adjust to and succeed in the university environment. On the basis of performance on basic skills test, personality tests, and in selection interviews, 21 status Indians (i.e., Indians who were band members, had treaty numbers, and were eligible for financial assistance from the federal govenment) were enrolled in the {core} program. This program incorporates remedial tutoring and learning skill supports into each of 3 basic course areas (art, social science, and science). Students' progress was evaluated at the end of each academic term. Test results indicate that throughout the year the students made statistically reliable gains in reading and writing skills. A comparison of the achievement levels of 2 groups of native students, {core} and {pre-core,} strikingly demonstrates that the {core} model is an effective and efficient educational method which facilitates academic success among Indian people. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A multiple scoring method for the assessment of complex memory functions.

Describes a new memory scoring method. Using the Wechsler Memory Scale as its base, it takes into consideration recent developments by scoring lateralized verbal and figural memory and long- and short-term memory. Six independent memory scales were developed: verbal short term, verbal long term, verbal % retained, figural short term, figural long term, and figural % retained. Studies of 105 Ss (30 normal, 75 brain damaged) demonstrated that these scales are reliable and valid. They were quite sensitive to brain damage in general and are affected by lateralized damage. Norms were related to the Halstead-Reitan Impairment Index, so that memory impairment scores are directly comparable to scores for subtests in that battery. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does parental involvement influence the academic achievement of Mexican-American eighth graders? Results from the National Education Longitudinal Study.

Examined the influence of parental involvement on the academic achievement of 1,714 8th-grade Mexican-American children. The structural equations model used considers and controls for diversity of family backgrounds and values, parents' English language proficiency and place of birth, students' previous achievement, and home rules. The most salient finding was that parental involvement influenced overall academic achievement, as well as promoting gains in the specific subject areas of reading, mathematics, science, and social studies. The strongest influence on academic achievement was previous achievement. Parents' English proficiency influenced parental involvement; those parents with less proficiency had higher educational aspirations for their children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mediators of gender differences in mathematics college entrance test scores: A comparison of spatial skills with internalized beliefs and anxieties.

This study was designed to investigate whether spatial skill, math anxiety, and math self-confidence functioned as mediators of a significant gender difference in the Mathematics Scholastic Aptitude Test (SAT-M) among the top third of a college-bound sample. Using path analytic techniques, the decomposition of the significant gender—SAT-M correlation into direct and indirect effects indicated that there were no direct effects of gender on SAT-M. Mental rotation and math self-confidence showed indirect effects, mediating the gender—SAT-M relationship; math anxiety did not. Of these indirect effects, 36% was mediated by math self-confidence; 64% by mental rotation. For both these variables, most of the mediational effects of the gender—SAT-M relationship did not occur by way of the causal pathway leading through geometry grades. Thus, the mediational effects cannot simply be attributed to the presence of geometry items on the SAT-M or to math self-confidence acquired during prior geometry coursework. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations.

Encouraging students to share and compare solution methods is a key component of reform efforts in mathematics, and comparison is emerging as a fundamental learning mechanism. To experimentally evaluate the effects of comparison for mathematics learning, the authors randomly assigned 70 seventh-grade students to learn about algebra equation solving by either (a) comparing and contrasting alternative solution methods or (b) reflecting on the same solution methods one at a time. At posttest, students in the compare group had made greater gains in procedural knowledge and flexibility and comparable gains in conceptual knowledge. These findings suggest potential mechanisms behind the benefits of comparing contrasting solutions and ways to support effective comparison in the classroom. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Birth order and sex of sibling effects on intellectual abilities.

Studied the relationship between sex, sex of sibling, aptitude, and achievement in 402 male and 494 female high school students from 2-child families. Gpas for english, foreign languages, mathematics, natural science, social science, and electives were obtained. Scores on 5 verbal and 5 nonverbal tests of quantitative skills were assessed. Firstborm males were superior to secondborn males on 15 measures, but significantly (p