Predicting College Success: How Do Different High School Assessments Measure Up?

Autor/inn/en	Kurlaender, Michal; Kramer, K. A.; Jackson, Erika
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Predicting College Success: How Do Different High School Assessments Measure Up?
Quelle	(2018), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Standardized Tests; Common Core State Standards; Student Evaluation; College Readiness; Predictor Variables; Academic Achievement; High School Students; Grade 11; Cohort Analysis; Outcomes of Education; Racial Differences; Socioeconomic Status; College Entrance Examinations; Grade Point Average; California; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Common core curriculum; Curriculum; Kerncurriculum; Schulnote; Studentische Bewertung; Prädiktor; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Kohortenanalyse; Lernleistung; Schulerfolg; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Aufnahmeprüfung; Kalifornien
Abstract	In 2014, the state of California implemented the California Assessment of Student Performance and Progress (CAASPP) in order to align state assessment and accountability policies with the newly adopted Common Core State Standards (CCSS). At the heart of the new performance and accountability system is the Smarter Balanced Assessment. The Smarter Balanced Assessment is designed to evaluate a student's full range of college- and career-readiness as defined by the CCSS. Three years after the implementation of the Smarter Balanced Assessment, we can now begin to analyze how well the assessments predict college readiness. In addition, we can investigate how the Smarter Balanced Assessments measure up to other commonly used assessments for predicting college success. In this research brief, we describe early college outcomes for the 2014-15 cohort of California 11th graders, the first cohort of 11th grade Smarter Balanced Assessment takers. Specifically, we explain how well the Smarter Balanced Assessment, high school grade point average (HSGPA), and SAT predict first-year college outcomes for students enrolled in the California State University (CSU) system. We similarly explain outcomes for students enrolled in the University of California, Davis (UCD). We also report how the relationship between these assessments and early college outcomes differ by key student subgroups (race/ethnicity and socioeconomic disadvantage). (As Provided).
Anmerkungen	Policy Analysis for California Education, PACE. 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail: pace@berkeley.edu; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01