Journal article
Establishing empirical links between high school assessments and college outcomes: An essential requirement for college readiness interpretations
Educational assessment, Vol.23(3), pp.157-172
07/03/2018
DOI: 10.1080/10627197.2018.1481387
Abstract
As states evaluate whether they should continue with their current assessment program or adopt next-generation college readiness assessments, it is important to ascertain the degree to which current high school assessments can be used for college readiness interpretations. In this study, we examined the ability of a state assessment to serve as an indicator of college readiness. Empirical evidence is presented summarizing relationships between performance on the standards-based high school assessment and performance in college. Benchmarks were set on the Reading, Mathematics, and Science tests by linking assessment scores directly to grades in college courses. The accuracy of the benchmarks was similar to that of a traditional college admission test. Students who met the college readiness benchmarks earned higher grades in general education college courses and had higher first-year college grade point averages. Implications for states and other stakeholders are discussed.
Details
- Title: Subtitle
- Establishing empirical links between high school assessments and college outcomes: An essential requirement for college readiness interpretations
- Creators
- Anthony D. Fina - University of IowaStephen B. Dunbar - University of IowaCatherine J. Welch - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Educational assessment, Vol.23(3), pp.157-172
- Publisher
- Taylor & Francis
- DOI
- 10.1080/10627197.2018.1481387
- ISSN
- 1062-7197
- eISSN
- 1532-6977
- Number of pages
- 16
- Language
- English
- Date published
- 07/03/2018
- Academic Unit
- Psychological and Quantitative Foundations; Social Work; Iowa Testing Programs
- Record Identifier
- 9984371286302771
Metrics
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