College Performance Predictions and the SAT

By Jesse M. Rothstein. 2004

346 citations recorded by the source corpus.

Subfields: Education, Management Science and Operations Research, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/27f01eb465e7c68d514e9a1004a3b3d2be33ddfd

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Citations in the corpus

Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Community College Student Outcomes (2007, methodology): “7 See Rothstein (2004) or Cameron & Heckman (1998) for supporting evidence.”
Why Are Men Falling Behind? Gender Gaps in College Performance and Persistence (2010, background): “…likely to enroll in college, but those who do enroll score higher on high school achievement tests and the Scholastic Aptitude Test (SAT) than females, and require less remediation in college-level mathematics (LoGerfo, Nichols, and Chaplin 2006; Long, Iatarola, and Conger 2009; Rothstein 2004).”
Multilevel Modeling with Correlated Effects (2007, methodology): “Also, several statistical techniques aiming at consistent estimation have been proposed, such as instrumental variable approaches (Spencer & Fielding, 2002), the conditional iterative generalized least squares (CIGLS) algorithm (Rice, Jones, & Goldstein, 1997), multiprocess multilevel modeling (Stee”
The Test-Optional Movement at America’s Selective Liberal Arts Colleges (2015, background): “…et al., 1996; Freedle, 2003; Rothstein, 2004), and also between standardized test achievement and White racial status (Camara & Schmidt, 1999; Rothstein, 2004); while other research has suggested that standardized test scores lose much of their ability to predict postsecondary success (i.e.,…”
Improving the Targeting of Treatment (2012, background): “Studies have found strong associations between high school GPA and freshman GPA (Rothstein, 2004), as well as between high school efforts and college enrollment (on high 0 0.”
Diversity, Opportunity, and the Shifting Meritocracy in Higher Education (2007, methodology): “…test scores have low predictive validity for future academic success, particularly when compared with performancebased measures like grades or class rank (Bridgeman et al. 2000; Camara and Echternacht 2000; Crouse and Trusheim 1988; Geiser and Studley 2002; Rothstein 2004; Stricker et al. 1991).”
Access Without Equity (2012, background): “Although institutions have a stronger incentive than ever to enroll students with the highest academic credentials, key admissions criteria (e.g., scores on college entrance exams) are not equally distributed across race and SES (Alon & Tienda, 2007; Grodsky & Jackson, 2009; Rothstein, 2004).”
Explaining the Gender Gap in Math Test Scores: The Role of Competition (2010, neutral): “Thus in mixed-sex competitions we see a decrease in the relative performance of women and in the fraction of women in the top two performance quintiles.”
Running in Place: Low-Income Students and the Dynamics of Higher Education Stratification (2011, background): “Despite the well-known correlations between SAT scores and student SES, the predictive validity of SAT scores lies primarily in its ability to serve as a proxy for high school quality rather than predicting a student’s individual achievement (Rothstein, 2004).”
Gender differences in academic performance in a large public university in Turkey (2007, background): “Among these variables SAT has long been advocated as a necessary check on potentially heterogeneous high school grading policies so as to decrease the influence of high school grade inflation (Rothstein, 2004).”