An Analysis of the Validity of SAT Entrance Scores for Accelerated Classes

Abstract

This study examined the validity of SAT cutoff levels used for entrance into fast-paced summer classes. Thirty-eight junior-high aged students whose SAT scores were below the required cutoff (SAT-V≥430 or SAT-M≥500) were admitted into fast-paced classes in literature, a teacher-paced course, and algebra, a self-paced course. Each below-score student was matched to an above-score student in his class on age, grade, sex, race, and family income. There was a small but statistically significant difference in achievement on standardized tests for the literature students, with above-score students scoring higher. There was no difference between above and below scorers in mathematics on achievement measures, including standardized tests, and in the number of chapters completed during the course.

For either class, below and above score students did not differ on previous exposure to the content area; there were some differences between the groups on study skills and self-concept. Further, when individual profiles for below-score students were examined, below-score students who were most successful did not differ from other less successful students on any of the variables examined with the exception of study skills in algebra. There was a tendency for below-score students in algebra who were the most successful in the course to have higher scores on a study skills assessment than below-score students who had smaller gains. The results generally support the use of SAT cutoff scores in a teacher-paced course but suggest that cutoff scores might be less critical for motivated students in self-paced classes.