Open AccessPERFORMANCE AND PERSISTENCE: A VALIDITY STUDY OF THE SAT ® FOR STUDENTS WITH DISABILITIES
Author(s) -
Ragosta Marjorie,
Braun Henry,
Kaplan Bruce
Publication year - 1991
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/j.2333-8504.1991.tb01408.x
Subject(s) - persistence (discontinuity) , graduation (instrument) , psychology , test (biology) , aptitude , learning disability , test validity , predictive validity , special education , mathematics education , developmental psychology , psychometrics , mathematics , paleontology , geometry , geotechnical engineering , engineering , biology
This study was designed to test the validity of the Scholastic Aptitude Test (SAT) in predicting overall performance and persistence in college of students with disabilities, especially those participating in special test administrations. An earlier validity study (Braun, Ragosta, and Kaplan 1986) used first‐year grade‐point averages in college to study the validity issue. The current study returned to the schools that had originally provided data and obtained information on overall grade‐point averages and graduation status. The study answered a number of questions about the usefulness of the SAT as a predictor of performance and persistence and concluded that the SAT does an adequate job. Overall grade‐point averages of disabled and nondisabled students were rather accurately predicted, although there was some slight overprediction for students with learning disabilities whether they took the test during regular or special test administrations. Persistence in college was also quite well predicted except for hearing‐impaired students from special test administrations.