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Evaluating the SAT: Insights on Gender, Racial Differences, and Predictive Power

This paper explores the validity and implications of the SAT as a measure of academic ability, examining factors such as gender and racial differences in performance. It discusses the concept of the g factor and its correlation with intelligence, college performance, and the stereotype threat that may influence test scores. Additionally, the necessity and predictive validity of the SAT are scrutinized to determine whether it effectively assesses a student's potential for success in college. Various studies and references are presented to support these critical evaluations.

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Evaluating the SAT: Insights on Gender, Racial Differences, and Predictive Power

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Presentation Transcript

  1. Worth the Agony? Taylor Page April 5, 2005

  2. What is the SAT? Timed Critical Reading Mathematical Reasoning Writing Skills

  3. What does the SAT measure? G Factor Academic ability Nothing

  4. Gender Differences Math skills Verbal skills College Performance

  5. Racial Differences Significant difference Stereotype Threat? Between group misinterpretation

  6. Should the SAT be used? Correlation with intelligence trends Predictive of college performance? Necessary?

  7. References Bridgeman, B. (2005). Unbelieveable results when predicting IQ from SAT scores: a comment on Frey and Detterman (2004). American Psychological Society, 16(9), 745-746. Ceci, S. J. (2000). So near and yet so far. Psychology, Public Policy, and Law, 6(1), 233-252. Frey, M. C., & Detterman, D. K. (2004) Scholastic assessment of g? Psychological Science, 15(6), 373-378. Grissmer, D. W. (2002). The continuing use and misuse of SAT scores. Psychology, Public Policy, and Law, 6(1), 223-232. Halpern, D. F. (1989). The disappearance of cognitive gender differences: what you see depends on where you look. American Psychologist 44(8), 1156-1158. Lubinski, D., & Benbow, C. B. (1992). Gender differences in abilities and preferences among the gifted: implications for the math-science pipeline. Current Directions in Psychological Science, 1(2), 61-66. Mau, M., & Lynn, R. (2001). Gender differences on the Scholastic Aptitude Test, the American College Test and college grades. Educational Psychology, 21(2), 133-136. Sackett, P. R., & Hardison, C. M. (2005). On interpreting research on stereotype threat and test performance. American Psychologist, 60(3), 271-272. Sternberg, R. J. (2004). Theory-based university admissions testing for a new millennium. Educational Psychology, 39(3), 185-198. College Entrance Examination Board. (2005). 2005-06 SAT program handbook.

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