Advanced Placement test scores significantly impact college admissions
the verdict
INSUFFICIENT LEANING
refutedsupported
the weight of evidence
2 sources for · 0 against
Reference materials indicate that universities traditionally consider Advanced Placement participation in admissions processes, but the available evidence only partially supports the claim regarding the precise significance or impact of these scores.
Background/Context The past few decades have seen an explosive growth in high-school student participation in the Advanced Placement program® (AP), with nearly two million exams completed in 2011. Traditionally, universities have considered AP enrollment as an indicator for predicting academic success during the admission process. However, AP exam performance may be predictive of future academic success; a related factor in gender differences in major selection and success; and instrumental in predicting STEM persistence. Purpose This study focused on determining the influence of patterns of AP exam completion and performance on indicators of post-secondary academic achievement. These patterns were examined in the context of gender differences and for the prediction of grades, STEM persistence and graduation rates. Subjects The sample consisted of 26,693 students who entered the Georgia Institute of Technology (Georgia Tech) as first-year undergraduate students during the period of 1999-2009. Research Design Archival admissions records and college transcripts were obtained for entering first-year (non-transfer) students, to examine patterns of AP exams completed and performance on the exams, as they related to indicators of college academic performance, inflow and outflow STEM majors and non-STEM majors, and attrition/time-to-degree criteria. For predicting college performance, patterns of AP exams were examined in isolation, exams grouped by domain, and instances of multiple examinations completed (e.g., three or more AP exams in the STEM area). These patterns of AP exams were evaluated for predictive validity in conjunction with traditional predictors of post-secondary performance (e.g., high-school GPA and SAT scores). College course enrollment patterns were also examined, in conjunction with AP exam patterns, to determine the associations between AP exam performance and course-taking patterns in post-secondary study. Data Collection and Analysis Admissions records were obtained from Georgia Tech, including high-school grade point average information, along with college transcripts, including initial and final major declaration, attrition, and graduation data. Course enrollments were classified by level and by domain. Advanced Placement exam and SAT records were obtained from the College Board, and matched to the Georgia Tech records. Conclusions/Recommendations Although student completion of AP exams was positively related to post-secondary grades and graduation rates, this overall pattern masks the relation between AP exam performance and post-secondary success. Students who did not receive credit tended to perform at a level similar to those students who did not complete any AP exams. Increasing numbers of AP-based course credits were associated with higher GPAs at Georgia Tech for the first year and beyond. Students with greater numbers of AP-based course credits tended to complete fewer lower-level courses and a greater number of higher-level courses. Such students graduated at a substantially higher rate and in fewer semesters of study. Average AP exam score was the single best predictor of academic success after high school GPA (HSGPA). The most important predictors of STEM major persistence were receiving credit for AP Calculus and if the student had successfully completed three or more AP exams in the STEM areas. Men had substantially higher rates of these AP exam patterns, compared to women. Given that slightly over half of the AP exams are now completed by high school students prior to their senior year, it is recommended that admissions committees consider use of actual AP exam performance data, in addition to, or instead of AP enrollment data as indicators for predicting post-secondary academic performance.
College Board
The College Board is a group that manages standardized tests in the United States, like the SAT, to test students' abilities in certain subject areas. It was founded in 1899, known then as the College Entrance Examination Board[1] (CEEB). Tests
SAT/PSAT
The SAT is a test for entrance to colleges and universities. It is a standardized test managed by the College Board, and developed, published, and scored by the Educational Testing Service (ETS). It is fee-based, costing about $50. It competes with the ACT, another standardized test for college admissions. Accuplacer
The College Board Accuplacer test is a placement test on the computer that tests students on their reading, writing, and math skills.[2]
Programs
Advanced Placement Program
The College Board Advanced Placement Program is a program that gives high school students a chance to take college level classes, preparing them for college. It also helps admissions to college. The program lets students get college credit for high scores on AP exams. The college can still choose whether or not to give credit.
The College Board, styled as CollegeBoard, is an American not-for-profit organization. It was formed in December 1899 as the College Entrance Examination Board (CEEB) to expand access to higher education. While the College Board is not an association of colleges, it runs a membership association of institutions, including over 6,000 schools, colleges, universities, and other educational organizations. The College Board develops and administers standardized tests and curricula
If the test taker does well on the first module of a section, then the second module of the section will be harder, and if the test taker does poorly on the first module, the second module will be easier. Most students take the test during their junior or senior year of high school. The SAT competes with the ACT, another standardized college admissions test. Currently, the base test is $68. Various fees can accumulate—registering beyond the registration deadline results in a $30 late fee and changing a test date, center, or test type results in a $25 fee. The waitlist testing fee is $53; the first four score reports are free, and each additional score report is $14.
In March 2020, College Board announced the cancellation of several test dates during the spring of 2020 due to the COVID-19 pandemic, and as a result many colleges temporarily or permanently changed to a test-optional or test-blind admissions policy (that is, they either did not require the submission of SAT scores, or they refused to accept SAT scores). On January 25, 2022, College Board announced that the SAT would be delivered digitally, in an attempt to change the format of the test itself. Vice President of the College Readiness Assessment at College Board, Priscilla Rodriguez, said, "The digital SAT will be easier to take, easier to give and more relevant".
If so, a local library may be willing to serve as a proctor as there are not many other options for individuals in this case. Most schools will only test their own admissions candidates. === SpringBoard === SpringBoard is a pre-Advanced Placement program created by the College Board to prepare students who intend to take AP courses or college-level courses in their scholastic careers. Based on Wiggins and McTighe's "Understanding by Design" model, the SpringBoard program attempts to map knowledge into scholastic skill sets in preparation for Advanced Placement testing and college success.
The College Board owns the SAT, and many students must take SAT exams for admission to competitive colleges. Some colleges also require students to submit a College Board CSS/Financial Aid PROFILE when applying for financial aid. As there are no broadly accepted alternatives to College Board products such as AP, SAT Subject Tests, and CSS/Financial Aid, the company is often criticized as exploiting its monopoly on these products. FairTest, an organization that advocates against over-dependence on standardized tests in school admissions, maintains that the SAT often underestimates the aptitude of African-American students and others.
Perelman, along with the National Council of Teachers of English, also criticized the 25-minute writing section of the test for damaging standards of writing taught in the classroom. They say that writing teachers training their students for the SAT will not instill revision, depth, and accuracy but will instead guide them to produce long, formulaic, and wordy pieces. "You're getting teachers to train students to be bad writers", concluded Perelman. === Advanced Placement classes === Some teachers have criticized AP classes as restrictive in the nature of their curriculum and yet indispensable due to the importance of AP classes in the college admissions process.
The College Board can effectively control every aspect of AP classes directly or indirectly. The $97 fee, which is noted critically above, results only in a score report with the test name and grade. No details are given on how this scoring was reached nor are individuals given access to this information from College Board. Additionally, starting with a pilot program in 2018 and officially rolling out to all schools in 2019, the College Board required students to sign up for AP tests during the fall before early-round college decisions are out.
Although the Board was aware of the error as early as December, it waited months to respond, and in late March, schools still did not have the correct details. Within days of the first announcement, the Board corrected the number of affected students upward. Many colleges use the SAT score to decide acceptance and scholarships. The late reporting of errors upset many high-profile colleges. The dean of admissions at Pomona College commented, "Everybody appears to be telling half-truths, and that erodes confidence in the College Board...It looks like they hired the people who used to do the books for Enron".
Everything we examined (3) — 2 independent sources
This check searched the claim as stated. It did not run a separate search for evidence against it.