Literaturnachweis - Detailanzeige
Autor/inn/en | Mattern, Krista; Allen, Jeff |
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Institution | ACT, Inc. |
Titel | More Information, More Informed Decisions: Why Test-Optional Policies Do "Not" Benefit Institutions or Students. Technical Brief |
Quelle | (2016), (2 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Educational Policy; Student Diversity; College Admission; Scores; Predictor Variables; College Students; Test Bias; Minority Group Students; At Risk Students; Enrollment Trends; College Entrance Examinations; Grade Point Average; High School Students; College Readiness; Racial Differences; Ethnic Groups; Socioeconomic Status; Gender Differences; Family Income; Parent Background; Educational Attainment; ACT Assessment; SAT (College Admission Test) Politics of education; Bildungspolitik; Hochschulzugang; Hochschulzulassung; Zulassung; Prädiktor; Collegestudent; Testkritik; Aufnahmeprüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rassenunterschied; Ethnie; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Familieneinkommen; Elternhaus; Bildungsabschluss; Bildungsgut; Assessment; Eignungsprüfung; Eignungstest |
Abstract | In this technical brief, the authors summarize empirical evidence from their full report comparing the stated intentions and actual outcomes of test-optional practices. An overview of five commonly stated assertions of test-optional practices along with empirical evidence that contradicts these assertions is provided in this brief. [For the full report, "More Information, More Informed Decisions: Why Test-Optional Policies Do "Not" Benefit Institutions or Students. ACT Insights in Education & Work," see ED573717.] (ERIC). |
Anmerkungen | ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |