The Differential Impact of Curriculum on Aptitude Test Scores
A sample of 22,923 students who had taken the SAT and the GRE General Test was classified by the four general undergraduate fields of study and by sex. The authors performed several analyses to determine the degree of differential impact that sex and field of study might have on GRE-Verbal, GRE-Quan...
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| Veröffentlicht in: | Journal of educational measurement 1990-12, Vol.27 (4), p.291-305 |
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| creator | Angoff, William H. Johnson, Eugene G. |
| description | A sample of 22,923 students who had taken the SAT and the GRE General Test was classified by the four general undergraduate fields of study and by sex. The authors performed several analyses to determine the degree of differential impact that sex and field of study might have on GRE-Verbal, GRE-Quantitative, and GRE-Analytical scores after controlling on SAT-Verbal and SAT-Mathematical scores. They found, first, that the correlations of SAT-Verbal with GRE-Verbal scores and SAT-Mathematical with GRE-Quantitative scores were extremely high, .86 in the total sample and ranging from the low to middle .80s in the eight subgroups. The impact of curriculum and sex, after controlling on SAT scores, was found to be low on GRE-Verbal scores but relatively high on GRE-Quantitative scores, with students in heavily quantitative fields enjoying an advantage over their peers in less quantitative fields of study. The impact was moderate on GRE-Analytical scores. Further studies designed to "purify" the fields of study and include only clearly verbal fields and clearly mathematical fields showed small additional impact. An additional study indicated a generally slight effect of the institution attended on GRE-Quantitative scores after controlling for sex, major field of study, and initial ability. |
| doi_str_mv | 10.1111/j.1745-3984.1990.tb00750.x |
| format | Article |
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The authors performed several analyses to determine the degree of differential impact that sex and field of study might have on GRE-Verbal, GRE-Quantitative, and GRE-Analytical scores after controlling on SAT-Verbal and SAT-Mathematical scores. They found, first, that the correlations of SAT-Verbal with GRE-Verbal scores and SAT-Mathematical with GRE-Quantitative scores were extremely high, .86 in the total sample and ranging from the low to middle .80s in the eight subgroups. The impact of curriculum and sex, after controlling on SAT scores, was found to be low on GRE-Verbal scores but relatively high on GRE-Quantitative scores, with students in heavily quantitative fields enjoying an advantage over their peers in less quantitative fields of study. The impact was moderate on GRE-Analytical scores. Further studies designed to "purify" the fields of study and include only clearly verbal fields and clearly mathematical fields showed small additional impact. 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| ispartof | Journal of educational measurement, 1990-12, Vol.27 (4), p.291-305 |
| issn | 0022-0655 1745-3984 |
| language | eng |
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| source | Jstor Complete Legacy; Periodicals Index Online |
| subjects | Aptitude Tests Biological sciences College Curriculum College Entrance Examinations Curricula Curriculum Research Educational testing General Education Graduate Record Examinations Higher Education Men Physical sciences Sample mean Scholastic Aptitude Test Scores Sex Differences Standard deviation Standardized tests Statistical variance Test Results Undergraduate Students |
| title | The Differential Impact of Curriculum on Aptitude Test Scores |
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