Improving College Performance and Retention the Easy Way: Unpacking the ACT Exam
AbstractColleges rely on the ACT exam in their admission decisions to increase their ability to differentiate between students likely to succeed and those that have a high risk of under-performing and dropping out. We show that two of the four sub tests of the ACT, English and Mathematics, are highly predictive of positive college outcomes while the other two subtests, Science and Reading, provide little or no additional predictive power. This result is robust across various samples, specifications, and outcome measures. We demonstrate that focusing solely on the English and Mathematics test scores greatly enhances the predictive validity of the ACT exam.
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Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 17119.
Date of creation: Jun 2011
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- Eric P. Bettinger & Brent J. Evans & Devin G. Pope, 2013. "Improving College Performance and Retention the Easy Way: Unpacking the ACT Exam," American Economic Journal: Economic Policy, American Economic Association, vol. 5(2), pages 26-52, May.
- I23 - Health, Education, and Welfare - - Education - - - Higher Education and Research Institutions
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- NEP-ALL-2011-06-25 (All new papers)
- NEP-EDU-2011-06-25 (Education)
- NEP-LAB-2011-06-25 (Labour Economics)
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- Bai, Chong-en & Chi, Wei & Xiaoye, Qian, 2013. "Do College Entrance Examination Scores Predict Undergraduate GPAs? A Tale of Two Universities," MPRA Paper 48731, University Library of Munich, Germany.
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