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Standardized Test Scores and Academic Performance at Ivy Plus Colleges

Author

Listed:
  • John N. Friedman
  • Bruce Sacerdote
  • Douglas O. Staiger
  • Michele Tine

Abstract

We analyze admissions and transcript records for students at multiple Ivy Plus colleges to study the relationship between standardized (SAT/ACT) test scores, high school GPA, and first-year college grades. Standardized test scores predict academic outcomes four times better than high school GPA conditional on students' race, gender, and socioeconomic status. Standardized test scores also exhibit no calibration bias, as they do not underpredict college performance for students from less advantaged backgrounds. Collectively, these results suggest that standardized test scores provide important information to measure applicants' academic preparation that is not available elsewhere in the application file.

Suggested Citation

  • John N. Friedman & Bruce Sacerdote & Douglas O. Staiger & Michele Tine, 2025. "Standardized Test Scores and Academic Performance at Ivy Plus Colleges," AEA Papers and Proceedings, American Economic Association, vol. 115, pages 676-681, May.
    • Handle: RePEc:aea:apandp:v:115:y:2025:p:676-81
    DOI: 10.1257/pandp.20251056
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    More about this item

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination

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