scholarly journals Do extended school day programs affect performance in college admission tests?

2021 ◽  
Vol 40 (2) ◽  
pp. 232-266
Author(s):  
Daniel Araujo ◽  
Guilherme Bayma ◽  
Carolina Melo ◽  
Milena Mendonça ◽  
Luciano Sampaio
Keyword(s):  
Program Implementation ◽  
Test Scores ◽  
College Admission ◽  
Study Approach ◽  
Class Time ◽  
Language Class ◽  
Admission Tests ◽  
Program Effects ◽  
School Day ◽  
Admission Test

We assess the effects of a Brazilian extended high school day program on college admission test scores. The program entails an increase in Math/Science and Language class time, and the introduction of extra-class activity time. We exploit variation in program implementation timing to apply a difference-in-differences strategy and an event-study approach. Results show positive large effects on test scores and suggest that these effects are likely driven by increased class and extra-class activity hours. Moreover, the program affects not only scores in subjects for which it contemplates increased class time, but also in Humanities. Finally, we are able to show that increased time dedicated to academic-related extra-class activities works as a multiplier of program effects. In fact, these additional hours spent in complementary activities make the magnitude of program effects double from 0.092-0.150 to 0.180-0.317 standard deviation.

scholarly journals Missed Exams and Lost Opportunities: Who Could Gain From Expanded College Admission Testing?

AERA Open ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 233285841985503 ◽  
Author(s):  
Emily E. Cook ◽  
Sarah Turner
Keyword(s):  
High School ◽  
Low Income ◽  
Test Scores ◽  
High School Graduates ◽  
College Admission ◽  
College Attendance ◽  
Low Income Students ◽  
Admission Tests ◽  
Universal Testing ◽  
Admission Test

When students with the capacity to succeed in a 4-year college do not take a college admission test, this represents a potential loss of opportunity for students and colleges alike. However, the costs of testing—both pecuniary and nonpecuniary—may exceed the benefits for students who lack the interest in or qualifications for college attendance. In states like Virginia, access to admission tests varies markedly with district and family circumstances. We estimate that universal testing in Virginia could increase the number of high school graduates with test scores competitive for admission at broad-access universities in the state by as much as 40%—and at the most selective institutions by nearly 20%—with larger increases for low-income students. Alternative policies that encourage testing among students with strong demonstrated academic performance could realize nearly these increases without generating testing costs for students who are unlikely to attend a 4-year college.

Effect of Retaking the Medical College Admission Test on Applicants' Scores

1980 ◽  
Vol 47 (2) ◽  
pp. 411-415 ◽  
Author(s):  
Nathaniel Givner ◽  
Irene Klintberg ◽  
Kevin Hynes
Keyword(s):  
Multivariate Analysis ◽  
Medical School ◽  
Analysis Of Variance ◽  
Test Scores ◽  
College Admission ◽  
Medical College Admission Test ◽  
Multivariate Analysis Of Variance ◽  
Medical College ◽  
Admission Test

This study was designed to determine whether or not retaking the Medical College Admission Test, a practice commonly engaged in by medical school applicants, results in significant improvement in test scores. A sample of 532 applicants, of which 93 applicants retook the test on two consecutive administrations, was studied. Multivariate analysis of variance indicated that the retake group initially was significantly lower than the non-retake group on all six scales. Although applicants who had retaken the test significantly improved their scores, the magnitude of this improvement was not impressive. Furthermore, scores of the retake group on their second test were still significantly lower than those of the non-retake group on two scales. Although retaking this test may lead to greater similarity between the two groups, retakers remain distinguishable from those who did not retake the test.

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