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Commissioned by The Sutton Trust and conducted by the National Foundation for Educational Research (NFER), it addresses claims from public debate about using the SAT to identify able students from less privileged backgrounds and to reduce imbalance between state and independent school applicants. Three student samples completed the SAT I: Reasoning Test and provided questionnaire data and grades.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/aptitude-testing-for-university-entrance-sat-pilot-report-1-executive-summary/266614/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/aptitude-testing-for-university-entrance-sat-pilot-report-1-executive-summary/266614.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this study?","Question",{"text":112,"@type":113},"The study examines the association between the SAT and A-level attainment, and whether the relationship varies by background factors.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants selected and what did they complete?",{"text":117,"@type":113},"Three student samples participated, including high- and low-achieving schools and selective independent schools. Students completed a questionnaire and a short SAT I: Reasoning Test with verbal and math sections.",{"name":119,"@type":110,"acceptedAnswer":120},"What data were used to analyze outcomes?",{"text":121,"@type":113},"Analyses studied effects of background factors on GCSE and A-level grades and SAT I: Reasoning Test scores, using collected grades when available and completed test materials.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},266614,1789409707,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A Pilot of Aptitude Testing for University  \nEntrance  \nAngus S. McDonald  \nPaul E. Newton  \nChris Whetton  \nwith an appendix by  \nSamantha E. Higgs  \nContents  \nList of tables  \nList of figures  \nExecutive summary 6  \nBackground 8  \nIntroduction 8  \nGoals of the present study 11  \nMethodology 13  \nSamples 13  \nMaterials 13  \nResults 15  \nResponse rates 15  \nTreatment of data 15  \nDescriptive statistics 17  \nMultilevel modelling-overview 25  \nMultilevel modelling-findings 26  \nAnalysis of SAT functioning 36  \nConclusions 41  \nReferences 44  \nAppendix 1: Score distributions of main study variables 45  \nAppendix 2: Classification of universities and colleges 49  \nAppendix 3: Details of multilevel modelling 50  \nAppendix 4: Item functioning data (IRT analysis) 70  \nAppendix 5: Item functioning data (classical test analysis) 74  \nList of Tables  \nTable 1: Number of schools returning completed materials, and number 15 of students meeting minimum data requirements  \nTable 2: GCSE, A-level and SAT I: Reasoning Test scores by sample 17  \nTable 3: GCSE, A-level and SAT I: Reasoning Test scores by sex 18  \nTable 4: GCSE, A-level and SAT I: Reasoning Test scores by ethnicity 19  \nTable 5: GCSE, A-level and SAT I: Reasoning Test scores by parental 20  \nsocio-economic status  \nTable 6: GCSE, A-level and SAT I: Reasoning Test scores by intentions 21 at the end of current course  \nTable 7: GCSE, A-level and SAT I: Reasoning Test scores by 23  \nclassification of universities and colleges  \nTable 8: Correlations of GCSE, predicted and attained A-levels, SAT I: 25 Reasoning Test scores and socio-economic status by sample  \nTable 9: SAT I: Reasoning Test scores by GCSE grade bands and 28  \nsample  \nTable 10: SAT I: Reasoning Test scores by A-level grade bands and 29  \nsample  \nTable 11: Percentage of students above selection thresholds 31  \nTable 12: Cronbach's alpha reliabilities for the SAT I: Reasoning Test 37  \nTable 13: Correlations between IRT parameters in British and American 38  \nstudents  \nList of Figures  \nFigure 1: Regression of A-level on SAT I: Reasoning Test and SAT I: 32 Reasoning Test on A-Level  \nFigure 2: Regression of A-level on SAT I: Reasoning Test for 33  \nindependent schools  \nFigure 3: Regression of A-level on SAT I: Reasoning Test for low- 34 achieving schools  \nFigure 4: Regression of A-level on SAT I: Reasoning Test for high- 35 achieving schools  \nAppendices  \nFigure 3.1 Normalised coefficients 53  \nFigure 3.2 Random variances in A-levels at different levels with and 53 without background variables  \nFigure 3.3 Normalised coefficients when fitting SES as continuous 56  \nFigure 3.4 Random variances, SES as continuous 56  \nFigure 3.5 Normalised coefficients, fitting four separate models 57  \nFigure 3.6 Normalised coefficients fitting math score 58  \nFigure 3.7 Random variances fitting math score 59  \nFigure 3.8 Normalised coefficients fitting verbal score 59  \nFigure 3.9 Random variances fitting verbal score 60  \nFigure 3.10 Normalised coefficients fitting a three-level model 61  \nFigure 3.11 Random variances fitting a three-level model 62  \nFigure 3.12 Scatterplot of A-level v. SAT I: Reasoning Test for all 63  \nsamples  \nFigure 3.13 Scatterplot of GCSE v. SAT I: Reasoning Test for all 64  \nsamples  \nFigure 4.1 Scatterplot of verbal IRT difficulties for British and 72  \nAmerican students  \nFigure 4.2 Scatterplot of IRT math difficulties for British and 73  \nAmerican students  \nAcknowledgements  \nThe project team for this work consisted of:  \nDesign and secretarial support:  \nLiz Gibson and Jackie Hill  \nAdministration of project materials:  \nKeren Beddow, Maria Charles, and John Hanson  \nStatistical analysis:  \nSamantha Higgs, Rachel Felgate, Ian Schagen, Dougal Hutchison and Sally Green  \nThe NFER also gratefully acknowledges the assistance of Educational Testing Services for providing and scoring the SAT I: Reasoning Test.  \nNote: The SAT I: Reasoning Test has two elements, a verbal section and a 'math'section. Sinc","cbCair7oeigX11rJ","https://ap.wps.com/l/cbCair7oeigX11rJ","pdf",480398,75,"English","# Executive summary\n# Background\n# Introduction\n# Goals of the present study\n# Methodology\n## Samples\n## Materials\n# Results\n## Response rates\n## Treatment of data\n## Descriptive statistics\n## Multilevel modelling-overview\n## Multilevel modelling-findings\n# Conclusions\n# References\n# Appendix 1: Score distributions of main study variables\n# Appendix 2: Classification of universities and colleges\n# Appendix 4: Item functioning data (IRT analysis)\n# Appendix 5: Item functioning data (classical test analysis)","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"The study examines the association between the SAT and A-level attainment, and whether the relationship varies by background factors.\"},{\"question\":\"How were participants selected and what did they complete?\",\"answer\":\"Three student samples participated, including high- and low-achieving schools and selective independent schools. Students completed a questionnaire and a short SAT I: Reasoning Test with verbal and math sections.\"},{\"question\":\"What data were used to analyze outcomes?\",\"answer\":\"Analyses studied effects of background factors on GCSE and A-level grades and SAT I: Reasoning Test scores, using collected grades when available and completed test materials.\"}]","Aptitude Testing for University Entrance - SAT Pilot Report 1 - Executive Summary | PDF",189]