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Effects depend on controlling spurious influences such as regression, self-selection, noncomparable scores, and differential motivation. Practical guidance balances expected benefits against time and money costs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nPUB TYPE  \nJOURNAL CIT  \nEDRS PRICE  \nDESCRIPTORS  \nIDENTIFIERS  \nABSTRACT  \nDOCUMENT RESUME  \nTM 024041  \nPowers,Donald E.  \nCoaching for the SAT:A Summary of the Summaries andan Update.[Reprint.]  \nEducational Testing Service,Princeton,N.J.  \nETS-RR-93-32  \n93  \n9p.  \nInformation Analyses(070)-Journal Articles(080)Educational Measurement:Issues and Practice;p24-30,39 Sum 1993  \nMF01/PC01 Plus Postage.  \n*College Entrance Examinations;*Cost Effectiveness;Higher Education;High Schoo1s;*Mathematics Tests;Meta Analysis;*Test Coaching;*Time Factors(Learning)  \n# *Scholastic Aptitude Test\n\nSeveral available summaries of research on coachingfor the Scholastic Aptitude Test(SAT)are summarized and theirprincipal findings discussed.Some additional studies,that have beencompleted since these summaries were reported,are considered andlinked to the summaries.The four major meta-analyses considered arethose of:(1)Messick and Jungeblut,1981;(2)DerSimonian and Laird,1983;(3)Kulik,Bangert-Drowns,and Kulik,1984;and(4)Becker,1990.Taken together,these studies indicate that the effects ofcoaching,special test preparation,are somewhat greater for the morecurriculum-related mathematics section of the SAT than the verbalsection.Longer coaching programs tend to yield somewhat greatereffects,but simp1y doubling the effort does not double the effect.It is also apparent that the estimation of coaching effects dependson the degree to which spurious effects are controlled(e.g.,regression,self-selection,noncomparable scores,differentialmotivation).In general,recent studies are consistent with themeta-analytic summaries.Those who seek coaching for the SAT shouldconsider not only expected benefits,but also the cost in terms oftime and money.Two tables summarize study findings.(Contains 30references.)(SLD)  \n**    ***********☆************☆*******☆******☆***☆************  *****Reproductions supplied by EDRS are the best that can be made六*from tle original document.*  \n****☆**水**  *  **六*☆***☆*******  ☆☆**     *****☆☆*☆    *☆*六*  \n3D385 593  \nSummary of the Summaries andan UpdateU.3.DEPATMENT OF EDUCATIONOtca of Educatione Rasearch and tmprovameni\"PERMISSION TO REPRODUCE THISEDUCATIONAL RESOURCES INFORMATIONMATERIAL HAS BEEN GRANTED BY  \n1.J.BRAUN  \nCENTER (ERIC)  \nDThis document has been reproduced asreceived from the person or organizationoriginatingit  \nDonald E.PowersEducational Testing Service  \n·C.Minor changss hove been made to mprove raproducIon qulily                  \n·Ponts of vw or opinions statadin ths document do not necassarly reprasent oficialOERI position or policy  \nTO THE EDUCATIONAL RESOURCESINFORMATION CENTER(ERIC).\"  \ntest preparation resources seemsunlikely.If the claims of the coach-ingenterprises have any validity,themost effective of the lot are thecourses given by commercial coach-ing companies,which often promise,or even“guarantee,”score improve-ments of 100 points or more.¹Theseclaims,however,appear to be basedat least partly on false premises,partial information,and selectivereporting.More will be said aboutthese shortcomings later.  \nWhy is it important to investigate the effectiveness ofcoaching for a test such as the SAT?How can you evalu-ate the effectiveness of coaching?What are some com-mon misconceptions?What do we know and what is stillunclear about the effects of coaching?What can we tellstudents and their families about the results of coachingstudies?  \nreported and to relate the newfindings to the summaries.At issueis whether or not special preparation(in particular,that which can beprovided over a relatively shortterm)can,beyond the effects resultingfrom regular schooing,have a signif-icant impact on test scores.Thetopic is important for several rea-sons.First,if extra preparation iseffective but not reasonably avail-able to all test takers,then some testtakers may have an unfair advan-tage over others.Second,if shortterm preparation that is gearedmainly towa","cbCaiiVHsrrB6amk","https://ap.wps.com/l/cbCaiiVHsrrB6amk","pdf",462574,"English","# Scholastic Aptitude Test\n## Meta-analyses and overall findings\n## Factors influencing estimated coaching effects\n## Misconceptions and evaluation issues","[{\"question\":\"What do the reviewed meta-analyses conclude about SAT coaching effects?\",\"answer\":\"Taken together, the studies indicate coaching and special preparation have somewhat greater effects for the SAT mathematics section than for the verbal section.\"},{\"question\":\"Do longer coaching programs produce proportionally larger score gains?\",\"answer\":\"Longer programs tend to yield somewhat greater effects, but simply doubling effort does not double the effect.\"},{\"question\":\"Why can coaching effectiveness be difficult to estimate accurately?\",\"answer\":\"Estimates depend on how well spurious effects are controlled, including regression, self-selection, noncomparable scores, and differential motivation.\"}]","Coaching for the SAT: A Summary of the Summaries and an Update | PDF",1792094712,23]