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The material reviews multiple empirical findings, including effects of special preparation, coaching, and tutoring on SAT verbal and reasoning scores, while also addressing issues of effectiveness and equity. It includes both individual study results and synthesized evidence such as meta-analyses, literature reviews, and evaluations of coaching gains and self-selection effects across program types and time periods.",{"@graph":69,"@context":123},[70,84,106],{"@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/coaching-studies-on-the-sat-conducted-by-external-researchers/267756/",{"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/coaching-studies-on-the-sat-conducted-by-external-researchers/267756.png","ImageObject",300,407,{"name":92,"@type":93},"Oliver","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What topics do the cited works cover regarding SAT coaching?","Question",{"text":113,"@type":114},"They examine how special preparation, coaching, tutoring, and test familiarization influence SAT performance, including verbal and reasoning outcomes.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Do the references include synthesized research beyond single experiments?",{"text":118,"@type":114},"Yes. The list contains literature reviews and meta-analyses that aggregate findings across multiple studies.",{"name":120,"@type":111,"acceptedAnswer":121},"What concerns are addressed in the coaching controversy?",{"text":122,"@type":114},"Some cited work focuses on effectiveness and equity implications for educational and testing practice.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},267756,1789424683,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"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":130,"read_time":81,"preview_page_count":4},8796095461610,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Coaching Studies on  \nthe SAT® Conducted by  \nExternal Researchers  \nViji Sathy  \nSeptember 2005  \nAlderman, D. L., & Powers, D. E. (1980) . The effects of special preparation on SAT-verbal scores. American Educational Research Journal, 17, 239–51.  \nAnastasi, A. (1981) . Coaching, test sophistication, and  \ndeveloped abilities. American Psychologist, 36, 10, 1086–1093.  \nBecker, B. (1990) . Coaching for the SAT: Further synthesis and appraisal. Review of Educational Research, 60, 373–417.  \nBriggs, D. C. (2004) . Evaluating SAT coaching: Gains, effects, and self-selection. In R. Zwick (Ed.), Rethinking the SAT:  \nThe future of standardized testing in university admissions. New York: RoutledgeFalmer.  \nDerSimonian, R., & Laird, N. M. (1983) . Evaluating the effect of coaching on SAT scores: A meta-analysis. Harvard Educational Review, 53, 1–15.  \nFrankel, E. (1960) . Effects of growth, practice, and coaching on Scholastic Aptitude Test scores. Personnel and Guidance Journal, 38, 713–719.  \nFrench, J. W. (1955) . The coachability of the SAT in public schools (ETS RB 55-26) . Princeton, NJ: Educational Testing Service.  \nFrench, J. W. & Dear, R. E. (1959) . Effect of coaching on an aptitude test. Educational and Psychological Measurement, 19, 319–330.  \nJackson, R. (1980) . The Scholastic Aptitude Test: A response to Slack and Porter’s “Critical Appraisal.” Harvard Educational Review, 1980, 50, 338–391.  \nKulik, J. A., Bangert-Drowns, R. L., & Kulik, C. C. (1984) . Effectiveness of coaching for aptitude tests. Psychological Bulletin, 95, 179–188.  \nMessick, S. (1980) . The effectiveness of coaching for the SAT: Review and reanalysis of research from the fifties to the FTC (ETS RR 80-8) . Princeton, NJ: Educational Testing Service.  \nMessick, S. (1981) . Issues of effectiveness and equity in the coaching controversy: Implications for educational and testing practice (ETS RR 81-19) . Princeton, NJ:  \nEducational Testing Service.  \nMessick, S., & Jungeblut, A. (1981) . Time and method in coaching for the SAT. Psychological Bulletin, 89, 191–216.  \nPike, L. W. (1978) . Short-term instruction, testwiseness, and the Scholastic Aptitude Test: A literature review with research recommendations (CB RDR 77-78, 2 and ETS RB 78-2) . Princeton, NJ: Educational Testing Service.  \nPike, L. W., & Evans, F. R. (1972) . The effects of special instruction for three kinds of mathematical aptitude items (CB RDR 71-72, 7, and ETS RB 72-19) . Princeton, NJ: Educational Testing Service.  \nPowers, D. E. (1982) . Estimating the effects of various methods of preparing for the SAT (College Board Report No. 82-2) . New York: College Board.  \nPowers, D. E. (1986) . Relationships of test item characteristics to test preparation/test practice effects: A quantitative summary (ETS RR 86-3) . Princeton, NJ: Educational Testing Service.  \nPowers, D. E. (1986) . Relations of test item characteristics to test preparation/test practice effects: A quantitative summary. Psychological Bulletin, 100, 1, 67–77.  \nPowers, D. E. (1988) . Preparing for the SAT: A survey of programs and resources (College Board Report No. 88-7 and ETS RR-88-40) . New York: College Board.  \nPowers, D. E. (1993) . Coaching for the SAT: A summary of the summaries and an update. Educational Measurement: Issues and Practice, 12, 24–39.  \nPowers, D. E. (1998) . Preparing for the SAT I: Reasoning Test—An update (College Board Report No. 98-5) . New York: College Board.  \nPowers, D. E., & Alderman, D. L. (1983) . Effects of test familiarization on SAT performance. Journal of Educational Measurement, 20, 71–79.  \nPowers, D. E., & Camara, W. J. (1999) . Coaching and the SAT I (College Board Research Note 06) . New York: College Board.  \nPowers, D. E., & Rock, D. A. (1998) . Effects of coaching on SAT I: Reasoning scores (College Board Report No. 98-6) .  \nNew York: College Board.  \nPowers, D. E., & Rock, D. A. (1999) . Effects of coaching on SAT I: Reasoning scores. Journal of Educational Measurement, 36","cbCaiq9bNKX9V7Bi","https://ap.wps.com/l/cbCaiq9bNKX9V7Bi","pdf",66830,"English","# References on SAT Coaching Studies\n## Coaching, preparation, and test sophistication\n## Evaluations and meta-analyses of coaching effects\n## Equity, effectiveness, and coaching controversy\n## SAT tutoring, instruction, and test familiarization","[{\"question\":\"What topics do the cited works cover regarding SAT coaching?\",\"answer\":\"They examine how special preparation, coaching, tutoring, and test familiarization influence SAT performance, including verbal and reasoning outcomes.\"},{\"question\":\"Do the references include synthesized research beyond single experiments?\",\"answer\":\"Yes. The list contains literature reviews and meta-analyses that aggregate findings across multiple studies.\"},{\"question\":\"What concerns are addressed in the coaching controversy?\",\"answer\":\"Some cited work focuses on effectiveness and equity implications for educational and testing practice.\"}]","Coaching Studies on the SAT Conducted by External Researchers | PDF"]