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The analysis examines differential validity, differential prediction, and retention patterns, including subgroup comparisons by gender, race/ethnicity, best language, and highest parental education level. Results summarize descriptive statistics, corrected correlations, average over- and underprediction, and retention rates by SAT score band to identify where predictive performance varies.",{"@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/differential-validity-and-prediction-of-the-sat-examining-first-year-grades-and-retention-to-the-second-year/266631/",{"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/differential-validity-and-prediction-of-the-sat-examining-first-year-grades-and-retention-to-the-second-year/266631.png","ImageObject",300,407,{"name":92,"@type":93},"Aladdin","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",17,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What relationships does the study analyze between SAT scores and student outcomes?","Question",{"text":113,"@type":114},"The study analyzes differential validity and differential prediction by examining how SAT scores relate to first-year grades (FYGPA), and how those patterns correspond to second-year retention.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which student subgroup dimensions are used in the analyses?",{"text":118,"@type":114},"Analyses are conducted across subgroup dimensions including gender, race/ethnicity, best language, and highest parental education level.",{"name":120,"@type":111,"acceptedAnswer":121},"How are retention findings organized in the results?",{"text":122,"@type":114},"Retention results are presented using second-year retention rates by SAT score band and further examined within subgroups such as gender and race/ethnicity, including figures comparing underperforming and performing students.","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},266631,1789409860,{"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":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},2336478503145,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","JULY 2019  \nDifferential Validity and Prediction of the SAT®  \nExamining First-Year Grades and Retention to the Second Year  \nJESSICA P. MARINI, PAUL A. WESTRICK, LINDA YOUNG,  \nHELEN NG, DORON SHMUELI, AND EMILY J. SHAW  \nContents  \nAbstract ......................................................................................................................................................... 5  \nIntroduction .................................................................................................................................................. 6  \nPrevious Research ..................................................................................................................................... 6  \nMethodology................................................................................................................................................. 8  \nSample....................................................................................................................................................... 8  \nTable 1 : Comparison of the 2017 SAT Validity Study Sample and 2017 Graduating Seniors with SAT Scores ..................................................................................................................................... 9  \nTable 2: Comparison of Institutional Sample to Population ....................................................... 10  \nMeasures................................................................................................................................................. 10  \nSubgroups of Interest ............................................................................................................................. 11  \nStudent Level Subgroups .................................................................................................................... 11  \nInstitutional Level Subgroups.............................................................................................................. 11  \nAnalyses .................................................................................................................................................. 11  \nDifferential Validity ............................................................................................................................. 11  \nDifferential Prediction ......................................................................................................................... 12  \nRetention Analyses ............................................................................................................................. 12  \nResults ......................................................................................................................................................... 12  \nStudent Subgroups.................................................................................................................................. 12  \nDescriptive Statistics ........................................................................................................................... 12  \nTable 3: Descriptive Statistics of Study Variables by Student Subgroups ................................... 14  \nDifferential Validity ............................................................................................................................. 15  \nGender ............................................................................................................................................ 15  \nRace/Ethnicity ................................................................................................................................. 15  \nBest Language ................................................................................................................................. 15  \nHighest Parental Education Level ................................................................................................... 16  \nTable 4: Corrected Correlations of SAT Scores and ","cbCaiil0iiDCg8dj","https://ap.wps.com/l/cbCaiil0iiDCg8dj","pdf",2734356,51,"English","# Abstract\n# Introduction\n# Previous Research\n# Methodology\n## Sample\n# Measures\n## Subgroups of Interest\n## Student Level Subgroups\n## Institutional Level Subgroups\n# Analyses\n## Differential Validity\n## Differential Prediction\n## Retention Analyses\n# Results\n## Student Subgroups\n## Descriptive Statistics\n## Differential Validity\n## Differential Prediction\n## Retention Analyses","[{\"question\":\"What relationships does the study analyze between SAT scores and student outcomes?\",\"answer\":\"The study analyzes differential validity and differential prediction by examining how SAT scores relate to first-year grades (FYGPA), and how those patterns correspond to second-year retention.\"},{\"question\":\"Which student subgroup dimensions are used in the analyses?\",\"answer\":\"Analyses are conducted across subgroup dimensions including gender, race/ethnicity, best language, and highest parental education level.\"},{\"question\":\"How are retention findings organized in the results?\",\"answer\":\"Retention results are presented using second-year retention rates by SAT score band and further examined within subgroups such as gender and race/ethnicity, including figures comparing underperforming and performing students.\"}]","Differential Validity and Prediction of the SAT - Examining First-Year Grades and Retention to the Second Year | PDF",129]