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It compares test structure and evaluates outcomes across eight operational sections under two test spirals. The study uses examinee ability levels, accuracy metrics (number correct), and omit tendencies, including summary-statistics and correlation-based analyses. Replication analyses expand findings across total scores, gender, racial/ethnic groups, and language groups, with additional results presented for prior test administrations.",{"@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/investigating-the-effects-of-increased-sat-reasoning-test-length-and-time-on-performance-of-regular-sat-examinees-research-report-no-2006-9-college-board/267468/",{"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/investigating-the-effects-of-increased-sat-reasoning-test-length-and-time-on-performance-of-regular-sat-examinees-research-report-no-2006-9-college-board/267468.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does this report investigate about the SAT Reasoning Test?","Question",{"text":112,"@type":113},"The report investigates the effects of increasing the SAT Reasoning Test length and time on regular SAT examinees’ performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which performance measures are used to evaluate examinees?",{"text":117,"@type":113},"It evaluates examinee ability levels, performance accuracy (number correct), and omit tendency across the eight operational sections under two test spirals.",{"name":119,"@type":110,"acceptedAnswer":120},"Does the report include replication and subgroup analyses?",{"text":121,"@type":113},"Yes. It includes replication for prior SAT administrations and examines results by total scores, gender, racial/ethnic group, and language groups.","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},267468,1789419582,{"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":29,"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},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Research Report  \nNo . 2006-9  \nInvestigating the Effects of Increased SAT Reasoning Test™ Length and Time on Performance of Regular SAT ® Examinees  \nXiang Bo Wang  \n[www.collegeboard.com](www.collegeboard.com)  \nCollege Board Research Report No. 2006-9  \nInvestigating the Effects of Increased SAT Reasoning Test ™ Length and Time on Performance of Regular SAT ® Examinees  \nXiang Bo Wang  \nThe College Board, New York, 2007  \nAcknowledgments  \nThe author wishes to sincerely thank Brian Patterson for the use of his unscrambling programs, Gerald Melicanand Amy Schmidt for their valuable review and feedback, and Carrie Dirks for her careful copy editing.  \nXiang Bo Wang is a senior psychometrician at the College  \nBoard.  \nResearchers are encouraged to freely express their professional judgment. Therefore, points of view or opinions stated in College Board Reports do not necessarily represent official College Board position or policy.  \nThe College Board: Connecting Students to College Success  \nThe College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,200 schools, colleges, universities, and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program®(AP®). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns.  \nFor further information, [visit www.collegeboard.com](visit www.collegeboard.com).  \nAdditional copies of this report (item \\#060481980) maybe obtained from College Board Publications, Box 886, New York, NY 10101-0886, 800 323-7155. The price is $15. Please include $4 for postage and handling.  \n© 2007 The College Board. All rights reserved. College Board, Advanced Placement Program, AP, SAT, and the acorn logo are registered trademarks of the College Board. connect to college success and SAT Reasoning Test are trademarks owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners. Visit the College [Board on the Web: www.collegeboard.com](Board on the Web: www.collegeboard.com).  \nPrinted in the United States of America.  \nContents  \nExecutive Summary  ........................... 1  \nIntroduction  ................................. 1  \nResearch Approach  ............................ 2  \nResearch Data  ................................ 3  \nSAT Reasoning Test™ Versus SAT® I: Reasoning Test Structure  .................... 4  \nResearch Analyses  ............................ 5  \nAnalyses and Results  .......................... 5  \nAnalysis 1: Overall Difficulty Levels and Numbers of Items of the Eight Operational Sections  .... 5  \nAnalysis 2: Examinee Ability Levels in Reading, Math, and Writing by the Two Test Spirals  .... 6  \nAnalysis 3: Examinee Performance Accuracy (i  . e  ., Number Correct) and Omit Tendency Throughout the Eight Operational Sections Across the Two Test Spirals Based on  \nSummary Statistics  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 7  \nAnalysis 4: Examinee Performance Accuracy and Omit Tendency Throughout the Eight  \nOperational Sections Across the Two Test Spirals Based on Correlations  ............. 9  \nAnalysis 5: Examinee Performance Accuracy and Omit Tendency Throughout the Eight Operational Sections Across the Two Test Spirals Based on Summary Statistics  \nConditional on Total Scores  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13  \nAnalysis 6: Examinee Performance Accuracy","cbCaibje848v0tjV","https://ap.wps.com/l/cbCaibje848v0tjV","pdf",5431287,56,"English","# Executive Summary\n# Introduction\n# Research Approach\n# Research Data\n# SAT Reasoning Test Versus SAT I: Reasoning Test Structure\n# Research Analyses\n## Analyses and Results\n## Analysis 1: Overall Difficulty Levels and Numbers of Items of the Eight Operational Sections\n## Analysis 2: Examinee Ability Levels in Reading, Math, and Writing by the Two Test Spirals\n## Analysis 3: Examinee Performance Accuracy and Omit Tendency Based on Summary Statistics\n## Analysis 4: Examinee Performance Accuracy and Omit Tendency Based on Correlations\n## Analysis 5: Examinee Performance Accuracy and Omit Tendency Conditional on Total Scores\n## Analysis 6: Examinee Performance Accuracy and Omit Tendency by Gender\n## Analysis 7: Examinee Performance Accuracy and Omit Tendency by Racial/Ethnic Group\n## Analysis 8: Examinee Performance Accuracy and Omit Tendency by Different Language Groups\n# Conclusion\n# References\n# Appendix A: Replication on the October 2005 Administration\n# Appendix B: Replications on the May 2002 SAT I: Reasoning Test","[{\"question\":\"What question does this report investigate about the SAT Reasoning Test?\",\"answer\":\"The report investigates the effects of increasing the SAT Reasoning Test length and time on regular SAT examinees’ performance.\"},{\"question\":\"Which performance measures are used to evaluate examinees?\",\"answer\":\"It evaluates examinee ability levels, performance accuracy (number correct), and omit tendency across the eight operational sections under two test spirals.\"},{\"question\":\"Does the report include replication and subgroup analyses?\",\"answer\":\"Yes. It includes replication for prior SAT administrations and examines results by total scores, gender, racial/ethnic group, and language groups.\"}]","Investigating the Effects of Increased SAT Reasoning Test Length and Time on Performance of Regular SAT Examinees - Research Report No. 2006-9 - College Board | PDF",141]