[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602371-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-602371-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","the-achievement-gap-should-we-rely-on-sat-scores-to-tell-us-anything-about-it-602371","The Achievement Gap: Should We Rely on SAT Scores to Tell Us Anything About It?","","Increasing numbers of students take the SAT, yet declining participation limits identifying students’ race and ethnicity. The study evaluates how nonrespondents affect the validity of reported racial/ethnic differences and changes in test performance across years. Using Wainer’s 1988 analysis and SAT data from 1996–2003, it shows nonrespondents block accurate estimation of group differences. It further finds media coverage rarely considers this issue and emphasizes nonrespondent inclusion.",{"@graph":14,"@context":72},[15,34,55],{"@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 & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-achievement-gap-should-we-rely-on-sat-scores-to-tell-us-anything-about-it-602371/602371/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-achievement-gap-should-we-rely-on-sat-scores-to-tell-us-anything-about-it-602371/602371.png","ImageObject",300,407,{"name":42,"@type":43},"dawugda","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How does the study assess the impact of nonrespondents on SAT-based conclusions?","Question",{"text":62,"@type":63},"It examines how nonrespondents affect the validity of reported racial/ethnic differences and year-to-year changes in test performance, using analyses based on SAT data.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What does the study find about using SAT scores to estimate group differences?",{"text":67,"@type":63},"Nonrespondents prevent accurate estimations of group differences based on SAT data, according to the confirmed findings from prior analysis.",{"name":69,"@type":60,"acceptedAnswer":70},"What limitation does the study identify in news reporting on the achievement gap?",{"text":71,"@type":63},"Press releases and media reports frequently describe racial/ethnic differences and year-to-year changes in scores while giving negligible attention to the role and impact of nonrespondents.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},602371,1793120326,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","A peer-reviewed scholarly journ Editor: Gene V Glass College of Education  \nArizona State University  \nCopyright is retained by the first or sole author, who grants right of first publication to the EDUCATION POLICY ANALYSIS ARCHIVES . EPAA is a project of the Education Policy Studies Laboratory.  \nArticles appearing in EPAA are abstracted in the Current Index to Journalsin Education by the ERIC Clearinghouse on Assessment and Evaluation and are permanently archived in Resources in Education.  \nPDF file of this article available:   \nThis article has been retrieved  times since April 5, 2004  \nVolume 12 Number 12 April 5, 2004 ISSN 1068-2341  \nThe Achievement Gap: Should We Rely on SAT Scores to Tell Us  \nAnything About It?  \nDale Whittington  \nShaker Heights (OH) City School District  \nCitation: Whittington, D. ,(2004, April 5) . The achievement gap: Should we rely on SAT scores to tell us anything about it?. Education Policy Analysis Archives, 12(12) . Retrieved [Date] from [http://epaa.asu.edu/epaa/v12n12/](http://epaa.asu.edu/epaa/v12n12/) .  \nAbstract  \nIncreasing numbers of students taking the SAT have declined to identify their race/ethnicity. I examined the impact of nonrespondents on the validity of reported racial/ethnic differences and year-to-year changes in test performance. Using an analysis reported by Wainer (1988) and SAT data from 1996 to 2003, I confirmed Wainer’s findings that non-respondents prevent accurate estimations of group differences based on SAT data. I then explored the impact of College Board press release information on news reports about the achievement gap. I found frequent reports of racial/ethnic differences in SAT scores and year-to-year changes in scores but negligible consideration of non-respondents. Press releases and media reports should  \ninclude information about non-respondents and their impact on  \naccuracy of reported differences based on race/ethnicity.  \nIntroduction  \nThe term “achievement gap ” has taken on particular and important meanings in the past decade. “The achievement gap” has become a shorthand way to refer to differences in academic achievement between European Americans and members of minority groups who historically have been disenfranchised. For some, the gap refers exclusively to differences between African Americans and European Americans. For others, it refers toa broader group of students: those who aren’t facile in English, the poor, or members of other disadvantaged ethnic groups.  \nRegardless of who is included in one ’s definition, the literature abounds with descriptions of gaps in student performance on test scores, which are probably the most commonly used indicators of student achievement (Jencks & Phillips, 1998; Herrnstein & Murray, 1994; Lee, 2000; Kober, 2001) . Additional evidence of a gap has been found in data related to other indicators of achievement, such as grades, dropout rates, college attendance or earnings. (Portes, 1996; Ferguson, 2001; Kane, 1998; Vars & Bowen, 1998; Johnson & Neal, 1998; Roderick & Cambrun, 1999) National organizations of schools dedicated to closing the gap, such as the Minority Student Achievement Network, have been formed to address this phenomenon. The benchmark against which minority achievement is measured is White/European-American performance, and closing the gap usually means increasing minority achievement relative to that of White/European Americans.  \nReasons for the gap have been explored; the resulting explanations have been legion. Some have focused on the historical legacy of racism, prejudice and segregation (Spring, 2000; House, 1999) . Others have examined factors affecting children’s readiness for school and their ability to learn in school, such as the role of poverty and other differences associated with SES (Ferguson, 2001; Barton, 2003), cultural differences in language or in adaptation to school (Mercado, 2001, Portes, 1996; Portes, 1999, Ogbu, 1999; Ogbu, 2003), family and parenting (Okagaki ","cbCaigeZa0l7lsbB","https://ap.wps.com/l/cbCaigeZa0l7lsbB","pdf",153217,23,"English","# Abstract\n# Introduction","[{\"question\":\"How does the study assess the impact of nonrespondents on SAT-based conclusions?\",\"answer\":\"It examines how nonrespondents affect the validity of reported racial/ethnic differences and year-to-year changes in test performance, using analyses based on SAT data.\"},{\"question\":\"What does the study find about using SAT scores to estimate group differences?\",\"answer\":\"Nonrespondents prevent accurate estimations of group differences based on SAT data, according to the confirmed findings from prior analysis.\"},{\"question\":\"What limitation does the study identify in news reporting on the achievement gap?\",\"answer\":\"Press releases and media reports frequently describe racial/ethnic differences and year-to-year changes in scores while giving negligible attention to the role and impact of nonrespondents.\"}]","The Achievement Gap: Should We Rely on SAT Scores to Tell Us Anything About It? | PDF",1792094555,58]