[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-267561-en":59,"doc-seo-267561-105":81},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":72,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":73,"language":74,"language_code":75,"site_id":76,"html_lang":75,"table_of_contents":77,"faqs":78,"seo_title":79,"seo_description":66,"update_tm":80,"read_time":36,"preview_page_count":4},267561,137451211410,"\tCallum ","https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","The Relationship between SAT Scores and Retention to the Third Year: 2006 Cohort","Executive summary describes a research consortium formed to build a national higher education database for validating the revised SAT, including critical reading, mathematics, and writing, for college admission decisions. Using first-time first-year students entering in fall 2006, with second-year follow-up from participating institutions and complete data for 89,381 students, the report evaluates how SAT performance relates to retention through the third year. Results show returners have higher SAT total scores than nonreturners even after controlling for student and institutional characteristics.","Statistical Report  \nResearch and Development November 2010  \nThe Relationship between SAT Scores and Retention to the Third Year: 2006 Cohort  \nKrista D. Mattern & Brian F. Patterson The College Board  \nStatistical Report  \nCollege Board  \nExecutive Summary  \nThe College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the revised SAT, which consists of critical reading (SAT-CR), mathematics (SAT-M) and writing (SAT-W) for use in college admission. The first sample examined was the first-time, first-year students entering college in fall 2006, with 110 institutions providing students’ first-year coursework, grades, and retention to the second year. Results from “Validity of the SAT for Predicting First-Year College Grade Point Average”(Kobrin et al. , 2008) and “Differential Validity and Prediction of the SAT”(Mattern et al. , 2008) and “Is Performance on the SAT Related to College Retention?”(Mattern & Patterson, 2009) provide evidence of the predictive validity of the SAT in terms of first year academic outcomes.  \nThe following year, participating colleges and universities were invited to provide second-year performance data for these students. For the second year, a total of 66 of the original 110 institutions provided data. (Please see the Appendix for a list of participating institutions) . Complete data (i.e. , SAT scores, self-reported high school grade point average (HSGPA) , retention to second and third year data) were available for 89,381 students. This report builds on previous work by examining second year outcomes, specifically the relationship of SAT scores with retention to third year.  \nResults show that SAT performance is related to third year retention rates. Even after controlling for student and institutional characteristics, returners had higher SAT total scores than nonreturners, and the performance gap is not due to differences in the demographic makeup of the two groups. Furthermore, while differences in retention can be observed between various student and institutional subgroups, these differences are minimized and in some instances eliminated when controlling for SAT performance, especially for higher SAT score bands.  \nReferences  \nCollege Board. (2006) . 2006 College-bound seniors: Total group profile report. New York, NY: The College Board.  \nKobrin, J. L. , Patterson, B. F. , Shaw, E. J. , Mattern, K. D. , & Barbuti, S. M. (2008) . Validity of the SAT® for predicting first-year college grade point average (College Board Research Rep. No. 2008-5) . New York, NY: The College Board.  \nMattern, K. D. , Patterson, B. F. , Shaw, E. J. , Kobrin, J. L. , & Barbuti, S. M. (2008) . Differential validity and prediction of the SAT® (College Board Research Rep. No. 2008-4) . New York, NY: The College Board.  \nMattern, K. D. , Patterson, B. F. (2009) . Is Performance on the SAT® related to college retention?(College Board Research Rep. No. 2009-X) . New York, NY: The College Board.  \nTable 1  \nInstitutional Characteristics of the 2006 Sample with Second Year Data  \n| Variable | Percentage |\n| --- | --- |\n| U.S. Region Midwest | 11% |\n| Mid-Atlantic | 21% |\n| New England | 21% |\n| South | 12% |\n| Southwest | 11% |\n| West | 24% |\n| Control Public\u003Cbr>Private | 39%\u003Cbr>61% |\n| Size Small | 20% |\n| Medium | 41% |\n| Large | 21% |\n| Very large | 18% |\n| Selectivity Admits under 50% | 18% |\n| Admits 50 to 75% | 58% |\n| Admits over 75% | 24% |\n\nNote. k = number of institutions = 66. Percentages may not sum to 100 due to rounding. Institution sizes are categorized by the number of undergraduates as follows: small = 750 to 1,999; medium 2,000 to 7,499; large = 7,500 to 14,999; and very large = 15,000 or more.  \n• Of the 110 institutions from the original 2006 sample, 66 provided second-year data.  \n• The sample of 66 institutions was diverse with respect to region of the U. S. , control, size, and selectivity.  ","cbCaik6zXBwq0bkl","https://ap.wps.com/l/cbCaik6zXBwq0bkl","pdf",130802,15,16,"English","en",105,"# Executive Summary\n## Research design and data sources\n## Findings on SAT performance and third-year retention\n## References\n## Table 1 Institutional Characteristics of the 2006 Sample with Second Year Data\n## Table 2 Returning versus Non-returning Students by Student and Institutional Characteristics","[{\"question\":\"What is the main purpose of this statistical report?\",\"answer\":\"To examine the relationship between revised SAT performance and student retention to the third year for the 2006 cohort.\"},{\"question\":\"Which student group and time period does the report analyze?\",\"answer\":\"First-time, first-year students entering college in fall 2006, with follow-up that includes second-year outcomes leading to third-year retention analysis.\"},{\"question\":\"What do the results indicate about SAT performance and retention?\",\"answer\":\"SAT performance is related to third-year retention; returners have higher SAT total scores than non-returners even after controlling for student and institutional characteristics.\"}]","The Relationship between SAT Scores and Retention to the Third Year: 2006 Cohort | PDF",1789421681,{"code":4,"msg":82,"data":83},"ok",{"site_id":76,"language":75,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":140,"head_meta":142,"extra_data":144,"updated_unix":80},"the-relationship-between-sat-scores-and-retention-to-the-third-year-2006-cohort","",{"@graph":87,"@context":139},[88,102,122],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":40,"@type":94,"position":99},"https://docshare.wps.com/document/research-report/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/the-relationship-between-sat-scores-and-retention-to-the-third-year-2006-cohort/267561/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":75,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/the-relationship-between-sat-scores-and-retention-to-the-third-year-2006-cohort/267561.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-30","2026-09-14",true,{"@type":119,"interactionType":120,"userInteractionCount":72},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125,131,135],{"name":126,"@type":127,"acceptedAnswer":128},"What is the main purpose of this statistical report?","Question",{"text":129,"@type":130},"To examine the relationship between revised SAT performance and student retention to the third year for the 2006 cohort.","Answer",{"name":132,"@type":127,"acceptedAnswer":133},"Which student group and time period does the report analyze?",{"text":134,"@type":130},"First-time, first-year students entering college in fall 2006, with follow-up that includes second-year outcomes leading to third-year retention analysis.",{"name":136,"@type":127,"acceptedAnswer":137},"What do the results indicate about SAT performance and retention?",{"text":138,"@type":130},"SAT performance is related to third-year retention; returners have higher SAT total scores than non-returners even after controlling for student and institutional characteristics.","https://schema.org",{"og:url":101,"og:type":141,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":143,"canonical":101},"index,follow",{"doc_id":61,"site_id":76}]