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The R-SAT reflects the score minority students would have obtained if only the hardest questions were considered, computed via a formula score and a regression approach. Using California public school graduates and a University of California subsample, the study compares R-SAT and standard SAT for short- and long-term academic outcomes.",{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-revised-sat-score-and-its-potential-benefits-for-the-admission-of-minority-students-to-higher-education/452738/",{"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/the-revised-sat-score-and-its-potential-benefits-for-the-admission-of-minority-students-to-higher-education/452738.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Revised SAT (R-SAT) score intended to do?","Question",{"text":112,"@type":113},"R-SAT is proposed to compensate for potential harm related to item difficulty interacting with ethnic differential item functioning observed in the SAT.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the R-SAT score computed in the paper?",{"text":117,"@type":113},"R-SAT is computed using a formula score and a regression approach, representing what minority students would have scored if only the hardest questions were considered.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results show about R-SAT versus the standard SAT for minority admissions?",{"text":121,"@type":113},"For college admissions of minority students, prediction power and the issue of overprediction are not significantly better with R-SAT than with the standard SAT.","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},452738,1792568203,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"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":144,"read_time":145,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Education Policy Analysis Archives Vol. 23 No. 113  \n\n| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 23 Number 113 November 16th, 2015 ISSN 1068-2341 |  |\n\nThe Revised SAT Score and Its Potential Benefits for the Admission of Minority Students to Higher Education  \nMaria Veronica Santelices  \nFacultad de Educación, Pontificia Universidad Católica de Chile  \nChile  \n&  \nMark Wilson  \nUniversity of California Berkeley  \nUnited States  \nCitation: Santelices, M. V., & Wilson, M. (2015). The revised SAT score and its potential benefits for the admission of minority students to higher education. Education Policy Analysis Archives, 23(113) . [http://dx.doi.org/10.14507/epaa.v23.2070](http://dx.doi.org/10.14507/epaa.v23.2070)  \nAbstract: This paper investigates the predictive validity of the Revised SAT (R-SAT) score, proposed by Freedle (2003) as an alternative to compensate minority students for the potential harm caused by the relationship between item difficulty and ethnic DIF observed in the SAT. The R-SAT score is the score minority students would have received if only the hardest questions from the test had been considered and was computed using a formula score and a regression approach. In this article we examine the potential effects of using the R-SAT of minority students in the admissions decision to selective institutions, and its capacity to predict short and long-term academic outcomes as well as its potential benefits regarding differential prediction of college grades for minority students. To test this out, we examined the performance of the R-SAT score compared to the standard SAT score in a sample of graduates from California public schools and in a subsample of  \nJournal website: [http://epaa.asu.edu/ojs/](http://epaa.asu.edu/ojs/)  \n[Facebook: /EPAAA](Facebook: /EPAAA)  \n[Twitter: @epaa_aape](Twitter: @epaa_aape)  \nManuscript received: 24/03/2015  \nRevisions received: 13/09/2015  \nAccepted: 24/09/2015  \nEducation Policy Analysis Archives Vol. 23 No. 113 2  \nstudents who enrolled in the University of California. We found that, in terms of the potential for college admissions for minority students, prediction power and the issue of overprediction, the RSAT score did not perform significantly better than the SAT score.  \nKeywords: predictive validity; college admissions; SAT; revised SAT.  \nEl Puntaje corregido del SAT y sus potenciales beneficios para la admisión de estudiantes minoritarios a la educación superior.  \nResumen: En este trabajo se investiga la validez predictiva del puntaje corregido del SAT (R-SAT), propuesto por Freedle (2003) como una alternativa para compensar a los estudiantes de minorías étnica por el daño potencial causado por la relación entre la dificultad de los ítems y elfuncionamiento diferencial del ítem (DIF) asociado a etnia observada en el SAT. El puntaje R-SATes aquel que los estudiantes de minorías habrían recibido si se hubieran considerado solo las preguntas más difíciles de la prueba y se calcula utilizando una corrección por adivinación ormula score) y un enfoque de regresión. En este artículo se reflexiona sobre los efectos potenciales del usode la R-SAT en la decisión de admisión a instituciones selectivas, su capacidad para predecir los resultados académicos de corto y largo plazo, y sus posibles beneficios en relación con la prediccióndiferencial de notas universitarias para estudiantes de minorías étnicas. Para estudiar esto, se analizó el desempeño de la puntuación R-SAT en comparación con la puntuación estándar SAT en unamuestra de alumnos graduados de las escuelas públicas de California y en una submuestra de estudiantes que se matricularon en la Universidad de California. Los resultados muestran que lapuntuación R-SAT no se comportó significativamente mejor que la puntuación SAT al considerar las posibilidades de admisión a la universidad de grupos minoritar","cbCaiaNJFVeg9dbI","https://ap.wps.com/l/cbCaiaNJFVeg9dbI","pdf",647507,34,"English","# Introduction\n## Admission and predictive validity\n## R-SAT construction\n## Empirical comparison: R-SAT vs SAT\n## Findings for minority student admissions","[{\"question\":\"What is the Revised SAT (R-SAT) score intended to do?\",\"answer\":\"R-SAT is proposed to compensate for potential harm related to item difficulty interacting with ethnic differential item functioning observed in the SAT.\"},{\"question\":\"How is the R-SAT score computed in the paper?\",\"answer\":\"R-SAT is computed using a formula score and a regression approach, representing what minority students would have scored if only the hardest questions were considered.\"},{\"question\":\"What do the results show about R-SAT versus the standard SAT for minority admissions?\",\"answer\":\"For college admissions of minority students, prediction power and the issue of overprediction are not significantly better with R-SAT than with the standard SAT.\"}]","The Revised SAT Score and Its Potential Benefits for the Admission of Minority Students to Higher Education | PDF",1790737637,86]