[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-583743-en":3,"doc-seo-583743-105":31,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30,"preview_page_count":4},583743,687207022233,"Connor ","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"Research & Report","Understanding SAT Score Relationships with Career and Technical Education (CTE) Program Outcomes - March 2022","This SAT validity study examines how SAT scores relate to student outcomes in career and technical education (CTE) programs at two-year postsecondary institutions. Using two samples—14,357 students from 55 institutions and 46,098 students from 580 institutions—analyses show SAT scores help explain academic performance (first-year GPA), persistence to the second year, and degree/certificate completion within three years. Results indicate stronger SAT performance aligns with higher grades, higher persistence, and higher completion rates, with patterns consistent across CTE, STEM-focused, and trade-focused programs.","MARCH 2022  \nUnderstanding SAT® Score Relationships with Career and Technical Education (CTE) Program Outcomes  \nPAUL A. WESTRICK, JESSICA P. MARINI, AND EMILY J. SHAW  \nContents  \nAbstract ......................................................................................................................................................... 3  \nIntroduction .................................................................................................................................................. 4  \nSAT Score Relationships with First Year Grade Point Average (FYGPA) ....................................................... 4  \nMethodology............................................................................................................................................. 4  \nSample................................................................................................................................................... 4  \nMeasures............................................................................................................................................... 5  \nDescriptive Statistics ............................................................................................................................. 5  \nTable 1: Descriptive Statistics for Measures of Interest, First-Year GPA Analyses ........................... 5  \nMethods ................................................................................................................................................ 6  \nResults ....................................................................................................................................................... 6  \nFigure 1: Mean FYGPA by SAT Total Score Bands ............................................................................. 6  \nFigure 2: Mean FYGPA by SAT Math Section Score Bands ................................................................ 7  \nFigure 3: Probability of a 2.00 or Higher FYGPA Given SAT Total Score ........................................... 7  \nSAT Score Relationships with Persistence to the Second Year and Degree/Certificate Completion within Three Years ................................................................................................................................................... 8  \nMethodology............................................................................................................................................. 8  \nSample................................................................................................................................................... 8  \nMethods ................................................................................................................................................ 8  \nDescriptive Statistics ............................................................................................................................. 9  \nTable 2: Descriptive Statistics for Measures of Interest, Persistence and Completion Analyses ..... 9  \nResults ....................................................................................................................................................... 9  \nFigure 4: Second-Year Persistence Rates by SAT Total Score Bands ................................................ 9  \nFigure 5: Degree or Certificate Completion Rate within Three Years by SAT Total Score Bands ... 10  \nConclusion ................................................................................................................................................... 10  \nReferences .................................................................................................................................................. 12  \nAppendix: Academic majors by NCES Classification of Instructional Program (CIP) Code (CIP) and CIP Title Definition .................................................................................................................","cbCain2iGBmdGhjy","https://ap.wps.com/l/cbCain2iGBmdGhjy","pdf",573394,4,1,17,"English","en",105,"# Abstract\n# Introduction\n# SAT Score Relationships with First Year Grade Point Average (FYGPA)\n## Methodology\n## Sample\n## Measures\n## Descriptive Statistics\n## Methods\n## Results\n# SAT Score Relationships with Persistence to the Second Year and Degree/Certificate Completion within Three Years\n## Methodology\n## Sample\n## Methods\n## Descriptive Statistics\n## Results\n# Conclusion\n# References\n# Appendix","[{\"question\":\"What outcomes does the study connect to SAT scores in CTE programs?\",\"answer\":\"The study links SAT scores to first-year grade point average (FYGPA), persistence to the second year, and degree/certificate completion within three years in CTE programs at two-year institutions.\"},{\"question\":\"How large are the two samples used in the SAT validity study?\",\"answer\":\"One sample includes 14,357 students initially enrolled at 55 two-year institutions, and the other includes 46,098 students initially enrolled at 580 institutions.\"},{\"question\":\"Are the findings limited to overall CTE programs or do they cover specific CTE categories?\",\"answer\":\"The results hold across all CTE programs and also for separately analyzed STEM-focused and trade-focused CTE programs.\"}]","Understanding SAT Score Relationships with Career and Technical Education (CTE) Program Outcomes - March 2022 | 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