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Results show SAT Math adds incremental predictive value beyond HSGPA, with stronger differentiation in 2023, especially at more selective institutions.",{"@graph":14,"@context":73},[15,34,56],{"@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/using-sat-math-scores-to-identify-risk-of-low-performance-in-first-year-college-math/584259/",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/using-sat-math-scores-to-identify-risk-of-low-performance-in-first-year-college-math/584259.png","ImageObject",300,407,{"name":42,"@type":43},"Kyle","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What risk outcome does the study focus on in first-year college math?","Question",{"text":63,"@type":64},"The study predicts whether students earn a D, F, or withdraw (DFW) from a first-year college math course.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study assess whether SAT Math adds value beyond HSGPA?",{"text":68,"@type":64},"It uses standardized mean differences and logistic regression models to compare predictive information from SAT Math scores and high school GPA (HSGPA), estimating incremental value for DFW outcomes.",{"name":70,"@type":61,"acceptedAnswer":71},"How did predictive value change from the 2018 to the 2023 cohort?",{"text":72,"@type":64},"The differentiation based on SAT Math scores increased in 2023, particularly at more selective institutions, while HSGPA remained an important indicator.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},584259,1792208662,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"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":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"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":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","March 2026  \nUsing SAT Math Scores to Identify Risk of Low Performance in FirstYear College Math  \nJESSICA P. MARINI, EMILY J. SHAW & DAVID GUZMAN  \nTable of Contents  \nAbstract ......................................................................................................................................................... 3  \nIntroduction.................................................................................................................................................... 4  \nMethodology .................................................................................................................................................. 5  \nSample.................................................................................................................................................... 5  \nTable 1: Student Characteristics for the 2018 and 2023 Cohort Samples ......................................... 6  \nTable 2: Institutional Characteristics for the Study Sample ................................................................ 6  \nMeasures ................................................................................................................................................ 7  \nTable 3: Descriptive Statistics for Variables of Interest in the 2018 and 2023 Cohorts ..................... 8  \nAnalyses ................................................................................................................................................. 8  \nResults .......................................................................................................................................................... 9  \nStandardized Mean Differences (d) ........................................................................................................ 9  \nFigure 1: Standardized Mean Differences in HSGPA and SAT Math (for DFWand no DFW Groups), 2018 and 2023 ..................................................................................................................... 9  \nFigure 2: Standardized Mean Differences in HSGPA and SAT Math (forDFWand no DFW Groups), 2018 and 2023 by Admit Rate ........................................................................................... 10  \nLogistic Regression .............................................................................................................................. 10  \nFigure 3: Probability of Having at Least One Math DFW by HSGPA and SAT Math Score ............ 11  \nFigure 4: Probability of Having at Least One DFWin a First-Year Math Course by Admit Rate and Year .................................................................................................................................................. 13  \nDiscussion ................................................................................................................................................... 13  \nConclusion................................................................................................................................................... 15  \nReferences .................................................................................................................................................. 16  \nAppendices ................................................................................................................................................. 17  \nTable A 1: Means, Standard Deviations, and Standardized Mean Differences (d) for the Overall Sample .............................................................................................................................................. 17  \nTable A 2: Means, Standard Deviations, and Standardized Mean Differences (d) by Institutional Admit Rate ........................................................................................................................................ 17  \nTable A 3: Means, Standard Deviations, and Standardized Mean Differences (d) by Institutional Control ","cbCaifsq2tR0qeA3","https://ap.wps.com/l/cbCaifsq2tR0qeA3","pdf",969262,"English","# Abstract\n# Introduction\n# Methodology\n## Sample\n# Measures\n# Analyses\n## Results\n## Logistic Regression\n# Discussion\n# Conclusion\n# References\n# Appendices","[{\"question\":\"What risk outcome does the study focus on in first-year college math?\",\"answer\":\"The study predicts whether students earn a D, F, or withdraw (DFW) from a first-year college math course.\"},{\"question\":\"How does the study assess whether SAT Math adds value beyond HSGPA?\",\"answer\":\"It uses standardized mean differences and logistic regression models to compare predictive information from SAT Math scores and high school GPA (HSGPA), estimating incremental value for DFW outcomes.\"},{\"question\":\"How did predictive value change from the 2018 to the 2023 cohort?\",\"answer\":\"The differentiation based on SAT Math scores increased in 2023, particularly at more selective institutions, while HSGPA remained an important indicator.\"}]","Using SAT Math Scores to Identify Risk of Low Performance in First-Year College Math | PDF",1792050345,48]