[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-267635-105":3,"doc-detail-267635-en":77,"detail-sidebar-cat-0-en-105":93},{"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":70,"head_meta":72,"extra_data":74,"updated_unix":76},105,"en","validity-the-relationship-between-sat-scores-and-retention-to-the-second-year-replication-with-the-2010-sat-validity-sample-college-board-research-statistical-report-2013-1","VALIDITY - The Relationship Between SAT Scores and Retention to the Second Year - Replication with the 2010 SAT Validity Sample - College Board Research Statistical Report 2013-1","","The study validates the revised SAT for college admission by analyzing how SAT performance relates to second-year retention. Using first-time, first-year students entering in fall 2010, data from 160 institutions yields 215,704 students after removing cases with missing SAT, HSGPA, or retention information. Results show a consistent association: higher SAT scores correspond to higher retention rates, persisting after controlling for student and institutional characteristics. The distributional findings compare returning versus non-returning groups across demographics and academic indicators, including SAT-CR, SAT-M, SAT-W, and HSGPA.",{"@graph":14,"@context":69},[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/validity-the-relationship-between-sat-scores-and-retention-to-the-second-year-replication-with-the-2010-sat-validity-sample-college-board-research-statistical-report-2013-1/267635/",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/validity-the-relationship-between-sat-scores-and-retention-to-the-second-year-replication-with-the-2010-sat-validity-sample-college-board-research-statistical-report-2013-1/267635.png","ImageObject",300,407,{"name":42,"@type":43},"Liam","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-09-14",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65],{"name":60,"@type":61,"acceptedAnswer":62},"Did the SAT-retention association hold after controlling for other factors?","Question",{"text":63,"@type":64},"Yes. The results show the retention pattern remains even after controlling for student characteristics (such as gender, race/ethnicity, income, parental education, and HSGPA) and institutional characteristics (control, size, and undergraduate admittance rate).","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What differences were observed between returning and non-returning students?",{"text":68,"@type":64},"Non-returners had lower SAT scores and HSGPA than returners, and non-returners were more represented among African-American, Hispanic, and lower SES groups. They were also less likely to attend private colleges or institutions with lower undergraduate admittance rates.","https://schema.org",{"og:url":32,"og:type":71,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":73,"canonical":32},"index,follow",{"doc_id":75,"site_id":7},267635,1789423356,{"code":4,"msg":78,"data":79},"success",{"doc_id":75,"user_id":80,"nickname":42,"user_avatar":81,"doc_module":4,"category_id":82,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":83,"file_id":84,"file_url":85,"file_type":86,"file_size":87,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":88,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":89,"faqs":90,"seo_title":91,"seo_description":12,"update_tm":76,"read_time":92,"preview_page_count":4},8796095461564,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"VALIDITY  \nThe Relationship Between SAT ® Scores and Retention to the Second Year:  \nReplication with the 2010 SAT Validity Sample  \nBy Krista D. Mattern and Brian F. Patterson  \nCOLLEGE BOARD RESEARCH Statistical Report 2013-1  \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® for use in college admission. A study by Mattern and Patterson (2009) examined the relationship between SAT scores and retention to the second year. The sample included first-time, first-year students entering college in fall 2006, with 106 of the original 110 participating institutions providing data on retention to the second-year. Results showed that SAT performance was related to retention, even after controlling for relevant student and institutional characteristics. Replication studies have been conducted for subsequent entering cohorts of students and similar results were found (Mattern & Patterson, 2011 , 2012a, 2012b) .  \nReplicating the analyses of the previous four reports (Mattern & Patterson, 2009; 2011 , 2012a, 2012b) , the current study examined the relationship between SAT performance and retention to the second year for first-time, first-year students that began in the fall of 2010. A total of 160 institutions provided data which translated to 287,881 students. Students without SAT scores, self-reported high school grade point average (HSGPA), or retention data were removed from analyses, resulting in a final sample size of 215,704 students. The results from the current study based on the 2010 sample show the same pattern of results as the previous reports. Namely, higher SAT scores are associated with higher retention rates. This was true, even after controlling for student characteristics (gender, race/ethnicity, household income, parental education, and HSGPA) and institutional characteristics (control, size, and undergraduate admittance rate) .  \nTable 1. Distribution of Institutional Characteristics  \n\n| Characteristic |  | % |\n| --- | --- | --- |\n| U.S. Region | Midwest | 18 |\n|  | Mid-Atlantic | 26 |\n|  | New England | 11 |\n|  | South | 19 |\n|  | Southwest | 9 |\n|  | West | 16 |\n| Control | Public | 42 |\n|  | Private | 58 |\n| Size\u003Cbr>(number of undergraduates) | Small (750 to 1,999) | 19 |\n|  | Medium (2,000 to 7,499) | 42 |\n|  | Large (7,500 to 14,999) | 18 |\n|  | Very Large (15,000 or more) | 21 |\n| Undergraduate Admittance Rate | \u003C 50% | 19 |\n|  | 50–75% | 60 |\n|  | > 75% | 21 |\n\nNote: Number of institutions = 160. Percentages may not sum to 100 due to rounding.  \n• The 2010 sample of institutions was diverse with regard to region , control, size, and undergraduate admittance rate.  \nTable 2. Returning Versus Nonreturning Students by Student and Institutional Characteristics  \n\n| Number of Students |  |  | Total\u003Cbr>215,704 | Return\u003Cbr>186,257 | Non-Return\u003Cbr>29,447 |\n| --- | --- | --- | --- | --- | --- |\n| Subgroup |  |  | Percentage of Students |  |  |\n| Female\u003Cbr>Gender |  |  | 54.8 | 55.2 | 52.7 |\n| Male |  |  | 45.2 | 44.8 | 47.3 |\n| American Indian |  |  | 0.4 | 0.4 | 0.6 |\n| Asian |  |  | 10.0 | 10.5 | 6.9 |\n| Black/African American |  |  | 8.7 | 8.2 | 11.9 |\n| Racial/ Ethnic Identity | Hispanic |  | 10.0 | 9.7 | 11.8 |\n| Other |  |  | 2.3 | 2.3 | 2.4 |\n| White |  |  | 66.3 | 66.6 | 64.3 |\n| No Response |  |  | 2.3 | 2.3 | 2.1 |\n| \u003C $40,000 |  |  | 11.3 | 10.7 | 15.2 |\n| $40,000–80,000 |  |  | 16.9 | 16.4 | 19.9 |\n| $80,000–120,000 |  |  | 17.2 | 17.3 | 16.5 |\n| Household Income | $120,000–160,000 |  | 8.0 | 8.1 | 7.1 |\n| $160,000–200,000 |  |  | 4.3 | 4.5 | 3.5 |\n| > $200,000 |  |  | 7.7 | 8.0 | 5.5 |\n| No Response |  |  | 34.6 | 35.0 | 32.2 |\n| No High School Diploma |  |  | 2.6 | 2.5 | 3.4 |\n| High School Diploma |  |  | 20.2 | 18.9 | 28.8 |\n| Highest Parental Associate Degree |  |  | 6.7 | 6.4 | 8.7 |\n| Education Level Bachelor’s Degree |  |  | 33.2 | 33.7 | 30.","cbCaipokzBV0ZEY6","https://ap.wps.com/l/cbCaipokzBV0ZEY6","pdf",172585,"English","# Executive Summary\n## Study Purpose and Data Source\n## Sample Selection and Analytical Controls\n## Institutional Characteristics (Table 1)\n## Returning vs Non-Returning Students (Table 2)\n## Key Findings and Patterns","[{\"question\":\"Did the SAT-retention association hold after controlling for other factors?\",\"answer\":\"Yes. The results show the retention pattern remains even after controlling for student characteristics (such as gender, race/ethnicity, income, parental education, and HSGPA) and institutional characteristics (control, size, and undergraduate admittance rate).\"},{\"question\":\"What differences were observed between returning and non-returning students?\",\"answer\":\"Non-returners had lower SAT scores and HSGPA than returners, and non-returners were more represented among African-American, Hispanic, and lower SES groups. They were also less likely to attend private colleges or institutions with lower undergraduate admittance rates.\"}]","VALIDITY - The Relationship Between SAT Scores and Retention to the Second Year - Replication with the 2010 SAT Validity Sample - College Board Research Statistical Report 2013-1 | PDF",25,{"code":4,"msg":78,"data":94},[95,99,103,107,112,117,122,125,130,133,136],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":104,"show_sort_weight":105,"slug":106},"Exam",70,"exam",{"id":108,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},5,"Comic",60,"comic",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},6,"Technology",50,"technology",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},7,"Healthcare",40,"healthcare",{"id":82,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":123,"slug":124},30,"research-report",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":128,"slug":129},9,"Religion & Spirituality",20,"religion-spirituality",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":128,"slug":132},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":134,"show_sort_weight":55,"slug":135},"Lifestyle","lifestyle",{"id":137,"doc_module":4,"doc_module_name":25,"category_name":138,"show_sort_weight":108,"slug":139},19,"General","general"]