Data and Code for: Standardized Test Scores and Academic Performance at Ivy-Plus Colleges
Principal Investigator(s): View help for Principal Investigator(s) John Friedman, Brown University; Bruce Sacerdote, Dartmouth College; Douglas Staiger, Dartmouth College; Michele Tine, Dartmouth College
Version: View help for Version V1
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Project Citation:
Friedman, John, Sacerdote, Bruce, Staiger, Douglas, and Tine, Michele. Data and Code for: Standardized Test Scores and Academic Performance at Ivy-Plus Colleges. Nashville, TN: American Economic Association [publisher], 2025. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2025-06-05. https://doi.org/10.3886/E228945V1
Project Description
Summary:
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We analyze admissions and transcript records for students at multiple Ivy-Plus colleges to study the relationship between standardized (SAT/ACT) test scores, high school GPA, and first-year college grades. Standardized test scores predict academic outcomes with a normalized slope four times greater than that from high school GPA, all conditional on students’ race, gender, and socioeconomic status. Standardized test scores also exhibit no calibration bias, as they do not underpredict college performance for students from less advantaged backgrounds. Collectively these results suggest that standardized test scores provide important information to measure applicants’ academic preparation that is not available elsewhere in the application file.
Scope of Project
JEL Classification:
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I20 Education and Research Institutions: General
I20 Education and Research Institutions: General
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