Standardized Test Scores and Academic Performance at Ivy-Plus Colleges

John N. Friedman, Bruce Sacerdote, Doug Staiger and Michele Tine

No 33570, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: 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.

JEL-codes: I20 I23 I24 (search for similar items in EconPapers)
Date: 2025-03
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Published as John N. Friedman & Bruce Sacerdote & Douglas O. Staiger & Michele Tine, 2025. "Standardized Test Scores and Academic Performance at Ivy Plus Colleges," AEA Papers and Proceedings, vol 115, pages 676-681.

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