Selection bias in college admissions test scores

Melissa Clark, Jesse Rothstein, Diane Whitmore Schanzenbach*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

Data from college admissions tests can provide a valuable measure of student achievement, but the non-representativeness of test-takers is an important concern. We examine selectivity bias in both state-level and school-level SAT and ACT averages. The degree of selectivity may differ importantly across and within schools, and across and within states. To identify within-state selectivity, we use a control function approach that conditions on scores from a representative test. Estimates indicate strong selectivity of test-takers in "ACT states," where most college-bound students take the ACT, and much less selectivity in SAT states. To identify within- and between-school selectivity, we take advantage of a policy reform in Illinois that made taking the ACT a graduation requirement. Estimates based on this policy change indicate substantial positive selection into test participation both across and within schools. Despite this, school-level averages of observed scores are extremely highly correlated with average latent scores, as across-school variation in sample selectivity is small relative to the underlying signal. As a result, in most contexts the use of observed school mean test scores in place of latent means understates the degree of between-school variation in achievement but is otherwise unlikely to lead to misleading conclusions.

Original languageEnglish (US)
Pages (from-to)295-307
Number of pages13
JournalEconomics of Education Review
Volume28
Issue number3
DOIs
StatePublished - Jun 2009

Keywords

  • College admissions test
  • Heckit
  • SAT
  • Selection bias

ASJC Scopus subject areas

  • Education
  • Economics and Econometrics

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