May 20, 2009 – (Arlington, VA) – Students and families may not be getting as much help as they think from commercial admission test preparation, according to a report commissioned by the National Association for College Admission Counseling (NACAC). Existing academic research suggests average gains as a result of commercial test preparation are in the neighborhood of 30 points on the SAT and less than one point on the ACT, substantially lower than gains marketed by test preparation companies. However, the research report also indicates that some colleges and universities may make inappropriate distinctions among applications based on small differences in admission test scores, making even minimal test score gains potentially important in those decisions. The report suggests more comprehensive research is needed to further understand the impact of specific types of test preparation, as distinct from other factors that may improve test scores.
“We believe it is important for educators, students and families to be familiar with independent evaluations of the effects of test preparation,” stated Joyce Smith, NACAC CEO. “Test scores play a prominent role in admission decisions at many colleges. As NACAC’s Commission on the Use of Standardized Tests in Undergraduate Admission suggested, understanding the effects of test preparation is an important factor in balancing institutional admission decision-making with student considerations.”
A survey of NACAC-member colleges included in the study revealed that in a small number of cases, colleges report either that they use a cut-off test score in the admission process or that a small increase in test score could have a significant impact on an applicant’s chances of being admitted. Such practices run counter to guidance from NACAC and testing agencies as to the appropriate use of admission test scores. These realities are likely to complicate the decisions of students and families trying to determine how best to allocate resources (both time and money) related to test preparation.
“It is important for colleges and universities to understand and practice appropriate test use in the admission process,” noted Smith. “On the heels of this research, NACAC will initiate a new round of communications and training with our member colleges and universities to ensure an understanding of and adherence to appropriate test practice, as well as the standards for admission practice contained in NACAC’s Statement of Principles of Good Practice.”
The paper, “Preparation for College Admission Exams,” was written for NACAC by Derek Briggs, chair of the Research and Evaluation Methodology Program and associate professor of quantitative methods and policy analysis at the University of Colorado at Boulder. Briggs’ research points to the need for continued research on the effects of test preparation, particularly as it becomes more widely accessible through a variety of formats and delivery systems. Although the existing academic research base suggests a consensus on the magnitude of test preparation effects, some important practical questions remain unanswered:
- Is the newest version of the SAT more or less “coachable” than previous versions, which have been the subject of academic studies? Since research on ACT test prep is limited, what is the effect of the full range of test preparation for the ACT?
- Are there certain characteristics of particular test prep programs (quality, setting, duration) that may result in higher than average test score increases?
- Is the magnitude of test preparation effects influenced by any student characteristics that have yet to be identified?
- Are commercial forms of test preparation any more effective than student-driven test preparation?
As recommended by the Commission on the Use of Standardized Tests in Undergraduate Admission, NACAC will continue to play a role in developing the research base in order to provide the best information to students and families about how to allocate test preparation resources and to provide guidance and training to admission offices about appropriate use of test scores in admission decisions.
About NACAC
NACAC is an Arlington, VA-based education association of more than 11,000 secondary school counselors, independent counselors, college admission and financial aid officers, enrollment managers, and organizations that work with students as they make the transition from high school to postsecondary education. The association, founded in 1937, is committed to maintaining high standards that foster ethical and social responsibility among those involved in the transition process, as outlined in the NACAC Statement of Principles of Good Practice.