1. Worth the Agony? Taylor Page April 5, 2005

2. Timed Critical Reading Mathematical Reasoning Writing Skills What is the SAT?

3. What does the SAT measure? G Factor Academic ability Nothing

4. Gender Differences Math skills Verbal skills College Performance

5. Racial Differences Significant difference Stereotype Threat? Between group misinterpretation

6. Should the SAT be used? Correlation with intelligence trends Predictive of college performance? Necessary?

7. References Bridgeman, B. (2005). Unbelieveable results when predicting IQ from SAT scores: a comment on Frey and Detterman (2004). American Psychological Society, 16(9), 745-746. Ceci, S. J. (2000). So near and yet so far. Psychology, Public Policy, and Law, 6(1), 233-252. Frey, M. C., & Detterman, D. K. (2004) Scholastic assessment of g? Psychological Science, 15(6), 373-378. Grissmer, D. W. (2002). The continuing use and misuse of SAT scores. Psychology, Public Policy, and Law, 6(1), 223-232. Halpern, D. F. (1989). The disappearance of cognitive gender differences: what you see depends on where you look. American Psychologist 44(8), 1156-1158. Lubinski, D., & Benbow, C. B. (1992). Gender differences in abilities and preferences among the gifted: implications for the math-science pipeline. Current Directions in Psychological Science, 1(2), 61-66. Mau, M., & Lynn, R. (2001). Gender differences on the Scholastic Aptitude Test, the American College Test and college grades. Educational Psychology, 21(2), 133-136. Sackett, P. R., & Hardison, C. M. (2005). On interpreting research on stereotype threat and test performance. American Psychologist, 60(3), 271-272. Sternberg, R. J. (2004). Theory-based university admissions testing for a new millennium. Educational Psychology, 39(3), 185-198. College Entrance Examination Board. (2005). 2005-06 SAT program handbook.