Three Sets of Ordered Variables and Their Association to the American College Test Scores

Abstract

Declines in college entrance examination test scores have been documented both on the Scholastic Aptitude Test (SAT) and the American College Testing Program (ACT). Sources of such declines seem to be functions of three main contexts: (a) school-related factors, (b) student-related factors, and (c) family structure-related factors. It was found that academic course taking had the greatest partial regression coefficient. Next in predictive power was the level of educational aspiration of the student. Size of school was negatively associated with composite ACT scores. Student-related factors comprised the most significant context of association. More modest support was demonstrated for school-related factors. Family structure factors did not appear significantly related to composite ACT scores.