ACT/SAT test preparation and coaching programs (test preparation programs)¶

Element · All elements
Evidence · 7 claims (4 for, 3 against) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 7 claims rest on one study

Description¶

Test preparation or coaching programs for the SAT and ACT, created by test developers, educational organizations, and businesses, that generally (a) familiarize students with the format of the test; (b) introduce general test-taking strategies; (c) introduce specific test-taking strategies; and (d) provide specific drills. Delivery can be in person or online, individually, in small groups, or in whole classes. The WWC review found these programs have positive effects on general academic achievement (high school).

Design Implications¶

Context¶

Requirements¶

• Programs deliver some combination of format familiarization, general and specific test-taking strategies, and content drills, in person or online, to individual students, small groups, or whole classes

Constraints¶

• Only one study among the six meeting standards reported cost ($350 per student); no studies met standards in 11 other Transition to College outcome domains

Target Learners¶

• High school students in grades 10-12 preparing for college admissions tests

Target Learning Goals¶

• Improved SAT and ACT scores (general academic achievement, high school)

Claims¶

• ACT/SAT test preparation and coaching programs have positive effects on general academic achievement (high school), based on six studies averaging a +9 improvement index [+M]
• Embedding test-taking strategies and ACT practice items in algebra improved practice ACT mathematics scores (McMann, 1994; effect size 0.34) [+W]
• Commercial SAT preparation courses showed no statistically significant effect on SAT scores in a national propensity-score-matched sample (Domingue & Briggs, 2009) [-W]
• Two computerized SAT coaching programs showed no statistically significant effect on SAT scores (McClain, 1999) [-W]
• A 6-week computerized Latin and Greek root-word program improved SAT verbal scores (Holmes & Keffer, 1995; effect size 0.49) [+W]
• A school SAT preparation course improved SAT scores at one Texas school (Filizola, 2008; domain average effect size 0.28), driven by the mathematics subtest [+W]
• Self-reported test preparation showed no significant difference in ACT composite scores in a national sample (Scholes & Lain, 1997, Experiment 2) [-W]

Related Elements¶

Examples¶

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Key Sources¶

• ACT/SAT Test Preparation and Coaching Programs. (2016). What Works Clearinghouse Intervention Report, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/InterventionReport/664