WWC review of this study

Using linear regression and propensity score matching to estimate the effect of coaching on the SAT.

Domingue, B., & Briggs, D. C. (2009). Boulder: University of Colorado.

  • Quasi-Experimental Design
     examining 
    706
     Students
    , grades
    10-12
No statistically significant positive
findings
Meets WWC standards with reservations

Reviewed: October 2016

General academic achievement (high school) outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

SAT Math

ACT/SAT Test Preparation and Coaching Programs vs. Business as usual

0 Days

Full sample;
706 students

N/A

N/A

No

--
More Outcomes

SAT Verbal

ACT/SAT Test Preparation and Coaching Programs vs. Business as usual

0 Days

Full sample;
706 students

N/A

N/A

No

--

Characteristics of study sample as reported by study author.


  • Female: 55%
    Male: 45%
  • Race
    Asian
    15%
    Black
    9%
    Native American
    3%
  • Ethnicity
    Hispanic
    8%
    Not Hispanic
    2%

Setting

Students in this study were high school students in the United States who participated in the Educational Longitudinal Survey of 2002 (ELS:02). Students who reported participating in a commercial SAT preparation course were selected for the intervention group. Information about the setting for each prep course included in the analysis was not available.

Study sample

Sample characteristics were reported on the full sample (n=1552). In the intervention group, the average age at posttest (twelfth grade) was 17.8 years; 53% of the sample was female; 24% were Asian, 12% Black, 6% Hispanic, 3% Native American; 23% were taking English as a Second Language (ESL), 7% had enrolled in a remedial English course; 8% had enrolled in a remedial math course; and 58% had taken an Advanced Placement (AP) course. In the comparison group, the average age at posttest was 17.9 years; 56% of the sample was female; 12% were Asian, 8% Black, 9% Hispanic, 3% Native American; 13% were taking ESL, 6% had enrolled in a remedial English course; 7% had enrolled in a remedial math course; and 52% had taken an AP course. The authors also report mean SES indices for each group (0.68 intervention and 0.38 comparison), but additional information about the calculation of these indices was not provided.

Intervention Group

The intervention group consisted of students who reported participating in any commercial test preparation course. The authors did not limit this to any one specific SAT preparation course; participation in any commercial SAT prep course was sufficient. In the ELS:02 survey, students were asked a number of questions regarding how (and whether) they prepared for the SAT. Students who reported participating in a commercial preparation course are considered to have been “coached” (note that students who only prepared using tutoring or self-prep materials are not considered “coached” under these criteria). Students who participated in a commercial preparation course were eligible for inclusion in the intervention group. Additional information about the content of the SAT preparation courses was not available.

Comparison Group

The comparison group consisted of students who reported that they did not take a commercial SAT preparation course.

Support for implementation

No information was provided regarding support for implementation.

In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.

  • Domingue, B., & Briggs, D. C. (2009). Using linear regression and propensity score matching to estimate the effect of coaching on the SAT. Multiple Linear Regression Viewpoints, 35(1), 12–29.

 

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