Faculty Advisor

Wilkes, John M.

Abstract

This study involved two goals: to understand why SAT scores are related to SES, socioeconomic status, and to test the theory that academic preparation, not learning style, accounts for the SES relationship and its relationship to SAT performance. Three hundred and seventy-eight, out of 938 total, Worcester H. S. respondents provided useable SES data. SES operates on SAT scores through other variables with which it's correlated. Academic program data (from transcripts) was available for only 96 cases, but within the limits of the database, this variable showed the greatest promise as an explanation of the SES-SAT relationship.

Publisher

Worcester Polytechnic Institute

Date Accepted

January 2000

Project Type

Interactive Qualifying Project

Accessibility

Restricted-WPI community only

Advisor Department

Social Science and Policy Studies

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