ABSTRACT As states evaluate whether they should continue with their current assessment program or adopt next-generation college readiness assessments, it is important to ascertain the degree to which current high school assessments can be used for college readiness interpretations. In this study, we examined the ability of a state assessment to serve as an indicator of college readiness. Empirical evidence is presented summarizing relationships between performance on the standards-based high school assessment and performance in college. Benchmarks were set on the Reading, Mathematics, and Science tests by linking assessment scores directly to grades in college courses. The accuracy of the benchmarks was similar to that of a traditional college admission test. Students who met the college readiness benchmarks earned higher grades in general education college courses and had higher first-year college grade point averages. Implications for states and other stakeholders are discussed.

中文翻译：

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在高中评估与大学成绩之间建立经验联系：大学准备解释的基本要求

摘要当各州评估他们是否应该继续其当前的评估计划还是采用下一代大学准备状态评估时，确定当前高中评估可以用于大学准备状态解释的程度非常重要。在这项研究中，我们检查了状态评估作为大学准备状态指标的能力。本文提供了经验证据，总结了基于标准的高中评估的成绩与大学成绩之间的关系。通过将评估分数直接与大学课程的成绩联系起来，为阅读，数学和科学考试设置了基准。基准的准确性类似于传统的大学入学考试的准确性。达到大学准备水平基准的学生在通识教育大学课程中的学习成绩较高，并且大学一年级的平均成绩也较高。讨论了对国家和其他利益相关者的影响。