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Using Standardized Test Scores to Include General Cognitive Ability in Education Research and Policy
Jonathan Wai1, Matt I Brown2, Christopher F Chabris3,4
1Department of Education Reform, University of Arkansas, Fayetteville, AR 72701, USA. waijon@hotmail.com.
Journal of Intelligence
|June 5, 2019
Summary
Student cognitive ability significantly impacts educational outcomes and college rankings. This research highlights the importance of considering general cognitive ability (g) in education policy and research for better insights.
Area of Science:
- Educational Psychology
- Cognitive Science
- Higher Education Studies
Background:
- Traditional education research often overlooks individual student characteristics, focusing instead on schools, curricula, and teachers.
- General cognitive ability (g) is a significant, yet often neglected, factor contributing to variance in school performance and student outcomes.
- Standardized test scores (e.g., SAT, ACT) serve as reliable proxies for g in higher education.
Purpose of the Study:
- To present contemporary evidence on the variation of average student cognitive ability across U.S. colleges and universities.
- To demonstrate the correlation between student cognitive ability and existing college ranking systems.
- To illustrate the impact of cognitive ability on graduate career trajectories and the statistical power of educational research.
Main Methods:
- Analysis of standardized test scores (SAT, ACT) as proxies for general cognitive ability (g).
- Correlation analysis between average student cognitive ability and established college ranking methodologies.
- Examination of graduate representation in high-status occupations based on institutional cognitive ability levels.
- Statistical power analysis for educational treatment effect experiments incorporating individual cognitive ability measures.
Main Results:
- U.S. colleges and universities exhibit substantial variation in the average cognitive ability of their student populations.
- Average student cognitive ability strongly correlates with international and other established methods of ranking higher education institutions.
- Differences in student cognitive ability are reflected in the occupational attainment and income levels of college graduates.
- Including individual cognitive ability measures significantly enhances the statistical power of studies evaluating educational interventions.
Conclusions:
- General cognitive ability (g) is a critical, underutilized factor in education research and policy.
- Educational institutions differ significantly in their student body's cognitive abilities, influencing outcomes and rankings.
- Future education policy and research should more comprehensively incorporate individual differences in cognitive ability.
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