A Think Twice Review of:

Review of Making the Grade: Accounting for Course Selection in High School Transcripts with Item Response Theory

Think Twice - Mar 25, 2025

Publisher/Think Tank - Annenberg Institute for School Reform at Brown University

Author(s) - Kenneth A. Shores and Sanford R. Student

The role of standardized test scores in college admissions is evolving, with many institutions shifting away from the SAT and ACT. In their absence, high school GPA has become the primary indicator of college readiness, though it doesn't account for course difficulty. A new Annenberg Institute report introduces "Transcript Strength," a measure designed to adjust GPA based on course rigor. While promising, the report acknowledges the approach requires further research and development.

Reviewer(s) - Michael Russell, Boston College

In his review of Making the Grade: Accounting for Course Selection in High School Transcripts with Item Response Theory, Michael Russell of Boston College agrees that the approach has potential but will require future refinement. The report applies a "partial credit model" from Item Response Theory-commonly used in assessment development and research-to evaluate course difficulty, generating a Transcript Strength measure. Preliminary findings suggest this tool provides insights into high school achievement distinct from GPA and SAT scores.