高等教育机构一般会使用标准化测试等行为，为建立学生申请指南，并为预测学业成功的决定因素（派克和德山，2005）。根据Terenzini等人（1996）的第一代大学生ACT考试成绩高于非第一代大学生低得多。Terenzini等人发现，第一代大学生的阅读，数学，和批判性思维技能，比非第一代大学生低得多，这对性能有负面影响的行为。Terenzini等人的研究，表明第一代学生ACT成绩稳步上升，然而，他们的成绩继续落后于那些非第一代大学生，哈勒尔和Forney的数据（2003）的研究发现，不仅第一代学生表现不佳的ACT考试，但少数民族，比如非洲裔美国人ACT考试成绩令人失望，西班牙人低，比其他种族。2009，约150万学生参加ACT考试（supiano（2009）。150万幕的考生，非洲裔和拉美裔占约百分之20，和第一代占百分之35（supiana，2009）。第一代的学生以及非裔美国人和拉美裔，，有批判性思维，阅读，最低的平均成绩和数学，相比非第一代学生和其他种族.
新西兰通信学论文代写:标准化测试
Institutions of higher education will generally use standardized testing such as ACT, to act as a guide for establishing student eligibility for college, and also as a determining factor in predicting academic success (Pike & Kuh, 2005). According to Terenzini et al (1996) first-generation college students ACT exam scores are much lower than non first-generation college students. Terenzini et al, found that first-generation college students' reading, math, and critical thinking skills, were much lower than non first-generation colleges students, which have a negative effect on ACT performance. The same study by Terenzini et al, disclose that first-generation students ACT scores are steadily rising, however, their scores continue to fall behind those of non-first-generation students.Data from Harrell and Forney (2003) study found that not only first-generation students perform poorly on the ACT exam, but minorities, such as African-Americans and Hispanics ACT exam scores were disappointingly lower, than other ethnicities. In 2009, approximately 1.5 million students took the ACT exam (Supiano (2009). Of the 1.5 million ACT exam takers, African-American and Hispanics accounted for approximately 20 percent, and first-generation accounted for 35 percent (Supiana, 2009). First-generation students along with African-Americans, and Hispanics, had the lowest average scores in critical thinking, reading, and mathematics, when compared to non first-generation students and other ethnicities
