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1.
The prevalence of homeschooling in the United States is increasing. Yet little is known about how commonly used predictors of postsecondary academic performance (SAT, high school grade point average [HSGPA]) perform for homeschooled students. Postsecondary performance at 140 colleges and universities was analyzed comparing a sample of traditional students matched to a sample of 732 homeschooled students on four demographic variables, HSGPA, and SAT scores. The matched sample was drawn from 824,940 traditional students attending the same institutions as the homeschooled students, which permitted a very precise level of matching. This comparison did not show a difference in first‐year college GPA (FGPA) or retention between homeschooled and traditional students. SAT scores predicted FGPA and retention equally well for both groups, but HSGPA was a weaker predictor for the homeschooled group. These results suggest that, among college students, those who were homeschooled perform similarly to traditionally educated students matched on demographics and academic preparedness, but there are practical implications for college admissions in the use of HSGPA versus standardized test scores for homeschooled students. 相似文献
2.
Extensive research has examined the validity and fairness of standardized tests in academic admissions. However, due to their underrepresentation in higher education, American Indians have gained much less attention in this research. In the present study, we examined for American Indian students (1) group differences on SAT scores, (2) the predictive and incremental validity of SAT over high school grades, (3) the effect of socioeconomic status on SAT validity, (4) differential prediction in the use of SAT scores, and (5) potential omitted variables that could explain differential prediction for American Indian students. Results provided evidence of predictive and incremental validity of SAT scores, and the validity of SAT scores was largely independent of socioeconomic status. Overprediction was found when using SAT scores to predict college performance and it was reduced when including high school grades as an additional predictor. This study provides substantial evidence of the validity and fairness of SAT scores for American Indians. 相似文献
3.
Leonard L. Baird 《Research in higher education》1984,21(3):261-279
This study examined the statistical and institutional influences on the prediction of first-year college grades, using data from College Board validity studies and the College Handbook. The criterion was the size of the multiple correlation between academic predictors and first-year college grades. The independent variables were the statistical data of the validity study and college characteristics. In general, the extent of the variation of the academic ability of the students was positively related to the size of the multiple correlation, and the heterogeneity of the programs and experience of college negatively related. Further analyses investigated the characteristics that were associated with the greater or lesser efficiency of the predictors (SAT Verbal and Mathematical and high school grades.) 相似文献
4.
Jana L. Higdem Jack W. Kostal Nathan R. Kuncel Paul R. Sackett Winny Shen Adam S. Beatty Thomas B. Kiger 《Educational Measurement》2016,35(1):21-28
Recent research has shown that admissions tests retain the vast majority of their predictive power after controlling for socioeconomic status (SES), and that SES provides only a slight increment over SAT and high school grades (high school grade point average [HSGPA]) in predicting academic performance. To address the possibility that these overall analyses obscure differences by race/ethnicity or gender, we examine the role of SES in the test‒grade relationship for men and women as well as for various racial/ethnic subgroups within the United States. For each subgroup, the test‒grade relationship is only slightly diminished when controlling for SES. Further, SES is a substantially less powerful predictor of academic performance than both SAT and HSGPA. Among the indicators of SES (i.e., father's education, mother's education, and parental income), father's education appears to be strongest predictor of freshman grades across subgroups, with the exception of the Asian subgroup. In general, SES appears to behave similarly across subgroups in the prediction of freshman grades with SAT scores and HSGPA. 相似文献
5.
Postsecondary schools have traditionally relied on admissions tests such as the SAT and ACT to select students. With high school achievement assessments in place in many states, it is important to ascertain whether scores from those exams can either supplement or supplant conventional admissions tests. In this study we examined whether the Arizona Instrument to Measure Standards (AIMS) high school tests could serve as a useful predictor of college performance. Stepwise regression analyses with a predetermined order of variable entry revealed that AIMS generally did not account for additional performance variation when added to high school grade-point average (HSGPA) and SAT. However, in a cohort of students that took the test for graduation purposes, AIMS did account for about the same proportion of variance as SAT when added to a model that included HSGPA. The predictive value of both SAT and AIMS was generally the same for Caucasian, Hispanic, and Asian American students. The ramifications of universities using high school achievement exams as predictors of college success, in addition to or in lieu of traditional measures, are discussed. 相似文献
6.
In studies of the SAT, correlations of SAT scores, high school grades, and socioeconomic factors (SES) are usually obtained using a university as the unit of analysis. This approach obscures an important structural aspect of the data: The high school grades received by a given institution come from a large number of high schools, all of which have potentially different grading standards. SAT scores, on the other hand, can be assumed to have the same meaning across high schools. Our analyses of a large national sample show that, when pooled within-high-school analyses are applied, high school grades and class rank have larger correlations with family income and education than is evident in the results of typical analyses, and SAT scores have smaller associations with socioeconomic factors. SAT scores and high school grades, therefore, have more similar associations with SES than they do when only the usual across-high-school correlations are considered . 相似文献
7.
Oren R. Shewach Kyle D. McNeal Nathan R. Kuncel Paul R. Sackett 《Educational Measurement》2019,38(1):25-35
College students commonly have considerable course choice, and they can differ substantially in the proportion of their coursework taken at an advanced level. While advanced coursework is generally viewed as a desirable component of a student's education, research has rarely explored differences in student course‐taking patterns as a measure of academic success in college. We examined the relationship between the SAT, high school grade point average (HSGPA), and the amount of advanced coursework taken in a sample of 62 colleges and 188,985 students. We found that both the SAT and HSGPA predict enrollment in advanced courses, even after controlling for advanced placement (AP) credits and demographic variables. The SAT subtests of Critical Reading, Writing, and Math displayed differential relationships with advanced course‐taking dependent on student major. Gender and race/ethnicity were also related to advanced course‐taking, with women taking more advanced courses in all major categories except for science, technology, engineering, and mathematics (STEM) where they took fewer, even after controlling for other variables. Socioeconomic status had a negligible relationship with advanced course‐taking. This research broadens our understanding of academic achievement in college and the goals of admissions in higher education. 相似文献
8.
We evaluated the effects of one year of schoolwide cluster grouping on the academic achievement growth of gifted and non-identified elementary students using a piecewise multilevel growth model. Scores from 186 non-identified and 68 gifted students’ Measures of Academic Progress Reading and Math scores were examined over three school years. In 2008–2009 within-class ability grouping was used. In 2009–2010 schoolwide cluster grouping was implemented. In 2010–2011 students once again were grouped only within classrooms by ability and students identified as gifted were spread across all classrooms at each grade level. Results suggest that schoolwide cluster grouping influenced student performance in the year following its implementation, but only for mathematics and not the area of reading. 相似文献
9.
Kaoru Yamamoto Marlene L. Lembright Ann M. Corrigan 《Journal of Experimental Education》2013,81(3):83-89
In a sample of 970 female and 968 male freshmen taken over a 5-year period at the College of Wooster it was found that the Math and Verbal Scholastic Aptitude Tests (SAT) were more highly correlated with freshman grade point average (GPA) than were any of the eighteen scales of the California Psychological Inventory (CPI). Stepwise regression led the author to suggest a series of five variables for each sex which might be used to predict academic achievement using the SAT and the CPI. For women, a multiple R of .52 was reached using Math, Verbal, Socialization, Achievement via Conformity, and Flexibility. For men, Math, Verbal, Socialization, Flexibility, and Femininity provided a multiple R of . 57. 相似文献
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The validity of the SAT as an admissions criterion for Latinos and Asian Americans who are not native English speakers was examined. The analyses, based on 1997 and 1998 UCSB freshmen, focused on the effectiveness of SAT scores and high school grade-point average (HSGPA) in predicting college freshman grade-point average (FGPA). When regression equations were estimated based on all students combined, some systematic prediction errors occurred. For language minorities, using only high school grades as a predictor led to predicted FGPAs that tended to exceed actual FGPAs, particularly for Latinos. Including SAT scores in the equation notably reduced prediction bias. Further analyses showed that, while HSGPA had the highest correlation with FGPA for most groups, SAT verbal score was the strongest predictor of FGPA for language minorities in 1998. An overriding conclusion is that combining data across language groups can obscure important test validity information. 相似文献
12.
In comparing the average scores for men and women on the Scholastic Aptitude Test (SAT, since revised and renamed as the Scholastic Assessment Test), sex differences in demographic and educational variables that influence test performance are usually ignored. In this study of 69,284 high school seniors (12th graders) who took the SAT in November of 1990, self-reported background information was used to compute adjusted scores for men and for women. On the Verbal section, the difference in observed means was 4.68 points while the difference in adjusted means was 9.87 points. On the Mathematical section, the difference in observed means was 45.38 points but the difference in adjusted means was 33.76 points (a reduction of over 25%). In all comparisons, the mean was higher for men than for women. It is argued that adjusted means may provide more appropriate comparisons of the performance of men and women on the SAT depending on the type of comparison to be made. 相似文献
13.
New measures of college selectivity 总被引：1，自引：1，他引：1
Institutional averages of entering freshman scores on the Scholastic Aptitude Test (SAT) and the American College Test (ACT) were combined and edited to produce a single institutional measure of selectivity for 2,601 institutions. Older scores were adjusted to reflect decreasing performance over time, and ACT scores were converted to SAT equivalents, resulting in a final measure that reflects 1973 performance levels and is expressed as an SAT Verbal plus Mathematical score (range 400–1,600). Actual scores were available for 1,803 schools; the remaining schools with missing values were given an imputed score based upon means from similar institutions among the 1,803. Correlations between scores from different years and between the final measure and 19 institutional attributes indicated substantial reliability and validity for the selectivity measure. 相似文献
14.
Kristine M. Augustyniak Catherine P. Cook‐Cottone Nancy Calabrese 《Psychology in the schools》2004,41(5):509-516
This study assesses the predictive validity of the Phelps Kindergarten Readiness Scale (PKRS) for later academic achievement and explores the utility of a domain‐specific measure of kindergarten readiness. Kindergarten readiness scores were significantly correlated with both math and language arts achievement as measured by New York State fourth‐grade assessments for 148 students in a suburban, northeastern public school. In addition, each of the PKRS domains (Verbal, Perceptual, and Auditory) was correlated with later academic achievement. Two simultaneously calculated regression analyses showed that language arts skills were best predicted by the Verbal and Auditory domains of the PKRS and that math achievement was more complexly determined by all three readiness domains. Structural equation modeling using AMOS‐4 showed that the latent construct readiness, as measured by the PKRS domain scores, was positively and significantly related to the latent construct academic achievement. Finally, this relationship held when age, gender, and behavioral indices at the time of kindergarten screening were used as moderator variables. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 509–516, 2004. 相似文献
15.
Ronald H. Sherron 《Journal of Experimental Education》2013,81(3):72-82
This is an investigation of the relationships and differences among selected personality, demographic, and intellective variables in a sample of 267 Morehead Scholars, at the University of North Carolina at Chapel Hill, from the classes of 1965 through 1970 to determine the feasibility and practicality of their use as predictors and criteria of academic and nonacademic achievements. Analysis of variance was used to determine the differences among the various groups. Stepwise regression analysis was used to determine the association among the variables and to select the most efficient predictors of academic and nonacademic criteria.There was a significant relationship between high school nonacademic achievements and (a) Opinion, Attitude, and Interest Survey (OAIS) scores, (b) high school rank in class and (c) Scholastic Aptitude Test (SAT) scores. High school nonacademic achievements and selected OAIS scales, when combined with SAT scores and high school rank in class, increase the efficiency of predicting subsequent college grade point average (GPA). The addition of high school nonacademic achievements to SAT scores increased the efficiency of predicting freshman and senior cumulative GPA for all groups. The OAIS scales, freshman GPA, and high school nonacademic achievements can be used to predict college nonacademic achievements. 相似文献
16.
Project Ga‐GEMS (Georgia's Project for Gifted Education in Math and Science) viewed the effect that placement in an integrated, hands‐on mathematics and science curriculum had on the achievement of academically talented high school students. For a two‐year period of time, students gifted in the areas of mathematics and science participated in a curriculum which incorporated higher‐level thinking skills and more real life laboratory experiences into mutually reinforcing mathematics and science lessons. After the conclusion of the two‐year program, Ga‐GEMS participants and a control group were given the mathematics and science sections of the ACT as they exited the tenth grade. The Ga‐GEMS students scored significantly higher on the Science Math Total, Pre‐Algebra/Elementary Algebra, Intermediate Algebra/Coordinate Geometry and Plane Geometry/Trigonometry sections of the ACT. To determine if the Ga‐GEMS students retained their higher scores throughout high school the SAT scores of both groups were compared as the students exited high school. Significant differences in the areas of total score and mathematics were noted. This study lends support for the use of a differentiated curriculum for educating gifted students in science and mathematics. 相似文献
17.
This study investigates the joint impact of personality characteristics and self‐efficacy on the perceived academic achievement of medical students on top of their prior high school performance. The sample consisted of medical students in their pre‐clinical years. The students’ grade point average scores at high school were included as control variable in our explanatory models. Based on previous findings in the literature, we selected self‐discipline, social activity and emotional stability from the Five Factor Model of Personality as predictor variables. Furthermore, following the social cognitive theory of Bandura, we added self‐efficacy (students’ belief in their academic skills) as an additional predictor. The logistic regression analyses confirmed the importance of self‐discipline (positively related) and social activity (negatively related) for these students’ perceived academic achievement. Additionally, we found a positive contribution of self‐efficacy. The results of this study (as discussed in the final sections) have implications for support programmes in the practical field. 相似文献
18.
Using data from a sample of 10 colleges at which most students had taken both SAT I: Reasoning tests and SAT II: Subject tests, we simulated the effects of making selection decisions using SAT II scores in place of SAT I scores. Specifically, we treated the students in each college as forming the applicant pool for a more select college, and then selected the top two thirds (and top one third) of the students using high school grade point average combined with either SAT I scores or the average of SAT II scores. Success rates, in terms of first-year grade point averages, were virtually identical for students selected by the different models. The percentage of African American, Asian American, and White students selected varied only slightly across models. Appreciably more Mexican American and Other Latino students were selected with the model that used SAT II scores in place of SAT I scores because these students submitted subject test scores for the Spanish test on which they had high scores. 相似文献
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Differential Prediction in the Use of the SAT and High School Grades in Predicting College Performance: Joint Effects of Race and Language 
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下载免费PDF全文 Oren R. Shewach Winny Shen Paul R. Sackett Nathan R. Kuncel 《Educational Measurement》2017,36(3):46-57
The literature on differential prediction of college performance of racial/ethnic minority students for standardized tests and high school grades indicates the use of these predictors often results in overprediction of minority student performance. However, these studies typically involve native English‐speaking students. In contrast, a smaller literature on language proficiency suggests academic performance of those with more limited English language proficiency may be underpredicted by standardized tests. These two literatures have not been well integrated, despite the fact that a number of racial/ethnic minority groups within the United States contain recent immigrant populations or heritage language speakers. This study investigates the joint role of race/ethnicity and language proficiency in Hispanic, Asian, and White ethnic groups across three educational admissions systems (SAT, HSGPA, and their composite) in predicting freshman grades. Our results indicate that language may differentially affect academic outcomes for different racial/ethnic subgroups. The SAT loses predictive power for Asian and White students who speak another best language, whereas it does not for Hispanic students who speak another best language. The differential prediction of college grades of linguistic minorities within racial/ethnic minority subgroups appears to be driven by the verbally loaded subtests of standardized tests but is largely unrelated to quantitative tests. 相似文献