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1.
This study addresses methodological problems surrounding existing research on exposure to contingent instructors and student outcomes. By applying non-aggregated and aggregated measures of exposure to contingent instructors to the same data, this analysis demonstrates that effects of commonly used measures of exposure to contingent instructors have little to do with actual contingent instructor effects on student outcomes. Two multi-level approaches—cross-classified and multiple membership models—are applied in the single-institution analysis of faculty status effect on student outcomes—grades and first year retention. The analysis showed no variability in student retention and a significant variability in grades by faculty characteristics. Compared to their tenured and tenure-track peers, contingent instructors are more likely to assign higher grades, which may lead to lowered levels of academic challenge and student motivation to do their best work.  相似文献   

2.
Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed.  相似文献   

3.
This study sought to determine the extent to which students' development of internal locus of attribution for academic success during the first year of college was influenced by institutional characteristics, students' academic experiences, and their social/nonacademic experiences. The sample was 2,392 first-year students attending 23 diverse two- and four-year institutions Iocated in 16 states throughout the country. Controlling for precollege internal attribution, academic ability, and other potentially confounding influences, a number of variables had significant, net, positive associations with end-of-first-year internal attribution. These included attending a two-year (versus a four-year) college, level of exposure to postsecondary education, work responsibilities, the extent of course organization, instructional clarity, and instructor support in the teaching received, and participation in intercollegiate athletics. Additional analyses indicated that many of the associations with internal attribution were conditional rather than general, differing in magnitude for different kinds of students.  相似文献   

4.
This study employed a national sample of college students who initially aspired to be, or later became, physicians to determine the influence of precollege characteristics, college origins, and the academic and social experience of college on the likelihood of becoming a physician. Estimates of a 14-variable causal model indicated that the major direct effects on attainment were attributable to college characteristics and the academic experience of college. Net of other causes, the selectivity/prestige of the undergraduate institution attended, collegiate academic achievement, and majoring in the physical or life sciences each had significant direct effects on becoming a physician. The direct positive influence of college quality, however, was partially counterbalanced by its negative indirect effect. Moreover, the greatest advantage in attending an elite institution accrued to those students with relatively high levels of academic performance. As academic performance declined, so did the positive effect of college quality. The effects of precollege characteristics on becoming a physician were largely indirect, mediated by the student's college experience. Net of other factors, women were no less likely than men to become physicians, but being female had a significant negative indirect effect. Conversely, secondary school achievement did not directly influence attainment but did have a large positive indirect influence.An earlier version of this paper was presented at the annual meeting of the Association for the Study of Higher Education, San Diego, February, 1987.  相似文献   

5.
The educational and societal benefits of promoting meaningful interracial interactions during college are well-established. While most previous studies have examined the relationship between interracial interactions and college student outcomes among all students, much less is known about the extent to which these effects depend upon student characteristics and, more specifically, their precollege experiences. Drawing upon Gurin et al.’s (Harv Educ Rev 72:330–366, 2002) theoretical framework, this paper explores whether and how the impact of college interracial interactions might vary depending upon students’ precollege exposure to diversity. Hierarchical linear modeling analyses were conducted on a 4-year longitudinal sample of 3,098 undergraduates from 28 colleges and universities. Regardless of the type of outcome and type of precollege diversity measure, the relationship between college interracial interactions and various outcomes (college satisfaction, emotional well-being, and race-related perceptions) were stronger among students who had had greater precollege exposure to racial/ethnic diversity. Implications for higher education research and practice are discussed.  相似文献   

6.
This study focuses on 11 African American undergraduate seniors in a biology degree program at a predominantly white research institution in the southeastern United States. These 11 respondents shared their journeys throughout the high school and college science pipeline. Participants described similar precollege factors and experiences that contributed to their academic success and persistence at a predominantly white institution. One of the most critical factors in their academic persistence was participation in advanced science and mathematics courses as part of their high school college preparatory program. Additional factors that had a significant impact on their persistence and academic success were family support, teacher encouragement, intrinsic motivation, and perseverance. © 2005 Wiley Periodicals, Inc.  相似文献   

7.
This study examines crossover effects of adolescent substance misuse preventive interventions on academic success in college. It evaluates pathways of influence on college grades, via effects on school engagement, problem-solving skills, and substance misuse in high school. Data were collected as part of an Randomized Controlled Trial (RCT) evaluating a multicomponent intervention conducted in 28 school districts with middle school students. At age 19, study participants (N = 1,488) enrolled in college reported on college grades. The model fit the data, supporting hypothesized pathways of intervention impacts. Inclusion of a significant direct effect on college grades further improved model fit. Results support the potential for universal substance misuse preventive interventions delivered by community partnerships during middle school to yield effects on long-term academic success.  相似文献   

8.
Ensuring postsecondary readiness is a goal of K‐12 education, but it is unclear whether high school students should get different messages about the required levels of academic preparation depending on their postsecondary trajectories. This study estimated readiness benchmark scores on a college admissions test predictive of earning good grades in majors associated with middle‐skills occupations at 2‐year postsecondary institutions. Results generally indicated similarity between those scores, the corresponding scores for students preparing for high‐skills jobs requiring a bachelor's degree, and established readiness benchmarks for the general college‐going population. Subsequent analyses revealed small variation between readiness benchmarks for different college majors. Overall, results suggest that high school graduates need a strong academic foundation regardless of the postsecondary path they choose.  相似文献   

9.
This study contrasts the distributions of indices of academic abilities and achievements of entering freshmen classes and of classes at the end of the first year of college over an eight-year period. The data reported are based on two groups of students: one comprised of all students who completed the ACT Assessment Program and subsequently enrolled in college, and the other group comprised of all students in the first group completing their first year of college. Data collected show a decline in ACT test scores, an increase in the high school grades of college entrants, and the stability of test scores and increases in college grades of freshmen completing their first year of college.Presented at the American Association of Collegiate Registrars and Admissions Officers National Conference, Minneapolis, Minnesota, April, 1975.  相似文献   

10.
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11.
This study sought to determine whether students' perceptions of their personal growth are related to their college experiences after controlling for their precollege characteristics, whether the amount of reported development varies over the first three years of college, and whether the influences on students' perceived personal development vary from one year to another. Results indicate that students' self-reported personal development is unattributable to their precollege traits and is remarkably constant from the freshman through junior years. Differences between men and women in reported growth are, however, evident. The sources of influence on reported growth vary over the three years; the only common influence is informal contact with faculty.An earlier version of this paper was presented to the annual Forum of the Association for Institutional Research, Toronto, May 1983.  相似文献   

12.
The present study is organized around the central hypothesis that the high school context affects students’ postsecondary outcomes. Drawing on a nationally representative sample of high school seniors from the Educational Longitudinal Survey (ELS:2002), this study broadens our empirical understanding of how students’ acquisition of human, social, and cultural capital at the individual and school level affects 2- and 4-year college attendance. Results highlight the normative role of high schools in promoting college enrollment, particularly the role of socioeconomics, academic preparation, and access to parent, peer, and college-linking networks. This study advances our understanding of the secondary-postsecondary nexus and has implications for policies and practices aimed at realizing the current administration’s promise of providing greater access to postsecondary education for all students.  相似文献   

13.
The purpose of this study was to assess how a comprehensive precollege intervention and developmental program among low-income high school students contributed to college enrollment outcomes measured in 2006. Our focus was on the Fifth Cohort of the Washington State Achievers (WSA) Program, which provides financial, academic, and college preparation support to 500 high school students who come from the lowest 35% of Washington state income levels. One important feature of the WSA Program is that it provided funding for complete high school curriculum reform among 16 Washington high schools that have a high prevalence of low-income students. The data set contained three groups of students from these 16 high schools: Funded Achievers who were part of the WSA Program and received funding for college; Nonfunded Achievers who were part of the WSA Program and but did not receive funding for college; and Nonrecipients who were neither part of the WSA Program nor received funding for college. Results from generalized multinomial logistic models found two trends (a) early and continuous financial support for college along with being active in the WSA Program nearly guarantees enrollment in college and increases enrollment in 4-year and highly selective colleges; and (b) even in the absence of financial support for college there are still quantifiable and positive effects on college-going for just participating in the WSA Program and receiving its abundant nonfinancial resources and support. These results persist even with strong controls for selection, background, academic, financial, aspiration, and school-level variables.  相似文献   

14.
Few researchers have considered the influence of school context, an important construct at earlier ages, on late adolescents' college adjustment. In a sample of second-semester freshmen (N = 266), the authors explored associations between a sense of school belonging and academic and psychological adjustment. Students' reports of belonging at the university as well as in high school were both significant in predicting current academic (e.g., grades, academic competence) and psychological adjustment (i.e., self-worth, internalizing and externalizing problem behaviors), even after controlling for other important demographic and relationship factors. Last, the authors found that parental education (i.e., whether the participant was a first-generation college student) interacted with high school belonging in predicting externalizing problem behaviors.  相似文献   

15.
Abstract

One purpose in this study was to determine the percentage of subjects from a nationally representative sample of high school seniors who reported intentions to major in education and were actually majoring in education during a 2‐year follow‐up analysis. Results showed less than half the subjects were majoring in education. Moreover, subjects with the poorest high school academic proficiency scores were much less likely to be attending college or majoring in education. A second purpose of this study was to describe high school academic proficiency levels in mathematics, reading, and science among students majoring in education as compared to all other college majors. Results showed high school academic proficiency scores of secondary education majors faired better, overall, than the general 4‐year college population. Conversely, 4‐year college students in elementary and early childhood education were more apt to have left high school with some academic deficiencies, especially in the area of science among early childhood majors.  相似文献   

16.
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   

17.
Little is known about the reliability of college grades relative to how prominently they are used in educational research, and the results to date tend to be based on small sample studies or are decades old. This study uses two large databases (N > 800,000) from over 200 educational institutions spanning 13 years and finds that both first‐year and overall college GPA can be expected to be highly reliable measures of academic performance, with reliability estimated at .86 for first‐year GPA and .93 for overall GPA. Additionally, reliabilities vary moderately by academic discipline, and within‐school grade intercorrelations are highly stable over time. These findings are consistent with a hierarchical structure of academic ability. Practical implications for decision making and measurement using GPA are discussed.  相似文献   

18.
Using a longitudinal sample of Texas high school seniors of 2002 who enrolled in college within the calendar year of high school graduation, we examine variation in college persistence according to the economic composition of their high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success. Students who graduated from affluent high schools have the highest persistence rates and those who attended poor high schools have the lowest rates. Multivariate analyses indicate that the advantages in persistence and on-time graduation from 4-year colleges enjoyed by graduates of affluent high schools cannot be fully explained by high school college orientation and academic rigor, family background, pre-college academic preparedness or the institutional characteristics. High school college orientation, family background and pre-college academic preparation largely explain why graduates from affluent high schools who first enroll in 2-year colleges have higher transfer rates to 4-year institutions; however, these factors and college characteristics do not explain the lower transfer rates for students from poor high schools. The conclusion discusses the implications of the empirical findings in light of several recent studies that call attention to the policy importance of high schools as a lever to improve persistence and completion rates via better institutional matches.  相似文献   

19.
Abstract

The average grades in college, the Medical College Admission Test (MCAT) scores, and academic achievement were studied among students in relation to the National Board (NB) scores in the 4-year program at one medical school. Results indicate that most effective predictor variable for performance on the NB examinations is the second year of medical school. In Part I of the NB examinations, the most effective contribution of the second year academic record is found in Physiology; the least effective contribution is indicated for Biochemistry. In Part II of the NB examinations, the most effective contribution of the second year academic record is found in Medicine and Surgery; the least effective contribution is noted for Psychiatry. Further, a student's MCAT scores were not related to academic achievement in medical school.  相似文献   

20.
The purpose of this paper was to determine the effects of deep approaches to learning on the moral reasoning development of 1,457 first-year students across 19 institutions. Results showed a modest positive relationship between our measures of deep approaches to learning and moral reasoning at the end of the first year of college even after controlling for precollege moral reasoning. After accounting for a host of demographic and relevant student characteristics and for the natural clustering of students, we found that the integrative learning subscale, which captures students’ participation in activities designed to integrate information from varied sources and diverse perspectives, positively affected moral reasoning among first-year students. Implications for researchers and practitioners are discussed.  相似文献   

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