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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.
Previous research has established that SAT scores and high school grade point average (HSGPA) differ in their predictive power and in the size of mean differences across racial/ethnic groups. However, the SAT is scaled nationally across all test takers while HSGPA is scaled locally within a school. In this study, the researchers propose that this difference in how SAT scores and HSGPA are scaled partially explains differences in validity and subgroup differences. Using a large data set consisting of 170,390 students each of whom matriculated at one of 114 separate colleges, the researchers find that awarding SAT scores by ranking SAT within a high school generally results in substantial reduction in the size of subgroup mean differences for this predictor. However, validity for predicting first‐year GPA is also reduced by a small amount. Conversely, placing HSGPA onto a nationally normed metric through the use of multiple regression procedures results in a moderate increase in the size of subgroup mean differences, while also producing a small increase in validity. Taken together, these findings suggest that differences in predictor scaling can partially explain differences in the size of subgroup mean differences between HSGPA and SAT scores and have implications for predictive power.  相似文献   

3.
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   

4.
Prior research has shown that there is substantial variability in the degree to which the SAT and high school grade point average (HSGPA) predict 1st-year college performance at different institutions. This article demonstrates the usefulness of multilevel modeling as a tool to uncover institutional characteristics that are associated with this variability. The results revealed that the predictive validity of HSGPA decreased as mean total SAT (i.e., sum of the three SAT sections) score at an institution increased and as the proportion of White freshmen increased. The predictive validity of the three SAT sections (critical reading, mathematics, and writing) varied differently as a function of different institution-level variables. These results suggest that the estimates of validity obtained and aggregated from multiple institutions may not accurately reflect the unique contextual factors that influence the predictive validity of HSGPA and SAT scores at a particular institution.  相似文献   

5.
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   

6.
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   

7.
To evaluate the role of temperamental task orientation in adolescents' academic success, we examined its relation to educational accomplishments in high school and college using longitudinal data. Participants (N = 110) were assessed at 15, 16, and 17 years of age with a follow-up at 24 years. Adolescent self-report and parent reports of task orientation at 16 were used to predict high school and college GPA, SAT scores, perseverance in college, and degree attainment. Task orientation related to high school GPA and accounted for variance above and beyond SES and IQ in predicting high school and college GPA. An interaction emerged between IQ and task orientation: increasing levels of task orientation were associated with higher GPA for students with higher intelligence, but not for those with relatively lower intelligence. These findings highlight the contribution of non-intellective factors to academic achievement in secondary and post-secondary education.  相似文献   

8.
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   

9.
The structural relation of the seven noncognitive dimensions proposed by Sedlacek and Brooks in 1976 and traditional definitions of academic ability, as indicated by Scholastic Aptitude Test (SAT) scores, to first semester grade-point average (GPA) and persistence after three and five semesters was examined in this study. Random samples of entrants at one predominantly white state university were administered the Non-cognitive Questionnaire (NCQ) during summer orientation in 1979 and 1980. The NCQ results and the SAT scores were used to derive structural models (using LISREL) or early academic success for both black and white students. The structural models for the black and white students were found to be very different. For black students, traditional academic ability was related to first semester GPA, but neither GPA nor academic ability was related to persistence. Only the noncognitive dimensions were predictive of black student persistence. For white students, academic ability was the best predictor of first semester grades, and these grades were the major predictor of subsequent persistence. The noncognitive dimensions were not important in white student academic success, whereas they were crucial in black student academic success.  相似文献   

10.
This study examines the organizational characteristics of 51 higher education institutions in relationship to student performance and growth. The study first finds that organizational measures of mission, size, wealth, complexity, and selectivity are statistically represented by the 2-year versus 4-year college mission. Findings indicate that 2-year and 4-year campuses indeed do exert significantly different influences on undergraduate GPA and self-reported intellectual growth. Next, the study uses both OLS regression and HLM to examine these influences. High school percentile rank and college classroom experiences are better predictors of Cum GPA at 4-year institutions, while student effort is a better predictor of GPA at 2-year institutions. Whereas the most important predictors of Cum GPA include precollege measures such as high school percentile rank and SAT score, the most influential predictors of student intellectual growth are campus experiences including classroom vitality, peer support, student effort, commitment, and involvement. Controlling for all other variables, students at 2-year institutions receive higher grades, and students at 4-year campuses experience more growth.  相似文献   

11.
Successful completion of a university degree is a complex matter. Based on considerations regarding the demands of acquiring a university degree, the aim of this paper was to investigate the utility of complex problem-solving (CPS) skills in the prediction of objective and subjective university success (SUS). The key finding of this study was that CPS was not only strongly correlated to objective university success but also explained university grade point averages (GPA) of N?=?78 German business students even after intelligence and high-school GPA were controlled for. In addition, priority setting while working on a complex problem explained self-rated SUS. Given this incremental validity over the most established predictors of objective university success and its versatility, we argue that CPS may be a valuable addition to existing predictors in university applicant selection.  相似文献   

12.
Many college and SAT preparation programs are designed to improve the postsecondary success of traditionally marginalized students. In addition to academic preparation, students' social and emotional preparation is important for the transition from high school to college. Mentors can serve as role models and supports to aid students in this development. Using student survey data and hierarchical linear modeling, this study examines the influences of student–mentor relationships within an SAT program setting on students' college attitudes. Results indicate that these relationships can positively influence students' college attitudes, particularly for students who have lower baseline SAT scores. Recommendations for future research and practice are provided.  相似文献   

13.
Studies over the last 30 years have considered various factors related to student success in introductory biology courses. While much of the available literature suggests that the best predictors of success in a college course are prior college grade point average (GPA) and class attendance, faculty often require a valuable predictor of success in those courses wherein the majority of students are in the first semester and have no previous record of college GPA or attendance. In this study, we evaluated the efficacy of the ACT Mathematics subject exam and Lawson’s Classroom Test of Scientific Reasoning in predicting success in a major’s introductory biology course. A logistic regression was utilized to determine the effectiveness of a combination of scientific reasoning (SR) scores and ACT math (ACT-M) scores to predict student success. In summary, we found that the model—with both SR and ACT-M as significant predictors—could be an effective predictor of student success and thus could potentially be useful in practical decision making for the course, such as directing students to support services at an early point in the semester.  相似文献   

14.
Previous research notes the importance of understanding racial/ethnic differential prediction of college grades across multiple institutions. Institutional variation in selection indices is especially important given some states' laws governing public institutions' admissions decisions. This paper employed multilevel moderated multiple regression to study the variation of selection indices across 30 institutions and the accuracy of selection indices in predicting college grades for students of different racial/ethnic backgrounds. Several benefits of multilevel models for cross-institutional differential prediction studies were described and include: controlling for institutional differences in range restriction, providing reliability estimates of least squares estimates, and adjusting criterion scores for differences in coursework difficulty. The findings from this study provide evidence of institutional variation in selection indices, which challenges current laws aimed at standardizing them. Specifically, there was evidence that the predictor slope coefficients varied across institutions, in addition to the estimates that measured intercept differences for African and Asian American students. Across universities, the results mirrored previous findings: high school grade point average (GPA) differentially predicted grades for African Americans, SAT verbal scores differentially predict grades for Asian Americans, and SAT math scores were better predictors of Asian Americans' grades.  相似文献   

15.
This study focuses on the academic performance of students who transferred from a suburban community college to a private, moderately selective urban university. The purpose was to determine if certain easily ascertainable student characteristics and academic behaviors at the community college would be associated with degree persistence and completion at the university. Results indicated that the best predictor of academic success at the university was community college grade point average (GPA): As a group transfer students who entered with a GPA of 2.5 or more were able to maintain a 2.3 at the university, whereas those who entered with less than a 2.5 had an average university GPA of 1.9.  相似文献   

16.
Most studies predicting college performance from high‐school grade point average (HSGPA) and college admissions test scores use single‐level regression models that conflate relationships within and between high schools. Because grading standards vary among high schools, these relationships are likely to differ within and between schools. We used two‐level regression models to predict freshman grade point average from HSGPA and scores on both college admissions and state tests. When HSGPA and scores are considered together, HSGPA predicts more strongly within high schools than between, as expected in the light of variations in grading standards. In contrast, test scores, particularly mathematics scores, predict more strongly between schools than within. Within‐school variation in mathematics scores has no net predictive value, but between‐school variation is substantially predictive. Whereas other studies have shown that adding test scores to HSGPA yields only a minor improvement in aggregate prediction, our findings suggest that a potentially more important effect of admissions tests is statistical moderation, that is, partially offsetting differences in grading standards across high schools.  相似文献   

17.
The Inventory of Learning Processes (ILP), originally developed by Schmeck et al. (1977), assesses individual differences in information processing styles of college level students. The inventory consists of four scales: Deep Processing (DP), Methodical Study (MS), Fact Retention (FR), and Elaborative Processing (EP). Three aspects of the ILP scales have been studied for 9th and 11th grade high-school students. First, the internal consistency reliabilities of the ILP scales, two of which DP and MS were satisfactory. Second, the factor structure obtained in this study included three out of the four original factors. FR was not reconstructed. Third, the relationship between academic achievement and information processing of high-school students have been analyzed. Deep Processing (DP) came out as the most prominent style in its relation to academic achievement, particularly among the younger students.  相似文献   

18.
Demographic, locational, family background, economic, attitudinal and school-related variables are studied to determine factors which lead high-school seniors to go directly on to college. The data come from the 1979 and 1980 National Longitudinal Surveys of Youth Labor Market Experience, and probit analysis is used. Some factors found to be significant imply possible changes in college enrollment patterns: delayed plans for marriage by females, population growth in the South and increasing education among the youths' fathers could portend higher rates of enrollment. While minority and poor youth were less likely to go directly from high school to college, it appears that factors associated with these variables, such as father's education and lower scores on the proxy ability measure, are causal. Finally, school characteristics appear to have a very limited influence on the probability of going directly from high school to college.  相似文献   

19.
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   

20.
ABSTRACT

Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed.  相似文献   

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