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Predicting Academic Performance Of High Risk College Students Using Scholastic Aptitude Test Scores And Noncognitive Variables
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Book Synopsis Predicting Academic Performance of High-risk College Students Using Scholastic Aptitude Test Scores and Noncognitive Variables by : Kurtiss Edward Boldt
Download or read book Predicting Academic Performance of High-risk College Students Using Scholastic Aptitude Test Scores and Noncognitive Variables written by Kurtiss Edward Boldt and published by . This book was released on 2000 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Using Noncognitive Assessment to Predict Academic Success for At-risk Students by : Paul Orscheln
Download or read book Using Noncognitive Assessment to Predict Academic Success for At-risk Students written by Paul Orscheln and published by . This book was released on 2012 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if noncognitive variables, alone or in combination with standardized test score (ACT or SAT) and/or high school grade point average, can predict student success (first-semester grade point average, first to second year retention and five year graduation rate) for 154 academically at-risk college freshmen admitted into the Conditional Admissions Program (CAP) at the University of Central Missouri for the Fall 2007 semester. In this investigation, student success was defined as a first semester GPA of 2.0 or higher, retaining to the second year and graduating within a five year time frame. Through the six- question short answer-style Insight Resume, noncognitive attributes were evaluated based on each student's life experiences and what they learned from those experiences. Correlations were calculated measuring the relationship between the Insight Resume and the dependent variables. Findings revealed there were only slight correlations between Insight Resume score and earning a first semester GPA of 2.0 or greater, retaining from the first to the second year, and graduating in five years. In addition, logistic regression was used to measure the predictive value of the combination of the Insight Resume scores, HSGPA and composite ACT scores on predicting first semester GPA of 2.0 or higher, retention from year one to year two, or five year graduation rate. Results indicated that there was no indication any of the predictor variables significantly improved the ability to predict earning a first semester GPA of 2.0 or higher or whether a student would retain or graduate.
Book Synopsis Differential Validities of Selected Variables in the Prediction of College Success for Blacks and Whites by : Anthony K. Kallingal
Download or read book Differential Validities of Selected Variables in the Prediction of College Success for Blacks and Whites written by Anthony K. Kallingal and published by . This book was released on 1970 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2001 with total page 682 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Predicting Academic Performance in College by : Alexander W. Astin
Download or read book Predicting Academic Performance in College written by Alexander W. Astin and published by . This book was released on 1971 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Recruitment and Retention of Race Group Students in American Higher Education by : C. Dwayne Wilson
Download or read book Recruitment and Retention of Race Group Students in American Higher Education written by C. Dwayne Wilson and published by Praeger. This book was released on 2008-01-30 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Challenges to American college and university affirmative action and racial and ethnic diversity initiatives were resolved by the Supreme Court in its 2003 decisions in the University of Michigan case. Those decisions affirmed, as a compelling interest, the attainment of racially diverse student bodies in higher education. The Court's decisions and the predicted increases over the next decade in the numbers of race and ethnic group high school graduates have reinforced and in some cases strengthened the resolve of college and university officials that the positive returns from affirmative action and racial diversity are real and worth pursuing. The purpose of this annotated bibliography is to provide a record of the research, scholarship, and programs for recruitment and retention of African American, Alaskan Native, American Indian, Asian American, Latino, and Pacific Islander students at the college and university levels. It is structured to facilitate access by college and university administrators, professionals, consultants, researchers, and students who require information on recruitment and retention to aid in their decision making about strategy related issues, and scientific and creative processes in the area. This bibliography covers more than forty years of literature and contains 969 citations organized into five chapters.
Book Synopsis Current Index to Journals in Education by :
Download or read book Current Index to Journals in Education written by and published by . This book was released on 1998-10 with total page 820 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Prediction of College Achievement from the Scholastic Aptitude Test and the High School Record by : R. A. Weitzman
Download or read book The Prediction of College Achievement from the Scholastic Aptitude Test and the High School Record written by R. A. Weitzman and published by . This book was released on 1981 with total page 21 pages. Available in PDF, EPUB and Kindle. Book excerpt: Attempting to take a nonadversarial approach to the dispute of Slack and Porter with Jackson over the predictive validities of the Scholastic Aptitude Test and the high school record, this report examines both the effect of the selection process on these validities and what these validities might be if all colleges were to use a common standard of academic achievement. The results indicate that for this criterion the Scholastic Aptitude Test may have a predictive validity of .62 and an incremental validity over the high school record of .17 and for the usual criterion the selection process may have a profound effect on the relative predictive validities of the Scholastic Aptitude Test and the high school record. The conclusion thus reached is that the Scholastic Aptitude Test is, as intended by its developers, a valid instrument of selection.
Book Synopsis The Minority College Student Experience by : Luis Nieves
Download or read book The Minority College Student Experience written by Luis Nieves and published by . This book was released on 1978 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Noncognitive Attributes as a Measure for College Admission by : Amanda E. Craddock
Download or read book Noncognitive Attributes as a Measure for College Admission written by Amanda E. Craddock and published by . This book was released on 2021 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cognitive factors, such as standardized test scores and high school grade point average, have historically been used to predict college success. Many colleges and universities place great importance on these cognitive factors when making admissions decisions. However, enrollment leaders question the predictive validity of these factors due to recent studies advocating for the use of noncognitive assessments. The purpose of this study was to examine the role that noncognitive attributes have in predicting college student success and whether their predictive power is greater than that of standardized test scores and high school grade point average. This study employed a quantitative methodology using a correlational predictive research design. The study investigated the Student Strengths Inventory (SSI) assessment results on 1,104 first-year students at a mid-sized public regional comprehensive university in the southeast United States. The SSI results were analyzed to determine if the SSI noncognitive subscales (educational commitment, academic engagement, academic self-efficacy, resiliency, social comfort, and campus engagement) predict first-year grade point average and retention better than standardized test scores and high school grade point average. The study's findings showed that academic self-efficacy, academic engagement, resiliency, campus engagement, high school GPA, and SAT score were statistically significant in predicting first-year GPA. The study's second finding showed that the only significant predictor of retention was high school GPA. Implications of this study are to quantify the role that noncognitive attributes have in predicting student success and how higher education institutions might assess these variables as part of the admissions process.
Book Synopsis Predicting Academic Achievement, Measured by GPA by : Michael Alexander Kelly
Download or read book Predicting Academic Achievement, Measured by GPA written by Michael Alexander Kelly and published by . This book was released on 2017 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: When considering the GPA of Lake Forest College students, it is important to consider the contributing factors of it. Students invest a lot of money into college and it is important to determine whether students can do well academically. Does the student's financial background or financial aid package influence the student's academic performance? Looking at Lake Forest College students' high school GPAs, test scores, and other financial variables, this thesis attempts to model the contributing factors to academic achievement. It is found that parent income is not significant to academic performance, but scholarships, grants, and loans are statistically significant when predicting GPA. These financial aid variables negatively affect GPA on average. High school GPA and ACT test scores remain the most significant factors when predicting college GPA. As students take more college credits, they begin to make choices that will maximize their GPA.
Book Synopsis The Use of Academic Prediction Scales for Counseling and Selecting College Entrants by : Benjamin Samuel Bloom
Download or read book The Use of Academic Prediction Scales for Counseling and Selecting College Entrants written by Benjamin Samuel Bloom and published by . This book was released on 1961 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Making the Grade by : Roderick D. Perry
Download or read book Making the Grade written by Roderick D. Perry and published by . This book was released on 2013 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was three-fold. The first purpose was to examine if there was a difference in the academic success of 239 first-year student-athletes between the type of institution they attended, public or private. These student-athletes represented 12 intercollegiate varsity sports at two NCAA Division I institutions in the Midwest during the 2007-2009 academic years, and the study used the five pre-college predictor variables of NCAA GPA, standardized test scores, gender, race, and institution type. The second purpose was to determine which of these predictor variables were statistically significant in predicting academic success of student-athletes by sport. The third purpose was to predict how well these predictor variables could distinguish between student-athletes attending the public institution and student-athletes attending the private institution. The study found that student-athletes at the private institution entered the institution with a better overall academic profile than did the student-athletes at the public institution as related to the predictor variables of high school GPA, NCAA GPA, ACT scores, SAT scores, and first-year college cumulative GPA. The statistically significant relationships between the predictors variables correlated between r = .94 and r = .17. Several stepwise multiple regression analyses were conducted to predict first-year academic success. The study concluded that, when ACT and SAT scores are included, separately, in the model with the predictor variables, then NCAA GPA, ACT scores, gender, and race are statistically significant predictors for student-athletes attending the public institution, while NCAA GPA and ACT scores are statistically significant predictors for student-athletes attending the private institution. NCAA GPA, SAT scores, and gender are statistically significant predictors for student-athletes attending the public institution, and NCAA GPA and SAT scores are statistically significant predictors for student-athletes attending the private institution. Together, these findings suggest that Non-White female student-athletes are predicted to have a higher first-year cumulative GPA than any other student-athlete at the public institution when ACT scores are added to the model, and female student-athletes are predicted to have a higher first-year cumulative GPA than any other student-athlete when SAT scores are added to the model. A stepwise discriminant analysis was conducted to predict how well the predictor variables distinguish between the public and private institutions. Based on the findings, NCAA GPA, standardized test scores, and race are the statistically significant variables in the model. Overall, 66.9% of the student-athletes in the study were classified correctly into public and private institution. The student-athletes attending the public institution were classified with slightly better accuracy (67.9%) than the student-athletes attending the private institution (66.2%).
Book Synopsis The College Board Technical Handbook for the Scholastic Aptitude Test and Achievement Tests by : Thomas F. Donlon
Download or read book The College Board Technical Handbook for the Scholastic Aptitude Test and Achievement Tests written by Thomas F. Donlon and published by College Board. This book was released on 1984 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Predicting Students' Academic Performance in College Using a New Non-cognitive Measure by : Sui Huang
Download or read book Predicting Students' Academic Performance in College Using a New Non-cognitive Measure written by Sui Huang and published by . This book was released on 2011 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: There have been voluminous studies upon the potential predictive power of students' non-cognitive attributes such as self-confidence, motivation and student's interaction with institutions on their collegiate performance. While much effort have been put towards identifying the utilities of these attributes, little endeavors have been made to design a concise yet precise composite measure of all the collegiate performance-related non-cognitive attributes. Such measure could be beneficial not just to the future research studies about non-cognitive correlates of students' academic performance in college; it could also be more than informative to the admission officials in higher institutions. The initial intent of this study was to develop an instrument to measure relevant non-cognitive drivers of students' academic performance in college. A Meta analysis was conducted to guide the selection of non-cognitive constructs to include in the proposed instrument. Academic self-efficacy and achievement motivation were the two constructs that were shown to be significantly correlated with students' academic performance in college across research studies. Considering the momentum that student engagement is acquiring in evaluating the quality of higher institutions and predicting students' success in college, the author also included student engagement as one of the constructs to measure. Items were created for each of the aforementioned constructs by reviewing, selecting and revising the existing measures. Face and content validity were established through expert reviews. A forty item initial survey were sent out electronically in two mid-west higher institutions. 497 responses from two Ohio higher institutions were collected. Reliability of the proposed instrument was initially established based on Cronbach's alpha. Classical Test Theory and Item Response Theory as well as Exploratory Factor Analysis were conducted in the refinement of the instrument. Confirmatory Factor Analysis was utilized to validate the construct validity of the final survey, which was consist of the 20 selected items from the initial survey. A structural equation exploration was conducted after establishing the reliability and validity of the proposed survey with the intent of studying the added values of non-cognitive attributes on students' cumulative GPA in college after controlling for the influence of their prior success, which was measured by their high school GPA and SAT scores. Two hypothesized models were tested and compared. Results indicated that students' non-cognitive constructs (i.e. Academic self-efficacy, achievement motivation and student engagement) have significant influence on students' cumulative GPA in college while not taking into account their prior academic success. However, when students' prior academic success was included as covariate in the model, most of the aforementioned non-cognitive attributes were no longer significant predictors of their academic performance in college, which in other words could be interpreted that the aforementioned students' non-cognitive constructs are, to some degree, proxies of their prior academic success, which ultimately influence their performance in college.
Book Synopsis The Prediction of Academic Performance by : David E. Lavin
Download or read book The Prediction of Academic Performance written by David E. Lavin and published by . This book was released on 1965 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:
