Relationship of ninth grade Differential Aptitude Test scores to eleventh grade test scores and high school rank.

1958 ◽  
Vol 49 (3) ◽  
pp. 153-155 ◽  
Author(s):  
Wilbur L. Layton ◽  
Edward O. Swanson
Keyword(s):  
High School ◽  
Test Scores ◽  
Ninth Grade ◽  
Aptitude Test ◽  
High School Rank ◽  
Relationship Of

The Quick Test as a Predictive Instrument for College Success

1977 ◽  
Vol 41 (3) ◽  
pp. 759-762 ◽  
Author(s):  
Joseph C. Pentecoste ◽  
William F. Lowe
Keyword(s):  
High School ◽  
Test Scores ◽  
College Success ◽  
Aptitude Test ◽  
Grade Point ◽  
First Semester ◽  
Quick Test ◽  
Midwestern University ◽  
Predictive Instrument ◽  
High School Rank

Three forms of the QT (1, 2, and 3) were administered to a randomly selected sample of 42 black entering freshmen at a Midwestern university. Scholastic Aptitude Test scores and high school rank were also used as predictor variables for grade point average. The results indicated that the Quick Test provides a better prediction of first semester college grades than either high school rank or the aptitude test scores.

Self-Esteem, Alcoholism, Sensation Seeking, GPA, and Differential Aptitude Test Scores of High School Students in an Honor Society

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1147-1150 ◽  
Author(s):  
Karla Baker ◽  
Joe Beer ◽  
John Beer
Keyword(s):  
High School ◽  
High School Students ◽  
Test Scores ◽  
Sensation Seeking ◽  
Self Esteem ◽  
Aptitude Test ◽  
School Students ◽  
Numerical Reasoning ◽  
Sensation Seeking Scale ◽  
Honor Society

29 high school students (10 boys, 19 girls), members of an honor society from a rural north central Kansas school district, were administered the MacAndrew Alcohol Scale, the Coopersmith Self-esteem Inventory—School Form, and the Sensation Seeking Scale (Form V). Their GPAs and the Differential Aptitude Test scores (verbal reasoning, numerical reasoning, verbal plus numerical reasoning) were collected from their school files. Although ranges were restricted, this group's scores fell within normal levels on these measures. Boys scored higher on the MacAndrew scale, verbal plus numerical reasoning, and sensation seeking than girls. The seniors and juniors scored higher on sensation seeking than the sophomores. Correlations among scores were of low magnitude and likely reflected social pressures on this small scholastically able group.

scholarly journals A Library Credit Course and Student Success Rates: A Longitudinal Study

2014 ◽  
Vol 75 (3) ◽  
pp. 272-283 ◽  
Author(s):  
Jean Marie Cook
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
Student Success ◽  
Graduation Rates ◽  
Test Scores ◽  
Success Rates ◽  
Aptitude Test ◽  
The University

The University of West Georgia’s Ingram Library has offered a fifteen-week two-hour credit course since 1998. In a longitudinal study covering twelve years, the library analyzed the progression and graduation rates of more than fifteen thousand students. Students who took the class during their undergraduate career were found to graduate at much higher rates than students who never took the class. The library examined students’ high school GPAs and aptitude test scores but were unable to account for the increase through any difference in precollegiate achievement.

The Relationship of Grade Placement to Programming Aptitude and Fortran Programming Achievement

1971 ◽  
Vol 2 (1) ◽  
pp. 44-48
Author(s):  
John W. Alspaugh
Keyword(s):  
High School ◽  
Test Scores ◽  
The Other ◽  
Instruction Time ◽  
High School Juniors ◽  
School Subjects ◽  
Significant Difference ◽  
Grade Placement ◽  
Relationship Of ◽  
The Relationship

This investigation to assess the influence of grade placement upon programming aptitude and FORTRAN programming achievement employed 2 groups of subjects equated on their high school Ohio Psychological Test scores. 1 group consisted of high school juniors and seniors, and the other group contained college juniors and seniors. A t-test revealed a significant difference in the IBM Programmer Aptitude Test scores for the 2 groups. By giving the high school subjects twice as much instruction time as the college students the anticipated difference in programming achievement was considerably reduced.

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