High School Achievement and Admissions Test Scores as Predictors of Course Performance of American Indian and Alaska Native Students

1998 ◽  
Vol 132 (6) ◽  
pp. 680-682 ◽  
Author(s):  
J. Daniel House
Keyword(s):  
High School ◽  
American Indian ◽  
Alaska Native ◽  
Test Scores ◽  
School Achievement ◽  
Native Students ◽  
Course Performance ◽  
High School Achievement ◽  
Admissions Test

An Empirical Study of the Zajonc-Markus Hypothesis for Achievement Test Score Declines

1980 ◽  
Vol 17 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Gerald J. Melican ◽  
Leonard S. Feldt
Keyword(s):  
High School ◽  
Empirical Study ◽  
Test Scores ◽  
Test Score ◽  
Intellectual Development ◽  
School Achievement ◽  
Achievement Test ◽  
High School Achievement ◽  
Child Spacing ◽  
Achievement Test Score

Zajonc has proposed that the decline in high school achievement since 1965 can be explained by the trend from 1947 to 1962 toward larger, closer-spaced families. This deduction is based on the Zajonc-Markus theory relating child spacing to intellectual development. The present study tested this theory with data on students in Iowa high schools. The size of the interval between children was found in selected instances to be related to achievement in families of three or more children, but the results were not consistent for every family size nor from child to child in the birth sequence. Overall, the results raise doubt that population trends in child spacing account for the decline in achievement test scores.

scholarly journals Predicting Freshman Grade Point Average From College Admissions Test Scores and State High School Test Scores

AERA Open ◽  
2016 ◽  
Vol 2 (4) ◽  
pp. 233285841667060 ◽  
Author(s):  
Daniel Koretz ◽  
Carol Yu ◽  
Preeya P. Mbekeani ◽  
Meredith Langi ◽  
Tasmin Dhaliwal ◽  
...  
Keyword(s):  
High School ◽  
Grade Point Average ◽  
Test Scores ◽  
College Admissions ◽  
Grade Point ◽  
Admissions Test

Commentary on the Recruitment and Retention of American Indian and Alaska Native Students in California Postsecondary Education Institutions

2020 ◽  
Vol 44 (1) ◽  
pp. 113-136
Author(s):  
Randall Akee ◽  
Theresa Stewart-Ambo ◽  
Heather Torres
Keyword(s):  
Los Angeles ◽  
American Indian ◽  
Postsecondary Education ◽  
Alaska Native ◽  
University Of California ◽  
Native Students ◽  
Land Grants ◽  
Policy And Practice ◽  
California Community College ◽  
Native Student

In this commentary, we engage and summarize existing practices for recruiting and retaining American Indian and Alaska Native students in postsecondary institutions in California. This commentary is the output of a two-day symposium, “Lighting a Path Forward: UC Land Grants, Public Memory, and Tovaangar,” held at the University of California, Los Angeles in October of 2019. The symposium brought together campus and community leaders from across California to discuss the past, present and future of American Indian and Alaska Native student and community concerns, and provide intervening policy and practice recommendations. Participants included both American Indian and Alaska Native and non-Native individuals with a wealth of professional experience and employment in American Indian and Alaska Native education, from the California Community College, California State University and University of California systems. We jointly created a table of critical interventions in education, the justification for this, and potential strategies for implementation. Here, we summarize the discussion of participants from the American Indian and Alaska Native student retention and recruitment workshop to document recommends interventions for campus practitioners and leaders to serve as a guiding document for system and campus advocacy.

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