Preoptometry and Optometry School Grade Point Average and Optometry Admissions Test Scores as Predictors of Performance on the National Board of Examiners in Optometry Part I (Basic Science) Examination

2000 ◽  
Vol 77 (4) ◽  
pp. 188-193 ◽  
Author(s):  
James E. Bailey ◽  
Kristie A. Yackle ◽  
May T. Yuen ◽  
Lorraine I. Voorhees
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Basic Science ◽  
School Grade ◽  
Grade Point ◽  
National Board ◽  
Admissions Test

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

scholarly journals Comparison of National Board of Chiropractic Examiners part I examination scores between tutors and tutees at a chiropractic college

2016 ◽  
Vol 30 (2) ◽  
pp. 104-107 ◽  
Author(s):  
Amilliah W. Kenya ◽  
John F. Hart ◽  
Charles K. Vuyiya
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Effect Sizes ◽  
Grade Point ◽  
Board Examination ◽  
National Board ◽  
The Subject ◽  
The Mean ◽  
The Difference ◽  
Tutor Group

Objective: This study compared National Board of Chiropractic Examiners part I test scores between students who did and did not serve as tutors on the subject matter. Methods: Students who had a prior grade point average of 3.45 or above on a 4.0 scale just before taking part I of the board exams were eligible to participate. A 2-sample t-test was used to ascertain the difference in the mean scores on part I between the tutor group (n = 28) and nontutor (n = 29) group. Results: Scores were higher in all subjects for the tutor group compared to the nontutor group and the differences were statistically significant (p < .01) with large effect sizes. Conclusion: The tutors in this study performed better on part I of the board examination compared to nontutors, suggesting that tutoring results in an academic benefit for tutors themselves.

Patterns of College Grades across Curricular Areas: Some Implications for GPA as a Criterion

1975 ◽  
Vol 12 (3) ◽  
pp. 313-321 ◽  
Author(s):  
Lyle F. Schoenfeldt ◽  
Donald H Brush
Keyword(s):  
High School ◽  
Factor Analysis ◽  
Grade Point Average ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
School Grade ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
High School Grade ◽  
College Grades

Transcript records of over 1,900 college students were transformed into a profile of grades across 12 curricular areas. The record for each subject also included high school grade point average (GPA) and the Scholastic Aptitude Test scores. Intercorrelations among the 12 college GPA variables were comparable to previous research which analyzed GPA over successive semesters. Factor analysis resulted in two GPA factors, General Academic Achievement and Grades Independent of Achievement/Aptitude, indicating that GPA is not unitary, but is also not a multifaceted composite. It was concluded that the system of grades could be considered singular for most predictive purposes.

University Dropout

2008 ◽  
Vol 29 (3) ◽  
pp. 134-147 ◽  
Author(s):  
Manuel C. Voelkle ◽  
Nicolas Sander
Keyword(s):  
Grade Point Average ◽  
Structural Equation ◽  
Unobserved Heterogeneity ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Hands On ◽  
University Dropout ◽  
The Individual ◽  
A Prospective Study

University dropout is a politically and economically important factor. While a number of studies address this issue cross-sectionally by analyzing different cohorts, or retrospectively via questionnaires, few of them are truly longitudinal and focus on the individual as the unit of interest. In contrast to these studies, an individual differences perspective is adopted in the present paper. For this purpose, a hands-on introduction to a recently proposed structural equation (SEM) approach to discrete-time survival analysis is provided ( Muthén & Masyn, 2005 ). In a next step, a prospective study with N = 1096 students, observed across four semesters, is introduced. As expected, average university grade proved to be an important predictor of future dropout, while high-school grade-point average (GPA) yielded no incremental predictive validity but was completely mediated by university grade. Accounting for unobserved heterogeneity, three latent classes could be identified with differential predictor-criterion relations, suggesting the need to pay closer attention to the composition of the student population.

scholarly journals Grit and Academic Performance in Doctor of Physical Therapy Students

2020 ◽  
Author(s):  
Scott Richardson ◽  
Michael Scotto ◽  
MayAnne Belcina ◽  
Richa Patel ◽  
Kevin Wiener
Keyword(s):  
Physical Therapy ◽  
Grade Point Average ◽  
Graduate School ◽  
Preliminary Evidence ◽  
Physical Therapy Students ◽  
School Grade ◽  
Convenience Sample ◽  
Grade Point ◽  
Doctor Of Physical Therapy ◽  
Therapy Program

Purpose: The purpose of this study was to determine whether a physical therapy student’s level of grit positively correlates to graduate school grade point average. Methods: Participants were a convenience sample recruited from the class of 2021 in the Doctor of Physical Therapy program at Franklin Pierce University in Goodyear, Arizona. Subjects completed the Short Grit Scale (Grit-S) as a measure of grit. These scores were compared with participants’ graduate school grade point average using a Spearman Rho statistical test with data analysis completed using SPSS software. Results: 27 participants (15 males, 12 females) with mean grit score of 3.76 ± 0.48 and mean grade point average 3.72 ± 0.18. Spearman Rho correlation was .463 (p < .05). Conclusion: A significant moderate positive correlation between grit and graduate school grade point average in physical therapy students was found. These findings indicate preliminary evidence that may be useful for admissions considerations for DPT programs.

Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance

2020 ◽  
Vol 10 (2) ◽  
pp. 1-17
Author(s):  
Apler J. Bansiong ◽  
Janet Lynn M. Balagtey
Keyword(s):  
High School ◽  
Teacher Education ◽  
Grade Point Average ◽  
Test Scores ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
Degree Programs ◽  
Licensure Examination ◽  
Grade Point ◽  
Admission Variables

This predictive study explored the influence of three admission variables on the college grade point average (CGPA), and licensure examination ratings of the 2015 teacher education graduates in a state-run university in Northern Philippines. The admission variables were high school grade point average (HSGPA), admission test (IQ) scores, and standardized test (General Scholastic Aptitude - GSA) scores. The participants were from two degree programs – Bachelor in Elementary Education (BEE) and Bachelor in Secondary education (BSE). The results showed that the graduates’ overall HSGPA were in the proficient level, while their admission and standardized test scores were average. Meanwhile, their mean licensure examination ratings were satisfactory, with high (BEE – 80.29%) and very high (BSE – 93.33%) passing rates. In both degree programs, all entry variables were significantly correlated and linearly associated with the CGPAs and licensure examination ratings of the participants. These entry variables were also linearly associated with the specific area GPAs and licensure ratings, except in the specialization area (for BSE). Finally, in both degrees, CGPA and licensure examination ratings were best predicted by HSGPA and standardized test scores, respectively. The implications of these findings on admission policies are herein discussed.

Working on Grade Point Average, test Accuracy, and Attendance of High School Students

1996 ◽  
Vol 78 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Grant Lenarduzzi ◽  
T. F. McLaughlin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Test Accuracy ◽  
Lower Grade ◽  
School Students ◽  
Grade Point ◽  
School Year

The present analysis examined grade point averages (GPA), subject-matter test scores, and attendance for 274 students enrolled in a high school at the beginning of the 1992–1993 school year by the number of hours worked per week in the previous year (1991–92) and in the current school year (1992–1993). The over-all outcomes indicated that working fewer than 10 hours per week had small adverse effects on each measure. Students working from 10 to 20 hours per week had lower grade point averages and attendance. Students working over 20 hours per week had depressed test scores and grade point averages and more absences than other students who worked less or did not work.

Preliminary Report on the Validity of the Scholastic Aptitude Test in Iran

1978 ◽  
Vol 43 (1) ◽  
pp. 99-102
Author(s):  
A. A. Hosseini
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
Ministry Of Education ◽  
Aptitude Test ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
National Examinations ◽  
Twelfth Grade ◽  
The Relationship

This study investigated the relationship between the Scholastic Aptitude Test scores of the National Organization for Education Evaluation of the Iranian Ministry of Sciences and Higher Education and the grade point average (GPA) of the twelfth grade National Examinations of the Iranian Ministry of Education. The test scores of 1170 freshmen correlated significantly with the GPA of the twelfth grade National Examinations. Some evidence for the construct validity of the test is cited.

Relationship of Rigidity to Academic Achievement and Occupational Choice of Accounting Students

1976 ◽  
Vol 38 (3) ◽  
pp. 711-721 ◽  
Author(s):  
Sara H. Dinius ◽  
Sherwood C. McIntyre
Keyword(s):  
Grade Point Average ◽  
Occupational Choice ◽  
Statistical Significance ◽  
Demographic Data ◽  
Accounting Students ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Average High School ◽  
Relationship Of

250 university students were administered the “Einstellung” Water Jug Test. College grade point average, high school grade point average and American College Testing Program scores were collected for 184 of the subjects. Six measurements from the Einstellung test were analyzed to determine their power to (1) discriminate accounting majors from non-accounting majors (majors) and (2) discriminate students who were successful in accounting from those who were not (success). Two measurements significantly discriminated subjects by major and four measurements discriminated subjects by success. Three measurements from the Einstellung test were intercorrelated with the demographic data; nine of the correlations showed statistical significance. A multiple correlation, in which success was the criterion and the eight measures the predictors, showed a multiple R = .640. It was concluded that the addition of the Einstellung test to a traditional testing battery will raise the level of the “predictive plateau.”

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