A Case Study: DO High School GPA/SAT Scores Predict the Performance of Freshmen Engineering Students?

2006 ◽  
Author(s):  
T. Abdel-Salam ◽  
P. Kauffmann ◽  
K. Williamson
Keyword(s):  
High School ◽  
Engineering Students ◽  
Sat Scores ◽  
High School Gpa

How Colleges Can Correctly Determine Selection Benefits from the SAT

1991 ◽  
Vol 61 (2) ◽  
pp. 125-148 ◽  
Author(s):  
James Crouse ◽  
Dale Trusheim
Keyword(s):  
High School ◽  
Student Performance ◽  
Information Gain ◽  
Performance Outcomes ◽  
Dartmouth College ◽  
College Administrators ◽  
Sat Scores ◽  
College Outcomes ◽  
High School Gpa ◽  
The Impact

Since its inception in 1927, the Scholastic Aptitude Test (SAT) has been used by increasing numbers of colleges in the admissions process. In this article, James Crouse and Dale Trusheim argue that the selection benefits colleges derive from using the SAT in their admissions decisions are minimal. They support this argument through a discussion of the prediction equation, supplemental table of predicted grades, and expectancy table currently used by the College Board's Validity Study Service (VSS) to assess the selection benefits of the SAT for individual colleges. Crouse and Trusheim present an analysis of the added information gain from SAT scores, as well as an alternative method for colleges to assess their selection benefits from the SAT. The authors illustrate their method by using Dartmouth College as a case study. Crouse and Trusheim then call for the inclusion of two additional tables in the VSS presentation to college administrators: the Crosstabulation of Predicted Grades Table and the College Outcomes Table. The Crosstabulation of Predicted Grades Table would allow college administrators to identify the level of redundancy in predicted freshman admissions for their particular institution based on high school GPA alone, compared with those based on high school GPA plus SAT scores. The College Outcomes Table would allow college administrators to estimate the impact their use of the SAT actually has on predicting several different student performance outcomes, such as average grades of admitted students, the percentage of admitted students with freshman GPAs above 2.5, and the percentage of admitted students who graduate.

Need for Cognition and Motivation Differentially Contribute to Student Performance

2017 ◽  
Vol 16 (2) ◽  
pp. 144-156 ◽  
Author(s):  
Alexis R. Neigel ◽  
Saif Behairy ◽  
James L. Szalma
Keyword(s):  
High School ◽  
Standardized Testing ◽  
Student Performance ◽  
Achievement Motivation ◽  
Need For Cognition ◽  
Sat Scores ◽  
Grade Point ◽  
College Gpa ◽  
High School Gpa ◽  
Act Score

The need for cognition and motivation are related to performance in school and standardized tests. In this study, 422 students completed a battery of individual difference measures and reported their scores on the American College Testing (ACT) exam, Scholastic Aptitude Test (SAT), high school grade point average (GPA), major GPA, and overall college GPA. Need for cognition was positively related to ACT and SAT scores, respectively, but not GPA. Achievement motivation was positively correlated with high school GPA, major GPA, overall college GPA, ACT score, and SAT score. The results showed that need for cognition may be related to standardized testing performance, whereas motivation, particularly achievement motivation, is related to performance in the classroom and in the major. Our results indicate that the need for cognition is distinct from the enjoyment of thinking and motivation toward challenge.

The Prediction of College Student Academic Performance and Retention: Application of Expectancy and Goal Setting Theories

2009 ◽  
Vol 11 (2) ◽  
pp. 227-246 ◽  
Author(s):  
Barry A. Friedman ◽  
Rhonda G. Mandel
Keyword(s):  
High School ◽  
Academic Performance ◽  
College Student ◽  
Student Retention ◽  
Student Performance ◽  
Goal Setting ◽  
First Year ◽  
Sat Scores ◽  
Grade Point ◽  
High School Gpa

Student retention and performance in higher education are important issues for educators, students, and the nation facing critical professional labor shortages. Expectancy and goal setting theories were used to predict academic performance and college student retention. Students' academic expectancy motivation at the start of the college significantly predicted cumulative GPA at the end of their first year. Compared to students who did not return, students that returned for their sophomore year reported greater peer competition with respect to academic goals, perceived good grades to be more attractive, and reported more effort to get good grades. Students' SAT scores and high school grade point average were significantly related to both cumulative GPA and retention after the first year. Study implications are discussed with an emphasis on the motivational set of college applicants, in conjunction with more traditional criteria (e.g., high school GPA) that together may increase student performance and retention.

Determinants of undergraduate GPAs: SAT scores, high-school GPA and high-school rank

2004 ◽  
Vol 23 (6) ◽  
pp. 577-586 ◽  
Author(s):  
Elchanan Cohn ◽  
Sharon Cohn ◽  
Donald C. Balch ◽  
James Bradley
Keyword(s):  
High School ◽  
Sat Scores ◽  
High School Gpa ◽  
High School Rank

Life-Skills as a Predictor of Academic Success: An Exploratory Study

2012 ◽  
Vol 111 (1) ◽  
pp. 157-164 ◽  
Author(s):  
Lacy K. Currie ◽  
Christopher T. Pisarik ◽  
Earl J. Ginter ◽  
Ann Shanks Glauser ◽  
Christopher Hayes ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Success ◽  
Life Skills ◽  
Future Research ◽  
Unique Contribution ◽  
Sat Scores ◽  
College Performance ◽  
Health Maintenance ◽  
High School Gpa

Traditional predictors of academic performance in college, such as measures of verbal and mathematical abilities [i.e., Scholastic Aptitude Test (SAT)] and academic achievement (i.e., high school GPA), often account for less than 25% of the variance in college performance, thus leaving a considerable amount of variance unexplained. The primary goal of this study was to examine developmental variables that may account for academic achievement beyond the traditional indices mentioned. Specifically, the relationships among four categories of life-skills and cumulative GPA were examined. A hierarchical multiple-regression analysis revealed that the four life-skills categories predicted an additional 9.4% of the variance in cumulative GPA beyond high school GPA and SAT scores. Of the four categories, physical fitness/health maintenance skills made a statistically significant, unique contribution to predicting cumulative GPA. Because of the exploratory nature of the current study, suggestions are made for conducting future research in light of the study's limitations.

Women as Mature-Aged Engineering Students

1993 ◽  
Vol 2 (1) ◽  
pp. 26-30 ◽  
Author(s):  
Danya Driessen
Keyword(s):  
High School ◽  
High School Student ◽  
Female Student ◽  
Career Choices ◽  
Engineering Students ◽  
Personal Values ◽  
University Of Technology ◽  
Insight Into ◽  
Personal Case

This study, based on female engineering students at the Moorabbin College of TAFE and Swinburne University of Technology, examined the influences on mature-aged women making non-traditional career choices. It was designed to investigate how these influences and the students' personal values had changed since making career choices as a high school student. Through the use of a survey and personal case study interviews, information regarding the problems and benefits of being a mature-aged female student of a non-traditional career was gathered. An insight into the personality type of the ‘non-traditional’ career student was also gained.

scholarly journals Is Eighty Percent of Success Just Showing Up? Student Compliance and Refusal to Complete an Advisement Form as an Indicator of First-Term GPA

2019 ◽  
Vol 17 (1) ◽  
Author(s):  
Michael J. Roszkowski ◽  
Raymond A. Ricci
Keyword(s):  
High School ◽  
Academic Motivation ◽  
College Success ◽  
At Risk Students ◽  
Sat Scores ◽  
Grade Point ◽  
College Gpa ◽  
High School Gpa ◽  
Admissions Criteria ◽  
Noncompliant Students

Motivation and, inferentially, commitment are critical, non-cognitive factors in college success. One needs to detect and measure these attributes prior to a student's acutal enrollment in classes since early detection of at-risk students can lead to the most productive intervention initiatives. Freshmen entering into La Salle University were required to complete a form used as a basis for advising. Students complying (n=427) and not complying (n=291) with the request were compared on high school grade point average (GPA), SAT scores, and first-term college GPA. The noncompliant students had lower credentials on the admissions criteria (high school GPA, SAT) as well as on the outcome measure (first-term college GPA), although the effect sizes were small. The findings support the contention that compliance with requirements is a proxy for academic motivation and can serve as a cue to how well a student will perform.

Manajemen Stratejik Pemanfaatan Teknologi Informasi dan Komunikasi untuk Peningkatan Mutu Pembelajaran SMK Ciledug Al Musaddadiyah dan SMKN 1 Garut

2020 ◽  
Vol 3 (2) ◽  
pp. 109-119
Author(s):  
Partono Partono
Keyword(s):  
High School ◽  
Strategic Management ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
General Description ◽  
Vocational High School ◽  
Information And Communication ◽  
School Learning

So far, in implementing school strategies, they tend not to utilize Information and Communication Technology (ICT), despite the availability of ICT resources available. Stages of strategic management are needed to generate the vision, mission, objectives, policy, program, budget, and procedures as well as control and evaluation process as an effort to utilize ICT to improve school quality. Based on the interpretation and the results of the study, it is concluded that schools have organized stages in strategic management that enable schools to have a quality profile. The impact of effective utilization of ICTs for schools is the achievement of effective school management, as per the National Education Standards, which is characterized by effective planning, implementation, control, and evaluation of school ICTs.The purpose of this study is to get a general description, describe, and reveal the Strategic Management of Information and Communication Technology Utilization to Improve the Quality of School Learning in Ciledug Al Musaddadiyah Vocational High School and Garut 1 Vocational High School, both on environmental analysis, strategic formulation, implementation and strategic evaluation. The research method used in this research is the case study method, because the problems studied occur in the place and situation of Ciledug Al Musaddadiyah Vocational School and Vocational High School 1 Garut. The use of case study models in this study is based on the consideration that to provide an overview of the strategic management activities of the use of ICTs carried out at vocational high schools with the ultimate goal of being able to improve the quality of school learning. Based on observations in the field of SMK 1 Garut and SMK Al Musaddadiyah Ciledug Garut is one of the public schools and private schools that have these advantages.

PENGUATAN PENDIDIKAN AGAMA ISLAM MELALUI HAFALAN FURUDHUL AINIYAH DI SMP NURUL JADID PAITON

2017 ◽  
Vol 1 (1) ◽  
pp. 196-204
Author(s):  
Sulistiawati Sulistiawati
Keyword(s):  
High School ◽  
Religious Education ◽  
Junior High School ◽  
Qualitative Method ◽  
Religious Activities ◽  
Case Study Method ◽  
Literature Study ◽  
Observation Study ◽  
Homeroom Teachers

This research is intended to search and information about the strengthening of Islamic religious education (PAI) through the recitation of furudhul Ainiyah which is carried out in Nurul Jadid Paiton Junior High School. The method of this research is by qualitative method with case study method, to express. That is more intense and deep with the above phenomenon. Technique of completion of data and information is done through interview, observation, study study, and literature study. The findings of this research are 1). Students or students are required to complete the recitation of Furudhul Ainiyah as a condition to take the odd semester and even semester exam and become a requirement for class and graduation increase. 2). the implementation of the furudhul Ainiyah memorization is performed on Thursday and Friday nights and Tuesday nights, and can also be done during normal day breaks, 3). The responsible and recipient of the rote deposit are PAI teachers and their homeroom teachers, 4). For students and students who can not read written Al-qur'an is not subject to rote burden, but get special coaching related to Al-Qur'an reading written by the religious coordinator of students. 5). Memory materials include Aqidah, Fiqih or Amaliyah materials, and daily prayers for students of VII and VIII semerter 1 and 2, while for classes IX semesters 1 and 2 cover the material of the Qur'an and Fiqh. 6). (a). Principal, (b). Vice Principal of the curriculum section, (c). Coordinator of students' religious activities, (d). Teacher / teacher of PAI, (e). Homeroom, (e). Student religious coordinator, (f). Student.

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