Weighting for Recognition: Accounting for Advanced Placement and Honors Courses When Calculating High School Grade Point Average

2007 ◽  
Vol 91 (1) ◽  
pp. 5-32 ◽  
Author(s):  
Philip M. Sadler ◽  
Robert H. Tai
Keyword(s):  
High School ◽  
Grade Point Average ◽  
Advanced Placement ◽  
School Grade ◽  
Honors Courses ◽  
Grade Point ◽  
High School Grade

Nontraditional and Traditional Student Persisters and Nonpersisters in the Community and Technical College

1984 ◽  
Vol 4 (1) ◽  
pp. 47-57 ◽  
Author(s):  
ALAN D. SMITH ◽  
MICHAEL N. SUGARMAN
Keyword(s):  
College Students ◽  
High School ◽  
Nontraditional Students ◽  
Grade Point Average ◽  
Technical College ◽  
School Grade ◽  
Grade Point ◽  
Community And Technical College ◽  
High School Grade ◽  
The University

A study was conducted with Community and Technical College students enrolled at the University of Akron, a major urban university, during the 1978–1979 academic year. Students were divided into traditional and nontraditional persisters and nonpersisters, and if they were placed on academic probation, they were removed from the study. These students were given modified National Center for Higher Education Management Systems (NCHEMS) questionnaires for program completers and noncompleters. The questions tested for varying degrees of satisfaction with the University and reasons for withdrawal concerning various academic, socioeconomic, and environmental press variables. In addition, selected demographic variables from the student masterfile were tested, along with the questionnaire responses in 99 research hypotheses using multiple linear regression and corrected for multiple comparisons. Results indicate that 13 hypotheses were found to significantly discriminate between traditional and nontraditional community college students. The persisting nontraditional students appeared to be more satisfied with the University concerning a few variables, greater proportion attended part-time, during the day, enrolled for less hours, and had a greater high school grade point average than their traditional counterparts. The nonpersisting, nontraditional students were similar to their persisting counterparts, except that traditional nonpersisting students had a higher high school grade point average, lived at greater distances from the school, and attended day time classes as compared to nontraditional students.

Relationship between Male Infants' Vocal Responses to Mother and Stranger at Three Months and Self-Reported Academic Attainment and Adjustment Measures in Adulthood

2001 ◽  
Vol 89 (2) ◽  
pp. 255-258 ◽  
Author(s):  
Kiki V. Roe
Keyword(s):  
High School ◽  
Substance Abuse ◽  
Grade Point Average ◽  
Adult Development ◽  
Emotional Adjustment ◽  
Vocal Response ◽  
School Grade ◽  
Grade Point ◽  
Stable Relationship ◽  
High School Grade

This study explored whether 3-mo.-old male infants' differential vocal response to mother vs a female stranger, which has been related to cognitive and academic functioning up to 12 years of age, is also related to adult development. Of the 12 subjects who had been seen from infancy through 12 years, 10 were located at Ages 21 and 28 years and were asked about their high school grade point average, scores on the SAT, years of schooling, emotional adjustment, substance abuse, and if they were in a stable relationship by the age 28. Responses showed 3-mo.-olds' differential vocal response was related positively to high school grade point average, scores on the SAT, years of completed education by age 28, and stability of relationship by age 28, and negatively related to substance abuse. No relationship was found between differential vocal response and reported emotional problems. Results suggest that early infant social interactions may be linked to adult development or adjustment.

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.

scholarly journals Impact of the foundation program and high school grade in predicting the cumulative grade point average (CGPA) among the graduates of the nursing program at the Ministry of Health Educational Institutes in Oman

2018 ◽  
Vol 8 (12) ◽  
pp. 98
Author(s):  
Said A. Alghenaimi ◽  
Maiyasa G. Al-Saadi ◽  
Hamed K. Al Reesi
Keyword(s):  
High School ◽  
Grade Point Average ◽  
Nursing Program ◽  
First Year ◽  
School Grade ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
High School Grade ◽  
Foundation Program ◽  
One Year

Background and objective: Higher education has witnessed significant changes in order to provide quality education that meets the needs of the 21st century. To be in par with international best practices, the foundation program was established to prepare the high school leavers for higher education in Oman, a middle-eastern country. The aims of this study were to (1) assess the relationship between students’ high school scores and their cumulative grade point average (CGPA) among the graduates of the nursing program in Oman, and (2) compare the CGPA of the student who attended the general foundation program (GFP) compared to the ones who did not attend the GFP. Methods: Secondary data analysis approach was used to access the alumni files one year before and one year after the implementation of the GFP. A retrospective approach was used to gather data from the alumni files, which included high school grade, whether the graduates have attended the foundation program or not, their first year Grade point average (GPA), and their CGPA.Results: Six hundred twenty-seven (n = 627) graduates were recruited from two cohorts, one attended the GFP (n = 287; 45.8%) and the others did not attend the GFP (n = 340; 54.2%). Majority of the participants who were included in this study were female graduate (n = 535; 85.3%). The students who attended the GFP were found to have higher first year GPA and higher CGPA compared to those who did not attend the GFP. High Diploma Scores and First Year GPA were significant predictors of the graduation CGPA of the graduates who did not enroll in the GFP whereas First Year GPA was the main predictors of the CGPA of the graduates who attended the GFP. It was also obvious that the first year GPA showed a higher significant correlation with CGPA among GFP attenders (r = 0.912, p < .01) in comparison to non GFP attenders (r = 0.775, p < .01).Conclusions: This study sheds light into the impact of foundation program on the overall students’ performance in the nursing program. It significantly reveals that GFP, has a positive impact on the overall CGPA, as it equipped the students with the necessary study skills and increased their English proficiency levels.

scholarly journals The Predictive Value of High School Grade Point Average to Academic Achievement and Career Satisfaction of Dental Graduates

2021 ◽  
Author(s):  
Ayah Al-Asmar ◽  
Yara Owais ◽  
Noor Ismail ◽  
Alaa Sabra ◽  
Islam Abd-Raheam
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Academic Achievement ◽  
Grade Point Average ◽  
Cognitive Abilities ◽  
Career Choices ◽  
Dental Students ◽  
School Grade ◽  
Grade Point ◽  
High School Grade

Abstract Background: In a country where admission to dental schools is based solely on the cognitive abilities of students, the aim of the study was to investigate the correlation between high school grade point average and graduating academic achievement for dental students. Moreover, determine whether a correlation exists between dental students’ graduating academic achievement and their career choices and job satisfaction.Methods: A five-year retrospective cohort study was conducted at the University of Jordan, involving (828) dental graduates first enrolled between 2010 and 2014. Corre­lations comparing high school grade point average and graduating academic achievement were done for the total sample composed of (736) students. A short survey was constructed to assess the career choices and job satisfaction for recently graduated dentists and correlate them with their graduating academic achievement. Results: Statistically significant but a weak correlation was found between high school grade point average and graduating academic achievement for dental students (p ≤ 0.05). Statistically significant correlations were found between graduating academic achievement and career choices and job satisfaction and between gender and different tested factors.Conclusion: The significant positive correlations between the high school grade point average and graduating academic achievement of our dental students indicate that our school admission system depending on high school grade point average is a valid system although not enough pre-admission criterion. The significant negative correlation between the graduating academic achievement and the career choices and job satisfaction demonstrates the discontent among fresh graduate dentists in Jordan with their career after graduation. This information is required to update the dental school admissions procedures in response to the changing dental educational landscape.

scholarly journals The predictive value of high school grade point average to academic achievement and career satisfaction of dental graduates

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ayah A. Al-Asmar ◽  
Yara Oweis ◽  
Noor H. Ismail ◽  
Alaa H. A. Sabrah ◽  
Islam M. Abd-Raheam
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Academic Achievement ◽  
Grade Point Average ◽  
Career Choices ◽  
Dental Students ◽  
School Grade ◽  
Grade Point ◽  
Positive Correlation ◽  
High School Grade

Abstract Background In a country where admission to dental schools is based solely on the cognitive abilities of students, the aim of the study was to investigate the correlation between high school grade point average and graduating academic achievement for dental students; moreover, determine whether a correlation exists between dental students’ graduating academic achievement and their career choices and job satisfaction. Methods A five-year retrospective cohort study was conducted at the University of Jordan, involving (828) dental graduates first enrolled between 2010 and 2014. Correlations comparing high school grade point average and graduating academic achievement were done for the total sample composed of (736) students. A short survey was constructed to assess the career choices and job satisfaction for recently graduated dentists and correlate them with their graduating academic achievement. Results Statistically significant but weak positive correlation (0.3) was found between high school grade point average and graduating academic achievement for dental students (p ≤ 0.05). Statistically significant correlations were found between graduating academic achievement and career choices and job satisfaction. Conclusion The significant positive correlation between the high school grade point average and graduating academic achievement of our dental students indicate that our school admission system depending on high school grade point average is a valid system. There was a significant negative correlation between the graduating academic achievement and both the career choices and job satisfaction among fresh graduate dentists in Jordan. This information is required to update the dental school admissions procedures in response to the changing dental educational landscape.

scholarly journals Black-Box Models and Sociological Explanations: Predicting High School Grade Point Average Using Neural Networks

2019 ◽  
Vol 5 ◽  
pp. 237802311881770 ◽  
Author(s):  
Thomas Davidson
Keyword(s):  
High School ◽  
Grade Point Average ◽  
Network Models ◽  
Predictive Performance ◽  
Black Box ◽  
School Grade ◽  
Neural Network Models ◽  
Grade Point ◽  
Predictive Variables ◽  
High School Grade

The Fragile Families Challenge provided an opportunity to empirically assess the applicability of black-box machine learning models to sociological questions and the extent to which interpretable explanations can be extracted from these models. In this article the author uses neural network models to predict high school grade point average and examines how variations of basic network parameters affect predictive performance. Using a recently proposed technique, the author identifies the most important predictive variables used by the best performing model, finding that they relate to parenting and the child’s cognitive and behavioral development, consistent with prior work. The author concludes by discussing the implications of these findings for the relationship between prediction and explanation in sociological analyses.

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