scholarly journals Ability, Gender, and Performance Standards: Evidence from Academic Probation

2010 ◽  
Vol 2 (2) ◽  
pp. 95-117 ◽  
Author(s):  
Jason M Lindo ◽  
Nicholas J Sanders ◽  
Philip Oreopoulos
Keyword(s):  
High School ◽  
Regression Discontinuity ◽  
Performance Standards ◽  
Academic Probation ◽  
First Year ◽  
Regression Discontinuity Design ◽  
Negative Effects ◽  
High School Grades ◽  
And Performance ◽  
Returning To School

We use a regression discontinuity design to examine students' responses to being placed on academic probation. Consistent with a model of introducing performance standards, we find that being placed on probation at the end of the first year discourages some students from returning to school while improving the GPAs of those who do. We find heterogeneous responses across prior academic performance, gender, and native language, and discuss these results within the context of the model. We also find negative effects on graduation rates, particularly for students with the highest high school grades. (JEL I23, J16)

“I Know That I Should Be Here”: Lessons Learned From the First-Year Performance of Borderline University Applicants

2016 ◽  
Vol 20 (1) ◽  
pp. 92-115 ◽  
Author(s):  
Rebecca Covarrubias ◽  
Ronald Gallimore ◽  
Lynn Okagaki
Keyword(s):  
Standardized Test ◽  
Underrepresented Students ◽  
Lessons Learned ◽  
First Year ◽  
Summer Bridge ◽  
First Semester ◽  
Bridge Program ◽  
High School Grades ◽  
Campus Diversity ◽  
And Performance

At many higher education institutions, admissions decisions often rely on standardized test scores and high school grades; yet, they are less reliable predictors for applicants falling slightly below cutoff points, what we call borderline applicants. Since borderline applicants are often from underrepresented backgrounds and diverted to 2-year institutions, this may potentially jeopardize efforts to increase campus diversity. Using a mixed-methods approach, two studies investigated an “admissions experiment” designed to increase campus diversity by admitting 34 borderline applicants into a summer bridge program. Study 1 compared program participants’ performance to two comparison samples of regularly admitted students ( N = 912). Compared with a matched sample, borderline students performed better after the first semester and comparably after the first year. Study 2 identified program components that helped or undermined participants’ college adjustment and performance. Results suggested several program improvements that might enhance underrepresented students’ performance and experiences on 4-year campuses.

scholarly journals Predictive Validity of Saudi Admission Criteria for Freshmen Students’ English Performance: Experience of King Saud Bin Abdulaziz University for Health Sciences

2020 ◽  
Vol 11 (1) ◽  
pp. 108
Author(s):  
Abdulaziz Althewini ◽  
Abdulmohsen Alkushi
Keyword(s):  
High School ◽  
English Language ◽  
Health Sciences ◽  
First Year ◽  
Admission Criteria ◽  
First Year Students ◽  
Higher Education System ◽  
High School Grades ◽  
Freshmen Students ◽  
Admission Tests

This study examines the relationship and correlation between initial admission criteria and  English performance of first year students at King Saud bin Abdulaziz University for Health Sciences. The performance of 1,595 English language students was compared to the initial academic admission criteria to determine if a correlation exists between academic achievement pre and post admission.  Admission criteria include high school grades, General Aptitude Test score (GAT), and Scholastic Achievement Admission Test scores (SAAT). Deep statistical analyses, including independent t tests and multiple linear regression reveal a correlation between pre and post admission performance. For this student population, GAT score was more predictive of English performance than SAAT scores, while the high school grade had no significant relationship to performance on the course. Furthermore, GAT had a higher predictive weight of 7% when compared individually with other admission criteria. However, in a combined model, all of the admission tests cumulatively predicted 17.3% of  English performance. Such power is relatively low and requires additional variables to accurately predict a student’s final English score. This study provides unique analyses of performance within the Saudi higher education system and provides insight for those teaching or studying English as a second language. This study is therefore relevant for educators in universities using English for the instruction of non-English, native students and raises questions as to the value of current admission criteria.

scholarly journals A Regression Discontinuity Analysis of a Remedial Education Programme

1983 ◽  
Vol 13 (1) ◽  
pp. 1-15
Author(s):  
Abraham S. Ross ◽  
Beth Lacey
Keyword(s):  
High School ◽  
Multiple Regression ◽  
Remedial Education ◽  
Regression Discontinuity ◽  
Education Programme ◽  
Regression Discontinuity Design ◽  
Remedial Students ◽  
Course Grades ◽  
The University ◽  
The Impact

To demonstrate the usefulness of programme evaluation within the university a regression discontinuity design was used to assess the impact of a remedial education programme. Using multiple regression and analysis ofcovariance, credit course grades of students who had been enrolled in the remedial programmes were compared to the credit course grades of non-remedial students. The results indicated that the remedial programmes were not improving performance above what would have been expected based on high school marks.

Predicting Academic Performance and Retention Among African American Freshmen Men

NASPA Journal ◽  
2002 ◽  
Vol 39 (4) ◽  
Author(s):  
Robert A. Schwartz ◽  
Charles M. Washington
Keyword(s):  
High School ◽  
African American ◽  
Academic Performance ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Academic Probation ◽  
Orientation Programs ◽  
High School Grades ◽  
Significant Relationships ◽  
High School Rank

To determine academic performance and retention patterns, 229 African American freshmen men at a historically African American, private liberal arts college in the Southeast were surveyed about their adaption to college using cognitive and noncognitive measures. Predictions generated by 14 independent variables were compared to the students’ actual academic performance (i.e., grades and academic probation) and retention (i.e., staying in school). Statistically significant relationships were between high school grades, high school rank, and several noncognitive variables and students’ academic performance and retention. Suggestions for admission, extended orientation programs, and increased faculty and peer support are discussed.

scholarly journals The Effect of Public Insurance Coverage for Childless Adults on Labor Supply

2017 ◽  
Vol 9 (2) ◽  
pp. 124-154 ◽  
Author(s):  
Laura Dague ◽  
Thomas DeLeire ◽  
Lindsey Leininger
Keyword(s):  
Labor Supply ◽  
Regression Discontinuity ◽  
Insurance Coverage ◽  
Regression Discontinuity Design ◽  
Negative Effects ◽  
Public Insurance ◽  
Difference In Differences ◽  
Percentage Points ◽  
Percent Decline ◽  
Rule Out

This study provides plausibly causal estimates of the effect of public insurance coverage on the employment of non-elderly, nondisabled adults without dependent children (“childless adults”). We take advantage of the sudden imposition of an enrollment cap in Wisconsin, comparing the labor supply of enrollees to eligible applicants placed on a waitlist using a regression discontinuity design and difference-in-differences methods. We find enrollment into public insurance leads to sizable and statistically meaningful reductions in employment, with an estimated effect size of just over 5 percentage points, a 12 percent decline. Confidence intervals rule out positive and large negative effects. (JEL G22, H75, I13, I18, I38, J22)

scholarly journals Anthropometric and Performance Parameters of Japanese High School American Football Players: A Case Study of Selection for International Matches

2020 ◽  
pp. 1-7
Author(s):  
Daichi Yamashita ◽  
Takafumi Kubo
Keyword(s):  
High School ◽  
Body Mass ◽  
American Football ◽  
Normative Values ◽  
Football Players ◽  
Performance Parameters ◽  
Strength And Conditioning ◽  
High School Grades ◽  
Grade Difference ◽  
And Performance

This study aimed to compare the anthropometric and performance parameters between American football players from different high school grades and to compare their physical characteristics to the normative values for U.S. and Japanese players from previous studies. The analysis included 240 grade 10 and 11 American football players. The testing included height, body mass, broad jump, 40-yard dash, and pro-agility shuttle. The analysis was stratified by position: linemen (offensive and defensive), big skill players (fullbacks, tight ends, and linebackers), and skill players (wide receivers, running backs, and defensive backs). The only between-grade difference was body mass for linemen (Cohen’s d>0.6), with no moderate effects for all other measured variables (|d| ≦0.6). No Japanese players were better in both mass and performance measures than U.S. elite high school players. The strength and conditioning program for long-term athlete development should be established for American football players in Japan.

Ready for College? Examining the Effectiveness of Targeted Interventions in High School

2021 ◽  
pp. 016237372110367
Author(s):  
Zeyu Xu ◽  
Ben Backes ◽  
Amanda Oliveira ◽  
Dan Goldhaber
Keyword(s):  
High School ◽  
High School Students ◽  
First Year ◽  
Regression Discontinuity Design ◽  
College Level ◽  
Remedial Courses ◽  
School Students ◽  
Targeted Interventions ◽  
College Ready ◽  
Percentage Points

Kentucky’s Targeted Interventions (TI) program is a statewide intervention intended to prepare non-college-ready high school students for college-level coursework. Using a difference-in-regression discontinuity design, we find that TI reduces the likelihood that students enroll in remedial courses by 8 to 10 percentage points in math. These effects are similar or stronger among students who are eligible for free/reduced-price lunch, students with remediation needs in multiple subjects, and students in lower performing schools. TI also increases the likelihood that students enroll in and pass college math before the end of the first year in 4-year universities by 4 percentage points and by 9 percentage points among free/reduced-price lunch eligible students. However, we do not find evidence of TI affecting credit accumulation or persistence.

Pledging to Do “Good”: An Early Commitment Pledge Program, College Scholarships, and High School Outcomes in Washington State

2019 ◽  
Vol 42 (1) ◽  
pp. 110-133 ◽  
Author(s):  
Dan Goldhaber ◽  
Mark C. Long ◽  
Trevor Gratz ◽  
Jordan Rooklyn
Keyword(s):  
High School ◽  
Financial Aid ◽  
Low Income ◽  
Early Adulthood ◽  
Juvenile Detention ◽  
Negative Effects ◽  
School Students ◽  
High School Grades ◽  
High School Outcomes ◽  
Triple Difference

Indiana, Oklahoma, and Washington each have programs designed to address college enrollment gaps by offering a promise of state-based college financial aid to low-income middle school students in exchange for making a pledge to do well in high school, be a good citizen, not be convicted of a felony, and apply for financial aid to college. Using a triple-difference specification, we estimate the effects of Washington’s College Bound Scholarship program on students’ high school grades, high school graduation, juvenile detention and rehabilitation, and incarceration in state prison during high school or early adulthood. We find insignificant and substantively small or negative effects on these outcomes. These results call into question the rationale for such early commitment programs.

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