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.

A Factor Structure for Social and Personal Development Outcomes in College

NASPA Journal ◽  
1997 ◽  
Vol 34 (3) ◽  
Author(s):  
Steve Graham ◽  
Irv Cockriel
Keyword(s):  
Personal Development ◽  
College Attendance ◽  
Faculty Members ◽  
Public Concern ◽  
College Administrators ◽  
College Outcomes ◽  
Development Outcomes ◽  
Social Gain ◽  
Self Examination ◽  
The Impact

The issues of accountability and increased public concern have contributed to widespread institutional self-examination and to a greater emphasis placed on assessing the impact of college attendance. This study focuses on 36 items in the ACT College Outcomes Survey to identify specific areas of personal and social gain where students percieved colleges to have the greatest impact. Identification of these general constructs provides guidance for college administrators and faculty members on areas where the colleges can focus their attention to achieve their greatest impact.

"An Investigation Of The İmpact Of Green Supply Chain Practices On Green Performance: Case Of Gauteng Province.".

2020 ◽  
Vol 11 (1) ◽  
pp. 168-168
Author(s):  
Chriss N Mangoukou Ngouapegne
Keyword(s):  
Higher Education ◽  
South Africa ◽  
High School ◽  
Student Satisfaction ◽  
Student Performance ◽  
Learning Experience ◽  
Developed Countries ◽  
Global Knowledge ◽  
Related Factors ◽  
The Impact

Worldwide, higher education is considered as a driver of economic, social and the political changes driving global knowledge (Ngoma, Ntale & Abaho 2017). Besides the increase access to education, the quality of graduate reflected by their academic performance is worrying (Ridzuan, Yunus, Abdullah, Bakar, Azlan & Ramlan 2018). Paloș, Maricuţoiu and Coste (2019), noticed that a large number of enrolled student graduates with poor grades or fail to graduate. In an attempt to retain and capture market share with the increase in study options, higher education all over the world are constantly struggling to provide a distinctive learning experience necessary to improve their students' performance (McGillicuddy & McGloin 2018). Considering the increasingly competitive and dynamic education environment, higher education can no longer ignore the needs and factors required to enhance student performance. Poor student performance in higher education institution has been a major source of concern for decision makers in the educational sector. Lai (2015), posits that the poor student performance can be attributed to the student-related factors such as attendance classes, score in high school, competence in quantitative subject and preparation to exam or tests. Moreover, Glew, Ramjan, Salas, Raper Creed and Salamonson (2019) state that poor attitude to the subject, lack of innovative teaching techniques, inadequate materials and inadequate funding to support the students negatively impact the performance of student. In addition, most prior research on performance has been done at high school or colleges, rather than at university level (Organisation for Economic Co-operation and Development (OECD) 2017). While, studies on student performance in developed countries are well documented, little attention has been dedicated in less developed countries such as South Africa (Ngoma et al., 2017). Given the difference between culture in developed and less developed counties, this study focused on investigating the antecedents of student performance in South Africa. Keywords: Student royalty, student satisfaction, student motivation, student performance

scholarly journals Students Taking Numerous Honours Courses in High School Have Higher Information Literacy Levels

2015 ◽  
Vol 10 (3) ◽  
pp. 99
Author(s):  
Dominique Daniel
Keyword(s):  
High School ◽  
Academic Success ◽  
Information Literacy ◽  
The United States ◽  
Surprising Result ◽  
Research Projects ◽  
School Factors ◽  
High School Gpa ◽  
Admission Status ◽  
The Impact

A Review of: Fabbi, J. L. (2015). Fortifying the pipeline: A quantitative exploration of high school factors impacting the information literacy of first-year college students. College & Research Libraries, 76(1), 31-42. http://dx.doi.org/10.5860/crl.76.1.31 Abstract Objective – To assess the impact of students’ high school performances on the development of their information literacy (IL) competency. Design – Statistical analysis of test performance. Setting – A large public university in the United States of America. Subjects – 93 first-time college freshmen. Of these, 46% had been admitted on a probationary status due to GPA under the required 3.0 (“alternate admits”), and 61% had not declared a major (“exploring majors”). 39% identified as Caucasian, 25% as Hispanic, 22% as African American, and 15% as Asian. 84% declared that their best language was English only. Methods – Participants were self-selected freshmen who enrolled into programs offered by the university’s Academic Success Center. They took the iSkills test, an online evaluation of information literacy competencies developed by the Educational Testing Service, and provided background data on their high school experience. Using hierarchical multiple regression analysis, the researcher evaluated predictors of iSkills score variance among a range of high school experiences: core high school GPA, number of honours classes taken in high school, and number of research projects or assignments in high school. The analysis controlled for gender, best language, race, and admission status as either alternate admit or exploring major. Main Results – Participants’ mean iSkills scores was below the minimum passing score for the test. There was a significant positive correlation between iSkills scores and exploring major status, core high school GPA, and having taken 5 to 12 honours courses. There was a negative correlation between iSkills scores and language other than English, Asian race, alternate admission status, and having had 1 to 4 honours courses. Among the background variables, the most significant predictor of a student’s iSkills score was his or her best language, followed by race. After controlling for these variables, the most important factors were students’ high school GPAs and the number of honors courses taken. Conclusion – The researcher discovered that the number of honours courses taken in high school is a strong predictor of information literacy competency as measured by the iSkills test. This remains true when controlling for race and other background factors. This finding is consistent with the assumption that high school teachers of honours courses believe their students to be capable of learning higher-order skills and therefore adopt a constructivist pedagogy, and that such pedagogy promotes the development of information literacy skills. Yet the number of high school research projects or assignments could not be statistically correlated to information literacy competency. In subsequent focus groups, students who had taken fewer honours courses expressed test anxiety, while students who had taken numerous honours courses expressed their determination to get the correct answer. This may inform one surprising result of the study: that students who took 13 or more honours courses in high school did not score significantly better on the iSkills test than those who took 5 to 12 courses.

scholarly journals The relationship of high school graduation exams to graduation rates and SAT scores.

2005 ◽  
Vol 13 ◽  
pp. 6 ◽  
Author(s):  
Gregory J. Marchant ◽  
Sharon E. Paulson
Keyword(s):  
High School ◽  
Graduation Rates ◽  
Standardized Test ◽  
High School Graduation ◽  
Thinking Skills ◽  
Sat Scores ◽  
Class Rank ◽  
School Graduation ◽  
Graduation Exams ◽  
The Impact

The current study examined the effect of high school graduation exams on states' graduation rates, states' aggregated SAT scores, and individual students' SAT scores. Three data sources were used: One source identified states requiring a standardized test for graduation; the NCES provided state aggregated data on graduation rates for the class of 2002; and the College Board provided its 2001 SAT database for all test-takers. After controlling for students' demographic characteristics (e.g., race, family education and income, GPA and class rank), regression analyses revealed that states requiring graduation exams had lower graduation rates and lower SAT scores. Individually, students from states requiring a graduation exam performed more poorly on the SAT than did students from states not requiring an exam. The impact of high stakes tests' on students' motivation to stay in school and on the teaching of critical thinking skills (tested by the SAT) are discussed.

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.

Sign in / Sign up

Export Citation Format

Share Document