Comparison of Successful and Unsuccessful Students at Pahlavi University

1975 ◽  
Vol 36 (1) ◽  
pp. 15-20 ◽  
Author(s):  
A. A. Hosseini
Keyword(s):  
High School ◽  
Grade Point Average ◽  
High School Graduates ◽  
Economic Status ◽  
Grade Point ◽  
Socio Economic Status ◽  
Successful Group ◽  
The University ◽  
Successful Students ◽  
Better Than

In September, 1972, a survey was undertaken of all students at Pahlavi University who had a grade point average of 3.00 or more as well as those who had a grade point average of less than 2.00. The survey of students' files in the Office of the Registrar, covered 3872 students, of whom 324 were in the first group (successful) and 730 were in the second group (unsuccessful). The third group was comprised of 355 students selected randomly from the rest of the 2818 average students whose grade point average was 2.00 to 2.99. Analysis showed the over-all mean of the high school point average of the successful group was significantly higher than that of the unsuccessful group. Girls in general scored higher than boys both in the high school and the university. The change of major fields of study was less frequent among the successful group than among the unsuccessful students. The “fresh” high school graduates were more successful students in the college. Students of middle socio-economic status performed better than those of high and low socio-economic status.

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.

Some Factors Associated with Academic Suspension of Students at Pahlavi University

1976 ◽  
Vol 38 (3) ◽  
pp. 839-842 ◽  
Author(s):  
A. A. Hosseini
Keyword(s):  
High School ◽  
Economic Status ◽  
High School Graduation ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Academic Suspension ◽  
School Graduation ◽  
Large Families ◽  
The University

A survey of all students suspended for academic reasons during the academic years of 1971–72 and 1972–73 uncovered 198 students (160 males and 38 females). The over-all mean of the high school grade point average of the group was significantly lower than that of average university students. The rate of attrition was the same for both sexes. Most subjects were admitted to the university immediately after high school graduation and were majoring in sciences, agriculture, and social sciences; 95% were freshmen and sophomores. The percentages of students of lower socio-economic status were rather high. Approximately 80% of the group were members of large families.

Integration and Scholastic Performance: A Pilot Study of Chicago Public High School Graduates Attending the University of Illinois, Chicago

1970 ◽  
Vol 26 (3) ◽  
pp. 887-891
Author(s):  
Ellis Little ◽  
Gadis Nowell
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
High Schools ◽  
White Students ◽  
High School Graduates ◽  
Public High School ◽  
Grade Point ◽  
Scholastic Performance ◽  
Individual Ability ◽  
The University

Grade point averages of 897 white university students representing 25 public high schools in Chicago were examined. Socioeconomic status and individual ability were taken into consideration. A comparison was then made of the scholastic performance of white students who attended integrated high schools and that of white students who attended white-segregated high schools. With no refinement as to ability or socioeconomic status, white students from integrated high schools performed as well as white students who attended white-segregated high schools. However, when the above average ability—above average socioeconomic status groups—are compared, the findings are barely significant (if P = .05). This leaves open the question of whether there may be some slight suppression of achievement associated with attendance at an integrated high school. More research is necessary before definite conclusions can be teached.

scholarly journals Exposure to school and classroom racial segregation in Charlotte-Mecklenburg high schools and students’ college achievement

2016 ◽  
Vol 24 ◽  
pp. 32 ◽  
Author(s):  
Jason Giersch ◽  
Martha Cecilia Bottia ◽  
Roslyn Arlin Mickelson ◽  
Elizabeth Stearns
Keyword(s):  
High School ◽  
White Students ◽  
Students Of Color ◽  
High School Graduates ◽  
Racial Segregation ◽  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
College Achievement ◽  
The University

In this study we investigate Charlotte Mecklenburg Schools (CMS) high school graduates’ academic performance in the first year of college and test whether their exposure to racial segregation in high school at both the school and classroom levels affected their college freshman grade point averages. Utilizing administrative data from the Roots of STEM Success Project, we track the CMS class of 2004 from middle school through its first year of education in the University of North Carolina (UNC) system. Our findings show that segregation among schools and among classes within schools compromises college achievement for students of color while offering no significant benefits to white students’ college achievement.

Making Entrepreneurs? Makerspaces and Entrepreneurial Intent Among High School Students

2021 ◽  
pp. 097135572110256
Author(s):  
Eric Joseph van Holm
Keyword(s):  
High School ◽  
High School Students ◽  
New Orleans ◽  
Economic Status ◽  
School Students ◽  
Important Resource ◽  
Socio Economic Status ◽  
Professional Goals ◽  
Entrepreneurial Intent ◽  
K 12

Makerspaces have grown over the last two decades and provide a potentially important resource to entrepreneurs. One area where the expansion of makerspaces has been the largest is in educational settings, at both K-12 schools and colleges. However, scant research to date has analysed whether students visiting a makerspace have any relationship with their professional goals or intentions. This study uses a survey conducted in New Orleans to analyse the predictors of what students use a makerspace, and the potential relationship visiting may have with entrepreneurial intent. The analysis finds that students with a higher socio-economic status appear to use makerspaces more often, and that students who visited makerspaces are more likely to express interest in starting their own businesses.

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 Supervised Learning Applied to Graduation Forecast of Industrial Engineering Students

2022 ◽  
Vol 11 (1) ◽  
pp. 325-337
Author(s):  
Natalia Gil ◽  
Marcelo Albuquerque ◽  
Gabriela de
Keyword(s):  
Machine Learning ◽  
High School ◽  
Logistic Regression ◽  
Supervised Learning ◽  
Grade Point Average ◽  
Engineering Students ◽  
Learning Algorithm ◽  
Industrial Engineering ◽  
Machine Learning Algorithm ◽  
Grade Point

<p style="text-align: justify;">The article aims to develop a machine-learning algorithm that can predict student’s graduation in the Industrial Engineering course at the Federal University of Amazonas based on their performance data. The methodology makes use of an information package of 364 students with an admission period between 2007 and 2019, considering characteristics that can affect directly or indirectly in the graduation of each one, being: type of high school, number of semesters taken, grade-point average, lockouts, dropouts and course terminations. The data treatment considered the manual removal of several characteristics that did not add value to the output of the algorithm, resulting in a package composed of 2184 instances. Thus, the logistic regression, MLP and XGBoost models developed and compared could predict a binary output of graduation or non-graduation to each student using 30% of the dataset to test and 70% to train, so that was possible to identify a relationship between the six attributes explored and achieve, with the best model, 94.15% of accuracy on its predictions.</p>

scholarly journals 7. Wider Horizons: Fostering a Culture of Undergraduate Research

2012 ◽  
Vol 5 ◽  
pp. 39
Author(s):  
Roxanne Harde ◽  
Neil Haave
Keyword(s):  
Grade Point Average ◽  
Undergraduate Research ◽  
Campus Culture ◽  
Degree Programs ◽  
Roundtable Discussion ◽  
Grade Point ◽  
University Of Alberta ◽  
Student Access ◽  
Academic Conference ◽  
The University

This essay synthesizes our roundtable discussion about how to develop a campus culture of undergraduate research. Our discussion began with descriptions of the University of Alberta, Augustana’s initiatives: Independent Studies courses, the Student Academic Conference, and summer research assistantships. Common concerns from roundtable participants included whether or not student access to undergraduate research should be limited by grade point average, how to implement undergraduate research from first to final year of student degree programs, how to fund undergraduate research, and finally how to approach undergraduate research across the academy.

How to Have Your Cake and Eat It Too: Strategic Indulgence in Big-Time Collegiate Sports Among Academically Successful Students

2018 ◽  
Vol 10 (6) ◽  
pp. 792-801 ◽  
Author(s):  
Lile Jia ◽  
Edward R. Hirt ◽  
Alethea H. Q. Koh
Keyword(s):  
Academic Success ◽  
Grade Point Average ◽  
Goal Pursuit ◽  
Past Research ◽  
Academically Successful ◽  
Low Grade ◽  
Collegiate Sports ◽  
Grade Point ◽  
Successful Students

Past research on academic success emphasizes the need to avoid pleasurable nonacademic activities. In the context of enjoying big-time collegiate sports, we examined the notion that students, especially academically successful ones, may strategically indulge in sports games to resolve the conflict with academic pursuit. After confirming that high- (vs. low-) grade point average (GPA) students indeed found game-related activities less disruptive ( Npilot = 325), we proceeded to study whether strategic indulgence or single-minded avoidance was their preferred means to resolve the game–study conflict. High- (vs. low-) GPA students exhibited three features of strategic indulgence. They were more sensitive to the goodness of the opportunity to partake in collegiate sports ( NStudy1 = 216), engaged in compensatory planning to study on nongame days ( NSudy2 = 409), and actively engaged and enjoyed the game-related activities ( Nstudy3 = 530). These results suggest that understanding strategic indulgence in tempting activities would enrich our knowledge of long-term goal pursuit.

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