Predictive Validity of Graduate Record Examination Scores and Undergraduate Grades for Length of Time to Completion of Degree

1992 ◽  
Vol 71 (3) ◽  
pp. 1019-1022 ◽  
Author(s):  
J. Daniel House ◽  
James J. Johnson
Keyword(s):  
Grade Point Average ◽  
Grade Point Averages ◽  
Graduate Study ◽  
Graduate Record Examination ◽  
Entire Sample ◽  
Grade Point ◽  
Master's Degrees ◽  
Time To Completion ◽  
Chi Squared ◽  
Predictive Relationship

This study was intended to investigate the predictive relationship between GRE scores, cumulative undergraduate grade point average, and the length of time (in semesters) from the initiation of graduate study until final completion of a master's degree. Students' records were evaluated for 291 graduate students in psychology who completed master's degrees during a six-year period. Higher cumulative undergraduate grade point averages were significantly correlated with fewer semesters required for completion of a degree for the entire sample. No values of chi squared for the contrasts between program areas were significant, indicating that the correlations obtained can be considered estimates of the same population values.

Observed Differences in Graduate Record Examination Scores and Mean Undergraduate Grade Point Averages by Gender and Race among Students Admitted to a Master's Degree Program in College Student Affairs

1995 ◽  
Vol 77 (3_suppl) ◽  
pp. 1315-1321 ◽  
Author(s):  
Aaron W. Hughey
Keyword(s):  
College Student ◽  
Student Affairs ◽  
Master's Degree ◽  
Degree Program ◽  
Grade Point Averages ◽  
Graduate Record Examination ◽  
Grade Point ◽  
Master's Degree Program ◽  
College Student Affairs ◽  
Significant Difference

Graduate Record Examination scores and undergraduate grade point averages (GPAs) were examined for 218 students admitted to a master's degree program in college student affairs from August 1985 through May 1995. Analysis of variance yielded no statistically significant differences between men and women on Graduate Record Examination scores, although a significant difference was observed when undergraduate GPAs were examined. There was also a statistically significant difference between African-American and Caucasian students for both Graduate Record Examination scores and undergraduate GPAs. Pearson product-moment correlations between scores on the Graduate Record Examination and undergraduate GPAs were consistently low. These findings support the notion that use of the Graduate Record Examination as an admissions criterion for college student affairs graduate programs warrants further scrutiny.

Working on Grade Point Average, test Accuracy, and Attendance of High School Students

1996 ◽  
Vol 78 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Grant Lenarduzzi ◽  
T. F. McLaughlin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Test Accuracy ◽  
Lower Grade ◽  
School Students ◽  
Grade Point ◽  
School Year

The present analysis examined grade point averages (GPA), subject-matter test scores, and attendance for 274 students enrolled in a high school at the beginning of the 1992–1993 school year by the number of hours worked per week in the previous year (1991–92) and in the current school year (1992–1993). The over-all outcomes indicated that working fewer than 10 hours per week had small adverse effects on each measure. Students working from 10 to 20 hours per week had lower grade point averages and attendance. Students working over 20 hours per week had depressed test scores and grade point averages and more absences than other students who worked less or did not work.

Relationship of Undergraduate Grade Point Average (GPA) and Graduate Record Examination Scores With Level II Fieldwork Performance

2015 ◽  
Vol 69 (Suppl. 1) ◽  
pp. 6911505120p1
Author(s):  
Alaena Haber ◽  
Allie Fen ◽  
Katherine Perrine ◽  
Jessica Jin ◽  
Molly Bathje ◽  
...  
Keyword(s):  
Grade Point Average ◽  
Graduate Record Examination ◽  
Grade Point ◽  
Level Ii ◽  
Relationship Of

Variations in a University Subject Pool as a Function of Earlier or Later Participation and Self-Report: A Replication and Extension

2002 ◽  
Vol 91 (2) ◽  
pp. 553-570 ◽  
Author(s):  
Larry C. Bernard ◽  
R. Patricia Walsh
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Self Report ◽  
Grade Point ◽  
Temporal Sampling ◽  
Subject Pool ◽  
Neo Personality Inventory Revised ◽  
Scholastic Assessment Test ◽  
Personality Patterns

The present study replicated and extended earlier research on temporal sampling effects in university subject pools. Data were obtained from 236 participants, 79 men and 157 women, in a university subject pool during a 15-wk. semester. Without knowing the purpose of the study, participants self-selected to participate earlier (Weeks 4 and 5; n = 105) or later (Weeks 14 and 15; n = 131). Three hypotheses were investigated: (1) that the personality patterns of earlier and later participants on the NEO Personality Inventory–Revised and the Personality Research Form differ significantly, with earlier participants scoring higher on the latter scales reflecting social responsibility and higher on former Conscientiousness and Neuroticism scales; (2) that there are similar significant differences between participants in the earlier and later groups compared to the male and female college normative samples for the two tests; and (3) that earlier participants will have higher actual Scholastic Assessment Test scores and Grade Point Averages. Also investigated was whether participants' foreknowledge that their actual Scholastic Assessment Test scores and Grade Point Averages would be obtained would affect their accuracy of self-report. In contrast to prior research, neither the first nor second hypothesis was supported by the current study; there do not appear to be consistent differences on personality variables. However, the third hypothesis was supported. Earlier participants had higher actual high school Grade Point Average, college Grade Point Average, and Scholastic Assessment Test Verbal scores. Foreknowledge that actual Scholastic Assessment Test scores and Grade Point Averages would be obtained did not affect the accuracy of self-report. In addition, later participants significantly over-reported their scores, and significantly more women than men and more first-year than senior-year subjects participated in the early group.

Analysis of Criteria for Graduate Admissions in Speech-Language Pathology

1998 ◽  
Vol 7 (4) ◽  
pp. 57-61 ◽  
Author(s):  
Karen Forrest ◽  
Rita C. Naremore
Keyword(s):  
Graduate Program ◽  
Grade Point Averages ◽  
Master's Program ◽  
Speech Language Pathology ◽  
Grade Point ◽  
Master's Degrees ◽  
Undergraduate Major ◽  
Graduate Admissions ◽  
Language Pathology ◽  
Input Variables

Evaluations of applicants to most university speech and hearing programs rely on quantitative measures such as undergraduate grade point averages (UGPA) and scores on the aptitude portions of the Graduate Record Examinations (GREs). However, the ability of these factors to predict success of students pursuing master’s degrees in speech-language pathology has not been verified. In an effort to select the students who are most likely to excel in our graduate program, an analysis of factors used to evaluate applications to our master’s program was undertaken. Information was extracted from records of students enrolled in the Indiana University MA program in speech-language pathology between 1992 and 1995. Students chosen for this analysis were considered to be among the top or bottom students in their class, as measured by final graduate GPA and scores on the PRAXIS examination. A discriminant analysis was performed using UGPA, scores on the verbal, quantitative, and analytical subtests of the GREs, undergraduate university, and undergraduate major as input variables. This analysis indicated that students’ achievement in a master’s program could be predicted with 93% accuracy on the basis of UGPA alone. By contrast, when GRE scores were used to calculate the discriminant function, classification accuracy reached only 63%. A cross-validation analysis classified a second group of randomly selected students with 80% accuracy. The results of the current investigation are compared to studies in other disciplines that indicate limited utility of GRE scores in the prediction of students’ success in master’s degree programs.

scholarly journals Grade Point Average Differences between Dual and Nondual Credit College Students

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Robert D. Young ◽  
Sheila A. Joyner ◽  
John R. Slate
Keyword(s):  
Community College ◽  
Grade Point Average ◽  
Dual Enrollment ◽  
Dual Credit ◽  
Grade Point Averages ◽  
Effect Sizes ◽  
Asian Students ◽  
Future Research ◽  
Grade Point ◽  
Second Year

We examined the first and final term grade point averages (GPA) for a class of students at a Texas community college to determine how dual enrollment credit influenced GPA. Five statistically significant differences, albeit small effect sizes, were present by gender and by ethnic membership. Dual credit students had higher GPAs than did nondual credit students. Interestingly, dual enrollment did not have a statistically significant influence on GPAs for Asian students or for students after two years at this community college. As such, this study is the first research investigation of which we are aware in which student GPA in the first college semester and at the end of the second year was compared between dual credit and nondual credit students. Implications of our findings and suggestions for future research are provided.

Advising Students About Required Grade-Point Averages

2006 ◽  
Vol 26 (2) ◽  
pp. 39-47
Author(s):  
W. Kent Moore
Keyword(s):  
Grade Point Average ◽  
Quantitative Data ◽  
High Probability ◽  
Grade Point Averages ◽  
Practice Research ◽  
Grade Point ◽  
Probability Of Success ◽  
Clear Communication ◽  
Realistic Information ◽  
Time And Energy

Sophomores interested in professional colleges with grade-point average (GPA) standards for admission to upper division courses will need specific and realistic information concerning the requirements. Specifically, those who fall short of the standard must assess the likelihood of achieving the necessary GPA for professional program admission. The Excel spreadsheet described in this paper yields quantitative data that serve as a basis for clear communication and effective advising. For students who have a high probability of success, the information provides a target, and the accompanying advising can increase motivation to reach it. Conversely, students not likely to attain the necessary GPA can be more easily convinced to redirect their time and energy into another major in which they can be successful. Relative emphasis: practice, research, theory

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