PREDICTIVE VALIDITY OF GRADUATE RECORD EXAMINATION SCORES FOR OUTCOMES OF AMERICAN INDIAN/ALASKA NATIVE STUDENTS

1997 ◽  
Vol 81 (5) ◽  
pp. 337 ◽  
Author(s):  
J. DANIEL HOUSE
Keyword(s):  
American Indian ◽  
Predictive Validity ◽  
Alaska Native ◽  
Native Students ◽  
Graduate Record Examination

Predictive Validity of Graduate Record Examination Scores for Outcomes of American Indian/Alaska Native Students

1997 ◽  
Vol 81 (1) ◽  
pp. 337-338 ◽  
Author(s):  
J. Daniel House
Keyword(s):  
American Indian ◽  
Predictive Validity ◽  
Degree Completion ◽  
Alaska Native ◽  
Public University ◽  
Native Students ◽  
Graduate Record Examination ◽  
Completion Status ◽  
Grade Performance

This study was intended to investigate the predictive validity of the Graduate Record Examination for American Indian/Alaska Native students. A sample of 28 students at a large public university was tracked longitudinally; analysis indicated that GRE scores were significantly correlated (for GRE-Total r26 = .40 and for GRE-Quantitative .47) with students' degree completion status but not with their grade performance. These results indicate that, in some instances, GRE scores may be significant predictors of the outcomes of American Indian/Alaska Native students.

Commentary on the Recruitment and Retention of American Indian and Alaska Native Students in California Postsecondary Education Institutions

2020 ◽  
Vol 44 (1) ◽  
pp. 113-136
Author(s):  
Randall Akee ◽  
Theresa Stewart-Ambo ◽  
Heather Torres
Keyword(s):  
Los Angeles ◽  
American Indian ◽  
Postsecondary Education ◽  
Alaska Native ◽  
University Of California ◽  
Native Students ◽  
Land Grants ◽  
Policy And Practice ◽  
California Community College ◽  
Native Student

In this commentary, we engage and summarize existing practices for recruiting and retaining American Indian and Alaska Native students in postsecondary institutions in California. This commentary is the output of a two-day symposium, “Lighting a Path Forward: UC Land Grants, Public Memory, and Tovaangar,” held at the University of California, Los Angeles in October of 2019. The symposium brought together campus and community leaders from across California to discuss the past, present and future of American Indian and Alaska Native student and community concerns, and provide intervening policy and practice recommendations. Participants included both American Indian and Alaska Native and non-Native individuals with a wealth of professional experience and employment in American Indian and Alaska Native education, from the California Community College, California State University and University of California systems. We jointly created a table of critical interventions in education, the justification for this, and potential strategies for implementation. Here, we summarize the discussion of participants from the American Indian and Alaska Native student retention and recruitment workshop to document recommends interventions for campus practitioners and leaders to serve as a guiding document for system and campus advocacy.

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