The Validity of the GMAT for the Prediction of Grades in Doctoral Study in Business and Management: An Empirical Bayes Approach

1993 ◽  
Vol 18 (1) ◽  
pp. 91-107 ◽  
Author(s):  
Rebecca Zwick
Keyword(s):  
Grade Point Average ◽  
Doctoral Students ◽  
Empirical Bayes ◽  
Doctoral Programs ◽  
First Year ◽  
Mba Programs ◽  
Grade Point ◽  
Final Grade ◽  
Complex Models ◽  
Parsimonious Model

A validity study was conducted to examine the degree to which GMAT scores and undergraduate grade-point average (UGPA) could predict first-year average (FYA) and final grade-point average in doctoral programs in business. A variety of empirical Bayes regression models, some of which took into account possible differences in regressions across schools and cohorts, were investigated for this purpose. Indexes of model fit showed that the most parsimonious model, which did not allow for school or cohort effects, was just as useful for prediction as the more complex models. The three preadmissions measures were found to be associated with graduate school grades, though to a lesser degree than in MBA programs. The prediction achieved using UGPA alone as a predictor tended to be more accurate than that obtained using GMAT verbal (GMATV) and GMAT quantitative (GMATQ) scores together. Including all three predictors was more effective than using only UGPA. The most likely explanation for the lower levels of prediction than in MBA programs is that doctoral programs tend to be more selective. Within-school means on GMATV, GMATQ, UGPA, and FYA were higher than those found in MBA validity studies; within-school standard deviations on FYA tended to be smaller. Among these very select, academically competent doctoral students, highly accurate prediction of grades may not be possible.

Success of Students Screened as Twice-Exceptional as a Function of Major Selection and Academic Strength

2020 ◽  
pp. 152102512091585
Author(s):  
Kelly H. Snyder ◽  
Virginia M. McClurg ◽  
Jiaju Wu ◽  
R. Steve McCallum
Keyword(s):  
Learning Disability ◽  
Grade Point Average ◽  
American College Test ◽  
Retention Rates ◽  
First Year ◽  
Twice Exceptional ◽  
Grade Point ◽  
Major Selection ◽  
Reverse Pattern ◽  
First Year Retention

In this study, the success of 6,054 college students screened as twice-exceptional (2e; i.e., those with significantly discrepant math vs. reading scores on the ACT [formerly, American College Test] or SAT [formerly, Scholastic Aptitude Test]) was examined based on major selection and type of potential learning disability using a screening technique proposed by McCallum et al. There were no differences in high school grade point average, college grade point average, or first-year retention rates between students screened as 2e who had a major in line with their academic strength versus those who did not ( p >  .05). However, students screened as 2e based on an exceptionally high math score but a lower reading score yielded statistically significantly higher rates of retention ( p <  .05) than students screened as 2e with the reverse pattern of scores (i.e., gifted in reading with a potential learning disability in math). Implications for screening 2e students are discussed.

The Role of Institutional Selectivity in the Prediction of Podiatric Medical School Performance

2010 ◽  
Vol 100 (6) ◽  
pp. 479-486 ◽  
Author(s):  
Kevin M. Smith ◽  
Simon Geletta
Keyword(s):  
Medical School ◽  
Grade Point Average ◽  
School Performance ◽  
Ethnic Origin ◽  
First Year ◽  
Grade Point ◽  
Medical College ◽  
Institutional Selectivity ◽  
Admission Test

Background: This pilot study explores the influence of preadmission data on podiatric medical school performance, specifically, the role of undergraduate institutional selectivity. This type of study has never been described in the podiatric medical education literature. We conducted a longitudinal analysis of preadmission data on 459 students from the graduating classes of 2000 to 2009 at the College of Podiatric Medicine and Surgery at Des Moines University. Methods: Multivariate linear regression was used to assess the relationship between performance during the first year of podiatric medical school and a set of independent variables that represent certain preadmission student characteristics. Student demographic characteristics, such as race/ethnicity and sex, were also included in the regression analysis as control variables. Results: The regression analysis revealed that ethnic origin, undergraduate grade point average, Medical College Admission Test biological science and verbal reasoning scores, and institutional selectivity together had a significant effect on the dependent variable (F = 18.3; P &lt; .001). The variance for the independent variable/constant variables was 32%. Almost twice as many students were dismissed or withdrew in poor academic standing who attended undergraduate institutions in the lowest selectivity category. Conclusions: This analysis revealed that in the College of Podiatric Medicine and Surgery, some preadmission variables, such as institutional selectivity, undergraduate grade point average, ethnic origin, and Medical College Admission Test verbal reasoning and biological science scores, are statistically significant in predicting first-year podiatric medical school grade point average. The selectivity of a student’s undergraduate institution should be considered when screening potential podiatric medical school applicants. (J Am Podiatr Med Assoc 100(6): 479–486, 2010)

California Psychological Inventory: Profile of a Sample of First-Year Law Students

1976 ◽  
Vol 39 (3) ◽  
pp. 871-874 ◽  
Author(s):  
Stephen Reich
Keyword(s):  
Grade Point Average ◽  
Class Ii ◽  
Law Students ◽  
Class I ◽  
First Year ◽  
California Psychological Inventory ◽  
Public And Private ◽  
Grade Point ◽  
Group Profile ◽  
Psychological Inventory

94 first-year male law students completed Gough's California Psychological Inventory. Although the 18 scales did not correlate significantly with first-year law grade point average, the group profile of the law students was striking. Class I measures described them as a group which is aggressive, persuasive, socially ascendant, self-seeking, and outspoken. Class II measures described them as awkward, moody, dogmatic, impulsive, defensive, insecure, and nervous. There is a great variance between their public and private personalities.

The GRE and Students With Disabilities: A Validity Study at 10 Universities

2019 ◽  
Vol 86 (2) ◽  
pp. 193-208
Author(s):  
Guangming Ling ◽  
Heather Buzick ◽  
Vinetha Belur
Keyword(s):  
Students With Disabilities ◽  
Grade Point Average ◽  
Graduate School ◽  
First Year ◽  
Professional Schools ◽  
Grade Point ◽  
Differential Prediction ◽  
Different Types ◽  
General Test ◽  
Grading Scale

We evaluated the validity of using the GRE General Test to assist with graduate school admissions for individuals with disabilities. We studied a sample of 16,239 graduate students from 10 U.S. research universities in three groups: students without any reported disabilities, students who reported disabilities and took the computer-delivered GRE with accommodations, and students who reported disabilities but took the computer-delivered GRE without accommodations. We examined differential prediction using multilevel modeling and residual analyses. The results revealed that the first-year graduate grade point average of students with disabilities was neither over- nor underpredicted by more than one tenth of a point on the 0- to 4-grading scale. However, variations on the magnitude and direction of differential prediction existed among students with different types of disabilities. We discuss data collection needs and research on students with disabilities attending graduate and professional schools.

Academic Skills, Community Engaged, Leadership, and Global Themed First-Year Seminars: Comparisons in Student Success

2020 ◽  
pp. 152102512091269
Author(s):  
Lynn M. Boettler ◽  
Ruth A. Goldfine ◽  
Don W. Leech ◽  
Gerald R. (Jerry) Siegrist
Keyword(s):  
Academic Performance ◽  
Learning Community ◽  
Grade Point Average ◽  
Retention Rate ◽  
Analysis Of Covariance ◽  
First Year ◽  
Full Time ◽  
Grade Point ◽  
Part Time ◽  
First Year Seminars

In this study, retention and academic performance of students enrolled in four different versions of a first-year seminar at a large, public 4-year university were compared for a 2-year period. The first-year seminars examined were 3-credit courses with either traditional, global, community engagement, or leadership themes and were essentially required of all first-year, full-time students. Statistical analysis using logistic regression and analysis of covariance were employed to determine whether differences existed. In addition, the variables of gender, race, high school grade point average, American College Testing/Scholastic Aptitude Test scores, type of instructor (full time or part time), and enrollment in a learning community were considered covariates in data analysis. The study revealed no significant differences in first-year to second-year retention rate or in academic performance as measured by college grade point average for the four different versions of the seminar; however, enrollment in a learning community did have significant impact on retention, even after controlling for covariates known to strongly affect retention.

Differentiating between Women in Hard and Soft Science and Engineering Disciplines

2009 ◽  
Vol 11 (3) ◽  
pp. 363-384 ◽  
Author(s):  
Amanda G. Camp ◽  
Diane S. Gilleland ◽  
Carolyn Pearson ◽  
James Vander Putten
Keyword(s):  
Grade Point Average ◽  
Parental Support ◽  
First Year ◽  
High School Mathematics ◽  
Social Psychological ◽  
Science And Engineering ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Math Scores ◽  
Engineering Mathematics

The intent of this study was to investigate characteristics that differentiate between women in soft (social, psychological, and life sciences) and hard (engineering, mathematics, computer science, physical science) science and engineering disciplines. Using the Beginning Postsecondary Students Longitudinal Study: 1996–2001(2002), a descriptive discriminant analysis was performed using a set of variables known to influence educational attainment. Results indicated that women who went into the hard science and engineering fields primarily had higher SAT math scores and, to a lesser degree, had higher high school mathematics grades, higher first-year cumulative grade point average, more contact with faculty, tended to live off campus, were enrolled in public 4-year institutions, and received less parental support.

scholarly journals Longitudinal Study of Student Attitudes in a Biology Program

2014 ◽  
Vol 13 (2) ◽  
pp. 331-337 ◽  
Author(s):  
Malin J. Hansen ◽  
Gülnur Birol
Keyword(s):  
Grade Point Average ◽  
Student Attitudes ◽  
First Year ◽  
Personal Interest ◽  
Grade Point ◽  
High Performing ◽  
Positive Shift ◽  
Cumulative Grade Point Average ◽  
And Performance ◽  
Favorable Score

This is among the first longitudinal studies to report student attitudes across 4 yr of a university program. We found that the attitudes of students in biology become significantly more expert-like from the first year to the fourth year of the program, that is, there was a significant positive shift in students’ overall percent favorable scores from 64.5 to 72%, as opposed to the expert response, which averaged 90%. There was a significant positive shift for the real world connection category (78–85%), the enjoyment (personal interest) category (74–82%), and the conceptual connections/memorization category (66–74%). Moreover, there was a significant correlation between students’ overall percent favorable scores and performance (cumulative grade point average) at the end, but not at the beginning, of the fourth year, with high-performing students having significantly more expert-like attitudes than low-performing students. The correlation between percent favorable score and performance was the strongest for the problem solving: synthesis and application category, in which the highest-performing students finished their fourth year with 90% favorable compared with 35% favorable for the lowest-performing students. A comparison of these results with previously reported results and their implications for teaching are discussed.

Prediction of Achievement of Doctoral Students in Education

1992 ◽  
Vol 74 (2) ◽  
pp. 419-423 ◽  
Author(s):  
Raymond C. Kluever ◽  
Kathy E. Green
Keyword(s):  
Grade Point Average ◽  
Doctoral Students ◽  
School Of Education ◽  
Graduate Record Examination ◽  
Doctoral Study ◽  
Grade Point ◽  
Faculty Ratings ◽  
Potential Success ◽  
Criterion Variables ◽  
Score Range

The purpose of this study was to analyze associations among Graduate Record Examination scores, graduate grade point average, and faculty ratings of success for 311 doctoral students in a School of Education. Moderate correlations obtained between examination scores and the criterion variables of faculty ratings and graduate GPAs. Students in the lowest 10% of the examination score range had significantly lower criterion grades and ratings than those in the highest 10%. Examination scores and score combinations are a useful gross screening indicator of potential success for doctoral study in education.

Predicting different grades in different ways for selective admission: disentangling the first-year grade point average

2014 ◽  
Vol 41 (8) ◽  
pp. 1408-1423 ◽  
Author(s):  
Sebastiaan C. Steenman ◽  
Wieger E. Bakker ◽  
Jan W.F. van Tartwijk
Keyword(s):  
Grade Point Average ◽  
First Year ◽  
Grade Point

scholarly journals First semester academic performance: The importance of early indicators of non-engagement

2018 ◽  
Vol 9 (4) ◽  
pp. 1-12 ◽  
Author(s):  
Jacques Van der Meer ◽  
Stephen Scott ◽  
Keryn Pratt
Keyword(s):  
Academic Performance ◽  
Student Success ◽  
Grade Point Average ◽  
First Year ◽  
First Year Students ◽  
Grade Point ◽  
Retention Strategy ◽  
First Semester ◽  
Efficiency And Effectiveness ◽  
The University

Success, progression and retention of students are goals of many university strategic directions and policies. For many decades it has been recognised that the greatest focus in any retention strategy should be on first-year students. University of Otago too has goals around student success. The Strategic Plan of the institution also identified that in the context of a fiscally constrained environment, all of our activities and processes need to be assessed for efficiency and effectiveness.  To this end, a pilot was undertaken in one area of the university to identify possible indicators of first-year students’ non-engagement in the first semester and their possible impact on the first semester academic performance. The findings suggest that there are indeed some indicators that predict Grade Point Average at the end of the first semester.

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