A Bayesian Approach to Estimation of GPAs of University of Iowa Freshmen Under Order Restrictions

1994 ◽  
Vol 19 (1) ◽  
pp. 1-21
Author(s):  
James H. Albert
Keyword(s):  
High School ◽  
Bayesian Approach ◽  
Prior Information ◽  
A Priori ◽  
Grade Point Averages ◽  
Posterior Distributions ◽  
Act Scores ◽  
University Of Iowa ◽  
Order Restrictions ◽  
Grade Point

The problem of interest is to estimate a two-way table of means of grade point averages (GPAs) of University of Iowa freshmen grouped by levels of ACT scores and high school percentiles. Suppose one believes a priori that the table means satisfy a specific partial order. The use of two different classes of prior distributions is considered in modeling this prior information. The use of simulation and, in particular, the Gibbs sampler are outlined to summarize various posterior distributions of interest. The posterior distribution is used to predict the grade point averages of future Iowa freshmen.

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.

DETECTION OF TRACKS IN AERIAL PHOTOS BY THE GIBBS SAMPLER

2003 ◽  
Vol 17 (01) ◽  
pp. 1-16 ◽  
Author(s):  
A. TETERUKOVSKIY
Keyword(s):  
Prior Knowledge ◽  
Cell Size ◽  
Bayesian Approach ◽  
Gibbs Sampler ◽  
Prior Information ◽  
A Priori ◽  
A Priori Knowledge ◽  
Gray Level ◽  
Aerial Photos ◽  
Positive Results

A problem of automatic detection of tracks in aerial photos is considered. We adopt a Bayesian approach and base our inference on an a priori knowledge of the structure of tracks. The probability of a pixel to belong to a track depends on how the pixel gray level differs from the gray levels of pixels in the neighborhood and on additional prior information. Several suggestions on how to formalize the prior knowledge about the shape of the tracks are made. The Gibbs sampler is used to construct the most probable configuration of tracks in the area. The method is applied to aerial photos with cell size of 1 sq. m. Even for detection of trails of width comparable with or smaller than the cell size, positive results can be achieved.

scholarly journals Using ACT scores and grade-point averages to predict studentsʼ MCAT scores

1986 ◽  
Vol 61 (8) ◽  
pp. 681-3
Author(s):  
B Dawson-Saunders ◽  
R E Paiva ◽  
D R Doolen
Keyword(s):  
Grade Point Averages ◽  
Act Scores ◽  
Grade Point

Predictive and Concurrent Validity of the Altus Information Inventory with High School Students

1965 ◽  
Vol 16 (2) ◽  
pp. 633-636 ◽  
Author(s):  
Richard L. Gorsuch ◽  
Charles D. Spielberger
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Predictive Validity ◽  
Concurrent Validity ◽  
Grade Point Averages ◽  
School Students ◽  
College Males ◽  
Grade Point ◽  
High School Males

The Altus Information Inventory was group-administered to high school and college students to assess its objectivity, reliability, and predictive and concurrent validity. Inter-scorer reliability was .97 for the high school Ss and .83 for the college Ss. The corrected split-half (odd-even) reliability was .76 for the high school Ss but only .28 for the college Ss. The predictive validity of the test with grade point averages was .50 for high school males, .64 for high school females, and .22 for college males. Good concurrent validity was indicated by correlations with measures of verbal aptitude for high school students. The Inventory was too easy for college students and had low predictive and concurrent validity for them.

Rated and Actual Performance of High School Students as a Function of Sex and Attractiveness

1981 ◽  
Vol 48 (1) ◽  
pp. 103-106 ◽  
Author(s):  
Michael J. Murphy ◽  
Don A. Nelson ◽  
Thomas L. Cheap
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Tests ◽  
Grade Point Averages ◽  
Achievement Level ◽  
School Students ◽  
Actual Performance ◽  
Grade Point ◽  
Standardized Achievement Tests ◽  
Composite Scores

High school pictures of 24 males and 17 females were rated for attractiveness, academic achievement, and sociability by 20 college undergraduates. Grade point averages and scores from standardized achievement tests were obtained from the high school students' school records. Analyses of variance indicated significant effects for sex and attractiveness on all ratings. While no correlations were found between ratings and composite scores on objective achievement tests, females received higher grades than males of a comparable achievement level. Findings suggest that teachers' evaluations are affected not only by academic performance but also by the aspects of the student's physical appearance.

Relationship of Locus of Control to Achievement and Self-Concept in Education Majors

1985 ◽  
Vol 57 (3_suppl) ◽  
pp. 1055-1060 ◽  
Author(s):  
Barbara R. Robson Crump ◽  
Joyce H. Hickson ◽  
Archie Laman
Keyword(s):  
Locus Of Control ◽  
Wide Spectrum ◽  
American College Test ◽  
College Of Education ◽  
Grade Point Averages ◽  
Self Concept ◽  
Education Majors ◽  
Act Scores ◽  
Grade Point ◽  
Relationship Of

Numerous studies have examined locus of control with regard to a wide spectrum of social and academic behavior. Few studies have considered the construct in relation to specific undergraduate majors. The present study investigated locus of control and its relationship to achievement and self-concept in undergraduate majors in education. The purpose was to determine if internally controlled education majors achieved higher than education majors who scored as externally controlled. Also tested was the assumption that expectancy of control is related to positive self-feelings. University students enrolled in College of Education courses completed the Tennessee Self-concept Scale and the Rotter Internal-External Locus of Control Scale. Composite American College Test (ACT) scores and cumulative grade point averages were collected as well as information pertaining to age, sex, major, and type of financial assistance. Twelve variables discriminated significantly between students who scored as internal and external. Differences also were associated with age and sex. The findings suggest data which could be useful in assisting faculty to structure programs and counsel undergraduates who wish to teach. Findings also suggest additional questions which warrant study.

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.

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