Using Third-Party Evaluations to Assess Socioemotional Skills in Graduate School Admissions

Consideration of socioemotional skills in admissions potentially can increase representation of racial and ethnic minorities and women in graduate education as well as identify candidates more likely to succeed in graduate school. Research on one such assessment, the ETS Personal Potential Index (PPI), showed that the PPI produced much smaller racial/ethnic-gender group mean score differences than undergraduate grade point average (UGPA) and the Graduate Record Examinations (GRE) did. Across levels of institutional selectivity, the PPI can promote racial/ethnic and gender diversity in graduate and professional school in ways that UGPA and GRE scores do not. Predictive validity analyses showed that for doctoral STEM programs the PPI dimensions of (i) Planning and Organization and (ii) Communication Skills positively predict graduate school grade point average as well as a lower risk of academic probation, a determinant of degree progress, both alone and incrementally over UGPA and GRE scores.

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Grit and Academic Performance in Doctor of Physical Therapy Students

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2020.1976 ◽

2020 ◽

Author(s):

Scott Richardson ◽

Michael Scotto ◽

MayAnne Belcina ◽

Richa Patel ◽

Kevin Wiener

Keyword(s):

Physical Therapy ◽

Grade Point Average ◽

Graduate School ◽

Preliminary Evidence ◽

Physical Therapy Students ◽

School Grade ◽

Convenience Sample ◽

Grade Point ◽

Doctor Of Physical Therapy ◽

Therapy Program

Purpose: The purpose of this study was to determine whether a physical therapy student’s level of grit positively correlates to graduate school grade point average. Methods: Participants were a convenience sample recruited from the class of 2021 in the Doctor of Physical Therapy program at Franklin Pierce University in Goodyear, Arizona. Subjects completed the Short Grit Scale (Grit-S) as a measure of grit. These scores were compared with participants’ graduate school grade point average using a Spearman Rho statistical test with data analysis completed using SPSS software. Results: 27 participants (15 males, 12 females) with mean grit score of 3.76 ± 0.48 and mean grade point average 3.72 ± 0.18. Spearman Rho correlation was .463 (p < .05). Conclusion: A significant moderate positive correlation between grit and graduate school grade point average in physical therapy students was found. These findings indicate preliminary evidence that may be useful for admissions considerations for DPT programs.

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

Journal of the American Podiatric Medical Association ◽

10.7547/1000479 ◽

2010 ◽

Vol 100 (6) ◽

pp. 479-486 ◽

Cited By ~ 1

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 < .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)

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

Council review ◽

10.1177/0014402919872688 ◽

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.

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Local Validity of OCAT as a Predictor of Professional School Grade Point Average

Optometry and Vision Science ◽

10.1097/00006324-198601000-00012 ◽

1986 ◽

Vol 63 (1) ◽

pp. 76-79 ◽

Cited By ~ 1

Author(s):

MICHAEL H. HEIBERGER

Keyword(s):

Grade Point Average ◽

Professional School ◽

School Grade ◽

Grade Point

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The Relationship of the Graduate Record Examination to Grade Point Average and Success in Graduate School

Educational and Psychological Measurement ◽

10.1177/001316447403400425 ◽

1974 ◽

Vol 34 (4) ◽

pp. 939-944 ◽

Cited By ~ 19

Author(s):

Andrew J. Thacker ◽

Robert E. Williams

Keyword(s):

Grade Point Average ◽

Graduate School ◽

Graduate Record Examination ◽

Grade Point ◽

Relationship Of ◽

The Relationship

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Predictive Validity of the Graduate Record Examination with and without Range Restraints

Psychological Reports ◽

10.2466/pr0.1997.81.1.211 ◽

1997 ◽

Vol 81 (1) ◽

pp. 211-220 ◽

Cited By ~ 3

Author(s):

Kenneth Oldfield ◽

Janet R. Hutchinson

Keyword(s):

Graduate Students ◽

Grade Point Average ◽

Predictive Validity ◽

Graduate School ◽

Graduate Record Examination ◽

Output Variable ◽

Grade Point ◽

Input And Output ◽

Input Variables ◽

Suggested Explanation

Most studies show that scores on the Graduate Record Examination (GRE) have low predictive validity for graduate grade point average. One suggested explanation is that the input and output variables have restricted ranges. Restriction of the input variables results when students with low GRE scores are omitted from the analysis. The output variable is constricted since most students receive an A or B in courses. However, the present study shows that the GRE has low predictive validity even when both the input and output variables are more widely distributed for a sample of graduate students. The need for better screening mechanisms to select from among applicants to graduate school is discussed.

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University Dropout

Journal of Individual Differences ◽

10.1027/1614-0001.29.3.134 ◽

2008 ◽

Vol 29 (3) ◽

pp. 134-147 ◽

Cited By ~ 9

Author(s):

Manuel C. Voelkle ◽

Nicolas Sander

Keyword(s):

Grade Point Average ◽

Structural Equation ◽

Unobserved Heterogeneity ◽

School Grade ◽

Grade Point ◽

High School Grade ◽

Hands On ◽

University Dropout ◽

The Individual ◽

A Prospective Study

University dropout is a politically and economically important factor. While a number of studies address this issue cross-sectionally by analyzing different cohorts, or retrospectively via questionnaires, few of them are truly longitudinal and focus on the individual as the unit of interest. In contrast to these studies, an individual differences perspective is adopted in the present paper. For this purpose, a hands-on introduction to a recently proposed structural equation (SEM) approach to discrete-time survival analysis is provided ( Muthén & Masyn, 2005 ). In a next step, a prospective study with N = 1096 students, observed across four semesters, is introduced. As expected, average university grade proved to be an important predictor of future dropout, while high-school grade-point average (GPA) yielded no incremental predictive validity but was completely mediated by university grade. Accounting for unobserved heterogeneity, three latent classes could be identified with differential predictor-criterion relations, suggesting the need to pay closer attention to the composition of the student population.

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The Importance of Counseling Basic Skills for the Councelors in School

10.31219/osf.io/qa96h ◽

2018 ◽

Author(s):

Nova Erlina ◽

Syafrimen Syafril ◽

Norhayati Mohd. Noor ◽

Jusnimar Umar

Keyword(s):

Social Science ◽

Grade Point Average ◽

Quantitative Method ◽

Basic Skills ◽

Counseling Session ◽

Grade Point ◽

Faculty Of Education ◽

Teachers Training

Basic competence used during counseling session is the development of trained skills and experienced obtained by counselor candidate during their education. To obtain the skills the counselors have to seriously pass some training phases. This study is aimed at finding out the basic competence possessed by counselor candidate during counseling session in Faculty of Education and Teachers Training in Islamic University of Raden Intan Lampung. This research applied quantitative method, involving 145 of final year students who were randomly selected. Data was collected by distributing the questionnaire of counseling basic competence and analyzed by using descriptive statistic aided by Statistics Package for Social Science (SPSS version 22.0). Generally the findings of the study reveals that the counseling basic competence possessed by the counselor candidates is placed on Average/Simple level. The study also shows that there is no difference competence pursuant to gender and Grade Point Average (GPA) achieved by the object of the study. It implies that the basic competence in conducting counseling session is extremely important and prominent prossesed by the counselors in schools.

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