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

Relationship of Rigidity to Academic Achievement and Occupational Choice of Accounting Students

1976 ◽  
Vol 38 (3) ◽  
pp. 711-721 ◽  
Author(s):  
Sara H. Dinius ◽  
Sherwood C. McIntyre
Keyword(s):  
Grade Point Average ◽  
Occupational Choice ◽  
Statistical Significance ◽  
Demographic Data ◽  
Accounting Students ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Average High School ◽  
Relationship Of

250 university students were administered the “Einstellung” Water Jug Test. College grade point average, high school grade point average and American College Testing Program scores were collected for 184 of the subjects. Six measurements from the Einstellung test were analyzed to determine their power to (1) discriminate accounting majors from non-accounting majors (majors) and (2) discriminate students who were successful in accounting from those who were not (success). Two measurements significantly discriminated subjects by major and four measurements discriminated subjects by success. Three measurements from the Einstellung test were intercorrelated with the demographic data; nine of the correlations showed statistical significance. A multiple correlation, in which success was the criterion and the eight measures the predictors, showed a multiple R = .640. It was concluded that the addition of the Einstellung test to a traditional testing battery will raise the level of the “predictive plateau.”

scholarly journals Typical physics Ph.D. admissions criteria limit access to underrepresented groups but fail to predict doctoral completion

2019 ◽  
Vol 5 (1) ◽  
pp. eaat7550 ◽  
Author(s):  
Casey W. Miller ◽  
Benjamin M. Zwickl ◽  
Julie R. Posselt ◽  
Rachel T. Silvestrini ◽  
Theodore Hodapp
Keyword(s):  
Statistical Analysis ◽  
Grade Point Average ◽  
Multivariate Statistical Analysis ◽  
Graduate Record Examination ◽  
Multivariate Statistical ◽  
Grade Point ◽  
Doctoral Completion ◽  
Underrepresented Groups ◽  
Admissions Criteria ◽  
Limit Access

This study aims to understand the effectiveness of typical admissions criteria in identifying students who will complete the Physics Ph.D. Multivariate statistical analysis of roughly one in eight physics Ph.D. students from 2000 to 2010 indicates that the traditional admissions metrics of undergraduate grade point average (GPA) and the Graduate Record Examination (GRE) Quantitative, Verbal, and Physics Subject Tests do not predict completion as effectively admissions committees presume. Significant associations with completion were found for undergraduate GPA in all models and for GRE Quantitative in two of four studied models; GRE Physics and GRE Verbal were not significant in any model. It is notable that completion changed by less than 10% for U.S. physics major test takers scoring in the 10th versus 90th percentile on the Quantitative test. Aside from these limitations in predicting Ph.D. completion overall, overreliance on GRE scores in admissions processes also selects against underrepresented groups.

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.

scholarly journals Use of Demographic and Quantitative Admissions Data to Predict Performance on the National Physical Therapy Examination

2007 ◽  
Vol 87 (9) ◽  
pp. 1181-1193 ◽  
Author(s):  
Ralph R Utzman ◽  
Daniel L Riddle ◽  
Dianne V Jewell
Keyword(s):  
Physical Therapy ◽  
Grade Point Average ◽  
Physical Therapist ◽  
Prediction Rule ◽  
Graduate Record Examination ◽  
Grade Point ◽  
National Physical Therapy Examination ◽  
Nationally Representative ◽  
Physical Therapist Student ◽  
Student Risk

Background and Purpose: The purpose of this study was to determine whether admissions data could be used to estimate physical therapist student risk for failing the National Physical Therapy Examination (NPTE). Subjects: A nationally representative sample of 20 physical therapist education programs provided data on 3,365 students. Methods: Programs provided data regarding demographic characteristics, undergraduate grade point average (uGPA), and quantitative and verbal Graduate Record Examination scores (qGRE, vGRE). The Federation of State Boards of Physical Therapy provided NPTE data. Data were analyzed using hierarchical logistic regression. Results: A prediction rule that included uGPA, vGRE, qGRE, and race or ethnicity was developed from the entire sample. Prediction rules for individual programs showed large variation. Discussion and Conclusion: Undergraduate grade point average, GRE scores, and race or ethnicity can be useful for estimating student risk for failing the NPTE. Programs should use GPA and GRE scores along with other data to calculate their own estimates of student risk.

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